Come up with an adjective. Training to overcome manifestations of aggressive behavior in a child. Swap places for those who are the target of the exercise.

Communication games: 25 interesting communication games for developing communication for children and adults.

Communication games.

Communication games– this is the name of games for developing communication skills, the ability to cooperate and interact with people in a variety of life situations. Communication games can be played at home, in the yard, in a children's center, at a holiday or family party, at a training session, or used as moments of relaxation after class. The article contains games that I use in my communication with children and which we love very much. Let me tell you a secret that I also played them with teachers when I taught them classes on the topic of developing communication in children. And even the “adult aunts” played them with pleasure!

I wish you joyful games! Start playing communication games together with us.

Communication game 1. “Hello”

You need to have time in a limited time (1 minute or while the music is playing) to say hello to as many people present as possible. The way in which we will greet each other is agreed upon in advance - for example, by shaking hands. At the end of the game, the results are summed up - how many times they managed to say hello, whether anyone was left without a greeting, what the mood of the players is now.

Communication game 2. “Confused”

There are two options in this communication game.

Option 1. “Confused woman in a circle.” The players stand in a circle and join hands. You can’t unclasp your hands! Players tangle the circle - without releasing their hands, stepping over their hands, turning around, and so on. When the prostitute is ready, the driver is invited into the room. He needs to untangle the players back into the circle without releasing their hands.

This is a very fun and exciting game that kids, teenagers and adults play with great pleasure. Try it - you will like it!

Option 2. “Snake” (author of the option is N.Yu. Khryashcheva). The players stand in a line and join hands. Then they get entangled (the first and last players - that is, the “head” and “tail” of the snake pass under the players’ hands, step over the hands, and so on). The driver’s task is to untangle the snake without releasing the players’ hands.

Communication game 3. “Locomotive”

The players stand one after another. The first in the chain is a steam locomotive. His eyes are open. All other players – the “carriages” – have their eyes closed. The locomotive carries its train straight, snake-like, and with obstacles. The task of the “carriages” is to follow the “locomotive” forward without releasing their hands. The task of the “locomotive” is to walk in such a way as not to lose the trailers behind you. If the “car” is unhooked, then the train is “repaired” and moves on.

Communication game 4. “Kangaroo and baby kangaroo”

They play in pairs. One player is a “kangaroo”. It costs. The other player is the little kangaroo. He stands with his back to the kangaroo and crouches. Kangaroo and baby kangaroo hold hands. The task of the players in pairs is to reach the window (the wall). The game can be played even with the smallest children both at home and on a walk.

Communication game 5. “Mirror”.

Players are divided into pairs. One player in a pair is a mirror. “Mirror” synchronously repeats all the movements of the second player in a pair. Then they change places. This is not as simple as it seems at first glance - try to keep up with the player as a mirror!

Then, when the children have mastered the option of playing in pairs, it will be possible to play this game with a group of children. Children stand in a line, and the driver is in front of them, facing the players. The leader shows the movement, and the whole group synchronously repeats this movement after him (note that the group repeats in a mirror manner, that is, if the driver raised his right hand, then the “mirror” raises his left hand).

Communication game 6. “Hold the ball”

In this game we will learn to adapt our movements to the movements of our playing partner.

Players stand in pairs and hold one common large ball. Each player holds the ball with both hands. On command, players must sit down without dropping the ball from their hands, walk around the room with it, and jump together. The main task is to act in concert and not drop the ball.

When players can hold the ball with both hands without any problems, the task becomes more complicated - the ball will need to be held with only one hand for each player in the pair.

Communication game 7. “Favorite toy”

Everyone stands in a circle. The game leader has a soft toy in his hands. He says a few words about her - compliments: “Hello, little mouse! You're so funny. We really love to play with you. Will you play with us? Next, the presenter invites the children to play with the toy.

The toy is passed around in a circle, and each player who receives it says affectionate words about the toy: “You have such a cute face,” “I really like your long tail,” “You are very funny,” “You have such beautiful and soft ears.” .

The game can be played even with small children - offering them the beginning of a phrase that the baby will finish: “You are very...”, “You have beautiful...”.

Communication game 8. “Greeting” (“Clapperboard”).

I really love the different rituals created with children. We, adults, very often think that this is a trifle, nonsense. But how important they are for children!

My children and I make a “cracker” when we meet. Everyone stands in a circle, arms extended forward. I open my palm, the children place their palms on top of my palm, one on top of the other (it turns out to be a “slide” of our palms). Then we lift this “slide” up and all together make a “cracker” on command. I say: “One, two, three” (to these words we raise our hands and stretch up - and we stretch as high as we can reach without separating our hands). "Pop!" At the word “clap,” our common clapper claps to everyone’s joy—the arms quickly spread to the sides like a fountain.

If there are few children, then during the circle before the clap we greet each other: “Hello, Tanya (Tanya’s palms rested on our clapper), hello, Sasha,” and so on.

Communication game 9. “Needle and Thread” (folk game).

