Preschool emotions printable

20+ Preschool Emotions Printables - Feelings Cards and Ideas

When it comes to teaching children about feelings and emotions, it is somewhat tricky. Feelings and emotions are something we each have inside of us, but can’t always explain. Since feelings and emotions are such a personal thing, it can be challenging to teach. While this area of teaching feelings and emotions may be tough, it is something you can accomplish! With these Preschool Emotions Printables and Feelings Cards Printables, you’ll be ready for the challenge.

Plus these are adorable and fun!

Feelings and Emotions Activities

Helping children to express their feelings and handle difficult situations with calmness.

How to Use Seasonal Emotions Printables and Activities

I’ve created sets of printables to explore social and emotional skills with children for every season. There’s sure to be a set your child will enjoy. We like to switch out our emotions printables periodically to keep it fresh and fun for everyone.

Setting up an emotional check up or calm down area is a great way to make this activity accessible for your kids throughout the day. We like to keep our emotions printables on the fridge, but you can use a bulletin board or hang them on the wall.

To use the fridge, attach magnet tape to each emotion card and feelings word. That way, your kids can share their feelings with you throughout the day in a way that’s fun for them. 

In the beginning, you can prompt your kids to use the emotions cards with questions like: “How are you feeling today?” or model how to use this printable activity by saying “I am feeling…” and using the cards to show your own feelings.

These kinds of activities are great for children with Autism. They can be really helpful any time your child is feeling overwhelmed or having trouble verbalizing their feelings for whatever reason.

These activities are great for reading time too. You can build reading comprehension skills by asking kids to identify how the characters in the book are feeling.

How Reading Books About Feelings Can Help

Speaking of books, reading books about feelings is another excellent way to help kids explore and develop their social and emotional skills.

Here are some of our favorite feelings books to read and discuss together:

Using Calm Down Yoga

Learning to identify feelings can help kids learn to manage big emotions and remain calm in the midst of strong emotions. Another way to help kids navigate strong emotions is with yoga. Teaching your kids about calm down yoga can give them another tool for expressing and managing their own feelings.

Yoga is a great way to help kids relax, combat anxiety, and build skills like patience. Plus, it gives kids a physical outlet and an opportunity for quiet time that many kids lack these days.

Try these calm down yoga poses for kids at home or in the classroom:

• Downward Facing Dog
• Cat – Cow
• Happy Baby
• Snake
• Child’s Pose

More Social-Emotional Learning Activities for Kids

Want more activities to do with your kids that help build social and emotional skills?

Try these fun learning activities to help your kids build social emotional skills this year:

• Use this alphabet gratitude list to help your kids build self awareness and focus on positives.  
• Create calming sensory bottles kids can use to calm anxiety or anger and learn to manage big emotions. 
• Give thoughtful cards to friends and family members to help kids build social and emotional skills and relationships too. You can use these adorable heart template kindness cards to get started.

Feelings and Emotions Activities for Preschoolers

Visual Cards for Managing Feelings and Emotions Free Printables

Snowman Emotions Printables and Activities 

Emoji Paper Plate Craft – Feelings Craft 

Emotion Cards Printable

With these fun preschool, emotion printables your child will be able to choose which emotion they’re feeling, and discuss it with you.

Emotions Activities Preschool Pumpkin Theme Printables

Snowman Emotions Printables

Penguin Emotions Cards & Feelings Activities

Dr. Seuss Printables Preschool Emotions Lorax Activities

Spring Feelings and Emotions Activities for Preschoolers

Feelings and Emotions Books for Kids

I have faith that these feelings and emotions printables shared here will help inspire you to teach your children about feelings and emotions so that they can grow up confident in expressing themselves throughout their entire life. Enjoy!

In My Heart No Cook Playdough Activity 

All About Me Activities 

St. Patrick’s Day Preschool Emotions Printables Leprechaun Activities

Easter Bunny Preschool Emotion Cards

25+ Preschool Books about Feelings and Emotions

EMOJI DIY STRESS BALLS

Free Printable Emotion Faces

Snowman Emotions and Feelings Memory Game

These snowman printables are a fun way to teach about the wide variety of Feelings and emotions.

How are you working with your kids to build social and emotional awareness this year? What’s your favorite emotions printable pack?

Tell me in the comment section. I can’t wait to read your responses!

Preschool Feelings Printable {Free Download!}

Published: Sep 8, 2021 · Modified: Jan 20, 2022 by Audrey · This post may contain affiliate links

This preschool feelings printable is a great way to learn about feelings! Learning about feelings and emotions is such an important topic and this printable makes it fun for kids.

Disclaimer: Please note that this post contains affiliate links. I may earn a small commission if you make a purchase or sign up for a service at no extra cost to you.

Talking and learning about feelings with preschoolers is a great way for children to start to learn how they feel. It really is such an important topic to learn and talk about it.

I am really blessed to have been a part of a wonderful homeschool preschool group. One of the other moms in the group did a lesson on emotions and it was amazing! We loved it so much that I ended up also doing a toddler feelings activity with our group as well.

I try to talk about feelings, read books on feelings, and use this printable as often as possible with my two kids. I hope it helps them to understand what they’re feeling as they grow up.

Some ideas for working with preschoolers on feelings include:

• Asking children how they are feeling
• Reading books about feelings
• Talking about how you feel and how other people may feel

Books are a great way to talk and learn about feelings. Some of our favorites include:

The materials recommended are optional but highly recommended. These materials are for adults to assemble the activity, not for children.

