Play therapy: a fun and simple behavior correction for children. Child-Centered Play Therapy: Group Work Goal of Play Therapy

The role of PLAY THERAPY in the development of children

Compiled by: teacher of GBDOU kindergarten No. 23, Primorsky district of St. Petersburg

Gazetdinova Olga Alexandrovna

The game is leading activity from early childhood. It allows the child to get an idea of ​​the world around him; with its help, such important mental functions as thinking, imagination, and fantasy are formed. This means that it will be easier for the baby to learn and master new activities. It was the recognition of the most important influence of games on the formation of personality that made it possible to create an effective system of methods of psychotherapeutic influence on a person - game therapy.

Play therapy concept

Play therapy is the immersion of a teacher into the world of preschoolers. Observing children while they play allows us to identify problems possible reasons their occurrence. Play therapy is here to help small child overcome developmental difficulties, eliminate behavioral problems, figure out what really bothers you. A well-conducted session of such a game will allow him to understand how he feels and how to behave better. The result of the therapy: the child’s self-esteem should increase, communication skills should develop, and the level of anxiety should decrease. It is better if the process takes place in a specially equipped room with a psychologist in kindergarten.

Functions of play therapy

Play activities perform three functions that are important for the successful work of a specialist with a preschooler in kindergarten.

1. Diagnostics. Play therapy helps clarify the characteristics of a child’s personality, his relationships with the outside world and people in particular. Just talking with a child who withdraws for various reasons, it is difficult to understand something, whereas in an informal setting the child at the sensorimotor level shows what he has ever experienced. Spontaneous action will allow the preschooler to express himself most fully, and completely involuntarily.
2. Education. Game therapy allows you to learn how to rebuild relationships and expand your horizons during one or several sessions. Thanks to her, the baby goes through a painless process of readaptation and socialization, learns about how everything is organized in the world around him.
3. Therapeutic function. The preschooler is not yet interested in the result of the game; what is much more important to him is the process itself, during which he plays out his experiences, fears, awkwardness in communicating with others, and finds a solution to his conflicts and problems. As a result, he not only develops, but also significantly strengthens the necessary mental processes, gradually develops tolerance and an adequate response to what is happening around him.

Indications for the use of play therapy

The work of a psychologist in a kindergarten with preschoolers is very important. He must promptly determine the need for play therapy sessions with individual children or groups.As world practice has shown, play therapy copes with many diagnoses, except for the most difficult cases - complete autism or non-contact schizophrenia.Therefore, play therapy is recommended if there are the following indications:

• isolation and reluctance, inability to communicate;
• phobias and infantilism;
• bad habits and antisocial behavior;
• over-obedience with over-conformity, etc.

The psychologist’s task is to get to know the child and select all the necessary methods that will be useful to him.

Main types and forms of play therapy

There are several criteria by which play therapy is classified. The following types and forms of this activity are most often distinguished.

1. Depending on the role of the adult in the game:

• directive - a directed process where an adult is an organizer for a child who is offered ready-made options solving this or that problem, during the game the baby himself comes to understand himself and his own conflicts.
• non-directive - non-directed play therapy is carried out during the play activities of preschoolers, where the adult tries not to interfere, creating a cozy, warm atmosphere of reliability and trust around the children.

2. According to the structure of materials for the game:

• structured games - used when working with children from 4 to 12 years old, provoke open expression of aggression (toy weapons), expression of immediate desire (with human figures), develop communication skills (fun with trains, cars, telephone);
• unstructured games - outdoor activities and sports exercises, work with plasticine, water, clay, sand, which contribute to the child’s indirect expression of his feelings and the appearance of a feeling of victory.

3. According to the form of organization of the process:

• group;
• individual.

In kindergarten classes, psychologists use play therapy in the form that is optimal for achieving the goals and objectives facing them.

Group play therapy

To determine the necessary form of classes, the child’s need for communication is analyzed in each specific case. If it is not formed, then an individual one will be chosen, but provided that there is no contraindication - severe mental retardation. In all other cases, play therapy is preferable, which allows children to easily communicate with each other, revealing themselves to the fullest extent. But first you need to make sure that they have no contraindications to using this form of exercise. Children should not experience the following severe symptoms:

• sexual development ahead of age norms;
• excessive aggressiveness that is difficult to calm down;
• the stressful state in which the baby may be at the time of observing his play;
• antisocial behavior, the manifestations of which may cause harm to surrounding children;
• sibling rivalry.

Play therapy in a group helps a preschooler understand himself as an individual, increase self-esteem, respond to all negative internal emotions, reduce anxiety, guilt and worry. This process is favorably affected by the opportunity for children to observe each other and strive to try one or another role in the game themselves. The goal of the specialist’s work is not the entire group, but its individual participants.The optimal number of players is 5 children and 1 adult.There should be no difference in age of the children by more than 1 year. Play therapy in a group develops in each child:

• formation of a positive “I-concept”;
• instilling responsibility for actions;
• development of self-control skills;
• strengthening the ability to make independent decisions;
• gaining faith in one's own self.

Gradually, unstructured play therapy is replaced by structured one, allowing the preschooler to more freely express his worries and feelings, even the most aggressive ones. This means that it will be easier for the psychologist to track and correct them.

Game room in an educational institution

In a kindergarten that meets the modern needs of parents, a special room should be equipped for a psychologist to work with children. To achieve the optimal effect from classes, it must meet certain criteria.

Requirements for the size and design of the room

To work with one preschooler or a group of 2-3 children, a room with dimensions of 3.5 m by 4.5 m is sufficient. This is necessary to ensure a comfortable distance between the adult and the child. For group classes where there are more than 4 people present, at least 27 m is required 2 . Then the risk of injury during outdoor games will be minimized. For the child’s comfort, there should be no doors with glass elements or windows located on the interior walls, otherwise they should have curtains or blinds. It is advisable to lay linoleum on the floor; carpet is laid only for appropriate games. It is necessary to exclude dark tones from the interior, cover the walls with light washable paint: play therapy should evoke positive emotions.

equipment requirements

Toy shelves rigidly attached to the walls are placed no higher than 1 m from the floor: children should be able to demonstrate independence without harming themselves. Ideally, a small bathroom adjoins the study room. The room is equipped with tables with a wooden surface. Slides with drawers are also good, especially if you can draw and wash on their surface. The classroom for activities in kindergarten is equipped with the following groups of toys:

• transmitting real the world– a family of dolls, a house, transport, a cash register, puppets;
• for self-expression in creativity and weakening emotions - clay, sand, water, cubes, paints with a palette;
• giving the opportunity to react to aggression - guns, predatory animals, toy soldiers, rubber knives.

Examples of exercises for kindergarten classes

Games to repress fears in children

1. Game "Hide and Seek" - to overcome the fear of confined spaces, loneliness, darkness, indecision and emotional stress. You can play from 1 year old. We discuss where you can’t hide. With older children we can play in the dark, with only the night light on.
2. Game "Shaggy Dog"- to overcome fear of animals, sudden influence, in unexpected situations, overcoming self-doubt. You can play from 1 year old. We offer one of the children the role of “dog” and seat him on a chair. The rest of the children slowly come as close as possible and say:
Here sits a shaggy dog
With your nose buried in your paws.
Quietly, peacefully he sits:
He's either dozing or sleeping.
Let's go to him and wake him up
And we'll see if something happens.
After the words “something will happen,” the dog jumps up and, with the words “woof, woof,” rushes towards the children, they must dodge and run away from the dog.
3. Game "Tags".Serves as a kind of warm-up for subsequent games, helps to significantly reduce fear in the event of a sudden unexpected attack, punishment from parents (since spotting, like a light blow, imitates physical punishment), relieving accumulated nervous tension. You can play from 2 years old. It is advisable to stipulate the rules of the game in advance: move along a limited agreed area, mark only with a clap on the back.
To create emotional tension, the presenter can make remarks - threats: “Well, hold on!”, “As soon as I catch you...”, “Yeah, I gotcha!” and others. And to relieve the emotional intensity and build the child’s confidence in his own abilities, we give a positive assessment in the form of an exclamation: “What a dexterity!”, “There’s no way to catch up!” etc.
4. Game "We are hunting a lion."To overcome timidity, fear of exposure to unexpected situations, fear of water, animals. We've been playing since we were 2 years old. Children pronounce the text, accompanying it with appropriate movements:
We are hunting a lion. We are not afraid of him.
We have a long gun and a telescope.
Oh! What is this? And this is a field: top - top - top.
Oh! What is this? And this is a swamp: chav - chav - chav.
Oh! What is this? And this is the sea: glug-glug-glug.
Oh! What is this? And this is the path: shur-shur-shur.
You can't crawl under it. You can't fly over it.
There is no way around it, but the path is straight -
We went out into the clearing. Who is this lying here?

