Games for overcoming conflicts in preschoolers. "Children's conflicts and ways to overcome them" consultation for teachers

Lyubov Mikhailovna Pechikina
Games for overcoming conflict situations in preschoolers. Part 2

A game "Sweet Problem"

Target: to teach children to solve small problems through negotiations, to accept joint solutions, to refuse quick decision problems in your favor

move games: In this game, each child will need one cookie, and each pair of children will need one napkin.

“Children, sit in a circle. A game in which we have to play related to sweets. To get cookies, you first need to choose a partner and solve one problem with him. Sit next to each other and look into each other's eyes. There will be a cookie between you on a napkin, please do not touch it yet. This game has one problem. A cookie can only be received by a partner whose partner voluntarily refuses the cookie and gives it to you. This is a rule that must not be broken. Now you can start talking, but without the consent of your partner, you have no right to take cookies. If consent is received, then cookies can be taken.

Then the teacher waits for all the couples to make a decision and observes how they act. They can immediately eat a cookie after receiving it from a partner, and break the other cookies in half and give one half to their partner. Some people cannot solve the problem for a long time, who will get the cookies after all.

“Now I will give each couple one more cookie. Discuss what you will do with cookies this time"

The teacher observes that in this case, the children act differently. Those children who divided the first cookie in half usually repeat this "justice strategy". Most of the children who gave cookies to a partner in the first parts of the game, and not getting a piece, now expect the partner to give the cookie to them. There are children who are ready to give their partner a second cookie.

Issues for discussion:

Children who gave cookies to their friend? Tell me, how did you feel about it?

Who wanted to keep the cookies? What did you do for this?

What do you expect when you treat someone politely?

Was everyone treated fairly in this game?

Who took the least time to reach an agreement?

How did you feel about it?

How else can you come to a consensus with your partner?

What reasons did you give for the partner to agree to give the cookies?

Reflection

Parting.

A game "Give me movement"

Target: strengthening emotional contacts between children, developing trust and mutual understanding.

move games: The leader is selected. The rest of the children stand in a circle, and the leader is in the center of the circle. The leader begins to perform some kind of the same type of movement for 10-15 seconds, and the rest repeat these movements after him. Then the leader changes and the game continues.

Reflection

Parting

A game "Reconciliation"

Target: to teach children a non-violent way of resolving conflict situation

Game progress:

"In life often people try to solve their problems on the principle "an eye for an eye, an eye for an eye". When something offends us, we respond with even stronger resentment. If someone threatens us, we also respond with a threat and thereby strengthen our conflicts. In many cases, it is much more useful to step back step by step, to acknowledge our share of responsibility for causing a quarrel or fight, and to raise each other's hands in a sign of reconciliation.

Phil and Piggy will help us in this game (toys). One of you will speak the words of Fili, and the other - Piggy. Now you try to act out a quarrel scene between Filya and Piggy, for example, over a book that you bring to Filya's group. (Children act out a quarrel between television characters, with the manifestation of resentment and anger). Well, now Phil and Piggy are not friends, they sit in different corners of the room and do not talk to each other. Guys, let's help them make peace. Please suggest how this can be done. 9Children offer options: to sit next to, give the book to the owner, etc. Yes, guys, you are right. In this situations with a book you can do without a quarrel. I suggest you play the scene differently. It is necessary for Piggy to invite Phil to look at the book together or in turn, and not tear it out of his hands, or offer something of his own for a while - a typewriter, a set of pencils, etc. (Children act out the scene differently). And now Phil and Khryusha must make peace, ask each other for forgiveness for offending each other, and let them shake hands with each other as a sign of reconciliation.

Questions to discuss with children performing roles:

Was it hard for you to forgive someone else? How do you feel about it?

What happens when you get angry with someone?

Do you think goodbye is a sign of strength or a sign of weakness?

Why is it important to forgive others?

An exercise "Housewarming"

Target: creating a sense of unity with the group

Description: Children are invited to draw their portraits and "settle" them into a house, the drawing of which hangs on the board. Then the children all together paint the house with paints.

A game "Good Wizard"

Target: development of a sense of collectivism, the ability to make friends, cooperate with peers

Description: "If you were a kind wizard and could work miracles, what would you give to all of us together?" The game continues until everyone becomes a wizard, wishes cannot be repeated

At the end, you can hold a competition for the most best wish for all.

Reflection

Parting

A game "Good Animal"

Target: the ability to unite the children's team, to teach children to understand the feelings of others, to provide support and empathy.

Description: Leading in a quiet mysterious voice He speaks:

“Please stand in a circle and hold hands. We are one big, kind animal. Let's hear how it breathes! Now let's breathe together! Inhale - take a step forward, exhale - step back. And now on the inhale we take 2 steps forward, on the exhale - 2 steps back. Inhale - 2 steps back. So not only does the animal breathe, its big kind heart beats just as clearly and evenly. A knock is a step forward, a knock is a step back, etc. We all take the breath and beat of the heart of this animal for ourselves.

Picture "My friends"

Target: diagnosis of children's relationships

Description: The child is invited to draw his friends. You can draw them as people, or you can in the idea of animals, birds, flowers, trees, etc. After drawing, you can discuss the drawing with the child, asking him who is drawn here, why did he draw these particular children? The drawing can also provide information about your child's relationship with other children. See who is drawn closest to the child, what are the sizes of the figures, etc.

The associations that a child has with his friends can also be interesting. For example, if one of the guys is drawn in the form of a spruce, this can be interpreted as the fact that your child has a tense relationship with him, maybe he even experiences some fear when communicating with him, because this is a child "prickly".

You can use the drawing as a variation of this exercise. "our group" which can be a good diagnostic indicator of the relationship of children within the group

A game "Palm to Palm"

Target: development of communication skills, gaining experience of interaction in pairs, overcoming fear of tactile contact

Material: table, chair, etc

move games: Children become in pairs pressing the right palm to the left palm and the left palm to the right palm standing next to. United in this way, they must move around the room, bypassing various obstacles: table, chairs, bed, mountain (in the idea of a pile of pillows, a river (in the form of an unfolded towel or railway) etc

In this game, a couple can be an adult and a child. You can complicate the game if you give the task to move by jumping, running, squatting, etc. The players need to be reminded that they cannot open their palms.

Training for preschool teachers

Training on resolution and prevention of conflict situations.

Annotation: In the current socio-economic situation, education is a space of increased tension, which creates conditions for the emergence of conflicts in pedagogical environment. Based on our observations, experimental work, analysis of the situation and literary sources, we believe that the reasons for such tension can be become:
insufficient attention of society to the professional problems of educators (overcrowding of groups, insufficient number of educational and methodological complex, lack of equipping the workplace of the educator with office equipment, oversaturation of reporting documentation, and with all this, a sharp increase in requirements for the quality and results of pedagogical activity);
dissatisfaction social status professions;
difficulties creative self-realization for some teachers;
unfavorable moral and psychological climate;
insufficient level of professionalism.
It is clear that only favorable relations between employees, teachers and parents of pupils, the style of leadership of the teaching staff adequate to the degree of its development, the addition of formal relations with informal ones can create an atmosphere of creativity and a personality-oriented approach to each subject of pedagogical activity - both a child and an adult. However, we do not treat conflict as an unambiguously negative phenomenon, trying to eradicate it altogether from our professional life. We share the opinion that conflict is an integral and necessary condition for development in a person's life, in the formation of his personal "I". Conflicts are psychologically conditioned phenomena social interaction, so the question of social conflict is a question of the meaning human life, about the principles and ideals, goals and objectives that a person sets for himself. The search for ways to the revival, the assimilation of universal cultural property is possible through the coordination of different points of view, forms of behavior and finding consensus in conflicting relationships.
Certainly, social conflict is a contradiction that leads to tensions in public life, in particular in the field of labor (pedagogical) activity. Therefore, it is important to build constructive types of relationships among preschool workers. educational organizations; creation of a favorable moral and psychological climate in educational institutions; management of conflict situations and their translation into a constructive channel. All this will help to minimize the negative consequences and improve the psychological atmosphere in the team of the preschool educational institution.
Since not all preschool workers can receive qualified training in conflict resolution issues, it is necessary to educational institutions conduct special events that will help educators and other employees in choosing the optimal communication modes, creating a favorable psychological climate in a group, in a team, determining rational methods on conflict prevention and resolution. We offer to get acquainted with one of the forms of such work carried out in our preschool organization. We present to your attention a four-day training on conflict resolution and prevention in preschool educational institutions.
The training was based on exercises aimed at the formation of adequate (optimal) styles of behavior in the system of interpersonal interaction; development of empathy; the formation of skills for demonstrative presentation of one's position (professional constructive dispute); practicing constructive failure skills; on the formation of abilities for self-knowledge, self-development and self-realization; on the development of motivation to achieve positive life goals; to develop coordination skills, non-verbal communication and self-regulation; on the development of joint actions and unity of the group.
Also during the training, participants are given concepts about conflict, ways to resolve (constructive and destructive), prevention of conflict situations, causes and mechanisms of conflicts, about conflictogens and ways to avoid them, about I-statements and you-statements and their significance in conflict. It is important that during the training the participants work out specific conflict situations, declared by the members of the group themselves, or distributed among employees of preschool educational organizations.

THE FIRST DAY

Exercise "Hermit Crab"
Target: Warm-up, mobilization of participants' attention, training of the ability to adequately respond to a rapidly changing situation.
Description of the exercise:
Participants are divided into threes. Two people from each trio stand facing each other, join hands and depict a sea shell - a "house" for a hermit crab. The third participant stands between them and portrays the "tenant" - a hermit crab.
The driver gives commands:
- "Residents are looking for houses."
On this command, "hermit crabs" leave their shelters and seek to occupy new ones, while the "shells" remain in place.
- "Houses are looking for tenants."
"Hermit crabs" remain in place, and "shells", without unclenching their hands, move in search of new tenants.
- "Storm".
At this command, everyone leaves their places, the "hermit crabs" begin to look for new shelters, and the "shells" - new ones.
tenants.
The game is more interesting if the number of participants is such that one person remains “homeless” every time (he becomes the next driver).
Discussion
- Which role did each of the players like more than exactly?
- What kind of skills does this game develop, in what real life situations are they in demand?

Topic definition (slide 1). Conflicts. Conflict resolution methods. Prevention of conflict situations.
Sincwine (slide 2).
Definition of conflict (slide 3).
Types of conflicts (slide 4).
How conflicts arise (slide 5).

Living situation. The husband went into the kitchen and, accidentally hitting a cup standing on the edge of the table, dropped it on the floor.
Wife: “What a clumsy you are. I broke all the dishes in the house. Husband: “Because everything is out of place. In general, the house is a mess.” Wife: “If only there was some help from you! I'm at work all day, and you and your mommy just need to point out! .. "
The result is disappointing: the mood of both is spoiled, the conflict is obvious, and the spouses are unlikely to be satisfied with this turn of events.
Was anyone going to fight? Why did it happen?
We are arranged, unfortunately, very imperfectly: we react painfully to insults and insults, we show reciprocal aggression. The insidious nature of conflictogens can be explained by the fact that we are much more sensitive to the words of others than to what we ourselves say.
Of course, the ability to restrain oneself, and even better, to forgive an offense, meets the requirements of high morality. All religions and ethical teachings call for this, however, despite all exhortations, upbringing and training, the number of those who want to “turn the other cheek” does not multiply.
This is probably due to the fact that the need to feel safe, comfortable and protect one's dignity is one of the basic human needs, and therefore an attempt on it is perceived extremely painfully.
We try to respond to the conflictogen in our address with a stronger conflictogen, often as strong as possible among all possible ones.

conflictogens (slides 6 - 9). We call conflictogens words, actions (or inaction) that can lead to conflict.

