How to increase your child's self-esteem. Sun exercises. Art therapy for children: an exercise to increase self-esteem Art therapy with teenagers exercises to increase self-esteem

Self-Esteem Exercises

Purpose: to increase self-esteem and self-confidence in children.

"Affectionate Name"

The host invites each child to affectionately name the neighbor sitting on the right, who must certainly thank the speaker by saying "Thank you."

"Quality Names"

The participants in the game say their names in a circle, adding to the presentation a quality that reflects their personality traits. But this quality must necessarily begin with the same letter as his name. For example, Irina is sincere, Peter is punctual.

"Magic Glasses"

An adult solemnly announces that he has magic glasses through which you can see only the good that is in a person, even what a person sometimes hides from everyone. "Now I'll try on these glasses ... Oh, how beautiful, funny, smart you all are!" Approaching each child, an adult names some of his dignity (someone draws well, someone has a new doll, someone makes his bed well). "Now let each of you try on glasses, look at others and try to see as much good in everyone as possible. Maybe even something that you did not notice before." Children take turns putting on magic glasses and name the merits of their comrades. If someone is at a loss, you can help him and suggest some dignity of his comrade. Repetitions are not terrible here, although it is desirable to expand the circle of good qualities if possible.

"Boasting Contest"

An adult invites children to hold a bouncer contest. "The one who boasts better wins. We will brag not about ourselves, but about our neighbor. It's so nice to have the best neighbor! Look carefully at the one who is sitting to your right. Think about what he is, what is good about him, what he knows what good deeds he has done, what he can please. Do not forget that this is a competition. The winner will be the one who better boasts of his neighbor, who finds more advantages in him. "

After such an introduction, the children in a circle name the advantages of their neighbor and brag about his virtues. At the same time, the objectivity of the assessment is absolutely not important - these advantages are real or invented. The "scale" of these virtues is also not important - it can be a loud voice, a neat hairstyle, and long (or short) hair. The main thing is that children notice these features of their peers and be able not only to positively evaluate them, but also to boast about them in front of their peers. The winner is chosen by the children themselves, but if necessary, an adult can express his opinion. To make the victory more significant and desirable, you can reward the winner with some small prize (paper medal of the "Best Bouncer" or a badge). Such a prize arouses even in the most selfish child an interest in a peer and a desire to find as many virtues in him as possible.

"Hares and Elephants"

"Guys, I want to offer you a game called" Bunnies and Elephants ". First, we will be cowardly bunnies. Tell me, when a hare feels danger, what does he do? That's right, he trembles. Show how he trembles. he shrinks all over, tries to become small and inconspicuous, his tail and paws are shaking, "etc. The children show.

"Show me what bunnies do if they hear the steps of a person?" Children scatter around the group, class, hide, etc. "What do bunnies do if they see a wolf? .." The teacher plays with the children for several minutes.

"And now you and I will be elephants, big, strong, brave. Show how calmly, measuredly, majestically and fearlessly elephants walk. And what do elephants do when they see a person? Are they afraid of him? No. They are friends with him and when they see him, calmly continue on their way. Show how. Show what elephants do when they see a tiger ... "Children pretend to be a fearless elephant for several minutes.

After the exercise, the guys sit in a circle and discuss who they liked to be and why.

"Magic Chair"

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

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

"I am a lion"

Host's instruction: "Now let's play a game called "I am a lion." Close your eyes and imagine that each of you has turned into a lion. The lion is the king of animals, strong, powerful, self-confident, calm, wise. He is handsome and free.

Open your eyes and take turns introducing yourself as a lion, for example: "I am Regina the lion." Walk around the circle with a proud, confident gait."

"Palm"

Each traces the outline of the palm on a piece of paper. In the center he writes his name, in each finger there is something that he likes about himself. Then the sheet is passed to the neighbor on the right, he writes on the sheet (outside the palm) for 30 seconds, something that he likes in the person, the owner of the palm. So through the whole circle. The sheet is returned to the owner upside down. Positive feedback, the ability to express positive emotions.

"Warm as the sun, light as a breath"

Annotation: An exercise to work with the child's self-esteem, to develop positive thinking

Irina Chesnova candidate of historical sciences, family psychologist, author of books for parents

Summer is coming - the time for children's camps and new acquaintances in the country, and a child with low self-esteem may not be easy in an unfamiliar environment. the book of psychologist Irina Chesnova "How to Become an Adult" will help - it is addressed to the children themselves, offers understandable questions and tasks and is very motivating for changes in life.

What is a self-confident person? This is a person who knows himself, his capabilities and limitations, and at the same time treats himself well. This is the one who values and respects himself - not only for achievements, but also for efforts, perseverance, even for failures. This is, finally, the one who sets realistic goals, strives to achieve them and believes in his abilities, skills and strengths.

People who lack confidence feel uninteresting and doubt their abilities. They feel like they don't deserve attention good relationship others, that they are worse than others and therefore no one wants to be friends with them. Because of this, they can be timid, shy, indecisive, or withdrawn.

This is about you? Let's do a little test.

Answer 6 questions.

Do you speak softly and uncertainly and look like a frightened little mouse?
When you are asked about something, do you get lost and blush, look away, look at the floor or to the side?
Are you scared to take on something new? “Suddenly I can’t handle it,” you think.
You don’t know what to answer, and even if you know the answer, you are still silent, are you shy?
If something doesn’t work out for you or you see that another person is better at doing the same task, do you immediately drop everything and refuse to continue?
You feel uncomfortable socializing and playing with other guys. And from the mere thought of approaching someone to get acquainted, in general, everything turns cold inside, as if winter has come?

If your answer to at least two questions is "yes", carefully read on - this will help you become more confident, calmer and stronger.

I'll tell you right away and directly: doubting something or being shy does not mean being bad or unattractive. It's just your feature, one of the traits of your character.

Many people admit that they are shy and insecure. For example, they are afraid to speak in front of a large audience (just like you - at a children's party or at the blackboard in front of the class). They find it difficult to start a conversation or ask others for something. In the presence of other people, they are embarrassed and feel uncomfortable. And I want, like a hedgehog, to curl up into a ball, leaving only needles outside. And then suddenly offended? Will they say something unkind? Or will they laugh?

When we are shy, we think that other people might think something bad about us - for example, that we are lazy, stupid, or incapable. We may not like them.