• Printed PDF (see instructions on how to get the printable below)
• Laminator
• Velcro dots
• Scissors

Print the printable (see below). Cut the faces out and laminate. Laminate the blank face chart as well. Add velcro dots to each. Have your child velcro the different faces to the blank chart and talk about each.

There are obviously tons and tons of feelings and these are just a start. I’ll be sending more emotions printables out to my email list so look out! The four included on this free set are:

• Happy
• Loved
• Sad
• Tired

To get the free preschool feelings printable enter your email below. Check your email to confirm your subscription to receive!

• Toddler Feelings Activity
• Free Busy Binder Printables
• Pete the Cat Shoes Printable

If you enjoyed this printable, don’t forget to share it or save it for later with Pinterest!

Reader Interactions

Card file of games and exercises for the development of emotional intelligence of preschool children | Card file:

Card file of games for the development of emotional intelligence of preschool children

The game "Convince me"

Purpose of the game

To teach to defend one's interests; protect what is precious; calmly accept criticism of their beliefs.

How to play

1. Ask your child which of the recently read books he liked best.
2. Make a sensational announcement that you think this book is completely uninteresting.
3. Let the child convince you.

What to look out for

Be tactful. Object softly, without offending children's feelings, but encouraging your opponent to bring more and more arguments in defense of your position.

In the end, you must recognize the victory of the baby. Ideally, after the game, re-read the book that was discussed together.

Instead of literature, films and cartoons watched, new games, toys and outfits can be analyzed.

Reverse Commanders game

Purpose of the game

To help children understand the golden rule of morality: "Treat people the way you want to be treated."

How to play

The game is designed for a company of several people.

1. Choose a leader. As a rule, this is an adult who knows the secret of the game.
2. Each of the players must come up with a task for the leader: to crow; go into a dark closet; scratch the cat behind the ear.

Tasks can be any, provided that their performance will not cause harm to anyone.

3. When all the players have spoken, the presenter announces the main "chip": it is not him who will have to complete the tasks, but those who invented them.

What to pay attention to

When an exercise is repeated, its educational value drops significantly. Knowing the “trick”, the guys will come up with tasks very carefully.

You can change the rules by turning the described game into "FANTAS":

• all players write tasks on pieces of paper;
• pieces of paper should be rolled up and thrown into a hat;
• all players take turns taking out packages and doing what they drew.

The game "The story of one ball"

Purpose of the game

To teach the child to relax, to stimulate the work of his imagination, to help analyze his own experiences.

How to play

1. Ask your child to blow up a colorful balloon.
2. Make up a story, the essence of which is that the balloon is overflowing with emotions: - - he is very offended that he is green and his friends are red;

- he is afraid of the upcoming holiday because the children might crush him;

- he lied to his mother-ball about where he walked last night, and now he is painfully ashamed.

3. In order for the balloon not to burst from surging emotions, it needs help. Let the child slowly release the air from the balloon, saying at this moment something encouraging, some words of support.

Things to look out for

It is preferable to have a child inflate and then deflate the balloon, but help with this part of the task if necessary.

Ask the child if there were situations in which he felt like this ball (emotions can be joyful, it is not necessary to mention fear, annoyance or shame).

Game "Relay race of kindness"

Purpose of the game

To teach children to please others and to enjoy the evoked emotions.

How to play

1. All players sit in a circle. To create a special "backstage" atmosphere, it is recommended to sit on the carpet as close to each other as possible.
2. The host turns to his neighbor on the right and tells him some compliment, something nice:

- “I really like your smile. ”

- "You made a very beautiful caterpillar."

- "I'm glad we're friends."

3. The one to whom "amenities" are addressed, not forgetting to thank for them, turns to his neighbor on the left and passes on the "baton of goodness".

What to pay attention to

Pleasures should not be repeated.

If one of the players is confused and cannot think of a good word, he expresses regret and asks the other guys for help:

• “You are very good. I'm sorry I can't share the good with you right now. Friends, please help me."

The game must be played in a calm, friendly atmosphere. Eliminate the competitive, gambling component.

Children do not have the task of demonstrating their resourcefulness and coming up with the most "pleasant things". Their goal is to bring joy to their fellows in this exercise, which is useful for the development of emotional intelligence.

Game "Dreamers"

Purpose of the game

To teach a child to analyze the emotional state of cartoon characters, to develop sensitivity and imagination.

How to play

Prepare some pictures of people's emotions.

1. Have the child describe what they see.
2. Now ask him to think of what preceded the depicted moment.
3. Imagine together what might happen next.

What to pay attention to

The more details the baby notices in the picture, the better. If, in the process of working on emotional intelligence, you periodically repeat the display of pictures, you will certainly find how the attention of the baby increases.

"Emotional Dances"

Dancing is an energy that perfectly conveys emotions and moods. Invite the children to come up with their own "dance of joy" or "dance of disappointment", "dance of interest" or "dance of sadness". In this game, it is important to work with different moods, and for each emotion, the child moves at his own discretion.

If a group of children is playing, then everyone in turn suggests their own movement, which is repeated by the rest. This is how the most sincere, improvised dance turns out.

"Hot - cold"

So, we hide the surprise and invite the child to find it. If the baby moves away from the goal - our facial expression becomes sadder, if it approaches it - we show more and more joy. And at the moment when the surprise is found, everyone is happy, congratulate and hug each other! At the same time, the emotion is supported by all participants in the game.

It is important that all the children play during the week and that every
finds a surprise.
If ​​there are not many children, it is better for everyone to play within one day. This game teaches you to understand your own and other people's emotions, it also forms the skill of empathy and support for each other, allows you to feel sincere joy for another person.