How to avoid conflicts.
First is to constantly remember that all our careless statement due to the escalation of conflictogens, it can lead to conflict. Do you want it? If not, then remember how high the price is for the word, which, as you know, "not a sparrow, fly out - you will not catch."
Second- manifest empathy to the interlocutor. Imagine how your words and actions will resonate in his soul.
How to get rid of the desire for superiority
The famous Chinese thinker Lao Tzu taught: "Rivers and streams give their water to the seas because they are lower than them. Similarly, a person, wanting to rise, must keep himself lower than others."
Consequently, all kinds of manifestations of superiority are a dead end path leading in the opposite direction from the goal - to rise above the other. For a person - a source of conflictogens - causes backlash surrounding, appreciating a calm environment.
Even the Buddha said: "True victory is when no one feels defeated."
How to contain aggression
Aggression needs an outlet. However, splashing out in the form of a conflictogen, it returns as a boomerang of conflict. The great Leo Tolstoy aptly remarked: "What is begun in anger ends in shame."
However, not "letting off steam" of aggressiveness is not harmless to health: hypertension, stomach and duodenal ulcers - these are diseases of restrained emotions.
Wisdom says: "A stomach ulcer is not from what we eat, but from what eats us."
So, emotions require an outlet, and such a release is necessary for a person. But, as can be seen from the previous one, discharged on others is not an option, but a trick.
There are three ways to remove aggressiveness - passive, active and logical.
Passive the way is to "cry" to someone, complain, speak out. The therapeutic effect of this is enormous. Women in this regard are in more favorable conditions: it so happened that a man should not complain, let alone cry. Tears, on the other hand, relieve internal stress, since enzymes, the satellites of stress, are excreted with them. Giving relief is one of essential functions tears.
Active ways. All of them are built on motor activity. They are based on the fact that adrenaline - a companion of tension - "burns out" during physical work. Best of all is the one that is associated with the destruction of the whole, cutting it into pieces: digging the earth, working with an ax and saw, mowing.
No less useful are the so-called cyclic exercises associated with the repetition of a huge number of elementary movements: leisurely running, brisk walking, swimming, cycling. Absorbing a significant amount of energy, these activities effectively relieve nervous tension. For example, no matter what the irritation before the start of the run, already at 2-3 kilometers there is always relief, a simple thought comes: "Life is beautiful! Everything else is trifles."
Women can be recommended additional aerobics (not professional sports, fraught with injuries, but any exercises to music) or just dance. And if it’s completely unbearable - bang a plate, a cup on the floor - one of those that are not a pity. You will immediately feel great relief.
logical way to extinguish aggressiveness is acceptable mainly for purely rational people who prefer logic to everything else. For such a person, the main thing is to get to the bottom of the phenomenon. It is more expensive for him to drive away unpleasant thoughts from himself, therefore it is better to focus on troubles, and postpone all other matters until later, until a way out of the current situation is found. This analytical work itself is calming, as it takes a lot of energy. In addition, a person is engaged in a familiar (and rather beloved) business - the work of thought, as a result, emotions become dulled.
Overcoming selfishness
Self-love in reasonable limits- belongs to anyone normal person. Everyone should take care of themselves so as not to become a burden to others. For example, take care of your health, future, well-being, etc. Even Aristotle noted: "Egoism is not in the love of oneself, but in a greater degree of this love than it should be."
In an egoist, self-love is hypertrophied, goals are achieved at the expense of other people. Usually, acting selfishly, a person pursues selfish goals, the achievement of some benefits. However, at the same time, he loses much more - his good reputation.
In conclusion, we note that the most honorable victory is that which is won over egoism.

Conflict formulas (slide 10-13).
Conflict situations (slide 14).

stands out five ways to manage conflict, labeled according to two fundamental dimensions (cooperation and assertiveness):
1. Competition (competition) - the desire to achieve one's own interests to the detriment of another.
2. Adaptation - sacrificing one's own interests for the sake of another.
3. Compromise - an agreement based on mutual concessions; offer a variant that removes the contradiction that has arisen.
4. Avoidance - the lack of desire for cooperation and the lack of a tendency to achieve one's own goals.
5. Cooperation - the participants in the situation come to an alternative that fully satisfies the interests of both parties.

Thomas test (slide for each question for better understanding).
Questionnaire text
Instructions: Here are a number of statements that will help identify some of the features of your behavior. There can be no "right" or "wrong" answers here. People are different and everyone can express their opinion.
There are two options, A and B, from which you must choose the one that best suits your views, your opinion of yourself. On the answer sheet, mark a distinct cross corresponding to one of the options (A or B) for each statement.
You must answer as quickly as possible.
1.
A. Sometimes I allow others to take responsibility for resolving a contentious issue.
Q. Rather than discuss what we disagree on, I try to draw attention to what we both agree on.
2.

Q. I am trying to handle the matter in the interests of the other and my own.
3.

4.
A. I try to find a compromise solution.
Q. Sometimes I sacrifice my own interests for the interests of another person.
5.
A. In settling a controversial situation, I always try to find support from the other.

6.
A. I try to avoid trouble for myself.
Q. I try to get my way.
7.
A. I try to postpone the decision of the controversial issue in order to finally resolve it in due course.
Q. I consider it possible to yield in something in order to achieve another.
8.
A. Usually, I am persistently trying to get my way.
Q. I first try to make clear what all the interests involved are.
9.
A. I think that it is not always worth worrying about some kind of disagreement that arises.
Q. I make an effort to get my way.
10.
A. I am determined to achieve my goal.
Q. I am trying to find a compromise solution.
11.
A. First of all, I try to make it clear what all the issues raised are.
Q. I try to reassure the other and, above all, to maintain our relationship.
12.

B. I give the opportunity to the other in something to remain in his opinion, if he also goes towards me.
13.

Q. I insist that it be done my way.
14.
A. I communicate my point of view to the other and ask about his views.
Q. I am trying to show the other the logic and advantages of my views.
15.
A. I try to comfort the other and, above all, to keep our relationship going.
Q. I try to avoid tension.
16.

Q. I am trying to convince the other person of the merits of my position.
17.
A. Usually I try hard to get my way.
Q. I try my best to avoid useless tension.
18.
A. If it makes the other happy, I will give him the opportunity to insist on his own.
B. I give the opportunity to the other in some way to remain in his opinion, if he also meets me halfway.
19.
A. First of all, I try to clearly define what all the issues and interests involved are.
Q. I try to postpone the decision of the controversial issue in order to eventually resolve it definitively.
20.
A. I am trying to get over our differences immediately.
Q. I try to find the best combination of gains and losses for both parties.
21.
A. When negotiating, I try to be considerate of the other's wishes.
Q. I always tend to discuss problems directly and solve them together.
22.
A. I am trying to find a position that is in the middle between my position and the other person's point of view.
Q. I stand up for my desires.
23.
A. As a rule, I am concerned with satisfying the desires of each of us.
Q. Sometimes I let others take responsibility for resolving a contentious issue.
24.
A. If the position of another seems to me very important, I will try to meet his desires.
Q. I try to convince the other to come to a compromise.
25.
A. I am trying to show the other the logic and advantages of my views.
Q. When negotiating, I try to be considerate of the other's wishes.
26.
A. I propose a middle position.
Q. I am almost always concerned with satisfying the desires of each of us.
27.
A. Often I avoid taking a position that can cause controversy.
Q. If it makes the other person happy, I will give him the opportunity to have his own way.
28.
A. Usually, I am persistently trying to get my way.
Q. When handling a situation, I usually try to find support from the other person.
29.
A. I propose a middle position.
Q. I think that it is not always worth worrying about some kind of disagreement that arises.
30.
A. I try not to hurt the feelings of the other.
Q. I always take such a position in a controversial issue that we, together with another person, can achieve success.
Questionnaire form (see Annex 1)
Key to the questionnaire

Results processing
In key, each answer A or B gives an idea of the quantitative expression: rivalry, cooperation, compromise, avoidance and accommodation. If the answer matches the one specified in the key, it is assigned the value 1; if it does not match, then the value 0 is assigned. The number of points scored by the individual on each scale gives an idea of the severity of his tendency to manifest relevant forms behavior in conflict situations. It is convenient to use a mask to process the results.
To describe the types of people's behavior in conflict situations, K. Thomas used a two-dimensional model of conflict regulation. The fundamental dimensions in it are: cooperation associated with a person's attention to the interests of other people involved in the conflict; and assertiveness, which is characterized by an emphasis on protecting one's own interests.

Five ways to resolve conflicts.
According to these two methods of measurement, K. Thomas singled out the following ways conflict management:
1. Rivalry(competition) or administrative type, as the desire to achieve the satisfaction of one's interests to the detriment of another.
2. fixture(adaptation), meaning, as opposed to rivalry, sacrificing one's own interests for the interests of another person.
3. Compromise or economic type.
4. Avoidance or the traditional type, which is characterized by both the lack of desire for cooperation and the lack of a tendency to achieve their own goals.
5. Cooperation or corporate type, when the participants in the situation come to an alternative that fully satisfies the interests of both parties.
K. Thomas believed that when avoiding conflict, neither side will succeed.

And only in a situation cooperation, both parties benefit.

Handout for teachers Annex 1.
Formulas for predicting the outcome of a conflict situation:
A) Competition + Problem Solving + 1/2 Compromise
B) Accommodate + Avoid + 1/2 Compromise
if sum A > sum B, you have a chance to win a conflict situation
if sum B > sum A, your opponent has a chance to win the conflict.

Exercise "Behavior in conflict."
Target: to form a concept about the types of behavior in conflict; show the main psychological factors that determine the conflict; learn to choose adequate styles of behavior in conflict in the conative (behavioral) system of interpersonal interaction.
Stroke: The facilitator divides all participants into five groups, in each group its representative is selected, to whom the facilitator gives one of five cards with the name of a certain style of behavior in conflict with the corresponding motto:
- "Competition" style: "For me to win, you have to lose."
- Fitting Style: "For you to win, I have to lose."
- Style "Compromise": "In order for each of us to win something, each of us must lose something."
- Collaboration style: "For me to win, you must win too."
- Avoidance style: "I don't care if you win or lose, but I know I'm not taking part in this."
Each group discusses and prepares a skit in which the proposed type of behavior in the conflict is demonstrated.
Discussion: conducted in the form of answers to questions:
- How this species behavior in conflict affected emotional condition, on the feelings of its participants?
- Could other behaviors in this situation have been more helpful to the participants?
- What makes people choose this or that style of behavior in conflict?
- What is the most constructive style for human relationships?
Sharing. Thoughts after the test + exercise "Three qualities".

Exercise "Three qualities"
Each participant says three of their qualities:
1. 1 quality that helps me in my work.
2. 1 quality that interferes with work.
3. 1 quality that I appreciate, but I have no idea how best to show it in my work.

SECOND DAY

Greeting (state, mood, expectations).
Warm-up "Associations".
Materials: a piece of paper and a pen for everyone. Course: Participants write vertically on the pieces of paper the word:
To
O
H
F
L
And
To
T
After that, it is necessary to write an association for each letter of the word, and the task is such that associations should not only be negative. It is necessary to try to register 3-4 positive associations.
Demonstration of results, discussion. According to N.V. Klyueva:
Destructive sides of the conflict:
Negative emotional experiences that can lead to various diseases.
Violation of business and personal relationships between people, reduced discipline. In general, the socio-psychological climate is deteriorating.
Deterioration in the quality of work. Difficult recovery of business relations.
The idea of the winners or the vanquished as enemies.
temporary loss. For one minute of conflict, there are 12 minutes of post-conflict experiences.
Constructive sides of the conflict:
The conflict reveals the “weak link” in the organization, in relationships (the diagnostic function of the conflict).
Conflict provides an opportunity to see hidden relationships.
Conflict provides an opportunity to vent negative emotions relieve stress.
Conflict is an impetus to reconsider, to develop one's views on the familiar.
The need to resolve the conflict determines the development of the organization.
Conflict contributes to team building in the confrontation with an external enemy.

How to avoid conflicts?
Rules for conflict-free communication (slide 47).

Rule 1. Do not use conflictogens.
Rule 2. Do not respond with a conflictogen to a conflictogen.
Do not forget that if you do not stop now, then later it will be almost impossible to do this - the power of conflictogens is growing so rapidly!
To fulfill the first rule, put yourself in the place of the interlocutor: would you be offended by hearing this? And admit the possibility that the position of this person is somehow more vulnerable than yours.
The ability to feel the feelings of another person, to understand his thoughts is called empathy. Thus, we have come to another rule.
Rule 3. Show empathy for the interlocutor.
There is a concept opposite to the concept of conflictogen. These are benevolent messages addressed to the interlocutor. This includes everything that cheers up a person: praise, a compliment, a friendly smile, attention, interest in a person, sympathy, respect, etc.
Rule 4. Make as many positive messages as possible.

It should be briefly said about the hormonal bases of our states. Conflictogens set us up for a fight, therefore they are accompanied by the release of adrenaline into the bloodstream, which makes our behavior aggressive. Strong conflictogens, causing anger, rage, are accompanied by the release of norepinephrine.
Conversely, benevolent messages set us up for comfortable, conflict-free communication, they are accompanied by the release of the so-called “pleasure hormones” - endorphins.
Each of us needs positive emotions, therefore, a person who bestows benevolent messages becomes a welcome interlocutor.

Work with real situations (proposed by educators in the process of preparing the training in 2015).
The staging method. Teachers are invited to act out the situations proposed by colleagues. Using techniques that lower the voltage, it is necessary to resolve the declared conflicts. (“Techniques for increasing and decreasing voltage”, slides 48,49,50).

Work can be carried out in two circles: internal and external. The members of the inner circle act out the situation, while the outer circle observes. Then the participants change places.

Preparatory group teacher: “Conflicts can provoke many reasons: Fatigue of parents and a teacher, Bad mood, too "a large amount of knowledge" among parents about the work of teachers, negative ideas about kindergarten. The incompetence of both sides, teachers are afraid to talk to parents, parents watch programs about bad job in kindergartens (they do not have a very good opinion), parents “fell in love” with complaining to the “committee”, and, sometimes without understanding, they begin to “act” ... Although the problem can be solved on the spot. In children, this is the teaching of independence in older relationships with peers. In general, it became difficult to deploy parents to him. Many parents are reserved, with their own ambitions.
SITUATION 1. The mother of a 5-year-old child claims that little attention is paid to her child. Her daughter is not noticed, not praised, not singled out, unlike the rest. That teachers are not competent enough to do their job and that she will complain ...

