correctional and developmental

E.N. Musina,

teacher of pedagogy,

V.A. Gareeva,

psychology teacher

Explanatory note 5

Training program for the correction of fears in children of senior preschool age 9

The program of classes for the correction of hyperactivity in children 5-6 years old 25

Literature 62

Anxiety Behavior Correction Program

The program of classes for the prevention of psycho-emotional stress in preschool children 71

Game training program for increasing self-confidence, correcting fears, relieving bodily tension and anxiety in children of senior preschool age 85

The program of classes for the psycho-correction of group relations

for preschool children 100

A set of exercises for the correction of aggressive behavior

The program of classes for the correction of aggressive behavior of children

The program of classes for the correction of anxiety in children 6-7 years old 162

The program of developing classes for the formation of communication skills for children of senior preschool age 189

The program of classes for the correction of behavioral characteristics

hyperactive children of senior preschool age 208

Correctional program for rapprochement and unification of preschool children 226

A complex of training and remedial classes for the development of communication skills in children aged 5-6 years 239

The program of psychocorrection of the emotional sphere of the personality of the senior preschooler 250

Program for the correction of fears in children 5-6 and 6-7 years old 263

The program "This is me" to reduce the level of anxiety in children of senior preschool age 285

Game training for the correction of shyness, isolation,

indecision in preschool children 295

Correction and development program of the emotional and personal sphere of the senior preschooler 310

Correctional program for the development of children with underestimated

Teaching preschool children the elements of the technique of expressive movements 372

The program of work of a psychologist with children to optimize the communication of preschool children 400

Anxiety Reduction Program 410

Emotional enrichment training program

preschooler 5-6 years old 421

Psychological and pedagogical education for

parents and educators 438

The program of classes for enriching the emotional sphere of a preschooler 5-6 years old 441

Literature 455

The program of classes for the development of motor activity

The program of classes for the correction of anxiety in children aged 5-6 years using the method of play therapy 467

Correction and development program for children aged 5-7 to overcome aggressive tendencies in conditions of socially approved forms of behavior 483

Explanatory note

Preschool age (from 3 to 7 years) brings the child new potential achievements. This is the period of mastering the social space of human relations through communication with close adults, as well as through gaming and real relationships with peers.

Age-related features of preschool children, manifested in great emotionality, dependence on an adult, imitation, susceptibility, create the danger of fixing and integrating negative manifestations, cause delays and disharmony of development, failure and unproductive activity, disturbances in the processes of self-determination, realization of personal potential, psychological vulnerability of the child .

However, due to the same characteristics, children are more easily rebuilt, amenable to educational influence, more sensitive in terms of development, if the determining influence is adequate to the child's capabilities and characteristics.

Consequently, the age characteristics of preschool children can play both a positive and a negative role in the development of a child, depending on the conditions of his life and upbringing.

The main tasks of a psychologist working with preschool children are related to the psychological support of the natural development of the child, which includes the development of the foundations of the arbitrariness of mental processes in children and the training of mental processes and functions. However, the presence of children with communicative, behavioral and emotional-personal problems, socio-pedagogical neglect, deficiencies in mental development suggests the organization of special correctional and developmental programs, both complex and special.

As the personality develops, the child, like an adult, increases the ability for self-control and arbitrary mental self-regulation. Behind these concepts is the ability to control one's emotions and actions, the ability to model and bring one's feelings, thoughts, desires and abilities into line, to maintain the harmony of mental and physical life. Wishing to bring up these features in the child as soon as possible, adults give him instructions, advice and protect him with a mass of prohibitions. Thus, they kill the activity and independence of the child, cause him aggression and a sense of inferiority.

Another way to promote the growth of the arbitrariness of mental self-regulation is based on the gymnastics of the child's psyche.

The program of correctional and developmental classes is aimed at psychological assistance to preschool children, namely the correction of fears and anxiety, overcoming self-doubt, hyperactivity, correction of violations of self-awareness, self-esteem, communication.

Program goal: psychological support for the natural development of the child, creating conditions for eliminating distortions in the child’s mental development, restructuring unfavorably formed neoplasms, forms of emotional response and behavior stereotypes, reconstructing the general course of development and recreating full-fledged renewed contacts of the child with the world.

Tasks:

- actualization of new forms of experiences in the child;

– strengthening confidence in the world, developing new, more productive relations with the world;

- knowledge of the surrounding world;

- expansion of inner experience through the expression, experience and awareness of unconscious motives, etc.

– Enrichment of communication techniques;

- formation of an adequate attitude towards oneself and others;

- Development of self-awareness, increasing self-confidence.

In addition, each program for the correction of certain disorders has its own specific goals and objectives.

The program is based on an activity approach and uses children's play for diagnostic, corrective and developmental purposes. The game is considered as an independent method and as an integral part of psychotherapy. As an independent method, it performs three main functions: diagnostic, therapeutic and educational, which are closely related and are implemented both in spontaneous and directed play. Game correction is used for various forms of behavioral disorders, childhood anxiety, fear, insecurity, and communication disorders.

The purpose of the classes is aimed at maintaining the mental health of children and preventing emotional disorders in children. Classes are built according to a specific scheme and consist of stages. Each stage solves not one, but several independent tasks, important in their own way for the development of the child's psyche.

Much attention is paid to the subject-developing environment in which classes are supposed to be held, namely the creation of a sensory room. The sensory room makes it possible to receive various stimuli - visual, auditory, tactile - and use this stimulation for a long time. A different combination of all these stimuli can have different effects on the mental and emotional state of the child:

tonic,

Stimulant

firming,

restorative,

soothing,

Relaxing.

The sensory room uses a massive flow of information to each analyzer. Thus, perception becomes more active. Such active stimulation of all analyzer systems leads not only to an increase in the activity of perception, but also to an acceleration of the formation of interanalyzer connections.

The experience of the world, and, more recently, domestic complex rehabilitation has proved that a set of sensory and motor exercises aimed at didactic purposes has a positive effect on general, emotional, speech and social development.

sensory room in combination with the work of a psychologist makes it possible to:

Remove anxious neurotic experiences,

Get rid of fears

Create an emotionally calm state,

Activate the patients

To evoke pleasant and aesthetic meaningful experiences.

Depending on the neuropsychiatric diagnosis and the tasks set, sessions in the sensory room can be considered as:

Self-rehabilitation procedure;

Method of preparing the child for other medical and psychological activities (preliminary relaxation);

Means of optimization, increasing the motivation of a complex rehabilitation process.

The psychologist necessarily uses the possibilities of the sensory room, organically weaving them into group and individual classes with children.

Remedial and developmental classes in our center are supposed to be carried out both in individual and group forms. Group classes are held as groups are filled in the amount of 6-12 people and are held 2 times a week. Individual lessons, their number is regulated based on the diagnosis of the child and the wishes of the parents.

Training program for the correction of fears in children of senior preschool age

The program consists of 13 lessons. Duration 40–60 minutes. The cycle is designed for 1.5 months. The number of participants is 5-7 people.

1) Identification of the cause, nature and time of occurrence of fear.

2) Disclosure of the characteristics of the child's behavior in a conflict situation.

3) Actualization and reconstruction of fears through role transformation.

4) Consolidation by the child of new models of behavior in situations that cause fear.

Lesson 1

1. Greetings:"Snowball". One child says his name, another repeats his name and says his own, the third says their names and adds his own, etc. The last member lists everyone and ends with their own name.

2. Drawing: Children receive pencils and a blank sheet of paper. They must draw illustrations for the Book of Fears. They sit down at the tables and come up with their own pictures.

When all the work is finished, invite the children to sit in a circle, show and talk about what they did. Then let everyone think of what needs to be added to the drawing so that the fear disappears and becomes less scary.

Target: development of the ability to cope with a feeling of fear, to find a constructive way out of a situation that causes fear.

3. Thematic games:

a) steam locomotive. Children cling to each other, representing trailers, in front - a train. Each must feel the support of the other. The locomotive overcomes various obstacles during the game: jumps over a stream, drives through a dense forest, makes its way through the mountains, flies into space.

Purpose of the game: Creating a positive emotional background, increasing self-confidence, uniting the group, feelings of "WE", eliminating fears.

b) "Transfer of items." Imaginary objects are passed around in a circle. At the same time, the ability to depict, expressive means, observation develops.

4. Viewing a filmstrip-fairy tale.

5. Relaxation exercise. Children perform arbitrary dance movements to calm music.

6. Homework: Children are offered a topic: "How I spent the day."

Lesson 2

1. Greetings: Children shake hands with each other. Then one child closes his eyes and, through a handshake, determines whose hand it is. Then another child, and so on.

2. Drawing:"Draw your fear." Children are seated at tables. The facilitator invites them to draw a picture called “My fear”.

After the children draw the pictures, it is necessary to discuss what each child is afraid of. Target: removal of fears. 3. Thematic games:

a) Feelings. Feelings are conveyed instead of depicted objects. The ability to remove barriers is being developed.

The main goal of the game- reach mutual understanding. b) "The image of animals." A sly fox, a cowardly hare, a terrible tiger, a strong bear and, conversely, a cowardly bear, and a brave hare are depicted.

4. Listening to a fairy tale

5. Relaxation exercise:"Humpty Baltai". Host: "Humpty Baltai sat on the wall, Humpty Baltai fell down in his sleep."

The child turns the body to the right - to the left, the arms dangle freely, like a rag doll. On the word “fell down in a dream”, sharply tilt the body down.

Target: teaching self-relaxation techniques to children.

6. Homework: The theme is given, to draw your favorite hero from any fairy tale.

Lesson 3

1. Greetings: The children smile, nod to each other and sit down in their seats.

Target: Creating a warm atmosphere.

2. Drawing: Children are seated at tables. The host invites them to draw a picture on the topic: "What is the worst thing I dream of" or "What am I afraid of during the day." (The theme makes it possible to display the most vivid fear).