But I’ll tell you a big secret: sometimes people don’t think anything about us at all. Nothing at all! The most important thing is not what others think of us. The most important - What do we think of ourselves!

If you consider yourself a smart, kind, capable child, then it is so. If you think that you shouldn't offend others, tell them how "wrong" they are, and make fun of their shortcomings, that's very true.

Many people - even adults - often ask how to become strong and successful. Is there some secret here? Of course have. The secret is to believe in yourself!

Believe in your abilities, never compare yourself with anyone and think well of yourself. Here your parents, your relatives will help you a lot - if they sincerely believe in you and support you, see all the wonderful things that you have, celebrate all the successes, even the smallest ones, you will grow up a self-confident and free person.

Your human qualities, real achievements, skills - look how many there are. You need to rely on them. They are your strength. Do more of what you love and do well. It is what we love that helps us feel that we are talented and successful.

Of course, it's great if your loved ones will be happy for you and praise you, but that's not even the main thing. The main thing is to learn to praise yourself! Surprising and unusual? Yes! But it's very, very necessary! You succeeded in something - draw a picture, solve an example correctly or overcome your fears - immediately praise yourself. Tell yourself: I'm good! Self-confidence is born from such very important daily victories.

If something doesn't work out for you or you make a mistake, don't beat yourself up. It's okay to make mistakes, everyone makes them! Never call yourself a dick or a dumbass. That's not true. You can’t call anyone offensive words - and yourself too!

The motto of a self-confident person in case of failure is:

Wrong? I'll fix it! Did not work out? This does not make me bad or incapable, I will try further!

And another important motto. Repeat it always, even when it seems that nothing will ever work out:

I can! I can handle!

Many guys told me that these words are really magical. They give a lot of strength and help to complete even the most difficult cases. And if something stubbornly fails, you can always ask your loved ones for support, remember?

Exercises to increase self-esteem in a child

If you are shy and feel insecure in the presence of other people, I suggest that you do some exercises. They will help you easily start and maintain a conversation, as well as not get lost in different life situations. Read them and think about how you will act.

There is a new girl in your class. She doesn't know anyone and is very shy. How will the children meet her: will they be called to play together at breaks? How will you get to know her? How will you let her know that there is nothing to be afraid of, that you are all very happy with her and that she will easily find friends here?
You meet a familiar boy whom you haven't seen for a long time. What will you tell him?
You and your mom are walking down the street and you meet her friend. A friend greets you and asks how you are, what interesting things are happening in your life. What will you answer her?
You really want to buy a small chocolate bar in the store. Adults give you money and offer to make a purchase yourself. What will you do? How do you ask the seller? How can you explain what you need? How will it all end?
In the park you see a boy and a girl who are enthusiastically playing some kind of game. You want to play with them too. What will you do? How would you like to play together? What interesting thing can you think of?

Well, are the tasks completed? What do you need to say to yourself? You are right, well done!".

Now you can go on brave deeds - invite someone to play together, tell your friends about what you are fond of, take part in a children's party.

When you do something new, something you didn't have the confidence to do before, it's very brave. And when courage settles in you, timidity dissolves, and there is no trace of it left.

Another important secret:

Strong is not the one who is not afraid to do something, but the one who afraid but doing overcoming your fear.

If you are a self-confident person, but you have a timid friend, reach out to him with an open palm or hug. And say: "You're cool! It's interesting with you! Now we'll come up with this!".

Insecure, shy people really need praise and support. They need to feel loved and appreciated. And I'm sure you can show it to your shy friends.

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APPLICATION OF ART THERAPY TECHNIQUES IN FORMING ADEQUATE SELF-ESTIMATION IN STUDENTS

Grebneva Irina Valerievna

1st year master's student, Department of Social Pedagogy and Psychology, VlGU, Vladimir

E-mail:

Danilova Marina Vladimirovna

scientific supervisor, Ph.D. ped. Sciences, Associate Professor, Department of Social Pedagogy and Psychology, VlSU, Vladimir

Self-esteem is that component of self-consciousness, which includes both knowledge of one's own self, and a person's assessment of himself, and a scale of significant values, in relation to which this assessment is determined.

Self-esteem is one of the central formations that is actively developing in the context of the formation and development of personality. The most sensitive period for the formation of an adequate level of self-esteem is adolescence, therefore, knowledge of the features of this process is necessary for the harmonious development of the individual as a whole. Such indicators as the level of claims, motivation to study, self-esteem, self-confidence are closely interconnected with self-esteem. Often in schools, psychologists social educators insufficient attention is paid to the problems of the formation of self-esteem, which later on at later stages of growing up manifests itself in various behavioral disorders, affects academic performance, as well as the psychological climate in the team.

The subject of study by many domestic and foreign researchers are such issues as the ontogeny of self-esteem, its structure, functions and patterns of formation. Many psychologists consider self-esteem as a product of self-consciousness, which reflects the level of its development in an individual.

The formation of students' self-esteem is influenced by many different factors, such as family, school, immediate environment, personal characteristics, etc. The importance of developing an adequate self-esteem has been repeatedly proven by theoretical and empirical studies. Adequate self-esteem, as a rule, leads to self-criticism and self-criticism, forms self-confidence and an adequate level of personality claims, the ability to correctly correlate one's strengths with tasks of varying difficulty and with the requirements of others. Violation of adequate self-esteem, both in the direction of underestimation and in the direction of overestimation, leads to deviations in behavior. Underestimation of the level leads to the fact that a person is afraid to show his achievements in a particular activity, expecting failure in advance. Overestimation of self-esteem also leads to negative phenomena. So in the period from the 70s to the 90s of the XX century. it has been widely believed that high self-esteem underlies all positive achievement, and is a decisive factor in student achievement. These assumptions in the United States have caused a surge in the development and implementation of a variety of programs to improve student self-esteem in schools and colleges. However, as the foreign psychologist L. Burke describes, such an approach did not improve the situation in American schools, but rather worsened it. Studies have shown that the motivation and desire to learn in children brought up in such a system is even lower than that of their predecessors. The inflated conceit of children and adolescents led to the fact that they considered themselves better and higher than other people, and therefore did not consider it their duty to study and observe any rules and norms of morality. Maintaining high self-esteem, constant approval and praise, regardless of real achievements, without an adequate assessment of one's abilities and qualities can lead to the fact that high self-esteem turns into narcissism and narcissism incapable of criticizing oneself. Adequate self-esteem is directly related to the process of self-regulation of behavior, communication and social interaction of people, it determines the successful adaptation of the individual. Therefore, it is so important to conduct research and develop possible ways and methods of forming an adequate self-esteem.

