From the author: The article is given in an abbreviated version. The material was published in the magazine: “Minsk School Today” 9 (74) 09.2008 “Create a situation of success! or Psychological support of a child in kindergarten"Children's psychologists know that the bearer of the child's development problem in each specific case is the child himself, his parents, and teachers - i.e. all the child's immediate environment. Therefore, the program of work in kindergarten was structured in such a way as to cover all adults influencing, raising, teaching a preschool child. At the beginning of each school year, creating a convenient block of methods for mass examination of children, I conducted a comprehensive psychodiagnostics of each child, resulting in: data on the nature of the mental development of children, on the child’s personal characteristics, and on the state of his social well-being. Analyzing all the information received about each child, I identified certain groups of children to provide them with psychological and pedagogical assistance: Children who have problems in the development of cognitive processes (memory, attention, thinking); Children who have difficulties communicating with peers; Aggressive children; Hyperactive children; Children with increased anxiety; Closed, shy, touchy children. Recommendations from a psychologist and work with children were distributed among all participants in the educational process. Parents received detailed information about what games to play with their baby (depending on what cognitive processes require development), about methods and techniques for developing communication with a child in the family, about methods for reducing children's fears, about ways to smooth out competition between children in the family , about play techniques that allow you to quickly teach a child to clean up toys, etc. The teachers received detailed recommendations for each child in their group: Sociometry data and techniques for working with isolated and unpopular children in the group: Analysis of the child-teacher relationship and techniques for establishing these relationships; Communication techniques and a list of corrective games for aggressive, impulsive, anxious children in the group; Techniques for helping children with play disorders; Analysis of the level of age development of children in the group, a list of games and exercises for the development of memory, attention, thinking, perception, imagination in children .The psychologist's focus during the school year was on both children and adults. The work included: Psychological education of parents at parent-teacher meetings and educators at seminars. Distribution and updating of periodic, short, useful visual information in the corners of the psychologist in each group of the kindergarten and for teachers, in the hall of the kindergarten. Consulting on requests from parents and educators throughout the school year. Providing psychological literature and video materials from a rich own library, for for use by parents and educators. Conducting psychological training for parents, on child-parent relationships and for educators, on professional and personal growth. Conducting correctional and developmental classes with children in subgroups (4-6 children each) and individually according to the child’s needs. Sand therapy for children and adults. Notes of one lesson of a psychologist with teachers, with children and with educators. CHILDREN (training of psychological readiness for school) TOPIC: “I will overcome difficulties” (development and consolidation of a sense of success in overcoming difficulties in children). 1. Greeting ritual. Children and the psychologist greet each other by shaking hands in a circle.2. "Mental picture" (activation of imagination). Children close their eyes, listen to the quiet music and try to come up with a picture that matches this music, and then describe it to the group.3. "I can". (allow every child to achieve success and feel their potential in achieving a positive result, overcoming the difficulties of the “Difficult” mountain, the “Boring” mountain and the"Failure"). "Mountain "Hard"". Children are invited to catch a stick on a fishing line (which is held by a psychologist) - with their elbows, legs, feet, etc. Mountain “Boring”. Children are given a boring task: for 2-3 minutes, carefully examine a small ball, without taking their eyes off it. Mountain “Failure”. Children are asked to redraw the phrase written in capital letters, “This is Sharik.” Then the errors encountered and the possibilities for correcting them are discussed. Then the work is done again. The quality of the second and first works is compared, the learning role of errors is emphasized.4. “I have overcome these mountains.” (consolidating a sense of success in children). Children draw their way through three fabulous mountains and themselves, who find themselves in the land of Knowledge.5. Farewell ritual: “Goodbye, everyone.” (developing a sense of cohesion). Children put their fists in a single “column”, then shout loudly: “Goodbye, everyone!” and remove their fists. According to the results of the lessons, the children’s interest in cognitive tasks increased, and there was a positive trend in the development of voluntary attention and behavior; emotional-positive relationships with peers improved and skills for joint play activities developed. PARENTS (training of child-parent relationships) TOPIC: “Talk to me, mom” (development of positive communication skills with your child). 