Games aimed at developing friendly interpersonal relationships among older preschoolers

Games are a specially built system in which each stage builds on the previous one and prepares the next one. Within each stage, a desirable sequence of games is proposed that develop certain aspects of children’s relationships. Repeated repetition of the same games is an important condition for their developmental effect.

Stage 1 – Communication without words.

Life in the forest

The adult sits on the floor and seats the children around him. “Let's play animals in the forest. We don't know human language. But we need to communicate somehow, so we came up with our own special language. When we want to say hello, we rub our noses against each other (the teacher shows how to do this by approaching each child); when we want to ask how things are, we clap our palm on the other’s palm (shows); when we want to say that everything is fine, we put our head on the other’s shoulder; when we want to express our friendship and love to another, we rub our heads against him (shows). Ready? Then we started. It’s morning, you just woke up, the sun is out.” The leader can choose the further course of the game arbitrarily (for example, a cold wind blows, and the animals hide from it, huddling together; animals go to visit each other; animals clean their skins, etc.). At the same time, it is important to ensure that children do not talk to each other, do not force children to play, encourage new participants, etc. If the children begin to talk, the teacher approaches them and puts a finger to their lips.

Good elves

The teacher sits on the floor and gathers the children around him. “Once upon a time, people did not know how to sleep. They worked day and night and, of course, were very tired. And then the good elves decided to help them. When night fell, they flew to people, gently stroked them, calmed them down, gently lulled them to sleep, and sent them good dreams. And people fell asleep. They did not know that their dream was the work of good elves, because the elves did not know how to speak human language and were invisible. Haven't you ever heard of this? But they still fly to each of you and guard your sleep. Let's play good elves. Let those who sit on my right hand be men, and those on my left be elves. And then we'll switch. Ready? Let's start. Night has fallen, people go to bed, and good elves fly in and lull them to sleep.” Human children lie on the floor and “sleep”; elf children approach each of them, gently stroke them, quietly hum songs, ruffle their hair, etc. Then the children change roles.

Waves

The teacher gathers the children around him and says: “There are usually small waves in the sea, and it’s so nice when they gently wash you. Let’s now turn into sea waves, let’s move as if we are waves, just as they rustle and murmur, smile like waves when they sparkle in the sun.” Then the adult invites everyone to take turns “swimming in the sea.” The “bathe” stands in the center, the “waves” surround him and, stroking him, quietly murmur.

Shadow play

“Each of you has a shadow. We often do not pay attention to her, although she is our most faithful friend. She follows us everywhere and exactly repeats all our movements: walks, runs, jumps, exercises and sleeps with us. She makes friends with the shadows of our friends, listens to the shadows of our mothers and fathers. She is like two peas in a pod, only she can’t talk or make sounds: she does everything silently. Let's imagine that we are our shadows. Let's walk around the room, look at each other, try to communicate with each other, and then together we will build something from imaginary cubes. But at the same time we will try to do it quietly, without making a single sound. Fine? Then we started." Children, together with an adult, silently move around the room, look at each other, and shake hands. An adult shows the children an example of playing with imaginary cubes: he picks up an imaginary object, examines it, puts it on the floor, takes the next one, puts it on the previous cube, corrects it, calls the children to him, shows them what happened, asks them with gestures to help build further. .

Toys come to life

Gathering the children around him on the floor, the adult says: “You’ve probably heard that your toys, with which you play during the day, wake up and come to life at night when you go to bed. Close your eyes, imagine your favorite toy (doll, car, horse, robot) and think about what it does at night. Ready? Now let each of you be your favorite toy and, while the owner is sleeping, get acquainted with the rest of the toys. You just need to do all this in silence, otherwise the owner will wake up. After the game we will try to guess which toy each of you represented.” The teacher depicts some kind of toy (for example, a soldier who beats a drum, or a tumbler, etc.), moves around the room, approaches each child, examines him from different sides, shakes his hand (or salutes him), brings him children to each other and introduces them. After the game is over, the adult gathers the children around him again and invites them to guess who was portraying whom. If the children cannot guess, the teacher asks the children, one by one, to show their toy again by walking around the room.

Stage 2 – Attention to others.

General circle

The teacher gathers the children around him. “Let’s sit on the floor now, but so that each of you can see all the other guys and me, and so that I can see each of you.” (The only correct solution here is to create a circle) When the children sit in a circle, the adult says: “And now, to make sure that no one is hiding and I see everyone, and everyone sees me, let each of you say hello with your eyes to everyone in the circle. I’ll start first, when I say hello to everyone, my neighbor will start saying hello.” (The adult looks into the eyes of each child in a circle and slightly nods his head; when he has “greeted” all the children, he touches his neighbor’s shoulder, inviting him to say hello to the children).

Transitions

Children sit in a circle. The teacher asks the children to look carefully at each other: “Each of you has a different hair color. Now change places so that the one with the lightest hair is sitting on the far right, on this chair, the one with the darkest hair is sitting next to him, and the one with the darkest hair is sitting on the far right, on this chair. No noisy discussions. Let's start." An adult helps the children, approaches each of them, touches their hair, consults with the others about where to sit him, etc.

Mirror

The adult, having gathered the children around him, says: “Probably each of you has a mirror at home. Otherwise, how can you find out what you look like today, whether a new suit or dress suits you? But what to do if you don’t have a mirror at hand? Let's play in mirrors today. Stand in pairs opposite each other (an adult helps the children break into pairs). Decide which of you is a person and which of you is a mirror. Then you will switch roles. Let the person do what they usually do in front of the mirror: wash, comb their hair, do exercises, dance. The mirror must simultaneously repeat all the person’s actions. You just need to try to do it very accurately, because there are no inaccurate mirrors! Ready? Then let's try." The teacher pairs up with one of the children and copies all his movements, setting an example for the others. Then he invites the children to play on their own. At the same time, he monitors the progress of the game and approaches pairs that are not doing well.

Broken phone

Children sit in a circle. An adult asks any child to tell his neighbor in a whisper what he did on the weekend. The task is to convey this message along the chain, speaking in whispers to each other. At the end of the game, the first and last participants say the original version of the message and what the last one heard.

Pass the motion

Children stand in a circle and close their eyes. An adult, being in a general circle, comes up with some kind of movement (for example, combing his hair, washing his hands, catching a butterfly, etc.), then “wakes up” his neighbor and shows him his movement, he “wakes up” the next one and shows him, and so on in a circle until all the children “wake up” and it’s the last one’s turn. The game continues until everyone wishes to guess their move and pass it around in a circle.

Convey the mood

The rules of the game are the same as in the previous one, only the presenter must come up with a mood (sad, cheerful, sad, surprised, etc.). When the children passed it around, you can discuss what kind of mood was intended. Then anyone can become the host. If one of the children wants to be the presenter, but does not know what mood to make, the teacher can help him by coming up and telling him some mood in his ear.

Shadow

The teacher gathers the children and invites them to remember how they played in the shadows earlier: “Remember, we once played with you in the shadows? But then each of us was our own shadow. And today let's be the shadows of others. Divide into pairs (the teacher helps the children divide into pairs). Let one of you be a man, and the other his shadow. Then you will change. A person will walk around the room and pretend that he is in the forest: picking berries, mushrooms, waving butterflies, and the shadow will exactly repeat his movements.” The adult asks one of the children to pretend that he is picking mushrooms in a basket, and he himself follows him and exactly copies all his movements. Then he invites the children to play on their own. If the children like the game, next time they can be given another task, for example: decorate the Christmas tree, go to the store and buy groceries; wake up, wash and do exercises, etc.

Conversation through glass

The teacher helps the children break into pairs, and then says: “Imagine that one of you is in a large store, and the other is waiting for him on the street. But you forgot to agree on what you need to buy, and the exit is at the other end of the store. Try negotiating purchases through the glass of a shop window. But remember that the glass between you is so thick that trying to scream is useless: your partner won’t hear you anyway. Once you have “agreed”, you can discuss whether you understood each other correctly.” The teacher selects a child and tries to explain to him with gestures what he should buy, and then asks him if he understood everything. Then the children play independently. The teacher monitors the progress of the game and helps couples who are not doing well. Then you can switch roles.

Find your brother or sister

Gathering the children around him, the teacher says: “Do you know that all animals are born blind, and only after a few days do they open their eyes? Let's play blind little animals. Now I will go up to everyone, blindfold them with a scarf and tell them whose cub they are. Each of you will have your own brother or sister who will speak the same language as you: kittens - meow, puppies - whine, calves - moo. You will have to find each other by sound." The adult blindfolds the children and whispers to each one whose cub it is and what sounds it should make. Roles need to be distributed in such a way that there are two cubs of each animal in the group. Children crawl on the floor, “speak” their language and look for another child who “speaks” the same language. After the children have found their pairs, the teacher unties their eyes and invites them to meet other pairs of children.

Who said?

A leader is selected who sits with his back to the group. Then one of the children, whom the teacher pointed to, says: “You won’t recognize my voice; you won’t guess who said it.” The presenter must recognize by voice which of the children said this phrase. The next presenter is the child whose voice was guessed. The game continues until each child has played the role of leader.

Radio

Children sit in a circle. The teacher sits with his back to the group and announces: “Attention, attention! The girl got lost (describes in detail someone from the group: hair color, eyes, height, earrings, some characteristic details of clothing). Let her approach the announcer." Children listen and look at each other. They must determine who they are talking about and name the child. Anyone can play the role of a radio announcer.

Stubborn mirror

Having gathered the children, the teacher says: “Can you imagine, you wake up in the morning, go into the bathroom, look in the mirror, and it repeats all your movements in reverse: you raise your hand, and it lowers it, you turn your head to the left, and it turns to the right, you you close one eye, and it closes the other. Let's play with these mirrors. Break into pairs. Let one of you be a human being, and the other a stubborn mirror. Then you will switch roles." An adult helps the children divide into pairs and assign roles. Then, having chosen one child, the teacher invites him to do something, and he himself repeats all his movements in reverse. After this, children play independently under the supervision of a teacher who helps them in case of difficulties.

From seed to tree

Children stand in a circle. The teacher stands in the center and invites the children to turn into a small wrinkled seed (shrink into a ball on the floor, remove their head and cover it with their hands). An adult gardener treats the seeds very carefully, waters them (strokes them on the head and body), and takes care of them. With the warm spring sun, the seed begins to grow slowly (children-seeds slowly rise). Its leaves open (arms rise), a stem grows (the body stretches), branches with buds appear (arms to the sides, fingers clenched). A joyful moment comes, and the buds burst (the fists unclench sharply), and the sprout turns into a beautiful strong flower. Summer comes, the flower becomes prettier, admires itself (examine itself), smiles at the neighboring flowers, bows to them, lightly touches them with its petals (reach the neighbors with your fingertips). But then the wind blew, autumn is coming. The flower swings in different directions, fights against bad weather (swinging with arms, head, body). The wind tears off the petals and leaves (the arms and head drop), the flower bends, bends towards the ground and lies on it. He's sad. But then the winter snow began to fall. The flower again turned into a small seed (curl up on the floor). The snow has covered the seed, it is warm and calm. Soon spring will come again, and it will come to life. The teacher walks between the children, shows them the movements. After the children curl up on the floor, an adult approaches each child and strokes him.

Stage 3 – Coherence of actions.

Centipede

The teacher seats the children on the floor and says: “Imagine how difficult it is for a centipede to live, because it has as many as 40 legs! There is always a danger of getting confused. Let's play centipede. Get down on all fours one behind the other and place your hands on your neighbor's shoulders. Ready? Then we begin to move forward. Slowly at first so as not to get confused. And now - a little faster." The teacher helps the children line up one after another and directs the movement of the centipede. Then the teacher says: “Oh, how tired our centipede is, she is literally falling from fatigue.” The children, still holding their neighbors by the shoulders, fall onto the carpet.

We make sculptures

The teacher helps the children divide into pairs, and then says: “Let one of you be a sculptor, and the other - clay. Clay is a very soft and docile material. Now I will give each sculptor a photograph of his future sculpture, do not show it to your partner. Take a close look at your photo and try to “sculpt” exactly the same statue out of your partner. At the same time, you cannot talk, because clay does not know the language and cannot understand you.” An adult distributes photographs of various statues and monuments to children. Then he chooses any child and begins to “sculpt” a sculpture out of him, after showing the whole group a photograph of his future monument. After this, the children “sculpt” on their own, the adult monitors the game and approaches the children who are not doing well. Then the children show their sculptures to the teacher and the other pairs. After this, the adult hands out the photographs again, and the children change roles.

The blind man and the guide

The teacher helps the children divide into pairs. An adult blindfolds one of the children with a handkerchief; he is blind; his partner is a guide. The guide must lead the “blind” child through various obstacles that the teacher has previously created from chairs, tables, boxes, etc. The guide's goal is to guide his "blind" roommate around the room without him tripping or falling. After completing the route, the children change roles. The teacher, together with the other children, monitors the progress of the game and helps if difficulties arise.

On the path

A narrow strip is drawn on the floor or asphalt. The teacher draws the children’s attention to the strip: “This is a narrow path on a snowy road, only one person can walk along it at a time. Now you will be divided into pairs, each of you will stand on opposite sides of the path. Your task is to simultaneously meet each other halfway and stand on the opposite side of the path, without ever stepping over the line. It is useless to talk in this case: a snowstorm is blowing, your words are carried away by the wind, and they do not reach your comrade.” The teacher helps the children break into pairs. Watches, together with the other children, as another couple passes along the path. Successful completion of this task is only possible if one of the partners gives way to his friend.

Labyrinth

Using chairs with their backs turned to each other, the teacher places an intricate labyrinth with narrow passages on the floor. Then he says: “Now you have to go through the entire labyrinth. But this is not a simple labyrinth: you can go through it together only by turning to face each other. If you even turn around or unclasp your arms, the doors will slam shut and you will no longer be able to get out.” Children are divided into pairs, face each other, hug and begin to slowly go through the maze. In this case, the first child walks backwards, turning his face to the partner. After the first pair has gone through the entire maze, the second pair begins to move. Children, together with an adult, watch the progress of the game.

Prostitute

Children stand in a circle, holding hands. The teacher says: “Hold each other’s hands very tightly and do not take your hands away under any circumstances. Now you close your eyes, and I will confuse you. You will have to unravel without ever breaking your circle.” The children close their eyes, the adult confuses them: he turns the children’s backs to each other, asks the children to step over their neighbors’ clasped hands, etc. Thus, when children open their eyes, instead of a circle, it turns out to be a bunch of small things. Children must unravel without releasing their hands.

Snake

The children stand behind each other. The teacher invites them to play snake: “I will be the head, and you will be the body. There will be many obstacles in our way. Watch me carefully and copy my movements exactly. When I go around obstacles, go around them exactly behind me; when I jump over holes, let each of you, when it’s his turn, jump over the same way as me. Ready? Then they crawled." When the children have become accustomed to the exercise, the teacher moves to the tail of the snake, and the child who was behind him becomes the next leader. Then, at the teacher’s command, he is replaced by a new leader - and so on until all the children take turns playing the role of leader.

Enchanted friends

The teacher gathers the children around him and says: “In one country there lived an evil wizard, whose favorite pastime was to quarrel with everyone. But the people in this country were very friendly. And then he got angry and decided to bewitch them. He connected each person with his friend so that they turned into one. They grew to each other side by side, and between them they only had two arms, two legs, etc. Let's play at being these enchanted friends. Divide into pairs, hug each other tightly around the waist and consider that you don’t have this hand. There is only one hand for each. Walking is difficult, because the legs are also fused, so you have to walk as one creature. First - a step with two fused legs, then - a single step with two side legs (the teacher selects two children and shows the others how they can walk). Walk around the room, get used to each other. Are you used to it? Now try to eat. Sit at the table. Remember that you only have two hands between you. Take a spoon in one hand, a piece of bread in the other. Eat and take turns taking bites of bread. Remember that you need to be attentive to your friend’s actions, otherwise nothing will work out.” If children like the game, you can invite them to wash, comb their hair, do exercises, etc.

Pump and inflatable doll

The teacher divides the children into pairs. One - an inflatable doll from which the air has been released - lies on the floor in a relaxed position (knees bent, arms bent, head down). Another “pumps” the doll with air using a “pump”: rhythmically leans forward, exhaling and saying: “Ssss.” The doll slowly fills with air, straightens, hardens - and now it is inflated. Then the doll is deflated by lightly pressing on its stomach, the air gradually leaves it with the sound “ssss”, it “falls” again. After this, the children change roles.

Stage 4 – General experiences.