3. Thematic games:

a) "Ball games": football; rugby; throwing the ball to each other by children standing in a circle, accompanied by the words “on”, “hold”, “catch”; tossing balloons and playing skittles.

b) "Running in a circle": alternate penetration from a running start into a circle of children holding hands.

4. Reading a fairy tale.

5. Relaxation exercise. The guys are invited to compete: who will make the highest jump in the air. Each participant is given three attempts.

6. Homework:"My favorite season".

Lesson 4

1. Greetings: Children are given the task: to greet each other with gestures and facial expressions.

Target: Removing bodily restraints.

2. Drawing:“Drawing in a circle” (does not imply preliminary planning of the topic and content of the drawing). Children sit around the table and begin to draw on the same large sheet of paper, passing it to each other. At the end, a group discussion of the result of the drawing, an exchange of views on the ideas of the drawing and what happened as a result.

3. Thematic games:

a) "Fight-competition": throwing the ball at each other. In this case, you need to dodge it, defend yourself with your hand or a cardboard shield.

b) "Race climbing": along the Swedish wall and jumping down to the mat (with a psychologist's insurance). Jumping over a rope, a small hole with sand.

4. Viewing a filmstrip-fairy tale.

5. Relaxation exercise: Children hold hands and make movements to the calm music that the leader shows.

6. Homework:"Draw your family."

Lesson 5

1. Greetings: Children are invited to depict a greeting with movements. Movements must not be repeated.

Target: Removing bodily restraints.

2. Drawing:“What am I afraid of during the day” (makes it possible to display the most vivid fear; what kind of fear the teacher does not explain, and each of the children must choose it himself).

3. Thematic games:

a) "Fifteen": serves as a warm-up and contains a number of rules. The playground is limited, on which chairs are arranged in disorder, there is a table. Whoever accidentally touches them or runs out of the site becomes the driver, who must stain himself. The game lasts 5 minutes. The psychologist takes part in the game. The emotional and motor revival achieved in the group improves the mood of children and increases interest in the next game.

b) "Zhmurki": the situation on the playground is the same. Children stand with the condition not to move. If the driver with a blindfold does not find anyone for a long time, you can find yourself, clap your hands, shout. It is desirable to guess who got caught. The winner is the one who found the most participants in the game. This game promotes the development of endurance and patience.

4. Listening to a fairy tale

5. Relaxation exercise. The child is asked to sit freely on a chair and close his eyes. Calm music is on. All participants bow down, and the adult announces that they should gently and carefully, in an unusual way, touch the body of the lying child, showing how this is done. Everyone starts and ends touching at the same time. Then the seated person is left for some time in a relaxed state.

Target: Teaching methods of self-regulation.

6. Homework:"Draw whatever you want."

Lesson 6

1. Greetings: Invite children to say hello to other children. As they wish (with a nod of the head, a smile, etc.).

Target: Establishing a friendly atmosphere in the group.

2. Drawing:“What I am no longer afraid of…”.

Target: Formation of the active position of the combatant.

3. Thematic games:

a) "Quick answers": the playground is divided into squares one step long, a psychologist sits in a chair in front and holds a prize in his hands. At this fast pace, children in line are asked questions that need to be answered immediately, without much thought. The one who answered the question takes a step forward, and those who did not answer, remain in place, but the psychologist helps them with easier questions, so that everyone eventually reaches the finish line and receives prizes.

b) “Running of associations”: participants sit in a circle. The host says two random words. One of the participants aloud describes an image that connects the second word of the leader with the first. Then the participant who created the image offers his word to the next player, the one who sits on his left hand. He connects this third word with the second, and his own word - already the fourth in this chain - passes as a task to his neighbor on the left. The game moves in circles. Time is fixed.

4. Reading a fairy tale.

5. Relaxation exercise: Children stand in a circle. Fun music sounds. It is suggested that someone start the dance moves. Everyone else repeats these movements. Then this is repeated in a circle (clockwise, for 15-20 minutes).

6. Homework:"Paint your room."

Lesson 7

1. Greeting: Children are given the task to greet everyone with facial expressions, depicting some kind of animal.

Goal: Creating a favorable emotional mood for the lesson.

2. Drawing: "Dreams I'm afraid of."

3. Themed games:

a) “It can’t be”: any of the participants names something incredible: a thing, a natural phenomenon, an unusual animal, tells a case. The winner is the one who comes up with five such stories in a row, and no one will ever tell him: “It happens!”.

b) "Anti-time": each of the participants is offered a topic for a short story. For example: "Shop", "School", "Journey out of town". The person who received the topic should reveal it, describing all the events related to it "back to front" - as if a film was scrolling in the opposite direction.

4. Viewing filmstrip - fairy tales.

5. Relaxation exercise: Children are invited to imagine themselves as "snowflakes" and spin around to the music.

6. Homework: "My pet (pet)."

Lesson 8

1. Greetings: Children are given the task to say hello to each other. The child turns to the one sitting to his right, calls him by name and says that he is glad to see him. He (the child who has just been named) turns to his neighbor on the right, and does the same, and so on until each of them greets his neighbor.

Target: creating a positive attitude.

2. Drawing: With children, the presenter draws a boat on a Whatman paper. Then each child draws himself in this boat.

Target: stress relief, attention to the partner.

3. Thematic games:

a) “Who is the first”: the children line up, and the leader reports that as soon as he says a certain word, everyone should jump like bunnies and slip between the chairs in order to return and take the first prize (candy, picture, icon). The trigger word can be one of the names of animals, plants, colors. During the jumps, the participants in the game create obstacles for each other, as everyone strives to be the first. It causes excitement, laughter and fun.

b) "Reincarnations": participants are comfortably seated in chairs. One of them is instructed by a psychologist to turn into a certain thing. On behalf of this thing, he begins a story about what surrounds her, how she lives, what she feels, about her past and future. Having finished the story, the participant gives the task to the next in the circle.

4. Listening to a fairy tale

5. Relaxation exercise: Starting position sitting. Hands and the whole body are directed forward, do not tear off the heel from the floor. It is necessary to stretch forward as far as possible. Then lie on your back and relax completely.

6. Homework:"Draw the dance you like best."

Lesson 9

1. Greetings: Children, standing in a circle and clockwise, say compliments to each other.

Target: Establish a friendly atmosphere in the group.

2. Drawing: "I'm at home."

3. Themed games:

a) "Hide and Seek" (held wherever you can hide; a route is developed in advance).

b) "Who is louder": children should shout, competing in loudness. When the loudest voice is chosen, all the children begin to shout in unison until some kind of melody comes out. The exercise serves to unite the group. 4. Reading a fairy tale.

5. Relaxation exercise: Sitting position on a chair, eyes closed. We listen to calm, quiet music, relax.

6. Homework:"Bad and good."

Lesson 10

1. Greetings: Children greet each other, leading a candle in a circle. In this case, you need to feel the warmth that comes from it. "Take" yourself a little warmth, turn to your neighbor, who is sitting to your right, and, looking at him, smiling, say, for example: "Misha, I'm glad to see you!". Target: Removal of emotional stress, attitude to work together.

2. Drawing:"Family".

3. Thematic games:

a) tournament. Participants discuss the rules of the game-struggle. For example, on one leg or without crossing the line, with or without a weapon. A judge is appointed. Arbitrary control is brought up in the game, effective behavior is corrected, courage, self-confidence develops, the child becomes in different positions - a competitor, a judge, a spectator.

b) ship. Two adults are swinging a “hammock” blanket around the corners - this is a boat. There is a child in it. With the words "Quiet, calm weather, the sun is shining," all children depict good weather. At the word "Storm!" they begin to make noise, the boat sways more strongly. The child in the boat should shout over the storm: “I am not afraid of the storm! I am the strongest sailor! The game increases self-esteem, the method of suggestion is used to create self-confidence.

4. Viewing a filmstrip-fairy tale.

5. Relaxation exercise: Children are invited to dance to the music with their eyes closed, remembering their favorite movements.

6. Homework:"Free theme".

Lesson 11

1. Greetings:"Say your name." Children sit in a circle. The host gives the first child a flower and says his name. Then this child passes the flower to another and also says his name, after which he passes the flower to the third, and so on.

Target: creating a positive attitude.

2. Drawing:“What would be bad (or good) with me.”

3. Thematic games:

A) Exercise 1: Look at the picture and try to put the fear on your face.

Pictogram "fear".

Target: The study of the expression of the emotional state (fear) in facial expressions.

b) Exercise 2:"The story of the girl Galya." Galya came to her grandmother in the village. One day she was walking near the river, picking flowers, singing songs and heard someone behind her hiss: "Sh-Sh." Galya turned around and saw a big goose. She got scared and ran home. She ran to her grandmother and said: “I was scared of a goose! He hissed loudly and wanted to pinch me.” Grandmother reassured Galya. (There are 3 participants in this scene: Galya, a goose and a grandmother. And the children begin to act out this scene.)

Target: To teach children to express with the help of movements the emotional state of another person, to distinguish between emotional states expressed in facial expressions, to give the experience of living in a negative situation.

4. Listening to a fairy tale

5. Relaxation exercise:"Shadow". The soundtrack of calm music sounds. 2 children are selected from the group of children. The rest are spectators. One child is a “traveler”, the other is his “shadow”. The "Traveler" goes through the field, and behind him 2 - 3 steps behind comes his "Shadow". The latter tries to exactly copy the movements of the "Traveler".

It is advisable to stimulate the "Traveler" to perform various movements: pick a flower, sit down, jump on one leg, etc.

Target: development of observation, inner freedom and looseness.

6. Homework:"Good and evil".

Exercise 12

1. Greetings:"Steam locomotive". When he rides, he does not buzz, but, clapping his hands, repeats his name. After the engine chooses one of the children to replace him, and he himself will become a trailer, and will help the new engine, repeat his name.