Emotional Intelligence Games

(all ages)

Good Deeds Box

Cut out circles or hearts from colored paper. At the end of each day, invite your child to put as many circles in the piggy bank as many good deeds he did today. If the baby is at a loss, help him find this good deed even in the smallest positive deeds. Such a game will be an incentive for the crumbs to do something good.

Throwing out the anger

Give the child black clouds or dark blots, suggest putting them in a bag. At the same time, encourage the child to tell what bad things he did today. Agree with the baby that you put your anger, resentment or other negative emotion in this bag and go to throw it away.

"Affectionate Names"

Collective game, bringing up a friendly attitude of one child to another. Players must stand in a circle. One of the participants throws the ball to another, calling him affectionately by name. For example: Serezhenka, Bogdanchik, Olechka, etc. The second player throws to the next. The one with the most affectionate names wins.

Pyramid of Love

Remind the children that we all love something. Someone has a family, someone has a doll, and some just like ice cream. Have the children build a pyramid of love. An adult begins to build it, naming what he loves and puts his hand in the center. Then each of the children names what he likes or sympathizes with and puts his hand on top. Thus, the whole pyramid turned out.

Color Therapy

Red

Exercise No. 1

Purpose: correction of fears, inertia, apathy.

Step: Pour red finger paint into plastic plates. To the music, with the little fingers of the left hand and right hand, put dots on a piece of paper. Ask your child: “What does the picture you drew look like?”

Game No. 2 "A red object in my palm"

Purpose: correction of fears, inertia, apathy.

Move: close your eyes and prepare your hand. When there is an object in your palm, squeeze your fist. (An adult puts a small red object in the child's palm.) Open your eyes, but do not open your palm. Try to guess what's in your palm. (The child expresses his guesses). Well done!

Now look at your subject. Describe what he is. (Large or small, round, oval, smooth, rough, with a pattern, with a hole in the middle, etc. )

Exercise No. 3

Purpose: correction of fears, inertia, apathy.

Step: prepare pieces of velvet paper and red floss threads, woolen threads of the same color. On a sheet of paper, draw the outline of a flower. To the music, stick the prepared pieces of different materials on the outline of the drawn flower.

Orange color.

Exercise No. 1

Purpose: correction of shyness, isolation, stiffness.

Step: apply glue on thick cardboard, pour millet groats, spreading over the entire sheet, wait until it dries. To the music, use finger paint to color the millet in orange.

Exercise №2 Relaxation

Purpose: correction of shyness, isolation, stiffness.

Move: the teacher gives the task to the children to cut out butterflies of two colors: red and yellow. After everyone has cut out their butterflies, we start coloring the orange pattern on the butterfly with our fingers. Well done! Close your eyes and imagine yourself as a big orange butterfly. (Music turns on). Consider it better. At the end of the music, open your eyes and go to the table.

You and I have just imagined ourselves as orange butterflies. Now we will cut out a butterfly from a sheet of white paper. See how it's done. (An adult explains and shows cutting technologies, mixing two colors: red and yellow.) After everyone has cut out their butterflies, we start coloring the orange pattern on the butterfly with our fingers. Well done!

Yellow color

Exercise №1

Purpose: correction of hyperreactivity, formation of self-control, increase of self-esteem.

Step: draw a mimosa branch on a piece of watercolor paper. Make confetti out of yellow velvet paper. To the music, stick confetti on the image of a branch, paint the branch and leaves with green watercolor paint.

Exercise №2

Purpose: correction of hyperreactivity, formation of self-control, increase of self-esteem.

Move: the child sticks his piece of paper on paper. The leaf can be the head, torso, dress, or anything else. Colored pencils complete everything necessary to make a self-portrait. If the child refuses to portray himself, then he can portray what he wants.

Green color

Exercise №1

Purpose: correction of excitability, anxiety, hyperactivity.

Step: draw clusters of grapes on a sheet of watercolor paper or cardboard. Cut off a small piece from a piece of green plasticine, roll into a ball. To the music, separate the pieces from the ball and smear them over the image of berries, paint the leaves with light green watercolor paint.

Game No. 2 "Green inhabitants of the forest"

Purpose: correction of excitability, anxiety, hyperactivity.

Move: name the forest inhabitants - animals, birds, insects - green (green lizard, green snake, frog, caterpillar, butterfly, bug, grasshopper, etc.). Now each of you will turn into any green creature, and when the music starts, you will move like your heroes. That is, a butterfly will fly, grasshoppers will jump, snakes will crawl, a frog will jump. Show how you will move. Good! When the music stops, your hero should freeze in place. (The game is repeated several times).

Exercise №3

Purpose: correction of excitability, anxiety, hyperactivity.

Step: Cut green velvet paper into strips 15 cm long. Stick the strips on a sheet of watercolor paper or cardboard to the music, paint the gaps with finger paints, mixing green paint with yellow. Show the children how to mix paints to achieve the desired shades, how to use a palette.

Blue color

Exercise No. 1

Purpose: correction of anxiety, aggression, increased excitability.

Step: glue a few pieces of cotton wool (clouds) on watercolor paper.

To the music “Sounds of Nature. Singing birds ”paint the sky with blue finger paint. Show the children how to mix blue and white to get the right shade of blue.

Exercise №2

Purpose: correction of anxiety, aggression, increased excitability.

Step: Prepare 10 pieces of blue floss. On a sheet of watercolor paper or cardboard, draw several wavy lines one above the other. To the music, stick the threads on the lines, trying to keep the shape.

"Guess!"

Cover your face with your hands, and when you open it, some emotion should be depicted on it. Invite the child to guess what you have depicted. Then switch roles with your child.

"How do I say?"

