Tasks for children to develop creative thinking. Creative games for children and teenagers. Creative games in children's development

Let's talk about what you can offer a little fidgety 3-5 years old. And this:

• Unconventional drawing.
• Application.
• Making delicious toys.
• Fun workshop.

Let's take a closer look at each type of handicraft.
Unconventional ways of this type of creativity:

Method No. 1
"Magic wand"
a pencil or pen is wrapped with foam rubber at the blunt end, which is tied with thread. It turns out to be a large brush without hairs. The stick is held strictly perpendicular to the surface of the sheet, without tilting. The trail it leaves imitates animal fur, tree crowns, and snow. A stick with foam rubber is dipped in paint (the main thing is that there is not a large amount of water), and the baby begins to cover the sheet with traces of it. Let him first simply understand that with the help of a “magic wand” you can quickly and easily draw marks. Then draw tree branches or a bush with a black felt-tip pen, and let the child finish painting the foliage with green, yellow, red or orange paint. Draw a simple outline of a bunny or fox with a pencil, let the baby “trample” it with his “magic tool” - the bunny and fox will turn out fluffy, their fur will seem so disheveled that the baby will certainly want to touch it. It is extremely interesting to work with this technique with a stencil. Cut out an image in the middle of a thick sheet of cardboard, such as the head of a tiger cub or a bear. Attach the cardboard with the cut out stencil to the landscape sheet and invite the child to “trample” the part of the landscape sheet that is visible through the hole in the stencil. After the child does this, let the work dry, then draw eyes, mouth, mustache, and stripes with a brush.

Method No. 2
"Figurine"
A very interesting way to draw with a pencil, felt-tip pen, or ballpoint pen using pre-made stencils. Stencils can be of two types - some are cut inside the sheet, others are made from the sheet and separated from it. It is easier for young children to trace the figures embossed inside the sheet. Many squares and rulers have such patterns. Having attached them to the album sheet, you ask the child to trace the shapes. Then you remove the stencil and, together with it, figure out how you can complete this or that shape. Children 4.5-5 years old will be able to trace single stencils cut out of cardboard. This is more difficult, because the hand does not hold well on the outside of the pattern and the baby draws extra lines. But you can interest children in the content of stencils: for boys, these are silhouettes of cars and airplanes, for girls, animals, nesting dolls, bows and houses. Having traced the patterns, children can paint over their images with felt-tip pens and paints, and hatch them with various lines: straight, wavy, zigzag, with loops, wavy with sharp peaks. Stencils can help you create your own drawings; they will complement what the child himself has created.
You can start a game: the child circles various objects, and you guess what they are. Firstly, not all objects can be circled. By finding them, the baby will understand the difference between three-dimensional and flat objects or things that have at least one flat side and those that do not. Secondly, it is not easy to circle this or that object on your own, without the help of an adult. And thirdly, in this game the roles change: the baby puzzles the parents, and the adults try to find the answer. All this pleases the child, providing him with a surge of creative energy.

Method No. 3
"Mirror Copy"
Another method is based on the fact that a silhouette drawn with paints can be easily imprinted when a sheet of paper is placed on it. The sequence of work is as follows: the sheet is folded in half, unfolded, and the surface is slightly moistened with water. On one half of the sheet, the silhouette of an object or part of a symmetrical image is drawn with paints, for example, half a Christmas tree, half a flower, half a house. The sheet is folded and pressed firmly with your hand. By unfolding the sheet, you will see a whole image or two objects (if you drew a whole object on one half). Many kids like this method; for children, it seems like a miracle that the same image appears on the second half of the sheet. When the work dries, the details can be completed with felt-tip pens, pencils or paints.
method number 4 - “Whose trace”
Another way of drawing, or rather, printing, is based on the ability of many objects to leave colorful imprints on paper. You take a potato, cut it in half and from one half cut out a square, triangle, diamond, flower or something interesting. Moreover, one side of the print must be flat to be applied to the paper, and you will hold the other with your hand. Then you or your child dip such a signet in paint (preferably gouache) and apply it to the paper. As you might guess, an imprint remains. With the help of these signets you can make beads, ornaments, patterns, and mosaics.

Method No. 5
"Salty Drawings and Tooth Paint"
What if you paint with glue and sprinkle salt on top of these areas? Then you will get amazing snow pictures. They will look more impressive if they are done on blue, blue, pink colored paper. Try it, it's very exciting!
Or let's create winter landscapes in another way - painting with toothpaste. First, the child must be explained that this is a creative search, and this use of toothpaste does not give him the right to squeeze it out on the floor, shelves and tables. Together with your child, outline with a pencil the light contours of trees, houses, and snowdrifts. Slowly squeezing out the toothpaste, go over all the outlined contours. Such work must be dried and it is better not to put it in a folder along with other drawings. For creativity, it is best to use a domestic product - it dries faster.

Method No. 6
"Egg Mosaic"
Another very fun way to create creative works is to make mosaics using colorful eggshells. Once you have eggshells left on your kitchen counter, don't throw them away. Separate from the films, wash, dry and grind. Dilute the paint in several cups and put the crushed shells there. After 15 minutes, the shells are caught with a fork and laid out to dry. Now the material for the mosaic is ready. Now you need to think over the drawing, mark it with a pencil outline and, having previously smeared the surface with glue, cover it with a certain color of the shell.

Method No. 7
"Like an artist to an artist"
But this is a completely unusual path! You need to get a large sheet of paper. Huge sheets of Whatman paper are sold in bookstores and cost 6 rubles. You ask the baby to lie down on such a sheet and circle it. Of course, it’s better for the whole thing to fit in (this can be achieved by gluing two or three sheets of whatman paper together) or, as a last resort, for the torso and head to fit. You have traced the baby, and now it’s his time - let him try to decorate the silhouette: draw eyes, mouth, hair, jewelry, clothes. If the child is small, then do this work together - the child suggests, and you, admiring his imagination, draw with him.

Method No. 8
"Rainy Fantasies"
Another option for unconventional drawing is the following: during rain or snowfall, you boldly open the window and expose a sheet of paper for less than a minute, holding it horizontally. You probably guessed that drops of rain or snow will remain on the sheet. And this is what we sought. Now traces of bad weather can be outlined and turned into fairy-tale creatures. They can also be connected to each other by guessing what kind of image they get.

"Application"
Very often, while drawing, kids ask for scissors. The desire to hold such a dangerous adult object in your hands increases your own importance in the eyes of a child. Children can quite easily cut up their drawing or cut out part of it. And this happens not because they don’t feel sorry for the drawing. Just the interest in the “magical” separation of its parts from the sheet fascinates them much more than the desire to preserve what has already been created.
Where can you start making applique?
The simplest subjects are a house with an opening door, primitive cars, mountains. It's better to do this work. Draw your child's attention to the fact that one side of the paper is colored and the other is white. The cut line is drawn only on the white side. Draw a large square on the white side of the paper. Its two sides will coincide with the edges of the sheet; you will have to draw the other two lines yourself. Give the child scissors, hold the sheet yourself and guide it. After cutting out the square, you can make a triangular roof. Now the house is ready, all that remains is to spread it with glue and press it firmly to the paper. Oddly enough, but kids need to be taught this too. It is better to spread it on a special backing made of linoleum or plastic. Pressing the part against the main background, remove the remaining glue with a cloth. After finishing the work, invite your child to complete the details, for example, mark the windows, door, dormer window, fence. Children love opening parts in houses or caves in rocks. These pieces are very easy to make. At the bottom of the house you cut out a door. One side should hold it as if on hinges. Of course, the door is not glued, but kept open. Now the child can close and open it himself. You can also make shutters on windows, opening doors in cars, mysterious grottoes in the rocks.
Very young children can prepare various patterns in advance. All the baby has to do is take them out of the envelope or bag, examine them, spread them with glue and place them on the sheet as desired. With certain skill, the child can perform this activity independently. Patterns can be the following silhouettes: geometric shapes, flowers, berries, stars.
You can use more than just paper for appliques. Pieces of fabric are also a wonderful material. They make wonderful costumes, various natural objects, for example, tree crowns, water surfaces, animal fur. The fabric is selected depending on its texture and suitability to the image. Invite your child to look at the ironed scraps, figure out what they can be used for, and you will be surprised at his interest and enthusiasm.
An excellent material for appliqués is old magazines. Children who have already mastered the cutting process will enjoy finding drawings and photographs on given topics. For example, today we are creating an application on the theme “Racing”, and the kids are looking for images of various types of transport. Come up with topics and give the little ones magazines!
It is interesting to teach kids to use not only old publications for appliques, but also waste paper - labels, wrappers, paper for wrapping gifts. You have to be a real dreamer to see in a photograph of a forest a background for appliquéing the seabed, and to cut out a flower dance from a wrapper in the shape of soap bubbles. Transforming what you see into other, unusual images is real creativity! In this regard, playing with letters is very interesting. You cut out various letters from magazines and ask your child to come up with something new from them. So, a bow, a cheerful face and a shoe are added to the letter “I” - and now the little man is ready. What if the “P” is supplemented with a roof and a chimney? "K" - tail, claws and head? Try it, it's fun for adults too.
You can also create an applique from cereals and pasta. But you have to be extremely careful with food products. After all, food is intended to support our life, and not for play. And yet you can try, with the stipulation that we will take just a little bit of rice, rolled oats, beans and pasta to create something interesting and exciting. A path made of rice, tree trunks made of pasta, a sea of ​​rolled oats will look original and unusual.

