Seminar for heads and senior educators of preschool educational institutions.

Topic: “Creating conditions for the psychological comfort of the child. Continuity in the work of the preschool educational institution and the school in maintaining the physical and mental health of preschoolers within the framework of the state educational institution of preschool education "

Prepared by:

Bogomol Natalya Nikolaevna, head of MDOU No. 10;

Savitskaya Lyudmila Vasilievna, methodologist of the city department of education;

Dorokhina Evgenia Valerievna, senior educator of MDOU No. 10;

Kozub Natalya Viktorovna, teacher-psychologist, MDOU No. 10.

Purpose: to intensify the activities of the management and teaching staff of preschool institutions in creating conditions for the psychological comfort of students, increasingpedagogical competence of teachersin the field of continuity of the preschool educational institution and the school.

Seminar objectives:

Oto limit the main activity of the pedagogical workers of the city to create conditions for the psychological comfort of preschoolers, the formation of a new look at the child as a subject of education with his needs and experiences, as a partner in joint activities;

Pto acquaint the participants of the seminar with the experience of the team in preserving the physical and psychological health of preschoolers, methods and techniques of interaction with the school, aimed at creating psychological comfort for the participants of the EEP;

FROMcontribute to the improvement of pedagogical competence and professional self-esteem of the leadership of preschool educational institutions in the light of the implementation of innovative approaches to the physical and psychological health of children, improving the system of knowledge of those present about the components of the emotional development and well-being of children in a group based on modern educational standards.

The problem of psychological health at the present stage

Today, the problem of the psychological health of the child, his emotional well-being, comfort, is very acute. And this is due to changes in socio-economic conditions of life and other factors. And the main factor is the lack of a culture of communication and mutual understanding of people, kindness and attentiveness to each other.

For the staff of our kindergarten, the most important tasks seem to us, among those set by the State Educational Standard, which are aimed at:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs of various

levels;

3) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world.

Our teaching staff aims to ensure the physical, psycho-emotional and moral comfort of children. One of the most important areas in the work of teachers is the creation of a comfortable psychological climate for children. It is very important with what mood the child crosses the threshold of kindergarten. I would like to see every child going to kindergarten happy and not burdened with unbearable worries for his age.

Every adult, if he is loving, understanding and has not forgotten how to play, can help the child grow up happy, in harmony with the people around him, both in the family and in kindergarten.

A child, being in kindergarten, experiences a lot of stress factors:

Morning separation from parents;

A large number of children in the group;

Rigidly regulated and busy daily routine (many activities and activities, little free time for spontaneous interaction with peers);

The need to constantly obey the requirements and instructions of the educator;

Low level of self-regulation and communication skills (due to age and little life experience).

Therefore, today we will talk more about the psychological health of preschoolers.

Modern children have a large number of psychological problems. A preschool educational institution is designed to provide the child with harmonious interaction with the world, the right direction of his emotional development, to awaken his good feelings, the desire for cooperation and positive self-affirmation.

What associations do you have when you hear the word "comfort"? looking at the screen, try to pick up your association words.

K - beauty

Oh - organic

M - mother

F - fantasy

O - rest

R - joy

T - heat

What is "psychological comfort"? In Ozhegov's dictionary, the word "comfort" is defined by household amenities. Dictionary of psychiatric terms. V.M. Bleikher, I.V. Crook defines “comfort” as a complex of conditions of the external and internal environment that are most favorable for the subject, including psychological factors..

Psychological comfort for a child in kindergarten and school is determined by the convenience of developing space and a positive emotional background, the absence of tension in the mental and physiological functions of the body.

According to the definition of D.B. Elkonin, preschool and primary school age is one era of human development, called "childhood". The problem of succession can be successfully solved with the close cooperation of the kindergarten and the school. Everyone will benefit from this, especially children. For their sake, you can find time, effort and means to create psychological comfort.

Only by implementing an integrated approach, it is possible to achieve a solution to the problems of strengthening the physical and mental health of children.

In modern conditions of transition to the State Educational Standard, the status of the teacher, his educational functions are changing, and the requirements for his professional and pedagogical competence are changing accordingly. Today, a creative teacher is in demand, who is able to mobilize his personal potential in the modern system of education and development of a preschooler. In connection with the increase in the requirements for the quality of preschool education, the methodological work with personnel is also changing.

Modern methodological work in a preschool institution is based on

1) The principle of a systematic approach - the perception of methodological work as an integral and developing system;

2) The principle of optimality - taking into account the real capabilities of all participants in methodological activities;

3) The principle of scientific character - the orientation of practical activities to the use of scientific knowledge;

4) The principle of a student-centered approach - the organization of advanced training, methodological support, taking into account the interests, needs and difficulties of teachers;

5) The principle of psychological comfort

I would like to emphasize the principle of psychological comfort, which involves the removal of stress-forming factors, the creation of a benevolent atmosphere in a preschool institution, focused on the implementation of the ideas of humanization of pedagogy. Based on this principle, the methodological service in our kindergarten works not only to improve the professional competence of teachers in accordance with the requirements of the State Educational Standard, but also contributes to the personal development of each teacher, the development of his emotional intelligence. After all, the success, health and mood of the pupils depend on the health, mood, and emotions with which the teacher enters the group.

P crossing the threshold of the group, you can feel the atmosphere of looseness or closeness, calm concentration or anxious tension, sincere fun or gloomy alertness.

The atmosphere in the kindergarten group is determined by:

Relationship between teacher and children;

Relationships between the children themselves;

Relationships between caregivers

Relationships between teachers and parents.

A good emotional microclimate in a group arises when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves.

Everyone knows that children have developed an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs totrack your psychological state to prevent aggressive outbursts and apathetic fatigue,arrange a psychological shower that will help him relieve excessive emotional stress.

The most ancient method of releasing harmful emotional tension is the most natural way -traffic (kinesthetic pumping of emotions). Therefore, we recommend our teachers walks in the fresh air, massage. The next way isverbalization of emotions . Its range is extensive from laughter to crying. Laughing and crying are natural ways of venting emotions. Therefore, at pedo-ops, we often resort to using humor to relieve excessive tension, there are also situations when the teacher just needs to be listened to and given the opportunity to “cry in the vest”.

A special place in getting rid of emotional stress is occupied by real verbalization in the form of a scream. But, not everywhere and not with everyone you can afford to shout. What about karaoke? This is the place where we can not limit ourselves!

Of course, we use less active and quieter ways to ventilate emotions, and at the same time no less effective. We offer our educators to transfer negative emotion to paper. They arewriteto a specific person EVERYTHING that was not said in real conditions, without embarrassing oneself in style and expressiveness. Task: to completely transfer your emotion to paper. Having put an end, of course, they feel relief. There are options when there is no full splash on paper, in this case we suggest simply tearing, crumpling, throwing away the sheet. Emotions can not only be written, but alsodraw . Breathing exercises are also very effective in the process of relieving emotional stress, we teach them to teachers at trainings and recommend using them in any stressful situation, because. they do not require additional equipment and time.

And now we want to offera set of exercises to increase energy potential

Standing, bring the shoulder blades together, smile, wink with the right eye, then with the left, repeat:

“I am very proud of myself, I am good for a lot”

Putting the left palm on the forehead, then the right, repeat:

“I solve any problems, love and luck are always with me”

Rubbing palm on palm, repeat:

"I lure luck, every day I get richer"

Standing on tiptoe, close your hands above your head in a ring, repeat:

"I am warmed by a ray of sunshine, I deserve the best"

Clenching your fists, making rotations with your hands:

“I have no obstacles on the way, everything will work out - as it should!”

Hands on the waist, making tilts to the right and left, repeat:

"Any situation is subject to me, the world is beautiful - and I am beautiful."

Bouncing on the right, then on the left leg, repeat:

“I am cheerful and energetic, and things are going great”

Clasping your hands, taking a deep breath:“The universe smiles at me,” a deep exhalation: “And everything works out for me.”

Search for innovativeeffective forms of work that contribute to the improvement of professional skillsin organizing events aimed at strengthening and maintaining the psychophysical health of pupils, led us to the organization of the Methodological Council within the framework of the "Territory of Cooperation" project. The work of the Council is based on a system for identifying the opportunities and difficulties of teachers, determining their problem field.