Early childhood educator: “Due to age, children very often fantasize, For example, my mother came and says, my son said, Comrade Natasha offends me in the kindergarten. Of course, my mother asked a lot of questions about who Comrade Natasha was, and so on. The fact is that we never had Comrade Natasha in the group and there are no girls with this name either. So they answered mom, your son fantasizes. Many more children say that they are bitten, and those children who were not on this moment. But in general, our parents are good, and there are no conflicts ... "
SITUATION 2. At the beginning school year, the mother of a 2-year-old son, in the morning, bringing him to the garden, declares that her child said that his aunt offended him (the child still cannot name). Mom demands to extradite the offender and declares that this will not leave ...
SITUATION 3. In the first junior group, several children began to bite. Parents perceived this in different ways, but more often they managed to agree. One day, the father of one of the girls, taking her out of the kindergarten, noticed a bite. He raised his voice, began to be indignant, demanded to remove this child from the group, several parents in the locker room began to say that the same thing had happened to them. After that, they began to unite around the idea - to talk to the offender's parents and go complain ....

caregiver middle group: “The difference between the requirements for the child between the educator and the parent (more often the parent considers the child still small ....), insufficient pedagogical competence of parents and awareness of pedagogical process and group life.
SITUATION 4. The teacher is already tired of telling the parents of a 4-year-old boy that he needs to be taught to dress himself, that this complicates the process of going out, that other children are “roasted” because of him, and then go out wet. Once again, the parent dresses the child in the evening, during which the teacher comes out to him with the same speech. The parent is clearly annoyed: “Why are you so biased towards us? Is he the only one who doesn't dress himself? In general, this is your job, we pay for the garden, you get paid, for what? We bring him to you to be treated well here. You constantly express your claims to us. It's already boring!"

“Due to the “non-agreement” between the teachers of the group, one teacher presents certain requirements to the parent, and the second does not, and then the parent perceives one teacher as good, and the other as bad, or it seems to the parent that he is experiencing prejudice to yourself or your child from one of the teachers. SITUATION 5 (according to the specified description). Between the "partners" tension loomed, the "causticity" of the situation is felt. It seems that there is very little left before an open confrontation ...

Senior group teacher: “Mom complains to the teacher: they don’t like my daughter in the group, call them names, don’t take them into the game, I want to talk with the parents of that girl and with the child himself.” SITUATION 6 (as described).

"Neighbor on the Right"
Target: The development of empathy.
The host announces the conditions: “Everyone will now be responsible for a neighbor. I can ask any question - "How are you?", for example, or make you make any movement. But the one on the right, your neighbor, will do it.” Having received an answer, the presenter asks the participants whether his neighbor said or did it right.
Discussion. One of the fundamental mechanisms of human mutual understanding is reflection - the ability to imagine oneself in the place of another person, to mentally see and "lose" the situation for him.

Sharing all day long.

DAY THREE.

An exercise. "Good afternoon, shalom, salute!"
Target: greeting, creating a favorable atmosphere.
Materials. Prepare a card for each participant with the word "hello" written on different languages. (Perhaps with the help of your group members, you will expand the list of greeting words.) If you are working with a multicultural group, then write greetings that are “native” to the participants on the card.
Stroke: Participants introduce themselves and greet each other in different languages (10 minutes). The facilitator invites the participants to start the game by standing in a circle. Then the coach distributes the prepared cards, holding them in his hands (or in his hat), each participant takes one without looking. Group members walk around the room and at the same time greet everyone they meet: you must first greet him, then give your own name.

At the end, the participants should share their impressions (and indicate the mood, expectations for the day).

“Truth is born in a dispute” - who said? Socrates. Tell me, do you think the dispute is a conflict? A dispute is a very constructive communication, if it does not go beyond the scope of the actual dispute.
The development of a constructive dispute should have three clear and consistent phases.
1 phase - introductory. The “victim” must say what he wants to ask. For example: “I want to find out such and such, why did you do such and such and did not do such and such?”
Phase 2 - medium (actual dispute). Talk about the essence of the matter, and not around the bush. Be sure to respond to the expressed misunderstanding, criticism. State your opinion specifically and clearly.
Phase 3 - the final one, when a decision is made on the issue that caused the controversy. Admit your mistake or prove otherwise. Find something pleasant in another person that characterizes him positively.

Exercise "Dispute".
Target: teaching skills to constructively prove one's position.
Stroke: conducted in the form of a debate. Participants are divided into two approximately equal teams. With the help of lots, it is decided which of the teams will take one of the alternative positions on any issue, for example: supporters and opponents of "tanning", "separate meals", etc. In our case, we chose the situation "The passage of the adaptation period in kindergarten together with the parents."
Arguments in favor of a particular point of view are expressed by team members in turn. A mandatory requirement for the players is to support the statements of opponents and understand the essence of the argument. During the listening process, the member of the team whose turn it is to speak next should respond with hoo-hoo and echo, ask clarifying questions if the content of the argument is not completely clear, or paraphrase if there is an impression of complete clarity. Arguments in favor of the position of your team are allowed to be expressed only after the speaker in one way or another signals that he was understood correctly (nodding his head, “yes, that’s what I meant”).
The facilitator monitors the order of speeches, so that the listener supports the statement without skipping beats, paraphrasing, using the reactions of the corresponding beat. You can give explanations like, “Yes, you understood me correctly”, the easiest way is to simply repeat the words of the interlocutor, and you can make sure that the understanding is correct by paraphrasing his statements. Warn participants against trying to continue and develop the thoughts of the interlocutor, attributing to him not his words.
At the end of the exercise, the facilitator comments on its course, paying attention to cases when, with the help of a paraphrase, it was possible to clarify the positions of the participants in the “dispute”. Discussion.

Exercise "Technique of polite refusal"
Target: development of constructive failure skills.
Instruction: Let's say an advertiser comes to you to force you to buy something, or with some similar obsessive intent. You are in a hurry and, moreover, are not at all interested in what is being offered to you. How to be? Expelling is not convenient... And time is running out... The advertising agent is specially trained, acts prudently, using all your weak sides. We need to somehow solve this problem.
You have three goals:
1. Don't waste time.
2. Don't lose your temper.
3. Do not succumb to persuasion.
We invite you to play this game in pairs. Please join in pairs.
One of you is an advertising agent, the other is a resisting client. The agent's strategy is to try in every way to "hook the client", not to give him the opportunity to repeat the same "hackneyed refusal", to try to outplay him in one way or another. Client strategy: Respond in such a way that the answer is “yes” to the person: “You are very kind”, “You are so considerate and kind”, and “no” to the case: “Thanks, but I'm not interested in this.” When an agent attempts to expand the range of issues discussed in any way in order to still impose his “game”, the “broken record principle” is applied: no matter what a person says, the same phrase is repeated with invariable politeness, for example: “Thank you but that doesn't interest me." In short, the client behavior pattern can be summarized to three points:
1. What do you need?
2. Thank you, you are very kind.
3. "A broken record."
So, try to play the first round of this game. In the second round, switch places: let the client become an agent and vice versa.
After this exercise, you can ask the participants recall any personal situation, where they could not say “no” and this caused a number of difficulties for themselves and still has not left their minds. After that, participants who want to work through their situation share it in as much detail as they can. The participant chooses from the rest the one who will “play” himself and his “demander” (communication partner in that situation). The story is staged, the one whose story is played out observes and makes his own adjustments. After it is possible to say “no” in the story played out (it is necessary to come to this), the participant again works out his situation in his role (you can choose another opponent).
Discussion.

Exercise "My Strengths"
Equipment: hourglass for 2 min.
Target: formation of abilities for self-knowledge, self-development and self-realization, development of motivation to achieve positive life goals.
Instruction: Everyone sits in a circle. Each member of the group should talk about their strengths within 2 minutes;
I love, appreciate and accept in myself ....;
It gives me a feeling of inner confidence and trust in myself in different situations my qualities are...
Important so that the speaker does not "quote" his words, does not belittle his merits, does not criticize himself, does not talk about his mistakes and shortcomings.
This exercise is also aimed at the ability to think about yourself in a “positive way”.
If a person talks about himself for less than 2 minutes, the remaining time still belongs to him. This means that the rest of the group members remain only listeners, they cannot speak out, clarify details, ask for evidence or clarification.
Perhaps much of this time will pass in silence.
The leader can, if he feels this makes sense, ask the silent one: “Could you name some other strengths of yours?” After 2 minutes, the next member of the group, sitting to the right of the previous speaker, begins to speak, and so on, until everyone speaks in turn.

Exercise "Weather Forecast" + Sharing by day.
Participants need to describe the “weather” inside themselves in a circle, connecting it with experiences today or thoughts that came up during the exercise.

DAY FOUR.

Greeting (state, mood, expectation).
Exercise "Satellites"
Target: physical warm-up, emancipation of the training participants.
Content: Previously, according to the number of participants, the presenter prepares cards for the draw. For this, for example, ordinary playing cards cut in half are suitable. The number of halves must match the number of participants. If the last odd number, then the presenter adds himself to this list. On one half of each card, you need to write the letter "P" (Planet) with a marker, on the other - "C" (Satellite).
The draw goes like this. Each is given half. playing card. The participant needs to find a soul mate (that is, the second participant). When everyone is divided into pairs, the leader gives following instruction: “Those of you who have a “P” written on the card will be “planets”. Those who have "C" written are "companions". The task of the "satellites" is one - to revolve around the "planets", keeping up with them. The "planets" have several tasks:
The first is to decide on your name. It is advisable to take something from the names of the planets solar system(Mercury, Venus, Earth...).
The name of the "planet" must be unique, not repeated.
Then you need to choose your color. The color should also not be repeated.
The third task is to convey your compliment to some planet through another planet. Examples: “Jupiter, tell the blue planet that it looks good today”, “Gray planet, tell Mercury that it has a very cheerful satellite.” The exercise will end when all tasks are completed.

A way to resolve conflict situations: “I-statements”.
What do you know about I-statements?
"I-statement"- a way in which the narrator, referring to the audience, speaks in the first person. "I-statement" allows you to tell your partner about your experiences without destroying the atmosphere of trust and the spirit of partnership. It allows you to convey the essence and at the same time not hurt the self-esteem of the interlocutor, and, moreover, the one who speaks out takes responsibility for his emotions and himself. It is important to be able to distinguish between "I feel bad" and "you are bad." Speaking about your feelings, tastes and opinions, speak about this, about your subjectivity, and not about something objectively inherent in people and things. Not "the film is cool", but "I like such films." This is your attitude, talk from yourself and about yourself.
"You-statement", "I-statement"
False: You never listen to me!
True: When I see that the interlocutor does not listen to me, I feel bad, because I say quite important things. Please be careful what I say.
Incorrect: Why are you always talking in parallel with me?
True: It's hard for me to talk when someone else is talking to me at the same time. If you have a question - ask it. Perhaps if you listen carefully to me, then you will have fewer questions later.
False: You are always rude!
True: When I'm being mistreated, I get irritated and don't want to talk anymore. In my opinion, you can be more respectful towards me. In turn, I will try to be more tolerant.
Wrong: You always behave horribly!
Right: In this situation, I was upset by this behavior. You know how to be different, so please be more reserved next time.
Incorrect: You always take a magazine from the table without asking!
True: When things, in particular a magazine, are taken from my table without asking, I feel unpleasant. Maybe I want to work with him soon. So I don't mind if you take the magazine, but first ask me if it can be done.

Anyone who has mastered the technique of "I-statements" gets the following opportunities(slide 51):

State your own interests directly business relations, as well as in personal.
Reduce your emotional stress.
Behave more confidently, naturally, set the desired nature of communication.
Resist pressure and manipulation. Maintain self-respect.
Put your partner in a situation of responsible choice.
Constructively resolve contradictions and conflicts.

I-statement schema
Description of the situation that caused the tension: When I see that you ...; When it happens…; When I am faced with...
The exact naming of my feeling: I feel ... (irritation, helplessness, bitterness, pain, bewilderment, etc.);
I don't know how to react...;
I'm having a problem... Giving reasons: Because... ; due to the fact that…
"I-statement" technology(in 5 steps, slide 52)

1 step. Facts. Only facts that happened in reality are named, i.e. what actually happened. For example: "When you told me I didn't look good, I cried."
2 step. Feelings. Expression of feelings concerning this fact. "I feel ..." For example: "At the same time, I felt offended. I'm offended". bodily sensations. (You can also talk about them - look at the situation) Expression of bodily sensations relating to these feelings. "I feel ..." For example: "My nose tingled and I wanted to cry."
3 step. Thoughts. Thoughts, assumptions, hypotheses, fantasies, interpretations, ideas are expressed here. "I think", "I guess", "It seems to me", etc. For example: "I think that you do not love me, and that you do not care about me." If at this step you notice that feelings are overwhelming, then return to step 2.
4 step. Desires. Any desires, perhaps dreams, are expressed here. That is, what you would like to ask this person. For example: "And I want to ask you to pay more attention to me and tell me when I look good." This step helps in resolving conflicts, in establishing relationships. Here it is also possible to return to the 2nd step, that is, to the feelings that you experience.
5 step. Intentions. A statement of what you are going to do and how, in connection with the fact that happened. "I'm going", "I will", "I won't". For example: "And I will try not to tell you constantly that you do not love me." The 5th step is not always applied, but depending on the situation. Sometimes only 4 steps are enough. However, you must not skip any of the 4 steps or swap them.
Working with "I-statements": The group is divided into threes. In triplets, each recalls an example, perhaps a recent conflict (at home, at work, etc.), when he used " you are a statement(for example, “you are a slob”, “you are always rude”, “you never listen to me”, “you behave terribly”, “again you speak in that tone”, etc.). After that, the three "act out" the situation as it was, the participant observes. Then the participant tries to "rephrase" his "you-statement" into "I-statement", tells the other two participants what needs to be said now and the situation is played out again. Everyone in the trio must work out their situation.
Discussion.