Let's touch it! (children “touch” an imaginary lion) Yes, it’s a LION! Oh, mommy! Oh, how scary! We got scared of him and ran home quickly:
Along the path: whir – shur – shur.
By sea: glug - glug - glug.
Through the swamp: chav - chav - chav.
Across the field: top - top - top.
We ran home. The door was locked with all the locks: chick-chick.
Wow! (on the way out) Tired. Oh yes we are! Well done! They ran away from the lion!
5. Game "Blind Man's Bluff". To overcome the fear of closed spaces, darkness, sudden influence. You can play from 3 years old. We blindfold the driver tightly, that is, we imitate a closed space, which children are so afraid of in ordinary life, and, turning it around three times, we offer to catch one of the children. As the game progresses, we give the driver signals in which direction it is best for him to move. When catching one of the children, the leader must identify who it is by touch.
The game of "Tag" is dying out only in adolescence, and "Blind Man's Bluff" and "Hide and Seek" - in the younger school age. These games are a prelude to the competitive games "Who's First", "Quick Answers", etc.
6. Game "Who's first."To remove the fear of unexpected influences and train the processes of attention and inhibition. We've been playing since we were 2 years old. From the age of 4 we introduce complications into the game.
In the middle of the room we place 2 chairs, between them there is a passage for one person. Children get down on all fours and, at a signal, must crawl to the chairs, crawl between them and go around one of the chairs to return to the starting line. When they crawl, you can hold each other back, cling to clothes, push, taking into account the age of the players. Whoever gets to the launch pad first wins. Complication: crawl after the words “caterpillar”, not “crocodile”, “snake”. Then, from the age of 6, after the words “caterpillar”, “crocodile” or after clapping, and not hitting a tambourine, etc.
7. Game "Bus". To overcome the fear of closed spaces, especially in transport, to coordinate your movements with the movements of your comrades.
Holding each other's hands, the children form the frame of a bus with the driver in front. The “bus” picks up “passengers” at “stops” through a single, and even poorly functioning “door” - everyone must make room and while the bus is “moving”, they all move rhythmically together.
8. Game "The dog barks and bites the heel."To overcome the fear of unexpected influence, fear of animals, memory of unpleasant sensations.
Kids are playing. A dog is being led past them on a “leash.” The dog barks and tries to grab one of the children by the leg. The child should cower in fear and then dodge the dog.
9. Game "Angry Hyena".To overcome fear of animals, express anger. We've been playing since we were 3 years old.
A monkey is sitting on a palm tree (chair), a hyena is sitting nearby, she is angry:
I'm a scary hyena
I'm an angry hyena.
From the anger on my lips
Foam always bubbles up.
The hyena catches those who try to help the monkey. Children must try to free the monkey and not get caught by the hyena.
10. Game "Brave Hare".To overcome the fear of sudden impact in unexpected situations, fear of animals. You can play from 3 years old.
We choose a hare who likes to stand on a stump (chair), sing loudly and read poetry, a wolf, the rest of the children are “cowardly hares”. Carried away by the singing, the hare does not “see” how the hares ran away and the wolf crept up, so he must run away at the very last moment, when the wolf stretches out his “paws” to him.
11. Game "Owl". To overcome the fear of sudden impact and unpleasant sensations. We've been playing since we were 2 years old.
We choose an owl, the rest of the children are hares. Hares jump, frolic, at the signal “owl” the hares freeze, depicting fear on their faces, and the owl must choose the one who did not freeze well enough and inaccurately depicted the emotion of fear.
12. Game "Swamp". To overcome the fear of depth, heights, fear of monsters living in the swamp.
At a distance of 1 step we place chairs or cubes, turned in different directions, forming a straight or zigzag line - this is a “swamp”. Children must cross to the other side. At the moment of transition, we intensify the emotional tension with the words “you will fall”, “come back”, “you will not pass” and at the end - approval “well done”, “keep it up”, “you did it”.
13. Game "My Fear".Used as a technique for partial release from fears. We've been playing since we were 4 years old.
Children stand in a circle, hands free. They read the poem “Fear” by V. Kudryavtseva, accompanying the words with movements and facial expressions:
Fear has big eyes,
Fear doesn't have teeth - it has fangs.
He eats everyone and drinks everything.
Fear has desire
Grab, bite, even eat!
The coward will invent fear
And he gasps pitifully: “Ah!”
And I'm not afraid of anything:
I'll invent fear and laugh!
14. Game "Bear the Bear in the Forest."To overcome the fear of animals, sudden influence, being left alone. We've been playing since 1st year.
We choose one of the children as a “bear” who sleeps in the den. The rest of the children go to the “forest”, performing actions according to the text:
There are mushrooms and berries from the bear in the forest,
But the bear does not sleep and growls at us.
After the word “growls,” the children run away, and the bear catches them. To increase emotional tension during this period, the adult exclaims: “Catch him, hold him!”, “Aha, caught him, caught him!”, “Run away, run away!”, etc. At the end, for an effort of self-confidence, we encourage “Well done, ran away!”, “Oh, yes, fast, dexterous!”.
15. Game "Cockfight".To overcome the fear of unexpected impact, pain. We've been playing since we were 5 years old.
Children stand in pairs sideways to each other and, jumping on one leg, push each other with either their right or left shoulder, trying to throw each other off balance.
16. Game "Scary Chair".To overcome the fear of unexpected influence, talking through your fears. We've been playing since we were 4 years old.
We place chairs in the center of the room (preferably in the middle of the carpet), the children sit around the chair on the carpet. And one of the children sits on a chair and tells his most terrible story, so that the end ends with the words “Grabbed!”, “Caught,” “Hold!” and after these words he tries to catch one of the children, and the children must quickly dodge, run away, crawl off the carpet.
17. Game "Baba Yoshka, who am I?"To overcome imaginary, inadequate fears of fairy-tale characters, unexpected bodily contacts. We've been playing since we were 3 years old.
One of the children, wearing a Baba Yaga mask or another scary mask, must find out who it is by catching the outstretched hand of the children running around him, touching him and calling in a changed voice: “Baba Yoshka, who am I?”
18. Game "Baba Yaga".To overcome imaginary, inadequate fears of fairy-tale characters, sudden influence. We've been playing since we were 3 years old.
We choose Baba Yaga. She, putting on a mask and taking a “broom” - a stick or twig, stands in the center of a circle cut out of paper. Children run around and tease:
Baba Yaga - Bone Leg.
Fell from the stove, broke my leg,
I went to the garden, scared the people,
She ran to the bathhouse and scared the bunny.
Baba Yaga jumps out of the circle on one leg and tries to stain the children with a broom. Whoever it touches freezes in place until all children are tainted.
19. Game "Bee". To overcome the fear of animals, insects, unexpected influences, and physical contact. We've been playing since we were 1 year old.
We choose a bear, the rest of the children are bees, “flying” throughout the room. The bear goes to the bees, saying the words:
Bear - the bear is coming,
The bees will take away the honey.
Bees, go home!
The bees fly away to the “hive” (to a certain corner), the bear goes towards them. The bees say:
This hive is our house.
Get away from us, bear!
W-w-w-w!
The bees begin to “sting”, the bear runs away from them.
20. Game "Hunters".To overcome painful fear, unpleasant, unexpected effects. We've been playing since we were 5 years old.
We choose three “hunters”, the rest of the children are “animals”. Hunters with a small ball in their hands are located at different ends playground, the animals move in different directions in the center of the square. At the signal, the animals freeze, and the hunters must hit someone with the ball. The stained players take the place of the hunters, and the game repeats.
Rules of the game: 1. You cannot throw the ball hard, aim for the head.
2. “Animals” can dodge the ball without moving from their spot.
21. Game "Corridor".To overcome the fear of pain, attack, animals, unexpected influence, confined space. We've been playing since we were 5 years old.
Children are divided into two teams and stand opposite each other, forming a corridor. One of the children must run through the corridor to the other end, at a moment of calm - “the guards are sleeping.”
22. Game "Bee in the Dark".To overcome the fear of darkness, closed spaces, heights. We've been playing since we were 3 years old.
Children depict bees flying from flower to flower (chairs, benches, cubes of different heights). The bees ate nectar and fell asleep inside the flower (the children are hiding under the table). Night comes, the flower closes its petals (we cover the table with a dark cloth) and the bees sleep in the flower. But then morning came (we remove the fabric). The bees again began to fly from flower to flower. We repeat the game, increasing the density of the fabric to create a dark effect.
23. Game "Funny mice".To overcome the fear of animals, unexpected influences, loud, sharp signals. We've been playing since we were 1.5 years old.
We choose "cat", the rest of the children - "mice". The mice, pronouncing words and performing actions according to the text, approach the cat: “The mice came out one day to see what time it was. One, two, three, four, the mice pulled the weights. Suddenly there was a terrible ringing! Bom-bom-bom! The mice ran away."
24. Game "Scarecrow, scarecrow, show yourself!"- fear of the unexpected impact of an attack. We've been playing since we were 5 years old.
We choose “scarecrow”, the rest are “rooks”. The chosen one behind the screen dresses up as a scarecrow, using unnecessary sheets, bathrobes, boxes, and children's buckets. The rooks gather in a heap and shout in unison: “Scarecrow, scarecrow, show yourself!” The scarecrow jumps out from behind the screen and scatters the rooks. Then we choose a new scarecrow. We play until everyone is in the role of a scarecrow.