As part of the activities of the Council, a flexible system of methodological and psychological assistance has developed through theoretical, cognitive and practical classes, such as: training "Development of communication skills of teachers", pedagogical hour "Setting goals in one's work and in life", methodical hour "Requirements for the quality of speech teachers”, creative workshop “Developing with the help of art”, workshop “Art therapy as a means of maintaining the health of teachers”, psychological seminar “Establishing positive relationships with parents”, consultation “Color therapy and aromatherapy in the educational process”, a conference in the form of a round table on the topic “ Emotional well-being of children as a condition for creating a social situation for the development of children of early and preschool age ”, aimed at summarizing pedagogical experience in creating conditions conducive to emotional well-being, where teachers spoke about the forms of work in groups, presented didactic material prepared bywith their own hands together with the children, the hands of the parents of the children.

The value of the work of the methodological council is that it provides feedback, a frank exchange of opinions, and forms positive relations between employees. The core of this form of work with personnel is collective discussions, reasoning, argumentation of conclusions, competition of minds and talents. By organizing a methodological council, we solve such important goals as:

1. Stimulation of interest and motivation for self-education;

2. Increasing the level of activity and independence;

3. Development of skills to analyze their activities;

4. Development of the desire for cooperation.

Our meetings at the Council resonated with teachers and contributed to the improvement of their professional skills, and hence the improvement of the quality of the educational process in the field of psychophysicalhealth care in preschool.

Attention to the psychological health of teachers not only improves the quality of their professional activities, but also affects the psychological health of children, our pupils. Healthy teacher -healthy children.

Today's children are different from previous generations more than ever. So, they are not affected by the tactics of suggestion, feelings of guilt, which are usually resorted to at an early stage in the family and public institutions. They almost do not respond to coercion, lectures, punishments, prohibitions and other generally accepted methods of instilling conscious discipline, which are used by educators and parents. Modern children respond to being treated as reasonable individuals, respect for them and their problems, which are no less difficult for them than adult difficulties for their parents. They don't always behave correctly. Among them there are difficult children. But each of them should be given a chance to get advice and recommendations from adults that will encourage the best that these children have. The best way to get to know children is to interact with them. The problem of children's communication is very important, their ability to understand each other, to distinguish the mood of their friend, to come to the rescue..

The teachers of our institutionstrive to create all the necessary conditionsso that children grow up cheerful and active, independent and friendly, inquisitive, enterprising and self-confident, open and empathetic. For this we consider it important:

unconditional acceptance of each child by adults in order to develop in him a vital sense of security and self-confidence, in his own abilities;

positive environment for children;

equality in relations between adults and children, tactful communication with the child;

providing children with the opportunity to move freely in the space of the group, in other premises of the kindergarten, directly communicating with their peers;

close professional cooperation of a teacher-psychologist, educators and other kindergarten specialists in planning and organizing interaction with preschoolers;

creation of conditions for the disclosure of the personal individuality of pupils;

attentive attitude and sensitive reaction to emerging children's problems, anxieties and fears;

implementation of professional activities under the motto "Do no harm!".

To better understand the emotional state of children in the morning and during the day, we use specific methods. For example:

In order to provide timely support to a sad, upset child, educators usemood screens, in which children display their mood with the help of emotional pictures. Thanks to them, the educator, parents can track the emotional state of each child during the day, and children learn to be aware of their emotional state.

To create a positive emotional background in the group, an atmosphere of goodwill and security, teachers use certainrituals:

- rituals of entering the day. Carrying out the ritual helps to set up the group for joint work, from the first minutes to form an optimistic mood among all the children participating. As a rule, these are greeting games, games with names.

- farewell ritual is carried out with the aim of summing up, consolidating positive experiences received during the day or in class, and uniting children. Usually this is a general fun game or relaxation exercises that help relieve tension and feel free.

Ritual"morning of joyful meetings", when it is customary to shake hands or greet each other, saying something pleasant;

- "reading day" - one day a week when one of the children brings their favorite book and everyone reads it and discusses it together;

- "Toy Day" - one day a week when you are allowed to bring your favorite toy from home and tell your peers about it.

- « Friday Circle" The teacher invites the children to gather in a circle and talk. Nobody is forced. During the conversation, the teacher and the children sit on the floor, as they please. The teacher discusses with the children what the week was interesting for, what they rejoiced at, learned. It is communication in the circle that has become a necessary element of the life of groups and contributes to the emergence of a family atmosphere.

- "box of good deeds" - during the week, the teacher, together with the children, fills the box with good deeds (one good deed - one heart) and at the end of the week gives everyone a medal, highlighting his good deeds and deeds.

- « psychological speech settings. Children and teacher stand in a circle, holding hands. When pronouncingspeech settings the voice of the educator must fully correspond to what he says, that is, goodwill and joy of meeting, etc., must be conveyed by voice and facial expressions.

Examples of psychological speech settings:

Today I am glad to see you in kindergarten, in our group! We will spend this day together. May this day bring joy. Let's try to make each other happy.

Hello my good ones! Today it is cloudy and damp outside. And in our group it is warm, light and fun. And we have fun from our smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, today we will smile more often at each other.

There are in our kindergarten and traditions in each group. An exampletraditions can serve:

- "birthday" - congratulate the birthday man with pleasant words and give a gift prepared in advance for him.

- "open days for parents"

- "making gifts for kids and parents for the holidays"

The main activity of preschoolers is play. We use board and didactic games to consolidate knowledge, but we direct them to emotional development, to the formation of communication and interaction skills. With the help of didactic aids, children learn to live in harmony with themselves and the world around them.

Teachers understand that it is not enough to be in harmony with oneself, it is very important to be in harmony with nature.

Close contact with nature is important for emotional well-being. Nothing soothes and pleases like nature. Therefore, we replenish the developing environment of the group with natural material. In playing with natural material, the child learns the world around him with the help of his senses, perceives the variety of properties of natural objects: shape, size, sounds, shades, spatial arrangement. The development of sensations and perceptions creates the necessary prerequisites for the development of more complex cognitive processes (memory, imagination, thinking).

Speaking about the methods and techniques used by educators in their daily work, it is necessary to say about working with children with certain difficulties. These are aggressive, hyperactive and anxious children.

All children are different. But they all need our love, affection, care. And all of them are worthy of this award: quiet, and bully, and bully, and naughty.

For children who often come into conflict, made"Rugs for reconciliation", which help children who have quarreled in a funny way to make peace with each other. After such reconciliation, children quarrel much less often.

To relieve negative emotions, overcome aggressive and hyperactive manifestations, educators offer children to draw their mood, favorite thing, using pencils, paints, crayons, and the drawing process is accompanied by music - bright, emotionally rich, quiet.

Games with sand, water, cereals improve mood, regulate muscle tone, develop large and fine motor skills, coordination of movements. For hyperactive children, such games with water and sand help painlessly and safely “relieve” excessive psychomotor arousal.

To teach aggressive children how to express anger in an acceptable form, the material selected by educators helps to cope with negative emotions, relieve tension, throw out accumulated energy.

"Aggressive mat". You need to stomp on a prickly rug and anger will pass.

"Scream Cups""Scream Pouch". If a child is angry or offended at someone, he can express his resentment into a glass, shout into a bag, and he will feel better.

“Whipping pillow”, if a child is angry with someone, then it will help to throw out a negative manifestation.

The methodological service and administration in a preschool institution directs the activities of the psychological service. Closely interacts with it in matters of creating conditions for the mental health of students.

To determine whether children are comfortable in the group, how children emotionally perceive the group, what kind of atmosphere is in the group, and who and in the group are leaders and outsiders, we use certain diagnostic tools in kindergarten:a test to check the psychological comfort of children in the kindergarten group."I'm in my kindergarten group", color diagnostics "Houses",secret test.

Diagnostics is carried out according to the plan (diagnostic minimum), as well as at the request of teachers and parents. The results obtained are an assessment of the success of educational and upbringing actions. Based on them, further recommendations are given to educators aboutcreating conditions for a psychologically comfortable stay of a child in kindergarten, about which children especially need pedagogical assistance and support.

Based on the diagnostic results, corrective work is carried out in the following areas:

1) Correction of the emotional-volitional sphere: aggressive behavior, fears, increased anxiety, low self-control, self-doubt, low self-esteem;

2) Correction of the communicative sphere: violations of relationships with peers, violations of well-being in the family;

3) Correction of the cognitive sphere: low level of development of cognitive processes (memory, attention, imagination, thinking, perception).

The SENSORY ROOM created in the preschool institution, which you will learn about a little later, helps in corrective and developmental work with children.