1. “Warm-up” (intensifying the participants’ attention to their child). Participants take turns saying: “My name is... And I want my child to learn from me...”2. Mini-lecture: “Today the topic of our lesson is how to talk to children. And we did this exercise for a reason. Throughout the course (and especially in this lesson), we will not just find a common language with our children. We must become role models for them. For example, we must teach them respect by expressing respect whenever we talk to them. Or we can demonstrate to them through our own example that we can talk our feelings out, instead of throwing them out in the form of actions that are often destructive.3. “What we accomplished last week.” Participants break into pairs and tell each other about their homework.4. "Workshop". (immersion in the topic on a personal level). Participants give their assessment of the list of statements using the following designations: “remark”, “accusation”, “instruction”, “belittling”, “threat”5. “Video” (introduction to a new topic). Participants watch a plot from a video film.6. “Tutorial examples” (in-depth study of the topic). Participants name 2-3 unproductive ways to reprimand a child from the list of proposed situations: - your son is staring at the floor and refuses to look at the people you are talking to; - your daughter does not go to the table, although she has already been called to dinner several times; - your child scattered toys around the room; - you are preparing dinner, and you are very disturbed by the noisy fuss that your children made in the living room; - your baby whines all day long, but refuses when you invite him to play with you. Parents take turns expressing options for respectfully addressing the child in each of these situations. They try to formulate “I am statements” and with their help convey their emotions and needs to the child.7. “Training skills and abilities.” Participants pronounce the phrase in unison: “I tried so hard to prepare a delicious dinner and I’m very upset that you don’t even want to try it” in three versions: “Aggressively, loudly, as if barking at a child!”, “Even louder and sharper!” , “And now, the same thing, calmly and respectfully towards the child.” - Did you feel the difference? Who wants to comment? Next, having divided into groups of 3 people, the participants discuss one of the situations they themselves proposed, in which they usually break down and shout atchild. The subgroup tries to find other ways of behavior in these situations: 8. Mini-lecture: “Sometimes it can be a matter of discipline, and you do have to set certain boundaries that the child is not allowed to go beyond (we will talk about this in the next lesson), but even in such cases you can speak in a respectful tone and not lash out almost with fists at him.” Then the participants act out the stated situations in roles. One participant plays the role of a child, that is, does what his child usually does. And the other participant, the “parent,” speaks to the child as parents usually do. These short skits have a strong impact on all participants, including the one who raised this problem. After the discussion, participants are asked to act out the same skit, but with a different response to the child, trying to show respect for him.9. A task for mastering skills and abilities. Over the next week.10. Meditation (actualization of internal potential).11. Summarizing. Comments from participants. Completion of the lesson Trainings on child-parent relations had a great influence on the parents' revision of the stereotypical attitude towards their child, contributed to a deeper understanding of the behavior of their children, and the children themselves, being very sensitive to such positive changes on the part of their parents, became calmer, more balanced, more happy. TEACHERS (training for professional and personal growth of teachers). TOPIC: Development of reflective skills 1. How do you feel - what’s the weather like? (awareness of your mood).2. Game: "Greetings" (releasing emotional tension). Greetings in a circle of participants are accompanied by some kind of gesture (jump, clap, bow, etc.). The next one repeats the gesture given to him and shows his own (gestures should not be repeated).3. Discussion of homework. (intensifying attention to the lesson, analyzing independent work). Participants read out their notes about what happened to them in the last lesson, their thoughts, experiences, feelings. What you wanted to tell yourself.4. Mini-lecture. Reflection is a process of self-knowledge. And reflexive skills are the ability to analyze one’s thoughts, feelings, actions, and experiences. It is difficult for a person who has little understanding of his own feelings and experiences, the motives of his own behavior, to understand and accept the feelings and behavior characteristics of another person. About reflection in fiction From Robert Burns: In the spring, one guy wooed me. He repeated: “I love you immensely,” they say. -And