Try to say the same ordinary phrase, for example: “Good morning!”, with different intonations (joyful, sad, angry, surprised, scared, etc.) Let the child try to guess the emotion. Come up with a different phrase and switch roles.

"Let's say hello!"

Purpose: the exercise continues acquaintance, creates a psychologically relaxed atmosphere.

At the beginning of the exercise, different ways of greeting are discussed, both real and joking. Children are invited to greet their shoulder, back, hand, nose, cheek, invent their own unusual way of greeting for today's lesson and greet them. (For each subsequent lesson, a new, previously unused way of greeting is invented!

“Stand up, those who…”

Purpose: the exercise is aimed at developing attention, observation, and also the continuation of group acquaintance.

The leader gives the task: "Stand up all those who ...

- likes to run,

- enjoys good weather,

- has a younger sister,

- likes to give flowers, etc.

If desired

After completing the exercise, the children are asked questions summing up the game:

- Now we will see who in our group turned out to be the most attentive.Which of the guys remembered who in our group likes sweets? have a younger sister?, etc.

Then the questions become more difficult (include two variables):

- Who in our group likes sweets and has a younger sister? Each question is addressed to a specific child, if he cannot answer himself, the group helps him”

“Describe a friend”

Purpose: development of attentiveness and the ability to describe what he saw, continuation of acquaintance.

The exercise is performed in pairs (simultaneously by all participants). Children stand with their backs to each other and take turns describing the hairstyle, clothes and face of their partner.

The description is then compared with the original and it is concluded how accurate the child was.

"What has changed?"

Purpose: development of attention and observation necessary for effective communication.

Each child in turn becomes the leader. The driver leaves the room. During this time, the group makes several changes in clothes, children's hairstyles, you can move to another place (but no more than two or three changes; all changes made must be visible). The task of the driver is to correctly notice the changes that have occurred.

"How do you feel?"

Purpose: development of mindfulness, empathy, the ability to feel the mood of another.

The exercise is performed in a circle.

Each child carefully looks at his neighbor on the left and tries to guess how he feels, tells about it.

The child, whose condition is described, listens and then agrees with what was said or disagrees, supplements.

“My Mood”

Purpose: to develop the ability to describe one's mood, to recognize the moods of others, to develop empathy.

Children are invited to tell others about their mood: it can be drawn, it can be compared with some color, animal, state, it can be shown in motion - it all depends on the child's imagination and desire.

"A gift for everyone (flower - seven-flower)"

Purpose: development of team spirit, the ability to make friends, make the right choice, cooperate with peers.

Children are given a task: "If you were a magician and could work miracles, what would you give now to all of us together?" Or: "If we had a Seven-Flower Flower, what wish would you make?" Each child makes one wish by tearing off one petal from the common flower.

Fly, fly, petal, through the west to the east,

Through the north, through the south, return, making a circle,

As soon as you touch the ground, be led in my opinion.

Command that...

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

"Portrait of the best friend"

Purpose: development of analysis and introspection.

Children are given the task to draw a portrait of their best friend. Then a conversation is held:

- Who do you consider your best, best friend? What qualities does this person have? Do you want to be considered a good friend? What do you need to do, how to behave?

In the course of a general discussion, the rules of joyful communication are formulated, which are drawn in a schematic form accessible to children or written down on a sheet of drawing paper in block letters (if the children already know how to read).

For example:

- Help your friends.

- Share with them, learn to play and practice together.

- Stop a friend if he does something bad. Tell him if he is wrong about something.

- Do not quarrel, do not argue over trifles; play with everyone.

- Don't be jealous.

- If you did something bad, don't be afraid to admit it, apologize.

- Calmly accept the advice and help of other guys.

- Do not rejoice when someone loses. Help him if you can.

- If you lose yourself, don't take your anger out on others, maybe you will win next time.

"Study on different positions in communication"

Purpose: to feel different positions in communication.

The children are given the task to break into pairs. Communication in pairs takes place in a dialogue mode. For communication, interesting and relevant topics for children are offered: "My favorite animal", "My most joyful day last month", etc.

First, a communication situation is organized when both children sit facing each other, then one child sits on a chair, and the other stands near his chair (children change places), then the children, sitting on a chair with their backs to each other, continue the conversation.

Afterward, the children are asked about the impression, mood that arose in the process of communication. How did you like to communicate? Why?

“Hands get to know each other, hands quarrel, hands make up”

Purpose: correlation of a person and his tactile image, removal of bodily barriers; developing the ability to express one's feelings and understand the feelings of another through touch.

The exercise is performed in pairs with eyes closed, children sit opposite each other at arm's length. An adult gives tasks (each task is completed 2-3 minutes): - Close your eyes, stretch your hands towards each other, get to know each other with one hand. Try to get to know your neighbor better. Lower your hands.”

- Extend your arms forward again, find your neighbor's hands. Your hands are quarreling. Put your hands down.

- Your hands are looking for each other again. They want to reconcile. Your hands make up, they ask for forgiveness, you part as friends.

Discuss how the exercise went, what feelings arose during the exercise, what did you like best?

"Magic means of understanding"

Introductory conversation.

Purpose: understanding that it is possible to help a person who is sad, bad, that everyone is able to help everyone who needs it, understanding what exactly can be done for this.

- What helps you when it's difficult or bad for you, when you've made a mistake, when you've been offended?

- What are the special things that people with whom we are pleased to communicate can do, what distinguishes them? (smile, ability to listen, eye contact, kind gentle voice, soft unsharp gestures, pleasant touches, polite words, ability to understand a person).

- Why can we call these means of understanding "magical"?