Preventive workis aimed at preserving, strengthening and developing the psychological health of children at all stages of preschool childhood. Psychological prevention implies responsibility for observing the psychological conditions in the kindergarten that are necessary for the full psychological development and formation of the child's personality at each age stage. Also, psychological prevention involves the timely identification of such features of the child, which can lead to certain difficulties, deviations in intellectual and emotional development, in his behavior and relationships.

Psychological education is understood as the familiarization of teachers and parents with psychological knowledge. In society, psychological knowledge is not widespread enough, psychological culture is not always expressed, which implies interest in another person, respect for the characteristics of his personality, the ability and desire to understand one's own relationships, feelings, and actions. In pedagogical collectives, as well as in families, conflicts are possible, which are based on the psychological deafness of adults, the inability and unwillingness to listen to each other, to understand, forgive, give in, etc. Therefore, it is important for us to raise the level of psychological culture of those people who work with children. Psychological education in our institution is to acquaint teachers and parents with the basic laws and conditions for the favorable mental development of the child; explain the results of diagnostic studies; to form the need for psychological knowledge and the desire to use it in working with the child or in the interests of developing one's own personality.

It is worth dwelling on how educators use the space of the group to create psychological comfort.

Educators in groups created a subject-developing environment, conditionally divided into zones that have their own characteristics:

Zone of psychological relief. This is a space organized in such a way that the child who is in it feels peace, comfort and safety. In such a zone, educators use upholstered furniture and toys, screens and tents that allow privacy, photo albums with group and family photos.

Learning Zone for Socially Acceptable Behaviors . In this zone, there are pillows - "beaters", bags with cereals to relieve tension, calm down. There are also desktop-printed didactic games of a training nature that teach the social behavior models accepted in society “What is good and what is bad”, “Let's find the magic words”, “A gift for everyone”.

Self-regulation training area. It uses: audio recordings for relaxation (for example, the sound of the sea, the sounds of the forest); “kinetic plasticine and sand” (it can be rolled, pinched, crushed, which also helps to calm down); board games “Hill of sticks” (a slide of sticks is laid out in front of the child. It is suggested to pull out one stick at a time so that the rest of the verbal games “Hochukalki”, “Yakalki” do not move (the leader slowly draws in the air with the tip of a pencil some known to the children The children are invited to guess it, but do not immediately shout the correct answer, but having overcome their “I want to shout out”, wait for the leader’s command and whisper the answer)

Zone of personal development. Its goal is to increase self-esteem, self-confidence, and relieve anxiety. In this zone there are: "throne", "book of records", birthday corner, stand "Our achievements", etc.

But, when organizing the kindergarten environment, it is necessary to focus on creating not so much a subject-developing environment as an emotional-developing environment, i.e. one that contributes to the versatile and full development of the emotional-sensory sphere of the child.

We identify several components that affect the emotional atmosphere in a preschool institution:

1. emotional-supporting component of the environment -

Establishing emotional contact with the child;

Involving him in the events taking place around him: “Smile at me ....”, “Come to me for a minute”, “Show the toy what it does”, etc .;

Creating a positive emotional mood; an atmosphere of warmth and safety in the group;

Formation in the child of a positive image of his "I";
- awakening in children of joint emotional experiences (joy, surprise, etc.) in outdoor games, fun;
- development of the ability to pay attention and respond to facial expressions and gestures of an adult and children, intonation of speech; use these components of communication yourself;

Formation of desire and readiness for joint activities;

Teaching etiquette: address each other by name, say hello, say goodbye, show sympathy, sympathy;
- promoting the optimization of parent-child relationships, teaching to maintain a good attitude towards mom, dad, loved ones, etc.

2.emotionally-adjusting component of the environment -external environment.Taking care that each child feels comfortable in the atmosphere of the kindergarten, the teacher thinks over the organization of the child's life: the availability of toys, non-irritating color scheme of the interior, comfortable furniture, background music.

3. emotionally stabilizing component of the environment - regime moments that determine the process of the child's stay in the kindergarten group For a preschooler, it is important that the life schedule is stable. A child who is used to a certain order is more balanced. At the same time, repetition should be observed in form: the presence of regime moments - nutrition, sleep, walks, classes - but in content they should differ from each other in the intensity of the events that occur, affecting the emotional state of children.

4. emotionally activating component of the environment -a variety of children's employment - games, activities, surprise moments.

These include:
games with children to accumulate emotions;
games for the child's emotional communication with peers and adults;
games to overcome negative emotions;
games to relieve emotional stress, relaxation;
games for the development of empathy in children and others.

5. emotional-training component of the environment - conducting psycho-gymnastic exercises with children.

Being engaged in psycho-gymnastics, children study various emotions, learn to manage them. This is overcoming barriers in communication, developing a better understanding of oneself and others, relieving mental stress, creating opportunities for self-expression.

Thus, thanks to the correct organization of the subject-developing environment, taking into account the emotional-developing component, children have the opportunity, as necessary, to remove an aggressive state, psycho-emotional stress, fatigue, calm down, and improve their mood.

The teaching staff of our kindergarten understands that in order to achieve our goals, it is necessary to be like-minded with the parents of our pupils.

The modern rhythm of life requires more employment of parents at work. In this regard, not everyone has enough time to play with the child, go for a walk, take them to a circle of additional education. We can say that some parents see their children "on the run." The consequence of this is their alienation from each other, emotional coldness in relationships and, as a result, the lack of a sense of community with their family.

There are various forms of work with parents: collective, individual, visual and informational. Our teaching staff is constantly looking for a creative, informal approach to the issue of organizing interaction with parents in order to maintain psycho-emotional contact in families. Non-traditional forms of work with parents that we use for this purpose include:

Young Parent Club;

Evenings of questions and answers;

Thematic exhibitions of literature, booklets, memos, albums related to the upbringing and education of children.

Photo exhibition of newspapers on such topics: "We work together", "Together on vacation", "Sports family", "My dad is the best", "My mom is the best".

Participation in the projects "How they chose my name",« Our family tradition”, “Amazing mom”.

Issue of group newspapers with the participation of parents.

These forms of work help us build bonds between children and parents, educators and parents, parents and parents, and this contributes to the emotional well-being and comfort of children.

The work of the educator with families begins with the collection of data on the parents of the pupils and the compilation of the social passport of the group. Families from the “risk group” are determined, namely single-parent families, families with children deprived of parental care, families with a step-mother or stepfather, single mothers, dysfunctional families. Each selected group is associated with the emergence or existence of already defined problems, so it should be in the field of view not only of the educator, but also of the educational psychologist.We believe that the most effective methods of working with such families are:

1) Making visual agitation for parents:

"Children's Rights"

"Raising Kindness"

"Conversation about morality"

2) Registration of an information folder with telephone numbers and addresses of social services of the city of Kirovskoye for the protection of children's rights.

3) Individual preventive conversations:

"Relationships in the family";

"Creative power of love";

"Personality and family";

"Speech communication at home".

4) Active involvement in the life of the kindergarten - holidays and entertainment, charity events, projects.

5) The use of video recordings of social videos “Children see, children repeat”, “There is no cruelty in the world of children” at parent meetings.

Through suchan integrated approach in the form of close cooperation between teachers, parents and a teacher-psychologist in solving problems to strengthen the physical and mental health of children, it is necessary to say aboutensuring the most comfortable transition of children from the model of upbringing, education and development offered in a preschool institution to an educational, school model.

In the mechanism for implementing the continuity of SES DO and SES HO, in our opinion, the main thing is continuity in the forms and methods of working with children during the transition from kindergarten to school and taking into account the achievements that they were able to achieve at the stage of preschool education.

In our preschool institution, the mechanism for implementing succession looks like this:

at the beginning of the school year, teachers of the preschool institution and the school draw up a single joint plan, the purpose of which is to specify the work in three main areas:
work with children;
interaction of teachers;
cooperation with parents.

The system organizes mutual attendance by teachers of classes in kindergarten and teachers of lessons at school. A positive result is the communication of the future teacher of the 1st grade with groups of preschoolers and their parents. It has become a tradition for teachers to visit and then hold the last meeting in a group of kindergarten graduates, where the teacher-psychologist of the school also takes part. Kindergarten teachers, in turn, do not forget about their pupils, constantly monitor their progress.