Exercise "Constructing a circle."
Target: development of coordination skills, non-verbal communication and self-regulation, joint actions, group cohesion.
Stroke: Participants close their eyes and begin to randomly move around the room (you can make a buzz at the same time, like disturbed bees; this avoids conversations that interfere with the exercise). At the prearranged signal of the leader, everyone stops in those positions where the signal caught them, after which they try to stand in a circle without opening their eyes and without talking, you can only touch each other with your hands. When everyone takes their places and stops, the host gives a second prearranged signal, according to which the participants open their eyes. As a rule, it is not possible to build a perfectly even circle. The exercise is repeated until a circle is obtained, and so that all participants are in it.
Sharing all day long.

Exercise "Summing up".
Target: analyze the entire training; combine your impressions and the information received into a single whole.
Materials: tablets, A4 paper, pencils.
Stroke: Participants need to complete the following tasks:
write 5 adjectives-definitions that fit him as part of the training;
describe the moment that made you think the most;
that you would like to give (wish) to all the participants of the training, maybe to someone specifically. After that, all participants read out everything that happened.

Feedback Questionnaire(see Appendix 2).

Applications.

Appendix 1
Questionnaire Form

Key to the questionnaire(circle the matches).
1. Rivalry: FOR, 6V, 8A, 9V, 10A, 13V, 14V, 16V, 17A, 22V, 25A, 28A.
2. Cooperation: 2V, 5A, 8V,11A, 14A, 19A, 20A, 21V, 23V, 26V, 28V, Call.
3. Compromise: 2A, 4A, 7V, 10V, 12V, 13A, 18V, 22A, 23A, 24V, 26A, 29A.
4. Avoidance: 1A, 5V, 6A, 7A, 9A, 12A, 15V, 17V, 19V, 20V, 27A, 29V.
5. Fixture: 1V, 3V, 4V, 11V, 15A, 16A, 18A, 21A, 24A, 25V, 27V, 30A.
Results processing
In key, each answer A or B gives an idea of the quantitative expression: rivalry, cooperation, compromise, avoidance and accommodation. If the answer matches the one specified in the key, it is assigned the value 1; if it does not match, then the value 0 is assigned. The number of points scored by the individual on each scale gives an idea of the severity of his tendency to display the appropriate forms of behavior in conflict situations.

1. Rivalry (competition) or administrative type, as the desire to achieve the satisfaction of one's interests to the detriment of another.
2. Adaptation (adaptation), meaning, as opposed to rivalry, sacrificing one's own interests for the interests of another person.
3. Compromise or economic type.
4. Avoidance or the traditional type, which is characterized by both the lack of desire for cooperation and the lack of a tendency to achieve one's own goals.
5. Collaboration or corporate type, when the participants in the situation come to an alternative that fully satisfies the interests of both parties.
K. Thomas, who created this technique, believed that if conflict is avoided, neither side will succeed.
With such forms of behavior as competition, adaptation and compromise, either one participant wins and the other loses, or both lose, as they make compromise concessions.
And only in cooperation situations, both sides win.
Other experts are convinced that optimal strategy in conflict it is considered such when all five tactics of behavior are applied, and each of them has a value in the range from 5 to 7 points.
If your result is different from the optimal, then some tactics are weakly expressed - have values below 5 points, others - strongly - above 7 points.

Appendix 2
Feedback Questionnaire
Name of the training participant ________________________________________________________________
Date of class, topic ________________________________________________________________________
The degree of your inclusion: 0 1 2 3 4 5 b 7 8 9 10
(Circle the appropriate score.)
What is stopping you from being more involved in classes? ____________________________________________
______________________________________________________________________________________
Problems encountered during the course:
a) in relation to himself _________________________________________________________________
b) in relation to the group _______________________________________________________________
c) in relation to the leader _____________________________________________________________
The most significant episodes for you, exercises during which you managed to make a certain “breakthrough”, better understand something in yourself, understand something ______________________
_______________________________________________________________________________________
What did you dislike about the lesson? Why? (wishes, suggestions) ____________________________________________________________________________________________
What else would you like to write? ___________________________________________________________ Training for teachers

Training for teenagers "Ways out of the conflict"

Target:

1. Formation of skills of effective behavior in conflict situations.

Tasks:

Formation of attitude towards conflicts as new opportunities for creativity and self-improvement.
Acquaintance with ways of managing interpersonal conflicts.

3. Development of the ability to adequately respond to various conflict situations, development of the ability to prevent conflicts.

4. Development of "I-statements" skills that contribute to the resolution of conflict situations.

5. Teaching the choice of effective strategies for resolving interpersonal conflicts, which allow not only constructively solving emerging problems, but also maintaining people's relationships.

The training is designed for teenagers and young men in grades 9-10-11.

Lesson structure:

1. Introductory part (warm-up).

2. The main part (working).

3. Completion (feedback).

The training is designed for 9 sessions of 1 hour.

Thematic planning:

	Themes	Number of hours
		theory	practice	other
	What is conflict and what causes it.
	Communication skills
	Attitudes towards conflicts
	Practicing "I-statements" skills
	Conflict management
	Interpersonal Conflict Resolution Strategy
	Business game "Shipwrecked"
Total: 9 hours

Expected results:

Expand understanding of the types and dynamics of conflicts

Expand regulation adaptive responses for conflict situations

Master the techniques of "I-statements"

To master the style of cooperation as one of the main elements in the prevention of conflict resolution

Reveal factors effective communication facilitating mutual understanding

Diagnostics:

Evaluation of types of behavior in a conflict situation according to K. Thomas

Diagnostics of the state of aggression questionnaire "Bassa-Darky"

16-factor personality questionnaire by R. Cattell

The introductory part of the session includes questions about the condition of the participants and one or two warm-up exercises.

For example: “How do you feel?”, “What do you remember from the previous lesson?” etc. Various exercises are also used as a warm-up, which allow participants to switch from their worries to work in a group, become more active, tune in to further work on a specific topic, and get involved in the “here and now” situation. These exercises are usually not discussed by the group.

WARM-UP EXERCISES

"Association with the meeting"

Participants are invited to express their associations with the meeting. For example: "If our meeting was an animal, it would be ... a dog."

"Weather forecast"

Instruction. “Take a sheet of paper and pencils and draw a picture that matches your mood. You can show what you got now" bad weather" or " a storm warning"or maybe the sun is already shining for you."

"Typewriter"

Participants are given a word or phrase. The letters that make up the text are distributed among the members of the group. Then the phrase should be said as quickly as possible, with everyone calling their letter, and in the intervals between words, everyone clap their hands.

"Dwarfs and Giants"

Everyone is standing in a circle. On the command: "Giants!" - everyone is standing, but on the command: "Dwarfs!" - you need to sit down. The host is trying to confuse the participants - he squats on the "Giants" team.

"Signal"
Participants stand in a circle, close enough and hold hands behind. Someone lightly squeezing their hand sends out a signal in the form of a sequence of quick or longer squeezes. The signal is transmitted in a circle until it returns to the author. As a complication, several signals can be sent simultaneously, in one or in different directions of movement.

"Package"

Participants sit in a circle, close to each other. Hands hold neighbors on their knees. One of the participants "sends the package" by lightly slapping the leg of one of the neighbors. The signal must be transmitted as soon as possible and return in a circle to its author. Variants of signals are possible (different number or types of movements).

"Changing Room"

Instruction:

Now let's slowly walk around the room... Now imagine that the room is filled with gum and you are pushing through it... And now the room has become orange - orange walls. Floor and ceiling, you feel filled with energy, cheerful and light like bubbles in Fanta ... And now it's raining, everything around has become blue and gray. You are sad, sad, tired ...

"Roaring Motor"

Instruction:

Have you seen real car racing? Now we are organizing something like a car race in a circle. Imagine the roar of a racing car - “Rrrmm!” One of you starts by saying "Rrrmm!" and quickly turns his head to the left or right. His neighbor, in whose direction he turned, immediately "enters the race" and quickly says his "Rrrmm!", Turning to the next neighbor. Thus, the "roar of the motor" is rapidly transmitted in a circle until it completes a full revolution. Who would like to start?

COMPLETION EXERCISES

"Applause in a circle"

Instruction:

We did a good job today, and I would like to offer you a game in which the applause is at first quiet, and then it gets stronger and stronger.

The facilitator begins to softly clap his hands, looking and gradually approaching one of the participants. Then this participant chooses the next one from the group, to whom they both applaud. The third chooses the fourth, and so on. the whole group applauds the last participant.

"Present"

Participants stand in a circle

Instructions: Now we will make gifts to each other. Starting with the leader, each in turn depicts an object using pantomime and passes it to his neighbor on the right (ice cream, hedgehog, weight, flower, etc.)

"Thank you for a pleasant experience"

Instruction:

Please stand in a circle. I want to invite you to participate in a small ceremony that will help us express our feelings of friendship and gratitude to each other. The game goes like this: one of you stands in the center, the other comes up to him, shakes hands and says: “Thank you for a pleasant lesson!”. Both remain in the center, still holding hands. Then a third participant comes up, takes either the first or the second by the free hand, shakes it and says: “Thank you for a pleasant activity!” Thus, the group in the center of the circle is constantly growing. Everyone is holding each other's hands. When the last member joins your group, close the circle and end the ceremony with a silent, firm triple handshake.

Lesson 1. What is conflict.Causes of occurrence.

Purpose: Understanding the nature of the conflict.

1. Inclusion in the lesson.

How are you feeling?

With what mood did you come to class?

2. The main part.

Task 1. "What is a conflict"

Participants are invited to write on small sheets of conflict definitions ("Conflict is..."). After that, the answer sheets are put into an improvised "basket of conflicts" (box, bag, hat, bag) and mixed. The facilitator approaches each participant in turn, offering to take one of the sheets and read what was written. Thus, it is possible to reach the definition of conflict.

Bottom line: conflict is a contradiction, a clash of opposing views, interests, points of view, forms of behavior. Disagreement between people, fraught with serious consequences for them, difficulties in establishing normal relationships.

Task 2. Work in microgroups

For the formation of microgroups of 5 - 6 people, a game option is offered. Colored tokens are prepared in advance (the number of tokens is determined by the number of players, the number of colors of tokens is determined by the number of microgroups). Participants are given the opportunity to choose a token of any color. Thus, in accordance with the selected token, microgroups of participants with tokens of the same color are formed. For example, a micro group of participants with red tokens, a micro group of participants with yellow tokens, etc.

The task of the participants at this stage:

Determine the causes of conflicts in your microgroups.

After working in microgroups, participants come together to discuss developments. Expressed thoughts with some editing are written on a piece of drawing paper.

Outcome: - so, what leads to conflict?

Failure to communicate, failure to cooperate, and lack of a positive affirmation of the identity of the other. It's like an iceberg, a small, visible part of which - the conflict - is above the water, and three components are under the water.

Thus, ways to resolve the conflict are visible: - this is the ability to communicate, cooperate and respect, positively affirm the personality of another. This idea is also presented as an iceberg.

3. Final part

Let's thank each other.

Session 2. Communication skills

Purpose: to study the process of developing and making a group decision in the course of communication and group discussion.

1. Inclusion in the lesson.

Warm-up exercises (“Association with a meeting”, “Weather forecast”, “Typewriter”, “Dwarfs and giants”, “Signal”, “Sending”, “Changing room”, “Roaring motor” 1-2 exercises to choose from).

2. Main body:

Game "Balloon"

I ask everyone to listen carefully to the information.

Imagine that you are the crew of a scientific expedition returning in a hot air balloon after completing scientific research. You carried out aerial photography of uninhabited islands. All work completed successfully. You are already preparing to meet your family and friends, flying over the ocean and 500-550 km to the ground. The unexpected happened - for unknown reasons, a hole formed in the shell of the balloon through which the gas that filled the shell escaped. The ball starts to drop rapidly. All bags of ballast (sand) that were stored in the balloon gondola for this occasion were thrown overboard. For some time the fall slowed down, but did not stop. Here is a list of items and things that remained in the basket of the ball:

	Name	Qty
	Rope	50m
	First aid kit with medicines	5 kg
	Compass hydraulic	6 kg
	Canned meat and fish	20kg
	Sextant for locating by the stars	5 kg
	Rifle with scope and ammo	25 kg
	Sweets different	20 kg
	Sleeping bags (one for each crew member)
	Rocket launcher with a set of flares	8 kg
	Tent 10-seater	20kg
	oxygen bottle	50kg
	Set of geographical maps	25 kg
	Drinking water canister	20l
	Transistor radio	3 kg
	Boat rubber inflatable	25 kg

After 5 minutes, the ball began to fall with the same, very high speed. The entire crew gathered in the center of the basket in order to discuss the situation. You need to decide what and in what order to throw overboard.

Your task is to decide what and in what sequence should be thrown away. But first, make this decision yourself. To do this, you need to take a sheet of paper, rewrite the list of objects and things, and then, on the right side next to each item, put a serial number corresponding to the significance of the item, arguing something like this: "I will put a set of cards in the first place, since it is not needed at all, on the second is an oxygen tank, the third is sweets, etc.”