All players stand next to each other. One player is a needle. Other players are a thread. “Needle” runs, changing the direction of movement - straight, and in a snake, and in a circle, with sharp turns and smoothly. The rest of the players must keep up and adapt their actions to their team.

Communication game 10. “What has changed?”

The players are divided into two groups. One group will make riddles, the other will guess. Those who guess correctly leave the room. Players remaining in the room make several changes to their appearance. For example, you can take someone else’s purse on your shoulder or unbutton one button on your shirt, tie a new elastic band on your pigtail, change places, change your hairstyle. When the players are ready, they call their comrades into the room. The other team must guess what has changed. Then the teams change places. The game can be played not only by a team, but even by a couple.

It’s good if there is a mirror in the room where changes will take place - this is very convenient. But you can do without it and play this game even on a camping trip. It turns out to be a lot of fun. Bring props for this game (neck scarves, straps, hairpins and other things that can be used to change your appearance).

Communication game 11. “Compliments.”

All players stand in a circle and take turns complimenting each other. Compliments can include mood, appearance, personal qualities and much more.

This is a very enjoyable game - try it.

Communication game 12. “Guess”

All players sit on the carpet. One player - the driver - turns his back to everyone. The players take turns patting him on the back. The driver's task is to guess who stroked him now. Then the players change places so that everyone can play the role of leader. The game can be played not only on the carpet, but also while standing (for example, while walking).

A similar game can be played in another version - call the driver by name - you get the game “Guess who called.”

Communication game 13. “Find your child”

This is a game for family groups and family celebrations. The game is a favorite, wonderful, fun, we have already played it many times. I love her very much!

The players are divided into two teams. On one team there are parents, on the other there are their children. Parents take turns being blindfolded and need to find their child among all the other children by touch. Children are prohibited from saying or suggesting anything. On the contrary, you need to confuse the parents - for example, change a jacket or remove a bow from your hair, run to another place in the room, sit down (so that they don’t guess by your height), and so on. As soon as the parent guesses his baby, he says: “Here is Anya!” (says the child’s name) and removes the bandage. If the parent does not guess correctly, then he receives a forfeit, which is won back at the end of the game.

The game is wonderful, we always play with pleasure. Play with your friends!

Communication game 14. “Lame duck”

The duck broke her leg and now walks poorly. One of the children plays her role. The child, playing the role of a duck, tries to show how painful, bad and sad he is. All the other children console him, stroke him, say kind words, hug him, and support him. You can play so that the children take on the roles themselves, or you can use toys and speak for them. In this communication game, kids learn to show empathy.

Communication game 15. “Looking for a friend.”

This game can only be played in a large group of children. You will need a set of pictures or a set of toys (2-3 bears, 2-3 bunnies, 2-3 dolls, 2-3 ducks, and so on). Each child is given one toy or one picture, which has “friends” - the same pictures.

Children are invited to find friends for their toys (find paired toys, that is, for a bunny, find other bunnies, for a bear, other bears). Children look for friends while listening to music. When friends for the toy are found, the children with the toys dance together and have fun to the music.

This is a game for young children who are still learning to interact with each other.

Communication game 16. “Catch the Eye”

This game develops mutual understanding. The game is led by an adult.

Players sit on the carpet or on chairs. The presenter looks at the players, and then fixes his gaze on one of them for a few moments, as if calling him to him. The one on whom the presenter's gaze rests must stand up. The players' task is to guess by their gaze when the game host calls you.

Then, when the players become familiar with the rules of the game, the children lead and try to understand each other by looking at each other.

The game can be played not only with a group of children, but also in a family.

Communication game 17. “Swap places”

We are all different, but we have so much in common! We will see this during the game.

Players either stand in a circle or sit on chairs. The host of the game invites those who… to change places. (The following are the tasks: “Swap places for those who love candy”, “Who cleans their bed every day”, “Who has a cat at home” and so on).

Communication game 18. “I want to be friends with you”

This game is developed by O.V. Khukhlaeva. The game helps to establish a friendly atmosphere in a group of adults and children.

The driver says: “I want to make friends...” and then describes one of the group members. The participant, who guessed that they were describing him, quickly runs up to the driver and shakes his hand. And he himself becomes the driver in the game.

A very pleasant and friendly game.

Communication game 19. “Box with a secret”

This communicative game was also proposed and described by O.V. Khukhlaeva. You will need a fairly large cardboard box (for example, from a computer or other household appliance). You can always find her among friends. In this box you will need to cut large holes - such that your hand can fit through them freely. In total you need to make 4-6 holes. Respectively, 4-6 people play (the number of holes in the box, the number of players there can be in your game). The players put their hand into the box (the presenter holds the box on the table at this time), they find someone’s hand there, get acquainted with it and guess who it was, whose hand they just met.

A very fun and mischievous game! It is interesting for adults too.

Communication game 20. “Balls”

Players need to hold hands and form a closed figure of any shape. If there are many people playing, then you need to first divide them into teams. A team can have several players (4-6 people).