So, there are ideas, all that is missing is free time and energy. Let's find an hour, be patient and... start creating together with the baby. Strength will appear out of nowhere, the desire to invent and fantasize will come, and the baby will beg you to glue, sculpt, draw, and craft with him a little more. Agree, because from this “a little bit” a thread will stretch to “forever”. And every mother dreams of forever becoming a friend, creative colleague and adviser to her child.
In preparing the article, materials from the books were used:
Feldcher Sh., Lieberman S. “400 ways to keep a child from 2 to 8 years old.” St. Petersburg: “Peter”, 1996.
Doronova T. N. “Nature, art and visual activities of children.” M,: "Enlightenment", 2000.

Several ideas for applique
We create an aquarium: fish, algae, pearls.
We label the city: houses, cars, trees, stylized (simplified) images of people.
We have a kitchen! We paste photographs or silhouettes of various dishes, vegetables and fruits onto paper plates.
Let's come up with a little man from paper cups, cubic kefir boxes, gluing the background, facial features and hair.
A collage of pieces of serpentine, ropes, ribbons, twine. By arranging these materials in a certain sequence, twisting them in a spiral, weaving them together, you can create interesting decorative works.
Applique using the tearing method, when the paper is not cut, but torn, this looks especially good when creating sea waves, thick trees, monsters. If it is difficult for your child to tear off a large image, let him tear it in pieces, gluing them to each other on the main background.

Delicious toys
Let us repeat once again that when making delicious toys, the baby must understand that food is of great value. Treating food with respect should be a must when making food crafts.
Invite your child to decorate the salad. Let him have slices of tomato, olives, strips of pepper, carrots, and curls of parsley on hand. Perhaps the baby will create a little man's face or make an ornamental decoration?
It is very interesting to squeeze cream out of a syringe or bag according to a pre-conceived pattern. Not everyone can do this art, so let the little one try it on cookies first. Very often children see in the piece of bread they eat either a bear cub or a squirrel. Let's try to ask the baby to create different animals by carefully tearing off pieces of bread. They will become fun toasts for breakfast, and we will dry the remaining crumbs and put them in a separate jar. They will be useful for breading. Be sure to tell your child about this, let him know that not a crumb of bread was wasted!
Along with these original hobbies, we advise you to involve fidgets in kitchen chores more often. Bake cookies with mom, cook pasta, cut potatoes
ku - what could be more interesting and important for a growing baby!

Jack of all trades
After finishing reading the article, you must be tired, right? It is impossible to remember so many ideas at once, to understand so many sentences. That’s why in the last section we placed only barely indicated thoughts about creating something new and interesting with our own hands. If you are curious about something, organize these scattered thoughts to taste!
We make jewelry: using a large needle, we string buttons, beads, and rowan berries onto a thread. A whole necklace can be made by connecting paper clips together.
We tell rope stories: we made a circle out of a rope, we begin a story about... a bun, a sun, a plate, a wheel. Our circle has grown a nose. What is this? Pinocchio, turnip? And so on - show and tell.
We make dolls from pillows tied with rope, paper bags stuffed with newspaper and twisted in the middle. You can decorate paper dolls and glue on them hair, mustaches, and beards.
Think about what else you can come up with from pillows? You find it difficult, but the kids will be happy to tell you that it can be a house, a car, or an airplane. Invite your little one to build such a building - he will be simply happy.
Let's consolidate our creative plans! Place paper clips on a sheet of clean paper. It turns out that you can create various silhouettes from them and outline them. Try it yourself, and then offer it to a little creator.
Have your child make lots of holes in the cardboard using a hole punch. When the work is finished, hand the lace to your baby. Having secured it in one of the holes with a knot, ask them to create patterns. This is similar to educational games called “lacing”, but the canvas is completely made by the child himself! Therefore, the game will be perceived completely differently. You can create patterns in different ways, why not try to “draw” familiar and unfamiliar images with a lace.

Development of creative thinking in children. Development of creative abilities in children. Educational games. Educational games for children's parties. Exercises to develop creative thinking.

In modern psychology, the tasks to which this section is devoted are usually called divergent, and the thinking that they activate is divergent thinking.

The specificity of divergent tasks is that one question posed may have not one, but several or even many correct answers. Naturally, it is the divergent type of thinking that is usually qualified as creative. This type of thinking is closely related to imagination.

Divergent type tasks are extremely rarely used in traditional school teaching. Orthodox education usually does not aim to develop non-standard thinking skills in a person, and therefore divergent tasks acquire special value: creative activity in any field requires, first of all, divergent thinking.

Let us consider, as an example, some types of tasks commonly used in practice with children.

Take plastic, wooden (or make cardboard ones yourself) multi-colored geometric shapes and invite the child to create as many different stylized images as possible (Fig. 1).

Rice. 1. Examples of images that can be composed of simple geometric shapes

The next task is in many ways similar to the previous one: from paper cones, cylinders and other elements, try to glue together as many figures of people and animals as possible. Examples of performing this task are presented in Fig. 2.

Rice. 2. Design and create figures of people and animals from paper

Let's stock up on old illustrated magazines and bright pieces of fabric. Together with your child, cut out figures of different shapes from illustrations and pieces of fabric contained in magazines. Now let's glue the resulting figures onto a sheet of cardboard and get a collage. Examples are shown in Fig. 3. All this is creative work, but the main task is: “Find as many analogies as possible with real objects.” The collage can be rotated as you wish.

Rice. 3. Examples of collages from different materials

A very interesting, and therefore very popular task was proposed by the psychologist J. Guilford: to find as many different, original applications as possible for a well-known subject. As such an item you can use brick, chalk, newspaper and much more.

This task usually takes five to six minutes to complete. During the analysis of the results, all answers are taken into account, except those that do not correspond to the task, are repeated or may be considered ridiculous. This task can be offered to both older preschoolers and adults.

In this case, productivity and originality of thinking are assessed. The more ideas, the more unusual among them, the more points the participant receives.

Another task: select adjectives and nouns that contain the concepts of light and darkness (heat and cold, spring and winter, morning and evening, etc.). Let's give examples of answers.

The light is bright, gentle, alive;
Sun - ...
morning - ...
lamp - ...
bonfire -...
candle - ...

Darkness - closed, nocturnal;
night - ...
evening - ...
cave -...

Find as many common features as possible between dissimilar objects.

Well - parquet;
log - box;
cloud - door;
doll - snow.

Divergent tasks include tasks to find the causes of events. Here are a few situations where you need to determine the reasons for their occurrence:

1. In the morning Dima woke up earlier than usual.
2. The sun has not yet gone beyond the horizon, but it has already become dark.
3. The dog sitting at the owner’s feet growled menacingly at the little kitten.

Another version of the task described above: come up with and tell what happened to each of the characters.

The child must understand the emotional state of each of the boys and tell what happened to them.

Third option: think about what could happen if...

"... the rain will continue to fall."
"... people will learn to fly like birds."
"...dogs will start talking in a human voice."
"...all fairy-tale heroes will come to life."
"...orange juice will flow from the water tap."

It’s good if the child was able to come up with an interesting answer to each of the proposed phrases.

Another type of task for the development of creative thinking in children: inventing stories, stories or fairy tales using a given set of words, for example:

Traffic light, boy, sled.

The second option for this type of task: look at the pictures and come up with a fairy tale in which all these characters would participate.

The next type of tasks: “Riddle clouds”. The child needs to determine what the clouds (ink spots) shown in the pictures look like. It’s good if he can see at least one character in each cloud.