When determining the significance of objects and things, i.e. order in which you will get rid of them, you need to keep in mind that everything is thrown away, not a part, i.e. all candy, not half.

When you make an individual decision, you need to gather in the center (in a circle) and begin to develop a group decision, guided by the following rules:

1) any member of the crew can express their opinion;

2) the number of statements of one person is not limited;

3) the decision is made when all the crew members without exception vote for it;

4) if at least one person objects to the adoption of this decision, it is not accepted, and the group must look for another way out;

5) decisions must be made in relation to the entire list of objects and things.

The time available to the crew is unknown. How long will the fall continue? It largely depends on how quickly you make decisions. If the crew unanimously votes to eject an item, it is considered ejected, and this may slow down the fall of the ball.

I wish you successful work. The main thing is to stay alive. If you can't agree, you will break. Remember this!"

Time for the game: 20 - 25 minutes.

Outcome:

If the group managed to make all 15 decisions with 100% voting:

I congratulate you, you have succeeded.

What do you think is the reason for the successful completion of the task?

If they failed to make all 15 decisions in the allotted time:

Crew crashed

Let's think about the reasons that led to this disaster.

We analyze the results and the course of the game, understand the reasons for success or failure, analyze mistakes and try to come to a common opinion.

3. Final part

Let's thank each other

Completion exercise (“Applause in a circle”, “Gift”, “Thank you for a pleasant lesson” exercise of your choice).

Session 3. Communication skills

1. Inclusion in classes.

Let's share our impressions from the previous lesson.

Warm-up exercises (“Association with a meeting”, “Weather forecast”, “Typewriter”, “Dwarfs and giants”, “Signal”, “Sending”, “Changing room”, “Roaring motor” -1-2 exercises to choose from) .

2. Main body:

Task 1. "Rumor"

Active players in this game are 6 participants. The rest are observers, experts. Four participants leave the room for a while. At this time, the first participant who remains must read to the second player the proposed leader short story or plot. The task of the second player is to listen carefully, in order to then pass the information received to the third participant, who will have to enter the room on a signal. The third player, after listening to the story of the second player, must retell it to the fourth, and so on.

After completing this task, the participants reread the story for all participants in the game. Each player can compare his version of the retelling with the original. As a rule, in the process of retelling, the original information is distorted.

What happened to the information?

Possible story for Rumors game:

“I was walking around the indoor cooperative market when I saw police cars stopping at all the doors. There were two people next to me who seemed suspicious to me; one looked very agitated, and the other was frightened. The first grabbed my arm and pushed me inside the trading floor. "Pretend you're my child," he whispered. I heard the policeman call out, "They're here!" “I just came shopping with my son.” “What is his name?” the policeman asked. “His name is Sergey,” one man said, while another said: “His name is Kolya.” The policemen understood that these men don't know me. They made a mistake. So the men let me go and ran away. They ran into a woman's counter. Apples and vegetables rolled all over the place. I saw some of my friends pick them up and put them in their pockets. The men ran out the door from the side of the building and new. About twenty policemen were waiting for them. I was wondering what they did. Maybe it has to do with the mafia."

Outcome: - What difficulties did you encounter in obtaining and transmitting information (if any)?

What happens to people's communication in case of distortion of information?

What are the storytelling options compared to?

Task 2. "Communication options"

Participants are divided into pairs.

"Synchronous Conversation" Both participants in a pair speak at the same time for 10 seconds. You can suggest a topic of conversation. For example, "A book I read recently." On a signal, the conversation is terminated.

"Ignore". Within 30 seconds, one participant from the pair speaks out, while the other completely ignores him at this time. Then they switch roles.

"Back to back". During the exercise, the participants sit with their backs to each other. Within 30 seconds, one participant speaks, while the other listens to him. Then they switch roles.

"Active listening". For one minute, one participant speaks, and the other listens attentively to him, with all his appearance showing interest in communicating with him. Then they switch roles.

Outcome: - How did you feel during the first three exercises?

Did you feel like you were listening with an effort, that it was not so easy?

What kept you from feeling comfortable?

How did you feel during the last exercise?

What helps you communicate?

3. Final part

Communication is the process of interaction between people, the exchange of information between them, their mutual influence.

Completion exercises (“Applause in a circle”, “Gift”, “Thank you for a pleasant activity” exercise of your choice).

Let's thank each other.

Session 4. Communication skills

Purpose: development of communication skills as one of the elements in conflict prevention

Positive personality statement

1. Inclusion in the lesson

2. The main part.

Task 1. "Hut"

The first two participants become close with their backs to each other. Then each of them takes a step (two) forward in order to establish a balance and a position that is comfortable for two participants. Thus, they should be the basis of the "hut". In turn, new participants come up to the "hut" and "attach" themselves, finding a comfortable position for themselves and without violating the comfort of others.

Note. If there are more than 12 participants, then it is better to form two (or more) teams.

Outcome: - How did you feel during the "hut building"?

What needs to be done to make everyone feel comfortable?

Task 2. "Praise yourself"

Participants are invited to think and talk about those properties, qualities that they like in themselves or distinguish from others. It can be any features of character and personality. Recall that mastering these qualities makes us unique.

Outcome: - How did you feel when you praised yourself?

Task 3. "Compliment"

Each participant is invited to focus on the merits of the partner and give him a compliment that would sound sincere and cordial.

Outcome: - How did you feel when you were praised?

3. Final part

Completion exercise (“Applause in a circle”, “Gift”, “Thank you for a pleasant lesson” exercise of your choice).

Lesson 5. Attitudes towards conflicts

Purpose: development of the ability to adequately respond to various conflict situations

1. Inclusion in classes

2. The main part.

Task 1. "Change of accents"

Think of a not very serious conflict or a minor problem and write it on a piece of paper in one sentence. Then, instead of the consonants used in this sentence, insert the letter "X" and rewrite the sentence cleanly.

Read the result in a circle without naming your problem: (for example: hoheha ....)

Conclusion: What has changed?

Has the conflict been resolved?

Task 2. "Sharks"

Materials: two sheets of paper. The participants are divided into two teams.

Imagine yourself in a situation where the ship you were sailing on was wrecked and you are in the open ocean. But there is one island in the ocean where you can escape from sharks (Each team has its own "island" - a sheet of paper on which all team members can fit at the beginning of the game).

The captain (leader), seeing the "shark", should shout "Shark!" The task of the participants is to quickly get to their island

After that, the game continues - people leave the island until the next danger. At this time, the leader reduces the sheet of paper by half.

On the second command "Shark!"

Your task is to quickly get to the island and at the same time "save" nai large quantity of people. Anyone who could not be on the "island" is out of the game.

The game continues: the "island" is abandoned until the next team. At this time, the sheet of paper is reduced by another half. On command "Shark!" the task of the players remains the same. At the end of the game, the results are compared.

Which team has more members?

Why?

Task 3. "Friendly palm"

Outline your palm on a piece of paper, sign your name below.

Leave the leaves on the chairs, moving from leaf to leaf, write something good to each other on the painted palms (liked qualities of this person, wishes to him).

3. Final part.

Completion exercise (“Applause in a circle”, “Gift”, “Thank you for a pleasant lesson” exercise of your choice).

Lesson 6. Practicing the skills of "I-statements"

Purpose: to develop the skills of "I-statements" that contribute to the resolution of conflict situations.

1. Inclusion in classes

How are you feeling?

2. The main part.

Task 1. "I-statements"

A scene is played out on a problematic topic (for example: a friend was late for a meeting and, after the claims made, did not apologize, but began to attack himself).

To reduce the intensity of a conflict situation, it is very effective to use "I-statements" in communication - this is a way of telling the interlocutor about your needs, feelings without condemnation or insult.

The principles on which "I-statements" are built:

- a non-judgmental description of the actions that this person did (do not say: "you came late", preferably: "you came at 12 at night");

- your expectations (do not: "you did not bring the dog", preferably: "I was hoping that you will bring the dog");

- a description of your feelings (do not: "you annoy me when you do this", preferably: "when you do this, I feel annoyed");

– a description of the desired behavior (do not: “you never call”, preferably: “I would like you to call when you are late”).

Outcome: - Why, in your opinion, the performers of the role did so?

What prevented them from taking the information calmly?

Task 2. "Role-playing game"

A skit is played on the previous topic, using "I-statements", but the actors change roles.

Try to use "I-statements"

Bottom line: - What has changed with the use of "I-statements"?

Under what circumstances would you use "I-speaking" skills in life?

3. Final part

What are your impressions of the lesson?

Completion exercise (“Applause in a circle”, “Gift”, “Thank you for a pleasant lesson” exercise of your choice).

Lesson 7. Conflict management.

Purpose: formation of attitude towards conflicts as new opportunities for self-improvement

1. Inclusion in the lesson

What do you remember from the previous lesson?

2. Main body

Exercise 1.

Divide into pairs, sit opposite each other, and decide who will be A and who will be B in each pair.

Choose a topic for discussion that interests you. The exercise consists of three stages;

1) Invite partners to simultaneously speak on their topic (45 seconds).

2) Ask all A's to say what they wanted to talk about, while all B's are doing something (other than talking and leaving their seat) showing that they are not at all interested in it (1 min.).

Was it pleasant or vice versa?

Was it difficult for anyone to speak?

By what signs can you determine that you are not being listened to?

3) The same, but now B is talking, A is not listening (1 min).

Was it pleasant or vice versa?

Was it difficult for anyone to speak?

4) Invite all A to speak again (they can change the subject if they wish). Now B do their best to show how much they are interested, but silently (2 min.).

Was it pleasant or vice versa?

Was it difficult for anyone to speak?

How can you tell if you are being listened to?

5) The same, only A and B change roles (2 min.).

Discussion.

Task 2.

- "Imagine a line drawn from one corner of the room to the opposite corner. Line up on this imaginary line as follows. If you think that conflict is always bad, take a seat in the right corner. If you think that both, then stand in the middle of the line or closer to one or the other edge. Choose a place for yourself on the line that will show your attitude to the conflict. "

Everyone has chosen their place

- "Anyone want to explain why he chose this place on the line?"

- "Get off the line because I want to draw another one. When you think that you are about to enter into a conflict, do you immediately take action or try to leave, hide from the conflict? Or do you just wait and do nothing for as long as is it possible? Or maybe you don't always act in the same way, but what is your most typical reaction? If you act immediately - take a seat in the right corner, if you are trying to avoid conflict - go to the left corner. If you wait - stand in the middle. Once again I remind you , you can choose any place on the line".

Explain why you chose this place?

"If you wish to respond differently to conflict, please take the seat where you would like to be." Time is given to change. Discussion at the end of the exercise.

3. Final part

What are your impressions of the lesson?

Session 8. Interpersonal Conflict Resolution Strategy

Purpose: to teach how to choose effective strategies for resolving interpersonal conflict

1. Inclusion in the lesson

Warm-up exercise (“Association with a meeting”, “Weather forecast”, “Typewriter”, “Dwarfs and giants”, “Signal”, “Parcel”, “Changing room”, “Roaring motor” -1-2 exercises to choose from) .

2. The main part.

Exercise 1

Break into pairs, one partner A, the other B. A is the doorman in a building where B badly needs to enter. You have four minutes to try and convince A to let him through.

Then it is determined who was able to pass, and who found himself in a situation of ever-increasing skirmish.

For those who passed, he was able to do this:

1) by means of deceit or bribery;

2) in an honest way;

3) trying to enter the trust of the security service.

Discussion:

What problems can deceit and bribery bring you?

Anyone befriend A by trying to break into the building?

Task 2

Break into pairs.

Please only say one or two sentences and don't move on to conversations but wait for the next sentence.

1) "What worries me the most is..."

2) "If I really think about it, I feel..."

3) "When I ask myself what I can do, I think..."

4) "The person I can talk to about this is..."

5) "What gives me hope is..."

Now invite B to summarize what they heard so that it becomes clear to their partners A whether they understood them. At the end, ask all A to thank the partners as good listeners. Repeat the entire exercise, where B speaks, A listens. Reminder to the group about the confidentiality agreement.

3. The final part.

Completion exercise (“Applause in a circle”, “Gift”, “Thank you for a pleasant lesson” exercise of your choice).

Lesson 9. Business game "Shipwrecked"

The purpose of the business game: to study the process of developing and making a group decision in the course of communication and group discussion.

Time: about 1 hour.

Order of conduct.

Familiarization of all participants with the conditions of the game

Imagine you are drifting on a yacht in the South Pacific. By fire most of yacht and its cargo destroyed. The yacht is slowly sinking. Your location is unclear due to the failure of the main navigational instruments, but approximately you are at a distance of a thousand kilometers from the nearest land.

Below is a list of 15 items that remained intact and undamaged after the fire. In addition to these items, you have a sturdy inflatable raft with oars, large enough to support you, the crew, and all the items listed below. The property of the survivors consists of a pack of cigarettes, several boxes of matches and five one-dollar bills.

Sectarian.

Shaving mirror.

Canister with 25 liters of water.

Mosquito net.

One box of army rations.

Pacific maps.

Inflatable swimming pillow.

Canister with 10 liters of oil and gas mixture.

Small transistor radio.