The problem of our study was that in the presence of an extensive and fairly fundamental base of scientific research on self-esteem, schools pay little attention to the level of self-esteem in students, the formation of its adequate indicators.

There are many different techniques used by psychologists and teachers in the work on the formation of adequate indicators of self-esteem: training work, movement, dance and play therapy. The most effective technique in carrying out this work, in our opinion, is art therapy. Art therapy is a technique based on the assumption that the inner self is reflected in visual forms from the moment a person begins to paint, draw and sculpt. According to the psychotherapist S. McNiff, art therapy helps to increase the sense of one's own personal value, increases artistic competence, promotes a sense of internal order, and provides an opportunity for negative and even dangerous emotions to come out in the form of images and colors. For art therapy, the process itself and those features that the creative product itself makes it possible to detect in the mental life of the creator are important. A participant in this type of training should understand that the artistic merit of his work does not matter, and he may not worry about it. Artistic creativity, used to express feelings and thoughts, can be of great help in developing socially adapted behavior and raising the level of self-esteem, contributing to the growth of its adequacy. Art therapy, as a professional activity, is a new field of science and practice, and the fact that artistic activity has a healing effect, known since antiquity. Throughout human history, art has reflected the world of human passions from endless joy to the deepest sadness, from triumph to tragic loss, and has served people as a miraculous means of psychological and spiritual rebirth.

In recent decades, artistic creativity as a great healing power was opened and highly appreciated again. Many people have found that art has helped them relieve stress, solve problems, overcome the pain of losing loved ones, and even relieve pain and other unpleasant physical symptoms. A guiding principle of art therapy is that it is the creative process , which includes artistic creativity, is healing and capable of improving human life. This idea is explained by the great similarity between art therapy and the creative process. Both art therapy and the creative process are about problem solving - finding new solutions to habitual ways of being, thinking, feeling and interacting. The creative process, like the therapeutic process, also provides an opportunity to explore new ideas and ways of being. Both processes are acts of modification, opposition, improvisation and transformation. In art therapy, these characteristics are important for creating a new understanding, insight and awareness that precedes a change in personality, its perception, its life. Both processes involve meeting with oneself. In art therapy, this meeting takes place through art materials, the experience of artistic creation.

So, for example, the use in our study of such an exercise as "Drawing of one's Self" allowed many children to most fully express their experiences, actualize in the drawing, previously unconscious intrapersonal conflicts. The use of group creative work: making collages, joint drawings made it possible to achieve unity in the group, as well as to assert the identity and necessity of each of its members in the group.

Art therapy in working with children, in our opinion, is the most effective method impact directly on the problem, this impact bypasses all the psychological defenses of the individual, without injuring the child's psyche.

To identify the effectiveness of the use of art therapy in the formation of adequate self-esteem of students, an experimental study was conducted. We have developed a special program for the formation of an adequate level of self-esteem, designed for ten lessons, in each lesson we used such techniques of art therapy as: drawing, making collages, drawing up an image based on abstract ideas about oneself, etc.

The purpose of the program was: the formation of adequate self-esteem in students.

Program objectives:

1. Obtaining the skill of expressing oneself through creativity and game forms of activity;

2. acquisition of the skill of forming an active life position;

3. help in realizing the value of one's own personality;

4.increased positive attitude towards yourself.

The sample consisted of 40 students aged 13-15 years.

Primary diagnostics of the state of self-esteem of students was carried out using the following methods: verbal diagnostics of self-esteem of the personality N.P. Fetiskin; test-questionnaire of self-attitude V.V. Stolin; methodology for the study of personality self-esteem S.A. Budassi.

The diagnostic results determined the group in which the program for the formation of adequate self-esteem was implemented.

To evaluate the effectiveness of the developed program, a secondary diagnosis of the control and experimental groups was carried out.

The method of verbal diagnosis of self-esteem (N.P. Fetiskin) in a comparative analysis of primary and secondary diagnostics reflected an increase in the number of persons with an average level of self-esteem from 10% to 45% in the experimental group, and therefore a decrease in persons with a low level of self-esteem. In the control group, the percentages remained almost unchanged.

The results of the self-attitude questionnaire by V.V. Stolin in the experimental group, determined the improvement of indicators on the following scales: self-esteem from 49% to 65%; autosympathy from 68% to 74%; self-interest from 59% to 70%; self-confidence from 55% to 67%. The values on the scales in the control group changed insignificantly and most likely situationally.

Methodology of self-assessment A.S. Budassi revealed positive changes in the experimental group. The number of students with an indicator of discrepancy between ideas about real and ideal qualities has decreased from 40% to 30%, and the number of people with an adequate level of self-esteem has increased from 20% to 30%. Indicators for the control group showed minor changes towards the worse.

Thus, the use of art therapy techniques in working with students has shown its effectiveness in the formation of adequate indicators of self-esteem of the individual.

Bibliography:

Ametova L.A. Formation of art-therapeutic culture of junior schoolchildren. "My own art therapist." -M.: Moscow State Open Pedagogical University, 2003. -360 p.
Burke L. Development of the child. - St. Petersburg: Peter, 7th ed. -944 p.
Galkina T.V. Self-assessment as a process of problem solving: a systematic approach. - M.: publishing house "Institute of Psychology of the Russian Academy of Sciences", 2011. - 399 p.
Conti T. Self-esteem in organizations. -M.: "Standards and Quality", 2007. - 328 p.
Nikireev E.M. Psychological features professional and pedagogical orientation of the individual. Textbook - M .: Moscow Psychological and Social Institute, 2005. - 80 p.
Stolin V.V., Bodalev A.A. General psychodiagnostics - St. Petersburg: Speech, 2003. - 138 p.
Susanina I.V. Introduction to art therapy - M .: Kogito-Center, 2007. - 90 p.
Fetiskin N.P., Kozlov V.V., Manuilov G.M. Socio-psychological diagnostics of the development of personality and small groups - M .: Publishing House of the Institute of Psychotherapy, 2002. - 490 p.