Target: Set up children to work in a group.

2. Drawing: Projective drawing "Draw yourself". Children are seated at tables. On each table - paints, pencils. An adult watches the children, providing the necessary mood, kindly encouraging. Then hang the drawings on the wall, look with the children.

Target: the formation of a positive "I" - a concept based on the expression and awareness of one's feelings, experiences.

3. Thematic games:

A) Exercise 1: Show the children cards from the game "ABC of Moods". They depict a parrot, fish, cat, mom, dad, bear. They all experience a sense of fear. Think and decide which of the characters each of you can show. At the same time, it is necessary to say about what your hero is afraid of and what needs to be done so that his fear disappears.

Target: To teach children to find a constructive way out of the situation, to feel the emotional state of their character.

b) Exercise 2:"Writing stories". From the group of children, a child is selected who composed a story (for any plot, at the request of the child), other children are “spectators”. The child tells his story. Then it is continued by the facilitator, who introduces into the narrative more “healthy” and competent ways of adapting and resolving conflicts than those outlined by the child. Then it is proposed to continue the story of the child, then again the leader, etc.

The game can be modified as follows. All children sit in a circle. The host says the first sentence: "Masha went to school." Clockwise, the 2nd child names his sentence, continuing the leader, the third, etc. The result should be a general collective story about how Masha went to school.

Purpose of the game: Removal of fears.

4. Reading a fairy tale.

5. Relaxation exercise:"Free dance". The group sit in a circle. One participant goes to the center of the circle and dances. Don't worry about being a "good dancer". Don't compete with others. Move freely and spontaneously, following your body. After a few minutes, finish the exercise, sit down, invite someone to replace you. Continue until everyone who wants to use the opportunity to dance.

Prerequisite: No one can be forced to participate.

Target: Give each participant the opportunity to experiment with dance moves in front of others.

6. Homework:"Draw an emotional state (joy, sadness, surprise, fear)."

Lesson 13

1. Greetings: Imagine that you have forgotten how to speak, but you can only sing. Each of the children should sing their name, and all the others will repeat after him.

Target: Create a positive mood.

2. Drawing:"Underwater world" (collective drawing).

Target: group unity.

3. Thematic games:

a) "Scary Tales": the lights go out, and the children take turns telling scary tales. If the level of trust in the group is high (and this is already achieved by this lesson), children reproduce their real fears without experiencing them, without anxiety and tension.

b) "Round dance": the children stand in a circle, join hands, sing and lead a round dance. All this is done with musical accompaniment. Then they say "goodbye" in unison.

4. Viewing a filmstrip-fairy tale.

5. Relaxation exercise:"Sage". Imagine a clearing, there is a large oak tree on it. Under the oak sits an old sage who can answer any question. Formulate your question. "Listen" to the sage's answer. You can limit yourself to a question - an answer, or you can organize a dialogue with a sage. A calendar hangs behind the sage's back. Read and remember the date of your conversation.

Target: Teach relaxation techniques to relieve stress.

6. Homework: Children are offered the topic: "How I spend the weekend."

1) Excessive severity of parents, as well as permissiveness, contributes to the emergence of fears in children. Therefore, try to choose the "golden mean" of raising a child.

2) Do not instill fear in children with your threats like: “Uncle will take you in a bag”, “I will leave you”, etc.

3) Expand your child's social circle with peers.

5) Do not threaten the child with deprivation and insufficient love, thereby increasing fear and making it more and more difficult to reverse.

7) Your child may have tics. Quite often, tics and hyperkinesias are regarded by adults as grimaces, deliberate antics and self-indulgence. Therefore, do not try to eliminate them by continuous remarks, prohibitions and punishments.

1) To prevent the development of negative tendencies of communication in the group, to support, protect and nurture the skills of adaptive behavior in children with neuroses is the humane task of the educator.

2) If there are several disinhibited children in the group (children with MMD, the origin of which is most often associated with the alcoholism of their parents), then they should, if possible, be divided into other groups.

3) The educator does not need to single out children with neuropathy and neurosis in a special group or subgroup, and work with them separately, since this causes a prejudiced attitude among most peers.

4) The data obtained in the process of individual conversation and observation of the behavior of children in a group are discussed with parents and become the basis for drawing up a program to help nervous children.

5) The teacher should not use the information received to the detriment of the child, should not scold him in front of all the children, shame him for showing weakness, helplessness and emphasize the need for help.

6) Build a confidential, psychologically oriented conversation (the teacher implies a sense of tact, spiritual sensitivity and a sincere desire to help children cope with their experiences).

7) It is necessary to clarify not only the sources of positive emotions in children, but also what prevents them from feeling normal, why they are unhappy, worried or offended.

8) It is possible to draw up an objective picture of the relationship of children, their position in the group through sociometry - a survey about the preferred to rejected choice of peers for a joint game.

9) You should show special tact in terms of family relations, not directly specifying their nature, but getting an idea about them, being interested in the child's toys, adults' attitude to playing at home, walking on the street, etc.

10) In a group conversation, one should not appeal to the specific problems of individual children, give their names, but it is necessary to reflect them so that the parents themselves know who they are talking about.

The program of classes for the correction of hyperactivity in children 5-6 years old

Purpose: development of attention, control over impulsivity and control of motor activity.

The program consists of 16 lessons, each of which is designed for 30 minutes. Subject to the mode of conduct - two meetings per week (with an interval of 3 days). The cycle is designed for a month and a half. Classes are intended for children of senior preschool age (5-6). Number of participants: 5-8 people. Leader: educator, psychologist.

In addition to hyperactive children, the group may include insecure, impulsive and inattentive children.

Classes are best done in the music room - there is quite spacious, there is a carpet and few distractions.

Class structure

Permanent Components:

Greetings.

Psychogymnastics.

Games for the development of attention and control over impulsivity.

Body-oriented exercises.

Games for the management of motor activity.

Final stage (analysis).

Variable Components:

Exercises for the development of large and small motor skills, drawing, outdoor games, relaxation exercises.

Lesson 1

Tasks:

1. Establishment of relations between the psychologist and the group;

2. Development of arbitrariness and self-control;

3. Development of attention and imagination;

4. Development of coordination of movements.

Materials for the lesson: medium sized ball

Lesson progress:

1. Greeting.

2. “Yoga gymnastics for kids” (2-3 min)

The sensory room is a room where the child, being in a safe, comfortable environment filled with various stimuli, independently or accompanied by a specialist, explores the environment.

A visit to the sensory room for children is like immersing in a fairy tale, children get a joyful mood and a feeling of complete security - all this allows us to talk about the uniqueness and value of sensory rooms for people with special needs, with problems in development, learning, behavior and social adaptation, with chronic pain, post-traumatic pain, as well as for all people who need to restore and maintain psycho-emotional balance.

The combination of different stimuli (light, music, color, smells, tactile sensations) has a different effect on the mental and emotional state of a person: both calming, relaxing, and tonic, stimulating, restoring. Therefore, the sensory room not only helps to achieve relaxation, but also allows you to activate various functions of the central nervous system:

1. stimulates all sensory processes;
2. creates a positive emotional background and helps to overcome violations in the emotional-volitional sphere;
3. stimulates interest in research activities;
4. corrects disturbed higher cortical functions;
5. develops general and fine motor skills and corrects movement disorders.

Thus, depending on the tasks set, sessions in the sensory room can be considered as:

• independent rehabilitation procedure;
• a method of preparation for other medical and psychological activities;
• means of optimizing the rehabilitation process.

Conventionally, the SC equipment can be divided into two functional blocks:

Relaxation - includes soft covers, ottomans and cushions, floor and wall mats, dry pools with safety mirrors, devices that create diffused light, suspended movable structures, toys, an aromatherapy installation and a library of relaxation music.

A child or an adult, lying in the pool or on soft forms, can take a comfortable position and relax. Slowly passing diffused light, a pleasant smell, combined with soothing music create an atmosphere of safety and tranquility. If necessary, in addition, in such an environment, psychotherapeutic work can be carried out with the patient.

Activation - it includes all equipment with light-optical and sound effects, touch panels for hands and feet, massage balls, etc. Additionally, it can include a dry pool.

Therefore, with the help of the sensory room, it is possible to solve a whole range of tasks:

1. solving the problems of the child's adaptation to the conditions of the preschool educational institution, school, sanatorium;
2. creation of a positive emotional background, which helps to carry out more successful rehabilitation after psychological traumas and diseases;
3. diagnosis of various disorders;
4. correction of violations in the cognitive sphere (increased interest in research activities, improved attention, sensory activation);
5. correction of the emotional-volitional sphere (hypertrophied fears, aggression, anxiety, depressive moods, irritability);
6. relaxation, removal of muscular and mental tension;
7. correction of behavioral disorders (difficulties in communication, increased aggressiveness);
8. development of general and fine motor skills, correction of motor disorders, sensory impairment;
9. intellectual development of children.

1. Table for sand painting "Multicolor":

The table is designed for children to draw with quartz sand. It is possible to select the color of the table backlight, as well as four dynamic color switching modes using the control panel.

2. LED-panel for drawing.

It is worth holding a special marker on the surface of the board and lo and behold! The drawing is glowing! The drawing is erased with an ordinary piece of cloth. In the set: fluorescent markers.

The sensory room is a powerful tool for expanding and developing worldview, sensory and cognitive development. This is a specially organized environment, consisting of a large number of different types of stimulants that affect the organs of vision, hearing, smell, tactile and vestibular receptors.

Sensory room in dhow:

1. Helps in stimulating sensory sensitivity and motor activity, development of children's hand-eye coordination, develops gross and fine motor skills, improves motor coordination.