Each team is given 3 colorful balloons. The team’s task is to keep their balls in the air without releasing their hands for as long as possible (you can throw the balls with your shoulder or even your knee, blow on them and use all the methods that come to your mind). The team that keeps the balls in the air the longest wins.

If adults are playing, then during the game you can add 2 more balls to each team - this is much more difficult and more interesting!

For the youngest children, you need to offer 1 ball, which is held in the air by a pair of three players. You can play with kids not only with a ball, but also with a fluff of cotton wool, which you need to blow on (an ancient Russian folk game).

Communication game 21. “Animal piano”.

This communication game was developed by O.V. Khukhlaeva and develops the ability to cooperate with each other. Children sit in one line (it turns out to be a piano keyboard). The game leader (an adult) gives each child his voice - onomatopoeia (meow, oink, woof, mu, kokoko, eider and others). The presenter, that is, the “pianist,” touches the children’s heads (“plays the keys”). And the “keys” each make their own sound.

You can also play on your knees – the keys. Then you can also introduce sound volume into the game. If the pianist touches the key lightly, it sounds very quiet, barely audible, if more strongly, it sounds loud. If it is strong, then the “key” is to speak loudly.

Communication game 22. “Snowball”.

This game is good for dating, but can be used in other cases. They play like this. The first player says his name. The next player says the first player's name and his own name. The third player is the name of the first and second player and adds his name. And so on in a circle. We end with the first player calling out all the names. Names are very easy to remember with this weight.

Not necessarily in this communication game name names - you can name who likes or doesn’t like what, who has what dream, who came from where (if we play with children at a country camp) or who has what pet (that is, what we say, you can choose and come up with yourself, depending on the topic )

Communication game 23. “Make the Nesmeyana laugh.”

One player is Nesmeyana. All the others are trying to make Nesmeyana laugh. The one who succeeds becomes Nesmeyanaya in the next game.

Communication game 24. “Conspirator”

This game was developed by V. Petrusinsky. All players stand in a circle. The driver is in the center of the circle. He is blindfolded. The players dance around the driver. As soon as the driver says: “Stop,” the round dance stops. The driver's task is to recognize the players by touch. If the driver recognizes the player, then the player leaves the game. The task is to become the best conspirator, that is, to make sure that you are not recognized at all or are the last to be recognized.

A very fun and entertaining game. What children don’t do is stand on a chair or crawl on all fours, disguise their hairstyle under a cap and tie the bow of their dress in reverse (from the back, where it was, to the stomach). Try it - you will like it!

Communication game 25. “Ears – nose – eyes.”

All players stand in a circle. The presenter begins to speak out loud and at the same time show a part of the body: “Ears-ears” (everyone shows ears), “Shoulders-shoulders” (everyone shows shoulders), “Elbows-elbows” (everyone shows elbows). Then the driver begins to deliberately confuse the players: he shows one part of the body and names another. If the driver makes a mistake, children should not repeat his movements. The one who never makes a mistake wins.

Both kids and teenagers play this game with equal delight. It is also suitable for learning foreign languages. The vocabulary of the game (named body parts) depends on the age of the children playing. For the smallest children, it is enough to name the parts of the body that they know - nose, ears and others. For older people, you can use more complex words - chin, elbows, forehead, eyebrows and others.

Communication game 26. “Complete the picture.”

The game is very simple. You can even play it together. One person begins to draw - draws a squiggle on a piece of paper. The second player of the pair continues the drawing and again passes the paper and pencil to the first player. The first player continues again and so on until the drawing is completed.

If you play with a group, the game is played a little differently. All players sit in a circle. They simultaneously begin to draw a drawing on a sheet of paper and, at the leader’s signal, pass their drawing to the neighbor on the left. And they themselves receive a drawing from the neighbor on the right. Each player completes the received squiggle and, at the leader’s signal, again passes the sheet of paper to the neighbor on the left. So all the drawings move in a circle until the presenter signals the end of the game. Then the resulting drawings are examined. We discuss what was planned by the first player who started drawing, and what happened.

The game gives all children the opportunity to express themselves; here imagination is not constrained by anything. Even very shy children enjoy playing this game.

Communication game 27. “Conversation through glass.”

They play in pairs. One player appears to be in the store. And the second one is on the street. But they forgot to agree on what to buy at the store. The player “on the street” communicates with gestures to the player “in the store” what he needs to buy. It's useless to shout: the glass is thick, they won't hear you. You can only communicate with gestures. At the end of the game, the players exchange information - what needed to be bought, what the buyer understood from the gestures of his friend in the game.

You can also play this game in teams. One team makes a wish and its representative shows with gestures what is wished for. The other team guesses. Then the teams change roles.

The game is interesting for both children and adults. You can “go” to different stores - to the “Children’s World”, and to the “pet store”, and to the “supermarket”.

Communication game 28. Sculptor and clay.

For this communicative game with preschoolers, you will need pictures (photos) of people in various poses. They can be copied online and printed.