- Can you and I use these "magic" remedies when?

"Faces"

Purpose: to promote understanding of facial expressions and facial expressions.

The leader hangs various pictures, masks on the board:

- joy, - surprise, - interest,

- anger, - anger, - fear, - shame,

- contempt, - disgust, what feeling the mask expresses.

"Masks"

Purpose: the ability to distinguish facial expressions, independently consciously use facial expressions to express their emotions.

Each of the participants is given a task - to express grief, joy, pain, fear, surprise with the help of facial expressions ... The rest of the participants must determine what the participant was trying to portray.

"Role-playing situations"

Purpose: the exercise is performed in pairs, it is aimed at specific study, the use of "magic" means of understanding, the development of empathy, the use of already familiar means of understanding.

Using the "magic" means of understanding, the children should help:

1) a crying child, he lost the ball;

2) mother came home from work, she was very tired;

3) a friend in the class is sad, his mother is ill;

4) your friend is crying, he got a bad grade;

5) a neighbor girl asked you to make an application for her...

It is necessary to choose as many situations so that each child can complete the task.

"Drawing"

Purpose: development of empathy, creative imagination.

Children are given a task: "Draw a kind animal and call it an affectionate name, reward it with some magical means of understanding."

Drawing is carried out to quiet calm music, paints or bright crayons, felt-tip pens on unlined white sheets. Then there is a competition for the kindest animal. The winner is awarded a certificate.

"Artist of the word"

Purpose: development of the ability to describe the observed, the ability to highlight the details that are essential for the description, the use of acceptable, harmless words, the expansion of the active and passive vocabulary of children.

Each child in turn thinks of someone from the group and begins to draw his verbal portrait - his external features (and, if possible, internal, psychological), without specifically naming this person.

Given the level of development of children, we can offer them exercises for associative perception. (What animal does it look like? What flower? What piece of furniture? Etc.)

“Let's make a gift to each other in a circle”

Purpose: development in children of feeling each other, understanding the mood of another, developing empathy.

The facilitator gives the task to everyone to make a gift to their neighbor on the right, but not a specific gift, but a fictitious one: "What would you like to give this particular person? Give the gift that, in your opinion, he needs most now."

A gift can be described with words or shown with gestures.

"Toy"

Purpose: role-playing situations, developing skills for effective interaction, empathy, and the ability to cooperate.

The exercise is performed in pairs. One child from a couple is the owner of a beautiful and very beloved toy, with which he loves to play. Another child really wants to play with this toy. His task is to persuade the owner of the toy to let him play with it.

Important: when performing this exercise, the child - the owner of the toy is given any toy in his hands, which he must present as his favorite.

As soon as the owner of the toy gives it to the asking child, the exercise is interrupted and the child is asked why he gave the toy.

"Role-playing situations"

Purpose: the task is aimed at the specific study and application of "magic" means of communication, the development of empathy, the use of already familiar means of understanding.

Children are given game situations that they stage. The exercise is performed collectively (participants acting out the situation and observers are selected from the group). The task of the actors is to play the given situation as naturally as possible, while the observers analyze what they see. After a collective discussion, you can play the situation again with the same actors (if they did it unsuccessfully before) or with new ones (to consolidate the magical means of understanding in practice).

Examples of playable situations:

- You went out into the yard and saw that two unknown boys were fighting there.

- You really want to play with the same toy as one of the guys in your class. Ask her.

- You hurt your friend very much. Apologize and try to make amends.

"Mood"

Purpose: the ability to describe one's mood, the development of understanding the mood of others, the development of empathy, associative thinking.

Creates a mood color for the group. For example, on a common sheet of drawing paper, with the help of paints, each child draws his mood in the form of a strip, or a cloud, or simply in the form of a spot. Another option is possible: from a basket with multi-colored petals made of colored paper, each child chooses a petal for himself, the color of which is most suitable for the color of his mood. Then all the petals are collected in a common chamomile. You can invite children to compose a spontaneous mood dance.

"School of smiles"

Purpose: development of empathy, cultural communication skills.

Introductory conversation:

- When do people smile?

- What kind of smiles are there?

- Try to show them.

Children try to smile restrainedly, slyly, sincerely...

- Draw a smiling person.

- What is a smiling person like?

"General mood"

Purpose: development of understanding, feeling the mood of the interlocutor.

Stage 1: A competition is announced for the best image of joy, fear, anger, grief (in the future, the set of emotions can be expanded). The mood is depicted with the help of facial expressions and gestures. Then, when an expression of emotion is found, the facilitator asks to come up with and make a sound that each child associates with this state. If the task is difficult to complete, then you can associate it with a situation from a specific life experience of children: "Remember yourself when you were happy, when some unpleasant event happened to you, etc."

If children begin to copy movements from each other, then the task can be done with closed eyes and open them only when the expression of the desired state is found.

Stage 2: Work in pairs. Several basic emotions are selected, for example, fear, surprise, joy, grief. Children stand with their backs to each other, at the expense of one-two-three show the same state, without saying a word. It is important to learn how to feel each other as best as possible. It is good when the choice of the state in a pair coincides 2-3 times in a row.

Stage 3: A unified one is being developed; a general sign for depicting basic emotions, such as fear, grief, joy...

At this stage, it is important to work on discussing the visible signs that express a certain state.

"I am good - I am bad"

Purpose: development of reflection and introspection.

Children are invited to draw a picture, a self-portrait, on which both their good and bad qualities should be drawn. If the children are at a loss, then you can talk with them about what qualities they consider to be bad and which are good and why. How can you draw bad quality, but how good? What color can they be and what shape?