The psychological services of the kindergarten and the school work in close tandem. When graduating from a children's institution, the teacher-psychologist gives a complete psychological description for each child and recommendations both to the teacher-psychologist of the school and to the future class teacher for further work. In turn, the teacher-psychologist of the school in September-October conducts the first stage of monitoring first-graders for adaptation to school life. The second stage of monitoring is February, which gives the final result of a difficult period of adaptation. These indicators (both in quantitative and percentage terms) provide the basis for creating a correctional program. Based on the monitoring data, the teacher-psychologist draws up an analytical report with conclusions and recommendations for class teachers.

If the kindergarten ensures the emotional well-being of each child, the development of his positive self-perception, the school improves the achievements of preschool development throughout the entire primary education; provides special assistance in the development of qualities formed in preschool childhood. To make this happen, we are introducing the following forms of cooperation between educators - teachers - parents: holding round tables, master classes, seminars, joint holding of pedagogical councils with the participation of parents. We consider mutual visits to be the most valuable form of work, in which school teachers have the opportunity to see in practice the methods and techniques of working with older preschoolers and successfully apply them during lessons at the stage of adaptation, modifying and supplementing them. The result of this form of interaction between kindergarten and school teachers was a selection of wellness minutes for older preschoolers and younger students.

For the purpose of the physical and emotional development of future first-graders, to maintain their self-confidence, to ensure emotional comfort during the transition from kindergarten to school, we have established close communication between kindergarten graduates and first-graders in the form of excursions, joint holidays, sports entertainment, creative exhibitions. The main evidence of emotional comfort is children's smiles, and as you know, happy children learn better, adapt to new conditions faster, and it is much easier for adults to work with them.

And so our seminar comes to an end. What new things did you hear today that you would like to bring to the work of your preschool institution. Look at the screen. Tell us about it, based on the suggested beginnings of phrases, which will help you express your attitude to what you saw:

1. it was interesting...

2. it was hard...

3. I did tasks...

4. Now I can…

5. I felt that…

6. I purchased ...

7. I learned…

8. I got ...

9. I was able to ...

10. I will try ...

11. I was surprised ...

12. I felt like ...

13. and also - ...

Thank you for your attention

The sovereignty of psychological space is the ability of a person or child to control, protect and develop their psychological space. That is, I can act as an individual and at the same time I can act in the interests of the whole group.

Sovereignty also allows the individual to adapt, develop and become productive in different areas of the individual.

Let's look at the areas of psychological sovereignty:

physical body, territory, personal belongings, habits + security moments, social connections and relationships, values.

Physical body – no attempts to disturb somatic well-being. That is, the child has comfortable clothes, the inviolability of the body, the absence of prolonged hunger and thirst.

Territory - it is the feeling and experience of the safety of space. That is, personal space and its inviolability, a corner with toys, the order established by the child.

Personal items - respect for personal belongings, recognition of the right of ownership of the child, independent choice of things, clothes, toys, accessories.

Habits + regime moments- this is the most acceptable form of temporary organization of life. That is, the daily routine, the organization of life in time, the number of classes, the speed of execution, as well as the alternation of work and rest.

Social connections -it is a recognition of the right to have friends and comrades, as well as the right to have secrets and secrets from adults.

Values ​​- it is freedom of tastes and outlook, also respect for the point of view.

The value of the psychological climate in the team:

A favorable psychological climate acts as one of the decisive factors in the effectiveness of activities;

Good and friendly relations in a group or class create additional motives for “studying well”, “doing tasks well”, “coming to the kindergarten group”.

Thus, children receive additional benefit from being in this team.

Workshop for teachers on the topic:

"Creating psychological comfort in kindergarten groups"

Tasks:

To acquaint educators with the components of psychological comfort and emotional well-being of children in the group.

To promote the effective use of educational and upbringing activities aimed at personally oriented interaction with the child.

Information part.

1. mental health problem

Practical part.

1. Diagnostic tools for educators to assess the psychological climate in the group and the emotional well-being of the child

Discussion, summarizing.

Information part.

1. The problem of psychological health.

It's no secret that many children have neurotic deviations. There are many reasons for this, including an unfavorable family situation, the individual characteristics of the child. Such children are difficult for parents and teachers. But on the other hand, adults sometimes turn completely psychologically healthy children into neurotics.

Why is it important to maintain the mental and psychological health of children? This question can be answered by determining the consequences of psychological discomfort for the child.

The appearance of fears, anxiety, increased aggression;

The transition of psychological experiences into somatic disorders; …..

The manifestation of psychological traumas received in childhood, in a more mature age period in the form of psychological protection - the position of avoidance (isolation, suicidal tendencies), the manifestation of aggressive behavioral reactions (runaways from home, vandalism, violence)

Consequently, psychological comfort is necessary and not only for the development of the child and the assimilation of knowledge. It depends on the physical condition of the children. Adaptation to specific conditions, to a specific educational and social environment.

Since we operate with two concepts, it must be said that mental and psychological health are different things, as science claims.

Pmental health- stable and adequate functioning of the human psyche, the main mental functions of a person - thinking, memory and others. The set of attitudes, qualities and functional abilities that allow an individual to adapt to the environment. I like the definition of “mental health” given by Seneca (Roman philosopher, poet, politician, who lived in the 1st century AD - ed. note) “A mentally healthy person should be of maximum benefit to many people; if this is impossible, then at least a few; if this is impossible, then at least to your neighbors; and even if this is impossible, then at least to yourself!

P psychological health It's not just about mental health, it's also about personal health. Psychological health is defined as a state when mental health is combined with personal health, everything is bright and cool in a person, and at the same time he is in a state of personal growth and readiness for such growth.

The term "psychological health" was introduced into the scientific lexicon by I.V. Dubrovina, who deals with a range of issues of organizing psychological services in the education system. This term emphasizes the inseparability of the physical and mental in a person. According to I.V. Dubrovina, the basis of psychological health is a full-fledged mental development at all stages, i.e. psychological health should be considered from the point of view of the spiritual wealth of the individual, orientation towards absolute values ​​(goodness, beauty, truth). Thus, if a person does not have an ethical base, then it is impossible to talk about his psychological health.

The offender is mentally healthy and he is incremented, otherwise he will have to be treated. It is clear that his moral attitudes are far from ideal, that very ethical base, that is, it is impossible to call him psychologically healthy in any case.

But it must be said that the essence of the term has not yet been finally determined.

A generalized portrait of a psychologically healthy child is, first of all, a creative, cheerful, cheerful, open child who knows himself and the world around him not only with his mind, but also with his feelings. Such a child takes responsibility for himself, his life is filled with meaning.

Pedagogical indicators of mental health and well-being of preschool children are as follows:

behavior, thoughts and feelings of the child, adequate to the surrounding conditions and events;

socially acceptable ways of self-affirmation and self-expression;

positive emotional background, optimistic mood, ability to empathize;

uniform and timely development of the main mental processes, stable cognitive activity;

friendly attitude towards others, full communication, the nature of which corresponds to age norms.

Conditionally, the state of psychological health of a child can be divided into three levels:

A high level - creative - can be attributed to children with stable adaptation to the environment, the presence of a reserve of strength to overcome stressful situations and an active creative attitude to reality. Such children do not require psychological help.

To the average level - adaptive - we will refer children as a whole adapted to society, however, having some increased anxiety.

To the low level - maladaptive - we include children whose style of behavior is characterized, first of all, by the desire to adapt to external circumstances to the detriment of their desires or capabilities, or, conversely, using an active offensive position, to subordinate the environment to their needs. Children assigned to this level of psychological health require individual psychological assistance.

Questions about psychological comfort, about psychological and mental health should be addressed primarily to teachers, because most of the time children are in kindergarten.

Creation of psychological comfort in kindergarten groups to preserve and strengthen the psychological health and development of the child.

What is comfort?

Comfort- borrowed from English, where comfort is “support, strengthening” (“Etymological Dictionary”, N. M. Shansky).
Comfort- conditions of life, stay, environment, providing convenience, peace and comfort. (“Explanatory Dictionary of the Russian Language”, S.I. Ozhegov).
Psychological comfort- living conditions under which a person feels calm, there is no need to defend himself.

We can say that a child is comfortable in a group if the child is emotionally well when he comes to kindergarten in a good mood and during the day it hardly changes; when his activity is successful or is experienced by him as successful due to the attentive attitude of others; when there is no experience of danger from the environment; when there are friends with whom you want to play and who mutually show interest; when the child is well treated by educators and in general by everyone around.

Of course, this is the perfect portrait of an emotionally well-off child. However, adults around him can and should help the child to be so.

Components of emotional comfort in the kindergarten group

Visual psychological comfort

Positive psychological climate (atmosphere) in the group.