Evil dragon

For this game, you need to bring to the group several large cardboard or wooden boxes that could fit 2-3 children. At the beginning of the game, the teacher invites the children to become gnomes living in small houses. When the children take their places in the box houses, the adult tells them: “There is a big problem in our country. Every night a big, big evil dragon flies in and takes people to his castle on the mountain, and no one knows what happens to them next. There is only one way to escape from the dragon: when dusk falls on the city, people hide in their houses, sit there, hugging each other, and persuade each other not to be afraid, console each other, stroke each other. The dragon cannot stand affectionate and kind words, and when he hears them coming from a house, he tries to quickly fly past this house and continues to search for another house from which such words are not heard. So, the last rays of the sun are slowly fading, dusk is falling on the city and people are rushing to hide in their houses and hug each other tightly.” The teacher walks between houses, pretending to be a dragon, howls intimidatingly, threatens, stopping at each house and looking inside, and, making sure that the children inside the house are supporting and comforting each other, moves on to the next one.

Who will laugh funniest

The teacher seats the children around him and says: “In one country the King of Laughter ruled, and he had a wife - Queen Laughter. And they also had many, many Little Two children. People in this country were never sad and laughed from morning to evening. And then one day a stranger came to the Land of Laughter. He was received very hospitably and, of course, asked to tell about the countries he had visited. And then the traveler told them that all the neighboring states were attacked by a terrible disease - people stopped laughing and cried around the clock. The royal family did not sleep for a long time that night and kept wondering how to help their neighbors. And the next morning, King Laughter and Queen Laughter gathered their children Laughter and equipped them on the road so that they would scatter around the world and teach people to laugh. Since then, Smeshinki have been wandering around the world, and wherever they appear, laughter is heard and people begin to have fun. And only once a year all the Little Twos return to their kingdom to visit the King and Queen and see each other. What begins here! They laugh so sincerely and loudly that the earth shakes. Let's have a celebration of laughter today and let's all laugh sincerely and joyfully together, like Smeshinki. Agreed? Then we started. And I’ll see which of you laughs funniest.” The teacher begins to laugh contagiously, approaches each child, laughs with him, and calls other children.

Lost children

The teacher gathers the children and invites them to walk through the forest: “Let's imagine that we all went to the forest: picking mushrooms, having fun frolicking in the clearing, catching butterflies, picking flowers. The sun gently warms us, and a light breeze gently ruffles our hair.” Children walk around the room, imagining themselves in the forest. After some time, the adult gathers the children around him again and says: “Evening is coming, the sky is getting dark. You know, evening comes much faster in the forest than in the city. It's getting cold, it's time to go home. And we don’t even know the way home! Looks like we're lost. Darkness envelops us from all sides, the branches of the trees rustle uninvitingly and terribly. Let's hug each other for warmth and try to move forward. I'm scared and cold, I'm shaking all over. And you? Let's try to call for help, maybe someone will hear us. Aw! Aw! Hold each other tighter, otherwise you’ll freeze or get lost.” After a few minutes of wandering, the teacher says: “I'm afraid we won't get home today. We'll wander somewhere else and never get out of here! I’ll light a fire so we can warm ourselves by it, and I’ll sing you a lullaby.” Children sit around the fire, “warm their hands”, huddle together, the teacher sings them a quiet song. “Here it is morning! Oh, look, there's a road. How stupid we are, we sat all night in the forest two steps from the road home. But so many adventures!”

Spies

Cardboard or wooden boxes are required for the game. The teacher divides the group into several subgroups of 2-3 people. Beforehand, the adult hides “encrypted telegrams” in different places in the room (these can be sheets of paper on which incomprehensible symbols are written). “You are spies. Your state has sent you on a very important task: you must obtain a document of national importance. But you need to do this so that no one notices you. To do this, you were given camouflage protective boxes, after climbing into which you will slowly and very carefully approach the place where the encrypted telegram is hidden. This task is really important and extremely dangerous, because at any moment you can be caught and put in prison. Sometimes you will hear an alarm (the teacher makes a sound similar to the sound of an alarm): the police are raiding spies. At this moment you must freeze in place and stop moving, otherwise you will get caught. Be extremely careful, move slowly and very quietly. You can sometimes look through the crack while lifting the box, but each time you do this you run the risk of being caught.” The teacher covers the children with boxes, having previously explained where the important document is, which each of the subgroups must find. Children move around the room, each towards their own telegram. Periodically, an adult gives an alarm signal and the children stop moving. When all groups have reached their telegrams, the teacher approaches each of the groups and thanks on behalf of the government for the successful completion of the secret task.

Two countries

The teacher divides the group into two subgroups. Then the teacher tells a fairy tale: “Once upon a time, long ago, there were two neighboring states. One was inhabited by cheerful inhabitants: they laughed and joked a lot, and often held holidays. Another thing is the sad residents: they thought about sad things all the time and were sad a lot. The residents of the cheerful state felt very sorry for their sad neighbors, and one day they decided to come to their aid: they decided to infect the sad residents with their fun and laughter. Let those who sit on my left hand be sad people. Try to remember something very sad and sad. Imagine how people who have never, ever been happy must feel. Those who sit at my right hand will be cheerful people. You have never known sadness and have had fun all your life. Now your task is to infect your sad neighbors with your laughter and joy. Stand opposite each other, and let those sad guys who are infected by the laughter of the cheerful residents come over to their side and begin to infect those who are still sad with their joy.”

Hugs

A small circle is marked on the floor in such a way that the whole group can only fit in it by pressing tightly against each other. The adult says: “You are rock climbers who, with great difficulty, climbed to the top of the highest mountain in the world. Now you need to rest. Climbers have a tradition: when they reach the top, they stand on it and sing a song:

We are climbers

We've reached the top

Winds of leprosy

We are not afraid.

Do you remember? Then get up on the platform. It is very small, and beyond the line there is a deep abyss. Therefore, you can only stand on it very closely huddled together and hugging tightly. Support each other so that no one falls.” Children stand in a circle; hugging each other and singing.

No! Yes!

Children run freely around the room and shout loudly, loudly: “No! No!". When they meet, they look into each other’s eyes and shout even louder: “No!” At the teacher’s signal, the children stop, and then continue to run and this time shout “Yes!”, still looking into each other’s eyes.

Actors

Children stand in a circle. “You are all actors, and I am a spectator. I will tell you who you should portray. A good actor plays in such a way that the audience believes in what he portrays. Frown like an autumn cloud; angry person; evil sorceress. Smile like a cat in the sun; the sun itself; Pinocchio; sly Fox; joyful child; as if you saw the sun. Get angry like a child whose ice cream has been taken away; two sheep on the bridge; the person who was hit. Be afraid like children lost in the forest; the hare who saw the wolf; a kitten at which a dog barks. Get tired like dad after work; a person who lifts a heavy load; an ant dragging a big fly. Relax like a tourist who has taken off a heavy backpack; a child who helped his mother clean the whole house; tired warrior after victory. Try to imagine how your characters feel and accurately convey their state. Look at each other, try to infect your neighbors with this condition.”

Night sounds

The teacher gathers the children around him and says: “Today you and I will play ducklings that got lost in the forest. Let three guys be ducklings, and the rest - trees, snags and bushes in the forest. Then each of you will have the opportunity to switch roles and be ducklings. The ducklings ran away from the poultry yard. Night found them in the forest. In addition, the weather turned bad. It began to rain and the wind rose. The trees creak loudly and bend their branches under the pressure of the wind almost to the ground, and the ducklings feel as if they are being grabbed by large dark and wet paws. The eagle owls call to each other, and the ducklings think that it is someone screaming in pain. The ducklings ran around the forest for a long time until they found a place where they could hide.” The light in the room is dimmed, the children pretend to be trees, snags and stumps, they take threatening poses and make loud threatening sounds: howl, hoot, etc. The ducklings wander around the room, shy away from trees and snags, trembling with fear and cold. After a few minutes, the teacher points the ducklings to a cave where they can hide from the rain (under the table). The children crawl under the table and curl up into a ball. When an adult turns on the light, he invites those who wish to change roles with the ducklings, and the game continues until everyone has played the role of a duckling.

Hen with chicks

The game involves a mother hen, little chicks and a predatory kite that hunts them (this role is played by an adult leader). First, the mother hen and the chicks bask in the sun, splash around near the pond, look for worms in the clearing, etc. Suddenly a bird of prey swoops in and tries to steal the chicks. A mother chicken must cover, hide her children, gather them together and protect them from danger. You can use a large piece of cloth so that children can hide under it. A kite cannot steal a hidden chicken. When all the chickens are hidden, the kite circles menacingly over them for some time and then flies away. The mother hen releases her children from hiding, and they again frolic in the clearing. In subsequent games, the role of mother hen and kite can be entrusted to others, especially “problem” children.

Stage 5 – Mutual assistance in the game.

Old grandma

The teacher divides the children into pairs. Each couple consists of a grandmother (grandfather) and a granddaughter (grandson). It is necessary to move a blind old man across a busy street. Several children play the role of cars and run up and down the street. The “guide” needs to protect the “old people” from the cars.

Living dolls

The teacher divides the group into pairs. “Let's imagine that your dolls come to life not only at night, but also during the day. They can talk, ask, run, etc. Let's imagine that one of you is a child, and the other is his girl doll or boy doll. The doll will ask for something, and its owner will fulfill its requests and take care of it.” The adult offers to pretend to wash the doll’s hands, feed it, take it for a walk, put it to bed, etc. At the same time, the teacher warns that the owner must fulfill all the whims of the doll and not force her to do what she does not want. When the children accept the game situation and get carried away, let them continue to play on their own. In the next game they will have to switch roles.

Wizard hat

To play you need multi-colored cards and a hat. The teacher gives the children three different-colored cards each, seats them around him and says: “There lives a kind wizard in the world who heals sick children. He flies to the patient, puts his magic hat on his head, and the child instantly recovers. He also flies to you, but you don’t see him, because he is invisible. But the trouble is, this wizard is a terrible loser. And now he has lost his hat and has been looking for it for two days now, and it lies with you and me. (The teacher shows the hat to the children) There is only one way to return it to its owner. Do you want to help the wizard and all the sick children at the same time? You need to fill his hat with your colored cards, and then, flying past, he will notice it. But there is one more condition: so that the hat does not lose its healing power, multi-colored cards cannot be placed just like that. Each of you must help the other in some way and only after that put down your card, otherwise the hat will no longer heal children.” During the day, the teacher reminds the children that by the evening the hat should be filled with colored cards, and they can only be put down after the child has helped a peer. In the evening, the teacher gathers the children again and solemnly places the hat on the windowsill so that the wizard will find it at night.

Gnomes

To play, you need bells (or rattles) according to the number of participants. One bell must be broken (not ring). An adult invites children to play gnomes. Each of the gnomes has a magic bell: when it rings, the gnome gains magical power - he can make any wish, and it will someday come true. Children receive bells. “Let's hear your bells ring! Each of you will take turns ringing and making your wish, and we will listen. The children ring their bells in a circle, but suddenly it turns out that one of them is silent. "What to do? One of our gnomes' bell doesn't ring! This is such a misfortune for him! Now he won't be able to make a wish... Maybe we can cheer him up? Or should we give something instead of a bell? Or will we try to fulfill his wish? (Children offer their solutions) Or maybe someone will give up their bell for a while so that the gnome can ring it and make his wish?” Usually one of the children always offers his bell, for which, naturally, he receives the gratitude of the child and the approval of the group and the adult.

Lost Child

The teacher gathers the children around him and says: “Today you and I will play animals in the forest. Each of you will be the animal he wants. And one of you will be a child. In the morning, the child went with his mother into the forest and did not notice how he lost sight of her and got lost. So he wandered in the forest all day, and then, tired and frightened, he sat down under a tree and cried. It was then that the animals discovered him. They were very surprised, because before that none of them had seen a living person. But the child cried so bitterly that the animals felt sorry for him and, after consulting, they decided to help this strange creature. They began to stroke him to comfort him, built him a house from tree branches and stones so that he could spend the night in it, sang him a lullaby in their animal language, and the next morning they walked him to the road leading home.” After the story, the teacher organizes a role-playing game. He reminds the children that they do not know human language and therefore cannot speak; helps build a house from imaginary branches and stones; reports the onset of night and the arrival of morning, etc. The game can be repeated, but it is advisable to assign “problem” - aggressive or, conversely, withdrawn children - to the role of the lost child.

Assistant's Day

The teacher gathers the whole group in the morning and says: “Today is an unusual day for you and me. We will help each other, but in such a way that it is not noticeable. Now I will come up to each of you and tell whom he will try to help in everything today. Don't tell anyone else about this. In the evening, you and I will get together again, and you will try to guess who helped you today, and thank him.” During the day, the adult reminds the children about the task. In the evening, the teacher gathers the group again and asks each child in turn to talk about how and who helped him.

Stage 6 – Kind words and wishes.

sleeping Beauty

“Once upon a time, a very, very long time ago, an evil, despicable wizard decided to bewitch a beauty who lived in a castle nearby. He put her to sleep, and for more than a hundred years the beauty has been sleeping soundly. The wizard’s spell will dissipate when someone comes up to her, strokes her and comes up with the most beautiful nickname for her.” The game continues until everyone wants to play the role of Sleeping Beauty.

Wishes of magicians

“Once upon a time, when good magicians lived among people, it was customary to invite these magicians into the house at the birth of a child. Each magician gave the child a wish, which was sure to come true. Let's play magicians. You can wish for anything, because you are very powerful. Which one of you will be the child? Don’t argue, because each of you will have time to be a child.”

Good wizards

Children sit in a circle. The teacher says: “In one country there lived a rude villain. He could bewitch any child, calling him bad words. Enchanted children could not have fun and be kind until good wizards disenchanted them, calling them by affectionate names.” Children, imagining themselves to be good wizards, approach each other and try to cast a spell, calling them by affectionate names.

Compliments

Sitting in a circle, children join hands. Looking into your neighbor's eyes, you need to say a few kind words to him, praise him for something. The recipient of the compliment nods his head and says: “Thank you, I’m very pleased!” He then compliments his neighbor. The exercise is carried out in a circle.

Magic glasses

Educator: “I have magic glasses through which you can see only the good that is in a person, even what a person sometimes hides from everyone. Let each of you try on these glasses, look at the other guys and try to see as much good as possible in everyone, maybe even something you haven’t noticed before.”

Braggarts Competition

Children sit in a circle. Educator: “Now we will hold a braggart competition with you. The one who boasts the best wins. We will not brag about ourselves, but about our neighbor. It's so nice to have the best neighbor! Look carefully at the person sitting to your right, think about what he is like, what is good about him, what he can do, what good deeds he has done, what he might like.”

Tie thread

Children sit in a circle, passing a ball of thread to each other so that everyone who was already holding the ball takes up the thread. The passing of the ball is accompanied by statements about what the children would like to wish to others. The adult starts, thereby setting an example. He then turns to the children, asking if they want to say anything. When the ball returns to the leader, the children, at the request of the teacher, pull the thread and close their eyes, imagining that they form one whole, that each of them is important and significant in this whole.

If I were a king

Children sit in a circle. “Do you know that kings can do anything? Let's imagine what we would give to our neighbor if we were kings. Did you come up with it? Then let everyone in a circle say what gift they would give. Start with the words: “If I were a king, I would give you...”. Come up with gifts that could truly please your neighbor, because what boy would be happy if he was given a beautiful doll? - but if it’s a flying ship!... Oh, by the way, don’t forget to thank the king for the gift, because only after that you can become a king yourself and give your neighbor your own gift.”

I wish I could be just like you...

“Every person has many beautiful traits. Let's think about what strengths the guys in your group have and in what ways you would like to be like them. Have you thought about it? Now go in a circle to everyone and tell him: “I would like to be the same... (smart, beautiful, joyful) like you.”

Festival of politeness

“Today our group is celebrating a holiday of politeness! Polite people are distinguished by the fact that they never forget to thank others. Now each of you will have a chance to show your politeness and thank the other guys for something. You can approach anyone you want and say: “Thank you for being...”. You'll see, thanking others for something is very nice. Try not to forget anyone and approach everyone, because truly polite people are also very attentive. Ready? Then let's begin."

Forgiveness Day

“How often we offend each other and don’t even notice it. And if we notice, we don’t always apologize. But this is so important! Let's ask each other for forgiveness today, even if there is nothing for it. Just in case. After all, it is better to apologize once again than to offend once again. Do you agree? Then make two circles - outer and inner and stand facing each other (the teacher helps the children stand up, forming two circles). And ask each other for forgiveness. And when you ask, hug as a sign of eternal reconciliation. After that, exchange partners - and so on in a circle.”