“The wind is blowing on. ..”

With the words “The wind is blowing on...”, the facilitator starts the game. In order for the participants in the game to learn more about each other, questions can be as follows: “The wind blows on the one who has blond hair” - all the fair-haired people gather in one pile. “The wind blows on the one who ... has a sister”, “who loves animals”, “who cries a lot”, “who has no friends”, etc. The leader must be changed, giving everyone the opportunity to ask around the participants.

"Find a friend"

The exercise is performed among children or between parents and children. One half is blindfolded, given the opportunity to walk around the room and offered to find and recognize a friend (or their parent). You can find out with the help of hands, feeling hair, clothes, hands. Then, when a friend is found, the players switch roles.

“Mittens”

The game requires cut-out gloves, the number of pairs is equal to the number of pairs of participants in the game. The host spreads mittens with the same ornament, but not painted, around the room. The children are scattered around the room. They look for their “pair”, go to a corner and, with the help of three pencils of different colors, try, as quickly as possible, to color the mittens in exactly the same way. The facilitator observes how the couples organize the joint work, how they share pencils, how they agree at the same time. Congratulations to the winners.

“Let's make up a story”

The leader starts the story: “Once upon a time...”, the next participant continues, and so on in a circle. When it's the leader's turn again, he directs the plot of the story, sharpens it, makes it more meaningful, and the exercise continues.

"Dragon"

The players stand in a line, holding on to their shoulders. The first participant is the “head”, the last one is the “tail” of the dragon. The "head" should reach out to the tail and touch it. The "body" of the dragon is inseparable. Once the "head" has grabbed the "tail", it becomes the "tail". The game continues until each participant plays two roles.

“Roar lion, roar; knock, train, knock”

The leader says: “We are all lions; big lion family. Let's have a competition to see who can growl the loudest. As soon as I say: “Roar, lion, roar!” let the loudest growl be heard. “And who can growl even louder? Roar well, lions." You need to ask the children to growl as loudly as possible, while depicting a lion's stance.

Then everyone stands one after another, placing their hands on the shoulders of the person in front. This is a steam locomotive. He puffs, whistles, the wheels work clearly, in time, everyone listens and adapts to the neighbors. The locomotive travels around the room in different directions, now quickly, then slowly, then turning, then bending, making loud noises and whistling. The driver at the stations changes. At the end of the game, a "crash" can occur and everyone falls to the floor.

"Yes or no?"

The players stand in a circle and hold hands, the leader is in the center. He explains the task: if they agree with the statement, then raise up and shout “Yes”, if they do not agree, lower their hands and shout “No!”. Is there a firefly field? Are there fish in the sea? Does a calf have wings? Does a piglet have a beak? Does the mountain have a ridge? Does a rooster have a tail? Does the violin have a key? Does the verse have a rhyme? Does it have any errors?

"Shadow"

One player walks around the room and makes different movements, unexpected turns, squats, bends to the side, nods his head, waves his arms, etc. All the rest stand in a line behind him at a short distance. They are his shadow and must quickly and clearly repeat his movements. Then the leader changes.

"What does the mood look like?"

Participants of the game take turns saying what season, natural phenomenon, weather, similar to their current mood. It’s better for an adult to start comparisons: “My mood is like a white fluffy cloud in a calm blue sky, and yours?” The exercise is carried out in a circle. The adult generalizes - what is the mood of the whole group today: sad, cheerful, funny, angry, etc. When interpreting the children's answers, keep in mind that bad weather, cold, rain, gloomy skies, aggressive elements indicate emotional distress.

"Psychological molding"

In this case, much depends on the imagination of an adult. He asks the children to mold one common figure from their bodies: a "starfish" (you can lie on the carpet) - and show how it moves. Shell, cat, bird, flower, car, etc. Children not only "sculpt" the figure, but also "revive" it, moving smoothly and synchronously, without violating its integrity.

“Walking along the brook”

A brook is drawn on the floor with chalk, winding, sometimes wide, sometimes narrow, sometimes shallow, sometimes deep. Tourists line up one after another in one “chain”, put their hands on the shoulders of the person in front, spread their legs to the width of the stream in the place where their path begins, slowly move all together, changing the width of the spread legs, stepping along the banks of the stream. The stumbler gets his foot into the stream and stands at the end of the chain.

“Mirror”

Children are asked to imagine that they have entered a mirror shop. One half of the group are mirrors, the other half are different animals.

Animals walk past mirrors, jump, make faces - mirrors must accurately reflect the movements and facial expressions of the animals.

The development of emotional intelligence in adults

To develop emotional competence and mastery of emotions, it is very important to improve the process of perception and emotional assessment of reality. There are two main ways of perceiving the surrounding reality and recreating its image - associated and dissociated.

Associated approach means that a person is inside the experienced situation, looks at it with his own eyes and has direct access to his own emotions.

The dissociated method allows you to evaluate the event as if from the outside, as a result of which the person loses touch with the feelings and experiences that took place in the real situation.

To stop experiencing negative emotions and discomfort, many experts recommend dissociating from a disturbing, unpleasant memory. To do this, you need to mentally get out of the situation of experience and look at this event from the outside. Watching a movie about yourself in your imagination, you can reduce the brightness of the image, replace color images with black and white. As a result of such actions, an unpleasant situation gradually ceases to excite a person, which allows you to return to it later and calmly analyze all your actions.