Another option for this task: try to draw something interesting using these shapes.

Another exercise: draw and color the sorceresses so that one becomes good and the other evil.

Divergent, creative tasks can be developed on any material. A good task of this type would be to create a variety of shapes from construction set parts. After all, not only palaces, bridges and other architectural structures can be built from construction kit parts. Let's try to look at the building designer from the other side. Its parts are suitable, for example, for making technical models of a steamship, steam locomotive, car, or airplane. From them you can make schematic images of animals and people and even three-dimensional plot compositions. We give examples of possible solutions (Fig. 4).

There are two types of creative work: mandatory (they are offered as a task for assessment) and optional. The latter reflect creative potential to the maximum extent, but the path to them lies through the former. Many guys do not feel the talent or determination to carry out creative tasks - compulsory work can push them towards this.

Types of creative tasks

Drawing

The most common type of children's creativity. Depending on the subject and the age of the student, you can offer to draw an illustration for a literary work, for your own essay, make cards with foreign words and pictures for younger schoolchildren, or depict the process of photosynthesis or a neutralization reaction in an associative drawing.

You can do this work as a group.

Applique, modeling, various types of handicrafts: quilling, paper plastic, origami, etc.

The essence of the work is the same, only these types of creativity usually require better technical skills and good spatial thinking.

Creating a book

This is a real creative project (individual or group). Can be performed using different techniques. It can be a handwritten book with hand-written illustrations; you can decorate the book with appliqué; You can make a book on your computer and print it out.

Scientific projects by subject or integrated

They can be research or practice-oriented, but in any case we are talking about scientific creativity. Group work is usually used, but individual projects are also possible.

Examples of research projects:

• "The dirtiest surface in the biology classroom."
• “Features of the behavior of a cat given up for foster care to someone else’s family.”
• "The most popular names in our school."
• “The use of erroneous forms of gender of nouns by students in grades 5-6.”
• "Application of methods based on inertia in engineering and construction."

Examples of practice-oriented projects:

• “Uspevaika’s Memo: Time Management Rules for Children.”
• "Dictionary of youth slang of our village."
• “Project of an automatic machine for sprinkling ice with reagent.”
• “Development of an interactive test for computer diagnostics of knowledge on the topic “Hydrogen”.
• “Developing a winter bird feed mixture based on the species found in our school area.”

Essay-characteristic

This form, typical for literature lessons, can be successfully used in other subjects. After all, we are talking about the form of sequential presentation of information about something:

• What is this (or who)?
• What are its distinctive features (“Only such a rectangle is called a square…”).
• What can you tell about him: properties, relationships, theorems, reactions, formulas, battles won, open laws, friendship or enmity with other heroes...

Comparison essay

And again we have a form that can be used in any school subject: it is not necessary to compare Onegin and Pechorin, you can compare a rhombus and a square, Mercury and Venus, France and Spain, the Russian-Japanese and the First World War.

Essay of a problematic nature

An extremely useful form of verbal and scientific creativity. Examples of essay topics:

• Is the concept of honor outdated?
• Could the revolution in 1917 have been avoided?
• Nuclear energy: pros and cons.
• Is it possible to change the economic situation in Siberia?
• What would happen if all the flowering plants on Earth suddenly disappeared?

Essay in Unified State Exam format

This, of course, is work on the Russian language and, moreover, a very specific one. High school students can do it in full, and younger kids can simplify it. In elementary school, offer a text with an already formulated problem and invite them to express their informed opinion on it. In high school, children should already learn to determine the author's position, as well as select arguments.

Burime and other poetic works

Burime is the composition of a poem according to given rhymes; you can also come up with second lines to the first, etc.

Making crosswords, charades, puzzles, anagrams

"Shifters"

A game in which all the words in the name are changed to the opposite or simply different. For example, “Green Shoe” - “Little Red Riding Hood”, “gimlet rule” - “excluding traffic jams”, etc. You can invite children to both guess and come up with such inversions.

Compiling a problem book or collection of exercises

For any subject, you can offer to compile a test, questionnaire, problem book, or similar collection for classmates or younger children. You can complicate the task by offering to come up with funny problems in the style of G. Oster’s “Problem Book” or ones in which all the words begin with the same letter.

"Guess who"

A creative game that can be played constantly or occasionally and in different variations.

Its essence comes down to the fact that the student guesses a person (a literary character, a scientist, a historical figure) or a phenomenon (an industry, a chemical element, a country), and others guess. Options:

• the student writes everything he can about his “hero”, starting with little-known facts and ending with well-known ones;
• classmates ask questions about the hidden person or object, but only those that can be answered “yes” or “no”;
• two teams compete, and the word for the riddle is determined by lot (by drawing one of the cards prepared by the teacher);
• sometimes students are asked to constantly keep a guessing notebook and write in it one riddle about any character or concept from each paragraph.

"Six Hats"

RAFT

This technique was borrowed from American teachers. The name comes from the first letters of the words:

• R - role (role).
• A - audience.
• F - format (form).
• T - topic (topic).

The essence of the technique is that the student creates a statement on behalf of the selected character. Moreover, the performer of the role must take into account all the circumstances in which the character finds himself. The role and circumstances are proposed by the teacher, or by lot.

• Role: Reporter.
• Audience: Readers of the magazine “Women’s Share”.
• Format: Problem article.
• Topic: Suicide of Katerina Kabanova.

We have presented only a few of the possible creative tasks that can be used in the classroom, but it is impossible to cover them all, because new ones appear literally every day. What creative tasks do you use? Share in the comments to the article.

Olga Langueva
Card index of creative games and tasks for different types of children's activities

Langueva Olga Andreevna

MKDOU "Aurinko" Kostomuksha

Introduction

Creative Play most fully shapes a child’s personality, and therefore is an important means of education. TO creative Games include games in which the child shows his creativity, initiative, and independence. Children's creative expressions in games are varied: from coming up with the plot and content of the game, finding ways to implement the plan to playing roles, given literary works. Depending on the character children's creativity, from the game material used in games, creative games share:

Role-playing games,

Theatrical,

Structural and construction,

Didactic.

Creative task is a form of organizing information where, along with given conditions and unknown data, contains instructions for independent creative activity aimed at realizing personal potential and obtaining the required educational product. Creative tasks are divided into:

Games - dramatizations,

Compilation creative retellings,

Modeling method

creative essay,

Mathematical creative task,

Laboratory and practical work

Activity can be defined as a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one’s existence.

The Federal State Educational Standard identifies 5 educational areas, which are implemented through the organization of various types of children's activities, A exactly:

Gaming activity,

Cognitive and research,

Communicative activity,

Motor activity,

Perception of fiction,

Musical activity,

Fine activity,

Self-service and elements of household work,

Constructive activities

Selection creative games and tasks for different types of children's activities

All creative games and tasks in different activities intertwined with each other.

Now let's consider creative games and tasks for each activity.

Creative games and tasks for play activities

1. "Kindergarten"

Progress of the game: The teacher invites the children to play in kindergarten. At will we appoint children in the role of Educator, Nanny, Music Director. Dolls and animals act as pupils. During the game, they monitor relationships with children and help them find a way out of difficult situations.

2. "Shop"

Progress of the game: The teacher invites the children to place a huge supermarket in a convenient place with departments such as vegetable, grocery, dairy, bakery and others where customers will go. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - groceries, fish, bakery products, meat, milk, household chemicals, etc. They come to the supermarket for shopping with their friends, choose a product, consult with sellers, pay at the cash register. During the game, the teacher needs to pay attention to the relationship between sellers and buyers. The older the children, the more departments and products there may be in the supermarket.

3. "Restaurant"

Progress of the game An adult offers to choose among pictures images of those utensils, utensils and products that are needed for cooking, for example, soup or cutlets.

Each player posts cards and talks about the cooking process given dishes in the correct sequence. The dishes offered to the child should be familiar to him.

4. "Birthday"

Progress of the game. The teacher nominates a child to play the role of the birthday boy. He will receive guests on his birthday.

The guests take turns giving him imaginary gifts. (doll, ball, construction set, etc.). The teacher must pay attention to the correct actions children with imaginary objects.

5. "Kingdom of Fairy Tales"

Progress of the game. An adult invites children to play an unusual game - "Kingdom of Fairy Tales". Everyone makes a wish for their favorite fairy-tale character. All heroes live in the same kingdom. Someone works as a cook, someone as a seller, etc. Next, a specific episode of the life of a fairy-tale kingdom is selected and played out. For example, one of the heroes has a birthday, everyone else comes to visit him; residents of the kingdom at the bazaar or in a hot air balloon, etc.