Postcards as a gift

Children are divided into pairs. “Today you and I will draw cards as a gift to each other. Draw a card for your partner. She must be very beautiful, gentle and kind. When the card is ready, I will come up to each of you, and you will dictate kind words and wishes to your friend, and then give him the card.”

Magic necklaces

“Today you and I will make necklaces for each other. First, each of you will make as many beads as there are people in our group, and then we will string one of your beads onto each person’s necklace. But our necklaces are not simple, but magical. By stringing your bead onto a friend’s necklace, you will wish him something, and your wish will certainly come true.”

Stage 7 – assistance in joint activities.

Finish the drawing

Children sit in a circle. Each person has a set of markers or pencils and a piece of paper. The teacher says: “Now each of you will begin to draw your own picture. When I clap, you will stop drawing and immediately give your unfinished picture to the neighbor on the left. He will continue to draw your picture, then at my clap he will stop and give it to his neighbor. And so on until the drawing that you started to draw at the beginning comes back to you.”

Mittens

To play, you need mittens cut out of paper with various unpainted patterns. The number of pairs of mittens must correspond to the number of pairs of game participants. Each child is given a mitten cut out of paper and asked to find his/her pair, i.e. mitten with exactly the same pattern. Children walk around the room looking for their mate. After each pair of mittens meets, the children must color the mittens the same way, and they are given only three pencils of different colors.

Master and apprentices

The teacher divides the group into subgroups of three to four people. One child is a master, the rest are apprentices. The teacher says: “Our city has announced a competition for the best applique, in which the most famous masters are taking part. Each master has his own apprentices, who must follow all his instructions exactly. The master comes up with a plot and distributes responsibilities: one must cut out the parts of the desired shape, another must look for the right colors, the third must apply glue. The master will paste the details onto a sheet of paper.” After the works are ready, an exhibition is organized.

The big picture

The teacher brings a large sheet of Whatman paper and says: “Remember, at the very beginning we played animals in the forest? In our forest there lived kind animals who loved each other very much, were always ready to help another and never quarreled. Today we will all draw together this forest and all its inhabitants, because we are so similar to them: we also love each other, always help and never quarrel with each other!”

Games aimed at improving interpersonal relationships

in children of senior preschool age

"Compliments"

Target: Help the child see his own positive sides, as well as the positive qualities of other children, and the cohesion of the group.

Sitting in a circle, everyone joins hands. Looking into your neighbor’s eyes, you need to say a few kind words to him, to praise him for something. The receiver nods his head and says: “Thank you, I’m very pleased!” He then compliments his neighbor. The exercise is carried out in a circle.

"Clowns are fighting"

Target: relieve verbal aggression, help children express their anger in an acceptable form.

The presenter tells the children: “Guys, passing the ball around, let’s call each other different harmless words (the condition of what names can be used is discussed in advance. These can be the names of vegetables, fruits, mushrooms, or furniture. Each call should begin with the words: “ And you,..., carrot! Remember that this is a game, so we won’t be offended at each other. In the final round, you should definitely say something nice to your neighbor, for example: “And you,..., sunshine!”

"Drive away Baba Yaga"

Target: Promote the symbolic destruction of children's fears.

The child is asked to imagine that Baba Yaga climbed into the chair; it is imperative to drive her out of there. She is very afraid of loud screams and noises. The child is asked to drive away Baba Yaga. To do this, you need to shout and knock on the chair with empty plastic bottles.

"Path"

Target: Develop discipline, organization, cohesion.

Children join hands, forming a circle, and at the leader’s signal, they begin to move in a circle to the right until the leader says the word - task. If the leader says: “Path!”, all the children stand one after another and put their hands on the shoulders of the one in front. If the leader says: “A shock!”, the children go to the center of the circle, putting their hands forward. If he says: “Bumps!”, the children squat with their hands on their heads. The presenter's tasks alternate.

“Go away, anger, go away!”

Target: Relieve aggression, help children express anger in an acceptable form.

The players lie down on the carpet in a circle. There are pillows between them. Closing their eyes, they begin to kick the floor with all their might and kick the pillows with their hands, loudly shouting “Go away, anger, go away!” The exercise lasts 3 minutes, then the participants, at the command of an adult, lie down in the “star” position, spreading their legs and arms wide apart, and lie quietly, listening to music for 3 minutes.

"Gift for a Friend"

Target: Develop the ability to non-verbally describe objects, group cohesion.

One child becomes the birthday boy, the rest give him gifts, conveying their attitude towards the birthday boy with their movements and facial expressions.

"I want to make friends"

Target: Form mutual understanding, promote the formation of friendly relationships.

The driver is selected. He says the words “I want to make friends with...”, and then describes the appearance of one of the children. The one who was wished for must recognize himself, quickly run up to the driver and shake his hand. After this, he himself becomes the driver.

“I know five names of my friends”

Target: Promote improved communication with peers.

One of the children hits the ball on the floor with the words: “I know five names of my friends. Vanya - one, Lena - two... etc., and then passes the ball to another child, who does the same and passes the ball to the next one. The ball must go around the entire group.

“I can’t be offended, oh I laugh, I crow”

Target: Help reduce resentment in children.

One child sits on a “magic chair”; another pretends to offend him. At the same time, the adult begins to say the words: “I can’t be offended...” - the child continues: “Oh, I’m laughing, I’m crowing!”

"Siamese twins"

Target

Children break into pairs, stand shoulder to shoulder, hug each other with one arm around the waist, and place one leg next to each other. Now they are conjoined twins: 2 heads, 3 legs, one torso and 2 arms. Invite them to walk around the room, sit down, do something, turn around, lie down, stand up, draw, etc.

Advice: so that the third leg is “friendly”, it can be fastened with a rope.

"Psychological modeling"

Target: Promote improved communication with peers, unity

In this game, a lot depends on the imagination of an adult. He asks the children to “sculpt” one common figure from their bodies, for example a starfish (you can lie on the carpet), and show how it moves. You can offer a shell, a cat, a bird, a flower, a car, etc. Children not only “sculpt” the figure, but also “revive” it, moving smoothly and synchronously, without violating its integrity.

Bibliography

Kostina L.M. Play therapy with anxious children. St. Petersburg, 2001.

Kryazheva N.L. The world of children's emotions - children 5-7 years old. – Yaroslavl, 2000.

Kryazheva N.L. Development of the emotional world of children. – Yaroslavl, 1996.

Panfilova M.A. Game therapy of communication. – M.; Enlightenment, 2000.

Ilyina M.N. Preparation for school. Developmental tests and exercises. Moscow-St. Petersburg, 2004.

Khukhlaeva O.V. Practical materials for working with children 3-9 years old. Psychological games, exercises, fairy tales. – M.: Education, 2003.

Chistyakova M.I. Psycho-gymnastics. – M.: Education, 1995, 2003.

other presentations on the topic “Formation of interpersonal relationships in preschool children”

“Environmental education of preschoolers” - Justify the need for developmental work on environmental education of older preschoolers. Continuity of interaction with the child in a preschool setting and in the family. Age targeting. Some protected plants and animals of their region, country. Conduct observations in nature under the guidance of a teacher.

“Legal education of preschool children” - The right to life and education in one’s family. Everyone in the world, adults and children, knows that family is our best friend on the big planet. Right to medical care. "Cinderella". People cannot live without a reliable family, remember! Family should be treasured! Legal education of preschool children. Here the children's health is taken care of. Nurses weigh and vaccinate the children.

“Communication and Interpersonal Relationships” - Rules, the observance of which allows people to like you. Ways to resolve conflicts. What role does communication play in interpersonal relationships? Both boys were silent. Good - ... Legality - ... The topic of the lesson is “The joys and difficulties of communication.” Rule 1: Be genuinely interested in other people. Conflict is a serious disagreement.

“Psychological health of a preschooler” - Results of a study on the Bender visual-motor gestalt test. Nine territorial departments and urban districts of the Samara region took part in the study. Results of the study using the method of R.I. Lalaeva, E.V. Maltseva, T.A. Fotekova “Retelling the listened text.” Results of the study using the Progressive Matrices method of J. Raven.

“Ecological education for preschool children” - Forms and methods of environmental education for preschool children. Working with parents. Coverage of work results in the media. Model of organizing environmental education in kindergarten. Video trainings. Environmental education (propaganda). Organization of the ecological theater "Rainbow". Advanced pedagogical experience.

“Musical education of preschool children” - Musical-didactic game (MDG). Musical and didactic games in kindergarten. Scope of application of MDI. Topic questions. MDI classification. What is musical culture? How to organize musical leisure? Holidays Entertainment Leisure Musical and rhythmic activities Independent activities of children.

Elena Kuznetsova
Formation of interpersonal relationships in preschoolers in role-playing games

annotation: The purpose of the article is to develop the problem formation of interpersonal relationships in preschoolers in role-playing games.

Preschool childhood - short, but an important period of personality development. During these years, the child acquires initial knowledge about the life around him. The child has attitude towards people is formed, to work, skills and habits of correct behavior are developed, character is formed. Of great importance in the development of a child is game. Play is the most important type of children's activity.

Plot-wise-role-playing games have a great influence on interpersonal relationships between children. The rules that are mandatory when playing a game instill in children the ability to control their behavior, limit their impulsiveness, and thereby contribute to character formation. While playing together with peers, children learn communication, the ability to take into account the desires and actions of others, defend their opinions, the ability to insist on their own, and also build and implement plans together. By playing various roles, the child begins to cover all aspects of various activities, which, in turn, helps develop a person’s thinking ability and perceive someone else’s point of view. IN role-playing game children enter into real organizational relationship. At the same time, complex role-playing relationships are established between them. relationship.

In connection with the implementation of the Federal State Educational Standards in the educational process, preschool educational institutions have changed forms, methods of organizing educational activities.

According to the Federal State Educational Standard, the following psychological and pedagogical services must be provided: conditions:

Supporting children's initiative and independence in activities specific to them;

The ability for children to choose materials, types of activities, participants in joint activities and communication.

Play is a child’s genuine social practice, his real life in the company of his peers. The essence of play as a leading activity is that children reflect in it various aspects of life, features adult relationships, clarify their knowledge about the surrounding reality. Therefore, the problem of using games for the comprehensive development of the child is relevant. formation his positive personal qualities, morality and socialization as a member of society.

Problems interpersonal relationships in preschool play became the center of attention from the first years of development preschool education. Educators and psychologists noted the enormous importance of playing preschool age.

Plot-wise- role-playing game in its developed form form is collective in nature. This does not mean that children cannot play alone, but the presence of children's company is the most favorable condition for development role-playing games. This is the most attractive activity for children preschool age. She always captivates children with possibilities. "to live" at least for a few minutes in an interesting, active, adult way. Play makes it possible to apply existing knowledge in new circumstances, and children learn to solve emerging problems not only with the help of toys, but also through logical findings and reasoning.

The specificity of gaming activity is such that everything in it is “make-believe” - actions, space, and roles. All a child needs to do is draw a line to designate: “Here will be a kindergarten, and here, where I am standing, is your home.” Opening a door lock with an imaginary key or a stick that replaces it, pouring tea into a cup from a fist, costs nothing for the child.

In real life, a child cannot always perform all these simple, in our opinion, actions on his own, without the help of an adult. And the game does not require special skills from him in this regard, since it is not associated with obtaining a specific practical result.

The basis of the leadership method plot-wise-role-playing is based on principles

The teacher must play with the children;

At each age stage, the game unfolds in a special way, so that children "opened" and a new, more complex way of building the game was learned;

At each age stage formation gaming skills, it is necessary to orient children both to the implementation of a gaming action and to explaining its meaning to partners.

It is also necessary to apply a comprehensive method of game management, which consists of providing pedagogical support plot games and providing pedagogical conditions for the development of the game.

IN role-playing game socialization and comprehensive development of the child occurs, the personality as a whole is formed. The child as a personality develops in real relationships which he develops with his peers in role-playing game under the influence of the role assumed.

Plot-wise-role-playing in its typical form form- This is a free type of joint activity for children. Children unite among themselves on their own initiative, they themselves determine game plot, take on appropriate roles, distribute game material, outline and develop the content of the game, performing certain game actions. Important, that plot and they take the content of the game from the life around them, reflect those moments that attracted their attention, aroused interest, and made a special impression. Of course, all this is possible only on the condition that preschoolers sufficiently mastered gaming activities with the help of the teacher.

Thus, the game occupies a special position in the pedagogical process and has a great advantage over other types of children's activities.

Pursuit preschooler becoming an adult and growing up means subordinating your actions to the norms and rules of behavior of adults accepted in society. Exactly at preschool age occurs formation of a system of relationships between children and adults, the types of children’s activities become more complicated, is being formed joint activities of children. Since the leading activity preschooler is a game, That plot-wise- role-playing game becomes the main one in formation social and communication skills of the child. Thanks to game kids model behavior and adult relationships. At the same time, in the foreground for children - relationship between people and the meaning of their work. Performing specific roles in game, boys and girls learn to act by subordinating their behavior to moral standards. For example, children often play hospital. They take on the roles of patient and doctor. Moreover, the role of the doctor is always more competitive, since it has the function of recovery and assistance. Hospital game reinforces relationship mutual respect between doctor and patient, implementation of his recommendations and prescriptions. Typically, children inherit the behavior pattern of the doctors they visited in the clinic or their local pediatricians.

If you watch children in role-playing game “Family” or, as the children say, “like dad and mom,” then you can find out what kind of atmosphere reigns in the children’s family. At the same time, in the nursery game moral climate may also manifest itself, relationship between parents. A child’s copying of parents’ standards of behavior indicates that they are form a pattern of family relationships in the child. They must remember this every minute.

Childhood without play and outside of play is not normal. Depriving a child of play practice is depriving him of his main source of development. Play is the only central activity of a child that takes place at all times and among all peoples. In it, children become acquainted with such aspects of reality as actions and adult relationships.

Modern society requires proactive young people who are able to find "myself" and their place in life, to restore Russian spiritual culture, morally stable, socially adapted, capable of self-development and continuous self-improvement.

Test on the topic:

Introduction

6

1.1 The concept of interpersonal relationships in the works of domestic and foreign authors

2.1 Organization and methods of diagnostic research of relationships among preschool children

Conclusion

list of sources used

Application 1

Appendix 2

Appendix 3

Introduction

The relevance of research. One of the main tasks of education at the present stage is the task of the comprehensive and harmonious development of the child’s personality.

Preschool education, as the first link in the general education system, plays an important role in the life of our society, taking care of the protection and strengthening of children's health, creating conditions for their comprehensive development in early and preschool age.

Senior preschool age is the most favorable period for the formation of children's relationships. Children develop a steady interest in joint activities; activity and independence increase - important prerequisites for organized behavior. The relationships of preschoolers are formed in play activities, as the main activity in preschool age.

At present, preschool pedagogy specialists unanimously recognize that play, as the most important specific activity of a child, should perform broad general educational social functions. This is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication and interaction.

Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication (L. S. Vygotsky).

Play is of great importance in a child's life. “What a child is like at play, so in many ways he will be at work when he grows up,” said A. S. Makarenko. The game provides the initial education of many qualities necessary for a developed personality.

A.P. Usova rightly noted that the ability to establish relationships with peers in a game is the first school of social behavior. Social feelings and habits are formed on the basis of relationships; the ability to act collaboratively and purposefully develops; comes an understanding of common interests; the foundations of self-esteem and mutual assessment are formed. The high importance of play activity lies in the fact that it has the greatest potential for the formation of a children's society.

The game promotes close communication between children, establishing contacts between them; in the game the child learns to enter into certain relationships with peers.

Such leading experts in the field of psychology and pedagogy as Elkonin D.V., Zaporozhets A.V., Usova A.P., Zhukovskaya R.I., Mendzheritskaya D.V. devoted their works to the issues of the game. and many others.

However, the areas of development of interpersonal relationships and interaction of children still belong to a poorly developed area of ​​preschool education. Including currently, there are few modern publications on the study of the role of play activities on the child’s behavior and his relationships with other children in preschool age. This determines the relevance and novelty of the research.

The object of the study is the interpersonal relationships of preschool children.

The subject of the study is the formation of relationships among older preschoolers in the process of role-playing games

The purpose of this work is to study the role of role-playing games and its influence on the development of interpersonal relationships in older preschoolers.

Based on this, the objectives of this work are:

conduct a theoretical analysis on the research problem;

conduct diagnostic studies of the characteristics of relationships among children of senior preschool age;

propose a method for developing interpersonal relationships among children of senior preschool age using role-playing games.

Hypothesis: we assume that the interpersonal relationships of preschoolers are determined by their personal characteristics and are formed in role-playing games.