25. Game "Brave Turtles",to overcome the fear of darkness, attack, unexpected influences. We've been playing since we were 4 years old.

We choose “peacock”, the rest – “turtles”. The turtles lie on their stomachs under a blanket. While basking in the sun, they stretch their arms and legs out from under the blanket, and the curious peacock touches their hands and “pecks,” and the turtles remove their hands under the blanket in time. We change the peacock after it touches someone.

26. Game "Master of the Mountain",to overcome the fear of unexpected bodily contacts, pain, and unpleasant influences. We've been playing since we were 5 years old.

The “owner” of the mountain is located in a circle or on a rug, who must protect it from attacks by “warriors” (no more than 4-5 people). The owner’s task is not to let anyone onto the mountain, and the warriors’ task is to push the owner off the top /circle/.
Rules:

• Keep your hands behind your back, push without hands, with your shoulder.
• Do not attack the owner from behind!
• We play until everyone is the master.

27. Game "Surprise",to overcome the fear of the dark and unexpected bodily contacts. We've been playing since we were 4 years old.

Children sit in a circle with their eyes closed, arms extended, palms up. Older children can be blindfolded. The teacher places surprise objects on his palms, the children examine and recognize them. Complication: find out your surprise on the common table after the examination by opening your eyes.

28. Game "Treasure Search"to overcome the fear of darkness and emotional stress. We've been playing since we were 5 years old.

We hide a chest with surprises in a dark room, the children must find it first according to verbal instructions, then according to the diagram, lighting their way with a flashlight.

29. Game "Find a pair"to overcome the fear of darkness, loneliness, and emotional stress. We've been playing since we were 5 years old.

Children have flashlights with colored filters. Everyone must use a flashlight to find a pair /one with the same filter color/ in a dark room.

Games to overcome the fear of the dark in children

Many preschoolers are afraid of the dark: they do not go into a dark room, ask to stay with them or turn on the light. What to do with such children? How to teach them to navigate in the dark and stop being afraid of it? The answer is simple: play games with such children in the dark. Here are the games in the dark offered by French psychologists:

• Walking with children on the street, in the area after dark. Children who have become accustomed to dim street lighting will more easily get used to such lighting indoors.
• Play with your children in a semi-dark room with the door ajar - let night fall according to the plot of the game, and travelers, taken by surprise, will have to look for firewood in the dark (this can be cubes or pillows). How interesting it is to drive a car at night! Neither boys nor girls refuse such a game.
• Bring a flashlight or two into the bedroom. Light them and cover them with something like a shoebox (you can lift the box if necessary) and close the bedroom door. A flashlight is an excellent means of orientation in space, which also helps a child develop skills to control his own movements, because the child must learn to clearly direct the beam of light and hold it. You can suggest the following games with a flashlight:
• Taking a flashlight in your hand, quickly rotate it - you get something like a small mill.
• Light up the space in front of you, behind you, above you, going down, squatting, crawling on all fours, etc.
• Create something like a snail on the floor - by raising the lantern, reduce the circle of light; lowering - increase it.
• Go to the mirror with your children. “Point” the flashlight at your leg, arm, chin, ear and invite the children, looking at your reflection, to illuminate the same thing for themselves. Make faces with your children in front of the mirror, using a flashlight to illuminate their faces.
• Organize a simple “shadow theater” with your children: place a flashlight behind a hung sheet, go behind it and ask the children to guess what movements you are doing, then invite one of the children to show the movements behind the sheet, and the rest to guess.

In addition to games with a flashlight, as children get used to playing in a dimly lit room, you can organize other games in it:
1. Dance with children in a semi-dark room with the door ajar or in the light of a filmoscope, table lamp, flashlight, moving with or without music; to slow and fast melodies; accompanied by music, interrupted by short moments of silence; with a stationary light source (lying on the floor) and with moving lighting (move the light source away from the children), etc.
2. Play the same game "Blind Man's Bluff" but in a darkened room.
3. Game "What's in the corner?"We turn off the light and, to the words of A.L. Kushnir’s poem “What’s in the corner?” we determine what’s hanging in the corner:
What's in the corner?
WITH black shadow on the floor,
Incomprehensible, dumb,
I don’t even understand what,
Person or thing?
Oh, quickly turn on the light!
Suddenly it will jump now,
Does he want to drag me away?
Suddenly, uttering a terrible groan,
Will he run after me?
Will he grab it? Will he steal the blanket?
The light was turned on - I felt ashamed.
I made a mistake. Guilty.
This is grandfather's (nanny's) robe!
When pronouncing the text of the poem, children try to depict and experience all the feelings and emotions mentioned in the poem.

4. Game "Terrible Beast".We've been playing since we were 4 years old.
We choose a cat, a brave (preferably one of those children who are afraid of the dark) and a cowardly boy and in a dimly lit room we play out the poem by V. Semerin “A Terrible Beast”:
Straight to the room door
A terrible beast is entering!
His fangs are sticking out
And the mustache bristles
His pupils are burning -
I want to be scared!
The predatory eye squints,
His fur is shiny...
Could this be a lioness?
Maybe a she-wolf?
The stupid boy shouted:

• Lynx!

The brave boy shouted:

• Shoot!

5. "Come up with a fairy tale"Together with your children, come up with a fairy tale about a boy, a girl, or a teddy bear who was afraid of the dark. Let the heroes of the fairy tale be very ashamed of their fear, and let them try with all their might to overcome it, and together with the heroes of the fairy tale, the children will overcome their fear. If the baby feels that he is not alone in his fear, it is easier for him to “open up”. Say that your favorite toy or character is more afraid of the dark than he is. Then, by calming the pet, the child will feel stronger and older and will be able to cope with his fear.
At the end, you can invite the children to draw on the themes of night and sleep, compose lullabies together, and make a bed for a coward doll who is also afraid of the dark. Such games contribute to the fact that the child’s negative emotions and feelings of fear will remain only in games and on paper, and in life the child will be cheerful and courageous even in pitch darkness!

Games to overcome fears in various fields communication and activity.

For older preschoolers and younger schoolchildren, most of the fears lie in the area of ​​educational activities: fear of “being the wrong person,” fear of making a mistake, fear of getting a bad grade (for one’s work, behavior), fear of conflict with peers. Such fears not only deprive the child of psychological comfort, the joy of learning and communicating with peers and adults, but also contribute to the development of childhood neuroses. You can also find out these fears and correct them with the help of games, drawings, fairytale therapy classes and certain techniques.

Here are some examples:
1. Method of unfinished sentences.Used to diagnose fears in various areas of a child’s communication and activity:
When I think about kindergarten (school) ...
When I go to kindergarten (school, forest)…
When the teacher asks a question, I...
When I receive a bad evaluation of my work (action) ...
When I answer at the board...
The endings of given sentences project the child’s emotional experiences, which are so important for the teacher to know.
2.Drawing on the topics: "In kindergarten”, “At school”, “On the street”, “In the yard”, “Family”, “My fear”, “What scary dreams did I have” or “What am I afraid of at night”, “What am I afraid of during the day”, “What was the worst or the best thing that happened to me?” The topic “Who do I want to become” is suggested after drawing all the above topics, helps to increase children’s self-confidence and brings an optimistic vibe to the children’s mood.
A graphic depiction of fear does not lead to its intensification, but, on the contrary, reduces the tension from the anxious expectation of its realization. In children's drawings, fear is already largely realized, as something that has already happened, has actually happened; There remains less unsaid, unclear, and uncertain. Together, all this removes the affectively traumatic sound of fear in the child’s psyche and promotes his emotional well-being.

Games to reduce aggression

1."Paper balls"

Target : to give children the opportunity to regain vigor and activity after they have been doing something for a long time while sitting, reduce anxiety and tension, and enter a new rhythm of life.

Before starting the game, each child must crumple a large sheet of paper (newspaper) to form a tight ball.