Creation of psychological security.

How is visual psychological comfort created?

Paintings;

landscapes, episodes of fairy tales

phytodesign elements

decorating the interior with products of children's activities - a gallery of drawings, applications.

When designing, the age characteristics of preschool children are taken into account. It is common for any person to experience certain psychological states at some point in his life. Therefore, we have created privacy corners in groups. This is a place for fantasies: you lay down, sat out, played a quiet game, calmed down - you can go out and again join in the general fuss.

Teachers develop in children the ability to determine the emotional state of their own and other people. To do this, you can use the following tools:
- ABC of emotions;
- mood screens that help to notice deviations in the emotional state and provide emotional comfort in a group of children.

All of them are different in style, design and content.

How is a positive psychological climate (atmosphere) created in the group?

A person competent in communication, first of all, establishes a certain atmosphere of communication, which helps the partner feel free and comfortable. The expression “we have good contact” means “we understand each other, we are interested in each other, we trust each other” A certain atmosphere is present in communication not only 2-3 people, but also characterizes the general situation in a permanent group of people (family class team labor) The kindergarten group in this sense is no exception. Sensitive people can immediately, only after crossing the threshold, feel the atmosphere of looseness or isolation, calm concentration or disturbing tension that is present in the group.

In the kindergarten group, the atmosphere is determined

relationship between teachers and children

relationship between children

The educator has a very significant influence on the quality of the group climate.

We discussed the topic “The influence of the educator on the interpersonal relations of children in the group.” Knowing the status of the child in the group makes it possible to build correctly his relationships with peers. After a sociometric study, educators of older groups received such information.

Influence of styles of pedagogical communication on the psychological climate in the group.

Speaking about the relationship between educators and children, I want to recall the styles of pedagogical communication, among which are authoritarian, liberal, democratic. From what is stated in the definitions, we can conclude: the most optimal and effective is democratic, it is he who serves the formation of conscious discipline, creativity, cognitive activity. It presupposes the removal (if possible) all the stress-forming factors of the upbringing and educational process, the creation in the group in the classroom during other sensitive moments of such an atmosphere that unchains the children and in which they feel “at home”.

No advances in cognition will be of any use if they are “involved” in the fear of adults, the suppression of the child.

As the poet Boris Slutsky wrote:

won't teach me anything
That which pokes, rumbles, bugs...

What contributes to the creation of a child's sense of psychological security?

The answer is quite unambiguous - the elimination of threats to psychological health.

This task can be solved in close cooperation with the family.

The so-called common threat is singled out, i.e. by its nature, it is both external (comes to the child from the outside) and internal (the child takes it, as they say, to heart and it affects him very much) - this is information.
Psychologists consider incorrect information to be the most harmful, in other words, when adults deceive a child in his expectations. This can lead to a psychological breakdown (for example, to calm them down, they say that the mother will come soon, and the child is constantly in a state of intense expectation to achieve the opposite effect).

Practical part.

1. Diagnostic tools for educators to assess the psychological climate in the group and the emotional well-being of the child.

The first step that an educator interested in creating psychological comfort in a group must take is to analyze the group situation. This requires certain diagnostic tools:

- A test to check the psychological comfort of children in the kindergarten group.

Color diagnostics "Houses"

A test to check the psychological comfort of children in the kindergarten group."I'm in my kindergarten class."

In order for the teacher to understand how comfortable his pupils feel in the group, you can invite the children to draw a picture on the topic "I am in my kindergarten group."

The alleged drawings of children can be divided into three groups:
* The child only draws the building.
* The child draws a building with playground elements.
* The child depicts himself in the picture in the room or on the street.

The first group of drawings is the most disturbing. If there is nothing in the picture but a building, then the kid perceives the kindergarten as something alienated, faceless. This means that life in kindergarten does not evoke positive emotions in him, and he is not identified with the events taking place there.
Most of all, the situation inspires optimism when a child depicts himself in a drawing. In this case, you can put a fat cross in front of the baby's last name: the events taking place in the kindergarten are personally significant for him. But the analysis of the situation is not limited to this. You need to pay attention to other elements of the picture. Are there children in the picture? Educator? Playing field? Toys?
Their presence allows the teacher to put another cross: the child reflected in his work a wide variety of connections and relationships. The playing field, for example, is a very important element. If the child depicts himself standing on the carpet, on the floor, on the ground (children often depict their support as a straight line), this is a good indicator. It means that he `stands firmly on his feet`, feels confident. Well, if the picture shows flowers, the sun, birds - all these are details that testify to the "peace" in the soul.
You need to try to understand what the child expresses when drawing the teacher. On the one hand, her appearance in the figure is a positive thing. This means that a teacher for a child is a significant character, whose presence he must reckon with. But it is important how the teacher is turned to the child - with her back or face, how much space she takes in the picture, how her hands and mouth are depicted.
The emphasized selection of the mouth, the many lines around it may indicate that the child perceives the teacher as a carrier of verbal (verbal) aggression.
The color scheme of the picture is also important. A positive emotional mood is evidenced by the child's use of warm tones (yellow, pink, orange) and calm cold tones (blue, blue, green).
Saturated purple, which is painted over fairly large areas of the picture, may indicate the tension that the child is experiencing, and the abundance of red - an overabundance of emotional stimuli.
The abuse of black color, bold shading that squeezes through the paper, similar to a strikethrough, signal the child's increased anxiety, his emotional discomfort.
During the testing drawing, the teacher should not comment on the actions of the children and tell them directly or indirectly what elements can be added to the drawing.
In this case, it is also impossible to evaluate the work of children. It is better if the teacher simply asks the kids to give him drawings as a keepsake. Despite the fact that the drawing test "I am in my kindergarten group" is an informative and convenient express diagnostic, the ease of its assessment is apparent.
Perhaps some elements of the drawing will be incomprehensible to the teacher, and some will lead to false conclusions. A drawing, for example, can only reflect situational anxiety and mental discomfort of a child associated with family conflicts, which he could witness in the morning, with poor health, with an upcoming visit to the doctor, etc.
Therefore, in order to have a true picture of the psychological state of the child in the group, after two weeks the test must be repeated.

Color diagnostics "Houses"(E.Yu.Firsanova).

This diagnostic was developed on the basis of A.M. Etkind’s Color Test of Relationships.

The purpose of the methodology is to determine the emotional state that reflects the child's attitude to the preschool institution ....

This technique is carried out individually with each child. The children were asked in a playful way to choose one of eight houses of different colors. The following colors were used: blue, green, red, yellow, purple, brown, grey, black.

Instruction:“This is a girl Katya (boy Kolya). Katya (Kolya) goes to kindergarten. Choose a kindergarten for Katya (Kolya)."

After choosing a house, a conversation was held with the child:

Does Katya like going to kindergarten?
- What will Katya do in kindergarten?
- What does Katya like most in kindergarten?
- What does Katya not like in kindergarten?

During the diagnostics, the following indicators were recorded:

1. Behavior of the child.
2. Emotional state.
3. Voice accompaniment: no voice accompaniment; low speech activity; normal speech activity; excessive speech activity.
4. Choice of color: the choice of dark colors (black, brown, gray) indicates the predominance of negative emotions associated with visiting kindergarten: feelings of anxiety, fear, protest reactions, etc.; the choice of red and purple colors indicates irritability and aggression; the choice of green and blue colors indicates the presence of a feeling of anxiety and anxiety; the choice of yellow, red colors is about the predominance of positive emotions.

Emotional well-being of the teacher as a condition for the positive emotional state of children. Methods for relieving emotional stress in teachers.

Everyone knows that children have developed an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs to arrange a psychological shower for himself, which will help him relieve excessive emotional stress.

An exercise. "Mood"
A few minutes ago, you ended an unpleasant conversation with the mother of a child who constantly violates discipline. In a conversation with her, you talked about upbringing. Unexpectedly for you, the parent showed complete rejection of your pedagogical recommendations, arguing this with a lack of time, being busy at work and the fact that “they should educate in the garden.” In response, you could not resist. Your settings for a calm and constructive conversation have been destroyed.

How to remove the unpleasant aftertaste after such a conversation?

Take colored pencils or crayons and a blank sheet of paper. Relaxedly, with your left hand, draw an abstract plot - - lines, color spots, shapes. At the same time, it is important to completely immerse yourself in your experiences, choose a color and draw lines the way you want, in full accordance with your mood. Try to imagine that you are transferring a sad mood to paper, as if materializing it. Finished drawing? Now turn the paper over and on the other side of the sheet write 5-7 words that reflect your mood. Do not think for a long time, it is necessary that the words arise without special control on your part.