Children should begin to interact in imaginary events and roles in this kingdom. However, in your actions, adhere to the character of a fairy-tale hero. That is, Pinocchio should be naughty, Little Red Riding Hood should be gullible, Cinderella should be caring and kind.

Creative games and activities for educational and research activities

1. "Transformations".

Material. Picture with an image of an abstract element, with a subject and plot image in which this element is present; markers.

Progress of the game. The game is played in the form competitions: “Who will find more and faster "hidden element" in the proposed pictures. To avoid confusion, outline the already found elements with a felt-tip pen.

After execution tasks You can let the children draw these themselves Pictures and invite other guys to find the hidden element.

2. "Let's make a pattern of flowers"

Move tasks. The teacher tells the children that now they will make a pattern of flowers. The pattern can be made up of dandelions, tulips, daffodils and many other flowers. Next, the teacher shows ways to cut out some (most difficult) flowers and notes that then they all need to be collected together in a clearing into a beautiful pattern (demonstrates "clearings" different shapes): flowers can differently combine with each other and can grow in a round, square, etc. meadow. To do this, they need to be glued to it.

As the applique progresses, the teacher helps the children in cutting out complex flowers and praises them for those they came up with on their own.

3. "Similarities and Differences"

Progress of the game. Children are asked to compare various objects and concepts with each other, summarizing all existing similar features and highlighting the differences. When doing this tasks the teacher should pay attention children for the next mandatory condition: It is necessary to name the similarities first and then the differences.

4. "Magic bag"

Progress of the game. The child is offered to touch (with eyes closed) identify this or that object, explaining at the same time based on what signs the decision was made.

5. "What's rolling?"

Progress of the game. This game will introduce your child to the shape of objects. Organize a fun competition game to see who can get their figurine to the toy gates built on the table or floor the fastest. And let the figures that need to be rolled be a ball and. cube. Probably, at first the child will not care which figurine to take. But after several trials, he will understand that only the one with the ball wins, and will try to choose him. Here, ask your child why he prefers a ball, and try to make it together conclusion: “The ball rolls, but the cube doesn’t”. Draw the child's attention to the sharp corners that prevent the cube from rolling, and to the absence of such corners on the ball. Draw a ball and a cube. In the picture they will look simple, like a circle and a square. Teach your child to draw them.

Creative games and activities for communicative activities

1. "Nesmeyana"

Option 1. The players stand around the driver (Nesmeyany). Each of them takes turns trying to make the princess laugh with the help of facial expressions and gestures. (no speech). The one who succeeds in this becomes Nesmeyanaya himself.

Option 2. The driver stands in the center between the players and tries to make one of them laugh. He is forbidden to touch anyone or talk.

Each driver drives for no more than a minute. If he fails to make anyone laugh, another driver is given to help him, and together they repeat the attempt.

If the child succeeds, he changes places with the one who laughed.

2. "At the doctor's"

Progress of the game: the teacher offers to play, a Doctor and a Nurse are selected, the rest of the children pick up toy animals and dolls, and come to the clinic for an appointment. Patients with various diseases: the bear’s teeth hurt because he ate a lot of sweets, the doll Masha pinched her finger in the door, etc. Let’s clarify actions: The Doctor examines the patient, prescribes treatment for him, and the Nurse carries out his instructions. Some patients require inpatient treatment and are admitted to the hospital. Children of older preschool age can choose several different specialists - therapist, ophthalmologist, surgeon and other doctors known to children. When they get to the appointment, the toys tell them why they came to the doctor, the teacher discusses with the children whether this could have been avoided, and says that they need to take more care of their health. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature. The teacher evaluates how children communicate with each other.

3. "Shadow"

Target. Learn children coordinate your actions with other children.

Children are divided into pairs. One child in a couple is a person, he "walks through the forest": collects mushrooms, berries, catches butterflies, etc. Another child is his shadow. Repeating the movements of a person, the shadow must act in the same rhythm and express the same state of health.

The teacher explains to children the meaning of words "pace" And "rhythm":! "Pace is speed: fast, slow, very slow. Rhythm is the uniform repetition of certain sounds: one-two, knock-knock.”

Then the conditions of the game change. One child in a pair is a mouse, a frog, a bunny, a bear, a fox, a cockerel, a hedgehog (by the choice of the teacher, the other child is his shadow. During the game, the children change roles, and the teacher tells them, shows them! the gait of the animals.

4. "Your room"

Progress of the game. The adult invites the child to choose the ones he needs. cards, place them in their places in an empty room, then talk about your choice.

5. "Right Actions"

Description. An adult offers to consider Pictures, evaluate the actions of the heroes or put them into piles Pictures with positive and negative actions, explaining your decision.

6. "Sweet Nothing"

Progress of the game. The teacher collects children in a round dance with words:

In a round dance, in a round dance

People have gathered here!

One, two, three - you start!

Following this, the teacher puts on the cap and gently turns to the child standing next to him.

For example:

Sasha, good morning!

The teacher clarifies what kind and affectionate words we can say when addressing our friends (Hello, I’m so glad (A) to see you; what a beautiful bow you have; you have a beautiful dress, etc.).

After this, the children again walk in a circle with the song. The teacher passes the cap to the next child, who should, in turn, affectionately address the child standing next to him, etc.

Creative games and tasks for physical activity

1. "Pass the Pose"

Progress of the game. Children sit on chairs in a semicircle and cross-legged on the floor with their eyes closed. The leading child comes up with and fixes the pose, showing it to the first child. He remembers and shows it to the next one. As a result, the pose of the last child is compared with the pose of the driver. Children must be divided into performers and spectators.

2. "Funny Monkeys"

Progress of the game. Children stand scattered - these are monkeys. Facing them is a child - a visitor to the zoo, who performs various movements and gestures. "Monkeys", imitating a child, exactly repeat everything after him.

3. Game "Hot potato»

Progress of the game. Children sit in a circle, the driver is in the center. He throws « potatoes» to one of the players and immediately closes his eyes. Children throw « potatoes» to each other, wanting to get rid of her as quickly as possible (like it's a real hot one) potato) . Suddenly the presenter pronounces: "Hot potato!»

The player who ended up in the hands "hot potato» , is eliminated from the game. When there is only one child left in the circle, the game ends and that player is considered the winner.

4. "Ocean is shaking"

Progress of the game. Children walk in a circle and say words: “The sea is worried - one, the sea is worried - two, the sea is worried - three, the sea figure freezes in place!” At the last word the children stop and "freeze" in the pose of a sea animal. The teacher or child tries to guess the name of these animals.

Creative games and activities for the perception of fiction

1. "Come up with a sequel"

Progress of the game. The adult reads the beginning of the story he invented to the child and asks him to come up with what happened next and how the story ended. At first, the adult can guide the child's thoughts by starting a sentence, and the child will finish it.

For example: “Two friends, Sasha and Dima, argued about which of them runs faster. Think about how they resolved this dispute, how they competed, which of them won, how their friends behaved after the argument.”

Or: “One summer, dad and his sons went camping. They walked mostly through the forest, and along the way one of the sons, Andreika, fell behind and got lost. Think about how and why this happened, how Andreika wandered alone through the forest, how he was later found, and how this trip ended.

2. "Christmas balls"

Progress of the game. An adult attaches Christmas balls with syllables inside to the Christmas tree and invites the child to make words from them.

3. "Stagings"

Progress of the game. The adult selects a sketch that is accessible in terms of volume and speech material, then distributes roles between the children and discusses the content of the future in the form of questions and answers. "performance"(what kind of scenery and costumes there will be, what character traits are inherent in each character, how he should talk, walk, behave) and small rehearsals. During them, the adult shows the children how to pronounce words (clearly, loudly, beautifully, tells them to look at the interlocutor when talking, try to act naturally, do not lower their heads.

At the initial stage, small dialogues are played out, possibly in verse, and each "actor" must know his words by heart. During this period, the child makes 1-2 remarks and communicates with only one partner. Gradually, as training progresses, the volume of words, remarks and partners with which the child plays increases.

4. "Pantomime"

Progress of the game. Children of one team use pantomime to show an object (train, iron, telephone, mushroom, tree, flower, bee, beetle, hare, dog, TV, faucet, butterfly, book). Children of the other team guess

Creative games and tasks for musical activities

1. "Let us hear the word"

Progress of the game. The adult invites the child to imagine the sound made by some subject: the buzzing of a bumblebee or a bee, the howling of a police siren, the ringing of a bell, the knocking of a hammer, the horn of a car, the singing of a cuckoo and other familiar sounds heard many times.