“Please divide into two teams, and let each of them line up so that the distance between the teams is approximately 4 meters. At the command of the leader, you begin to throw balls to the opponent’s side. The team will say: “Ready! Attention! Let's start!"

The players of each team try to throw the balls on their side to the opponent’s side as quickly as possible. When you hear the command “Stop!”, you will need to stop throwing balls. The team with the fewest balls on the floor wins. Please do not run across the dividing line." The paper balls can be used more than once.

2. "Bag of Screams"

As you know, it is very difficult for children to cope with their negative feelings, because they tend to break out in the form of screams and squeals. Of course, this does not inspire approval among adults. However, if emotions are very strong, then it is wrong to immediately demand from children calm analysis and search for constructive solutions. First you need to give them the opportunity to calm down a little, to throw out the negativity in an acceptable way.
So, if a child is indignant, agitated, angry, in a word, simply unable to talk to you calmly, invite him to use the “scream bag.” Agree with the child that while he has this bag in his hands, he can scream and squeal into it as much as he needs. But when he lowers the magic bag, he will talk to those around him in a calm voice, discussing what happened.

Note. You can make a so-called “bag of shouts” from any fabric bag; it is advisable to sew strings to it in order to be able to “close” all the “shouts” during a normal conversation. The resulting bag should be stored in a specific place and not used for other purposes. If you don’t have a bag at hand, you can turn it into a “jar of screams” or even a “pan of screams,” preferably with a lid. However, using them later for peaceful purposes, such as cooking, would be highly undesirable.

3. "Tender paws"

Target: relieve muscle tension in the arms, help reduce the child’s aggressiveness, develop sensory perception, and promote harmonization of relationships between the child and the adult. An adult selects 6-7 objects of different textures: a piece of fur, a brush, a glass bottle, beads, cotton wool, plastic balls, etc. All this is laid out on the table. The child is asked to bare his arm up to the elbow; the teacher explains that an “animal” will walk along your hand and touch you with its affectionate paws. With your eyes closed, you need to guess which “animal” touched your hand - guess the object. Touches should be stroking and pleasant.

4. "Chopping wood"

Target : help children switch to active activity after long sedentary work, feel their accumulated aggressive energy and “spend” it during play.

Say the following: “Which of you has ever chopped wood or seen how adults do it? Show how to hold an ax. What position should your arms and legs be in? Stand so that there is little space left around free space. We'll chop wood. Place a piece of log on a stump, lift the ax above your head and bring it down with force. You can even scream: “Ha!”

To play this game, you can break into pairs and, falling into a certain rhythm, hit one lump in turn.

1. "Good - Evil Cats"(removal of general aggression)

Children are asked to form a large circle with a hoop in the center. This is a “magic circle” in which “transformations” will take place. The child goes inside the hoop and, at the leader’s signal (clap of hands, sound of a bell, sound of a whistle), turns into a feisty, despising cat: hissing and scratching. At the same time, you cannot leave the “magic circle”. Children standing around the hoop repeat in chorus after the leader: “Stronger, stronger, stronger...”, and the child pretending to be a cat makes increasingly “evil” movements. At the leader’s repeated signal, the “transformations” end, after which another child enters the hoop and the game is repeated. When all the children have been in the “magic circle”, the hoop is removed, the children are divided into pairs and again turn into angry cats at the adult’s signal. (If someone does not have enough pairs, then the host himself can participate in the game.) A categorical rule: do not touch each other! If it is violated, the game stops immediately, the presenter shows an example of possible actions, and then continues the game. Upon a second signal, the cats stop and can exchange pairs. At the final stage of the game, the host invites the “evil cats” to become kind and affectionate. At a signal, children turn into kind cats that cuddle each other.

6. "Karate Kid" (removal of physical aggression)

Children form a circle, in the center of which lies a hoop - a “magic circle”. In the “magic circle” the child is “transformed” into a karateka (moving his legs). Children standing around the hoop, together with the leading choir, say: “Stronger, stronger, stronger...”, helping the player to throw out aggressive energy with the most intense actions.

7. Stubborn (capricious) child(overcoming stubbornness, negativism)

Children entering the circle (hoop) take turns showing the capricious child. Everyone helps with the words: “Stronger, stronger, stronger...”. Then the children are divided into pairs “parent and child”: the child is capricious, the parent persuades him to calm down. Each player must play the role of a capricious child and a persuading parent.

8. “Talking with your hands”

Target: Teach children to control their actions.

The child is asked to trace the silhouette of the palms on a piece of paper. Then offer to revive your palms (draw eyes, a mouth for them) After that, start a conversation with your hands (“Who are you?”, “What is your name?”, “What do you like to do?”, “What do you not like to do?”, “What you?") If the child does not join the conversation, the teacher speaks out himself. At the same time, it is important to emphasize that the hands are good, they can do a lot, but sometimes they do not obey their owner. You need to end the game by concluding an agreement between the hands and the owner. Let the hands promise that for two or three days they will try to do only good things: make crafts, say hello, play and not offend anyone.

If the child agrees to such conditions, then after a predetermined period of time it is necessary to play this game again and conclude an agreement for a longer period, praising the obedient hands and their owner.

9. "Magic carpet"

Target: reduction of aggressiveness, development of the volitional component, relief of tension, localization of the child from a conflict situation.

At the moment of emotional arousal of the child, anticipating an impending conflict, the teacher can offer the child to isolate himself from this situation with the help of a magic carpet. Explaining at the same time that while on the plane, no one sees it, hears it and no one can touch it. Therefore, on it he can be alone with himself, play whatever he wants and for as long as he needs to stabilize his emotional state.

10. “A ball of emotions”

Target: Relieving tension, muscle tension, reducing aggressiveness, switching attention.

At the moment of emotional arousal of the child, anticipating an impending conflict, invite the child to resolve his emotional condition with the help of a tangle of emotions.

To do this, the child is given a ball of bright yarn, previously unwound halfway, explaining that it is not simple, but magical. Having finished it to the end, we will leave everything bad and negative in it and it will help us calm down.

Training on the development of the emotional sphere of children

Goal: Development emotional sphere in preschool children aged 3-7 years. Promote awareness of your emotions and understanding the emotions of other people. Develop the ability to express emotions verbally and non-verbally, teaching children the elements of expressive movement techniques: facial expressions, gestures, posture. Gait. Create the opportunity to learn techniques of regulation, self-regulation and self-expression.

Training structure

Introductory part

Target: Establishing emotional contact with all training participants, relieving tension and creating a positive background.
1. Game "Greeting".
Children stand in a common circle.
- Guys, let’s greet each other, looking into the eyes of the comrade standing next to us and say: “I’m glad to see you, Seryozha, in the group today.”
- How can you greet each other? (Smile, handshake, etc.) Greet each other in different ways.
2. Game "Sunny Bunny".
Children stand in a circle. I “direct the ray” (I say which part of the body the ray touched), and the children stroke themselves on the cheeks, nose, forehead, etc. They then turn to face each other and stroke each other.

Main part

Target: Development and correction of the emotional, personal and cognitive sphere of children.
1. Game "Magic Mirror".
Children take a mirror and stand in a circle. To the words: “My light is a mirror, tell me and report the whole truth, am I in the world of everyone... (and here the children depict the indicated emotion in the mirror)...kinder, meaner, more fun.” If children find it difficult to depict the necessary facial expressions, then I suggest: raise their eyebrows up, move them, close their eyes, open their eyes wide, etc.
2.Game "Enchanted Children".
I name the word or action of the sketches, and the children, using non-verbal means (gestures, facial expressions), try to convey the meaning of these words and actions.
Must show:
a) the meaning of the words “tall”, “small”;
b) we feel sorry for the homeless kitten;
c) a mother puts a child who is crying to bed;
d) good, evil uncle.
3. Game "Elephants and Butterflies".
Children move around the room without colliding with each other, heavy, heavy, like elephants, and lightly, fluttering like butterflies; when they meet, “elephants” communicate with “trunks,” butterflies with “wings.”
4. The game "The sea is agitated."
Children say the words: “The sea worries once, the sea worries twice, the sea worries three times: a figure of joy, fear, fright, pain, etc. freeze in place.” We determine who has a more vividly depicted figure.
5. Game "Who is it?"
I give the children simple pencils and pieces of paper with dots marking the outlines of animals. Children must draw the outline of the animal, and then show with their movement and gait what kind of animal they have in the drawing. The rest guess who the comrade portrayed.

Final part

Target: Relaxation: calm, relaxation.
1. Game “What kind of person am I?”
Children put their hand to their heart and listen to it beat, then take a paper cut out heart and attach it to a vertical line on a piece of paper at the top, middle, bottom, depending on what they think they are like.