2. Creates a positive emotional background and helps to overcome violations in the emotional-volitional sphere; (reduces anxiety, reduces aggression, teaches self-regulation; relieves muscle and psycho-emotional stress)

3. Increases mental activity by stimulating positive emotional reactions; develops tactile, visual sensations, trains memory, attention, intelligence.

4. Expands horizons and spatial representations, develops the imagination and creativity of children;

5. Helps to correct disorders in the cognitive sphere (decreased interest in previously significant activities, difficulties with stability and concentration, memory difficulties, absent-mindedness and, accordingly, learning difficulties). Helps the development of speech.

6. Helps to solve problems with social adaptation.

Even a child's readiness for schooling largely depends on his sensory development, a significant part of the difficulties that children face, especially in the first grade, are associated with insufficient accuracy and flexibility of perception.

Skillfully using the environment of the sensory room, you can correct all these shortcomings, as well as the behavior of a very fastidious, withdrawn, aggressive child, that is, children with personal problems and problems of social development.

Sensory room sessions have a positive effect on the development of both healthy children and children with visual impairments and speech disorders.

Immersion in the atmosphere of the sensory room reminds us that in addition to stress, there are also small pleasures in life. The independence of the child in the space of the sensory room forms the experience of stress-resistant behavior, as it puts him in a situation of free choice.

In this unusual room, we learn that the world familiar to us, familiar things become completely different, magical. Here you can hide in a waterfall (“dry” shower), play with starlight (“Starry sky”, “Stars” projector), observe the inhabitants of the underwater kingdom (bubble lamp, “Aquarium” lamp), swim in balls (“dry” pool). And there is also an unusual meadow (table fountain) and a charming mirror ball with an endless array of glare, reminiscent of falling snow or flashing "sunbeams", you can also play with a rainbow, lightning and the sea (projectors "Rainbow", "Sea", night light " Plasma").

But the most interesting thing is that things in this room can change.

In one room, you can combine the environment of sensorimotor development, dark and light rooms.

For the environment of a dark sensory room, we use soft modules, a dry pool, objects that are safe when moving in twilight, stimulants aimed at the interaction of children with each other, with adults and with equipment in subdued light (light panels, projectors, lamps). In a dark sensory room, conditions are created in which the child receives positive emotions, a sense of comfort and safety, and contributes to the rapid establishment of close contact between teachers and children. This is a fairy tale in which everything murmurs, sounds, shimmers, attracts, helps to forget fears, soothes. It is in a dark sensory room specially prepared for psychological work that the interaction between a person and the interactive environment is carried out harmoniously.

The bright sensory room environment is used as a play and activity area, including various game modules for interaction in daylight or bright light, this includes various soft modules, a dry pool, a dry shower, sensory (audiovisual and tactile) stimulators, musical , tactile and educational panels, a didactic turtle, 2 sandboxes, a magnetic board and much more.

Environment of sensorimotor development - a zone where physical development is based on the game and interaction with gaming equipment, which allows you to interact with it, and not just perform physical exercises. These are building soft modules, tunnels, "tumbleweeds", "dry" pool, large gymnastic balls (game stretching), children's bouncing balls (fitball), sensory footpaths of varying complexity and type, and so on.

The sensory room is a multifunctional complex, the use of which can optimize the development of the child; it contains a significant number of stimuli that can serve as game substitutes for real objects and phenomena.

Practical in this room, corrective-developing and preventive work is carried out with healthy children with problems of personal, social, emotional development, readiness for schooling, as well as with children with vision and speech problems.

On sensory room sessions elements of color therapy, music therapy, sand therapy, play therapy, fairy tale therapy are successfully combined, it is easy to carry out exercises for distinguishing emotional states, developing facial movements, games and exercises for developing communication skills, self-regulation, relaxation, stress relief, finger games, shadow theater, exercises for breathing and more.

Joint games in such a fabulous, comfortable environment help to liberate yourself, to believe in yourself, to show ingenuity. Group and sub-group activities with preschoolers in the sensory room are well suited for children with social adjustment problems.

Games with children in the sensory room

It should be borne in mind that in order to obtain sustainable results, classes in the sensory room should be carried out regularly. It is useful for children to use fairy tales in the classroom, where the use of any module will be part of a fairy tale.

The duration of the classes is 15-30 minutes (depending on the individual characteristics of the participants in the classes and the goals of the exercises).

"Travel Journey"

First, one path is used.

3 different paths are used (ribbed path, path with tracks, path with different fillers). The child walks along the path, determines what his legs felt, what feelings the child himself experienced.

"On the sea".

class="eliadunit">

Target. Learn to relax muscles, relieve emotional stress.

Move. Imagine that you are at the seaside. You lie or sit on the sand. A warm breeze blows over your body. You are warm and pleasant. He gently strokes your face, neck, arms, legs - all over your body. We breathe easily, evenly and deeply.

You are calmly resting, listening to the sound of the sea and watching the movement of the waves. You feel good and easy. You rested, rested, but it's time to go. They stretched, smiled, said goodbye to the sea and stood up.

sand games

"Sea bottom".

Target. Develop imagination, imaginative thinking.

Move. Children build a landscape of the seabed from sand and populate it with inhabitants, play out an imaginary story.

"Funny Fish"

Target. Create a joyful mood, develop imagination.

Move. Children watch the movements of the fish, change the color of the water, pay attention to the color of the water, determine that the fish are in a cheerful mood. Then they try to convey their movements in the dance.

Option. They observe one particular fish and talk about it.

Elements of color therapy.

Target. Stimulate and develop the ability to correlate color with mood, develop thinking and imagination.

Move. Children observe changes in the color of water and tell what mood this or that color evokes, how his mood changes after observing the color of the water.

The game "Boxes with smells"

Material: Boxes or jars filled with pungent substances such as coffee, cocoa, spices, soaps, perfumes, flowers.

Move. The teacher takes a box or jar, unscrews the lid and clearly shows how to sniff, inhaling through the nose. The child repeats this action. The teacher calls the contents of all the jars, gives them a sniff. Then, blindfolded children independently determine the contents of all jars by smell.

Game "Remember how they smell"

Children are offered drawings depicting various objects and phenomena (watercolors, a spruce branch, light rain, melon, coffee, cucumber, soap, shampoo, strawberry sprig, etc.) Remember how they smell and explain in words.

The game "Strike a musical instrument"

Target. Develop auditory perception, attention.

Material: tambourine, cards with long and short stripes drawn in different order.

Move. Children are offered to reflect the rhythm drawn on the map with stripes (long - slow strokes, short - fast).

Flying carpet game

For children from 3 years old.

Material. Colored paper, colorful toys.

Move. On the floor are several sheets of colored paper (at first no more than 3) and toys. Show a sheet of paper, name an object painted in the same color.

Tell a fairy tale about magical flying carpets that only take on board those toys that are the same color as the carpets themselves. A strong wind carried flying carpets to the distant kingdom and mixed all the toys and carpets. The kind magician suggested to the toys that if they gather in groups according to colors, the flying carpets will rise into the air again.

Dark Sensory Room Program for Primary School Children

"World of Wonders"

Explanatory note.

The main component of the full development of children is sensory development. Sensory development, aimed at the formation of a full-fledged perception of the surrounding reality, serves as the basis for cognition of the world, the first step of which is sensory experience. The success of mental, physical, aesthetic education largely depends on how perfectly the child hears, sees, and feels the environment.

The multifunctional interactive environment of the sensory room has special correctional and developmental opportunities. Its equipment allows in the space familiar to children to perform a variety of object-practical and play activities, to maximize their need for play and movement, in an adapted, comfortable and safe environment.

The sensory room is an environment consisting of many different kinds of stimulants that affect the organs of vision, hearing, smell and vestibular receptors. It is a prophylactic for overwork, especially for younger students, since they are most susceptible to it. The sensory room helps relieve muscle and psycho-emotional tension, activate the functions of the central nervous system in an enriched multi-sensory environment. It creates a feeling of safety and security, a positive emotional background, reduces anxiety and aggressiveness, relieves nervous excitement and anxiety, and activates brain activity. This is a comfortable environment that preserves and strengthens the health of children.

The optimal complex effect on all the senses and the nervous system of the child, the charm of a “living fairy tale”, which creates a joyful mood and a feeling of complete safety - all this allows us to talk about the uniqueness and value of sensory rooms.

The combination of different stimuli (light, music, color, smells, tactile sensations) has a positive effect on the mental and emotional state: calming, relaxing, tonic, stimulating, restoring. Therefore, the sensory room not only helps to achieve relaxation, but also allows you to activate various functions of the central nervous system:

1. stimulates all sensory processes;
2. creates a positive emotional background and helps to overcome violations in the emotional-volitional sphere;
3. stimulates interest in research activities;
4. corrects disturbed higher cortical functions;
5. develops general and fine motor skills and corrects movement disorders.

Program goal:

Expansion of living space, changing impressions and types of children's activities, increasing the effectiveness of measures aimed at improving the mental and physical health of children, reducing their fatigue and preventing psycho-emotional stress.

Tasks:

• reduction of muscle and psycho-emotional tension, achievement of a state of relaxation and peace of mind;
• activation of various functions of the central nervous system by creating an enriched multi-sensory environment;
• stimulation of weakened sensory functions (vision, touch, hearing, etc.);
• reducing the state of anxiety, switching the energy of anxiety into a constructive channel;
• formation of a culture of interpersonal relations;
• development of positive communication of children and interaction with each other
• development of memory, speech, fantasy, originality of thinking.

Program type: modified.

Terms and time of the program implementation: the duration of the program is short-term, that is, it is implemented within one season (21 days).

Grouping principle:voluntary participation.

The quantitative composition of the group is constant:3-5 people or individually.

Age of participants: 7-10 years old

Forms of work : cognitive-behavioral techniques of psychocorrection, art therapy techniques, body-oriented therapy techniques, color-light therapy (relaxation with the help of color and light); sound, music therapy (relaxation with the help of sounds and music).