2. Dance of the rose

Progress of the game. To a beautiful melody (recording, own tune) perform the dance of an amazingly beautiful flower - a rose. The child himself comes up with movements for it.

Suddenly the music stops. It's a gust of north wind "frozen" beautiful rose. The child freezes in any pose he can think of.

3. Who's on picture?

Progress of the game. Children disassemble cards with images of animals, birds, insects, etc. Then they are handed over one by one in plastic given image, the rest guess. On several cards images may coincide, which makes it possible to compare several versions of one tasks and celebrate the best performance.

4. "Game with a handkerchief"

Offer your child any of the scarves you have. (if desired, it can be replaced with a scarf). Ask using a scarf, movements, facial expressions depict:

Butterfly

Princess

Wizard

grandma

Magician and others

Creative games and activities for fine art activities

1. "Magic Blots"

Progress of the game. Before the game they make several blots: A little ink or ink is poured into the middle of the sheet and the sheet is folded in half. Then the sheet is unfolded and now you can play. Participants take turns speaking. What object images do they see in the blot or its individual parts?

The one who names the most objects wins.

2. "Think of an animal"

The teacher invites children to create an unusual creature from existing parts (figures, book clippings, etc. may be offered).

3. "Bring the Drawing to Life"

Progress of the game. In each cell, draw an oval (or another figure: rectangle, square, triangle, which then needs to be turned into any picture.

4. "Funny drawing"

Progress of the game. Attach a piece of paper to the door or wall. The players line up in one line. The presenter blindfolds the first person and brings him to "easel", gives a felt-tip pen in his hands and says that now everyone will draw one cow, elephant, hare, princess, etc. Everyone takes turns coming up blindfolded and completing the missing details.

5. "Unknown Animal"

Progress of the game. Each player draws on his sheet of paper the head of a person, animal, bird, etc. at the top, then, bending the sheet so that only a piece of the neck is visible, he passes the sheet to his neighbor. He must continue drawing with the upper body and, bending it, again pass the sheet to the next player, who draws the limbs. Thus, the sheets of all players are completed, without knowing whose head or torso was drawn by the partner. At the end of the game you get a collection of unknown, funny animals.

6. "Three colors".

Progress of the exercise. Children are invited to take three colors and paint the entire sheet with them as they wish. After this, the teacher asks everyone baby: “What does the drawing look like?” If difficulties arise in naming, you are allowed to complete the drawing a little, if necessary. Then the teacher asks you to come up with as many names as possible for the drawing and say it out loud.

Creative games and activities for self-service and household work

1. Creative exercise"Closet Life"

Progress of the game. Children are encouraged to consider picture, which shows a wardrobe (chair, bucket, spoon, etc.). Children form groups and answer questions question: What can a cabinet be made of? Can the closet change its mood? Could the closet be sick? Is it possible to take cabinets as friends? How does a closet feel when it is wiped down or repaired? Which family member does the closet love the most? Do you remember the cabinet of the master who made it? Similar questions can be ask about any things. Then the children come up with a fairy tale about things (how a closet made friends with a new dress or how a cup (plate) quarreled with a spoon, etc.).

2. "Let's dress up the dolls"

A small child successfully becomes familiar with the size of objects by comparing objects of the same type with each other. different sizes.

Give him two dolls (big and small) and two sets of clothes. The baby should not know which doll belongs to certain things; let him decide task yourself. Explain that the dolls are cold and want to get dressed, but they have mixed up their clothes. Invite your child to help the dolls. If at first the child distributes things incorrectly, it doesn’t matter. Point out to him that the clothes are too small for a large doll or too big for a small doll, and let him think again. When each doll gets its things, praise the child and emphasize: “A big dress for a big doll, a small one for a small one, big shoes for a big doll, small ones for a small one.” To complicate exercise, you need to give three dolls.

3. “I start the sentence and you finish it”

Progress of the game. The teacher begins the phrase, the children continue, using their imagination,

fantasy and received knowledge: “If there were no teachers, then...”, “If there were no doctors, then...”, “If there were no wipers, then...”, “If there were no drivers, then...” etc.

4. "Guess what I'm doing?"

Progress of the game. The teacher and children join hands and stand in a circle. A child comes out into the center of the circle. Everyone goes in circles and pronounce: “We don’t know what you’re doing. Let’s take a look and guess.” The child imitates labor actions not only with movements, but also (if possible) conveying sounds. For example, he cleans the floor with a vacuum cleaner, hammers a nail, saws, drives a car, washes, chops wood, grates, etc. Children guess the actions.

Creative games and tasks for constructive activities

1. "Building a house"

Progress of the game. The teacher asks the children to guess riddle: “What kind of turret is there, and the light is on in the window? We live in this tower, and it's called? (house)" The teacher invites the children to build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at a construction site. They look at pictures of construction workers and talk about their responsibilities. Then the children agree to build a house. Roles are distributed between children: some are Builders, they are building a house; others are drivers, they transport building material to a construction site, one of children – crane operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play independently.

2. "Unusual paintings»

Equipment: tray, buttons, paper clips, bottle caps, bottles, natural material: straws, cone scales, shells, small pebbles, dried flowers, leaves, plant seeds, leaf cardboard.

Progress of the game: Material is laid out on a tray. An adult offers to create unusual paintings, and to create them you don’t need pencils and paints, but what’s on the tray. Imagine picture, which you want to receive. Sketch it on a piece of paper. With the help of an adult, attach to cardboard.

3. "Magic Path"

Progress of the game. Children sit in a circle and each child has various construction parts. Children move in a circle. The first one lays any brick, and the subsequent ones lay a brick of the same color or the same shape.

4. "Who has it higher"

Progress of the lesson. Everyone takes a plate, rolls the dice, and takes a piece of the corresponding color. You need to build a tower of the same color, higher than your opponent. That is, if they fall out all the time different colors, a high tower will not work.

Psychological games

to develop creativity(creative thinking)

Game "Show the concept"

Theatrical creative game based on teams. Here, as in all team games, it is clearly shown who copes with leadership and creativity, and who is simply a performer, and sometimes ballast for the group. The team is given a concept and the task of showing it in real time with movement, sound, and interaction. Using yourself, your bodies, movements, voice, any props and most importantly - creative possibilities. This should not be just an illustration, but a joint implementation of some team ideas and thoughts. Preparation time 15 minutes. The demonstration takes about 1 minute.

List of concepts:

• Hive.
• Watch.
• Fountain.
• Battle of Borodino.
• Samovar.
• Wedding.
• Football.
• Universe.
• Dinosaur.

Game "Search for common properties"

Children are offered two words that have little connection with each other.

For example: a dish and a boat, a pencil and coal, chalk and flour, a matryoshka doll and a construction set, a tin can and a cup, etc.

In 10 minutes, the child must write as many general characteristics as possible for these items. If parents work with the child individually, then they must also complete this task in order to then discuss the results with the child, i.e. common properties of the pair of objects they found.

The answers can be standard: in the example “dish and boat”, such general properties as “made by man”, “have depth” can be named, but it is very important to find as many of these characteristics as possible. Unusual answers are especially valuable, allowing you to see the proposed words in a completely new light.

When working in groups, it is very important to listen to all the children’s answers. The student who has the largest and longest list of common characteristics wins the game. When discussing these features with children, you should pay attention to the characteristics of these features, how significant or unimportant they are for these items, i.e. – secondary. This work is necessary so that children learn to discover connections between objects, and also understand very clearly what the essential and non-essential features of objects are.

Game "Zoo"

Acting skills game. 7-8 people participate, everyone chooses any animal: sheep, horse, pig, cat, dog, crocodile, platypus, jackal in winter, deer during mating season, etc. Further introduction: everyone in a circle expressively demonstrates to the others the characteristic movement of this animal. After this, in turn, you need to show first “yourself”, and then any other “animal” present. This “animal” gets a move, shows itself further than another animal. And so on. Then you can declare a “super zoo”. This is when all the animals are demonstrated in the most exaggerated and bright way!

You can play right through. If you made a mistake in passing the move, you are out of the game.

Exercise “Rhyming names”

Participants need to compose a couplet in their name, which begins with the words: “My name is...”

Example:

• My name is Nikita, mosquitoes love me!
• My name is Nina, I came from the store!
• My name is Sasha, my porridge burned!
• My name is Nastya, hello to everyone from me!
• My name is Rita, everything in the garden is watered!