Shark repellant.

Two square meters opaque film.

One liter of rum with a strength of 80%.

450 meters of nylon rope.

Two boxes of chocolate.

Fishing tackle.

Rank these items on your own in terms of their importance for survival (put the number 1 next to the most important item for you, the number 2 - the second most important, etc., the number 15 will correspond to the least useful item).

At this stage, discussion exercises between participants are prohibited. Check Average individual time completing the task (8-10 min)

Break into groups of about 6 people. One participant from each subgroup will be the expert.

Compile a general ranking of items for the group in terms of their importance (just as they did individually).

At this stage, discussion about the development of a solution is allowed.

Mark the average time to complete the task for each subgroup (10-15 minutes)

Evaluation of the results of the discussion in each subgroup.

For this:

a) listen to the opinions of experts on the course of the discussion and how the group decision was made, initial versions, the use of strong arguments, arguments, etc.;

b) read out the "correct" list of answers proposed by UNESCO experts (Annex 3). Offer to compare the "correct" answer, your own result and the result of the group: for each item on the list, you need to calculate the difference between the number assigned to it individually by each student, group and the number assigned to this subject by experts. Add up the absolute values of these differences for all items.

If the sum is greater than 30, then the participant or subgroup "drowned";

c) compare the results of the group and individual solutions. Was the result of the group decision better than the decisions of individuals?

Results:

– This exercise provides an opportunity to quantify the effectiveness of a group decision.

- In a group, there are more solutions and better quality than those working alone.

- Solving problems in a group setting usually takes more time than solving the same problems by an individual.

– Decisions made as a result of group discussion are more risky than individual decisions.

- An individual with special skills (abilities, knowledge, information) associated with a group task is usually more active in the group, makes a greater contribution to the development of group decisions.

The success of training is largely determined by compliance with specificprinciples of the group:

The principle of active participants: group members are constantly involved in various activities- games, discussions, exercises, as well as purposefully observe and analyze the actions of other participants;

The principle of the research position of the participants: the participants themselves solve communication problems, and the trainer only encourages them to search for answers to emerging questions;

The principle of objectification of behavior: the behavior of group members is transferred from an impulsive level to an objectified one; at the same time, the means of objectification is feedback, which is given using video equipment, as well as other members of the group, reporting their attitude to what is happening;

The principle of partnership communication: interaction in a group is built taking into account the interests of all participants, recognizing the value of the personality of each of them, the equality of their positions, as well as complicity, empathy, acceptance of each other (it is not allowed to hit "below the belt", drive a person "into a corner" etc.);

The principle of "here and now": group members focus their attention on momentary actions and experiences and do not appeal to past experience;

Confidentiality principle: "psychological closeness" of the group reduces the risk of psychological trauma to the participants.

The means of solving training problems aregroup discussions, role-playing games, psycho-gymnastics. Their share varies depending on the specific goals of the group. It is these techniques that make it possible to implement the principles of training, which are based on the active, exploratory nature of the participants' behavior.

So, during group discussionparticipants learn the ability to manage the group process of discussing the problem, as well as to act as an ordinary participant in the discussion: a communicator, an idea generator, an erudite, etc. In the process of such active work, whole line group communication skills.

Role play emphasis is already being placed on interpersonal interaction. The high educational value of role-playing is recognized by many psychologists. In the game, participants "lose" the roles and situations that are significant for them in real life. At the same time, the game nature of the situation frees the players from the practical consequences of their resolution, which pushes the boundaries of the search for ways of behavior, gives room for creativity. Follow the game carefully psychological analysis carried out by the group together with the trainer enhances the learning effect. The norms and rules of social behavior, communication style, various communication skills acquired in a role-playing game and adjusted by the group become the property of the individual and are successfully transferred to real life.

Psycho-gymnasticsincludes a variety of exercises aimed at creating a comfortable group atmosphere, changing the state of group members, as well as training various communicative properties, primarily to increase sensitivity in the perception of the surrounding world. Increasing this kind of sensitivity, which underlies a person's ability to understand other people, is sometimes the main goal of training.

Resolution and prevention of conflict.

People often picture conflict as a struggle between two sides fighting for victory. No one can avoid conflicts - they occupy an important place in our lives. However, it is much more effective to perceive the conflict as a problem in which both sides are involved. Conflict can be used to open up alternative opportunities and find opportunities for mutual growth. There are three basic skills for resolving conflict and building peaceful relationships: encouragement, communication, and cooperation. Encouragement means respecting the best qualities of a conflict partner. Communication includes the ability to listen to a partner in such a way that it helps to understand what caused the conflict, what is most important to him, and what he intends to do to resolve the conflict, and the ability to give the same information from your point of view, when doing so, refraining from using words that could cause anger and distrust. Collaboration is based on giving another word, recognizing the abilities of another, bringing ideas together, without dominating anyone, finding consensus, mutual support and mutual assistance.

Conflict management.

Management of interpersonal conflicts can be considered in two aspects - internal and external. The internal aspect involves the use of effective communication technologies and rational behavior in conflict. The external aspect reflects managerial activity subject in relation to a particular conflict.

Causes and factors of interpersonal conflicts according to W. Lincoln:

information factors - unacceptability of information for one of the parties;

behavioral factors - inappropriateness, rudeness, tactlessness, etc.;

relationship factors - dissatisfaction with the interaction between the parties;

value factors - the opposite of the principles of behavior;

Structural factors are relatively stable objective circumstances that are difficult to change.

There are the following stages of interpersonal conflict management:

Conflict Prediction

Conflict prevention

Conflict management

Conflict resolution.

Appendix 3

Answers from UNESCO experts for the exercise

"Shipwrecked"

According to experts, the main things necessary for a person shipwrecked in the ocean are objects that serve to attract attention, and objects that help to survive until the arrival of rescuers. Navigational aids are relatively great importance: even if a small life raft is able to reach the ground, it is impossible to store enough water or food for life during this period. Therefore, the most important things for you are a shaving mirror and a canister of oil and gas mixture. These items can be used to signal air and sea rescuers. Second in importance are things like a canister of water and a box of army rations.

The information given below obviously does not list everything. possible ways use of the item, but rather indicates how important the item is to survival.

Shaving mirror. Important for signaling air and sea rescuers.

Canister with oil and gas mixture. Important for signaling. Can be lit with a banknote and a match and will float on water to attract attention.

Water canister. Needed to quench thirst.

Army ration box. Provides basic food.

Opaque film. Used to collect rainwater and to protect against bad weather.

Chocolate box. Reserve supply of food.

Fishing tackle. It is rated lower than chocolate, because in this situation the "titmouse" in the hands is better than the "crane" in the sky. There is no certainty that you will catch a fish

Nylon rope. Can be used to tie gear up so it doesn't fall overboard.

Swimming pillow. A life-saving device in case someone falls overboard.

Shark repellant. The purpose is obvious.

Rum, 80% alcohol. Contains 80% alcohol - enough to be used as an antiseptic, otherwise of little value as consumption can cause dehydration.

Radio. Has little value as there is no transmitter.

Pacific maps. Useless without additional navigation devices. It is more important for you to know not where you are, but where the rescuers are.

Mosquito net. There are no mosquitoes in the Pacific Ocean.

Sectarian. Without tables and a chronometer, it is relatively useless.

The main reason for the higher rating of signals compared to life support items (food and water) is that without signaling, there is almost no chance of being detected and rescued. In addition, in most cases, rescuers come in the first thirty-six hours, and a person can live this period without food and water.

Literature for students:

Richard A. Gardner To girls and boys about good and bad behavior - M. 2000
Vanin I. Mamontov S. The practice of effective behavior - St. Petersburg 2001
Levy V. The art of being different. – M 2000

Literature:

1. Abramova G. S. Introduction to practical psychology. – M.: 1994.

2. Vachkov I. V. Fundamentals of the psychology of group training. Psychotechnics. – M.: 2000

3. Grishina N. V. Let's agree. A practical guide for those who have to resolve conflicts. - St. Petersburg: 1993.

4. Emelyanov S. M. Workshop on conflictology. - St. Petersburg: 2000.

5. Games - education, training, leisure. / Ed. Petrusinsky V.V. - M.: 1994.

6. Kozlov N. I. Best psychological games and exercises. Yekaterinburg 1997.

7. Conflicts: essence and overcoming. Method, materials. Ed. Yasnikova L.D. - M., 1990.

8. Lampen D. and J. Young people manage conflict. - Minsk: 1998

9. Conflict resolution: Trainings / S. Baranovsky, E. Votchitseva, L. Zubelevich et al.–Mn.: 1999.

10. Stolyarenko L. D. Fundamentals of psychology. - R / on the Don, 1997.

Federal State Educational Institution Cadet Corps Railway Troops Ministry of Defense of the Russian Federation

Agreed: "Approved"

Department of Psychology __________________________

Postgraduate Academy Head of the Cadet Corps

pedagogical education Danko N.P.

Head Department of Psychology, Pedagogical Council Protocol No. ______

___________ (Shingaev S.M.) "_____" _____________ 2011

"___" ___________2011

training

"Ways out of the conflict" for teenagers

Compiled by: Belkina M.L.

St. Petersburg

Target:to train teachers in games that reduce the level of conflict in the children's team. Build motivation to use these games.

Conduct form:a week before the seminar, teachers are given games that are selected according to the age of the children with whom the teacher works. The teacher prepares the attributes and equipment for these games. At the seminar, the educator presents these games to colleagues, and he loses 2 games (the ones he liked the most) on colleagues (he is the educator, the rest of the teachers are “children”)

BLOCKINTERACTIVE GAMES FOR UNITY, COOPERATION

Goals and main tasks:

To develop relationships built on equality or readiness (ability) to constructively solve problems related to the position (status) in the group, to help children feel unity with others.
Develop openness, the ability to express interest in each other and their attitude towards others.
Show children what mutual recognition and respect means.
Develop communication skills and the ability to resolve conflicts without violence.
Generate interest in a common goal.
Develop a willingness to contribute to the common cause.
Develop a willingness to go towards each other.
Learn to be patient with the shortcomings of others.
Learn to respect the interests of others.

Game "Good Animal"

Target: contribute to the rallying of the children's team, teach children to understand the feelings of others, provide support and empathize.

Game progress. The host says in a quiet, mysterious voice: “Please stand in a circle and hold hands. We are one big kind animal. Let's hear how it breathes. Now let's breathe together! On the inhale we take a step forward, on the exhale we take a step back. And now on the inhale we take two steps forward, on the exhale - two steps back. So not only does the animal breathe, its big kind heart beats just as evenly and clearly, a knock is a step forward, a knock is a step back, etc. We all take the breath and beat of the heart of this animal to ourselves.

Game "Steam Train"

Target: creating a positive emotional background, group cohesion, development of arbitrary control, the ability to obey the rules of others.

Game progress. Children are built one after another, holding on to their shoulders. The "engine" is carrying the "trailer", overcoming various obstacles.

Mobile game "Dragon bites its tail"

Target: group cohesion.

Game progress. The players stand one behind the other, holding on to the waist in front of the one standing. The first child is the head of the dragon, the last is the tip of the tail. To the music, the first player tries to grab the last one - the “dragon” catches its “tail”. The rest of the children hold tightly to each other. If the dragon does not catch its tail, then another child is assigned to the role of the “dragon head” next time.

Game "Bug"

Target: disclosure of group relations.

Game progress. The children line up behind the leader. The driver stands with his back to the group, putting his hand out from under his armpits with an open palm. The driver must find out which of the children touched his hand, and leads until he guesses correctly. The driver is chosen with the help of a rhyme.

After three lessons in a group, 5 spontaneous roles can be distinguished according to observations:

leader;
fellow leader (" henchman");
non-aligned oppositionist;
submissive conformist ("ram");
"scapegoat".

Game "Hugs"

Target: to teach children the physical expression of their positive feelings, thereby contributing to the development of group cohesion. The game can be played in the morning, when the children gather in a group, to “warm up” it. The teacher must show his desire to see in front of him a single close-knit group that unites all children, regardless of their level of sociability.

Game progress. The teacher invites the children to sit in one large circle.

Educator. Children, how many of you still remember what he did with his soft toys to express his attitude towards them? That's right, you took them in your arms. I want you all to treat each other well and be friends with each other. Of course, sometimes you can argue with each other, but when people are friendly, it is easier for them to endure insults or disagreements. I want you to express your friendly feelings towards the rest of the children by hugging them. Perhaps there will be a day when one of you does not want to be hugged. Then let us know what you want, for now you can just watch, but not participate in the game. Then everyone else will not touch this child. I'll start with a light little hug and I hope you can help me turn this hug into a stronger and friendlier one. When the hug reaches you, then any of you can add enthusiasm and friendliness to it.

Children in a circle begin to hug each other, each time, if the neighbor does not mind, intensifying the hug.

After the game, ask questions:

-Did you like the game?

-Why is it good to hug other children?

How do you feel when another child hugs you?

Do they take you home? How often does this happen?

Game "Applause in a circle"

Target: formation of group cohesion.

Game progress.

Educator. Guys, who among you can imagine what an artist feels after a concert or performance - standing in front of his audience and listening to the thunder of applause? Perhaps he feels this applause not only with his ears. Perhaps he receives applause with all his body and soul. We have a good group, and each of you deserves an applause. I want to play a game with you, during which the applause is quiet at first, and then it gets stronger and stronger. Get in a general circle, I'll start.