Svetlana Tyulyakova

Game exercises that increase children's self-esteem

senior preschool age

This article is intended for parents and educators who bring up shy, indecisive, cautious children who are difficult to adapt to the team due to their timidity.

Such children can be helped to gain self-confidence, develop communication skills, teach them to stand up for themselves.

I am bold.

A blindfolded child is standing on a pillow. Jumping off the pillow, he says "I'm brave." The children take turns doing the exercise.

I am dexterous.

The child runs around the skittles, crawls under a chair, picks up an inflatable ball, throws it up and says: "I'm dexterous."

I'm smart.

The child stands on one leg right hand on his stomach, with his left strokes himself on the back of the head, repeats "I'm smart." Repeat the exercise 3 times.

I am strong.

The child stands on one leg, holds two balls under his arms, pressing him to himself. The child repeats "I am strong" three times, at the signal "Drop it!" - throws balls.

I am kind.

Children stand in a circle, throw a ball to each other, throwing and catching it, say: "I am kind." The exercise lasts 3 minutes.

We repeat the poem

teacher reads a poem. children listen and repeat by clapping their hands after each line. I started reading the poem in its entirety, line by line.

I am cheerful, strong, brave,

I'm busy all the time

I don't whine, I'm not afraid

I don't fight with my friends.

I can play, jump

I can fly to the moon

I'm not a crybaby, I'm brave

And in general I'm great!

Let's make a magic ball.

Cut small pieces from a piece of plasticine, show the children how to use a plasticine knife. Each child rolls a ball. The first few balls are given to one child, the next to another (according to the number of children). Of the common balls, each child rolls one ball, repeating: "I'm making a magic ball, I love myself very much." Show the children how to decorate the ball with beads, beads, foil.

That's so brave!

The teacher reads a poem, and after each line the children say: "That's so brave!"

Our Vanya is very brave (that's how brave)

Afraid day and night (so brave)

Afraid of a mouse, a cat (that's how brave)

Afraid of bread crumbs (that's how brave)

Afraid to eat, afraid to sleep (that's how brave)

Afraid to walk in the yard (that's how brave)

Afraid that children will offend (that's how brave)

He is afraid of everything in the world (so brave)

Ask the children: "Why is Vanya afraid of everything?" Listen to the answers. If there is Vanya in the group of children involved, change the name.

King of the Mountain

The child sits on two or three pillows, the rest of the children come up to him, give him a small ball and say: "You are good. You are strong. You are kind," etc. When the balls fall, another child takes the place. The exercise is done by all the children in turn.

Show the poem.

The teacher reads a poem, and the children show, standing in a fenced off place (on stage)

I perform on stage

I dance and sing

I admire the audience

I never get tired.

I will swear, I will circle

I smile at everyone I know.

I hear a clatter, a whistle in the hall,

I am a real artist!

Formation of communication skills

Take me to the game.

Children throw the ball while sitting on pillows. One of the children in turn approaches each seated person and loudly asks: "Please, accept me into the game." Children move, giving way, the child sits down. Exercises are done by all the children in turn.

Your friend is crying.

One child lies on pillows and pretends to cry. The rest of the children take turns coming up to him and say comforting words. The exercise is done by all the children in turn, the teacher helps to pick up as many comforting words as possible.

Let's lend a hand to a friend.

Children stand in a circle. At the signal of the teacher, one child holds out his hand to the other, the third, etc. When all the children hold hands, say in unison "Let's be friends."

Exercises that develop coordination of movement.

How to teach a child to stand up for himself? Self-confident, mobile, with good coordination of movements can defend their rights, protect themselves.

Learning to fall

The purpose of the exercise is to teach children to fall. At the teacher's signal "Bah!" children fall on mats or pillows. The teacher must show how to fall on the side. KNEELING, hands out in front of you.

I dodge the ball.

Children stand in a circle, one child in the middle. The distance between children is 2.5 m. Children take turns throwing an inflatable ball at a child standing in the middle, he must dodge by crouching or bending down.

Thrifty proteins.

One child is holding a hat, others are holding nuts or small balls. At the signal of the teacher, the children take turns throwing nuts into the hat, the child tries to catch them with the hat. They take turns.

Jumping gallop.

Children stand in a circle. At the signal of the teacher "Jump!" jump to the left, at the signal "Skok!" jump to the right. Repeat the exercise three times.

We draw with the left hand with the right foot.

Lay several sheets of drawing paper on the floor (half a sheet for each child) in plastic plates pour in finger paints. With the index finger of the left hand, draw a circle, with the fingers of the right foot, draw a triangle in the circle.

Form start

Badly Great

End of form

Details

Self-esteem in childhood is in motion. A poorly developed evaluative function causes the child to change his mind about himself and others several times a day. In adolescence, self-esteem is easily influenced by others. Parents, educators and especially peers can radically change a child's perception of himself and the world. It is difficult for shy people to evaluate their own "I", especially to do it positively. Hyper-shy children often do not evaluate their own capabilities at all, believing that they do not have them. Sometimes parents contribute to this development of the child by comparing him day by day with one of his peers. In addition, low self-esteem is the result of the constant dissatisfaction of parents and teachers with his academic performance.
It is necessary to work on the formation of an adequate self-esteem of the child. From birth to 3 years - to parents, in the kindergarten period a teacher is connected to them, in school years - teachers and school administration play a leading role in the development of the child, and only in adolescence, friends and company are the driving force in the formation of self-esteem function. However, relatives should not be removed from solving the problem under any circumstances. Whether it is shyness, or deviant behavior, or hyper-aggression - in any case, the child needs the understanding of loved ones.
Signs of low self-esteem in young children preschool age there may be a reluctance to play with other children, a rejection of new entertainment and hobbies (drawing, modeling, etc.), physical passivity, constant thoughtfulness. In the younger school years, low self-esteem affects their studies: usually such children do not show themselves in any way. They have no subject preferences, and their grades are stable.
In adolescence, peers influence the level of self-esteem. Appearance, behavior, speech, clothing - all this can cause ridicule of cruel teenagers, which will undoubtedly result in an underestimation of one's own merits. The fact is that low self-esteem is most dangerous if it manifests itself in adolescence. Analyzing their shortcomings, a teenager is able to commit suicide or harm the health of loved ones. Therefore, it is so important to increase the self-esteem of a teenager, especially since there are a number of effective and proven methods for this.