Exercise “Writer”

Target : development of speech, children's vocabulary, thinking and creativity. Can be used as an icebreaker in adult training.

Progress : Three words are given. For example, a table, a watermelon, a carriage. It is necessary to come up with as many sentences as possible, each of which would use all three words. Words can be changed in any way.

Exercise “Find a pair”

Target : Development of predictive capabilities and intuition; formation of an attitude of mutual understanding among group members.

Progress of the exercise : Each participant has a piece of paper attached to their back using a pin. The name of a fairy-tale hero or literary/historical character who has his own mate is written on it. Let's say: Crocodile Gena and Cheburashka, Ilf and Petrov, Daedalus and Icarus, etc. Each participant must find their “half” by surveying the group. However, it is forbidden to ask direct questions, for example: “What is written on my sheet?” You can only answer questions with “yes” and “no”. Participants disperse around the room and talk with each other.

Game "Fortunately... Unfortunately..."

Target : development of imagination and creativity.

Time spending: 30 minutes.

Materials : small ball.

Players have to write a story. Each participant comes up with his own proposal, which must begin with the words “Fortunately” or “Unfortunately” (alternately).

The one who is ready to be first gets the ball. Having finished the sentence, he passes the ball to another participant and the story continues.

The length of the story is not predetermined. Any player can decide to finish it if they deem it necessary.

The game can be played in different ways. You can start it yourself or give the ball to the player who you think is ready to take the initiative. If you want to give the group members more confidence, you can ask if they have any themes in mind that the story could revolve around.

Possible options:

• The group got lost on a desert island.
• Odysseus ends up in Red Square.
• Vasya and Masha open a toy store.
• The boy fell in love with the girl.
• Two parents argue over birthday gifts for their son or daughter.

Exercise "Lace"

The group stands in a narrow circle and stretches its arms forward. The trainer ties laces to the hands in random order. The group's task is to unravel. In this case, you cannot talk. You can invent all sorts of sound signals and gestures.

Verbal communication is prohibited.

After completing the exercise, a discussion is held: each member of the group shares his impressions, expresses his opinion about the work of the group, for example, why it was not immediately possible to do something that was successful, etc.

Exercise for managers “The Princess and the Peasant”

Target : encourage people to think creatively.

Band size : from 5 to 15 people.

Conditions : cool room. You will need one copy of the story text for each participant.

Procedure:

1. Tell a story about a princess and a peasant.
2. Give each participant a copy of the story and allow them to discuss the issue for as long as they like—most likely it will take 5-10 minutes.
3. Offer your own answer to the riddle, but if someone thinks differently, so much the better.

Text:

The peasant wanted to marry the princess. The king, her father, became furious and ordered the peasant's head to be cut off for his insolence.

But the peasant was handsome, and the queen was kind and wanted her daughter to be happy, so she persuaded the king to put the peasant to the test. It was decided that he should take one of the two cards out of the box and accept what was written on it as his destiny. One card will say “wedding” and the other will say “death”. If he refuses, he will die. However, the king cheated: he marked both cards with the word “death” and put them in the box.

The queen noticed this and hastened to tell the princess about everything so that she could warn her lover about the impossible task and the terrible danger that hung over him. However, when the time came for testing, the peasant remained calm. He drew the card, after which he married the princess and lived happily after that. The king became so furious that he died from the blow, and the queen inherited the throne.

How did the peasant manage to escape the trap set by the evil king?

Correct answer: The correct answer is that the peasant pulled out a card and, without looking at it, tore it into pieces, swallowed it and said: “Let the king get another card, and I will learn my fate from his hands. If he pulls the "wedding" card, I'll know that my card was "death" and I'll accept my fate. But if the king’s card is “death,” I will understand that mine was “wedding,” and I can marry the princess.”

Completion : Participants often believe that the king has been duped in one way or another. For example, they will say that the peasant bribed the man who put the cards in the box, or that he asked the princess to replace “wedding” with “death.” One participant suggested that the story was an old French fairy tale, and that the queen made the king write the letter "c" which would mean "death", and the king was so stupid that he did not remember that "c" also meant "wedding." .

It doesn't really matter what assumptions people make. The sole purpose of the activity is to shake their minds a little.

Time needed: about 20 minutes.

Exercise “Creative Insight”

Target : development of creative thinking and ability to concentrate.

For two minutes, using 14 words (the trainer himself selects the words in advance; the set of words may change in connection with the goals and objectives of the training), come up with a coherent story. You can put words from the list in any order, and also add any other words.

Exercise “Development of Creativity”

Find the similarities between the objects below. For example: “What do an elephant and a banana have in common?” Possible answers: thick skin, live in hot climates, etc. Three minutes are allotted for each pair.

1. What do coffee and the people of Lapland have in common?
2. What do shoelaces and trains have in common?
3. What do mountains and chocolate have in common?
4. What do walking and talking have in common?

The time for conducting and discussing the results is 25-30 minutes.

Exercise “Capital letter”

To stimulate the emergence of creative ideas, you need to learn to look for associations in the usual stream of thoughts.

This exercise can be done anywhere, anytime, with any letter!

Let's start with the letter Z. Over the course of three minutes, write down as many words as possible that begin with the letter Z.

Time spending: 10-15 minutes

Exercise "Transformations"

Target : development of creativity.

To develop technical intelligence, it is very useful to imagine the design of various machines and devices, as well as the principles of their operation. We offer you a new and effective exercise. If you don’t know what the operating principle of a particular device is, just invent it!

1. Imagine that you are a piece of paper about to go into the copy machine. Closing your eyes, imagine in as much detail as possible the process happening to you.
2. Imagine that you are gasoline in a car's gas tank, flowing into the engine. You turn into an explosive force and move the car. Closing your eyes, imagine in as much detail as possible the process happening to you.
3. Imagine that you are the signal emitted by the transmitter of a local television station. Closing your eyes, imagine in as much detail as possible your path from the transmitter antenna to becoming a picture on a television screen.
4. Imagine that you have become your own voice and are traveling from your handset through a communications satellite to the handset of your friend located on the opposite side of the planet. Closing your eyes, imagine your journey in as much detail as possible.

Exercise “Tie your shoelace”

Target : development of creativity.

In two minutes, find as many uses for a shoe lace as you can and write them down.

This is an exercise that develops creative intelligence; you can take any other object for consideration: a paper clip, a toothbrush, a pencil, a match... etc.

The time for conducting and discussing the results is 10 minutes.

Exercise “Read the text”

The smarter a person is, the longer he will be able to read this text, despite the omissions. Context will help him with this.

Exercise “Put a point”

Target : test for originality of thinking.

Exercise : Here is a piece of paper with a circle drawn on it. Place the point where you want! (and no additional comments).

Grade : According to the degree of increasing originality of thinking, the point is located like this: in the center of the circle, on the same side of the sheet, but in the center of the circle, on the other side of the sheet, on the cut of the sheet (on its edge).

Exercise "Circles"

Target : measuring the properties of intellectual activity.

Age : preschool, junior school.

Rules: Children are asked to complete 20 circles so that they get complete images (sun, flower, ball, etc.).

The work is completed within 7-10 minutes depending on age.

Processing the results: the total number of pictures is calculated, the number of themes of the pictures is determined. There are supposed to be 9 of them. This is the universe: sun, moon, planet. Nature: flowers, trees, animals. Science and technology: globe, glasses, car, wheels, etc. A man, an image of his body parts: head, ears, eyes. Life: food, clothing, household items. Folk art, fairy-tale images (gingerbread man, snow woman, Cheburashka, etc.). Sports, sports equipment: rings, rackets, discs, etc. Economics: coins... Art, any jewelry: beads, toys, medals, etc.

Flexibility of thinking is determined by the number of drawings and the total score.

Originality is measured by the sum of points for original drawings. Point system: 1 point – the pattern is found in half of the children or more often; 2 points – the pattern is found in less than half of the group; 3 points – the picture appears in the singular.

Exercise "UFO"

Target : development of imagination, activation of attention, thinking and speech.

Age : junior school.

Equipment : paper and colored pencils.

Progress of the game : – Guys, today you will draw an alien. In order to draw it, first think about what it will be like. Use all your imagination.

Children are given about 15-20 minutes to draw. Afterwards, each child talks about his character, where he lives, what he eats, how he interacts with others, and about his qualities.

This exercise can be used for psychodiagnostic purposes, since when talking about his hero, the child projects his qualities and feelings.