The teacher approaches one of the children. She looks into his eyes and gives her applause, clapping her hands with all her might. Then, together with this child, the teacher chooses the next one, who also receives his portion of applause, then the trio chooses the next applicant for a standing ovation. Each time the one who was applauded chooses the next one, the game continues until the last participant in the game has received the applause of the whole group.

BLOCK OF GAMES FOR LEARNING EFFECTIVE WAYS OF COMMUNICATION

Game "Ask for a toy"

Target: development of communication skills.

Game progress. A group of children is divided into pairs, one of the participants in the pair (with a blue identification mark(flower)) picks up an object, for example, a toy, a notebook, a pencil, etc. The other (No. 2) should ask for this object. Instruction to participant No. 1: “You are holding a toy in your hands that you really need, but your friend needs it too. He will ask you for it. Try to keep the toy with you and give it away only if you really want to do it. Instruction to participant No. 2: “Choosing the right words, try to ask for a toy so that they give it to you.” Then the participants switch roles.

Good friend game

Target: develop the skill of building friendships.

Game progress. To conduct the game, you will need paper, a pencil, felt-tip pens for each child.

The teacher asks the children to think about their good friend and specifies that it may be real person or you can just imagine it. The following questions are then discussed: “What do you think of this person? What do you like to do together? What does your friend look like? What do you like the most about it? What do you do to strengthen your friendship? » The teacher offers to draw answers to these questions on paper.

Further discussion:

-How does a person find a friend?

-Why are good friends so important in life?

-Do you have a friend in the group?

Game "I like you"

Target: development of communication skills and good relationships between children.

Game progress. To play the game you will need a ball of colored wool. At the request of the teacher, the children sit in a common circle.

Educator. Guys, let's all together make one big colored web that connects us together. When we weave it, each of us can express his good thoughts and feelings that he has for his peers. So, wrap the free end of the woolen thread twice around your palm and roll the ball towards one of the guys, accompanying your movement with the words: “Lena (Dima, Masha)! I like you because... (it's a lot of fun to play different games with you)."

Lena, after listening to the words addressed to her, wraps her palm with a thread so that the "web" is more or less stretched. After that, Lena must think and decide who to pass the ball to next. Passing it to Dima, she also says kind words: "Dima! I like you because you found my bow that I lost yesterday. And so the game continues until all the children are entangled in the "web". The last child who received the ball begins to wind it in the opposite direction, while each child winds his part of the thread around the ball and says the words spoken to him and the name of the speaker, giving him the ball back.

Further discussion:

Is it easy to say nice things to other children?

-Who ever said anything nice to you before this game?

-Are the children friendly in the group?

-Why is every child worthy of love?

-Did anything surprise you about this game?

BLOCKGAMES THAT REFLECT THE CLAIMS FOR SOCIAL RECOGNITION

Main tasks:

to instill in the child new forms of behavior;
teach yourself to make the right decisions and take responsibility for yourself;
give the opportunity to feel independent and self-confident person;
correction of affective behavior;
acquiring self-relaxation skills.

Etudes: “A clown laughs and teases an elephant”, “Silence” (trainings of desirable behavior), “Here he is” (pantomime), “Shadow”, “Shy child”, “Captain” and “The right decision” (courage, confidence in himself), “Two Little Jealousies”, “So it will be fair”, “A deer has a big house”, “Cuckoo”, “Screw”, “Sun and cloud”, “Bushi got water”, “Playing with sand” (muscle relaxation). Games: "Birthday", "Associations", "Desert Island", " scary tales"," Fanta "(Ovcharova R. V., 2003).

Game "King"

Target: to form adequate self-esteem in children, to instill new forms of behavior.

move games.

Educator. Guys, which one of you has ever dreamed of becoming a king? What are the benefits of becoming a king? And what trouble can this bring? Do you know how a good king differs from an evil one?

After finding out the opinion of the children, the teacher invites them to play a game in which everyone can be a king for about five minutes. With the help of a counting rhyme, the first participant in the role of the king is selected, the rest of the children become his servants and must do everything that the king orders. Naturally, the king does not have the right to give such orders that may offend or offend other children, but he can order, for example, that the servants bow to him, serve drinks, be on his "parcels", etc. When the king's orders are fulfilled, according to the counting rhyme, another performer of the role is selected; during the game, 2-3 children can be in the role of the king. When the reign time last king ends, the teacher conducts a conversation in which he discusses with the children their experience in the game.

Further discussion:

-How did you feel when you were king?

-What did you like the most in this role?

-Was it easy for you to give orders to other children?

-How did you feel when you were a servant?

-Was it easy for you to fulfill the wishes of the king?

-When Vova (Egor) was king, was he a good or evil king for you?

-How far can a good king go in his desires?

A BLOCK OF GAMES AIMED TO REMOVE CONFLICT

Main tasks:

Reorientation of behavior through role-playing games.
Formation of adequate norms of behavior.
Relieve stress in children.
Moral education.
Adjustment of behavior in the team and expansion of the child's behavioral repertoire.
Learning acceptable ways to express anger.
Development of skills of response in conflict situations.
Teaching relaxation techniques.

Etudes: Carlson, A Very Thin Child. Games: “Who came”, “Blots”, “Guess what is hidden?”, “What has changed?”, “Guess who we are?”, “Ship”, “Three characters”, “Mirror shop”, “Angry monkey ”,“ Who is behind whom ”,“ Cunning ”(Ovcharova R.V., 2003).

In these studies and games, the teacher can simulate a conflict situation, and then analyze the conflict together with the children.

If there was a quarrel or a fight in the group, you can sort out this situation in a circle by inviting your favorite famous children to visit literary heroes, such as Dunno and Donut. In front of the children, the guests act out a quarrel similar to the one that occurred in the group, and then ask the children to reconcile them. Children offer various ways exit from the conflict. You can divide the heroes and guys into two groups, one of which speaks on behalf of Dunno, the other on behalf of Donut. You can give the children the opportunity to choose for themselves whose position they would like to take and whose interests to defend. Whatever specific form of role-playing is chosen, it is important that in the end, children will acquire the ability to take the position of another person, recognize his feelings and experiences, and learn how to behave in difficult life situations. General discussion problems will contribute to the rallying of the children's team and the establishment of a favorable psychological climate in the group.

During such discussions, you can play out other situations that most often cause conflicts in the team: how to react if a friend does not give you the toy you need, what to do if you are teased; what to do if you were pushed and you fell, etc. Purposeful and patient work in this direction will help the child to be more understanding of the feelings of others and learn to adequately relate to what is happening.

In addition, you can invite children to organize a theater, ask them to play certain situations, for example, "How Malvina quarreled with Pinocchio." However, before showing any scene, the children should discuss why the characters in the tale behaved in one way or another. It is necessary that they try to put themselves in the place of fairy-tale characters and answer the questions: “What did Pinocchio feel when Malvina put him in a closet?”, “What did Malvina feel when she had to punish Pinocchio?” - and etc.

Such conversations will help children realize how important it is to be in the place of a rival or offender in order to understand why he acted the way he did and not otherwise.

Game "Quarrel"

Target: to teach children to analyze actions, to find the cause of the conflict; differentiate opposite emotional experiences: friendliness and hostility. Introduce children to constructive ways resolve conflict situations, as well as promote their assimilation and use in behavior.

Game progress. The game requires a "magic plate" and a picture of two girls.

caregiver (draws the attention of the children to the “magic plate”, at the bottom of which lies a picture of two girls). Children, I want to introduce you to two friends: Olya and Lena. But look at the expression on their faces! What do you think happened?

quarreled

We had a fight with a friend

and sat in the corners.

Very boring without each other!

We need to reconcile.

I didn't offend her

I just held a bear

Only with a bear ran away

And she said: “I won’t give it back!”

(A. Kuznetsova)

Issues for discussion:

-Think and say: why did the girls quarrel? (Because of the toy);

-Have you ever quarreled with your friends? Because of which?

-How do those who fight feel?

-Is it possible to do without quarrels?

Think about how girls can make up? After listening to the answers, the teacher offers one of the ways of reconciliation - the author ended this story like this:

I'll give her a bear, I'll apologize, I'll give her a ball, I'll give her a tram And I'll say: "Let's play!"

(A. Kuznetsova)

The teacher focuses on the fact that the perpetrator of the quarrel should be able to admit his guilt.

Game "Reconciliation"

Target: Teach children non-violent ways to resolve conflict situations.

Game progress.

Educator. In life, people often try to solve their problems on the principle of "an eye for an eye, an eye for an eye." When someone offends us, we respond with even stronger resentment. If someone threatens us, we also respond with a threat and thereby intensify our conflicts. In many cases, it is much more beneficial to take a step back, acknowledge your share of responsibility for causing a quarrel or fight, and shake hands with each other in a sign of reconciliation.

Phil and Piggy (toys) will help us in this game. One of you will speak the words of Fili, and the other - Piggy. Now you will try to act out the scene of a quarrel between Filya and Piggy, for example, because of the book that Filya brought to the group. (Children act out a quarrel between television characters, with a manifestation of resentment and anger.) Well, now Phil and Piggy are not friends, they sit in different corners of the room and do not talk to each other. Guys, let's help them make peace. Please suggest how this can be done. (Children offer options: sit next to them, give the book to the owner, etc.) Yes guys, you are right. In this situation, the book can be dispensed with without a quarrel. I suggest you play the scene differently. It is necessary for Piggy to invite Phil to look at the book together or in turn, and not to tear it out of his hands, or to offer something of his own for a while - a typewriter, a set of pencils, etc. (Children act out the scene differently.) And now Filya and Piggy must make peace, ask each other for forgiveness for offending each other, and let them shake hands with each other as a sign of reconciliation.

Questions to discuss with children playing roles:

Was it hard for you to forgive someone else? How did you feel about it?

What happens when you get angry with someone?

Do you think forgiveness is a sign of strength or a sign of weakness?

Why is it important to forgive others?

Etude with the content of the problem situation

Target: checking the degree of assimilation of the rules of conduct in difficult situations.

Game progress.

Educator. Guys, today during a walk there was a quarrel between two girls. Now I ask Natasha and Katya to act out for us the situation that arose during the walk. “Natasha and Katya played ball. The ball rolled into a puddle. Katya wanted to get the ball, but could not stay on her feet and fell into a puddle. Natasha began to laugh, and Katya wept bitterly.

Issues for discussion:

-Why did Kate cry? (She became embarrassed.)

-Did Natasha do the right thing?

-What would you do in her place?

-Let's help the girls make peace.

At the end of the conversation, the teacher makes a generalization:

- If you are the culprit of a quarrel, then be the first to admit your guilt. Magic words will help you with this: “Sorry”, “Let me help you”, “Let's play together”.

- Smile more often and you won't have to fight!

Game "Sweet Problem"

Target: to teach children to solve small problems through negotiations, to make joint decisions, to refuse a quick solution to the problem in their favor.

Game progress. In this game, each child will need one cookie and each pair of children will need one napkin.

Educator. Children, sit in a circle. The game we have to play is related to sweets. To get cookies, you first need to choose a partner and solve one problem with him. Sit opposite each other and look into each other's eyes. There will be a cookie between you on a napkin, please do not touch it yet. This game has one problem. A cookie can only be received by a partner whose partner voluntarily refuses the cookie and gives it to you. This is a rule that must not be broken. Now you can start talking, but without the consent of your partner, you have no right to take cookies. If consent is obtained, then cookies can be taken.

Then the teacher waits for all the couples to make a decision and observes how they act. Some can immediately eat the cookies, having received it from a partner, while others break the cookies in half and give one half to their partner. Some people can’t solve the problem for a long time, who will get the cookies after all.

Educator. Now I will give each pair one more cookie. Discuss what you will do with the cookies this time.

He observes that in this case, too, children act differently. Those children who split the first cookie in half usually repeat this "justice strategy". Most of the children who gave a cookie to a partner in the first part of the game and did not receive a piece now expect the partner to give the cookie to them. There are children who are ready to give their partner a second cookie.

Issues for discussion:

- Children, who gave the cookies to their friend? Tell me, how did you feel about it?

- Who wanted to keep the cookies? What did you do for this?

- What do you expect when you are polite to someone?

- Was everyone treated fairly in this game?

- Who took the least time to reach an agreement?

How did you feel about it?

-How else can you come to a consensus with your partner?

-What reasons did you give for the partner to agree to give the cookies?

Game "Rug of the World"

Target: teach children strategies for negotiation and discussion in resolving conflicts in a group. The very presence of a “peace rug” in the group encourages children to abandon fights, arguments and tears, replacing them with discussing the problem with each other.

move games. To play, you need a piece of thin blanket or fabric measuring 90 X 150 cm or a soft rug of the same size, felt-tip pens, glue, sequins, beads, colored buttons, everything you might need to decorate the scenery.