Training "What is good, what is bad?"
Designed for children of senior school age (from 10 to 15 years). It is recommended to form groups (no more than 5 people) of approximately the same age: 10-12 or 12-14 years old. Fifteen-year-olds are best identified as a separate group.
Goals: increase the child's self-esteem, teach them to distinguish positive and negative qualities in themselves and others, adequately perceive criticism and praise, liberate shy children, develop their creative imagination, make a shy child believe in himself, reveal his merits and capabilities.
Attributes: sheets of paper, pens or pencils, acting props for role-playing games (at the choice of the teacher), drawing paper for the game "Island". Musical accompaniment: a quiet calm melody and more disturbing, with hints of hope.
Duration: 40 minutes to 1 hour.
Stage 1: reflection. Quiet melodic music sounds, at this time the children take their seats. The host starts a conversation about the mood and the weather, touching on yesterday's news.
After a minute monologue, the presenter reads V. Mayakovsky’s poems “What is good, what is bad?”:
Little son came to his father
And the little one asked:
- What is good
And what is bad? -
I have no secrets -
Listen, kids -
Dads of this answer
I put it in a book.
It is not worth reciting the whole work, after reading the proposed piece, the presenter begins a dialogue with the participants of the training on the topic “Bad and good in our life”. Children should make assumptions about why people do bad things and why they smile at each other so rarely. A shy child is more difficult to talk to, so the facilitator needs to make a list of questions that involve addressing more modest participants in the training.
Stage 2: warming up exercise "Names on the contrary", aimed at getting to know children (can be used as an independent contact exercise). It is designed to introduce children in a team, defuse the situation, set up the emotional background of the lesson, give shy children courage when meeting.
Multi-colored sheets of paper and pencils are laid out in front of the participants on the table. The facilitator invites them to choose any of the sheets and pencils they like to complete the task. After all the participants have made a choice, the leader gives the task: write your name on the sheet in reverse, for example: Yana - Anya, Denis - Sined, Artem - Metra. After that, they turn over the sheets with names and introduce themselves to the team in turn. After telling a little about himself, the participant turns to the others with the question: “So what is my name?” The team must name the correct name. The game develops humorous situations that bring children and adolescents together. In addition, shy participants have the opportunity to joke in the team, laugh at others and even at themselves. Usually the host starts the game, switching attention to the most active participant.
Stage 3. the main part of the training is the role-playing game "Political intrigue". Designed for children over 12 years old. Its goals are to increase the self-esteem of children, to acquaint them with the realities of the adult world, to develop communicative functions and a team feeling of unity. To improve the level of oratory skills and the ability to speak with oral speech.
Role-playing games are great for boosting children's self-esteem. Playing the role of a more strong-willed person, a shy child discovers new qualities in himself, not noticing during the game how this happens. The teacher or psychologist can choose another option for role-playing games (“Fairytale Movie”, “Magazine Hero”, “Pirate Passion”, etc.). Conditions: the game must be suitable for the participants by age, the scenario assumes the presence of an active hero, the role of which will go to the most modest participant.
The scenario of the game can be adjusted depending on how many children are involved in the training, as well as the purpose of the lesson and the degree of enslavement ™ children's team. The roles of the participants are:

- the president; - a diplomat (the most shy child); - consuls, envoys of another country (two guys); - journalist (representative of the local opposition press).

The meaning of the game is that during a press conference with the participation of the president of the country and representatives of another state, a conflict flares up between them, the culprit of which is indirectly the journalist. He asks provocative questions to a representative of the local authorities. The President's answer does not correspond to the ideas of the consuls. As a result, a verbal altercation begins. This is where the diplomat comes into play - the most modest participant in the game. His duty is to resolve the situation with the help of verbal means.
The guys are invited to take the initiative and add their own phrases and thoughts to specially written remarks, especially the player playing the role of a diplomat. His oratorical speech is the fruit of his imagination. The task of an adult is to identify the main theses and points that will help the child navigate in the construction of further speech. This can be a speech plan, the main thematic words and expressions, as well as an indication of the intonation-volitional accents of the speech.
Why does a shy child get the role of a diplomat? His inner world is arranged in such a way that he subjects everything that happens to internal analysis. The introverted orientation of thought allows a shy child to quickly assess what is happening. The purpose of this exercise is to teach him to express what is being analyzed in words. In addition, hyper-shy children do not like to be in the spotlight, which is why he does not play the role of president. The role of a diplomat allows you to be in the shadows, at the same time, his help is simply necessary. The feeling of significance is formed at a subconscious level, which is what they wanted.
Children over 12 years old are oriented in the structure of political power, they are well aware that the president is a representative of the political elite. There should be no doubt or hesitation in his speech.
The game does not have to represent any of the existing states and mean real political figures. Come up with fictional or fairy-tale states, such as hobbits and elves. Children love fantasy stories that are great for developing creative imagination. At the center of the conflict may be the struggle for land, pricing or cultural differences. In general, the scenario depends on the imagination of the adult conducting the training. A variety of scenarios can be found on Internet sites dedicated to role-playing games.
The duration of the main stage is 20-25 minutes.
After the end of the conflict, successfully resolved thanks to the speech of the diplomat, the politicians shake hands. The only loser is the journalist, so his role should go to the most uninhibited participant.
To create the effect of believability, you can design elements of the costume: ties, jackets, a voice recorder for a journalist, etc.
The game should end on a positive note, leaving great memories. Create more believable situations, humorous scenes - this will allow the actors to be liberated.
Stage 4: relaxing exercises. This stage of training can be represented by finger games or moving exercises. Find finger games for teenagers it is very difficult, so you can use rope exercises. However, for older children, mobile relaxing minutes are best suited.
And with children of primary and senior school age, you can play the game "Crooked Mirror". Its goals are to relieve fatigue, distract children from intellectual activity, activate physical activity, develop synchronism in actions.
Two participants of the training stand opposite each other. The first begins to make various movements, the second tries to repeat them as quickly as possible. As soon as the second participant (who repeats) makes a mistake, the players switch roles. Now the one who showed the movements repeats after the second participant. When there is an odd number of children in a group, the first pair can be a team: a leader and a child. In this case, the rules of the game are learned instantly.
Such moving minutes have a relaxing effect. Children like to make faces, expressing their emotions through movements. Shy children do this with particular pleasure, sometimes not noticing that they have allowed themselves to relax.
Stage 5: final phase of training. It can be represented by art therapy or reflection in the form of a conversation.
Creative tasks should reflect the essence of the training. For example, invite the children to draw bad and good. Quiet music and a good time should help children fixate on positive perceptions. Another option is to cut paper figurines reflecting the vision of the negative and the positive.
A conversation about the past training should conclude the session. The facilitator finds out how much the perception of reality has changed among all participants. If a shy child is easy to contact, congratulations: you have achieved the desired result. The next stage is training on the development of communication.
Trainings that increase self-esteem are the most difficult in the organizational sense. Combined exercises that are used in other trainings are unlikely to be suitable for them. All the tasks presented here should work to increase the evaluative function of children. This is important to know and remember.