Organization of classes.

Classes are held with a subgroup of 3-5 people or individually. The duration of the lesson is from 30 minutes, depending on the desire and performance of the children. The program consists of 6 lessons

Stages of the program implementation:

1. Diagnostic (8-color Luscher test - to determine the psycho-emotional state; projective technique "House. Tree. Man.", SAN method (well-being, activity, mood)
2. Preparatory. Group formation (children of primary school age who need psychological relief).
3. The main one is the implementation of classes according to the program, including games and exercises aimed at correcting the emotional and personal sphere of the child, at improving relationships with peers and adults. Relaxation sessions conducted using soft lighting, calm music or nature sounds, depending on the theme of the complex.
4. The final one is the diagnostics of the effectiveness of corrective work.

Criteria for restrictions and contraindications for participation in the development of the program:somatic and psycho-neurological diseases (special recommendations of a neurologist, psychiatrist), allergies, infectious diseases.

Lesson structure:

Introductory part.

1. Entry ritual, greeting ritual. Allows children to unite, creates an atmosphere of group trust and acceptance(The greeting ritual may be invented by the group itself.)

2. Warm-up - impact on the emotional state of children, their level of activity. The warm-up performs an important function of setting up a productive group activity. Warm-up exercises are selected taking into account the current state of the group. Some allow you to activate the participants, cheer them up; others, on the contrary, are aimed at removing emotional arousal.

Main part.

1. Formation of positive emotional and volitional stability; activation of cognitive activity(games and exercises using sensory room equipment).

The main content of the lesson is a set of psychotechnical exercises and techniques aimed at solving the problems of the lesson. Priority is given to multifunctional techniques aimed simultaneously at the development of cognitive processes, the formation of social skills, and the dynamic development of the group. The order in which the exercises are presented and their total number is important. The sequence involves the alternation of activities, a change in the psychophysical state of the child: from mobile to calm, from intellectual play to relaxation techniques. Exercises are arranged in order from simple to complex (taking into account the fatigue of children).

2. Relaxation (color therapy, music therapy, sound therapy, aromatherapy, muscle relaxation).

3.Activation.

Final part.

1.Reflection of the lesson - assessment of the lesson. Art therapy, talks.
Two ratings: emotional (I liked it - I didn't like it, it was good - it was bad and why) and semantic (why it is important, why we did it).

2. Ritual of farewell.

Logistics

to implement the program.

	Name of equipment	Purpose	Types and forms of work
	Soft floor and wall covering	Relaxation. Removal of negative emotional states. Development of the imagination Development: body image General Motor Spatial representations Self-regulation of mental states.	Relaxation exercises. Imagination exercises Games to remove aggressiveness
	Directional light projector	Enrichment of receptivity and imagination.	Music therapy. Light therapy.
	Mirror ball with motor and professional light source (projection of special lighting effects)	Development: visual perception; Orientation in space. Decrease in the level of anxiety. Correction of fears. Relaxation: the impact of visual images.	Fairy tale therapy. Relaxation exercises. Exercises to reduce anxiety and fears.
	Dry swimming pool with lighting	Decreased psycho-emotional stress. Decreased motor tone. Regulation of muscle tension. Development: Kinesthetic and tactile sensitivity; body image; Spatial perceptions and representations; proprioceptive sensitivity. Correction of the level of anxiety and aggressiveness of the body image Means for acupressure of the whole body, the development of the vestibular apparatus.	Game exercises for the development of imagination, correction of the level of anxiety, reduction of motor tone, regulation of muscle tension.
	Music center and a set of audio CDs.	Enrichment of perception and imagination. Creation of psychological comfort. Relaxation: creating auditory images. Decreased mental and emotional stress. Formation of self-regulation skills. Increasing social activity.	Background music for games, exercises and relaxation.
	"Star network" with a controller	Stimulation of visual perception, concentration of attention. Development of creative imagination.	Watching the colors change is stimulating and relaxing effect during relaxation exercises.
	Position equipment (frameless furniture - mats and soft chairs, pillows and experimental modules that adapt to the shape of the human body)	Allows you to relieve excessive tension, calm down, take a comfortable position. The surface contributes to tactile stimulation of the parts of the body in contact with it. Lightweight styrofoam granules have a soft pleasant effect and promote better relaxation due to a light acupressure. The air space between the pellets provides ventilation and dry heat.	Relaxing effect during relaxation exercises.
	Children's Mirror Corner with Bubble Column	Stimulation of visual and tactile sensations. A safe corner mirror placed behind the bubble column visually enlarges the space, and the soft platform surrounding the column allows you to sit comfortably nearby and feel tactilely and visually its beneficial effects: calm down, relax, tune in to positive interaction with the environment.	Exercises that help reduce tension, relax, and set yourself up for positive interaction with the environment.
	Dry shower	Stimulation of tactile sensations, development of visual and tactile perception of space and oneself in it.	Exercises to stimulate tactile sensations, the development of the imagination, can be used as a "corner of solitude."
	Dynamic Color Filler	The perception of light effects produced by this device develops: visual perception; Imagination; Reduces the level of anxiety; Promotes psycho-emotional comfort during activities and rest.	Music therapy. Color therapy. Exercises for the development of creative imagination.
	Aeroionoprophylaxis apparatus "Snezhinka";	Saturates the air with negative oxygen ions. A preventive and therapeutic agent that increases mental and physical performance, “revives” the air, removes dust and microorganisms from the atmosphere.
	A bundle of fiber-optic fibers with a side glow "Star Rain";	Stimulation of visual perception, concentration, development creative imagination. Watching the colors change is stimulating and relaxing effect during relaxation exercises	Game activity in the situations of fairy tales, magic stories, etc. Exercises to stimulate visual perception.
	Panel "Starry sky"	Stimulation of tactile-visual sensations, spatial representations and orientations. Development of perception, imagination, attention, as well as a decrease in the level of psycho-emotional and muscle tension.	Exercises for the development of symmetry, the formation of quantitative representations.
	Mirror panels	They allow you to expand the surrounding space around the equipment of the sensory room and enhance the impact of lighting effects. Contribute to the development: Visual perception of one's own body, Ability to express various emotional states, Building self-confidence.	Games and exercises that contribute to the development of visual perception of one's own body, facial expressions and the environment.
	Fiber optic fibers "Star Rain" with wall comb.	Development of concentration of attention, tactile and visual sensations; formation of ideas about color.	Game activity in the situations of fairy tales, magic stories, etc.
	multimedia equipment	They allow to expand the surrounding space around the equipment of the sensory room and enhance the impact on several information channels (visual and sound). It makes it possible to listen to musical works and at the same time see visual information.	Games and exercises that contribute to the development of visual perception, background accompaniment of games, exercises and relaxation.
	Aroma lamp with a set of aromatic oils	They have bactericidal, antiviral and anti-inflammatory properties, tone up, stimulate the immune system, relax, improve emotional state.	Supplement for relaxation and rest
	Tactile paths with various types of coverage	contribute to the development of tactile perception, coordination of movements and the prevention of flat feet, as well as the activation of brain activity	Exercises aimed at stimulating the analyzers of the foot, for the development of general and fine motor skills, tactile sensations, and the correction of movement disorders
	Children's rug "Milky Way"	development of creative imagination, motivation for fantasizing, perception of new tactile sensations	Exercises to stimulate tactile-visual sensations, perception, imagination, fantasy, to focus on movements
	Light projector "Firebird"	develops imagination, forms unreal images-representations, stimulates attention, visual perception	It is used in the process of relaxation classes, classes on fairy-tale and fantastic plots.

Expected result:

Classes using the multifunctional environment of the sensory room will expand the living space, provide a change in impressions and types of children's activities, increase the effectiveness of rehabilitation aimed at improving the mental and physical health of children, reducemental and physical stress, increase the level of the body's overall energy, intellectual activity and self-esteem, reduce anxiety, optimize the ability to self-control over emotions and behavior, constructive interaction skills, and in general, create conditions for the harmonious development of the child.Encourage knowledge and exploration of the world around.

Evaluation of work efficiency:the effectiveness of classes in the sensory room is monitored according to incoming and outgoing psychodiagnosticsconducted before the start of the course and at the end of the course.

The following methods are used for research:

1) Luscher's 8-color test (to determine the emotional state of schoolchildren through color perception);

2) SAN methodology, which determines the psychophysical state of children (well-being, activity and mood);

3) projective technique "Non-existent animal"

According to the results of observations of a teacher-psychologist for children.

Thematic plan.

	Subject	Target	Number of hours
	Primary diagnosis of psycho-emotional state.	Determination of individual characteristics, identification of the specifics of the psycho-emotional state of participants
	"Wonderful World"	introduce children to the interactive environment of the dark sensory room, form an interest in working with equipment, establish trust between the psychologist and children	30-40 min.
	"Fairytale Journey"	creating a favorable psychological climate in the group, updating the personal resources of the participants and harmonizing the psycho-emotional state	30-40 min.
	"Water Kingdom"	reduction of emotional stress, development of attention, imagination, tactile sensations.	30-40 min.
	"Magical forest"	increasing self-confidence, group cohesion, increasing intra-group trust, achieving a state of relaxation.	30-40 min.
	"Kaleidoscope"	reduction of emotional stress, development of attention, imagination, tactile sensations, achievement of a state of relaxation	30-40 min.
	"Space Walk"	creating a positive mood, developing creative imagination, stimulating visual and tactile analyzers, achieving a state of relaxation	30-40 min.
	Farewell lesson "Goodbye, World of Wonders!"	program completion.	30-40 min.
	Final diagnostics of the psycho-emotional state	assessment of the current state of participants after inclusion in the activity, development of recommendations

Bibliography:

1. Antsiferova L.I. Personality from the standpoint of a dynamic approach M .. 1990

2. Visilyuk F.E. Psychology of experience. M.. 1984.

3. Wayne A.M. Psychology of sleep. Physiology of sleep. M., 1978.

4. Galitsky A. Generous heat. M., 1990.

5. Zavyalov V.Yu. “Musical relaxation therapy”, Novosibirsk, 1995.

6. Kulakov S.A. . Psychoprophylaxis and psychotherapy in secondary school. - St. Petersburg, 1996.

7. Correctional and developmental programs using special equipment for children and adolescents: Methodological guide / Ed. HER. Chepurnykh. - M. - Yaroslavl: Center "Resource", 2002.