They play in pairs. One child in the pair is a sculptor, the other is clay. Each pair receives a picture of a person in a certain pose. The child “sculptor” needs to sculpt this figure from his own “clay”. You can’t talk, because clay doesn’t understand words, you can just “sculpt.” Then the “sculptor” and “clay” switch roles.

With teenagers and adults, you can use more complex versions of the game: for example, sculpt a whole sculptural group of several people on a given theme. And then switch roles.

Communication game 29. The blind man and the guide.

This game is played in pairs. One player in a pair is blind. He is blindfolded. The other must lead him from one end of the room to the other end. In advance of the start of the game, obstacles are created in the room - boxes, toys, chairs are placed and other objects are laid out. The guide must guide the “blind” person so that he does not stumble. After this, the players change roles.

Communication game 30. “Competition of braggarts.”

This game was developed by E. O. Smirnova (I highly recommend to teachers her book “Communication of Preschool Children with Adults and Peers”, publishing house Mosaic - Synthesis, in which you will find a system of wonderful games with preschoolers to develop communication).

The players sit in a circle. The presenter suggests holding a braggart competition. And the winner will be the one who best boasts about... the neighbor on the right! You need to tell about your neighbor, what is good about him, what he can do, what actions he has done, why you like him. The task is to find as many advantages as possible in your neighbor.

Children can name any advantages (from the point of view of adults, these may not be advantages - for example, a very loud voice - but the child’s opinion is important to us)!

Although this communication game is intended for children, it is very good to play in a group of employees at work. We played and everyone was very happy! It’s so nice to praise your colleagues and hear their words of support addressed to you.

Posted by: Valasina Asya, author of the website “Native Path”, presenter of the Internet Workshop of educational games “Through the game - to success!”, Candidate of Pedagogical Sciences, specialist in the field of preschool pedagogy and methods of children’s speech development.

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Group members sit on chairs in a circle. The group leader (or volunteer) stands in the center of the circle, since there is no free chair for him. He is the driver. The driver must announce who will change places. For example, he says: “Those who wear black shoes change,” or: “All the girls change,” or: “Everyone who swam in the sea changes.” In the end, we can announce that everyone who “likes HnHaN” is changing. All group members who have (or believe that they have!) the specified property must get up from their seats and change places with one of their friends. If the distinctive property is chosen successfully, then most of the teenagers will be involved in the exchange. The point is that the driver must have time to take someone's temporarily vacated seat during the exchange of seats. If he didn’t have time to do this, then you can start assigning letters to him from the children’s game of “fool,” declare him a forfeit, or simply tell him how to act in order to have a better chance of taking someone else’s place.

It is clear that if the person leaving worked correctly and took someone else’s place, then one of the participants was left without a chair. He becomes the driver, after which the game cycle repeats.

The training leader usually starts this game by giving a sample of game behavior. In the future, his task is only to maintain the appropriate tempo of the game. To do this, at certain moments of the game he can take upon himself the voicing of the property whose owners change, i.e. one group member leads, and the training director says who changes.

In the most active teenage groups, well warmed up and getting a taste for this game, it happens that not all the participants have yet managed to change places in response to some introduced property, when some participant, desperate to find an empty seat, already names a new property.

The usual rule of this game is the prohibition of repeating the same distinctive property. You can declare that anyone who does this inadvertently earns a forfeit.

The game ends when it loses its appeal to tired teenagers. The end of the game can be formalized somehow, for example, by proposing the following rule: if the next driver changes, the game ends, but if he does not have time to take someone else’s place, the game will last another three minutes, etc.

“Who can catch the net on the chair?” (the number of chairs is one less than the number of participants in the game).

Target: activation of group members.

Duration: 5-10 minutes

Progress: participants sit in a general circle. The presenter asks you to stand up and find a new place for yourself in the circle of all those who have certain characteristics, for example:

· has blond hair;

· has buttons on the shoes;

· considers himself kind;

· in black shoes.

· loves to play tennis.

· loves dogs, etc.

While the participants change places, the presenter takes one of the vacant chairs.

The participant left without a chair becomes the leader. The game lasts 5-10 minutes (until the group reaches an active working state).

Instructions:Now you and I will complete a task that requires us not only to be attentive, but also to react quickly. To do this, we will remove one chair. I will name a certain characteristic, those for whom it suits must get up from their seats and change places. The one who does not have time to take a place becomes the leader.

Questions:

· How are you feeling?

· What new things did you learn about yourself (or others) by doing this activity?

Task “Rules for safe behavior in the forest when making a fire, detecting a fire”

Target: familiarizing participants with the rules of safe behavior in the forest (“Handling Fire”).

Required material: cards (3 sets) with rules of safe behavior (Appendix 2).

Duration: 20 minutes

Progress: The presenter suggests dividing into three groups. Each group is given a set of rule cards. Schoolchildren are invited to familiarize themselves with the contents of the cards and divide them into groups (classify) according to the principle: “Rules of behavior when making a fire in the forest”, “Rules of behavior when a fire is detected”, “Rules of behavior in a fire”, “Rules for extinguishing small fires” . After the work has been completed, it is analyzed and discussed.