After that, look at your drawing again, as if re-living your state, re-read the words and with pleasure, emotionally tear the sheet, throw it into the trash.

You noticed? Only 5 minutes, and your emotionally unpleasant state has already disappeared, it turned into a drawing and was destroyed by you. Now go to class! Did you have a good rest!

A set of exercises that help increase energy potential.

1. Standing, bring the shoulder blades together, smile, repeat: “I am very proud of myself, I am good for a lot.”

2. Jumping on the right, and then on the left leg, repeat: "I am kind and energetic and things are going great."

3. Rubbing palm on palm, repeat: “I accept luck, I get richer every day”

4. Standing on tiptoe, close your hands above your head in a ring, repeat: “I am warmed by a ray of sunshine, I deserve the best”

5. Putting the left palm on the forehead, and then the right, repeat: "I solve any problems, love and luck are always with me."

6. Hands on the hips, bending the torso back and forth, repeat: “Any situation is within my control. The world is beautiful and I am beautiful.

7. Hands on the waist, making tilts to the right and left, repeat: “I always keep calm and a smile, and everyone will help me and I will help.”

8. clenching his fists, making rotations with his hands: "I have no obstacles on the way, everything turns out as it should."

In your relationship with your children, try to remember that

The child doesn't owe you anything. You must help your child become more independent and responsible.

In each specific adverse situation, you need to understand what the child is trying to achieve and why he is doing it. Get him to comply with social norms and rules, taking into account his condition.

There should not be too many prohibitions and strict requirements. This leads to passivity and low self-esteem in pupils.

The quiet, shy child also needs your help.

Conversations about morality that are not supported by the protection of children from mental and physical abuse are demagoguery and a dangerous practice.

Psychological speech settings.

The purpose of speech settings is to create a positive emotional background in the group, an atmosphere of goodwill and security. The main purpose of speech settings is to set you in a good mood. It is best to carry out speech settings after the morning reception of children or after charging. The teacher and children stand in a circle and hold hands. The teacher, addressing the children, says that he is very glad to see everyone and today will bring them a lot of interesting things, etc. Words may be different, but the essence should remain the same: they should show children that they are happy to see them, set them up for friendly relations with adults and peers.

Relaxation relieves the psycho-emotional stress of children, mental and physical fatigue and is carried out as follows. Children lie on the mats on their backs, arms stretched along the body, legs straighten, slightly apart. The teacher turns on the music and pronounces the text, which contributes to a deeper and more active relaxation of the children. Various positive attitudes are given in the text: “You feel good, calm, warm, pleasant. When you get up, you will be healthy, cheerful, full of energy, etc.” At the initial stage, for children with increased muscle tone, tactile contact is necessary (touching, stroking, bending and unbending the arms at the elbow and legs at the knee joints; repeat 4-6 times).

At the end of relaxation, the children slowly sit down, then get up and perform 3-4 exercises while observing the rhythm of breathing. For example: raise your hands with your palms up - inhale, tilt your torso forward, lower your arms - exhale. The duration of relaxation is from 2 to 7 minutes.

At children of the first and second junior groups relaxation is impromptu sleep with a toy. A bunny, a bear or any other character comes to visit the children, plays or talks with the children and offers them a little rest. Children lie down on the rugs on their backs, a lullaby sounds. The teacher tells the children that they should not get up while the music is playing and the bear is sleeping, otherwise they will wake him up. The teacher approaches the children one by one, strokes the bear, the child and says, for example: "The bear is sleeping and Masha is sleeping." After the “sleep”, a calm rise and 2-3 breathing exercises are performed: “Blow on the bear, otherwise it became hot in his sleep.” The bear says goodbye and leaves. The duration of relaxation is from 1 to 3 minutes.

The time for relaxation during the day is determined by the teacher. It can be done before breakfast, before class, during a break or after class, after a daytime walk, before going to bed, before an evening walk, etc.

Self-regulation exercises

Target self-regulation- relieve physical and mental stress, promote the formation of self-regulation skills in children, the ability to recognize and control their emotions and actions. Children are encouraged to complete the exercise in a playful way. Older children can be told that they need to learn how to manage themselves. Children are randomly positioned (standing, sitting) depending on the exercise. The teacher gives the name of the exercise, tells and shows how it is performed. Children perform. If the exercise is familiar and worked out, then it is enough just to name it. Duration of execution - 1-2 minutes. In the daily routine, this can be the time of a lesson (instead of a physical education minute) or any other moment when it is necessary to gather children, organize them for some type of activity.

AT younger preschool age self-regulation exercises include work with the hands: clenching and unclenching the fist, clapping, shaking, etc. In middle and older age, all muscle groups are involved in such exercises.

Signs of fatigue in children 3-4 years old appear after 7-9 minutes of class, in children 5-6 years old - after 10-12 minutes, 7 years old - after 12-15 minutes. They can be expressed in different ways: yawning, distracted attention, distractibility, irritability, the appearance of automatic, involuntary side movements (scratching, tapping, rocking in a chair, sucking fingers, etc.), impaired posture and coordination of movements One of the effective ways to prevent fatigue, improving the general condition of children, changing their activities are short-term physical exercises, the so-called physical minutes.

They relieve muscle tension caused by immobility, switch attention from one activity to another, giving rest to the nerve centers involved in it, and restore children's working capacity.

Physical minutes are held in the middle of the lesson for 1-3 minutes in the form of game actions. Children really like imitative exercises, accompanied by verses and, if possible, related to the topic and content of the lesson. But the main thing is that the movements are simple, accessible and interesting for the child, intense enough, affecting many muscle groups, but not excessive.

The physical minute complex usually consists of 2-3 exercises for the arms and shoulder girdle such as sipping - to straighten and relax the spine, expand the chest; for the body - tilts, turns; for legs - squats, jumps and running in place.

Conclusion

“There was a wise man who knew everything. One person wanted to prove that the sage does not know everything. Clutching the butterfly in his hands, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “If the living one says, I will kill her, if the dead one says, I will let her out.” The sage, after thinking, replied: "Everything is in your hands." I didn't pick up this story by accident. It is in our hands to create an atmosphere in the garden in which children will feel “at home”.

MBDOU kindergarten No. 5 Vladimir, microdistrict Orgtrud

SEMINAR for educators

"Creating psychological comfort in kindergarten groups"

Prepared

educational psychologist

Golovanova E.V.

February 2013

Tasks

1. Introduce educators to the components of psychological comfort and emotional well-being of children in the group.

2. Contribute to the effective use of educational and educational activities aimed at personally oriented interaction with the child.

Seminar plan.

1.Information part.

1.1. The problem of psychological health at the present stage.

1.2. Creation of psychological comfort in kindergarten to preserve and strengthen psychological health for the development of the child's personality.

1.3. Influence of styles of pedagogical communication on favorable psychological comfort in the group.

2.Practical part.

2.1. Diagnostic tools for educators to assess the psychological climate in the kindergarten group and the emotional well-being of the child.

2.2.Emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress in teachers.

3. Discussion, summing up.

1.Information part.

1.1. The problem of psychological health at the present stage.

Health is a combination of several components. The well-known psychotherapist Elisabeth Kubler-Ross put forward the following idea: human health can be represented as a circle consisting of 4 quadrants: physical, emotional, intellectual and spiritual. Unfortunately, many of us begin to understand the importance of not only physical, but also emotional health rather late.

It's no secret that many children have neurotic deviations. There are many reasons for this, and I think it is not necessary to list them. Such children are difficult for parents, teachers, and society. On the other hand, parents and teachers sometimes turn completely psychologically healthy children into neurotics.

Why is it so important to maintain the mental and psychological health of children? Surely each of you can answer this question by determining the consequences of psychological discomfort for the child:

• 
  The appearance of phobias, fears, anxiety, increased aggressiveness;
• 
  The transition of psychological experiences into somatic disorders, when a child who has received psychological trauma becomes physically ill (a kind of self-preservation instinct of the body).
• 
  The manifestation of psychological trauma received in childhood, in a more mature period in the form of psychological protection - the position of avoidance (isolation, drugs, suicidal tendencies), manifestations of aggressive behavioral reactions (runaways from home, vandalism ..)