8. Leonova A.B. etc. Psychoprophylaxis of stress. M., 1993.

9. Lendret L.G. Play therapy: the art of relationships / Per. from English. - M., 1994.

10. Naenko N.I., Ovchinnikova O.V.On the distinction between states of mental tension. Psychological research. M., 1970.

11. Sensory room - the magical world of health: Teaching aid / Ed. V.L. Zhevnerova, L.B. Baryaeva, Yu.S. Galliamova. - St. Petersburg. : HOKA, 2007 - part 1: Dark sensory room.

12. Titar A.I. Game developmental activities in the sensory room: A practical guide for preschool educational institutions. – M.: ARKTI, 2008.

Size: px

Start impression from page:

transcript

1 Municipal budgetary preschool educational institution combined type kindergarten 49 "Rodnichok" APPROVED by: Head of MBDOU DSCV 49 "Rodnichok" V.N. Smirnova Order from the program for working in the sensory room "MAGIC ROOM" for children of older preschool age

2 Explanatory note to the program "Magic Room" The program is intended for classes in the sensory room of the kindergarten, as a means of psychological recovery and development of preschool children. Classes in the sensory room are an additional discipline in the cycle of subjects introduced in a preschool educational institution. Classes are held once a week, with a group of children and individually. The main goals of classes in the sensory room are: stimulation of the sensory development of children, compensation for sensory impressions, preservation and support of the child's individuality through the harmonization of his inner world. For this purpose, the program "Magic Room" was developed. Objectives of the program: "Magic Room" is designed for individual and group correctional and developmental work with preschool children with various developmental and behavioral difficulties. In the process of classes, children should: first of all, expand their life experience, enrich the sensory world, awaken cognitive and research activity. This requires a specially organized, psychologically safe environment that allows the child to feel himself in the magical world of color, sound and sensation. Methods of work in the sensory room: games and game exercises; breathing exercises; relaxation exercises; conversations and fairy tale therapy; observations; aromatherapy and music therapy. Development and harmonization of the emotional-volitional sphere of children:

3 - removal of psycho-emotional stress; - self-regulation and self-control; - the ability to control your body, breathing; - the ability to convey their feelings in speech; - the ability to relax, get rid of tension; - formation of ideas about positive and negative emotions; - self confidence. The development of the communicative sphere of children: - empathic feelings, the desire to provide emotional and physical support to each other; - formation of motivation for communication and development of communication skills; - overcoming negative emotions in relation to peers (aggressiveness). Development of mental processes and motor skills of children: - arbitrariness of attention, its stability and switchability; - memory, thinking, imagination, perception (visual, tactile, auditory), mental abilities; - development of coordination, including hand-eye coordination. Sensory development plays an important role in the psychological and social development of a child's personality. Mental development, the development of the intellectual-cognitive sphere and speech of the child occurs in the process of integrating the external world into the internal. A sensory room for a child is an ideal environment in which he not only relaxes, but also receives new ideas about the world, new sensations, and is energized for vigorous activity. The guys who come to classes in our "magic room" are children of 5-7 years old with difficulties in speech and mental development. It is difficult for such children to adapt to the conditions of the kindergarten, communication with adults and peers causes difficulties, developing activities do not interest and quickly tire the child. Unlike traditional methods of pedagogical correction, which are characterized by the monotony of the material, the equipment of the sensory room contains a variety of stimuli - color tablets, voluminous and rough letters, magic wands, various soft modules.

4 The child's attention is drawn to various rotating, color-changing panels and devices for the active development of new sensations, which stimulates his cognitive activity and motivation, as well as emotional and verbal communication, fine and gross motor skills and motor skills. Children of middle and older preschool age need sensory room activities, mainly due to the difficulties of summing up and communication. For this age, the typical difficulties are: fears, anxiety, aggressiveness, which often do not lend themselves to the pedagogical and educational influences of teachers and parents. In working with such children, the sensory room is an indispensable place. In the course of classes, when using various light and sound effects (bubble column, aromatherapy, aqua lamp), the child relaxes, calms down, his muscle tone normalizes, emotional and physical stress is relieved, problems of the emotional-volitional sphere are reduced. Being in the sensory room restores and maintains the psycho-emotional balance of the child, stimulates mental development. A special place in the program is occupied by: Games and exercises aimed at teaching the methods of self-regulation and self-control, the development of the emotional-volitional sphere, the arbitrariness of attention, its stability and switchability, the development of coordination, including hand-eye coordination, as well as memory, thinking, imagination and various types of perception (visual, tactile, auditory). These classes are primarily designed for children of preschool age. They are especially necessary for children with attention deficit disorder and hyperreactivity. The space of the sensory room is also used during diagnostic interviews at the initial appointment. The soft, soothing atmosphere of the sensory room is indispensable for relieving psycho-emotional stress and restoring peace of mind for parents in difficult life situations. A sense of security and acceptance contributes to the creation of a positive emotional background and increases the motivation of parents.

5 Sensory room equipment Opens up the opportunity to work with children with disabilities (limited health opportunities). Lying in a "dry pool" or on soft ottomans, in an atmosphere of slowly floating light, to soothing music, the child seems to find himself in a fairy tale. In such a sensory room, a feeling of complete security, comfort, and mystery is created, which in the best way contributes to the establishment of a calm, trusting relationship between the child and the specialist. The most important and unique thing in our Magic Room program is that regardless of the areas of work and planned results, the complexity of developmental or behavioral disorders, our classes allow us to increase the functional and adaptive capabilities of the body and activate the individual resource of each child, thereby creating the possibility of successful integration into society. 1. Air bubble column 2. Interactive panel "Autumn leaf fall" 3. Wall fiberoptic carpet "Starry sky" 4. Floor fiberoptic carpet "Stargazer" 5. Dry shower. 6. Wall panel "Vadapad" 7. Color dynamic lamp "Fire Bird" Program of remedial, developing and psychoprophylactic sessions in the sensory room All sessions of this program have the following structure: 1. ~ ritual of the beginning of the session; 2. ~ game task for the development of mental processes;

6 3. ~ relaxation exercise that allows children to relax, relieve muscle and psycho-emotional tension; 4. ~ the ritual of the end of the lesson. The following classes are conducted individually or with a small group of children (2-3 children, depending on the severity of the diagnosis and existing disorders). The duration of the lesson is 30 minutes.

7 The purpose of classes in the sensory room is relaxation, stabilization of the emotional state of children, reducing emotional stress and strengthening the psychological health of older preschool children. Classes are held once a week with a subgroup of 4-10 children in the afternoon. The content of the lesson Date Preventive classes to relieve the general emotional burden for children of senior preschool age 1 1 week 1. Acquaintance with the magic room. The ritual began. Game "Greeting": September pendant "Veselki". 2. Travel game: small water pool; in floor sensory tracks; ribbed bridge; balancing track. 3. Games: a center that develops activity; tangled spiral; double entangled spiral; in the center of quiet games; center of tactility; cube "Twizzler"; 4. Relaxation "Rest in the forest": soft floor and wall covering; mirror ball. 5. The ritual of the end of the lesson. Game "Farewell to Veselka" Game "Fast - Slow": outdoor sensory tracks. 2nd week of September

8 The game "A walk through the four seasons": a balancing track. 4. Playing with water toys and a kaleidoscope: an activity center. 5. Exercise "Dance of balls": 6. Relaxation "Rainbow": soft floor and wall covering; mirror ball. 2. The game "Wet dry": a small pool of water. 3. Exercise "In the fairy forest": plant-fountain. 4. The game "Roll the ball": a tangled spiral. 5. The game "Listen and catch": a double tangled spiral. 6. Games in the center of tactility. 7. Game "Sea of ​​balls": dry pool. 2. The game "Who is behind whom?": outdoor sensory tracks. 3. Exercise "Jumping on a trampoline". 4. Games with water toys: a center that develops activity. 5. The game "Find by color." 3rd week of September 4th week of September

9 6. Exercise "My favorite color": 7. Relaxation "Rest at the sea": in a soft floor and wall covering; soft island; mirror ball Game "Monkeys": mirror. 3. Game "Clowns": a mirror. 4. Cheerful exercise game: soft floor and wall covering. 5. Game "Stone - star": soft floor and wall covering. 6. Ritual of the end of the lesson Game-journey: sensory floor paths. 3. Game "Describe the object": the center of calm games. 4. The game "Across the abyss": the cube "Twizzler". 5. The game "Walk through the four seasons": balancing board. 6. Exercise "Dance of the balls": 1st week of October 2nd week of October

10 7 2. Journey game: sensory floor tracks; small water pool. 3. The game "Walking through the four seasons": balancing board. 4. Training of creative tactile perceptions: the center of quiet games. 5. Find and show game: the center of quiet games. 6. Relaxation "Rest at the waterfall" The story "How to overcome fear." 3. Talk about fears. 4. Exercise "Fear has big eyes." 5. Isotherapy "We draw our fear." 6. Exercise "Let's destroy our fear." 7. Exercise "Ha!" Conversation. 3. The game "Journey through the maze": the cube "Twizzler". 4. Travel game: sensory floor tracks. 5. The game "Be careful": plant-fountain. 6. Relaxation "Rest in the forest". 3rd week of October 4th week of October 1st week of November