The game "What a miracle zoo!"

Goals: increase self-esteem of children, liberate them, provide an opportunity to feel in a weak or strong role, develop acting skills.
Game progress: the host tells the children that today they will visit the zoo. Soft music plays, and the guys begin to move around the room. The facilitator shows the participants pictures of animals, adding verbal characteristics to them, it is possible in poetic form.
Poems are perfect for this. For example, demonstrating a painted giraffe, you can recall the verses:
Picking flowers is easy and simple
Children of small stature.
And the one who is so high
It is not easy to pick a flower.
After that, all participants begin to portray a long-necked giraffe. Giving individual tasks is impractical: shy children will be embarrassed by their peers and are unlikely to portray an animal. A collective display will make it easier for them, because then no one will show close attention to their movements.
Elephant
They gave shoes to an elephant.
He took one shoe
And he said: we need wider
And not two, but all four.
It makes no sense to list all the poems of Marshak, they can be found and recorded in the script. The main thing is to praise the kids, encouraging them and raising their emotional background. When you need to demonstrate strong, big, bold animals, be sure to pay attention to the timid participants in the game. This will give them confidence and raise their self-esteem.
With older children, you can play a prepared version of the game "At the Zoo". Actors are given props in advance: a lion's mane, elephant's ears and trunk, a monkey's mask, etc. Naturally, such individualization requires increased attention to one of the children, but the effect of the lesson is immediately noticeable. This option is ideal for training as the main task.

Game "I look like you!"
Designed for children of primary school age (12-13 years old) - It is used in trainings as a warm-up or final exercise.
Goals: increase the child's self-esteem, teach them to find the positive in themselves and in a friend, classmate, acquaintance, not embarrassed to talk about it.
Game progress: Participants and the facilitator sit in a circle. The game is started by an adult, naming the name of the child, whom, in his opinion, he looks like. For example, “I think I look like Veronica because she is smart, smart and dresses well. I’m also cute, smart and love to eat well!” The last remark is made specifically for comic effect. Remember that humor and laughter can liberate even the most restrained child. The named participant becomes the next leading player. It is right when an adult chooses a shy child as a couple, revealing to the team his positive aspects.
The game continues until all participants have been identified. An adult has the right to suggest metaphors, epithets, comparative and superlative adjectives to children, expanding their vocabulary.

"Stubborn donkey"
This creative activity is designed for children of primary preschool age.
Goals: increase the child's self-esteem, create an unusual environment, teach them to express their own thoughts, emotions and desires.
Attributes: a screen behind which the actors, dolls of the Donkey, the Boss and heroes of your choice will hide. Melodic music and scenery.
Game progress: the host chooses a player from the children who will portray the stubborn Donkey. Since shy children are accommodating and obedient, it is useful for them, albeit in a playful way, to show stubbornness and disobedience. For this reason, it is worth giving preference to a shy participant in the performance. A pre-written script will facilitate the task of the teacher leading, but it is not necessary to invent replicas of the main characters.
The host turns on quiet music and begins a story about the Donkey, who has faithfully served his Master for many years. At the same time, the children begin to play what was said. Donkey and his Master appear from behind a screen, simulating a working environment. The host continues his story that one day the Donkey suddenly stopped obeying the Master.
Scenes of the Donkey's disobedience are played out on the stage: unwillingness to help in anything, a cry instead of silence, or, conversely, a dream instead of being awake, etc. In the course of the action, new heroes may appear in the performance: birds, forest animals, friends of the Master. Their actions should be aimed at one thing - to get consent from the Donkey at least for something.
After some persuasion, the host turns to the children with the question: “Children, why do you think Donkey became so stubborn?” Feedback is an essential element of creative tasks. The guys make assumptions, the essence of which boils down to one thing: the Donkey is very tired of work and the orders of the Master. He needs a friend and rest. The final scene of reconciliation between the Donkey and the Boss is played out, who promises not to burden his friend with overwork.
The scenarios of the performance can be different, instead of the Donkey, the main character can be Cheburashka, offended by friends, or Piglet, tired of constant ridicule.

"Write about me"
This exercise is for older children. It is used in training as a reflection.
Goals: increase self-esteem of a teenager, reveal his positive qualities for himself and his peers, continue to develop communication skills.
Exercise progress: the leader distributes to each participant (there should be an even number, but not more than 6 people) cards with possible qualities of a human character: sentimental, aggressive, reliable, shy, timid, responsive, kind, proud, etc. After that, pairs are created for further actions. It is best if the couple is a shy child and his more relaxed peer, who will set the tone for the game. Each participant is given the opportunity to write a short message to the player who is paired with him. The message must contain information about the nature of the addressee. The style of narration is chosen by the author himself: from official business to journalistic. Negative qualities are taken into account on a par with positive ones. After completing the first stage of the exercise, the guys exchange cards and take turns voicing what they have written.
In order to avoid obscene and offensive comparisons and characteristics, the presenter insists on using only epithets proposed in advance in the essay. However, in all my practice, I have never heard disrespectful words from teenagers addressed to a friend or acquaintance. On the contrary, the game took on a humorous character, liberating the participants.

Mobile games are of two types. The first - physical culture, designed only for the work of muscles. During their implementation, intellectual abilities are not involved. The second type of outdoor games involves both thinking and the muscular apparatus. Purely physical exercises are great for training when you need an intellectual discharge after completing the main part of the lesson. Physical exercises with the connection of mental activity are considered combined. Their task is the psychological impact on the child in a veiled playful way.
Shy children are sedentary, so active activities are new to them. At first, they are embarrassed to repeat any movements, then they forget, getting carried away by the course of the game, and a little later they show themselves on a par with the rest of the participants.