Instructions: Now you need to divide into three subgroups. Each subgroup receives a set of cards on which the rules of safe behavior in the forest in case of fire are written. Your task is to get acquainted with these rules and divide them as follows: “Rules of behavior when making a fire in the forest”, “Rules of behavior when a fire is detected”, “Rules of behavior in a fire”, “Rules for extinguishing small fires”. To make it more convenient for you to work, each group will have its own guide sheets with the general name of these rules. Operating time 5 minutes.

Questions:

· What do you think a forest fire is?

· What could be the reasons for its occurrence?

· What are the consequences of a forest fire?

· How should you behave to prevent a fire?

· What can you do if there is a small fire?

· What to do if a large area fire is detected?

· Were you able to divide the rule cards into the proposed groups?

Exercise “Wave Pulls”

Target: relieving tension in the group, concentrating everyone’s attention.

Duration: 5 minutes

Progress: everyone sits in a circle. The presenter slowly stretches. When he finishes, the person standing to his left begins to stretch slowly, then the next person stretches, etc., thus creating a wave of stretches in a circle.

Instructions: Now I will be the first to slowly stretch, your task is to be attentive, and as soon as I finish my stretching, the person standing to my left will begin to do the same - and so on, everyone in turn.

Questions:

· What did we get?

· How are you feeling?

Assignment “Rules of behavior in the forest if a person gets lost...”

Target: familiarizing participants with the rules of safe behavior in the forest (“If you get lost…”).

Necessary materials: cubes (stickers), pens, information sheets with rules of safe behavior (Appendix 3).

Duration: 10 minutes

Progress: The leader distributes cube pieces (or stickers) and pens to each group member. It is proposed to independently formulate the rules of safe behavior in case a person gets lost and write them down - each rule on a separate piece of paper. After this, everyone is asked to lay out the resulting rules together so that everyone can see them. If the rules are repeated, then they are added to a common pile. This form of work allows you to clearly see which rules most schoolchildren know and which they do not. After discussing the results obtained, the children are given information sheets on which the rules “What to do if you get lost…” are written down.

Instructions : Summer is a special time when a trip to the forest is one of the best ways to escape the city heat and bustle. Here you can simply relax with family or friends, pick mushrooms or berries, which is what many of us do. However, unfortunately, even in such harmless and seemingly simple activities there is a threat. There are people who are not able to navigate well in forests, and the possibility of getting lost among them is especially high.

Now each of you will take several sticky notes and pens. Your task is to think for yourself and write (each individually!) the rules of behavior for a person who is lost in the forest. Write down only one rule on each piece of paper! You are given five minutes to complete this part of the task...

Now each of you will voice the rules that he wrote and stick them on the board so that everyone can see them. If the rules are repeated, then we will glue them together (in one pile)…

Let's see what we have done and how informed we are about how to behave if we get lost in the forest.

Questions:

· How can such a situation be prevented?

· Do you know how to navigate in the forest?

· What can you take as a landmark in the forest?

Exercise “Questions and Answers”

Target: consolidation of knowledge acquired during the lesson.

Necessary materials: tablets, Post-it notes (sticky notes), pens.

Duration: 15-20 minutes

Progress: all participants are divided into mini-groups of 3-4 people, each mini-group receives a tablet and a set of Post-it notes. Each mini-group must, within 5 minutes, come up with a maximum of questions on the topic of the lesson (at least 5), write each question legibly on a separate Post-it piece of paper and stick it on the tablet. After this, the mini-groups exchange tablets and answer the questions received. The groups are given 5 minutes to prepare, after which one representative from each mini-group tells everyone what questions they received and what answers they came up with.

Instructions:Now we will again divide you into small groups. To complete this activity, I will provide you with a tablet, a set of Post-it notes, and pens. Each group needs to make at least 5 questions on the topic of our lesson, write them down on separate pieces of paper and stick them on the tablet. Let me clarify – each question is on a separate piece of paper! Operating time – 5 minutes. Time has passed...

Now the groups will exchange their tablets and answer the questions they received. You are also given 5 minutes for this...

You need to agree among yourself, choose one representative from each group who will tell everyone what questions you received and what answers you came up with.

Issues for discussion:

· What happened during this task, and what difficulties did you encounter?

· Which rules were easier for you to reproduce, and which rules did you forget about?

Exercise “Tree of Impressions”

Target: receiving feedback, summing up.

Duration: 5-10 minutes

Thank you all for your attention and productive work.

OH and AH

We lived nearby Oh and Ah

Two steps away from each other.

AH is a joker and laugher,

OH is a desperate grumbler.

AH is not afraid of work,

AHH it’s no good to groan,

OH glances at AHA,

He looks at things with fear.

Everything is wrong, everything is wrong!

Sighing OH is a great master.

The rain poured down, the thunder struck,

AH runs with an empty bucket...

AH narrowed his eyes slyly:

Cloud, get into my bucket!

Oh oh! I went deaf from the noise...

Wow it's really bad -

OXA is ready to save everyone.