11 10 2. The game "Who is behind whom?": sensory floor tracks. 3. Playing with water toys "Put on the ring": a center that develops activity. 4. Exercise "Roll and catch the ball": a tangled spiral. 5. Exercise "Walk through the maze": cube "Twizzler". 6. The game "Sunny Bunny": a mirror ball; projector. 2nd week of November Training of creative tactile perceptions: the center of calm games. 3. Exercise "Dance of balls": 4. Game "Stubborn pillow": in soft pillows. 5. Exercise "Sea of ​​\u200b\u200bballs": in a dry pool. 6. Relaxation "Rest on the Sea". 3rd week of November The game "Walk along the bottom of the stream": a small pool of water. 3. The game "Fast - slow": sensory floor tracks. 4. Exercise "In the footsteps": 4th week of November

12 balance track. 5. The game "Breathe and think": dry pool. 6. Exercise "Dance of balls": 7. Relaxation "Summer night" Game "Guess the mood": a mirror. H. Exercise "Recognize the sound": set "Recognize the sound". 4. Imagination game: etude "Cold hard ice", etude "I" hot pie". 5. Etude "Hedgehog", etude "Little kitten". Warm-cold game: small pool 3. Journey game: outdoor sensory paths 4. Watch, listen game: tangled spiral 5. Where, what color is the ball?: double tangled spiral 6. Color Introductory Exercise: 7. Breathe and Think Game: Dry Pool 1st week of December 2nd week of December

13 15 2. Exercise "Monkeys": a mirror. 3. The game "Who is behind whom?": sensory floor tracks. 4. Exercise "Bumps": balancing board. 5. The game "Roll and catch the ball": a tangled spiral; into a tangled double helix. 6. The game "Smile". 7. Relaxation "Butterfly" Game "Find and show": the center of tactility. 3. Jumping on a trampoline. 4. Imagination games: dry pool. 5. Exercise "My ball": 6. Relaxation "Fish". 3rd week of December 4th week of December Exercise "Guess the mood": a mirror. 3. A conversation about the "colors" of mood. 4. Isotherapy "draw the color of your mood." 5. Color therapy: 3rd week of January

14 Relaxation "Rainbow". 2. The game "In the fairy forest": plant-fountain. 3. Game-journey: outdoor sensory tracks. 4. The game "Across the river": a ribbed bridge. 5. Games to remove aggressiveness: "Go away, anger, go away!": dry pool. 6. Exercise "Who is faster?": Twizzler cube. 2. Game "Clowns": a mirror. 3. Exercise "Labyrinths": rcy6 "Twizzler". 4. Jumping on a trampoline. 5. Game "Describe the object": the center of calm games. 6. The game "My favorite smell": aroma set. 7. Relaxation "Summer night". 4th week of January 1st week of February

15 20 2 Fairy tale therapy: fountain plant. 3. Game "Find and show": the center of tactility. 4. Game "Guess the object": the center of calm games. 5. The game "Breathe and think": dry pool. 6. Relaxation "Magic Dream" Game "Fast - Slow": sensory floor tracks; ribbed bridge. 3. Game "Four Elements": balancing track. 4. The game "In the fairy forest": plant-fountain. 5. Fairy tale therapy: plant-fountain 6. Exercise "Through the maze with closed eyes": cube "Twizzler". 7. Relaxation "Rainbow" Game "Warm - cold": small pool. 3. The game "Who is behind whom?": 2nd week of February 3rd week of February 4th week of February

16 23 24 sensory floor tracks. 4. Training of creative tactile perceptions. 5. Color therapy: 6. Relaxation "Summer Night". 2. Exercise "Monkeys": a mirror. 3. Exercise "Describe the subject": the center of calm games. 4. The game "Ride and understand": a tangled spiral. 5. The game "Listen and catch!": A double tangled spiral. 6. Exercise "My fear disappears." 7. Relaxation "Magic dream". 2. The game "Wet - dry": a small pool of water. 3. The game "Birds at the waterfall": plant-fountain. 4. Game for the development of imagination. 5. Exercise "Sea of ​​\u200b\u200bballs": dry pool. 6. Relaxation "Rest on the sea". 1st week of March 2nd week of March

17 Exercise "Monkeys": a mirror. 3. Trampoline exercise. 4. The game "Smile". 5. Games with a kaleidoscope and sounding toys: a center that develops activity. 6. Find and show game: the center of quiet games. 7. The game "Stone - star>>. 2. Exercise to determine the material, surface, speed of movement: a set of tactile balls. 3. Game "Sea of ​​balls": dry pool. 4. Exercise "Dance of balls." 5. Relaxation "Rainbow". 6. The ritual of the end of the lesson. 3rd week of March 4th week of March A set of tasks for determining the shape, type of material, surface: a set of geometric bodies. 3. The complex of games "Transparent spiral with balls": a tangled spiral. 1st week of April

18 The game "Where is the color of the ball?": double tangled spiral. 5. Relaxation "Rainbow". 6. The ritual of the end of the lesson. 2. "Walk the bottom of the stream" game: small pool of water. 3. "Fast - slow" game: sensory floor tracks. 4. "Conquer your fear" game: ribbed bridge. 5. "Four elements" game: balancing path, 6. Exercises-etudes for the development of imagination 7. Relaxation "Rest at the waterfall" 2. Game-journey: photo wallpaper; plant-fountain; small pool with water; outdoor sensory paths; ribbed rain; balancing board. 3. Game "Learn the sounds of nature" 4. Exercise "Across the abyss": Twizzler cube 5. Relaxation "Rest in a magical forest" 2nd week of April 3rd week of April

19 30 6. The ritual of the end of the lesson. 2. The game "Ride and Catch": a tangled spiral; tangled double helix. 3. Training of creative tactile perceptions: the center of quiet games. 4. Exercise "Favorite sound: set "Recognize the sound." 5. Game "Holiday on the seabed": 6. Relaxation "Fish". 4th week of April Exercise “Fear has big eyes”, 3. Exercise “Conquer your fear”: trampoline. 4. The game "Across the river": a ribbed bridge. 5. The game “Breathe and think: dry pool. 6. Game "Disco". 3rd week of May Isotherapy "My favorite activity in the magic room." 3. Games on sensory room equipment (optional). 4. The ritual of the end of the lesson. 4th week of May

20 Stabilization of the emotional state, reduction of fear "Conquer your fear" - trampoline jumping on both legs; - walking on a ribbed bridge. "My fear disappears with the exercise "Ha!"" Goal: reduce anxiety; development of facial expressions and pantomime. Course of the exercise Reading the poem "Happy Mistake". Fear scared me so much In the darkness at the gate, That I cried out in fright: "Ah!" Quite the contrary: I shouted: "Ha!" And the word "Ah!" I have since forgotten! Teachers: When you are afraid of something, you need to say loudly to fear: “Ha!” Then he will be afraid of you. And you need to do it like this: raise your hand up, take a deep breath, lean forward sharply, lower your hands and exhale loudly: “Ha!” All your fears, failures, sorrows must be said: “Ha!” - and then they will get scared and retreat from you. 2 times a week during the year on request “Fear has big eyes” Goals: development of facial expressions and pantomime, imagination; reducing the level of anxiety. Course of the training - Guys, imagine that we are in the forest and have a rest... But what is it?! A branch crunched, here's another one... Who is it?! We were afraid: we huddled together and froze; eyebrows raised up, eyes wide open; mouth opened; afraid to move and breathe;

21 the head was drawn into the shoulders, the eyes were closed; - Oh, how scary! What is this huge beast?! And suddenly at our feet we heard: “Meow!” One eye was opened - and this is a kitten! Take your "kittens" in your hands. Pet them. What sweet kittens! What did we think it was? Who did you imagine? No wonder they say that fear has big eyes. Relaxation of hyperactive children of senior preschool age "Go away, anger, go away!" Purpose: to teach to splash out anger, anger. Game progress: Children lie on their backs on a soft floor covering. Each has pillows on both sides. The exercise begins and ends at the signal of the leader. On a signal, the children begin to beat with their feet and hands on the floor and pillows with a loud cry “Go away, anger, go away!”. The game lasts 3 minutes. Then the children rest for 3 minutes. Once a month for a year on request "Knock out the dust, or a stubborn pillow" Purpose: relieving emotional stress. Game progress: Children are invited to knock out the dust from the pillow; hit her harder to clean it better.

The long-term work plan of the circle "Magic Threads" d / garden 103 "Rodnichok" for 2018-2019 Year Head: Zhmurova S.V. Lesson October Lesson 1 Introduction to the magical room. 1. Game "Greeting 2.