2.Garbage Bin Game.
I put a trash can in the center of the room and suggest that they draw on a piece of paper their feelings that the children would like to get rid of, and then tear up this piece of paper and throw it in the trash can.
3. Game "Farewell".
I clarify how you can say goodbye, I suggest saying goodbye to each other with a smile, a gesture, words, a movement.

Training on the development of the emotional sphere, repressing fears in children

Target: Correction, development of the emotional sphere of the psyche. Teach children to understand their feelings, convey a given emotional state, using various expressive means (verbal and non-verbal). Teach self-regulation techniques in overcoming fear, self-relaxation to relieve tension.

Training structure

Introductory part

Target: Establishing emotional contact; developing the ability to concentrate attention on your feelings and switch it.

• Game "What do you hear?"

Children stand in a circle, listen, and then use sounds, facial expressions, and gestures to try to depict what they hear outside the window, door, or on the street. We end the game with joyful greetings to each other.

• Game "Who's at the door?"

Children, standing in a circle, listen to the sounds made outside the door, knocking, rumbling, and try to portray their feelings from these sounds, guessing who is making them. Having guessed that it is a dog, children depict the emotion of joy.

Main part

• Game "The dog is afraid."

Children should depict how the dog is afraid that it has lost its mother, large strange dogs; strangers; cross a puddle, etc., practicing characteristic expressive movements for a given state.

• Game "The dog barks and grabs the heel."

One by one, we choose each of the children as a dog, the rest depict children walking in the park, and the dog barks at the children and tries to touch someone’s leg. The person caught must freeze in place, cowering in fear.

• Game "Shaggy Dog".

We choose a dog, the rest of the children say in rhyme: “Here sits a shaggy dog, with his nose buried in his paws...”. Then they must approach the dog, pet it and run away from it only after the words “... what will happen?”

Final part

Target : Relaxation: calm, relaxation.

• Game "Rain".

All the children/dogs/ are jumping and playing merrily, but then a cloud came and it began to rain. The dogs are wet and cold. Then the sun came out. We play 3-4 times.

Examples of games for home

Naturally, full-fledged classes should be conducted by a specialist, but parents can provide invaluable assistance to the child by communicating and playing with him. What can a preschooler do outside of kindergarten? Familiar exercises will come to the aid of all of us.

Fun in the sandbox.In the sandbox, during games on fresh air modeled from wet sand using different molds, blades of the most bizarre shapes.

Magic mirror.Sitting opposite, the baby and mom (dad) repeat gestures and facial expressions one after another, like reflections in a mirror.

Snowmen. Parents and children pretend to be snowmen, gradually melting right down to the puddle.

Swamp. You can cut out special bumps from paper, the size of two feet, or you can just use newspapers and arrange races around the room, moving only through such safe places, trying not to get on the floor, which has become a swamp.

Game therapy is treatment through play. How to play with a child correctly?

Play is the leading activity for a child. Look how excitedly our children play! How funny they are “babysitting” dolls, racing cars and making sand castles. And how we are moved by looking at these games.

The childhood of each of us is associated with catch-up games, dolls or cars, and a sandbox. And these memories are perhaps one of the warmest and most carefree. But not everyone thinks about the importance of games in our lives. What is a game - just a pleasant pastime, or something more?

Since the twenties of the last century, psychologists have been talking about the fact that with the help of games you can not only develop your abilities, but also correct various psychological problems, cope with physical limitations, and even eliminate delays in intellectual development. Scientists have noticed that play is one of the most effective ways to increase a child’s psychological stability, acquire and improve communication skills, and get rid of various fears and phobias. That is, gaming activity is not only excellent leisure time and an easy way to develop, but it can also heal.

Play is extremely important for a child’s mental development. With its help, he maintains mental health, prepares for adult life. Playful activities help the child acquire skills in different types activities, assimilate social norms of behavior, improve physical and emotional well-being, get rid of mental trauma, allowing you to experience painful circumstances for the psyche in a simplified form.

How to explain such effectiveness of the game? Psychologists associate it with the fact that during the game the child is almost always in good mood, does not perceive such an activity as something harmful or unpleasant for him. And it is in this state that the baby is most open to interaction, including with significant adults: parents, grandparents.

What is "play therapy"? A little history

Play therapy, or play therapy is a method of psychotherapeutic influence using games.

Game therapy was first used in psychoanalysis. Sigmund Freud, describing children's games, argued that the child turns his past passive experiences into active play.

M. Klein began using toys in the psychoanalysis of children. This was the first such experience in the history of psychology. Klein considered a child's play to be an analogue free associations opening access to the unconscious.

Later, play therapy began to be widely used in other psychological approaches. Currently, the following types of play therapy are distinguished:

• psychoanalytically oriented;
• non-directive and directive;
• building relationships;
• behavioral;
• response therapy;
• individual and group;
• and etc.

Among the general indications for play therapy are: isolation, unsociability, phobias, hyperobedience, behavioral disorders, bad habits, etc.

Play therapy is effective way corrections when working with children with completely different physical and mental characteristics. The only contraindications to play therapy are non-contact schizophrenia and complete autism.

Game therapy as a psychotherapeutic method helps well:

• to improve the mental state of children who have experienced parental divorce;
• with aggressive behavior;
• when pulling out hair;
• for the prevention and treatment of fears;
• for the treatment of anxiety and stress in hospitalized children;
• for difficulties in reading;
• to improve the performance of children with learning difficulties;
• with delays in speech development;
• to accelerate the development of children with mental retardation;
• in the treatment of stuttering;
• to alleviate the condition of a child with certain psychosomatic diseases (neurodermatitis, bronchial asthma, ulcerative colitis, etc.);
• for many other problems.

Many people are mistaken in thinking that play therapy is almost psychiatry and is only necessary in rare cases. In fact, the possibilities of play therapy are virtually unlimited. It helps in the active formation of the cognitive sphere, stimulates the development of speech, and improves the emotional and volitional spheres. During the game, the baby socializes, learns to interact with others, which allows him to solve many communication problems.

Who is better to play with: a play therapist or mom?

Of course, you can get a specialized course of play therapy in the office child psychologist. He will be able to select the methods that are most suitable for your child, depending on his needs and the tasks that you set for him.

But, nevertheless, experts note that the greatest impact on a child is exerted by a game in which mom or dad takes part, and not a stranger.

In addition, the benefits of activities that parents spend with their children are obvious. At the same time, changes occur not only in the child, but also in the parents, and child-parent relationships change. Play therapy helps adult mothers and fathers seem to return to their carefree childhood. These sensations teach them to better understand their children and bring back childlike spontaneity and simplicity into communication.

Therefore, if you are still thinking about whether to play or not to play, play! Help your baby, and at the same time, yourself!

Where does the game start?

The first step in play therapy is to fully accept the child's personality. What should be understood by this concept? This:

• respectful attitude towards the wishes of the baby;
• preventing forced play;
• dosage of emotional stress on the baby;
• creating a joyful gaming atmosphere;
• monitoring the child's well-being.

If all these principles are met, the main thing remains - the game. How to play with a child correctly?

Almost every child loves to draw. This is where games usually begin. The kid draws his family, home. Through these drawings he can show his fears, experiences and even psychological traumas that he cannot voice. Pay close attention to what your child draws. It is not at all necessary to have a degree in psychology to determine from pictures that something is bothering or frightening your baby. Draw with him, ask him in the form of a game who is drawn in the picture, what he is doing, why he is like this, etc. This way, you will not only become emotionally closer to your child, but you will also be able to calm him down, dispel his doubts and worries with your warm and pleasant participation.

One of the most accessible and at the same time effective games is considered to be role-playing - with dolls or with daughters and mothers. Children are happy to give them the names of real people, for example, parents. By the child's play, the parent can determine what the baby likes and what he doesn't. If the family environment is favorable for a child, his dolls will most likely be friends; if the dolls fight, the baby senses some kind of conflict in the family, and it is urgently necessary to eliminate it.

For a child, play is as natural a function as breathing. Don't be afraid to offer your baby new games! He is always ready to follow an interesting invention of an adult.

Different games for different purposes

There are games aimed at achieving certain goals. Next we will look at them in more detail.

These games help:

• establish contact between the child and parents;
• relieve nervous tension;
• charge with optimism and cheerfulness;
• reduce fears of loneliness, punishment, attack, confined space;
• improve the child’s physical health, develop coordination, dexterity and dexterity.

Games aimed at improving overall psychological well-being include:

Age criterion – from 4 years.

The driver is selected. They blindfold him with a scarf. All other players run around him and clap their hands.

The driver catches the participant and must recognize him by touch. If the participant is identified, he becomes the driver.

2. Tag

Age criterion: from 3 years.