Educator. Guys, tell me, what do you argue about sometimes with each other? Which of the guys do you argue with the most? How do you feel after such an argument? What do you think can happen if different opinions clash in a dispute? Today I brought a piece of cloth for all of us, which will become our "rug of the world." As soon as a dispute arises, the “opponents” can sit on it and talk to each other in such a way as to find a way to peacefully resolve their problem. Let's see what happens. (The teacher puts a cloth in the center of the room, and on it a beautiful picture book or an entertaining toy.) Imagine that Katya and Sveta want to take this toy to play, but she is alone, and there are two of them. Both of them will sit on the peace mat, and I will sit next to them to help them when they want to discuss and solve this problem. None of them has the right to take a toy just like that. (Children take a place on the carpet.) Maybe one of the guys has a suggestion on how this situation could be resolved?

After a few minutes of discussion, the educator invites the children to decorate a piece of fabric: “Now we can turn this piece into a“ peace rug ”of our group. I will write on it the names of all the children, and you must help me to decorate it.”

This process is very important, because thanks to it, children symbolically make the “rug of the world” a part of their lives. Whenever an argument breaks out, they will be able to use it to resolve the problem that has arisen, to discuss it. The "Peace Carpet" must be used exclusively for this purpose. When children get used to this ritual, they will begin to use the "mat of peace" without the help of a teacher, and this is very important, because independent problem solving is the main objective this strategy. The “Peace Carpet” will give children inner confidence and peace, and will also help them concentrate their energies on finding mutually beneficial solutions to problems. This is a wonderful symbol of the rejection of verbal or physical aggression.

Issues for discussion:

Why is the "mat of peace" so important to us?

What happens when the stronger person wins the argument?

- Why is it unacceptable to use violence in a dispute?

- What do you understand by justice?

Myrilka poems

Target: increase motivation for the peaceful resolution of conflicts in the group, create a ritual to end the conflict

1. Make up, make up, don't fight anymore.

If you fight

I will bite!

And nothing to do with biting

I will fight with a brick!

We don't need a brick

Let's make friends with you!

2. Handle by handle

We'll take it strong

We used to fight

And now for nothing!

3. We will not quarrel.

We will be friends

Let's not forget the oath

As long as we live!

4. Enough of us already angry,

Have fun all around!

Hurry, let's make up:

You are my friend!

And I'm your friend!

We will forget all insults

And be friends, as before!

5. I put up, put up, put up,

And I don't fight anymore.

Well, if I fight, -

I'll be in a dirty puddle!
6. Let's put up with you

And share everything.

And who will not reconcile -

Let's not deal with that!

7. To make the sun smile,

We tried to warm you and me,

You just need to get better

And put up with us soon!

8. Peace, peace forever,

Can't fight anymore

And then grandma will come

And kicks in the ass!

9. How to swear and tease

It's better for us to put up with you!

Let's smile together

Songs to sing and dance

Swimming in the lake in summer

And pick strawberries

Ice skating in winter

Bab sculpt, play snowballs,

Sharing sweets for two

All problems and secrets.

It is very boring to live in a quarrel,

Therefore, let's be friends!

References:

1.Antsupov A.Ya., Shipilov A.I. Conflictology. – M.: Unity, 2000.
2.Zedgenidze V.Ya. Prevention and resolution of conflicts among preschoolers: a manual for practitioners of preschool educational institutions. – M.: Iris-press, 2009.
3.Klinina R.R. Training for the development of the personality of a preschooler: classes, games, exercises. - St. Petersburg: Rech, 2001
4.Klyueva N.V., Kasatkina Yu.V. We teach children to communicate. - Yaroslavl: Academy of Development, 1996
5.Fopel K. How to teach children to cooperate. Psychological games and exercises: - M.: Genesis, 2003

Andronova Olga Efimovna

educational psychologist

BDOU "Kindergarten No. 134 of the combined type"

Playing with peers essential role in the life of a preschooler. It is a condition for the formation of social qualities of the personality of a preschooler, the manifestation and development of the beginnings of the collective relationship of children. Prevention of deviations in the development of relationships at the very first stages of personality formation seems relevant and important, primarily because the conflict in the relationship of a preschooler with peers can act as a serious threat to personal and social development.

visitation by a child preschool does not always guarantee the motivation of communication and communication skills. On the contrary, serious violations in the field of communication with peers can become persistent as a result of early unfavorable relationships with children in the kindergarten group. Emotional distress associated with communication difficulties can lead to various types of child behavior. The stronger the emotional distress, the more likely it is that situations will arise that cause difficulties in his interaction with the outside world. The child becomes less contact, experiences a variety of persistent fears; he has poor self-esteem. Other children, on the contrary, begin to show aggressive behavior, which leads to serious violations in relationships with others. In milder cases, aggression is expressed in verbal form, in more severe cases, it is physical aggression (fight, destruction, infliction of damage to oneself or others, which is a danger both to the child himself and to other children.

It should be noted that the sphere of relations between children in the family and in the children's team is for them the main source of tension, conflicts, psychological problems and difficulties, therefore it is very important for the preservation of the mental health of a preschooler, his successful development, to create the necessary comfortable social, psychological and pedagogical conditions that ensure his emotional well-being.

It is known that in childhood There are a lot of conflict situations and many of them are sometimes difficult to understand.

Moral teachings about justice, threats, suggestion of guilt do not lead to anything good. The task of adults (parents, educators) is to teach children some rules of life among other people, which include the ability to express one's desire, listen to the desire of another, and agree.

Observations of children in a conflict situation indicate that often its participants resolve the problems that have arisen in different ways. Some try to resolve the dispute by force to achieve their goals, while others are fluent in communicative methods, settle their disputes and disagreements in a more peaceful, non-violent way.

However, in any conflict situation, the educator must express to the children his attitude towards it through the “I am the message”. Something like this: “I don’t like it when children quarrel and fight in a group.” There is no doubt that a calm discussion of the problem together with the children, in the end, leads to a peaceful solution to it. And here it is important for the educator to ensure that the children learn to explain to each other what they want, and then offer or consider a way out. Children's abilities in this respect should not be underestimated, already in early age it is quite possible to make a joint decision.

Conflicts in the children's team are easier to prevent than to resolve. The determining factor in the prevention of children's conflicts is the direction of the upbringing process. Education should be aimed at accustoming to certain social norms of relationships and interactions, the observance of which is important aspect in the social development of the child's personality.

Methods and techniques should not infringe on the dignity of the child, threaten his safety and prevent the formation of a self-image.

One of the areas of pedagogical activity of the educator should be the development of communication skills of children with peers, which provides for:

Firstly, instilling basic social skills: the ability to listen to another, maintain a general conversation, participate in a collective discussion, tactfully criticize and praise another, teaching them to jointly search for mutually beneficial solutions in difficult situations, learning to take responsibility.

Secondly, to teach the child not to apply the measure of perfection either to others or to himself, not to allow either accusation or self-flagellation. To instill in the child the ability to look at oneself from the outside, to objectively assess the behavior of the owl and the actions of others.

Third, teach children:

Techniques of self-regulation (which is based on the ability to relax) of one's state;

Ability to control one's feelings, understand and distinguish the emotional state of other people;

To express friendly feelings, sympathy, sympathy and empathy for others.

A child can acquire all these skills if the teacher organizes training games, role-playing games, interactive games and exercises, individual and group discussions of the problem. As an illustration, I will give some options for individual and group discussions with children 5-7 years old. different problems faced by preschoolers.

The discussion of children's problems is based on the method of game design of problem situations.

- "Bridge" - any problem is created by two opposing sides, each of which strives to prove that it is the only right one in the dispute. The task of each participant is to take reciprocal steps, to build a "bridge" that will help unite people, their desires and aspirations, help bring them to a common goal, which then must be formulated. For example: Kolya and Misha (5 years old) want to draw with a red pencil, each strives to take it for himself. The "bridge" in this case is either their agreement to draw in turn, or the desire to give in to another. common goal: maintain friendly relations.

- "Two weights" - evaluating his desire, the child can express his assumptions based on the results of the implementation of the plan with positive consequences and with negative consequences. In this case, two weights are placed on the scales, the child lists on one "scale" the positive results of achieving the desired, and on the "second" negative consequences. What will the child choose?

Give a toy (+)	Don't give (-)
Sasha will be friends with me.	Sasha will not be friends with me.
Then he gives up his toy.	Will play with other children.
Will play with him.	Everyone will tease me.

- “Steps” - I discuss the problem, children can pronounce not only their own steps, but also anticipate the reaction of another person to them, the consequences of one or another of their steps. The discussion takes place in the form of a "ladder", climbing which the child can build a logical chain of logical reasoning from the bottom up. For example:

4. Misha will say: "Let's take turns carrying loads."

3. I will tell Misha: "Let's play together?"

2. Misha will say: “I won’t give it, I play myself.”

1. I will ask Misha for a typewriter.

Carrying out pedagogical activities in MBDOU as a teacher-psychologist, I devote Special attention development of communication skills, prevention and conflict resolution of children in kindergarten. Carrying out work in this direction I successfully use the benefits on which we will dwell in more detail:

1. World rug

Target:

Teach children strategies for negotiation and discussion in resolving conflicts in a group. The very presence of a “peace rug” in the group encourages children to abandon fights, arguments and tears, replacing them with discussing the problem with each other.

Game progress.

To play, you need a piece of thin blanket or fabric measuring 90 x 150 cm or a soft rug of the same size, felt-tip pens, glue, sequins, beads, colored buttons, everything you might need to decorate the scenery.

Educator. Guys, tell me, what do you argue about sometimes with each other? Which of the guys do you argue with the most? How do you feel after such an argument? What do you think can happen if different opinions clash in a dispute? Today I brought a piece of cloth for all of us, which will become our "rug of the world." As soon as an argument arises, the “opponents” can sit on it and talk to each other in such a way as to find a way to peacefully resolve their problem. Let's see what happens.(The teacher puts a cloth in the center of the room, and on it- a pretty picture book or a fun toy.)Imagine that Katya and Sveta want to take this toy to play, but she is alone, and there are two of them. Both of them will sit on the peace mat, and I will sit next to them to help them when they want to discuss and solve this problem. None of them has the right to take a toy just like that.(Children take a place on the carpet.)Maybe one of the guys has a suggestion on how this situation could be resolved?

After a few minutes of discussion, the teacher invites the children to decorate a piece of fabric: “Now we can turn this piece into a “world rug” of our group. I will write the names of all the children on it, and you must help me decorate it.

This process is very important, because through it the children symbolically make the “rug of the world” a part of their lives. Whenever an argument breaks out, they will be able to use it to resolve the problem that has arisen, to discuss it. The "Peace Carpet" must be used exclusively for this purpose. When the children get used to this ritual, they will begin to apply the "rug of the world" without the help of a teacher, and this is very important, because. independent decision problems is the main goal of this strategy. The “Peace Carpet” will give children inner confidence and peace, and will also help them concentrate their energies on finding mutually beneficial solutions to problems. This is a wonderful symbol of the rejection of verbal or physical aggression.

Issues for discussion:

Why is the "mat of peace" so important to us?

What happens when the stronger person wins the argument?

Why is it unacceptable to use violence in a dispute?

What do you understand by justice?

2. Benefit "Mirilka"

Target:

The literary manual "Mirilka" for children aged 3-6 years to develop in children the ability to establish and maintain contacts with peers and adults based on respect, acceptance and a fair approach of cooperation, social moral competence in children, promoting the formation of an atmosphere of trust and acceptance.

I option.

Mirilka-cushion with an applicative technique. If the children do not find agreement on something, Mirilka comes to the rescue. Children put their palms on the pillow and say the cherished words: "Peace, put up, put up and don't fight anymore, just smile."

II option.

"Mirilka" - knitted, semi-flat toy, which is a two funny "heads" with hands. One pair of hands is clasped and placed on a pad in the form of a glove. This toy is multifunctional and can be used in many kinds of children's activities.

3. Benefit "Friendship Box"

Target:

Develops non-verbal means communication. Helps to bring children closer together, stimulates the manifestation of attention to peers; anxious, insecure, makes it possible to take a step towards new contacts.

To play, you need a box with 4-6 holes cut on the sides according to the size of a child's hand.

I option.

"Who I Befriended"

Children - 4-6 participants put their pens into the box (the host supports it), close their eyes, then find someone's hand, get to know it, and then guess whose hand they met and became friends with.

II option

"I want to make friends with you"

Children stand around the box. The facilitator offers or without words only with the help of a glance to agree with whom they would like to make friends (each participant chooses one). Next, the guys are invited to stick their hand into the slot and by touch find the hand of the child with whom they agreed with their eyes.

4. Dolls dwarf Veselchak and dwarf Grustinka

Target:

Teaching children the skills of effective conflict resolution.

With the help of puppets, you can simulate various conflict situations and, together with children, find ways and means to resolve them.

Throughout childhood, children learn to understand and respect each other, but it’s good if they begin to gain such experience already at the very first step of communication. The best thing that adults can do in such a situation is to teach children socially acceptable norms of behavior and communication.

Used Books

Zakharov A.I. prevention of deviations in the behavior of the child. 3rd ed. Correct. (Psychology of the child). St. Petersburg: Soyuz, Lenizdat, 2000.
Lyutova E., Monina G. Fundamentals of conflictology. Izhevsk: publishing house of UdGU, 2000.
Semenaka S.I. Lessons of kindness: correctional and developmental program for children 5-7 years old. 2nd ed. Correct. And extra. M: Infra-M., 1999.
Semenaka S.I. We learn to sympathize, to empathize. Correctional and developmental classes for children 5-8 years old. M .: Arkti, 2003. (development and education of a preschooler).