WORKING CURRICULUM for the implementation of an additional general educational program for children "MOOD RAINBOW" for the 2013-2014 academic year Head: Elena Albertovna Altynbaeva, educational psychologist

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN" SKAZKA ", DOLINSK, SAKHALIN REGION (MBDOU" Skazka ") 694051 Sakhalin Region, Dolinsk, Oktyabrskaya st. 17 tel / fax (8

Sensory development of young children in a sensory room Teacher-psychologist Dernova G.D. L/O/G/O Sensory development of a child is the development of his perception and the formation of ideas about external

Explanatory note The success of physical, mental and aesthetic education and development largely depends on the level of sensory development of children, that is, on, firstly, how well

Program "Interesting World of Color and Sound" Section 1. INFORMATION MAP 1.1. Name "Interesting world of color and sound" for working in an interactive environment: sensory room. 1.2. Location of the program

P / p Contents Name Page 1. Contents 2 2. Passport of the program 3 3. Explanatory note 5 3.1. Goals and objectives 6 3.2. Planned results 6 3.3. Volume of educational load 6 4. Content

Sensory room Berezhnaya S.P., Head. Department of Psychological and Pedagogical Assistance Gushchina NA, psychologist Sensory room is an environment conducive to the development of all human senses. It's small

Municipal budgetary preschool educational institution kindergarten "Rodnichok" Passport of the Sensory Room. Completed by: teacher-psychologist T.A. Tkanova In order to implement the main general educational

ADMINISTRATION OF THE CITY OF NIZHNY NOVGOROD Department of Education Municipal Budgetary Educational Institution "School 134" APPROVED by the Order of the Director of MBOU "School 134" dated 2017. ADDITIONAL

Experience in modifying the work program "Correction of anxiety and fears in preschool children in a sensory room" MBDOU 54 "Snow White", 2016 Zavadskaya Yu.N. educational psychologist Sensory room

Contents Explanatory note 1. General principles of work in a dark sensory room 2. Main goals and objectives of work in a sensory room: 3. Program of correctional, developmental and psycho-prophylactic classes

Game tasks for the development of mental processes Color therapy (aqualamp, "color spots", fiber optic lamp)

The room is completed by primary school students. Completion is carried out according to the age principle. 2.2. Admission of children to a group and individual work is carried out with the consent of the parents (legal

Preservation and strengthening of the psychophysical and emotional health of children. 2.2.Activation of various functions of the central nervous system in children by creating an enriched multisensory environment; stimulation

Zone of individual reception and individual lessons in the psychologist's office In the office of a teacher-psychologist, it is possible to conduct consultations at comfortable chairs or in the case of individual lessons

Program for the correction of emotional and personality disorders Explanatory note 1. Goals: correction of the personal characteristics of children (isolation, timidity, uncertainty); reduction in the level of anxiety; removal of existing

PASSPORT OF THE SENSORY ROOM (teacher-psychologist Karimova G.F.). Brief description and layout of the cabinet. Data on the area - 50, Maximum occupancy of the office - 25 The office is used for psychological and pedagogical

State public educational institution of the Rostov region special (correctional) educational institution for students, pupils with disabilities special

M unicipal budgetary educational institution "Gymnasium" G. Protvino, Moscow region Considered Agreed Approved at the meeting of the MC Chairman of the MC

EXPLANATORY NOTE One of the priority tasks of Russian education at present is to provide state guarantees of accessibility and equal opportunities to receive a full-fledged education

Municipal budgetary educational institution "Secondary school 12 of the city of G-no-Altaisk" Considered at the MO of the school Protocol 1 of August 28, 2018. Agreed on Methodical

Analysis of the work of a teacher-psychologist for the 2015-2016 academic year. The work of a teacher-psychologist in the 2015-2016 academic year was aimed at solving the following tasks: 1. Conducting a diagnostic examination of children

Education Committee of the Administration of the Balakovo Municipal District of the Saratov Region

Conversations body-oriented exercises viewing drawings and photographs reading works of art teacher's stories and children's stories writing stories modeling and analysis of given situations

Municipal preschool 2018-2019 educational school year institution "Blagoevsky kindergarten" Adopted Approved at a meeting by order of the DOU 01-09 / 306 of the pedagogical council Passport on 12/14/2018

Adopted by the pedagogical council Protocol _1_ dated 09/09/2015. Approved by the order of the head _488_ dated _09/09/2015. WORKING PROGRAM for the development of the emotional-volitional sphere of children aged 5-6 Compiled by: Teachers

Presence of a complex of rehabilitation and other medical measures Psychological relief room, rehabilitation Sensory room is a kind of environment designed to give the child peace of mind,

Municipal autonomous preschool educational institution "Kindergarten 4 "Alenka" of a combined type" Zvenigorod

Innovative project "Magic Sand" - an assistant in working with special children" of the municipal institution of additional education "Fantasy" for the status of the Regional Innovation Platform

Structural unit "Kindergarten 56" GBOU secondary school 4 g. Syzran THE USE OF HEALTH-SAVING TECHNOLOGIES IN THE CORRECTIONAL AND DEVELOPMENTAL WORK OF A PSYCHOLOGIST TEACHER WITH CHILDREN WITH HIA prepared by: teacher-psychologist

Explanatory note. Currently, a large number of children come to school, bypassing kindergartens. Having no experience of being in a children's team, the ability to follow the rules, listen and complete tasks

Explanatory note The work program was compiled on the basis of the correctional and developmental program of V.L. Zhenevrova, L.B. Baryaeva, Yu.S.

EXPLANATORY NOTE. The period of preschool childhood is the most favorable for the formation of the necessary mental functions and socially significant personality traits. It is at this time that they lay

Psychological office of MBOU "Primary School Kindergarten 44", Belgorod Teacher-psychologist Olga Nikolaevna Sheina

Individual educational route for a preschooler with disabilities. Preschool childhood is a period of intensive mental development, the formation of the most important personality traits of the child, the initial formation of those qualities

WORK METHODS IN DOE, METHODOLOGICAL DEVELOPMENTS FOR DOW Smolnikova Tatyana Galimyanovna teacher-psychologist MBDOU Kindergarten 18 "Health" Oktyabrsky, Republic of Bashkortostan ABSTRACT OF CORRECTIONAL DEVELOPMENT

Explanatory note. The world enters the consciousness of man only through the door of the organs of external senses. If it is closed, then he cannot enter into it, cannot enter into communication with him. The world then does not exist for

Rakitina I.V., Knyazeva Yu.I. Features of the use of educational technologies in the process of education using sensory room equipment // Materials based on the results of the All-Russian Correspondence Scientific and Practical

Municipal budgetary preschool educational institution combined type kindergarten 19 "Rodnichok" CONSIDERED: at the pedagogical council of the MBDOU kindergarten 19 "Rodnichok" dated 08/29/2014. protocol

Consultation for parents "Health-saving technologies of preschool educational institutions within the framework of the implementation of GEF DO" Health is a state of complete physical, mental and social well-being, and not just the absence

Explanatory note. The corrective gymnastics program is one of the forms of active therapy, a means of specially selected methods aimed at overcoming the shortcomings of psychomotor, motor,

Municipal budgetary educational institution secondary school named after d. Tarasov, Ozersk, Kaliningrad region Lesson in psychology in grade 1 "Space travel". Educational psychologist

Organization of the space of the office of the teacher-psychologist of the preschool educational institution Venakova R.A., teacher-psychologist MBDOU 5 of the Privolzhsky district of Kazan Recommendations for organizing the office: 1. Location of the office Separate, isolated

"ACCEPTED" "APPROVED" at the meeting of the Pedagogical Council State budgetary educational institution State budgetary educational institution secondary general education

1. Perm Territory Krasnokamsky municipal district MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION "Kindergarten 49" INNOVATIVE SITE "Design and implementation of developing kinesiology

FOR PARENTS (LEGAL REPRESENTATIVES): Training for young parents “Conscious Parenthood” The training program will help parents (legal representatives): expand the possibilities of understanding their child;

The program of individual psychological support for a child with disabilities in primary school Purpose: to develop in children a multifunctional understanding of the surrounding reality, which contributes to optimization

The use of the sensory room when working with children with disabilities Goryacheva OV, psychologist, MBOU "Lyceum 68" Children with disabilities are often sensitive and vulnerable children. No matter how parents try to protect their child

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN OF COMBINED TYPE 82" PASSPORT OF THE OFFICE OF THE TEACHER- PSYCHOLOGIST Responsible for the office: Kaznacheeva Marina Vladimirovna, teacher-psychologist

The immediate environment of the child as a determining factor in psychological health. The presentation was prepared by the teacher-psychologist of the MBDOU "CRR d./s 196" Kozlenkova N.M. Modern society is becoming more and more informed

Municipal budgetary preschool educational institution "Kindergarten 20" PROGRAM "WORKING WITH HYPERACTIVE CHILDREN" FOR SENIOR PRESCHOOL AGE teacher psychologist MBDOU "Kindergarten 20" Skulova

The content of the work of a psychologist teacher in the structural division of Lekoteka teacher-psychologist Olga Petrovna Ukraintseva

Municipal budgetary preschool educational institution "Kindergarten "Ryabinka" A long-term plan for the use of health-saving pedagogical technologies in working with preschool children

Emotionally well. Correction of the emotional sphere through this method allows solving a number of problems that also arise in children with disabilities and disabilities. 2. The goal of the program is to achieve child well-being

Health-saving technologies in the work of a preschool psychologist teacher Prepared by: teacher psychologist MBDOU "Kindergarten 20 Bell of a general developmental type" Komarkova O.Yu. “Children should live in a world of beauty, play,

MBDOU "Kindergarten "Rodnichok" s. Bykov Consultation for parents: "MUSICAL AND DIDACTIC GAMES IN KINDERGARTEN." Completed by: MUSIC DIRECTOR: Cherevko Yana Yurievna MUSICAL AND DIDACTIC GAME

Kirillova Tatyana Nikolaevna, teacher-psychologist, MBDOU d / s "Romashka", Lyantor. GENERALIZATION OF THE PEDAGOGICAL EXPERIENCE "PROGRAM OF GROUP (SUB-GROUP) CORRECTIONAL AND DEVELOPMENT EXERCISES WITH PREPARATORY CHILDREN

Berezovsky Municipal Autonomous Preschool Educational Institution "Kindergarten 39 of a general developmental type with priority implementation of activities for the physical development of pupils" Pedagogical

Providing the educational process with equipped premises in accordance with state and local standards and requirements, including in accordance with the requirements of federal state

MKDOU "Rodnichok" in the city of Borodino, Krasnoyarsk Territory Correctional and developmental psychological and speech therapy program for children aged 3-6 years "Play, listen, learn!" L.D. Postoeva, teacher-psychologist, L.A. Martynenko,

MODERN SUBJECT - DEVELOPING ENVIRONMENT IN THE PRACTICE OF A PSYCHOLOGIST TEACHER. To date, each preschool institution must improve the quality of the educational process through the improvement