The reverse procedure of association with pleasant memories is also very effective. Everyone can remember many events that were associated with positive emotions and high spirits. In order to regain the freshness of joyful memories, it is enough to re-enter “inside” the once pleasant event, see it with your own eyes and try to experience the same emotions as then (visualization technique). Associating can also help when communicating with other people. Since in the process of communication many are associated only with unpleasant details, interaction with communication partners sometimes causes rejection. If you perform the opposite action and associate in communication with pleasant feelings, you can find a number of pleasant interlocutors.

Thus, emotions are directly related to thinking. Thanks to thinking and imagination, a person can have various images of the past and future, as well as emotional experiences associated with them. Therefore, the one who controls his imagination is also in control of his emotions.

In order to be able to control not only your states, but also the emotions of your communication partner, which will greatly increase your emotional intelligence, you can do the exercise "Help me calm down." A couple of people are offered some kind of emotionally intense situation. The task for one member of the couple is to relieve the tension of their partner. Situations are usually abstract or even fantastical in order to avoid the personal involvement of the participants. Time is limited to 2-3 minutes. Partner and situations change every time. At the end of the exercise, there is a discussion about what techniques the participants used to relieve tension, and which of them did it best.

Similarity exercises are also helpful in developing emotional intelligence, which is one way to better understand yourself and others. For this, the task “Emphasing commonality” is used: you need to mentally find 20 common qualities with a person whom you recognized a few days ago or even half an hour ago. This simultaneously develops the ability to reflect and adequate self-esteem.

To develop your knowledge of emotions and emotional states, you can develop your own Emotion Dictionary. It should have four sections: positive, negative, neutral and ambivalent (contradictory) emotions. The dictionary needs to be replenished whenever a new term is recalled to describe an emotional state.

The capacity for unconditional acceptance of people, which, according to many authors, is also related to emotional intelligence, can be developed in a fairly simple way. To do this, you can use the exercise "Emphasizing the Significance": you need to set a goal during the day at least two (three, four, five) times to emphasize the importance of those people with whom you work or communicate - to note their successful ideas, suggestions, express respect for them and sympathy.

Thus, the set of techniques and methods for developing emotional intelligence is quite rich. The choice of a specific approach depends in each individual case on the goals and those people who are involved in the work. 9Ol000 of them runs smoothly.

We talked with child psychologist Elena Buryeva about how to help a child get used to a new environment, what to do if conflicts arise, and how to respond if a child behaves worse than usual after kindergarten.

What do you learn

• Whether the atmosphere changed in kindergartens
• How to understand that the child is ready for kindergarten
• How normal adaptation
• How to facilitate adaptation
• How to help Mom
• how if the child's behavior changes after kindergarten
• Is it possible to make surprises after returning
• How to find out what happened in kindergarten
• What not to say
• How to respond if a child is being bullied
• What to do if your child is the aggressor
• How to help adapt when transferred to another group or another kindergarten

Has the atmosphere in kindergartens changed

The world has changed. We began to think more about how not to injure children and how to properly educate them.

In state kindergartens, groups are usually large, so there is no talk of an individual attitude towards each child. However, even there, educators treat children humanely. There are cases of incorrect behavior, but they are rare.

Parents can reduce the risk of this happening to their children. When they bring a child to kindergarten, it would be nice for them to talk to the teacher. Find out how his mood is, perhaps give a compliment or tell some funny story about a child. Such a conversation will help to understand if the teacher has burned out.

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What should be in a safe kindergarten and school

A person with emotional burnout communicates differently, is not happy, irritated, apathetic. If you notice such signs, you should go to the manager. Not a single leader is interested in something happening to the children, and, most likely, they will respond to such a signal. The educator will at least be referred to a psychologist.

But, unfortunately, in our time, parents do not always find time to communicate with the teacher.

How do you know if your child is ready for kindergarten?

Kindergarten is a service, but optional, unlike a school. Parents should clearly understand why they need to take their child there. If a family needs mom and dad to work, grandma is far away, and it is impossible to hire a nanny, a kindergarten is a good option. Then it is suitable at any age.

It is important for parents to get rid of their fears. If a mother does not want to go to work and expects that the child will react badly to the garden or will often get sick, then problems will arise. How successful the adaptation will be depends largely on the mood of the parents.

Up to three years, it is also affected by how well the child builds relationships with adults, so it is important to establish contact with the caregiver. At this age, children do not know how to play together, they have a parallel interaction that continues until their interests converge on one object. Further, due to their development, children will not be able to resolve the conflict and will begin to show aggression, and the adult who is nearby teaches them to deal with it in an environmentally friendly and socially acceptable way.

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How Montessori gardens for children are organized

A child is psychologically ready for separation from his mother when he can independently invent role-playing games when he is interested in peers, that is, at three and a half to four years. If necessary, you can give to the garden earlier, but it is at this age that you can talk about the importance of socialization.

If parents understand that kindergarten is inevitable, and the child has a developmental delay, it would be good to teach him some signals - for example, imitate taking off his pants when he wants to go to the toilet. And, of course, tell the educators about such signals. Then the teacher and the child will be able to understand each other, and in general, adaptation will proceed normally. Of course, it will be a little more difficult, but the use of diapers or bad speech are not the factors that will greatly aggravate it and because of which it is worth giving up kindergarten.

The only thing is that if kindergarten is scheduled due to a move, the birth of another child, or, for example, a divorce, it is advisable to go through adaptation in advance in order to avoid overlapping stresses.

How does a normal adjustment work?

Going to kindergarten is stressful for a child, as his usual way of life changes dramatically. He has to spend a lot of time without his mother, he is surrounded by many children, and he also needs to live according to a routine and certain rules.

During adaptation, the body adapts to changing conditions, and the child may show the following signs:

• sleep disturbance;
• decreased appetite;
• skill regression;
• lack of cognitive interest;
• apathy or aggression;
• mood swings;
• frequent respiratory illness or exacerbation of chronic.