Here, too, the driver is chosen. He runs after the other players, catches up with them and “spots” them - slaps his hand on the arm, leg or back. The one who is “stained” becomes the driver.

During the game, the driver can shout out comic threats: “I’ll catch up now!”, “I’ll catch you!” And the players tease him: “You won’t catch him!”, “I’m faster than you!”

This game is always accompanied by joy and fun, helping to unite all family members.

Everyone knows this children's game. But for maximum effect some additions need to be made to it.

A driver is appointed again. He is blindfolded, counts to ten (during this time all players hide), takes off the blindfold and goes to look. At the same time, during the search, he angrily exclaims: “Where is he hiding? Now I’ll find him!”

The player who is found later than everyone else becomes the driver.

Then the game can be complicated and played in the dark.

4. Obstacle course

Age criterion: from 2 years.

From available materials - boxes, chairs, ottomans, blankets and pillows - an obstacle course is built: tunnels, mountains, hummocks. Players take turns overcoming obstacles.

In this game it is useful to support the baby with the words: “Well done! Hooray! Faster!".

1. Battle

A real battle is simulated: players throw small paper balls at each other Stuffed Toys, maybe from cover.

The game ends with a general truce and hugs.

2. Evil - good cats

Age criterion: from 2 years.

All players, at the command of the driver, turn either into kind cats that arch their backs, purr, and caress, or into evil cats that hiss and scratch.

3. Karateka

A hoop is placed on the floor. The player stands in the middle of the hoop, and, without going beyond its edges, sharply moves his legs, imitating blows. The audience egged him on by shouting: “Stronger!”

If instead of moving the legs the player uses punches, then such a game will be called “Boxer”.

4. Calling vegetables, fruits and berries

Age criterion: from 3 years.

The players begin to call each other names with angry faces, using the names of fruits and vegetables instead of curses: “You are a radish!”, “And you are cabbage!” etc. If a player starts to really swear, using hurtful words or being physically aggressive, the game ends.

Then the participants call each other flowers: “You are a tulip,” “And you are a rose.”

Such games help the child to throw out aggressive energy in a constructive way.

Games aimed at relieving tension and relaxation

1. Snowman

Age criterion: from 3 years.

Players turn into snowmen: they stand up, puff out their cheeks and spread their arms to the sides. This pose must be held for 10 seconds.

Then the parent says: “And now the sun came out, its rays touched the snowman, and he began to melt.” The players gradually relax, begin to lower their arms, squat down, and finally lie down on the floor.

2. Pinocchio

Mom or dad says the text and performs the movements together with the baby:

1. Imagine that you have turned into a Pinocchio doll.
2. Standing straight, freeze in a doll pose. The whole body becomes hard.
3. Tighten your shoulders, arms, fingers. Imagine that they became wooden.
4. Tighten your legs, knees, feet. Walk as if your body has become wood.
5. Tighten your face, neck, clench your jaw, wrinkle your forehead.

Now turn from dolls into people again. Let's relax and soften up.

3. The Soldier and the Rag Doll

Age criterion: from 4 years.

Invite your child to imagine that he is a soldier. Show him how you stand on the parade ground - standing at attention and standing still.

As soon as you say the word "soldier", have the player pretend to be a soldier.

Second command: “rag doll”. The child should relax as much as possible, lean forward so that his arms dangle like cotton wool.

The player then becomes a "soldier" again.

4. Pump and ball

Age criterion: from 4 years.

The players stand opposite each other. One represents a ball, the second a pump. The “ball” first stands “lowered” - the head has fallen down, the arms hang limply, the legs are bent at the knees.

The “pump” makes movements simulating pumping. The more intense the movements of the “pump”, the more inflated the “ball” becomes: it inflates its cheeks, stretches its arms to the sides.

Then the “pump” inspects its work. You may now have to deflate the “ball” a little. Then you can show the pump hose being pulled out. After this, the “ball” is completely deflated and falls to the floor.

5. Tender paws

Age criterion: from 4 years.

The parent selects several small items different textures: a bead, a piece of fur, a glass vial, a brush, cotton wool, etc. All this is laid out on the table.

The child rolls up his sleeve to the elbow. The parent explains that an “animal” will run along the hand and touch it with its affectionate paws.

The kid must, with his eyes closed, guess which “animal” is walking on his hand, that is, guess the object. Touches should be pleasant, stroking, gentle.

6. Colored palms

Age criterion: from 3 years.

Invite your child to draw the sun, grass, clouds with his fingers, dipping them into paint. For older children, they suggest drawing a plant, animal, or person.

7. Modeling from salt dough

Age criterion: from 2 years.

This is the kids' favorite game. First you need to prepare the salt dough - half flour and salt, and water according to the norm. After kneading the dough, put it in the refrigerator.

You can sculpt anything - people, animals, fairy-tale characters. The finished figures can be baked in the oven and then painted.

In summer it is good to sculpt with sand outside. Such games help relieve stress, calm you down, and joint activities bring closer together.

This block of games teaches the child to alternate tension and relaxation of muscles, relieve muscle tension, reduce aggressiveness, and develop sensory perception.

1. Brave mice

Age criterion: from 2 years.

Choose a “cat” and a “mouse”. The cat is sleeping in his house, and the mouse is running around and squeaking. The cat wakes up and runs after the mouse. The mouse runs away and hides in the house.

Then they change roles.

2. Ghost

Age criterion: from 3 years.

The driver is selected. They put a sheet on him, he turns into a ghost, runs after other players and scares them by shouting: “Oooh!”

The one caught by the ghost becomes the driver.

3. Owl and hares

Age criterion: from 3 years.

This game requires the ability to gradually create darkness, so it is better to play in the evening.

A hare and an owl are chosen. During the day - when the lights are on - the owl sleeps and the hare jumps. At night - when the lights turn off - an owl flies out and, shouting: “U-u-u”, looks for a hare. The hare freezes.

When the owl finds the hare, they change places.

These simple and warm games will help you spend pleasant and useful time with your child, helping him to be joyful and happy, and strengthening your family relationships.

But remember that the most important thing is not what game to play, but how to play. And the answer to this question should be – with love! The most useful psychotherapy is the love of mom and dad.

Kiss and hug your child as often as possible, tell him about your love, about how wonderful he is. Then any games will be the best!

Love your children and be happy!
Anna Kutyavina for the website website

When working with children, it is necessary to use various play therapies. Only through play can you understand what is happening to the child, what he is thinking about, what emotions are overwhelming him. Here we share the types, means and methods of play therapy that help with work.

Play therapy is the work of a psychologist with a child who different ways identifies psychological deviations and methods of influencing them. Consultants of the website for psychotherapeutic assistance often use this area in their activities. It includes many games with various items when the protective barrier and psychological clamps that a person begins to use disappear. During the game, a person relaxes. Especially this method children like it.

What is play therapy?

One of the areas is play therapy. What it is? This is psychological work both individually with a child and in a group, when each participant plays certain roles. This is a way to overcome one’s own fears, complexes, pressures, as well as solving social situations and problems that a person faces, but is not able to cope with them normally.

Play therapy is used not only with children, but also with adults. Its main task is to influence the emotional sphere of a person so that he grows and develops personally. There are specific situations where fears, complexes, and negative experiences appear that force you to run away and protect yourself. It’s as if a person is stuck in a certain situation that traumatizes him every time it happens to him again.

Game therapy allows you to play out a situation in a safe environment for the person. He will be able to relive certain circumstances and emotions. However, having a mentor nearby in the form of a psychotherapist will help him in transforming his behavior.

Game therapy methods

Play therapy includes two elements: games and toys. This method is most effective when working with children who are not yet able to fully express their experiences, determine what is happening to them, and cope with any difficulties. When using various methods of play therapy, a specialist is able to see the reasons that create the problem, the factors of their development, and also help in resolving the issue (developing a different behavior or attitude to the situation).

Game therapy methods are:

1. Sand therapy.
2. Fairytale therapy.
3. Active method. It is suggested to choose among the toys those that are associated with the client’s situation. Together with the therapist, we act out a problematic situation where a person expresses himself.
4. Passive method. The therapist does not participate in the game, does not direct it, but simply watches how the client plays out the situation. The leader is the client, who is being observed.
5. Puppet therapy. Here the dolls play the roles assigned to them by the client himself.
6. Liberating method. Here the client acts out a traumatic situation, allowing himself to express the emerging emotions in full force. The therapist simply observes what is happening and supports it in its manifestations.
7. Structured method. It is similar to a liberating method, where a specific situation is worked out.
8. Relationship therapy. Similar to the passive method, only the emphasis is on what is happening in the office, and not on the client’s past. The client is given complete freedom of action.
9. Chess therapy.
10. Music therapy.