Keyboard game
Designed for children of senior school age. Great for training as a dating exercise.
Goals: to stir up an unfamiliar team, to introduce children to each other during the game, to intensify their physical and intellectual activity.
Attributes: sheets of A4 paper, on each of which a letter of the alphabet is written.
Game progress: The facilitator distributes the letters of the alphabet among the participants. When there are few players, each gets 5-8 letters, which is normal for children of this age. After that, the leader begins to call out the names of the guys present in turn. Participants, in turn, raise the corresponding letters up. For example, children type the name "Anna" on a fictitious keyboard by holding up the letters. This must be done quickly and accurately. The owner of the "printed" name receives a tag with it. The game continues until the children get to know each other. An unexpected moment for the "typesetters" is the "printing" of the name and patronymic of the presenter. The most active "letters" receive prizes.
Adapting this game for children of primary school or preschool age is easy. Replace long names with simple one- and two-syllable words, then the children will have only one letter in their hands, which they can easily handle. The game is mobile and captivates even an adult.

Game "Draw a picture"
Designed for children of preschool and primary school age.
Goals: to teach children to notice details and trifles, to develop attention, to give physical activity in combination with mental activity.
Game progress: when only two people participate in the game, for example, a mother and a child, the drawing is done on a piece of paper. An adult draws a picture that is easy to perceive (the sun, clouds, a house) and discusses it with the child. After that, the baby turns away, and the mother finishes some detail. The task of the child is to find something new in the picture. After that, the child does the same, and the mother, turning around, must find the changed detail.
If the number of participants in the game is more than two people, the rules change slightly. The drawing is done on a board or whatman paper, which provides clarity of the source material. After a general discussion of the drawing, the children turn away, and the presenter draws some detail. At the command of an adult, the children turn around and guess in which part of the picture the changes have occurred. The one who first finds something new becomes the next "artist" and adds his detail to the picture. Actions are repeated again.
Here, the collective participation of children in the game is important. The mobility of the guys is not limited, they only need to focus on the details of the picture. Freedom of movement and communication allows a shy child to be liberated, casting aside the fear of the team.

Game "Forest paths"
Designed for children from 3 years old and primary school age. It can be used in communicative training as a main exercise.
Goals: activate the physical and intellectual activity of children, teach the child to work in a team, freely expressing his thoughts and feelings.
Game progress: the host tells the children about the forest, emphasizing the picturesque details, after which he invites the children to take a walk through it. Children join hands in pairs and go on a fictional journey through the forest paths. Sounds of wildlife will perfectly complement children's imagination. It is even better if the class is held outdoors.
Along the way, the participants of the forest expedition get into various difficult situations. For example, a stream flows along the way. To overcome it, it is necessary to connect thinking and apply physical strength. First, the children discuss what needs to be done in order to cross, and then they implement the planned. You can lay an imaginary plank and one by one get over to the other side. In addition, the boys help the girls overcome the barrier.
Suddenly, a bear appears in the path of the participants. The host asks the children what to do when meeting with a wild animal. After the final option is chosen, the children scatter across the clearing and pretend to climb trees.
No matter how many obstacles the children meet on the way, everything will end happily. The host conducts a conversation with the guys, the meaning of which boils down to the fact that you cannot go into the forest without an adult: you can get lost, stumble upon wild animals, get injured.
In order to activate the physical activity of children, it is worth coming up with tasks with running, jumping, walking. Intellectual tasks involve thought processes.

The game "Everyone in his place"
Designed for children of primary school age. Can be used in training as a relaxing exercise.
Goals: to develop in the child the skill of volitional regulation, to liberate a shy child, to teach children to concentrate on a certain signal.
Game progress: marching music is playing softly. Children march to the music, lining up in a column. Before the start of the game, the host chooses a commander. A shy participant is ideal for this: the game is laconic, but the priorities are set. The commander decides in which direction to continue moving. As soon as the leader claps his hands, the last child must stop. Everyone else continues to march and listen to commands. When the commander has placed all the guys in the desired order, there is a change of power. The last member becomes the lead player. To better hear the commands, the music should sound and the children march as quietly as possible.
Playing the role of a commander, a hyper-shy child not only forms strong-willed qualities of character, but also increases self-esteem, and physical activity makes him feel like the rest of the kids.

Game "We are one team"
Designed for preschool children. It is used as a physical education after class.
Target: as early as possible to accustom children to the team, joint discussion of problems, free communication with each other.
Game progress: an adult invites children to leave the room. At the same time, the kids line up in a column and go to the exit with the same gait. The tone for the whole "snake" is set by the player going first, most often this is an adult member of the team.
Games for the little ones are characterized by mobility, no matter what area of development the lesson touches. Freedom of movement is very important for preschool children. After a year, the child begins to actively move, learning about the world and expanding his horizons. The farther the baby goes from the crib, the more interesting the world around becomes. By the age of two, sensory perception of the surrounding reality is added. The child seeks to touch, feel, try all the objects that he encounters. It is from this that the teacher, parent or psychologist should build on, creating educational games for the smallest. Life is in motion, and a child's whole life is in motion. Do not miss the opportunity for the full development of the baby.