Exercise “Talking with hands”

Target : teach to control your actions, develop imagination.

Age: preschool.

Form of conduct: individual.

Rules: The psychologist should circle the silhouette of the palms of a preschooler on a sheet of paper. Then invite the child to “revive” his palms - draw eyes, a mouth, hats, and hairstyles for them. You can paint each finger a certain color. After completing this work, you can start a conversation with your fingers, ask: “What is your name?” (maybe the child will come up with his own names for his fingers), “What do you like to do?”, “What don’t you like?”, “What are you like?” At the same time, it is necessary to emphasize that the hands are good, they can do a lot (list what), but sometimes they do not obey their owner.

Game "Disaster in the Desert"

Tasks : to practice the skills of behavior in a discussion, the ability to conduct a debate, to be persuasive, to study the dynamics of a group dispute using specific material, to discover the traditional mistakes people make in polemics, to train the ability to highlight the main thing and sift out the “husk”, to see the essential features of objects, to learn to realize strategic goals and it is to them that tactical steps should be subordinated, etc.

The presenter should focus attention when discussing the results on such aspects as receiving feedback from the participants about each other (due to its emotional richness, the game allows you to “turn off” the psychological defense mechanism at least for a while and become yourself - that is why it is effective in the first stages of group work).

Time : at least one and a half hours.

Each participant receives a special form (or draws it according to the instructions of the presenter).

The leader gives the group the following instructions:

From now on, you are all passengers on an airliner flying from Europe to Central Africa. While flying over the Sahara Desert, a fire suddenly broke out on board the plane, the engines failed, and the airliner crashed to the ground. You miraculously escaped, but your location is unclear. We only know that the nearest populated area is approximately 300 kilometers away from you. Under the wreckage of the plane, you managed to find fifteen objects that remained intact after the disaster.

Your task – rank these items according to their significance for your salvation. To do this, you need to put the number 1 for the most important item, the number 2 for the second most important, and so on until the fifteenth, the least important for you. Fill in the numbers in the first column of the form. Everyone works independently for fifteen minutes.

List of items:

• Hunting knife.
• Pocket flashlight.
• Flight map of the surrounding area.
• Polyethylene raincoat.
• Magnetic compass.
• The parachute is red and white.
• A pack of salt.
• Sunglasses for everyone.
• A liter of vodka for everyone.
• Pocket mirror.

After completing the individual ranking, the facilitator invites the group to split into pairs and rank the same items again within ten minutes, together with a partner (in this case, the second column in the form with the list of items is filled in with numbers). The next stage of the game is a group discussion with the goal of coming to a common opinion regarding the order of arrangement of objects, for which at least thirty minutes are allocated.

From observing the work of the participants, the degree of development of the skills to organize a discussion, plan their activities, make compromises, listen to each other, convincingly prove their point of view, and control themselves is clearly visible. Heated debates and battles that often unfold, when no one wants to listen to the opinions of others, clearly demonstrate to the participants themselves their incompetence in the field of communication and the need to change their behavior.

At the end of the discussion, the presenter announces that the game is over, congratulates all participants on their successful rescue and invites them to discuss the results of the game. The first question that the presenter asks all participants in the circle to answer is the following: “Are you personally satisfied with the results of the past discussion? Explain why".

The participants’ answers are necessarily accompanied by reflection, the purpose of which is to understand the processes, methods and results of individual and joint activities. The resulting discussion is fueled by the facilitator asking clarifying questions of something like this:

• What caused your satisfaction (dissatisfaction)? Do you think your discussion was moving in the right direction or not?
• Has a general rescue strategy been developed? What prevented you from taking an active part in the discussion? Do you disagree with the decision made? Why didn't you manage to defend your opinion?
• Who had the greatest influence on the outcome of the group decision, that is, in fact, turned out to be the leader who managed to lead the group?
• What exactly in the leader’s behavior allowed him to force people to listen to him? At what stage did the leader appear?
• In what ways did other participants gain agreement with their opinions?
• Which behaviors were the least effective?
• Which ones only interfered with the overall work?

How should the discussion be structured in order to reach a common opinion in the fastest way without infringing on the rights of all participants?

Discussion of the results of the game should lead the group to independently understand the question of how to best organize discussions, how to avoid rough clashes in an argument and to persuade others to accept their opinions. As a rule, during the discussion a very wide range of problems is touched upon: the phases through which almost any discussion goes, the leader and his qualities, effective communication skills, self-presentation skills, etc.

If necessary, the presenter only helps to more clearly formulate the patterns found by the participants. Self-analysis by participants of their own behavior, which is enriched by feedback from other group members, is very important. It is up to the facilitator to ensure that this feedback does not turn into a series of mutual accusations, but is constructive and accepted by the participants.

There is almost always a question about the “right” answer to a discussion problem. This answer is given by the presenter, but with the caveat that this is the opinion of foreign experts, with which we have the right to disagree, but we are forced to take into account the importance of choosing a rescue strategy for ranking objects: either move through the desert towards people, or wait for help from rescuers. If the question of strategy was practically not raised in the group during the discussion, then at this stage it is discovered that some of the participants tacitly implied the first option, while the other part had in mind the second. This reveals another reason for mutual misunderstanding.

So, the answers:

Option “Wait for rescuers” (by the way, according to experts, preferable).

• One and a half liters of water for each person. In the desert it is necessary to quench thirst.
• Pocket mirror. Important for signaling to air rescuers.
• A light short coat for everyone. It will protect you from the scorching sun during the day and from the coolness of the night.
• Pocket flashlight. Also a means of signaling to pilots at night.
• The parachute is red and white. Both a means of protection from the sun and a signal to rescuers.
• Hunting knife. Weapons for food production.
• Polyethylene raincoat. Means for collecting rainwater and dew.
• Hunting rifle with ammunition. Can be used for hunting and for giving a sound signal.
• Sunglasses for everyone. They will help protect your eyes from the shine of sand and sun rays.
• Portable gas stove with cylinder. Since you don't have to move, it can be useful for cooking.
• Magnetic compass. It doesn't matter much, since there is no need to determine the direction of movement.
• Flight map of the surrounding area. Not needed, since it is much more important to know where the rescuers are than to determine your location.
• Key to edible animals and plants. The desert does not have a large variety of flora and fauna.
• A liter of vodka for everyone. It is acceptable to use as an antiseptic for disinfection of any injuries. In other cases, it is of little value, since if consumed orally it can cause dehydration.
• A pack of salt. It has practically no significance.

Option “Move towards people”. The distribution by importance will have a slightly different form:

• One and a half liters of water for each person.
• A pack of salt.
• Magnetic compass.
• Flight map of the surrounding area.
• A light short coat for everyone.
• Sunglasses for everyone.
• A liter of vodka for everyone.
• Pocket flashlight.
• Polyethylene raincoat.
• Hunting knife.
• Hunting rifle with ammunition.
• Pocket mirror.
• Key to edible animals and plants.
• The parachute is red and white.
• Portable gas stove with cylinder.

Sometimes clarifying mutual impressions and openly sharing feedback is difficult in the early stages of training, and although this game remains useful and effective, it is not able to completely remove the psychological defenses of participants. To relieve tension at this stage, psycho-gymnastic games with a relaxation focus are used.

Exercise “Silent and talking mirror”

The presenter invites a volunteer to step into the circle and “look in the mirror.”

Your task is to determine only by the reflection in the “mirror”, or rather in two “mirrors”, which of the group members approached you from behind. These two “mirrors” will be alive. One will be silent: it will be able to explain to you who is behind you only with the help of facial expressions and gestures. The second mirror is a talking one. It will explain who the person is, without, of course, naming his name. Choose from the group those two who will become the silent and speaking “mirror”.

After the player has made a choice, the presenter gives the “mirrors” more detailed instructions:

“Mirrors” stand next to the wall. The main player is in front of them. All other members of the group position themselves behind him and, one at a time, silently approach him from behind. Reflection by mirrors occurs in turn. At first the silent “mirror” works. If the main player cannot guess the person standing behind him, then a “talking mirror” comes in and says one phrase. If the player again does not guess, then again it can be done differently - reflects a silent “mirror” and so on. The player's task is to guess the person behind him as quickly as possible.

There is a certain condition for “mirrors” - not to focus only on depicting purely external features of people, much less to emphasize some physical characteristics.

The following questions can be discussed:

• Which player required the fewest mirror “reflections” to determine who was behind him?
• What is the secret of such insight?
• Which of the group members turned out to be the most talented “mirror”? What helped him with this?
• Which participant was surprised by how he was reflected by the “mirrors”?
• How did you feel when you saw your reflection?