Game "Name-Movement"
A game

“Switch places those who...”
Reminder drawings

« Keep it clean"

“We won’t tell you where we were, but we’ll show you what we did.”

"Drawings-reminders"

poem

The microbe is a terribly harmful animal:

Insidious and, most importantly, ticklish.

Such an animal in the stomach

He climbs in and lives there peacefully.

Wait a minute, your forehead is hot:

There must be a microbe inside you!

“We need different doctors,

different doctors are important"

"Let's go to the doctor"

"Magic suitcase"

"Fun Relay Race"

Posters

"Magic suitcases"

- The first riddle.

Don't be afraid of the pediatrician, don't worry, calm down,

And, of course, don’t cry, it’s just a child’s thing... (doctor)
- Next riddle.

My ear hurts, my throat is sore, and on top of that, my nose is sniffling. “Well, I’ll have to prescribe an injection,” the doctor told me, “…(ENT).

What should I do? What do i do? I need to get my tooth treated.

My tooth is very dear to me, help me... (dentist)

- Next riddle!

He will save our eyes and find drops for them.

An expert by the eyes. good doctor...(ophthalmologist)

- Well, the last riddle.

He gives cups and injections to all the kids on the planet.

She is very kind, in a white robe - ... (nurse).

Target: Introducing parents to strategies for overcoming aggressive behavior in children

Tasks:

Introducing the training group participants;

Expanding information about the personality of parents and children, awareness of needs, analysis and assessment of aggressive behavior of children;

Drawing up a plan for gradually overcoming aggressive behavior;

Teaching alternative methods of behavior, internal self-control and restraining negative impulses in situations that provoke aggression.

Input reflection: Time: 5 minutes.

In what mood did you come to class today?

What do you expect from today's lesson?

Exercise No. 1 “Greeting”Time: 5 minutes.

Procedure: Participants sit in a circle. The driver goes out into the circle, chooses the next person, approaches him, and shakes hands. The exited participant greets the other with his free hand. A chain is formed in which players hold hands. At the leader’s command, they loudly say “Hello!” to each other.

Exercise No. 2 “Swap places those who...” Time: 5 minutes.

Procedure: Participants are invited to stand up and change places in accordance with the rules of the well-known game “Change places those who ...” on any basis.

“Change places those who...” Everyone sits in a circle. The presenter (without a chair, in the center of the circle), for example, says: Swap places those who:

loves to talk on the phone;

who loves red;

who loves ice cream;

who has a dog (cat) at home;

who likes to go to the movies.

who loves to sing;

who loves to dance;

who is how old;

who is participating in the training for the first time;

Does he like to watch television series?

Favorite sport (volleyball, basketball).

Exercise No. 3 “Self-analysis” Time: 20 minutes

Procedure: According to many experts, aggressiveness is an acquired behavior. The psychologist suggests thinking about what example the parents themselves set for the child (see appendix - ). The questions are read with long pauses so that parents can answer them (the answer can be written down).

How well do you demonstrate “calm under fire” to your child?

How do you react to stress and difficult life circumstances without being aggressive?

How do you usually react to your child's aggressive behavior? Do you remain calm or do you yell, criticize, swear, lecture, or spank him?

Maybe it is your reaction that gives rise to the child’s aggression?

If so, what can you do to change your behavior and set an example of calm for your child? (see appendix for example).

Then make a plan for changes and write it down in the “Diary...”

Exercise No. 4 “Conversation” Time: 10 min

Procedure: The psychologist suggests working in pairs to practice talking with the child about what worries the parent and what consequences await the child. Then the participants change roles.

Exercise Analysis:

Was it easy to say what was bothering you?

Did the parent’s words sound convincing?

Exercise No. 5 “Acceptable Alternative” Time: 10 min

Procedure: The psychologist suggests turning to step No. 2. The group is divided into subgroups, each of which is given a list of acceptable alternatives. Subgroups choose, as a result of discussion, those alternatives that they consider the most acceptable. Then each subgroup reads out its list, and the rest of the participants complement it, listing successful techniques

Exercise No. 6 “Effective interaction” Time: 10 min

Procedure: A child often fights because he does not know how to get out of a conflict situation in any other way. The adult’s task is to teach this to the child. To this end, the group discusses the most common conflict situations. The psychologist suggests playing out a conflict situation in pairs, practicing using the formula “I want that...” The participant in the role of a child must say what he wants from the other person. The statement should be directed to the problem at hand: “You took my toy, and I want you to give it back to me.” Calling and humiliating others is unacceptable. Then the participants change roles.

Exercise Analysis:

Was it easy to ask for the item?

What actions or words prompted you to give away the item?

Does the family use such a method of influence as a request?

How effective is it?

Exercise No. 7 “Encouragement” Time: 10 min

Procedure: The psychologist suggests turning to step No. 3. Discussing in a circle possible ways to encourage the child’s friendly behavior. The group is divided into subgroups and draws up a list of possible methods of encouragement. Then each subgroup reads out its list, and the rest of the participants supplement it by listing successful techniques.