The methodological basis of the research consists of the works of leading teachers and psychologists. Such leading experts in the field of psychology and pedagogy as Elkonin D.V., Zaporozhets A.V., Usova A.P., Zhukovskaya R.I., Mendzheritskaya D.V., Flerina E.A. devoted their works to the issues of relationships between preschoolers. and many others.

The following methods were used during the work:

analysis of psychological and pedagogical literature on this issue;

observation of preschool children;

experimental pedagogical work;

mathematical methods for processing results.

Research methods:

method “Choice in Action” (R.S. Nemov);

sociometry technique (Panfilova M.A.)

Experimental base of the study: children of the preparatory group of the preschool educational institution “Oblochko” in the amount of 20 people.

Practical significance of the study. A methodology is proposed for developing relationships among older preschoolers in the process of role-playing games, which can be used in the process of working in preschool institutions with children of older preschool age.

Novelty of the research. Currently, in the pedagogical literature there are enough developments on the role of play activities in the life of a preschool child, but there is still not enough practical research in the field of conditions for the development of interpersonal relationships of preschoolers in play, so our study is one of the new studies.

Chapter 1. Theoretical aspects of the study of role-playing games as a means of developing interpersonal relationships in older preschoolers

.1 The concept of interpersonal relationships in the works of domestic and foreign authors

If we proceed from the fact that social psychology, first of all, analyzes the patterns of human behavior and activity, which are determined by the fact that people are included in real social groups, then the first empirical fact that this science faces is the fact of communication and interaction of people.

Through interpersonal relationships and communication, an individual can indirectly become involved in the system of social relations. If in a child such inclusion occurs through the immediate environment, then in an adult the boundaries expand significantly. He is directly, and not only through interpersonal relationships and communication, involved in various social relations and becomes their carrier.

A person needs communication with his own kind and apparently receives joy from such communication. Most of us actively seek interaction with other people. In many cases, our contacts with other people are short and insignificant. However, if two or more people spend enough time in close proximity to each other, they gradually become psychologically aware of and exist for each other. The time required for such awareness depends very much on the situation and on the nature of the relationship between people. However, the result of such awareness is almost always the same. The awareness that others think about them and expect something from them causes people to change their behavior in some way, thereby confirming the existence of social relationships. When this process occurs, a random collection of people becomes a group.

If relationships were built according to the scheme “I want it and it will be so,” everything would be simple. Meanwhile, interpersonal relationships involve at least two people, and most often, openly or covertly, much more. This is, however, poorly realized, at least until difficulties arise. That’s when the search for the reasons for failures and mistakes begins. But this is in everyday life. What does psychological science say about this? It turns out, not so much. The relationship between psychological (including interpersonal) and social relations has been partially (extremely insufficiently) studied. The problem of likes and dislikes has been better developed, which, however, also does not explain everything. In order to move further, to understand the very principle of the emergence of likes and dislikes between people, it is necessary, apparently, to approach the issue of mutual understanding and mutual influence in relationships, to reveal the features of the mechanism of empathy. In addition, it should be understood that interpersonal relationships, including likes and dislikes, are not taken “out of thin air”; they are associated not only with the similarities and differences between people and their opinions, but also with the functional purpose of the groups to which each person belongs .

In everyday language, some relationships are usually called friendly, others - friendly, and still others - simply acquaintance relationships. Their essential features are largely similar. However, despite all the apparent conventionality of these types of interpersonal relationships, the differences between them become obvious when difficulties arise - psychological, moral, civil. Perhaps only family relationships (especially close ones) do not raise questions. Although there are more than enough nuances here.

V.M. made a great contribution to the development of the psychology of interpersonal relationships in a team. Bekhterev. He studied various manifestations of the individual and collective psyche of people, drawing widely on physiological data. In his work “collective reflexology” he revealed a picture of the influence of the “social psyche” on the behavior of people and the relationships between them. Defining the subject of his research Bekhterev V.M. writes: “The subject of collective reflexology is the study of the emergence, development and activity of meetings and gatherings... manifesting their conciliar correlative activity as a whole, thanks to the mutual communication of the individuals included in them with each other.” Bekhterev V.M. explores a wide range of problems: the collective as a collective personality, collective association and mutual induction as unifying factors, the development of collective movements according to the type of combinatory reflexes. Bekhterev V.M. proceeded from the position of “the unconditional regularity of complex human actions.”

Domestic psychologists paid much attention to the study of the structure of the team and the study of two types of relationships in the team: business relationships, personal relationships. A.A. Rusaminova defines business relationships: these are relationships that connect people as bearers or performers of certain social functions and identifies five main types of business relationships in a team; an attitude of mutual exactingness, mutual responsibility, friendly cooperation, mutual assistance and an attitude of competition.

A.V. Petrovsky and his colleagues proposed a theory of activity-based mediation of interpersonal relationships.

The path to understanding the system of interpersonal relationships, notes A.V. Petrovsky, goes through an analysis of the content of the group, “through group interaction - to interpersonal relationships, so that, having understood these relationships, making both group activity and interpersonal interaction predictable in any conditions.” Moreover, “each type of activity has its own range of mediation of interpersonal relationships and its social value, and thus its own collective-forming power.”

The theory of activity-based mediation of interpersonal relations is based on the concept of a layer-by-layer consideration of group processes: the surface layer of interpersonal relations presupposes the presence of connections between performers that are mediated or weakly mediated by collective values; the middle layer contains group phenomena that indicate the degree of mediation of interpersonal relationships by the content of joint activities; The central layer characterizes the attitudes of group members to the goals and objectives of group activity, expressing the social meaning of the latter for each of its participants.

This theoretical premise allowed, according to A.V. Petrovsky, to systematize the presence and severity of various psychological components of intragroup activity in the development from a diffuse group to a collective. In this case, the multi-level structure of interpersonal relationships is built as follows.

The first, superficial layer forms a set of interpersonal relationships of direct dependence, allowing one to see signs of origin in the team, notes A.V. Petrovsky are certainly important for understanding and at the same time insignificant for highlighting its specificity as a collective itself. The parameters that form this system include the emotional attractiveness of individuals, which guides sociometric choices; group compatibility as consistency and coherence of actions; cohesion, understood as high contact, independence (conformity) as the only alternative to suggestibility or conformity, etc. Technique, if in diffuse groups interpersonal relationships of this type are predominant, but in a team such relationships arise when team members find themselves in situations that are not significant for his purposeful activities that do not affect his values. However, even this superficial layer of interpersonal relationships is affected by the unifying and guiding influence of the team. The motivation for sociometric choice in a team differs from the motivational choice in a diffuse group. It primarily includes such qualities as integrity, mutual assistance, and responsibility. In a group, even when presented with insignificant material, suggestibility is not as high as in a diffuse group. Deep layers of group activity, in the words of A.V. Petrovsky, “warm up” the outer, superficial layer of interpersonal relationships and transform it.

The second, deep layer forms a set of interpersonal relationships of mediated dependence, constituting the own characteristics of the team as a group united by socially valuable and personally significant goals and values. The parameters that form this layer include the predominance of the phenomena of collectivist self-determination of the individual, cohesion as a value-orientation unity, emotional identification of team members with the team as a whole, the standard of the team in the perception of its participants, etc.

The third, central or nuclear layer forms a set of group characteristics determined by the main function of the team as unique components of industrial and social life. This is the framework of the specific characteristics of a given team: the motives and goals of its joint activities, the readiness of the team to carry out the tasks assigned to it, the efficiency, the resistance of the team to everything that can destroy it, its connection with other groups that form society as a whole, etc. All this forms the core of interpersonal relationships in the team.

Attraction is a common phenomenon in interpersonal relationships. The components of mutual attractiveness - unattractiveness include: likes - antipathies and attraction - repulsion. If sympathy-antipathy represents the experienced satisfaction-dissatisfaction from real or mental contact with another, then attraction-repulsion is the practical component of these experiences.

Attraction-repulsion, as one of the components of interpersonal attractiveness - unattractiveness, and is mainly associated with a person’s need to be together, next to a certain other person, or not to be together, nearby. Attraction - repulsion is often, but not always, associated with experienced sympathy - antipathy (the emotional component of interpersonal relationships). Such a contradiction often arises when the popularity of a person is unidirectional.

Interpersonal attractiveness - unattractiveness can acquire a stable nature of connection between people, turning into mutual affection or hostility towards each other. Thus, fleeting likes and dislikes include motivational components of the personality, which is expressed in emerging states of attraction or repulsion. The desire to be together in reality or mentally (in ideas) can become a stable need for specific individuals. In this case, when the readiness of subjects for one or another type of interaction becomes stable, we can talk about a certain type of interpersonal relationship: friendly, love, marital, friendly, comradely.

Due to the mutual nature of interpersonal relationships, three motivational moments such as “I want”, “I can” and “need” take part in their regulation. Personal desire (“I want”) is not enough to form a relationship. It is necessary to coordinate mutual motives (desires) and opportunities (“I can” satisfy the need of another person). Finally, the third moment “must” is the most important determinant of the formation and development or disintegration of relationships. “Shouldn’t-shouldn’t” - which is not the subjective side of relationships, but the objective one, characterizes the social necessity in each specific type of relationship.

Thus, friendly, loving, friendly relationships can come into conflict with the production, economic, and moral relations of the community in which interpersonal relationships arise. These social relations either stimulate or destroy the interpersonal relationships of specific people. In turn, friendly, loving, friendly relationships can “corrode” social relationships, perverting their meaning in a certain way. In this case, society and its various communities strive to harmonize interpersonal and social relations.

P. Slater believes that there are significant differences between business and friendship relationships. In this regard, he brings up the idea of ​​​​the incompatibility of close interpersonal relationships and business activity (industrial relations). The opinion expressed is legitimate, although it requires some clarification. Firstly, there cannot be complete depersonalization of any social relations. In any interaction there is always a moment of attractiveness and unattractiveness. The only question is where the presence of this moment is justified more and where less. In production, the result of joint activities, economic efficiency, is the main criterion for assessing the benefits or harm of interpersonal relationships.

Secondly, it is necessary to determine the degree of closeness of interpersonal relationships, their acceptability for certain circumstances. In conditions in which it is important to comply with industrial, economic, moral, civil, etc. norms of relations, close relationships can complicate their functioning. The transformation of friendly, love, marital, and friendly relationships into functional, utilitarian ones leads to their destruction or loss of satisfaction from them. Thirdly, it is important to adequately assess the possibility of certain interpersonal relationships.

Interpersonal attractiveness is also influenced by ideas about expected cooperation and rivalry (competition). In this case, only possible, and not real, communication forms an attitude (readiness for a certain type of cognitive attitude of another, attitude towards him and behavior with him). The very condition of competition implies greater differentiation between competing people. The definition of really existing individual differences acquires a fundamentally important meaning. Without this, it is difficult to count on adequate behavior, activity, and communication. Cooperation, on the contrary, forces one to involuntarily look for “points of contact”, i.e. something that can promote cooperation, consolidation, and rapprochement between group members.

Expected rivalry leads to an overestimation of differences with the expected partner, an increase in social distance with him, i.e. causes repulsion. The expected cooperation leads to an increase in the attractiveness of the subject with whom interaction is expected.

In the structure of processes, states and personality traits that regulate interpersonal relationships, there are three components: cognitive, affective and behavioral. Their simultaneous or sequential manifestation makes it possible to record mutual understanding, empathy and mutual influence in interpersonal relationships.

The assessment of interpersonal relationships is also found in how they are qualified. Thus, it is customary to distinguish between relationships of acquaintance, friendship, and friendship. When such qualifications are mutual, there are no misunderstandings between the parties. But it also happens that for one partner this relationship is only an acquaintance, and for the other it is a friendly relationship. That's when the question arises: "why?" In general, interpersonal relationships can be defined as the mutual readiness of partners for a certain type of feelings, claims, expectations and behavior.

Human-to-human communication and joint activities of people are accompanied by a mutual exchange of thoughts, feelings, and actions, which, in turn, leads to agreement and disagreement in interpersonal relationships. Moreover, agreement between people may turn out to be initial, i.e. before communication experience. This indicates a coincidence of opinions and assessments. As a rule, it is determined by the individuality of the life activity of each person. There is no coincidence as such, but it comes in the process of exchanging thoughts, feelings, and actions.

Mutual influence as a change in opinions and assessments can be situational when circumstances require it. As a result of repeated changes in opinions and assessments, the formation of stable assessments and opinions can occur. In this case, it is advisable to talk about the transition of states into properties, when assessments, opinions, and actions become stable. It is sustainability that reflects dominant interests, values, and worldviews.

Mutual understanding or mutual misunderstanding is one of the essential moments in the emergence, development and disintegration of interpersonal relationships.

Interpersonal relationships are characterized not only by the parameter of adequacy, but also by identification.

N. N. Avdeeva defines the concept of identification “as the establishment, in the process of reflecting objects of the external world (material or ideal), of a specific emotional connection between the subject and the reflected object, the content of which is the subject’s direct experience of one or another degree of his identity with the object.” Thus, identification with other people manifests itself not only at the cognitive level, but is also accompanied by a positive emotional experience of identity and integrity, although often unconscious. The integrity of the system can be detected in all three components: cognitive, emotional and behavioral. The cognitive moment is characterized by a “vision” of similarity, identity (often unconsciously), the emotional moment is characterized by the experience of continuity in the system of communication “I and the other.” The behavioral moment of identification is expressed by assistance, in conditions of threat or simple expediency, cooperation, cooperation of actions.

Thus, the entire system of extra-group, intra-group, extra-personal, intra-personal factors is involved in the regulation of interpersonal relationships in the process of interrelated group activities. In addition, the interrelation of socio-psychological phenomena within each layer of activity forms a multi-level structure of interpersonal relationships in the process of group activity on the way to a group organization - a team.

Psychological properties: empathy, likes and dislikes, mutual influence, mutual understanding are mechanisms for regulating interpersonal relationships.

Interpersonal relationships are formed on the basis of the feelings that people have towards each other.

1.2 The influence of role-playing games on the development of relationships among older preschoolers

The concept of child development developed in Russian psychology includes an understanding of development as the process of children’s appropriation of socio-historical experience accumulated by previous generations (L.S. Vygotsky, A.N. Leontiev, M.I. Lisina, D.B. Elkonin, etc. .). This experience is embodied in the products of people’s material and spiritual culture, but a child can only extract it with the help of adults. According to L.S. Vygotsky, “the child is completely imbued with means of adaptation inherited from the social environment.” Therefore, communication is the most important factor in the entire mental development of children, mediating the structure of their specifically human mental processes.

It is not without reason that the role of communication is pointed out in the formation of a child’s personal qualities, in the formation of forms of his social behavior and relationships with people around him, and emotional development.

There are three main groups of motives for communication among preschoolers: cognitive, business (communication plays a service role in organizing some other activity of the child) and, finally, personal. This last group of motifs is of particular interest. The formation of a child’s ability for emotional contact, the development of which ultimately determines the satisfaction of the need for communication, is determined, on the one hand, by the real possibilities of contact, and on the other, by the degree of interest of the adult in communicating with the child. If children are constantly in contact with adults who are neutral towards them or are emotionally negative, the ability to connect emotionally may not develop correctly or will be lost altogether.

The need for communication is closely related to the child’s other needs, and above all to the need for new experiences.

Satisfying the need for communication in childhood, when the process of personality formation and development is underway, is of particular importance. Dissatisfaction with the need for emotional contact leads to the emergence of ways to satisfy it that contribute to the formation of negative character traits and prevent the child from establishing normal relationships with the outside world.

The selectivity of the need for communication plays a special role. Satisfying communication needs becomes especially important when personal motives become the leading motives for children’s communication. At this stage, in the process of communication, the child evaluates himself and other people, and begins to assimilate moral experience. The content of the need for communication also changes.

Throughout preschool and primary school age, communication with adults remains one of the factors in the development of a child’s personality, although towards the end of this stage, communication with peers begins to play an increasingly significant role.

The process of a child’s own personal development under the influence of relationships that develop with people around him can be represented as follows. In the types of activities available to the child (taking into account his age), appropriate forms of communication are formed, in which the child learns the rules and norms of human relations, needs develop, interests and motives are formed, which, becoming the motivating basis of the personality, lead to a further expansion of the sphere of communication and, consequently, to the emergence of new opportunities for personal development. A child’s entry into a new system of activity and communication, his inclusion in the orbit of interpersonal contacts of new people, and access to new sources of information actually mean a transition to the next, higher stage of development.

Psychologists and teachers have long called preschool age the age of play. And this is no coincidence. Almost everything that little children do when left to their own devices is called play. At present, preschool pedagogy specialists unanimously recognize that play, as the most important specific activity of a child, should perform broad general educational social functions.

Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

An outstanding researcher in the field of Russian psychology, L. S. Vygotsky, emphasized the unique specificity of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary submission to the rules occurs when they are not imposed from the outside, but arise from the content of the game, its tasks, when their implementation is its main charm.

In modern pedagogical theory, play is considered as the leading activity of a preschool child. The leading position of the game is determined by the amount of time that the child devotes to it, and by the fact that it satisfies his basic needs; in the depths of the game other types of activities arise and develop; The game contributes to mental development to the greatest extent.

In role-playing games, favorable conditions are created for the formation of relationships among children. Research conducted by A.P. Usova and her students identified six levels (stages) of the formation of such relationships throughout preschool childhood:

It is in play that the social life of children is most fully activated. The game allows children to independently use certain forms of communication already in the first years of life.

The feelings and emotions of children are a component of the basis of interpersonal relationships of preschoolers, and, as A.V. rightly noted. Zaporozhets, emotion is a functional organ of the individual, the core of personality.

In the works of L.S. Vygotsky, A.N. Leontyev et al. identified four stages in the development of children’s emotions, determined by their age. At the first stage, children acquire the ability to “infect” the emotional state of another in direct interaction. From the point of view of A.N. Leontiev, feelings turn into a motive for behavior, into an incentive to action, and the child’s behavior is regulated more by emotions than by reasoning.

The second stage of the development of emotions is characterized by the child’s emerging ability to subordinate his actions to the verbal instructions of an adult. The child is quite independent both from the direct influence of the situation and from the emotional state of a loved one, which no longer “infects” him.

At the third stage, a change in the content of affects is observed, expressed, first of all, in the emergence of special forms of empathy (A.V. Zaporozhets, Ya.Z. Neverovich). Emotions begin to anticipate the course of action and play a corrective role.

The fourth stage is characterized by the “intellectualization of affect.” The child can foresee the results of his activities and behavior. Complex, dual experiences determine the emergence of the ability to act in accordance with a freely accepted internal position. The differentiation of external and internal means the emergence of a world of feelings.

During play activities, children’s sympathies deepen, gradually developing into mutual affection.

Friendly relationships contribute to the development of the ability to understand and evaluate oneself. At the same time, self-knowledge is carried out not through identifying one’s capabilities in practical activities, which arises much earlier, but through revealing relationships with other children. This is a higher level.

In play, a child’s natural need to communicate with peers is often met with an inability to communicate and coordinate his actions with the actions of his comrades. There is an internal struggle between the desire, for example, to take the best toy, get the main role and the desire to unite; with friends in a common game. To remain an equal member of the gaming team, you need to be able to give in. If children willingly give in and give up personal desires for the sake of common interest, this indicates the positive influence of friendship on the child’s personality, on his behavior and actions.

The more proactive and independent the partners are, the faster the game arises; the more creativity they show, the richer the content of the game and its equipment with the necessary attributes; The deeper the children’s knowledge and ideas, the more clearly the events and relationships of the characters are reflected in the game. Six-year-old children have a differentiated attitude towards their peers and consciously approach the choice of friends.

Children of six years of age in their games more deeply reproduce the phenomena of social life; they are attracted to bright, heroic events. Fearless Soviet sailors and soldiers, pilots and cosmonauts, brave drivers and strict police officers, captains ready to pilot their ship in severe storms, doctors who provide assistance to the sick at any time of the day - the guys are ready to portray all of them, showing ingenuity and the ability to find expressive means for characterizing the chosen character. The more proactive and independent the partners are, the faster the game arises; the more creativity they show, the richer the content of the game and its equipment with the necessary attributes; The deeper the children’s knowledge and ideas, the more clearly the events and relationships of the characters are reflected in the game. Six-year-old children have a differentiated attitude towards their peers and consciously approach the choice of friends.

In the pre-school group, the number of separate children's associations based on mutual sympathy is, as a rule, much greater than in other age groups, and they include a larger number of children.

Preschoolers in their seventh year are already beginning to understand friendship as a form of relationship. And although their idea of ​​friendship is at the level of assessing only external manifestations (helping each other, not quarreling, etc.), without penetrating into its very essence, this qualitatively new phenomenon in the development of children is of great importance.

A high assessment by peers of “the ability to play in a team” indicates that children understand and assimilate the rules of behavior, the growth of demands on the actions and deeds of their playmates, and the development of the personality of each child. If children of primary and secondary preschool age limit themselves to only stating the fact that it is better to be friends with someone who “plays well,” then in the preschool group the differentiation of this concept begins.

The positive qualities of children shown in play serve as a kind of stimulus for the emergence of friendship, and then new joint creative games. The most highly valued are mutual assistance, hard work, kindness, endurance, courage, and the ability to resolve conflicts peacefully.

In a gaming group that has been captivated by an interesting role-playing game for a long time, its own “laws” are established: “to divide everything equally, and if there is not enough, to do it”; “if a friend cannot cope with the task, provide help”; “everyone in our group is friendly”; “be attentive to newcomers”, etc. Children in practice learn the norms of collective life: giving in to a friend, sharing materials and toys with each other, restraining themselves in a timely manner, and showing sensitivity. The children develop a desire, on their own, to collectively influence the behavior of their comrades who violate discipline in the group.

Preschool childhood is the age period when high social motives and noble feelings begin to form. How they are raised in the first years of a child’s life largely determines his entire subsequent development.

In a peer group, public opinion and mutual assessment of children gradually develop, which significantly influence the development of the child’s personality.

Assessment from a peer group is especially important in older preschool years. The child often tries to refrain from actions that cause the disapproval of his peers and strives to earn their positive attitude.

Each child occupies a certain position in the group, which is expressed in how his peers treat him. The degree of popularity a child enjoys depends on many reasons: his knowledge, mental development, behavioral characteristics, ability to establish contacts with other people, appearance, etc.

Peers unite into microgroups, taking into account their own personal relationships and sympathies to a greater extent, but sometimes in the process of play activities an unpopular child ends up in such a group in roles that no one wants to fill.

Instead of an adult, peers become regulators of relationships in older preschool age. They themselves assign roles, monitor compliance with the rules of the game, fill the plot with appropriate content, etc. At this age, relationships with peers in some cases become more important for the child than relationships with adults. The preschooler strives to establish his best qualities in a group of peers.

The actions and relationships that children act out in accordance with the roles they take on allow them to become more familiar with certain motives of behavior, actions, and feelings of adults, but do not yet ensure that children assimilate them. The game educates children not only through its plot, through what is depicted in it. In the process of real relationships unfolding regarding the game - when discussing the content, distribution of roles, game material, etc. - children learn to actually take into account the interests of a friend, sympathize with him, give in, and contribute to the common cause. As studies by S. N. Karpova and L. G. Lysyuk have shown, relationships regarding play contribute to the development of moral motives of behavior in children and the emergence of an “internal ethical authority.”

Preschoolers in kindergarten turn to peers for a variety of reasons. With strong emotional arousal while watching a film strip, they always rush to another child, and not to an adult. Children cannot experience curiosity, delight, joy, resentment, and anticipation alone and will certainly involve a peer in their experiences.

The child is distinguished by particular sincerity and spontaneity both in communicating with others and in expressing his own feelings. If these qualities are maintained, then children will grow up to be kind and truthful, emotionally responsive to other people. By his behavior, the teacher shows examples of a kind, caring attitude towards people; he encourages the children to notice the state of their peers (offended, upset, bored) and to show sympathy and willingness to help. It attracts children to signs of expressing emotions in facial expressions, pantomime, actions, and voice intonations.

According to the developments of many authors, communication between preschoolers and peers throughout the entire period emerges as a very meaningful and deep activity, the satisfaction of the need for which is essential for the mental comfort of children (R.A. Smirnova, A.A. Royak, etc.). The data obtained also indicate that with age, communication with peers becomes increasingly important for children.

The nature of the real relationships that develop between children in connection with play largely depends on the behavior of the “leaders”, on the ways in which they achieve the fulfillment of their demands (by settling, negotiating or resorting to physical measures).

Research by Ya.L. Kolominsky showed that even in preschool groups, children’s likes and dislikes are quite stable and are associated with certain personal qualities. Children who were preferred by most peers have such qualities as friendliness, the ability to help a friend, neatness, neatness, the ability to organize a game, introduce new interesting elements into it, knowledge of the rules of the game and the ability to follow them. Along with unconditionally positive traits, they also possessed authority, arrogance, desire and the ability to command.

The so-called isolated ones - children who do not enjoy the sympathy of their peers - were distinguished by rudeness, isolation, silence, sneaking, inability to obey the rules of the game, stubbornness, capriciousness, affectivity (emotional instability), and untidiness. At an older age, when justifying the choice made, character traits associated with the ability to understand, empathize, and spiritual communication are much more often noted.

In relation to a peer and to oneself, a stable position is determined: a high undifferentiated assessment of oneself and a critical one of one’s peer. The peer is still a partner in communication games, but his main role is to be an accomplice in the role-playing game. The needs for communication with a peer and for leading activities are combined, and the first is recognized as the need for play. For communication with a peer, the position of superiority over him becomes important: it determines that each partner in the game realizes his goals; As a result, children do not act together, but side by side. However, the position of superiority is inconsistent and is adjacent to attention to a peer and infection by his actions and imitation.

Unlike younger children, 5-6-year-olds also develop a new position - recognition of the merits of a peer, sometimes superior to their own, and on the basis of this, feelings of sympathy and friendship appear. Admiration for a friend becomes available to children (You are a good girl, I am friends with you). An exchange of equivalent expressions of sympathy and tenderness begins between the children, ending with kisses. The new position is also evidenced by telling each other secrets.

The number of personal contacts in children aged 6-7 years is increasing. The child trusts his peers with his fortunes, desires, intentions, tastes, secrets. He evaluates the action of his peer, compares him with other children, discusses the events that took place, and expresses empathy.

The most intimate personal contacts are hidden from adults. When, according to the conditions of the game, one child expresses his good disposition to his peer, a variety of his positions in relation to his partners is revealed. Sometimes this is a detailed recognition of merits (You are a good girl. You are a beautiful girl. You have long hair. You say “Hello” and “Goodbye” to people). And sometimes a formally prescribed text, pronounced casually, looking to the side, in a pose of ignorance.

Strengthening the position of disposition towards a peer is associated with a growing interest in his personality: his unique contribution to interaction, his manifestation of an original type of behavior, and attitude to the situation. Sensitivity to the response behavior of a peer to a partner’s initiative increases: the child is even able to change his hostile attitude towards a peer, appreciating the merits of his response position. The successes of a peer can cause admiration in a child.

Thus, relationships with peers have a significant impact on the development of the child’s personality and contribute to the development of such personal qualities as mutual assistance, responsiveness, etc. Relationships around play are of particular importance for the development of a child’s personality, for his assimilation of elementary moral norms, since it is here that the learned norms and rules of behavior are formed and actually manifested, which form the basis of the moral development of a preschooler, form the ability to communicate in a group of peers (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein).

The assessment of actions by others is becoming an increasingly important element of a preschooler’s behavior and affects both the nature of his feelings and the emotional motivation of his actions. In relation to assessment, younger and older preschoolers differ sharply.

Social assessments and the demands of adults are provisions that imply the child’s subordination to them. They act for him as external norms that must be followed. Some of them are more obligatory, others are less obligatory. The child understands this at least by the intonation with which the instructions are pronounced by adults.

A preschool child actively develops moral ideas about what is good and what is bad, moral assessments of his own actions and the actions of his peers. A child’s identification with peers develops his ability to put himself in the place of others, treating himself as if from the outside and at the same time correlating his behavior with moral standards. In accordance with the norms, a decision is made and one’s own action is “played out” in an imaginary plan. In the child’s mind there is a foresight of the result that his action will produce, and a premonition of the possible consequences of this action for others and himself.

The emotion of distress coming from another makes the child feel uncomfortable. In this case, the child may behave as follows:

join the sufferer, for example, the one who is crying and cry with him (according to the mechanism of infection);

get away from this situation, internally shutting yourself off from it;

try to eliminate the other person’s troubles (give him his favorite toy, feel sorry for him) and, thus, save both him and himself from negative emotions.

The ability to rejoice, arising and manifesting itself in the joint play activities of children as a function of the moral norm “for oneself as for another,” has, as we can see, a small reserve of “strength”; it is possible that with age this ability is lost and disintegrates. This is evidenced by experimental data that showed a lack of joy in younger schoolchildren and an increase in compassion in situations similar to preschoolers. This is evidenced by the fact that joy in children aged five to seven is extremely unstable.

Thus, in a role-playing game, friendly relationships contribute to the development of the ability to understand and evaluate oneself. At the same time, self-knowledge is carried out not through identifying one’s capabilities in practical activities, which arises much earlier, but through revealing relationships with other children. This is a higher level.

The child’s natural need to communicate with peers is often met with an inability to communicate and coordinate his actions with the actions of his friends. There is an internal struggle between the desire, for example, to take the best toy, get the main role and the desire to unite; with friends in a common game. To remain an equal member of the gaming team, you need to be able to give in. If children willingly give in and give up personal desires for the sake of common interest, this indicates the positive influence of friendship on the child’s personality, on his behavior and actions.

Joint play activity is fertile ground, a condition for developing a humane attitude towards a peer, not only as effective compassion, but also as active rejoicing.

During play activities, children's sympathies deepen, gradually developing into mutual affection. But kids don’t yet know how to play together, although they strive to do so. The teacher’s task is to study the relationships of preschoolers and create play groups, taking into account the feelings and sympathies of children, to contribute to the strengthening of individual friendly associations in order to form a cohesive team; not only encourage children's friendships, but also design new friendships and relationships.

By organizing the game, the teacher introduces each child to a society of peers, which requires interaction, while simultaneously satisfying the interests and needs of the players. During the game, the teacher carefully monitors the children’s behavior, makes correct behavior an example to follow, causing the kids to sympathize with a disciplined, well-playing peer. As soon as the guys feel pleasant partners in each other, they begin to enter into playful contacts themselves. As a result, the first children's associations appear, in which children try to regulate their relationships themselves and which therefore need less adult guidance.

Children's friendship is not only a means of team unity for a teacher, but also helps him to get to know their inner world, characters, inclinations, habits, interests.

Children who are calm and irritable, disobedient and disciplined, sensitive and insufficiently attentive, children of different levels of intellectual development are friends. They are brought together by the need for communication, unity of interests and the desire to play together. Friendly relationships develop more successfully in those groups where children's games are interesting, varied in theme, and receive the attention of adults.

Children are withdrawn, silent, and require special attention and care from adults, since they cannot come into contact with their peers for a long time. The main thing in working with such children is the warm, affectionate tone of the teacher, his caring, attentive attitude, extremely careful, gradual rapprochement of the child with his peers.

There are also children who are quick-tempered, unbalanced, and are characterized by rapid excitability, lack of discipline, and constant conflicts with friends. It is necessary to design, as A. S. Makarenko said, those qualities that the child does not yet possess, but which he should possess. It is not only those children who, for whatever reason, stand out from the crowd who need an individual approach and encouragement from adults. Everyone has something special, and this must be identified and allowed to develop, based on the best character traits, interests and abilities of the child.

In play, children clearly reveal their personal qualities and properties. By studying the character of children and their behavior during play, the teacher can prevent the possibility of insufficient organization, excessive agitation, disputes, non-compliance with the rules of the game, and help develop in children courage, perseverance, a sense of camaraderie, and collectivism. The teacher helps the child develop his creative activity and demonstrate his personal initiative.

Friendship contributes to the formation of certain moral qualities of a child: mutual understanding, responsiveness, compliance, mutual assistance. Friendship enriches a child’s feelings, develops his needs and interests, and strengthens his strong-willed character traits. Friendship gives rise to the desire not to let a friend down, not to lose his trust, to become better, bolder, more active.

The friendship of sensitive, responsive, attentive, self-possessed, organized, disciplined children with peers who have not yet developed these qualities has a positive effect on the latter, causing them to strive to be better. Communication with such friends brings joy to the child, and his inherent ability to imitate allows him to borrow positive qualities and become “infected” with positive feelings and experiences. The child very often begins to build his relationships with other children on the model of his friend’s relationships.

The peculiarities of the actions and deeds of friends are that they are performed as a need, dictated by internal motivations, without any external influence from adults.

Expanding communication opportunities allows you to develop important behavioral skills: the ability to behave friendly and fairly, to provide assistance, and to show a desire to help out a friend.

In role-playing games, it is especially important to develop in children empathy for the failures of others and joy for common success. When summing up the game, it is advisable to single out the most friendly players.

Depending on the quality of the role, one or another participant in the game may deserve encouragement or, conversely, censure from his comrades. When playing roles are performed correctly, children learn to take responsibility for their actions and get used to being attentive to their peers.