Questions about psychological comfort and mental health should be addressed primarily to teachers, because most of the time children are in kindergarten. But many may object that there are objective reasons why it is impossible to fully create psychological comfort in the kindergarten group:

• 
  Large group occupancy;
• 
  One teacher per group
• 
  Unfavorable situation in the family of the child.

Yes, that is the reality. But who will help us and our children, if not ourselves? The preschool institution plays an important role, despite all the problems dictated by the current state of society, arising from its contradictions. Namely: to what extent it is able to create a general positive and stable background for the child's psychological state, to ensure the development of an active and cheerful personality with self-esteem.

1.2. Creation of psychological comfort in kindergarten to preserve and strengthen the psychological health and development of the child's personality.

A person who is competent in communication, first of all, establishes a certain atmosphere of communication, which helps his partner feel free and comfortable. The expression “we have good contact” means “we understand each other.” We are interested in each other, we trust each other.”

Strongly established contact between people will provide in the process of communication an atmosphere of trust and acceptance in which any problems can be discussed.

A certain atmosphere is not only present in the communication of two or three people, but characterizes the general situation in a permanent group of people (work team, family, class) The kindergarten group is no exception, and sensitive people can immediately, only after crossing the threshold, feel the atmosphere of looseness or closeness , calm concentration or anxious tension, sincere fun or sullen alertness that is present in the group. The atmosphere (or climate) in the kindergarten group is determined by:

1. 
   Relationship between teacher and children.
2. 
   Relationships between children.

A good climate in the group occurs when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves.

The educator has a very significant influence on the quality of the group climate. In fact, it is the educator (and not the children, as we usually think) who creates a certain climate in the group.

The first step that an educator interested in creating a favorable atmosphere in a group must take is to create and analyze a group situation. Taking into account the directions of humanization of preschool education, the most important thing in the work of the teacher is to create conditions for the development of the child's personality, "turning on" the child's own mechanisms of self-development through the teacher's organization of a developing environment, personality-oriented communication with the child, providing him with freedom of choice of activities, assistance in developing his abilities, creating atmosphere of psychological security, emotional comfort. Considering all this, teachers in the group need to create conditions for the emotional well-being of each child: the subject-developing environment, the style of communication between the educator and the child, the style of communication between educators and with the assistant, the style of communication between the educator and parents; observe how children communicate with each other.

The well-being of a child in a group is satisfaction with the existing relationships in the group, the degree of participation in joint activities, security, inner peace, experiencing the feeling of “we”. All this can be defined as emotional well-being. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people.

1.3. Influence of styles of pedagogical communication on favorable psychological comfort in the group.

Now I would like to dwell on the styles of pedagogical communication.

They are required to listen carefully, observe, remember, perform, respond. The educator does not notice that the lack of independence of children, lack of initiative is a consequence of his authoritarian tendencies towards overprotection.

The authoritarian educator lacks respect and trust in the personality of the growing person. He lives by the principle "Trust, but verify!", focuses on dominance, command in all communication situations, expects unquestioning obedience and obedience. The desire for children is not enough for him, which means. The formal approach to education clearly prevails. When organizing work in a group, he does not take into account the relationship between children, does not like and does not know how to admit mistakes. Hearing "I'm sorry, I was wrong" from an authoritarian is almost impossible.

In any case, he tries to mask his mistakes. In an appeal to children, it is often heard: “Ivanov, don’t turn around!”, “Ivanov, how much can you repeat?” etc. The educator of this type underestimates the capabilities and abilities of children, and remarks and censures predominate in his evaluative statements. The authoritarian teacher directly and publicly points out to the child his mistakes, shortcomings in behavior. It is characterized by rigid pedagogical attitudes.

Liberal (permissive) style. The liberal teacher leaves the direct leadership of the children's team, hence the lack of initiative, insufficiently developed responsibility, letting things go by themselves, such an educator overestimates the capabilities of children, does not check the fulfillment of his requirements, is completely at the mercy of the desires of children, and therefore is often situational, inconsistent in the decisions and actions taken. Not decisive enough in difficult situations. Takes into account the relationships in the group. Not afraid to admit your mistakes. But he allows them very often. The number of educational influences depends on the situation. Diversity does not matter.

The educator is a liberal man of mood. If he is in a good mood, positive assessments predominate in him, if he is in a bad mood, negative assessments intensify. Does not pay attention to the need for indirect remarks and censures.

Democratic style.

The democrat educator takes into account the peculiarities of the age of children and optimally divides the functions between himself and the children, shows maximum demands on children and maximum respect for them. Experiencing a clear need for feedback from children on how they perceive certain forms of joint activity. The use of knowledge about likes and dislikes between children is considered an important condition for successful work. Knows how to admit mistakes, despite the fact that it is difficult. In the assessment of such a teacher, there are more positive than negative remarks. Prefers a more fruitful conversation with the child in private. An example of an indirect remark would be remarks with a glance. Pedagogical attitudes are dynamic in nature, that is, they change depending on the circumstances.

From all of the above, we can conclude: the most effective and optimal is the democratic style of communication, it is the most favorable in educational impact and fully serves the formation of conscious discipline in children and those around them, a creative attitude to business and the formation of an active life position. It is the correctly chosen style of communication between the teacher and children that will help create favorable psychological comfort for the child in the group.

The socio-psychological culture of the educator implies that he has certain pedagogical views and beliefs, an attitude towards an emotionally positive attitude towards the child, regardless of his personal qualities, and a whole range of communication skills and abilities necessary for the educator for pedagogical communication.

This means that the educator must have not only a system of professional knowledge, but also knowledge about the patterns of communication in the teaching staff and in the children's group, in work with parents. Preservation of children's psychological health largely depends on us, teachers, and for this it is necessary to be very careful about our own psychological health. A huge role in this belongs to the personality of the teacher, his cultural level, intellectual and personal potential.

So, personality-oriented interaction with the child, a democratic style of communication comes to the fore.

And for this, it is important for the teacher to have diagnostic tools for assessing the psychological climate in the kindergarten group and the emotional well-being of the child.

2.Practical part.

2.1. Diagnostic tools for educators to assess the psychological climate in the kindergarten group and the emotional well-being of the child.

1. Interpretation of the children's drawing "I am in my kindergarten group"

Target: checking the psychological comfort of children in the kindergarten group.

We conditionally divide the drawings into three groups:

1. The child draws only the building.

2. The child draws a building with elements of a playground.

3. The child depicts himself in the picture in the room or on the street.

The group teacher and the psychologist examine the children's drawings and give them an interpretation.

1. The group of drawings is the most disturbing. If there is nothing in the picture but a building, then the kid perceives the kindergarten as something alienated, faceless. This means that life in kindergarten does not evoke positive emotions in him and is not identified with the events taking place there.

If a child depicts himself in a drawing, then the events taking place in kindergarten are personally significant for him.

You need to pay attention to other elements of the picture: are there children, a teacher, a playing field, toys in the picture. Their presence suggests that the child depicted in his work a wide variety of connections and relationships to them. If the child in the picture depicts flowers, the sun, birds, all these details testify to the "peace" in the soul of the child.

If the figure shows a teacher, then it is significant for the child. The turn of her face, her back speaks of the degree of her presence and influence on the life of the child.

The color scheme of the picture is also important.

The use of warm tones (yellow, pink, orange) and calm cold tones (blue, light blue, green) testifies to a positive emotional mood.

Saturated purple, black, brown, which is used to paint over the largest areas of the picture, indicate the tension experienced by the child. And the abundance of red is about an overabundance of emotional stimuli. Bold lines, strikethroughs signal increased anxiety of the child, his emotional discomfort.

During the testing drawing, the educator should not comment on the actions of the children, tell them what elements need to be introduced. He only asks the child to tell who he drew, remember the sequence of drawing characters and listen to the child's comments. In order to have a true picture of the psychological state of the child in the group, it is necessary to repeat the drawing in a couple of weeks.

2. For a deeper study of the emotional state of the child in the group, you can carry out color diagnostics " Houses" by A.M. Etkind.

Target: determination of the emotional state that reflects the child's attitude to the preschool institution.

The child is offered to choose one of the houses of different colors: red, yellow, green, purple, brown, black, blue, gray. Then the choice of the child is recorded and, based on the data obtained, three types of children's attitudes towards kindergarten can be distinguished:

1. Negative attitude. This type of relationship to kindergarten is noted in children with a clear predominance of negative emotions (the choice is black, gray, brown house)

2. Ambivalent (neutral) attitude. This category includes children who have an indifferent or anxious reaction to the proposed task. (Choice: blue, green, purple house)

3.Positive attitude. This type of relationship to the preschool educational institution is noted in children with a clear predominance of positive emotions in the course of completing the task (choosing a red, yellow house.)