Auto-training “Magic Forest”

Target : creating a positive image of “I”, knowledge and development of the “I-concept”, teaching auto-training as a way to change psychological and emotional states, developing perception and creativity.

Time needed: 15–20 minutes.

Procedure.

1. Text of immersion in a relaxation state. Take a comfortable position. In this case, it is very important to straighten the spine since it has natural curves. The hands rest loosely on the knees so that the thumbs and index fingers do not touch. Get ready to put your emotions and experiences aside for a while. Close your eyes. Leave any judgments, expectations or fantasies about how your auto training experience will turn out. Let it happen. Relax your facial muscles. Adjust your breathing so that it becomes even.

Breathe deeply and evenly. Tell yourself: the word “inhale” when you inhale, and “exhale” when you exhale. Accompany these words with every inhalation and exhalation. If you find yourself wondering about something, gently remind yourself of the task at hand and begin to say “inhale and exhale” again.

Focus all your attention on your breathing. Feel the air filling and leaving your lungs (focus on breathing for 5 minutes).

Your body begins to gradually relax. You feel the tension in your muscles disappear. With every spoken word, every muscle of the body is increasingly filled with a feeling of peace and pleasant lethargy. Your breathing is even and calm. Air freely fills the lungs and leaves them easily. The heart beats clearly and rhythmically. Turn your inner gaze to the fingers of your right hand. The fingertips of the right hand seem to touch the surface of warm water. You feel the pulsation in your fingertips. There is a feeling that the hand is gradually immersed in warm water. This magical water washes your right hand, relaxes it and rises up your arm... To the elbow... Even higher... Now your whole arm is immersed in pleasant warmth, relaxing... Fresh, renewed blood runs through the veins and arteries of your right hand, giving it rest... Breathing is smooth and calm. The heart beats clearly, rhythmically... And now your inner gaze turns to the fingers of your left hand.

The text above is completely repeated for the left hand. At the end, be sure to give instructions regarding breathing and heart.

Turn your attention to your feet. The feet relax. They feel a pleasant warmth, reminiscent of the warmth of a fire burning in a fireplace. It feels as if your feet are standing on a fireplace grate. Kind, gentle warmth rises up the legs, giving life-giving relaxation and rest to the muscles... Tension disappears... And now the leg muscles relax - from the tips of the fingers to the thigh... Breathing is even, calm. The heart beats clearly, rhythmically...

There is another source of heat in your body. It is in the solar plexus area. It’s like a little sun saturates your internal organs with its life-giving rays and gives them health, helps them function better... The muscles of the abdomen and chest are straightened and relaxed... A pleasant, relaxing warmth spreads throughout the body, which creates a feeling of peace and relaxation... Tension in the shoulders and cervical region disappears , in the lower part of the back of the head... You feel how the tension accumulated here dissolves and disappears... Goes away... Breathing is even, calm. The heart beats clearly, rhythmically...

Now your mind's eye turns to your face. Facial muscles relax... Tension goes away from the cheekbones. From the jaws... Lips become soft... Wrinkles on the forehead are smoothed out... Eyelids are closed and motionless... All facial muscles are relaxed... A light, cool breeze washes your face... The air brings you its healing energy... Breathing is even, calm. The heart beats clearly, rhythmically...

Your body enjoys complete peace... Tension subsides, dissolves away... Fatigue disappears... You are filled with a sweet feeling of rest, relaxation, peace... Peace that fills you with new strength, fresh and pure energy...

You are relaxed and free. You can end up where you want to be. Where you feel good. For some, perhaps this is his own home, for others it is a corner of the yard where he loved to hide as a child. And for some, it’s just a clearing in the summer forest, where you can lie in the grass and see the dazzling blue sky above you... Stay a little in this place. Drink in the positive energy of this good place for you... Your breathing is even and calm.

2. AT text . You find yourself in a wonderful, warm forest. He does not scare you, but on the contrary seems friendly and hospitable. The sun is shining brightly, its warm rays break through the foliage of centuries-old giant trees and gently touch your hair and your face. The air is fresh, saturated with different aromas of the forest, try to smell the forest smells (pause). Can you hear the birds singing? Listen, the forest is full of sounds (pause) There is a path in front of you. Follow it. The path is narrow, you walk slowly, enjoying the beauty. Go to any tree, touch its bark, the moss on it, raise your head up and look at its crown. The warm wind gently plays with your hair and calms you down, you feel at home in this forest. You walk further along the familiar path and come out into a clearing surrounded by mighty trees. There is a small tree in the center of the clearing. Apparently very old, it is not tall, but its trunk is too wide, its crown is spreading, its branches are strong (pause).

An old sage sits under a tree; he knows the answers to all questions. He does not make you feel fear or apprehension, on the contrary, respect and trust. Come closer, you see the sage smiling at you. Take a closer look at him, try to remember his appearance, face, eyes. Do you want to talk to him? It’s not in vain that you came here, he knows everything. Try talking to him about yourself. Ask him: “Who am I?” (pause). Continue the conversation with the old man, try to look at him carefully and listen to his words.

It's time for you to return. You will come here again, to this giant forest.

3. Text of exiting the relaxation state.

Now I will start counting from seven to one. With each subsequent number, you will begin to emerge more and more from the state of relaxation - until the moment when I call the number “one” and you will stand up rested, cheerful, full of new strength and energy.

So seven ... You feel the sensation of your own body returning to you... Lethargy and apathy are receding. You begin to return to your normal state. Six ... Your muscles are filled with strength and energy... You are still motionless, but a few moments will pass and you can easily get up and start moving... Five ... The state of calm remains, but it begins to be filled with feelings of strength and the ability to act... Relaxation is replaced by composure... Four ... You feel that you have finally come to your senses and are ready to be active. Vigor and energy fill you more and more. Three … Move your feet. You fully feel your legs and are able to easily tense your muscles. Move your fingers. Slowly clench your fingers into a fist Two . Without opening your eyes, turn your head. You are cheerful, filled with strength and energy. Did you have a good rest. You are calm and confident. One . We opened our eyes. We got up. Don't do it too quickly.

Discussion.

How do you feel? (please note that everyone can speak up and share their impressions, discoveries, and emotions).

From today we will end each lesson with auto-training and you will return to the “sage” and continue the conversation with him.

Surely next time he will tell you a lot more than in your first meeting.

Game “Developing Observation”

Age : junior school.

The participants of the game are divided into 2 teams.

Game conditions : for 10 minutes, the guys write down as many objects as possible, grouping them by shape, color, starting with the same letter, made from the same material, belonging to the same genus, etc.

It is necessary to make the following lists of items:

1. Red,
2. black color,
3. Green colour,
4. of blue color,
5. oval,
6. square,
7. wooden,
8. metal,
9. stone,
10. starting with the letter "k"
11. related to furniture,
12. related to dishes, etc.

For the longest list of items for one of the items, 5 points are awarded.

Exercise “Completing the Story”

Age : junior school.

Children are offered the beginning of a story. For example: “It was a clear sunny day. A girl was walking down the street and leading a funny puppy on a leash. Suddenly, out of nowhere...”

It is necessary to come up with a continuation and ending to the story.

Operating time - 10 min.

The story can be assessed according to the following criteria:

• completeness of the story;
• brightness and originality of images;
• unusual twist and plot;
• surprise ending.

Exercise “Talking on the phone”

Goals: the game is aimed at modeling social situations and behavior patterns, developing the ability to listen to others, as well as the development of spatial thinking and visual perception; creative imagination, emotional adequacy.

Materials : playing field: on the top of the sheet of whatman paper are depicted Leopold the Cat, Gena the Crocodile, Kolobok, Wolf (from the cartoon “Well, wait a minute!”); on the lower part - Fox, Hare, Cheburashka, Mouse. The characters hold telephone handsets, which are connected in pairs (according to the cartoon) with a broken line, forming a kind of labyrinth.

Brief description of the game content:

“Different cartoon characters live in two large houses. Residents of one house - Leopold the cat, Gena the Crocodile, Kolobok and Wolf - called their friends. Find out who called whom. What were they talking about?

Before the game, it is recommended to read K.I. Chukovsky’s poem “Telephone” to children, followed by a discussion and/or a short conversation about the rules of etiquette for talking on the phone. Remember cartoons and fairy tales with the participation of the above-mentioned heroes.

Number of game participants– from 1 to 4 children.