Exercise No. 8 “Penalties” Time: 10 min

Procedure: The psychologist suggests turning to step No. 4. The group is divided into subgroups. Next, using the material from the first lesson, you need to select those penalties that can be introduced in a situation of repeated aggressive behavior. Then each subgroup reads out its measures, and the rest of the participants add.

Exercise No. 9 “Commitment to changing a child’s problem behavior” Time: 10 min

Procedure: The psychologist asks to turn to the “Diary...” and offers to write down point by point how the participants will use the four steps. The psychologist draws attention to the fact that the probability of success is 90% dependent on whether the implementation of the plan begins in the next 24 hours or not. It asks parents to write down what they will do over the next 24 hours to begin the process of gradually changing their child's problem behavior.

Behavior correction is hard, painstaking work that must be done consistently and based on reinforcing behavior through parental encouragement.

A child's movement towards change can be very slow, but it is imperative to celebrate and encourage every step along the way. It will take at least 21 days for the first results to appear, so there is no need to rush to give up. It is important to remember that if one approach does not work, another will.

Homework

Record weekly progress in the child’s behavior, note successes daily in the “Diary...”

Exercise No. 15. “Meadow”Time: 5 minutes.

Participants draw flowers with wishes to the participants.

Output reflection: Time: 10 min.

How is this meeting useful for you?

What is the most important thing you learned in the group?

What specific techniques will you use?

Your wishes.

Application

In order to eliminate unwanted manifestations of aggression in a child, as a preventive measure, parents should devote more time to their children, strive to establish warm relationships with them, and at certain stages of the development of their son or daughter, show firmness and determination.

Adults have the following main ways to control a child’s behavior:

• negative ways : punishments, orders;
• neutral ways : behavior modification;
• positive ways : request, gentle physical manipulation.

Requests and friendly appeals to a child are not always effective when interacting with him. For example, there is no point in persuading a child not to touch the iron at the moment when his hand has already touched the hot surface. In this situation, the parents will most likely take the baby away from the object of interest and then explain why they did so. This would be an example of soft physical manipulation. When communicating with young children, this method is the most effective.

Orders and punishments can either cause the child to become angry or to permanently suppress this anger. Therefore, parents should punish their child only in extreme cases. If a child's anger is constantly suppressed (since the child does not always dare to stand up to a strong adult), then it can develop into passive-aggressive forms of behavior. A child may begin to act on the sly, to deliberately do something “out of spite,” for example, to deliberately - slowly follow the instructions of his parents, even if the whole family is late for something at that time.

The technique of modified behavior is very simple: for good behavior the child receives encouragement, for bad behavior - punishment or deprivation of privileges. However, this method should not be used too often, otherwise parents will get tired of their child’s annoying questions: “What will I get for this?”

The best guarantee of good self-control and adequate behavior in children is the ability of parents to control themselves. “Power over oneself is the highest power,” said Seneca. Unfortunately, we ourselves do not always know how to control our own anger.

Following these simple recipes for getting rid of anger will help you control yourself and learn to manage your own anger.

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Training to overcome manifestations of aggressive behavior of a child

Target: Introducing parents to strategies for overcoming aggressive behavior in children

Tasks:

Introducing the training group participants;

Expanding information about the personality of parents and children, awareness of needs, analysis and assessment of aggressive behavior of children;

Drawing up a plan for gradually overcoming aggressive behavior;

Teaching alternative methods of behavior, internal self-control and restraining negative impulses in situations that provoke aggression.

Input reflection: Time: 5 min.

In what mood did you come to class today?

What do you expect from today's lesson?

Exercise No. 1 “Greeting” Time: 5 min.

Procedure:Participants sit in a circle. The driver goes out into the circle, chooses the next person, approaches him, and shakes hands. The exited participant greets the other with his free hand. A chain is formed in which players hold hands. At the leader’s command, they loudly say “Hello!” to each other.

Exercise No. 2 “Swap places those who...” Time: 5 min.

Procedure:Participants are invited to stand up and change places in accordance with the rules of the well-known game “Change places those who ...” on any basis.

“Change places those who...” Everyone sits in a circle. The presenter (without a chair, in the center of the circle), for example, says: Swap places those who:

loves to talk on the phone;

who loves red;

who loves ice cream;

who has a dog (cat) at home;

who likes to go to the movies.

who loves to sing;

who loves to dance;

who is how old;

who is participating in the training for the first time;

Does he like to watch television series?

Favorite sport (volleyball, basketball).

Exercise No. 3 “Self-analysis” Time: 20 min

Procedure:According to many experts, aggressiveness is an acquired behavior. The psychologist suggests thinking about what example the parents themselves set for the child (see appendix -can be analyzed as examples or given separately as recommendations). The questions are read with long pauses so that parents can answer them (the answer can be written down).

How well do you demonstrate “calm under fire” to your child?

How do you react to stress and difficult life circumstances without being aggressive?

How do you usually react to your child's aggressive behavior? Do you remain calm or do you yell, criticize, swear, lecture, or spank him?