Game therapy is aimed at personality transformation. This is why it is important not only what the client does, but also how the therapist influences him.

Game therapy methods include the following mechanisms:

• Visual display problematic situation and her understanding.
• Comprehension of the client’s own “I” for the purpose of personal transformation and transformation, growth.
• Cooperation, equality between the participants in the game.
• Developing a new model of behavior that will relieve a person of internal emotions and experiences.
• Understanding one’s own experiences and emotions, which previously controlled a person, and can now be subordinated to him.

Play therapy for children

The leading activity of children is play. Game therapy is ideal for identifying and correcting negative emotions. In the game, children learn new information and develop fine motor skills. They also develop socialization skills, specifically teamwork and contact with other people.

Play therapy is ideal for working with children. It is not used for non-contact schizophrenia and autism. However, it must be used for:

1. Eliminate trauma associated with parental divorce.
2. Treatment and prevention of phobias, fears, complexes.
3. Correction of anxious and aggressive behavior.
4. Eliminate stuttering.
5. Improving learning ability and eliminating other learning difficulties.
6. Elimination of mental retardation or mental retardation and other problems.

When working with children, two factors are taken into account:

1. The effectiveness of the method, which must correspond to the goals of correction.
2. The effectiveness of the technique directly when working with a specific child.

The results of play therapy should be normal mental and mental development, normalization of emotionality, the emergence of interest in the world around us and other children, the formation of behavior that will be adapted to society, etc. With the help of play therapy, behavior that may be considered asocial or painful is corrected.

Types of play therapy

There are types of play therapy that depend on the theoretical approach of psychology:

• Game therapy in psychoanalysis.
• Game therapy in domestic psychological science.
• Primitive play therapy.
• Response play therapy.
• Game therapy for building relationships.
• Game therapy.
• Play therapy with unstructured material.
• Individual play therapy.
• Group play therapy.

M. Klein considered the analysis of an important component of play therapy. A child, devoid of prohibitions and reproaches, allows himself to express his own qualities in the process of independent and conditional activity. If a person is not distracted from the process, then he will be able to show himself fully, expressing true intentions and emotions, experiences and sensations.

K. Rogers and V. Exline considered it as a method not of remaking another person, but of his independent growth and development. It is necessary for a psychotherapist in play therapy not to make the client the way he should be, in accordance with his views or public opinion, but to allow him to be himself. Personal growth must occur, which is possible in the absence of instructions and instructions from the outside.

Positive transformations occur when a child is in the company of an adult who understands him, does not interfere and encourages him. This is how the child begins to understand what is important and necessary. He gets to know his own “I”, qualities and inclinations, which allows him to develop at his own pace and direction.

Play therapy in kindergarten

Play therapy becomes very important during the period when a child goes to kindergarten. It is from the age of 2 that you can begin to correct his behavior. In the process, the child gains new knowledge and learns new skills. Moreover, there is a correction of his emotional sphere and behavior. All gaps that were created by parents are now eliminated during the game.

The child should feel psychologically comfortable. The therapist directs play activity in three directions:

1. Teaching children to be friendly with each other.
2. Affirmation of “I” for the child himself.
3. Developing respect in children for other people's selves.

The child should enjoy the process. Only in this case is it possible to help him in overcoming his own clamps and complexes that have already been formed. Every child has various fears that do not go away only because he is not allowed to cope with them, overcome them, solve them. In the circle where the child constantly resides, all the conditions are created for the creation of pressures and fears. Play therapy offers conditions where the child can get rid of them.

Examples of games are:

• "Cat and mouse." One player is selected to play the cat/cat. Everyone else will be mice. They squeak and run while the cat is sleeping. As soon as the cat wakes up, the mice scatter into the houses so as not to be caught.
• "Daughters and mothers." The child plays with dolls, where he usually plays out the situation within his family.

The child takes an active role in the process, which allows him to relax, express himself and even change.

Game therapy products

An adult takes part in play therapy - a parent, teacher, psychologist, etc. At the same time, all means of play therapy are provided that will allow the child to be active, strong-willed, and proactive. All this will contribute motor activity, as well as the use of intellectual skills and acquisition of new knowledge.

During the game, the baby sets good contacts with other participants. This is why therapists often involve the child’s parents in the process. Among the means of play therapy there are:

1. Drawing.
2. Outdoor games.
3. Dancing.
4. Modeling.
5. Games with dolls.
6. Playing with sand.
7. Game therapy for communication, etc.

Game therapy tools help in simulating a situation that is resolved by the client together with the therapist. The use of toys and other objects helps create an environment similar to the one in which a person faces problems.

Sand play therapy

A universal method of working with a child is sand therapy. Here the client not only creates something with his own hands, which helps him develop his imagination, fantasy, and fine motor skills, but also releases his emotions and experiences. Either this manifests itself in the creation of a certain creativity from sand, or in the destruction of its “sand” problem.

A child may first display his problem in the sand, and then happily destroy it in order to throw out negative emotions. You can resort to another method when the child creates his own problem out of sand, and then analyzes it and looks at it for so long to understand that it is not dangerous. You can ask your child about the actions that he can perform in a situation where he knows that nothing threatens him.

Bottom line

Play therapy is the leading method when working with children. Parents can also participate if they wish to establish positive relationships with their children. The result of undergoing play therapy will be the transformation of a person, the elimination of fears and complexes, the solution of problems and the release of internal potential.

Play therapy can be used when working with adults. Here, various roles are often played out, where the client plays himself, and the means of play therapy act as circumstances and other people.

Olga Latakova
Play therapy

CONSULTATION.

Subject: « Play therapy» .

Teacher of kindergarten No. 183

Latakova O. V.

Gaming Therapy is a method of correcting emotional and behavioral disorders in children, which is based on the child’s characteristic way of interacting with the outside world - play.

Target play therapy - do not change, do not remake the child, do not teach him any special behavioral skills, give the child the opportunity to be himself.

Play is a child’s favorite pastime and leading activity from a very early age. Play promotes the child’s motor and cognitive development and is the child’s main way of learning (therefore, children in play can repeatedly repeat the same everyday situations, thus mastering new patterns of behavior and learning new types of activities.)

Play for children is their main way to interact with each other, and therefore the game also performs the function of socialization, that is, the function of inclusion in society.

In this natural activity, the child acts out the negative emotions and feelings that arise in him.

Play therapy- provides psychological assistance to children with various emotional and behavioral disorders.

Game is a need child's body, a means of multifaceted education of a child.

The child learns through play:

Emotionally get used to difficult things social world adults.

Experience the life situations of other people as your own, understand the meaning of their actions and actions.

Realize your real place among other people.

Respect yourself and believe in yourself. Deciding game tasks, children show maximum competence, they act confidently, without asking questions of an adult or asking his permission. The game is the arena of children's successes and achievements. The task of adults is to strengthen the child’s self-confidence by showing a positive attitude towards him play activity.

Relying on one's own strength when faced with problem: The game provides children with the opportunity to set and solve their own problems. Children with large gaming practice, cope with real life problems more easily than those who play little.

Freely express your feelings. A child living under the constant vigilant control of adults begins to behave unnaturally. He is not brave and decisive enough to reveal his true feelings, which makes his behavior constrained. Barriers to communication arise. Therefore, adults should have a positive attitude towards his genuine emotions and themselves demonstrate the naturalness and purity of the relationship.

Experience your anger, envy, anxiety and worry. In children's free games, fear, aggression and tension find a way out and weaken, which greatly facilitates real relationships between children.

In the game, the child acquires new and refines his existing knowledge, activates his vocabulary, develops curiosity, inquisitiveness, and moral values. quality: will, courage, endurance, ability to yield. The beginnings of collectivism are formed in him. In play, a child depicts what he saw and experienced; he masters the experience of human activity. The game develops attitudes towards people and life; the positive attitude of games helps to maintain a cheerful mood.

primary goal game therapy - to help the child express his experiences in the most acceptable way for him - through play, as well as to show creative activity in solving complex problems life situations. Games can be played at any time free time both individually and with a subgroup of children, but it is necessary to adhere to certain rules.

Basic Rules play therapy:

The teacher must:

1) develop warm, friendly relations with the child, accepting him as he is;

2) be aware of the feelings expressed by the child and reflect them so that the preschooler understands his behavior;

4) do not try to direct the child’s actions or his speech, the child is the leader, the teacher follows him;

5) set only those restrictions that are necessary to consolidate the effects play therapy in real life;

6) do not try to speed up the progress of correctional assistance, this is a gradual process, and the teacher must be aware of this.