Reaching 1.5-2 years, children begin to imitate the adult world. The girls have a puppet tea party, the boys deliberately break cars in order to drive them later to a fictional auto repair shop. Social phenomena are assimilated and reproduced by the child with amazing accuracy, up to specialized vocabulary, embodied in role-playing games.
Role-playing game is most often based on life facts, phenomena, historical processes. Children's role-playing games can be the embodiment of a fairy tale or cartoon. The dual function of role-playing makes psychologists and psychotherapists increasingly turn to this type of therapy. On the one hand, role-playing games become a kind of litmus test that helps to assess the psychophysical state of the child. Parents, watching a child playing, analyzing his games, the roles he plays, as well as the script developed by him, can easily assess the level of child development. In addition, all hidden complexes are manifested precisely in individual egocentric games.
On the other hand, role-playing games are a kind of therapy for the identified complexes. Role play allows a weak child to feel strong, a shy child - insolent and stubborn, and aggressive child gladly transforms into a gentle and sympathetic hero. In high school, role-playing is often simplified, replaced by role-playing. It is enough for a shy child to say phrases that are not characteristic of him in order to loosen up a little. Therefore, reading by roles becomes the easiest way to influence the psyche of a hyper-shy child. In addition to constraint, role-playing therapy is also used in case of hyperaggression, which, as noted earlier, can be a pathology of shyness. An embittered and cruel child sometimes lacks parental understanding and love. The scenario of a role-playing game may include scenes of an unrealized, but such a desired life for a child. Thus, children experience the desired sensations and feelings in the game, splashing out the negative.
A similar scheme is valid for an adult. Shyness, aggressiveness, anxiety and fears - all this is quite possible to defeat by using role-playing game therapy.
Role playing games for younger age are a direct imitation of the adult world. Preschool children don't even need a specially designed game plan. Any parent can verify this. Surely every girl in early childhood played mother and daughter. This becomes the child's first role play. Girls independently create home comfort, indicate family ties between dolls. The second step in the normal development of such a game is the involvement of peers or relatives in the game. Then the girl moves to the second stage of socialization and begins to play communicative role-playing games (“Neighbours”, “Chatter”, “Work”, etc.). If no such transition is observed, it means that the child has closed in on himself, continuing to play an egocentric kind of game. Attentive parents will notice this immediately and take action: the mother will intervene in the game, thereby provoking the daughter to communicate. After some time, the girl will quietly open up, which will help her avoid hyper-restraint.
The second stage of socialization, supplemented by a thirst for live communication, is represented by role-playing games "Work". In the mind of every six-year-old child, an image of an ideal teacher, doctor, salesman, etc. is formed. As a result, we can observe a little man running around the house with a carpentry tool and a very businesslike look, saying “Now I will subordinate everything here to you!”. Communication between an adult and a child at this stage should maximally reflect the situation from life when the doctor came or the plumber came. It's not easy to fool a child. One phrase that does not correspond to his invented scenario is ready to cause a storm of negative emotions, in the epicenter of which you, the parents, will certainly find yourself. If such a role-playing embodiment of reality does not interest the child, perhaps he has already formed a constraint complex that prevents him from expressing his fantasies. In this case, role-playing games are arranged for him by relatives, a teacher or a psychologist. The shyness of a six-year-old child is not able to resist play therapy.
In high school, teenagers prefer role-playing games with more complex content, such as “Love”, “Who is cooler”, “Study”, etc. It happens that it is quite difficult even for a teenager to distinguish real life from a role-playing game. Then the teenager takes on the characteristic qualities of his fictional character, forming a completely new character, different from the previous one. This is the phenomenon of deviant behavior, when the norms of behavior in society collide with the individual ideas of a teenager.
In addition, training involves the inclusion of a compensatory mechanism. In other words, the child has the opportunity to express himself in the field of activity that allows him to open up as much as possible. Can't paint with watercolors? There is nothing humiliating in this. You can draw with a stylus or a pen. This is the main merit of training sessions for teenagers.
Role-playing games for children of primary school and senior school age:

historical events

You can play everything, it is important to remember why this is done. The task of a psychologist or a teacher (parent) is to subordinate the game process to a humanistic goal.

This group of games includes contact games that are used to develop interpersonal communication, and liberating games aimed at emancipating the child, developing memory, attention and imagination. All of them are successfully used in training, as well as as a one-time therapy for shyness.

Game "Remember my name!"
Designed for children of preschool and primary school age. It is used in trainings as a warm-up exercise.
Goals: to introduce children to each other, to teach them to distinguish external differences between children, to save children from the timidity that arises in the process of getting to know each other, to develop associative thinking.
Game progress: the adult thinks over the scenario of the exercise in advance. The main task is to match the child's name with some object, phenomenon, that is, with something that can cause an association in the child's mind. For example, the name Misha is associated with a teddy bear, and it is this item that the host gives to the boy with that name. The maiden name Sasha can be compared with the same male name by putting her and him side by side. There are a lot of options for remembering names. Poetry forms.

fairy tale hero

Associations can also arise in the children themselves.

An interesting incident occurred in the classroom in a group of children 4~5 years old. The teacher invited the children to play the game "Remember my name!" again, a few days after the first game. The children made mistakes, but on the second or third attempt they called the correct name of their peer. But not a single child from the group could remember the name of one of the boys. The reason is a T-shirt with a picture of Spider-Man, which was often worn by the "nameless" boy. Children's thinking refused to perceive any other information, except for the picture on the T-shirt. So the Russian boy turned into an American Spiderman.

It is not difficult to come up with a non-standard way for children to get to know each other; the associations that arose as a result of visual perception remain in the memory of the child for a long time.

Close contact game
Contact exercise for children from 12 years old. It is actively used in trainings as a warm-up.
Goals: to establish interpersonal communication of adolescents, to develop sensory perception of reality, the communicative function of communication in shy children.
Game progress: The children are in random order. The facilitator blindfolds all participants and arranges them in pairs. After that, a few minutes are given for the main action. Standing opposite each other, the participants begin to greet their partner. It is allowed to touch only the hands of a neighbor, carefully examining them by touch. It is forbidden to speak and peep, as well as touch other parts of the body.
After a point "inspection" of the hands, the host moves the players in different directions and unties their eyes. The task of the participants is to find their partner. To do this, each of the players carefully examines the hands of others. The first matched pair is the winner.
Interestingly, hyper-shy guys have much better sensory perception than relaxed ones, which allows them to find their “soul mate” faster than others.

Game "Desert Island"
A liberating game for children of primary and senior school age.
Goals: relieve excessive tension in the team, develop imagination and cohesion, increase the level of communicative activity of shy children.
Game progress: the host reports that the guys ended up on a desert island. Suddenly, one of them notices a ship on the horizon. But he is not going to moor to the shore. The last hope for salvation may be about to sail away. The task of the players is to attract attention in any way. It is allowed to scream, jump, run, in general, perform any active actions within reason. The most resourceful Robinson is given a place on the ship, now he comes up with the conditions for the next game.

The game "We have a housewarming party!"
Designed for primary school age. Used as art therapy in trainings.
Goals: development of communication skills, imagination and creativity, the formation of a sense of team cohesion, adequate self-esteem in shy children.
Game progress: a large house is drawn on the board, the windows of which are empty. Participants are given sheets of paper, the size of which corresponds to the windows. The children draw their portraits and place them in the empty boxes. It is best that the most timid participants in the game “sit in” first in an empty house, otherwise active children will take the best places, and this will undoubtedly affect the mood of the more modest “tenants”. Then the children paint the house together with crayons.