Maybe it is your reaction that gives rise to the child’s aggression?

If so, what can you do to change your behavior and set an example of calm for your child? (see appendix for example).

Then make a plan for changes and write it down in the “Diary...”

Exercise No. 4 “Conversation” Time: 10 min

Procedure:The psychologist suggests working in pairs to practice talking with the child about what worries the parent and what consequences await the child. Then the participants change roles.

Exercise Analysis:

Was it easy to say what was bothering you?

Did the parent’s words sound convincing?

Exercise No. 5 “Acceptable Alternative” Time: 10 min

Procedure:The psychologist suggests turning to step No. 2. The group is divided into subgroups, each of which is given a list of acceptable alternatives. Subgroups choose, as a result of discussion, those alternatives that they consider the most acceptable. Then each subgroup reads out its list, and the rest of the participants complement it, listing successful techniques

Exercise No. 6 “Effective interaction” Time: 10 min

Procedure:A child often fights because he does not know how to get out of a conflict situation in any other way. The adult’s task is to teach this to the child. To this end, the group discusses the most common conflict situations. The psychologist suggests playing out a conflict situation in pairs, practicing using the formula “I want that...” The participant in the role of a child must say what he wants from the other person. The statement should be directed to the problem at hand: “You took my toy, and I want you to give it back to me.” Calling and humiliating others is unacceptable. Then the participants change roles.

Exercise Analysis:

Was it easy to ask for the item?

What actions or words prompted you to give away the item?

Does the family use such a method of influence as a request?

How effective is it?

Exercise No. 7 “Encouragement” Time: 10 min

Procedure:The psychologist suggests turning to step No. 3. Discussing in a circle possible ways to encourage the child’s friendly behavior. The group is divided into subgroups and draws up a list of possible methods of encouragement. Then each subgroup reads out its list, and the rest of the participants supplement it by listing successful techniques.

Exercise No. 8 “Penalties” Time: 10 min

Procedure:The psychologist suggests turning to step No. 4. The group is divided into subgroups. Next, using the material from the first lesson, you need to select those penalties that can be introduced in a situation of repeated aggressive behavior. Then each subgroup reads out its measures, and the rest of the participants add.

Exercise No. 9 “Commitment to changing a child’s problem behavior” Time: 10 min

Procedure:The psychologist asks to turn to the “Diary...” and offers to write down point by point how the participants will use the four steps. The psychologist draws attention to the fact that the probability of success is 90% dependent on whether the implementation of the plan begins in the next 24 hours or not. It asks parents to write down what they will do over the next 24 hours to begin the process of gradually changing their child's problem behavior.

The result of a gradual change in the child’s behavior.

Behavior correction is hard, painstaking work that must be done consistently and based on reinforcing behavior through parental encouragement.

A child's movement towards change can be very slow, but it is imperative to celebrate and encourage every step along the way. It will take at least 21 days for the first results to appear, so there is no need to rush to give up. It is important to remember that if one approach does not work, another will.

Homework

Record weekly progress in the child’s behavior, note successes daily in the “Diary...”

Exercise No. 15. “Meadow” Time: 5 min.

Participants draw flowers with wishes to the participants.

Output reflection: Time: 10 min.

How is this meeting useful for you?

What is the most important thing you learned in the group?

What specific techniques will you use?

Your wishes.

Application

In order to eliminate unwanted manifestations of aggression in a child, as a preventive measure, parents should devote more time to their children, strive to establish warm relationships with them, and at certain stages of the development of their son or daughter, show firmness and determination.

Adults have the following main ways to control a child’s behavior:

1. negative ways: punishments, orders;
2. neutral ways: behavior modification;
3. positive ways: request, gentle physical manipulation.

Requests and friendly appeals to a child are not always effective when interacting with him. For example, there is no point in persuading a child not to touch the iron at the moment when his hand has already touched the hot surface. In this situation, the parents will most likely take the baby away from the object of interest and then explain why they did so. This would be an example of soft physical manipulation. When communicating with young children, this method is the most effective.

Orders and punishments can either cause the child to become angry or to permanently suppress this anger. Therefore, parents should punish their child only in extreme cases. If a child's anger is constantly suppressed (since the child does not always dare to stand up to a strong adult), then it can develop into passive-aggressive forms of behavior. A child may begin to act on the sly, to deliberately do something “out of spite,” for example, to deliberately - slowly follow the instructions of his parents, even if the whole family is late for something at that time.

The technique of modified behavior is very simple: for good behavior the child receives encouragement, for bad behavior - punishment or deprivation of privileges. However, this method should not be used too often, otherwise parents will get tired of their child’s annoying questions: “What will I get for this?”

The best guarantee of good self-control and adequate behavior in children is the ability of parents to control themselves. “Power over oneself is the highest power,” said Seneca. Unfortunately, we ourselves do not always know how to control our own anger.

Six recipes for getting rid of anger

Following these simple recipes for getting rid of anger will help you control yourself and learn to manage your own anger.