The teacher’s task is not only to take care of the necessary equipment for the game, but also to reveal the content, the essence of the relationship between people, in this case the doctor and the patient, a relationship imbued with sensitivity, humanity, and concern for health.

Games expand the possibilities of communication with peers, which makes it possible to solve more complex problems in the formation of moral qualities that determine the direction of children's contacts: the ability to behave friendly and fairly, to provide assistance, to show readiness for mutual assistance, to show emotional responsiveness to peers.

Thus, having conducted theoretical studies of the influence of role-playing games on the formation of interpersonal relationships in preschoolers, the following conclusions can be drawn:

) Role-playing game is one of the main games in older preschool childhood; it is emotionally rich and brings joy and pleasure to every child by its very process.

) The main components that regulate interpersonal relationships are cognitive, affective and behavioral, and their manifestation causes mutual understanding, empathy and mutual influence in interpersonal relationships.

) The life of a child of senior preschool age, the range of his interests, the phenomena that affect him, becomes more complex and diverse. These are not only individual people, individual things and objects, but also rules of behavior; These are also norms of attitude towards the actions of people, animals, and fairy tale characters. This is the assessment of those around him of his own actions. And all this leads to the child’s emotional response (positive or negative).

In preschool age, children intensively form and develop their experience of communicating with peers. Instead of an adult, peers become regulators of relationships in older preschool age. They themselves assign roles, monitor compliance with the rules of the game, fill the plot with appropriate content, etc. At this age, relationships with peers in some cases become more important for the child than relationships with adults. The preschooler strives to establish his best qualities in a group of peers.

) In the game, satisfying his need for communication, the child enters into relationships that stimulate his positive emotions and develop emotional responsiveness. Repeated every time children play, these emotions are consolidated as persistent selective attitudes towards peers and become liking. If the necessary conditions for play activities have been created in the group, and the pedagogical atmosphere (adults’ attention to games, positive assessment of friendship, etc.) is conducive to children’s communication, sympathies develop into lasting relationships.

Chapter 2. Diagnosis of interpersonal relationships in older preschoolers in role-playing games

.1 Organization and methods of diagnostic research of relationships among preschool children

The study involved 20 children of senior preschool age. The research was carried out using the following methods: sociometry technique (Panfilova M.A.); modified sociometric technique of Nemov R.S. “Choice in Action” for the study of interpersonal relationships in groups.

Methodology 1. Study of interpersonal relationships and role status of preschool children using the sociometry method (modification by M.A. Panfilova)

Purpose of the study: Sociometric technique is used to diagnose interpersonal and intergroup relations in order to change, improve and improve them. With the help of sociometry, one can study the typology of social behavior of people in group activities, and judge the socio-psychological compatibility of members of specific groups.

Progress of the study. Each group member answered questions, choosing certain group members depending on their greater or lesser inclination, their preference over others, likes or, conversely, dislikes, trust or distrust, etc.

The research involved several stages:

Construction of a sociomatrix

Identifying leaders who are isolated, neglected and rejected

Construction of a sociogram

Identification of groups

The questionnaire is presented in Appendix 1.

The reliability of the procedure considered depends primarily on the correct selection of sociometry criteria, which is dictated by the research program and preliminary familiarity with the specifics of the group.

The use of a sociometric test makes it possible to measure the authority of formal and informal leaders to regroup people in a group so as to reduce tension in the team that arises due to the mutual hostility of some group members.

The sociogram for elections in a group of children is presented in Fig. 1

Method 2. “Choice in action” (according to Nemov R.S.)

The purpose of the technique is to study and evaluate interpersonal relationships in a group of preschool children. This technique is one of the children's versions of the sociometric technique.

Progress of the study. Each child in the study group is given three attractive, desirable objects. These could be toys, pictures, candies, etc. The child receives instructions with the following content: “Rate these three objects by the degree of their attractiveness, by how much other children would like to have them. Put the most desirable item for children in first place, the slightly less desirable one in second place, and the remaining one in third place. Now choose three children from your group to whom you would like to give these items, name them and give these items to them. You should give the most attractive object to the one you love most, the slightly less attractive one - to the one who is in second place, and the last one - to the one whom, based on your Sympathy for him, you would put in third place.”

After all the children have distributed the items they have to their group mates, the experimenter determines who received what items and how many.

The key to the methodology and protocol is presented in Appendix 2. The results of the study are presented in Table 1.

2.2 Analysis of the research results

Figure 1 - Sociogram of relationships in a group of children

As can be seen from Fig. 1, 4 leaders were identified in the group - Katya D. and Valya E., Natasha T., Lika K., they each have 5-8 positive choices. The outcasts include Yura P., Sasha K., Lena Y., Anton V., they have only negative elections and not a single positive one. Vitya I., Tolya L., Irina D. are isolated: not a single child chose them, either in a positive or negative sense. The rest of the children received 1-2 positive choices. They are affiliated. Almost all the children were tired of the questions.

7 children have the most negative attitude towards the group as a whole - Yura P., Lika K., Katya D., Alyosha N., Natasha T., Yura P., Vitya I. The most favorable perceptions of their group are Sasha K., Larisa N., Vova L., Valya E.

Children were not surveyed for block II.

All children, in questions of blocks III-IV, positively characterized their relationship with the group teacher: the children like the teacher, they make contact, expect praise, and try to be like their teacher.

There are no reference groups formed in the group, the children play with each other the same way, they may not pay attention to each other, the leaders do not have their own followers, basically all the children chose the same children as leaders. Negative choices were mostly spontaneous; for example, before the survey, children could fight or argue, so they marked their immediate “enemy” with negative choices.

The children were tired of the questions asked by adults, so their interest in determining their relationship with their peers quickly faded away; insecure, anxious children especially found it difficult to answer, fearing to make the wrong choice, and constantly waiting for the teacher’s prompts.

Children with leadership traits, high self-esteem, and self-confidence completed the task more quickly and without any difficulties, but all children were waiting for adult approval.

Table 1 - Results of the study using the “Choice in Action” method

No. Name C (%) points Conclusion about status in the group 1 Tanya B. 15.81 low 2 Lika K. 84.28 High 3 Yura P. 00 Very low 4 Andrey I. 42.14 Average 5 Alyosha N. 15.81 Very low 6 Sveta P. 5.21 Very low 7 Lena Yu. 00 Very low 8 Natasha T. 84.28 High 9 Larisa N.5.21Very low10Anton V.00Very low11Vanya V.15.81Very low12Nikita K.31.53Low13Sasha K.00Very low14Irina D.00Very low15Valya E.94.79Very high16Katya D.47.34Average17Kostya N.31.53Low18Vitya I.00Very low 19Vova L .10.51Very low20Tolya L.00Very low

As can be seen from the results of the study, mainly children in the group have a low role status (15 children). As with the previous method, 3 leaders were identified who have a high status - Valya E., Lika K., Natasha T. Average status is observed in 2 children - Katya D., Andrey I.

Based on the methods used, we compiled a summary table where we determined the characteristics of relationships with peers in a group of preschoolers (Table 2, Appendix 3), as well as a diagram of the percentage of children with various characteristics of relationships with peers (Fig. 2 and 3).

We determined the level of children's relationships according to a general criterion (Table 3):

Table 3 - Generalized criterion for the level of relationships among preschool children

Level of relationships Characteristics by methods High level low level of anxiety, leadership qualities, self-confidence, friendly relationships with peers, sociometric status - leader, “star” or joiner Average level average level of anxiety, low or high self-esteem, sometimes manifestation of aggressiveness, sociometric status - joiner Low level high anxiety, aggression, negative relationships with peers, harshness in relationships, sociometric status - rejected and isolated

Figure 2 - Results of a study of the characteristics of interpersonal relationships in preschool children

Figure 3 - Quantitative analysis of the results of the level of development of interpersonal relationships in preschool children

Carrying out an analysis using all methods, we can say that there are children in the group who are unsure of communicating with other children; poorly adapted to the peer group, communicate more with educators, strive more for contact with educators than with peers. According to the generalized criterion, such children show a low level of relationships (11 people).

However, in the group there are 3 preschoolers with a high level of relationships, they are attentive to their peers, respond to their failures and disappointments, try to help, they are loved in the team, children like to play with such peers, only two of them are active leaders who are loved in the group.

However, it should be noted that not all children in the group have developed a self-esteem of personality; therefore, such children need correction in the formation of communication skills, the formation of active communication skills, and the development of abilities for effective relationships with other children.

2.3 Proposals for the development of interpersonal relationships of preschoolers in role-playing games

To correct communication in a group of preschoolers, a program was developed with the active use of role-playing games, based on the methods of play therapy proposed by M. Panfilova.

Program for game correction of communication difficulties in preschool children (developed by M. Panfilova)

The goal of the program is to eliminate the distortion of emotional responses and behavioral stereotypes, reconstruct the child’s full-fledged contacts with peers, and develop emotional responsiveness.

Program objectives:

Development of children's internal activity.

Formation of social trust.

Learning the ability to solve problems independently.

Formation of adequate self-esteem in children.

Development of social emotions.

Formation of emotional responsiveness

Developing communication skills and friendships among children.

Subject of correction: communicative and emotional sphere of preschool children.

Means of correction: children's play, elements of psycho-gymnastics, special non-game techniques aimed at increasing group cohesion, developing communication skills, and the ability to emotionally decenter.

Stages of correction: stage - indicative (3-4 lessons), stage - reconstructive (6-7 lessons), stage - consolidating (2-3 lessons). stage - indicative: acquaintance, games

) "scapegoat".

The first level of stage I of group psychocorrection ends, and at the end of this level there are 3 signs:

strengthened roles,

stereotypical interactions,

The second level of stage I is the stage of directed games, the formation of conscious skills and actions; purposefully set by the leader. However, it is necessary to include spontaneous play for a certain time in each lesson. This is called "free time". Usually 20 minutes are allocated for it at the end of the lesson.

Then, when a group structure has emerged that equalizes children's individualities, one can move on to the next, stage II of the group course, in which much attention is paid to individual work in the form of role-playing games and other techniques.

The first stage of correctional work was not carried out, since the roles were identified during the diagnostic study. The stage is reconstructive.

By the time the second stage begins, the psychologist can already see the communication difficulties of each child, as well as the inadequate compensatory behavior of each child in the game.

Individual psychological correction occurs when the child carries out new forms of behavior and accumulates new communication experience. This becomes possible when the child has satisfied his frustrated needs (they often serve as sources and determine his inappropriate behavior). Most often this is the need for security and acceptance. Frustration of these needs is characteristic of almost all children with adaptation difficulties. As a rule, the need for security is satisfied at the first stage of correction, during directed play.

Satisfying the need for recognition is impossible without building a complete image of oneself. To realize this, they use methodological techniques, such as feedback. Each child receives feedback in games specially organized for this purpose: “Family Portrait”, “Associations”, “Birthday”, “Forfeits”.

By skillfully organizing feedback, the psychologist helps to form a more productive self-image. This is usually done in the form of a verbal interpretation of play feedback, with a special emphasis on the positive aspects of the child.

In the preparatory group, games are used that children played in the older group, for example, “Family” - a new role is a doll - a baby, “Kindergarten” (cook, laundress, nurse, manager, etc.), “Transport”, “ Driver", "Trains", "Hospital", "Polyclinic" (hospital), "Sailors" or "Fishermen" (full crew), "Hairdresser" (men's room and women's room), "Post Office", "Atelier", " Long Distance Travel Game”, etc.

Collective games of “Family”, “Travel on all types of transport - to hot countries in Antarctica”, “hospital”, “Policlinic, pharmacy, ambulance, stadium, “Shop” (groceries, manufactured goods), “school”, “Library” continue , games with traffic rules, “Fishermen”, “Sailors”, games on modern themes: “Cosmonauts”, “Polar Pole”, “Travel Games” - to Antarctica, etc.

In addition, at stage II, some games are used to help overcome character traits that are unpleasant for the child, such as cowardice. These are the games “Desert Island”, “Scary Tales”.

After these games, the child can say to himself: “Here I am, not always good, of course, but at least I can listen to scary fairy tales in the dark, invent them myself, I can play desert island, control myself.”

The key moment of stage II is the “Birthday” game. During this game, the required qualities are acquired, the required personality characteristics are “lowered”, i.e., in advance from above. Thus, the child’s zone of proximal development is outlined.

The development of new communication skills is especially purposefully carried out in group tasks, which each birthday person is required to do.

Classes directly follow from the psychological diagnosis of each child, which is made gradually throughout the entire period of the group’s work. When compiling psychological portraits of children, the psychologist is especially attentive to what the child cannot do, what he cannot do, or what he cannot do.

At each stage, role-playing games are used in accordance with the long-term work plan in the preschool educational institution. stage - consolidating

An important place in psychocorrectional work is occupied by the task of developing voluntary skills. This is decided at stage III.

New experience of communication with peers in a group is formed on the basis of a trusting atmosphere of open communication, in which feedback techniques are widely used. An opportunity is created to experience new experiences in relationships with adults.

The effects of children's play psychocorrection can be divided into specific and nonspecific.

Non-specific effects manifest themselves, first of all, in changes in self-esteem, bringing it into line with real capabilities, expanding self-image, increasing the arsenal of means of communication, and relieving anxiety. At the same time, there are a number of special individualized effects that relate directly to the problem of each child. Character traits that are painful for the child themselves are subject to correction: cowardice, inability to control one’s feelings, greed, anxiety, for example, in the games “The Tale of the Forgetful Fairy”, “Fairytale Box”.

At stage III, the final one, the last three classes are held with the aim of consolidating new forms of experiences, feelings towards peers, towards oneself, towards an adult; self-confidence and communication techniques with peers are strengthened.

The formation of a new experience of interaction between children and their peers required from educators, firstly, the ability to create special conditions in joint games to overcome negative emotions and eliminate the influence of character traits such as shyness, anxiety, uncertainty, high pride, etc. on the game. Secondly , game tasks were specially set for children, which contributed to the development of appropriate methods of communication, in particular such as “business” interaction. Thirdly, in the games of emotionally disturbed children with peers, it was useful to exchange roles between children. This developed their ideas about each other, helped them take a new position, and feel the position of the other person. At the same time, unfamiliar plots were used, in which it was easier to solve these difficult tasks for the child and put the child, with the help of a role, in a position that forces him to perform actions that are difficult to accomplish in life.

Thus, Kostya N., who is distinguished by shyness, received the role of spaceship commander in the game “Cosmonauts”; he had to perform active role actions in relation to his crew: come to the aid of people in various situations, show ingenuity, etc.

By creating various dangerous situations in the course of the plot, the adult forced the child to solve game problems and get out of difficult situations (save prisoners, protect the crew). By setting game tasks, the adult supported the preschooler’s cooperation with other children. The role behavior of an adult was the core on which the child’s business interaction with peers rests. So, the surgeon was called to a consultation, where he and his colleagues expressed their thoughts about the soldier’s serious injury. The ship's commander discussed the current situation with the crew: the ship is losing control, what to do? The child received great pleasure from the successful game. He asserted himself in his role, felt genuine pride when the crew, having finally reached the ground, appreciated the courage of the commander, and he himself highly appreciates his crew.

The realization of creative possibilities in the game, improvisation, and the implementation of plans evoked emotional inspiration in the children, their wild joy, and the demand for repetition of the game, acquiring more and more new details. The emotional uplift in play helped preschoolers overcome negativism towards other children and accept them as partners. But it was much more difficult to create new, even if only playful, relationships and associate emotions with them: mutual interest, respect, sympathy for the role qualities of a play partner, etc. For this purpose, conditions were created in the game that helped the child enter the role, convey the image character performed by him, to reincarnate and not only portray his hero, but also, thanks to active internal work, to express his certain attitude towards him.

For example, Vitya I., in the role of a surgeon, acted out a situation of helping a wounded man: he offered a blood transfusion and became a donor. The role-playing behavior of the partners, their recognition of the heroism of the doctor and the manifestation in this regard of a special disposition towards him contributed to the emergence of an emotional upsurge in him. Against the backdrop of satisfaction from the game, Vitya I. depicted a decrease in physical and emotional well-being, weakness, malaise after a blood transfusion and how he courageously overcomes this. To the sympathetic question: “Are you feeling bad?” - answers, as if overcoming weakness: “No, nothing... everything is fine!” The personal attention of the staff to the doctor maintains bright positive emotions. Vitya I.’s facial expression and posture indicated genuine pleasure in his heroism and the recognition of his fellow workers.