I say: “I hate men!” -I really hate it, he thought... What a fool that he thought so! Friedrich Dürrenmatt: “An assignment, or about observing the observer observing the observers.” Sri Aurobindo: “a bird sitting in the branches of a tree is watching another bird.” sitting in the branches of a tree" (The book about Carroll mentions poems about a young man who kissed a “sleeping” girl): He thought that I had fallen asleep and would endure everything in my sleep, Or thought that I thought - what he thought: “I am sleeping "...From Maxim Leonidov's song: I looked back to see if she had looked back, to see if I had looked back...5. Exercise “Here and Now” (developing the ability to be aware of your feelings). Express your state at the moment, starting with the words: “I feel...”, “I realized...”. (prompt - How are you feeling? What worries you? What impressed you? What did you dream about?). Silence for more than 10 seconds - the move moves on to another. Participants represent their state non-verbally (facial expressions or body posture). Then they draw an abstract picture of their condition.6. Exercise “Goals and Expectations” (developing the ability to realize your goals). Participants write down in notebooks why they came here and,what is expected from classes in this group: “Imagine that in front of you, anywhere in the hall, is the most determined person in the world. Now stand in that place and communicate your goals and expectations to the rest of the group members.” Discussion: How did you feel when you talked about your goals.7. Exercise “Without a mask”. (self-disclosure). Participants take turns taking cards and completing sentences. Reflection: was it difficult to continue the sentence? Which ones caused particular difficulties?8. Exercise “List of complaints” (developing the ability to express your negative feelings). Each person writes down on pieces of paper (without a signature) complaints against group members (addressed), to the leader, and to the group as a whole. The papers are mixed. One by one, the presenter reads out the pieces of paper. The person to whom the claim is addressed expresses his attitude to the claim received, and, if he wishes, can give reasons why he intends or does not intend to change, or why he agrees or disagrees. If there are complaints about the group, the group holds the answer.9. Warm-up: “Beauty and the Beast.” “Stand in two lines facing each other. We play until three winning points. Three figures participate in the game: Beauty (curtsies and looks flirtatiously); Monster (arms raised up, fingers spread out like claws, threatening growl “R-r-r”); Knight ('pulls out an imaginary sword and says "Uh-uh-uh" threateningly). If the Beast eats the Beauty, the team that showed the Beast gets one point. If the Knight kills the Beast, the team that showed the Knight in turn receives one point. If the Beauty seduces the Knight, the team that showed the Beauty wins a point for that round. If both teams show the same pieces, it is declared a draw (this round only) and no points are awarded.” Teams are given 30 seconds to choose which figure they will show. At the coach’s signal, the teams turn to face each other and, on the count of three, show the figure they have chosen. The coach takes on the role of a judge and assigns points to the teams.10. Exercise “Insight” (development of observation and intuition). Participants are divided into 2 subgroups. Each person evaluates each person in a subgroup and answers the questions in writing on a piece of paper: Where is this person from? What does his apartment or house look like? Who was the main person in this person’s childhood (mom, dad, grandfather, grandmother, neighbor...)? How many friends does he have? What does he like to eat? What does he like to drink? What is his hobby? How does he spend his free time? What does his workplace look like (order, disorder...your choice...)? What kind of teacher is she (sensitive, strict, harsh,...your option..)? How does one behave in a dispute or conflict? What is alarming about this person? What do you like about this person? Then one sits halfway around the others and listens to their opinion about themselves (as they take turns voicing their notes about him). (10 min). Then the participant turns to the group and briefly notes the coincidences with reality, and what is missing. (5 minutes). The same process is repeated with others. The whole group gathers in a circle. Everyone shares their impression: How easy was it to answer the questions? What coincided with reality, what was the percentage of accurate hits?11. Visualization “Sage from the Temple” (actualization of personal potential). Who wants to share what they saw?12. Reflection on the results of the lesson. Participants filled out forms with unfinished sentences: - During the lesson, I realized that... - The most useful thing for me was... - I didn’t like the lesson... - At the next lesson, I would like... 13. Assessing your condition. Everyone approached the table and assessed their degree of fatigue, activity and interest in what was happening in the lesson on a 7-point scale14. Ritual of farewell. Everyone is in a circle, hands in the center of the circle (put them all together) and say in chorus “All the best to everyone Educators.