Conclusion: in working with preschoolers aimed at preventing and correcting unconstructive behavior, it is preferable not to direct manipulative methods (punishments, prohibitions, moral teachings, but indirect ones, and above all - play. Thus, through specially organized correctional gaming activities for children with developmental problems satisfy various needs: in communication, active actions, the opportunity to learn new things, express your attitude to what is the content of the game.

Corrective games are aimed at solving various psychological tasks: development of cognitive processes, speech, emotional-volitional and communicative spheres.

Game therapy is a psychotherapeutic method of influencing children, which is achieved through games. This is necessary for full immersion into the child’s inner world. In the course of observing games, it is possible to find problems, as well as the reasons for their formation.

With the help of play therapy, children manage to cope with all difficulties, normalize development, eliminate various problems and understand those things that really bother him. The effectiveness of play therapy is largely explained by the fact that children are almost always in a good mood during games, they are open and ready to interact with others.

Functions of play therapy

During play therapy, relationships between participants become as trusting as possible. Regardless of the form of play therapy, it performs three main functions that are most important for preschool children:

• Diagnostics. Play therapy for children helps to learn everything better personal characteristics kids, their interaction with the world and people around them. In the course of a normal conversation, it can be extremely difficult to open up a withdrawn child. There could be many reasons for this. Game therapy helps him demonstrate at the sensorimotor level what bothers him or what he once had to face. He expresses himself spontaneously and fully, which is great for further psychological correction.
• Education. Treatment and simultaneous education of a child is a combination of important functions that play therapy provides in kindergarten or simply with groups of preschoolers. The developing process of play adapts the child to new things, makes it easy to understand certain things, readapt and socialize. The process of socialization is of great importance for many introverted children and others.
• Therapy. This method of play therapy is focused on the fact that the child shows interest in the process itself. He doesn't care about the result at all. During the game, experiences, fears or fear of communication are revealed. Children are able to more easily find solutions to all kinds of conflicts. This allows you to significantly strengthen mental processes, form the same tolerance and react correctly to current situations.

Types of play therapy

The main rule in working with children is to maintain an atmosphere of play. The exercises should not represent ordinary communication between a psychologist and a patient. Such approaches will not provide adequate treatment, since the outpouring of emotions and experiences will be limited or absent altogether.

In order for play therapy with anxious children to give the desired result, it is necessary to determine which play therapy methods will be relevant in a given situation. Highlight different kinds play therapy, each of which has its own characteristics. At the same time, the goal of play therapy is the same for everyone - to get to the core of the problem that the child is facing and try to help solve it.

If we take into account the role of adults in the process, then there are two types of therapy:

• Directive. It is also directed play therapy. This game therapy in psychoanalysis involves adults playing the role of organizer. That is, its task is to offer ready-made solutions for various problems, which ultimately allows the child to independently come to an understanding of the essence of problems or conflicts.
• If we talk about such a type as non-directive play therapy, then the intervention of an adult is minimal. He tries, if possible, not to become a participant in the gameplay. The features that non-directive play therapy has stimulate children to create a trusting, warm and cozy atmosphere.

There are also types depending on the structure of the gaming materials.

• Structured play. It is used when treatment is carried out with children aged 4-12 years, and the game is used as a method of psychotherapy. This involves materials that directly express actions, desires, etc. These can be telephones, human figurines, toy guns, etc.
• Unstructured. The emphasis is on sports and physical activity. In this case, the materials are water, sand, plasticine, etc. With their help, the child can indirectly express his feelings and experiences.

Children can develop differently despite the same lifestyle. The social level of adaptation sometimes differs, the psyche is not strengthened enough, therefore it is necessary to stimulate the development of children. Play therapy has excellent potential for correcting a child’s psyche.

Play therapy with anxious children and other children facing certain problems, depending on the form of organization, is carried out:

• in groups;
• individually.

In order to overcome anxiety, worries and other problems of the child, including his deep internal worries, the psychologist chooses the optimal form of training, which is ideal for solving specific problems that have arisen.

Who is it useful for?

Psychocorrection using a method such as play psychotherapy is achieved when working with various children faced with certain problems. The influence of play on child development has been scientifically proven. Therefore, this method is often used to treat amblyopia in preschool children and a number of other physical and psychological problems.

The general characteristics of the play therapy method reveal it as one of the most effective in solving children's problems. Any parent wants their child to grow up mentally healthy. But each condition for this is quite difficult to meet, since the child’s psyche is influenced by multiple negative factors that provoke certain problems. These may be problems in parental relationships, learning difficulties, mental or physical retardation, etc.

Impact of the game on mental development proven through multiple therapy sessions. At the same time, it was possible to find out exactly what problems it can cope with. this technique. Let's consider the main ones:

• mental disorders caused by parental divorce;
• aggressive behavior;
• fears;
• anxiety;
• stress;
• reading difficulties;
• low academic performance;
• learning disability issues;
• accelerating the development of mentally retarded children;
• stuttering;
• relief of conditions caused by psychosomatic ailments, etc.

Many people mistakenly believe that play therapy is something like psychiatry. This method, which influences the all-round development of the baby, has almost limitless possibilities. For example, in the form of a game you can develop speech, improve willpower, learn to control emotions, adapt to society, etc. Elementarily, your child can learn to make friends and resolve conflicts with others without tears, fights and other methods.

Therefore, parents often send their children to play therapy sessions for the purpose of additional development in the absence of real problems. Although it is not uncommon to discover serious internal problems in children that their parents did not even suspect.

Who to play with?

You should not think that play therapy can be practiced exclusively in the office of a child psychologist. Although it is recommended to start solving children's problems by visiting a specialist. With its help, you can choose the optimal play therapy methods that are suitable specifically for your child and the needs or problems that you want to solve.

But psychologists themselves note that play therapy works best when people take part in the process. close person. This is explained by a trusting attitude towards mom, dad, grandmother, grandfather, or even older brothers and sisters. But children often open up to strangers with great difficulty, if at all.

In addition, parental participation in play therapy processes provides additional positive results:

• the relationship between child and parent changes;
• play therapy seems to return an adult to his own childhood;
• immersion in the game allows you to better understand your own baby;
• during play therapy, the child and the adult seem to be on the same level of simple and direct communication;
• The framework “I’m an adult, you’re a child” is erased, which is extremely important in achieving your goals.

These are impressive arguments for engaging in play therapy with your own child. However, do not rush to choose the first game options you come across. We recommend that you first visit a psychologist who will help you determine which format of the game will be most effective in your case.

How to play?

Without full acceptance of the child as a person, starting the game is pointless. What does identity acceptance mean? This is compliance with five basic rules:

1. Be respectful of all your child's wishes.
2. Do not force anyone to play forcibly.
3. Properly dose the emotional stress placed on your baby.
4. Try to ensure that the atmosphere of the game is always fun and positive.
5. Monitor how your baby feels. If he is tired or his mood noticeably drops, it is better to stop playing.

If you managed to follow all the basic rules, then all that’s left is to play. Adults forget what children's games mean. Therefore, here you may need to show some restraint, turn on your imagination and simply enjoy the process.

Few children do not like to draw. Therefore, try to start with drawing. For example, you can set the task to draw your house or family. Through these drawings, the baby can show his fears, experiences or traumas. Often they simply cannot or are afraid to voice them.

During the drawing process, be sure to take an active part, ask what the child is doing, who he is drawing, and why this or that object in the drawing is depicted this way. Due to this, you can reveal your child’s worries, his fears, and also help solve existing problems.

Another popular and available method play therapy - participation in the process of toys. Fantasy and imagination, combined with internal experiences, forms certain images from inanimate toys. There can be villains, good heroes and neutral characters. Each of them personifies certain real people. Here it is important to take into account whom the baby is afraid of, whom he loves very much, and whom he does not pay any attention to at all. Often parents perceive this as a joke or fiction. In fact, the images created with the help of toys may contain answers to questions that are extremely important for the child.

Play is a natural process during which a child becomes deeply immersed in his inner world. He doesn't force himself to play. It's like breathing - natural and necessary.

Try to diversify your child's leisure time. This does not mean that you necessarily need to buy a whole bunch of toys. Play therapy can take place outside, at home, or even in the car. Children show increased interest in any invention of an adult. You just need to direct the game in the right direction, while simultaneously entertaining the baby and getting answers to important questions about the child’s condition, experiences, problems and anxieties.

Play therapy is a useful and necessary form of psychotherapy that can be carried out in the familiar home environment. It doesn't take much time, but the benefits you get from it are enormous. There is a wide variety of various forms of play therapy aimed at effectively helping children.

Play therapy is deservedly considered one of the most useful tools in solving problems of the child’s psyche and psychology.

And the most important thing. Never leave your baby alone when he is faced with various anxieties, fears or experiences. By identifying problems early, you can help solve them.