But it is necessary to focus the surgeon’s attention on the remarkable qualities of his employees - playing partners. By discussing their merits, kindness and caring towards the sick, he acquires a positive attitude towards them in the game. This was facilitated by the child’s deep involvement in the role of a doctor who treats the patient humanely. A feeling of compassion for patients is the basis for the joint efforts of doctors, nurses, and orderlies.

Expressing concern for the sick, he persuades Lena Yu. over the phone to come on duty at night. Entering into her position, he found an opportunity to satisfy Lena Yu.’s intention to come to work with her daughter. “It’s quite possible,” he says. “The doctor allows it.” His efficiency, seriousness, and ingenuity were combined with liveliness and contributed to the development of contact behavior. The image of the character-surgeon created by the child was enriched by repetition of the game, endowed with new features - a special gait, characteristic movements, etc. By endowing the surgeon with various positive qualities, the child at least temporarily appropriated his qualities. And then the process of reincarnation began to contribute to the child’s acquisition of new qualities.

Role-playing games had different effects on the emotional manifestations of children in cases where the roles were distributed, but the qualities of the partner characters were not named. In these cases, the child interprets the norms and rules of human relationships depending on his life experience. The improvisation that children brought into their role-playing actions testified precisely to the degree of their awareness of different aspects of life around them and their attitude towards them.

During games, for example, “Fairytale Box,” children, taking on roles, not only took part as certain heroes, but also tried to develop the further plot, learned to make certain decisions, developed the plot further, i.e. developed in the game.

Thus, after conducting diagnostic studies of the characteristics of relationships among children of senior preschool age and carrying out developmental work with them on the formation of communication skills, eliminating disturbances in relationships, and developing the ability to play with peers, we can draw the following conclusions:

To determine the characteristics of relationships and communication with peers in a group of children of senior preschool age, diagnostic studies were carried out using 2 methods; as a result, it was revealed that in the group of preschoolers, children were identified with undeveloped skills for successful relationships with peers, inability to behave in play, underdevelopment emotionality and personal qualities necessary for favorable communication;

in this group, 70% of children were observed with certain communication disorders - aggressiveness, low or high self-esteem, uncertainty, emotional tension, unfriendly relationships with peers, only 4 children were active in communication, sociable with both adults and others children, were able to show varying degrees of emotional response to the failures or upsets of other children, knew how to play, tried to behave actively in play activities, all this determined the directions for corrective work in this group on the development of relationships, the formation of emotionality towards peers and play activities, the foundations communicative communication, eliminating violations in relationships.

To summarize, we can say that role-playing games have a beneficial effect on the formation of successful relationships, communication skills, and an adequate perception of oneself in a group of preschoolers. In addition, the development of relationships among preschoolers led to the development of play activities: children became active in play, learned to invent stories themselves, distribute families, take responsibility, etc., i.e. the development of children's relationships in the game influenced the development of the role-playing games themselves.

Conclusion

Thus, this work examines the features of the formation of interpersonal relationships among senior preschool children. Having carried out theoretical and diagnostic studies and in accordance with the tasks set in the work, we came to the following conclusions.

) the following factors influence interpersonal relationships:

the presence of emotional and personal relationships between people based on feelings, empathy, sympathy, antipathy, mutual influence;

the main components regulating interpersonal relationships are cognitive, affective and behavioral, and their manifestation causes mutual understanding, empathy and mutual influence in interpersonal relationships;

For favorable interpersonal relationships in joint activities, the most significant are: the attractiveness of group members, i.e. the degree of sympathy experienced by those around them; similarities between group members; features of group goals; the uniqueness of the relationships between group members; satisfaction with group activities; group atmosphere.

Instead of an adult, peers become regulators of relationships in older preschool age. At this age, relationships with peers in some cases become more important for the child than relationships with adults. The preschooler strives to establish his best qualities in a group of peers.

Games occupy a large place in the life of a preschooler. Instead of an adult, peers become regulators of relationships in older preschool age. They themselves assign roles, monitor compliance with the rules of the game, fill the plot with appropriate content, etc. At this age, relationships with peers in some cases become more important for the child than relationships with adults. The preschooler strives to establish his best qualities in a group of peers.

In the game, satisfying his need for communication, the child enters into relationships that stimulate his positive emotions, develop his personal qualities and creativity. If the necessary conditions for play activities have been created in the group, and the pedagogical atmosphere (adults’ attention to games, positive assessment of friendship, etc.) is conducive to children’s communication, sympathies develop into lasting relationships.

Role-playing play is one of the main games in older preschool childhood; it is emotionally rich and brings joy and pleasure to every child by its very process.

What attracts a child to a peer is the opportunity to behave freely and be as proactive as possible, i.e. under normal conditions, communication with peers is built on the basis of an uninhibited, broad search, which allows children to show creative power, initiative, independence and generates, due to the satisfaction of a wide range of needs, a vivid emotional experience.

) To confirm the above, diagnostic studies were carried out on the characteristics of relationships among children of senior preschool age.

According to the results of the study, it was revealed that in a group of 20 children, mostly indifferent relationships between children prevailed. In the group, only 2 active leaders were identified, to whom children are drawn, and 2 leaders, whom children fear more than respect due to the manifestation of aggressiveness on the part of such children.

Most children showed low self-esteem, anxiety, and uncertainty when communicating.

11 (55%) children have poorly developed feelings of camaraderie, the ability to communicate, and the level of development of relationships is low. Only 15% of children in the group had a high level of development of effective interaction skills, favorable relationships with peers, adequate self-esteem, self-confidence, low anxiety, they are attentive to their peers, respond to their failures and disappointments, try to help, they are loved in the team, children like to play with such peers, such children know how to play, construct a plot, distribute roles without offending anyone.

) For the development of relationships among preschoolers, the formation of communication skills, the development of sociability in children, reducing anxiety, the formation of adequate self-esteem, interest in peers, the ability to interact in play, a creative approach in play interaction, activities with children were developed and proposed based on the Interpersonal Development Program relationships with the active use of role-playing games.

Thus, the hypothesis put forward in this work is confirmed. It has been proven that interpersonal relationships of preschoolers are determined by their personal characteristics and are formed in role-playing games.

However, we understand that the problem raised in this work is quite relevant and extensive; additional development requires such questions as:

study of emotionality in children during role-playing games;

features of the development of children's relationships during play activities at different age stages;

Features of relationships in older preschool age children left without parental care.

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Annex 1

Sociometric questionnaire (for children)

preschooler communication difficulty correction

This questionnaire is used in working with children over 5 years old to study emotional social preferences, to identify a reference group, in addition, using the questionnaire you can obtain information about the child’s adaptation in an educational institution (kindergarten society, school), about the fulfillment of the need for communication. When using the questionnaire in a children's group, popular and unpopular children and significant educators (teachers) are identified.

The questionnaire consists of five parts. Each part has 10 questions. In Part I, relationships with peers are explored, in Part II - relationships in the family, in Part III - relationships with educators, teachers, in Part IV - the importance of the image of the educator, teacher is reflected, in Part V - the reference group of the child is studied.

The questionnaire can be given to children orally or in writing; individually or collectively.

The results of the questionnaire are compiled in a special table (sociomatrix) or in a sociometric drawing (sociogram).

Who do you usually play with?

Who do you like to play with the most?

If you were asked to name those children who need to be transferred to another group (class), who would you name?

If you were transferred to another group (class), who would you take with you?

If you were treated to three sweets, who would you share with?

Which child would you like to sit next to?

Which child would you not want to sit next to?

Which child would you like to invite to your birthday?

Which child would you not like to invite to your birthday?

Which child would you like to live next door to?

Who do you like to play with at home?

Who is your least favorite person to play with at home?

Who do you like to work out with at home?

Who is your least favorite homeschooler?

Who do you like to watch TV with at home?

Who is your least favorite person to watch TV with at home?

Who do you like to hang out with?

Who do you like to have lunch with?

If you had two tickets to the circus, who would you go with?

Who in your family would you like to be like?

Which educator (teacher) are you interested in in class with?

Which educator (teacher) are you not interested in in class with?

Which educator (teacher) are you interested in going out with?

Which of the educators (teachers) are you not interested in going for a walk with?

Which educator (teacher) would you like other educators (teachers) to be like?

Which educator (teacher) would you like to be like?

Which of the educators (teachers) is the kindest?

Which educator (teacher) is the strictest?

Which educator (teacher) will you tell about your troubles?

Which teacher would you like to go on an excursion with?

Do you want to be around the teacher (teacher) or play with the kids?

On an excursion on the bus, will you sit next to the teacher (teacher) or with the children?

In class, if you don’t understand a question, do you ask the teacher (teacher) or a friend?

If you celebrate your birthday with the whole group (class), will you invite the teacher (teacher)?

If an educator (teacher) asks you to help, do you do it with joy or are you indifferent?

If a joyful event happens to you, will you tell the educator (teacher) about it or remain silent?

Do you like it when your teacher (teacher) praises you, or is it indifferent to you?

It’s the teacher’s birthday, would you like to give him flowers yourself, or do you want someone else to do it?

If you accidentally met an educator (teacher) in transport, will you approach him or pretend that you didn’t notice him?

Would you like to be like your teacher?

When you're sad, who do you want next to you?

When you're sad, who don't you want next to you?

When you're having fun, who do you want next to you?

Who will you tell about your secret?

Who won't you tell about your secret?

Who would you like to do what you love with?

Who wouldn't you like to do your favorite thing with?

Who would you share candy with?

Who would you like to be like?

Who wouldn't you like to be like?

Appendix 2

Methodology “Choice in Action”

In accordance with the number of items received, the sociometric status of the child in the group is determined using the following formula:

where C is the child’s status in the group, in the system of relationships with peers; K - the number of attractive objects received by the child from his group mates; n is the number of children in the test group.

Additional data on the number of the most, average and least attractive objects received by the child allows one to judge the degree of closeness of the relationships in which the child is with peers. The more attractive objects he received during the experiment, the closer his relationships with his peers.

The basis for conclusions about the child’s status are quantitative data, i.e. indicator C.

Evaluation of results

points - the child’s C score is 100%.

9 points - indicator C is in the range from 80% to 99%.

7 points - indicator C is in the range from 60% to 79%.

5 points - indicator C is in the range from 40% to 59%.

3 points - indicator C ranges from 20% to 39%.

1 point - indicator C is in the range from 0% to 19%.

Conclusions about the level of development

points - very high.

9 points - high.

7 points - average.

3 points - low.

1 point - very low.

Appendix 3

Game-based correction program for communication difficulties in preschoolers

Stage I - indicative

Lesson 1

The lesson is dedicated to introducing children to each other. The children sat in a semicircle on chairs with a psychologist. The adult invited all participants to call themselves by any name, which is retained by the child for the entire duration of the lesson. The psychologist suggests that children choose any name or animal name, which has a corrective and diagnostic meaning.

The corrective meaning is that the child can in this way, as it were, get out of his old self and put on a different guise. Children often choose the name of friends, the name of an animal, which can be deeply symbolic.

In a diagnostic sense, choosing a name that is not your own is a sign of self-rejection. In this way, the child’s sense of his own ill-being is manifested. The choice of someone else's name serves as an indicator of the desired object of identification. The psychologist also calls himself.

During the first lesson, there is no need to find out why the child called himself differently, as you can scare him away. This issue can be discussed later.

After such an acquaintance, the psychologist offers a fun game “Blind Man's Bluff.” Funny, gambling, it relieves the child’s initial wariness. At the same time, this game is a good diagnostic technique that reveals the initial level of independent activity of the group and some group roles and emerging group hierarchies. If children play actively, i.e., they choose the leader themselves and pull back those who give hints, it means that the group is really active, and the psychologist takes the position of a passive observer so that a spontaneous group structure can quickly develop.

Then the psychologist offers the children the game “Train Train”.

Purpose of the game: creating a positive emotional background, increasing self-confidence, eliminating fears, uniting the group, developing voluntary control, and the ability to obey the demands of one.

Progress of the game. Children line up one after another, holding their shoulders. The train carries children, overcoming various obstacles with the carriages. The ending of the lesson should be calm and unifying. Therefore, you can invite the children to stand in a circle (“round dance”) and take each other’s hands. The chosen form of ending classes will remain unchanged and will turn into a ritual.

Lesson 2

If the group is active, then continue the course of spontaneous games. During the game, a hierarchy arises in a children's group, usually revealing the strengths and weaknesses of each participant. The spontaneously formed hierarchy supports others and thus contributes to the strengthening of the maladaptive qualities of children. It is necessary to clarify the psychological diagnosis of group members and to accumulate that group communication experience, from which it will subsequently be necessary to build on, demonstrating its positive and negative sides to children.

The psychologist is in the group room, but does not interfere in any way with the children's games.

After three lessons, based on observations, it is already possible to identify 5 spontaneous roles:

) leader's comrade (henchman);

) non-aligned oppositionist;

) submissive conformist (ram);

) "scapegoat".

This means that the first level of stage I of group psychocorrection ends, since the end of this level is distinguished by 3 signs:

strengthened roles,

stereotypical interactions,

the appearance of reactions to the presence of the leader.

The second level of stage I is the stage of directed games, the formation of conscious skills and actions; purposefully set by the leader. However, it is necessary to include spontaneous play for a certain time in each lesson.

This is called "free time". Usually 20 minutes are allocated for it at the end of the lesson.

Lesson 3

Game "Blind Man's Bluff"

Goal: creating a positive emotional background, eliminating fears, increasing self-confidence.

Progress of the game. All the children walk, dancing and singing some song, and lead the cat player blindfolded. They lead him to the door, put him on the threshold and tell him to take the handle, and then everyone together (in chorus) begins to chant:

Cat, cat Pineapple, you catch us for three years! You catch us for three years, untying our eyes!

As soon as the last words are sung, they scatter in different directions. The cat begins to catch the players. All the children are hovering around the cat, teasing him: they either touch him with their fingers, or tug at his clothes.

Game "Bug".

Goal: disclosure of group relations.

Progress of the game. Children stand in a line behind the driver. The driver stands with his back to the group, putting his hand out from under his armpits with an open palm. The driver must guess which of the children touched his hand (by facial expression, movement). The driver leads until he guesses correctly. The driver is chosen using a counting rhyme.

Free time.

Offer children role-playing games and board games.

Role-playing game “Ready-to-wear store”

Children role-play a situation with buying clothes, reinforce the concepts - fashion designer, designer, elements of counting.

Role-playing game "City Construction"

Children build houses, a store, a theater, a hospital. People care about each other, mutual understanding develops. Workers build with bricks, boards, blocks, install heating and electricity. Trees are planted near houses and sidewalks are made.

It is good for children and adults to live in the city. Construction of the street, movement of vehicles, compliance with traffic rules.

Role-playing game “Hairdresser “Beauty Salon”.

There are 3 halls - men's, women's, children's. Children distribute roles. Masters refresh, cut, shave, do hairstyles, clients pay money to the cash register.

. "Round dance".

At the same time, the main emphasis is not on already established roles, but on establishing equality and the intersection of privileges. There are certain signs indicating that the required group structure has developed. Firstly, the drivers begin to feel aggression directed at them, which is clearly visible in games such as “Fortress” and “Bug”. Secondly, spontaneous tactile affectionate interactions arise between group members.

Thirdly, a serious, respectful attitude towards the ritual of ending the lesson appeared. The stage is reconstructive.

Lesson 4

Game "Associations".

Goal: to develop observation, imagination, the ability to depict a person with gestures,

Progress of the game. The child, with gestures and facial expressions, depicts another child, his characteristics, habits, as he sees them. The rest of the children guess who he is portraying.

Game "Scary Tales".

Goal: develops courage, self-confidence, relieves anxiety. The game is aimed at uniting the group.

Progress of the game. When the lights go out or the windows are covered with curtains, the children take turns telling scary tales in the dark. If the level of trust in the group is high, then children reproduce their real fears. It is very useful to act them out right away, also in the dark.

Gymnastics.

Sports game "Tournament".

Goal: voluntary control is cultivated, affective behavior is corrected, courage and self-confidence are developed, the child takes on different positions: competitive; judges; viewer.

Progress of the game. Children choose the judge and athletes. Sports games are held:

a) “Hit the pin.” The child is asked to sit down and lean his hands behind him, bend his legs. A ball is placed in front of your feet. He must push the ball, straightening his legs so as to hit the pin placed at a distance of 3-4 steps.

b) “Get through your hands.” Having clasped the fingers of both hands, you should try to crawl through your hands so that they are behind you. At the same time, you must keep your hands “locked” without letting go.

c) “Cockfight”. The players try to throw each other off balance by jumping on one leg and pushing each other with either their right or left shoulder. The one who touches the ground with his second foot loses. Children keep their hands on their belts. You can hold on to the toe of your bent leg with one hand. The winner is the one who can hold on longer while jumping on one leg.

d) “Sit down and stand up.” Crossing your legs, clasping your shoulders with your hands, you need to raise your arms bent at the elbows in front of you, sit down and stand up without helping yourself with your hands.