3. Test for emotional attitude.

Material: sheet of paper, colored pencils

Younger and middle children are given ready-made cards with 5 circles drawn. Older children are invited to draw 5 in a circle through the cage.

Questions:

1. Fill in the first circle with the color of your mood when you go to kindergarten.

2. Fill in the second circle with the color of your mood when you are drawing.

3. Fill in the third circle with the color of your mood when you play.

4. Fill in the fourth circle with the color of your mood when you go home.

5. Fill in the third circle with the color of your mood when

You go to bed.

Color designation:

Red- excited, enthusiastic attitude

Orange - joyful, pleasant

Yellow - warm, friendly

Green-calm

Blue - sad, unsatisfactory

Purple, brown - alarming

Black - sadness, despondency

4. Analysis by the educator "Atmosphere in my group."

Teachers are invited to analyze the group situation using the following scheme:

Group setting:

1. What is the atmosphere in my group (general impressions)?

2. Why do I think so?

3. What aspects of the atmosphere in my group do I rate as positive?

4. What aspects in my group do I rate as negative?

Relationship between teacher and child.

1. With which of the children do I have good contact?

2. What explains this?

3. With which of the children do I not have such a good relationship?

4. How can this be explained?

Relationships between children?

1. What kind of children have good relationships?

2. What caused it?

3. What kind of children quarrel among themselves?

4. Why is this happening?

5. What kind of children are often offended?

6.Why is this happening?

Thus, having familiarized yourself with practical developments in the field of studying the emotional states of preschoolers, you understand that the creation of emotional well-being and comfort has an impact on all areas of mental development. The results you have obtained represent, at the same time, an assessment of your professional activities, the success of your educational and upbringing activities.

2.2.Emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress in teachers.

Everyone knows that children have developed an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs to arrange a psychological shower for himself, which will help him relieve excessive emotional stress.

The psychologist conducts a set of exercises that help increase the energy potential.

1. Standing, bring the shoulder blades together, smile, wink with the right eye, then with the left, repeat: “I am very proud of myself, I am good for a lot”

2. Putting your palm on your chest: "I'm the smartest in the world." Stretching his arms over his head: "I'm not afraid of anyone"; tighten your buttocks: “It’s a miracle how good I am”; relax the buttocks: "Now I will live a hundred years."

3. Bouncing on the right, then on the left leg, repeat: “I am cheerful and energetic, and things are going great!”

4. Rubbing palm on palm, repeat: “I lure good luck, I get richer every day.”

5. Standing on tiptoe, close your hands above your head in a ring, repeat: “I am warmed by a ray of sunshine, I deserve the best”

6. Putting the left palm on the forehead, then the right, repeat: “I solve any problems, love and luck are always with me!”

7. Hands on hips. Leaning your torso back and forth, repeat: “Any situation is within my control, the world is beautiful and I am beautiful!”

8. Hands on the waist, making tilts to the right and left, repeat: “I always take peace and a smile, and everyone will help me, and I will help”

9. Having folded his hands in the castle, taking a deep breath: “The universe smiles at me”; deep sigh: “And I can do it!”

10. Clenching your fists, making rotations with your hands: "I have no obstacles on the way, everything works out the way it should"!

To create conditions for a psychologically comfortable stay of a child in kindergarten, it is necessary:

• 
  Accept each child for who they are. Remember: there are no bad preschoolers. There are bad teachers and parents.
• 
  In professional activities, rely on the voluntary help of children, include them in organizational moments for the care of the premises and the site.
• 
  To be an entertainer and a participant in children's games and fun.
• 
  In difficult situations for a child, focus on his age and individual characteristics: to be always with him, and not to do anything together.
• 
  Involve parents in the educational process and turn to them for support in cases of non-standard situations.

In your relationship with your child, try to remember that:

• 
  The child doesn't owe you anything. It is up to you to help your child become more independent and responsible.
• 
  In each specific situation, you need to understand what the child is trying to achieve and why he is doing it. Get him to comply with social norms and rules, taking into account his condition and interests.
• 
  Imposing your own rules and requirements should not be against the will of the children - this is violence, even if your intentions are good.
• 
  There should not be too many prohibitions and strict requirements. This leads to passivity and low self-esteem in pupils.
• 
  A quiet, shy child also needs your professional help, as does a notorious fighter.
• 
  A prosperous social situation of development is the best method of conveying to children the moral norms and rules of human society. Conversations about morality that are not supported by the protection of children from mental and physical abuse are demagogy and dangerous practice.

The development of children is very well affected by such forms of relationships in which the teacher, with the help of various arguments, convinces the child of the advantages of this or that act. In this case, the choice is left to the child. This type of relationship involves an individual approach to the characteristics and current conditions of children. It is in such unobtrusive care that children most of all need and thank the adult with sincere affection for him.

Psychological speech settings.

The purpose of speech settings is to create a positive emotional background in the group, an atmosphere of goodwill and security. The main purpose of speech settings is to set you in a good mood. They can be held in the morning, after charging, the children and the teacher become in a circle, holding hands. When pronouncing speech settings, the voice of the educator must fully correspond to what he is talking about, that is, goodwill, the joy of meeting, etc., must be conveyed by voice and facial expressions.

You are offered approximate schemes of speech settings that may vary according to your desire, but the essence should remain the same: they should show children that they are welcome, set them up for friendly relationships with adults and other children.

Show your imagination, give vent to your creativity.

Today I am glad to see you in kindergarten, in our group! We will spend this day together. May this day bring joy. Let's try to make each other happy.

I am glad to see the children of our group healthy, cheerful, in a good mood. I really want to keep this mood in all of us until the evening. And for this we all must smile, not offend each other and not fight. Let's rejoice in each other.

Hello my good ones! Today it is cloudy and damp outside. And in our group it is warm, light and fun. And we have fun from our smiles. After all, every smile is a small sun, from which it becomes warm and good. Therefore, today we will smile more often at each other.

3. Discussion, summing up.

Literature:

1.S.V. Terpigorieva Practical seminars for teachers. Psychological competence of educators. Issue 2. Volgorad. Teacher 2011. p. 144

2.Aralova M.A. Formation of a team of preschool educational institutions: psychological support. M. sphere .. 2005 p. 65

Psychological workshop
Topic: "Creating psychological comfort in kindergarten groups"

Educational psychologist

preschool department №5,6

Lyceum № 1568

Litvina T.A.
Target: To acquaint educators with the components of psychological comfort and emotional well-being of children in the group. Contribute to the effective use of educational and educational activities aimed at personally oriented interaction with the child.
1. The problem of psychological health at the present stage.

Most often, teachers and parents, regarding their understanding of the term “health”, talk about the stability of physical well-being. But, in fact, health is a combination of several components.

The well-known psychotherapist Elisabeth Kübler-Ross put forward the following idea: human health can be represented as a circle consisting of 4 squares: physical, emotional, intellectual and spiritual. Unfortunately, many of us begin to understand the importance of not only physical, but also emotional health, both for ourselves and in relation to the child, rather late.
Why is it so important to maintain the emotional (mental, psychological) health of children?

Surely each of us can answer this question by determining the consequences of psychological discomfort for the child:

The appearance of phobias, fears, anxiety, increased aggressiveness;

The transition of psychological experiences into somatic disorders, when a child who has received psychological trauma becomes physically ill;

The manifestation of psychological traumas received in childhood, in a more mature age period in the form of psychological protection - the position of avoidance, the manifestation of aggressive behavioral reactions.
Questions about psychological comfort and mental health should be addressed primarily to teachers, since most of the time children are in kindergarten. But many may object that there are objective reasons why it is possible to fully create psychological comfort in the kindergarten group:

Large group occupancy;

One teacher per group;

Unfavorable family situation.

Yes, that is the reality. But who will help our children, if not ourselves?

2. Creation of psychological comfort in kindergarten to preserve and strengthen the psychological health and development of the child's personality.

It is known that as soon as you cross the threshold of a group, you can feel the atmosphere of looseness or closeness, calm concentration or anxious tension, sincere fun or gloomy alertness that is present in the group.

The atmosphere in the kindergarten group is determined by:

1) The relationship between the teacher and the children;

2) Relationships between the children themselves;

3) Relationships between caregivers;

4) Relations between educators and parents.