Role-playing game "Cosmonauts"

Building a rocket, planning a joint flight to the Moon, flying to the Moon. They study lunar rocks, a doctor checks the health of the astronauts. Cooks prepare food and lunch before the flight. On Earth, seeing off the astronauts.

"Polyclinic"

An ophthalmologist checks vision, an X-ray room, nurses write prescriptions, study the structure of the body.

"Kindergarten"

An assistant teacher and a doctor take care of the children.

Game "Round Dance".

Lesson 5

Game "Beep".

Goal: creating a positive emotional background, eliminating fears, uniting the group.

Progress of the game. Children sit on chairs; the driver walks in a circle with his eyes closed, sits down on the children’s laps one by one and guesses who he is sitting on. If he guessed correctly, then the one who was named says: “Beep.”

Gymnastics.

. “Family portraits.

Purpose: the game serves the sociometry of the children's play group, and also reflects the existing relationships in one's own family, and is based on group relationships.

Progress of the game. A photographer comes to the family to take a family portrait. He must assign family roles to all members of the group and seat them, simultaneously talking about who is friends with whom in this family.

Game "Mirror".

Goal: to give passive children the opportunity to be active.

Progress of the game. One driver is selected, the rest of the children are mirrors. The driver looks in the mirrors, and they reflect all his movements. The psychologist monitors the correctness of the reflection.

Free time.

Offer children board games, role-playing games.

Role-playing game "Fishermen"

Fishermen catch fish, bring it to stores, sell it, and negotiate on the price.

"Street Rules"

Children learn the rules of the road, assign roles: traffic controller, drivers, pedestrians.

"Hospital"

Children distribute roles: patients, doctors, nurses. They bring patients in an ambulance, the doctor examines them, prescribes treatment, the nurse accompanies them to the ward, and introduces them to other patients.

. "Round dance".

Children stand in a circle and hold hands, look into each other's eyes, and smile.

Lesson 6

Role-playing game "Birthday".

Purpose: to unite the group, children are given the opportunity to express all grievances and relieve disappointment.

Progress of the game. The birthday boy is chosen. All the children give him gifts with gestures and facial expressions. The birthday person is asked to remember whether he offended someone and correct it. Children are encouraged to fantasize and come up with a future for the birthday boy.

Game "Confusion".

Purpose: The game promotes group unity.

Progress of the game. The driver is selected by a rhyme. He leaves the room. The rest of the children join hands and form a circle. Without unclenching their hands, they begin to get confused - as best they can. When the confusion has formed, the driver enters the room and untangles it, also without taking his hands off the children.

Gymnastics.

Game “Boy (girl) - vice versa”;

Goal: the game develops voluntary control over one’s actions, removes motor disinhibition and negativism.

Progress of the game. Participants stand in a circle. The presenter shows the actions, everyone repeats after him. A boy, on the contrary, must do things differently from everyone else.

Free time (fun at the table),

a) “Blow the ball out of the cup.” A table tennis ball is placed in a cup. The children take turns taking a deep breath, leaning over the cup and blowing into it so hard that the ball flies out of the cup.

) "Strongmen". The players rest their elbows on the table and connect their hands. Each person in a pair begins to put pressure on their friend’s hand, trying to put it on the table. The winner is the one who, without lifting his elbow from the table, forces his partner to put his hand on the table.

c) Various board games: “Loto”, “Circus”, “Flying Caps”, “Checkers”, “City Streets”, etc. When playing these games, you must follow the rules.

Role-playing games:

The teacher conducts the lesson, the children answer, show their completed homework, the teacher grades the homework, and notes the “students” who have prepared well.

"Drapery"

Distribution of roles: sellers, buyers. Mothers select and buy cuts for the dress and take them to the atelier.

. "Round dance". You can offer simultaneous light rocking to the right and left.

Lesson 7

Game "Fortress".

Purpose: The game gives children the opportunity to show aggression. An interesting diagnostic is who wants to be on a team with whom.

Progress of the game. A group of children is divided into two teams (at the request of the children themselves). Each team builds a fort out of furniture.

One team defends the fortress, the other team storms. The main weapons are balloons, balls, soft toys.

Gymnastics.

Game "Image of objects".

Goal: to develop observation, imagination, and the ability to see others.

Progress of the lesson. The child uses facial expressions and gestures to depict the object, and the other children guess it. Whoever names it correctly becomes the leader.

Game "Shield and Sword".

Goal: release of aggression, emotional stress. Progress of the game. The psychologist holds a shield, the children hit it with swords.

Free time.

Offer children board games, role-playing games, and building materials.

"Border Guards"

Distribution of roles: commander, border guard soldiers, dogs, violators. Border guards are brave, dexterous, conduct exercises, classes, rest, train dogs, stand at the post, catch the violator, interrogate him, draw up documents.

"Puppet show"

The artists go to perform for the border guards.

"Polyclinic"

the tasks are the same, the specifics of the office and the specialty of the doctors change.

. "Round dance".

Children stand in a circle and hold hands.

Lesson 8

Game "Chunga-Changa"

Goal: correction of the child’s emotional sphere, development of the ability to understand the emotional state of another person and the ability to adequately express one’s own.

Progress of the game. A traveler (psychologist) landed his ship on the Magic Island, where everyone is always joyful and carefree. As soon as he came ashore, he was surrounded by the inhabitants of the wonderful island - small black children. Both boys and girls wear identical colorful skirts, beads on their necks, and feathers in their hair. With a cheerful smile, they began to dance to the music of V. Shainsky “Chunga-Chang” around the traveler and sing:

Miracle island, miracle island,

Living there is easy and simple,

Living on it is easy and simple, Chunga-Changa!

The traveler decided to stay on this island forever.

Gymnastics.

) Parrot.

) Seal on land.

Seal in the water.

Monkey.

Game "Baba Yaga".

Goal: correction of the emotion of anger, training of children’s ability to influence each other.

Progress of the game. Children sit on chairs in a circle, facing each other. The psychologist asks to show what kind of facial expression, posture, and gestures adults (mother, father, grandmother, teacher) have when they are angry with children. Why do adults most often get angry with you? (Children act out 2-3 skits.) How do your elders scold you when you are very scared? They threaten to punish you, they take the belt? (Guys talk and show.) What do you do in response: cry, smile, fight, be afraid? (2-3 scenes are played out.)

Sport games.

a) “The dragon bites its tail.” The players stand behind each other, holding the waist of the person in front. The first child is the head of the dragon, the last is the tip of the tail. While the music of D. Nuriev “Oriental Dance” is playing, the first player tries to grab the last one - the dragon catches its tail. The rest of the children cling tenaciously to each other. If the dragon does not catch its tail, then next time another child is appointed to be the head of the dragon.

b) "Polar bears". A place is being outlined where polar bears will live. Two children join hands - these are polar bears. With the words “The bears are going hunting,” they run, trying to surround and catch one of the players. Then they go hunting again. When everyone is caught, the game ends.

c) “Arrange posts.” Children march to the music of F. Schubert “March” one after another. The commander is ahead. When the leader claps his hands, the child running last must stop immediately. So the commander arranges all the children in the order he has planned (ruler, circle, corners, etc.).

Role-playing games:

"Cooking"

Children bake pies, make dumplings, the roles are baker workers, sellers, buyers.

"Street Rules"

"Round dance".

Children hold hands and stand in a circle, smiling at each other.

Purpose: a game for attention, the ability to recognize each other by

Progress of the game. Children stand in a circle and a leader is chosen. He stands in the center of the circle and tries to recognize the children by their voice.

Game "Pass it in a circle"

Goal: to achieve mutual understanding and cohesion. Progress of the game. Children walk in a circle, passing a hot potato, an ice cube, a butterfly (pantomime). Gymnastics.

) Magician.

) Strongman with weights.

) Clowns with weights.

) Clown and snake.

) Aerial acrobats.

) Acrobats on a trampoline.

) Clown on a trampoline.

) Yogi walks on broken glass and coals.

Game "Two Friends".

Goal: a game to compare various character traits, to develop the ability to understand the emotional state of another person and the ability to adequately express one’s own, to correct the child’s emotional sphere.

Progress of the game. Children listen to T. Volina’s poem “Two Friends” performed by a psychologist:

Two young friends came to the river to sunbathe. One decided to swim - he began to swim and dive. Another sits on a pebble and looks at the wave, And is afraid to swim: “What if I drown?”

Two friends went ice skating in winter. One rushes like an arrow - blush on the cheeks! Another stands confused in front of his friend, “This place is very slippery, what if I fall?!”

One day a thunderstorm caught the friends in the meadow. I went for a run and warmed up while running. The other was trembling under a bush, and things were bad;

Lying under the blankets - “Kha-kha!.. Apchhi!”

The children evaluate the behavior of both children, distribute roles, the Leader reads the poem again, and the children pantomimically illustrate it.

Sketch “It will be fair.”

Goal: children’s emotional awareness of the negative traits of their character. Learn to understand what behavior corresponds to what character trait and how it is assessed.

Progress of the sketch. The psychologist invites the children to listen to the story and evaluate the brothers’ actions.

“Mom went to the store. As soon as the door closed behind her, the brothers began to play around; They either ran around the table, wrestled, or threw a sofa cushion to each other as if it were a ball.

Suddenly the lock clicked - it was mom returning. The elder brother, hearing the door open, quickly sat down on the sofa. But the youngest did not notice his mother’s arrival and continued to play with the pillow. He threw the pillow up and hit the chandelier. The chandelier began to sway. Mom, angry, put the offender in a corner. The older brother rose from the sofa and stood next to his brother.

Why did you stand in the corner? I didn't punish you! - said mom.

“It will be fair,” the eldest son answered her seriously. - After all, it was I who came up with the idea of ​​throwing a pillow.

Mom smiled touchedly and forgave both brothers.” 5. “Round dance”.

Children stand in a circle and hold hands. The guys make smooth movements to the right and left at the same time.

Free time

Role-playing games:

"Shoe shop"

Distribution of roles, sellers, buyers. Buyers try on shoes, sellers offer goods. The sellers are polite and patient, praising customers and packing the shoes.

Travel game "Diver"

Explain to children concepts related to the sea, depth, inhabitants, sea currents.

“Cosmonauts” stage - consolidating

Lesson 10

Role-playing game "Scouts".

Goal: to develop motor-auditory memory, relieve motor disinhibition, negativism.

Progress of the game. Chairs are arranged in random order in the room.

One child (scout) walks across the room, walking around the chairs on either side, and the other child (commander), having memorized the way, must lead the squad along the same path.

Then other children become scouts and squad leaders.

Gymnastics.

Children are shown pictures of funny people, their movements must be repeated.

Game "Friendly Family".

Goal: development of emotionally expressive hand movements and adequate use of gestures, to reflect the existing relationships in the play group.

Progress of the game. Children sit on chairs arranged in a circle.

Everyone is busy with something; one makes balls from plasticine, another hammers small nails into a board, someone draws or knits, etc.

It's nice to look at a family in which everyone works so harmoniously.

Children should perform manipulations with their hands as if they were holding not imaginary objects, but real ones.

The game is accompanied by the music of R. Pauls “The Golden Ball”.

Free time.

1)Role-playing games:

Children write letters, buy envelopes, stick stamps

"Cooking"

"Warrior Defenders"

Children prepare for exercises, conduct exercises, they are strong, united, understand the joint task, prepare for flights, learn to overcome an obstacle course.

) For emotional rapprochement and interaction between children, the psychologist suggests doing joint work: making a general drawing on a large sheet of paper, which is spread on the floor.

Drawing theme: “Our friendly group.”

Purpose of drawing: influence on children's behavior; they become calmer and more accessible. Communication with peers improves, the impression received from the game is consolidated in the drawing, and fears are revealed.

- “Round dance”.

Children stand in a circle, hold hands, look into each other’s eyes, conveying their mood with their facial expressions.

Lesson 11

Game "Four Elements".

Goal: to develop attention associated with the coordination of the hearing aid and the motor analyzer.

Progress of the game. The players sit in a circle. The presenter agrees with them that if he says the word “earth”, everyone should lower their hands down, if the word “water” - stretch their arms forward, the word “air” - raise their hands up, the word “fire” - rotate their arms at the elbows joints. Whoever makes a mistake is considered a loser.

Gymnastics.

Children walk in a circle. A lower register note sounds - the children take the “weeping willow” pose (feet shoulder-width apart, arms slightly apart at the elbows and hanging, head tilted to the left shoulder).

To a sound taken in the upper register, they stand in the “poplar” pose: heels together, toes apart, legs straight, arms raised up, head thrown back.

Sketch “Meeting with a Friend”,

Goal: develop the ability to understand the emotional state of another person and the ability to adequately express your own, develop expressive movements,

Progress of the sketch. The psychologist tells the children a story;

“The boy had a friend. But then summer came, and they had to part. The boy remained in the city, and his friend went south with his parents. It's boring in the city without a friend. A month has passed. One day a boy is walking down the street and suddenly sees his friend getting off the bus at a bus stop. How happy they were to see each other!”

If desired, children act out this scene. Expressive movements: hugs, smiles, sadness, emotions of joy.

Game "Boat".

Goal: increasing self-esteem and self-confidence.

Progress of the game. Two adults (a psychologist and a teacher) are swinging a blanket around the corners - this is a boat. With the words “Quiet, calm weather, the sun is shining,” all the children pretend to have good weather.

At the word “Storm!” they begin to make noise, the boat rocks more and more. A child in a boat must shout over the storm: “I’m not afraid of the storm, I’m the strongest sailor!”

To explain this game, you can send a toy on the first “voyage”.

Role-playing game "Library"

Children assign roles: librarians, readers, choose books, the librarian recommends literature, readers take books, thank them.

. "Round dance".

Lesson 12

Role-playing game “In the mirror store.”

Goal: to develop observation, attention, memory. Creating a positive emotional background. Exercise a sense of confidence, as well as the ability to obey the demands of one.

Progress of the game. There were many large mirrors in the store. A man came in with a monkey on his shoulder (selected in advance). She saw herself in the mirrors (mirrors are children) and thought that they were other monkeys. She started making faces at them. The monkeys answered her in kind. She shook her fist at them, and they threatened her from the mirrors, she stamped her foot, and all the monkeys stamped their feet. Whatever the monkey did, everyone else exactly repeated its movements.

Gymnastics.

) Ice.

) Streams.

) Fountain.

) Cold, ice.

) Heat, sun;

Sketch "A very thin child."

Goal: ability to express suffering and sadness.

Progress of the sketch. The psychologist explains to the children: the child is not eating well, he has become very thin and weak, even an ant can knock him down. Listen:

This is who is walking there sadly

And sings a sad song?

The ant ran

Knocked him down -

Mitya walked out of the house, reached the gate,

He porridge, he porridge, he didn’t eat porridge,

I was losing weight, losing weight, getting sick, getting weaker!

And here he lies alone,

The ant knocked him down!

(E. Moshkovskaya)

The psychologist invites the children to show, one by one, how thin Mitya’s face is. Then the children distribute the roles of grandmother, Mitya and ant among themselves. Grandmother feeds Mitya with a spoon. Mitya moves the spoon away from him in disgust. Grandmother feeds, dresses Mitya and sends him for a walk. Z. Levina’s song “Mitya” is playing. The boy, staggering, walks towards the gate (a specially placed chair). An ant runs out to meet him and touches him with an antennae (finger) - Mitya falls (crouches).

Game "Three Characters".

Purpose: a game of matching different characters. Correction of the child’s emotional sphere.

Progress of the game. Children listen to three musical plays by D. Kabalevsky: “Evil”, “Crybaby”, “Revushka”; Together with a psychologist, they give a moral assessment of anger and tearfulness, and compare these states with the good mood of the roarer. Three children agree on who will portray which girl, and the rest of the children must guess from facial expressions and gestures which girl is portraying whom.

If there are few girls in the group, then the boys play the angry and crybaby.

. "Round dance".

The psychologist offers children:

“Stop playing with the evil and scary. We are kind, cheerful and very friendly guys. We will stand in a circle, hold hands and smile at each other.

Goodbye, my nice, kind, brave, honest, friendly guys. We will definitely meet you again and play fun games.”

Children dance in a round dance to the polka music from the movie “Cinderella” (or any other music):

Stand, children, stand in a circle, stand in a circle, stand in a circle. I am your friend and you are my friend

The kindest friend. La-la-la...

Tags: Role-playing games as a means of developing interpersonal relationships among older preschoolers Test Pedagogy