The adaptation process does not start in the first days, but 3-5 weeks after the child goes to kindergarten. If during this time the parents have not noticed significant changes and the child behaves like at home in the garden, he has an easy adaptation. It lasts 2-4 weeks and occurs in many.

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How I helped my child adapt to kindergarten

With moderate adaptation, the child plays with peers, eats, sleeps, goes to the toilet, but hardly parted with his mother in the morning. The main rule: it is more important how the child leaves the kindergarten than the mood with which he goes there. As a rule, in the evenings, children with average adaptation say goodbye and say that tomorrow they will come again, or they don’t want to go home at all. This adaptation is considered the most common. It lasts up to two months.

If after a month the child does not make any progress - he does not want to go to the garden, sleeps badly, eats badly, stuttering, vomiting, nervous tic - he probably has a difficult adaptation. It can last up to several years and is single. Here it is important to stop going to kindergarten and turn to a neurologist and psychologist: perhaps the separation from the mother was not completed or there are developmental features.

But you should not attribute everything to adaptation. Throughout life, the child grows, changes, and other factors may well overlap with adaptation to kindergarten.

How to facilitate adaptation?

It is better to prepare for kindergarten in advance, about a year in advance. Here's what I advise you to do.

Communicate with peers. We are social beings, and even taking into account the fact that until the age of three children cannot play together, it is important for them to see each other in order to get used to the reactions and emotions of other children and adults. If you skip the stage of parallel interaction, it will be more difficult for the child to join the team.

Sometimes parting with a child. The child must be periodically left with relatives or animators in the playroom, because children who have had the experience of parting with their mother adapt more easily to kindergarten. The main thing is to say before leaving that you will definitely come and pick it up.

Teach independence or certain signals and warn the teacher about them. It is important to show the child how to dress and undress, hold a spoon, and give them the opportunity to do it on their own without rushing or criticizing. And be sure to teach to ask for help from educators and wait.

Adjust to kindergarten mode. If a child falls asleep at different times during the day, it may be difficult for him in the garden. It will be more difficult if he is used to eating pizza and sandwiches. It is better to pre-diversify the home menu with the most common dishes from kindergarten by preparing a casserole or an omelette with your child.

Talk about the kindergarten: approach it during walks, get acquainted with the premises, territory. You can show cartoons, read fairy tales about kindergarten, that is, the child should know as much as possible about it. Here are the books I recommend:

1. Anna Dewdney, "Lama in the garden without a mother."
2. Tatyana Rabtseva, "Vovka is going to kindergarten."
3. S. Petrova, A. Lastochkina, "Seva the bunny doesn't want to go to kindergarten!".
4. Irina Zartaiskaya, "A raccoon goes to kindergarten."
5. Elena Buryeva, "Easy adaptation of a child to kindergarten in 30 days."
6. Beth Shoshen, Always Together.
7. Sam McBratney, Do You Know How Much I Love You?
8. Debi Gliori, Whatever Happens.
9. Przhemislav Vekhterovich, "Mom's smile".
10. Audrey Penn, Kiss on the Palm.

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What is wrong with food in kindergartens

I also recommend looking at the Fairy Tales website.

Here are some cartoons you can watch:

1. Peppa Goes to Kindergarten.
2. Santa Claus and summer.
3. "How Petya Pyatochkin counted elephants".
4. "About Vera and Anfisa".
5. "Once upon a time there was a Princess - I don't want to go to kindergarten!".

When parents go to the kindergarten to take the documents to the head, it is worth taking the child with you. On the territory of the kindergarten, behave calmly, pay attention to the exhibition of crafts and drawings.

You can take photographs and then print them out and make a map of the area where you can stick the pictures. Let the child show this card to another adult - this will help him tune in to a new life stage. The more often the child sees, remembers the place where he has to go, the faster he will get used to it. Drawing plans, maps, printing photos, watching videos of the premises - it's all about helping you get used to it.

Talk to the principal and teacher. To reduce your anxiety about the kindergarten, when you bring the documents, ask the head of the mode, menu, alternative to daytime sleep, standards, if the child falls ill or an emergency happens to him in the group. Each parent may have a different list of questions depending on what is important to him personally.

To help the child adapt, I suggest that parents tell the teacher about the child's characteristics: his habits, skills, fears, how best to comfort him and what dishes he does not eat. I'll tell you what to do when the child has already gone to the garden.

Help make friends. In today's world, parents are responsible for making friends with their children because preschool children rarely go out alone. As a rule, kindergartens have chats for parents, they can be used to find out who, where, when and with whom they walk, and join. So the children can get to know each other better and, possibly, make friends. If the child has a friend in the garden, adaptation will be easier.

Adapt gradually. First, the child should be left for several hours a day, then until lunch, after 2-4 weeks, taken immediately after sleep, and only then left for the whole day. If left immediately for a day, difficulties may arise. A child who used to normally move away from his mother will suddenly begin to cling to her, afraid that he will be abandoned.

How can I help my mother get over the morning separation?

Here are some ways to help.

Leave the send-off to another adult. If a child cries only with his mother, he may be less emotionally responsive to separation from his father.

Sympathize. It is worth saying something like this: “You don’t want to go to kindergarten, because you have to get up early. But you have to go there, because small children cannot be at home alone, and adults must go to work. Little children are looked after in the kindergarten. ”

Many parents are afraid of such phrases, but if the family knows for sure that the garden is needed, it is important to learn to reflect the feelings of the child, to sympathize with him.

Leave as quickly as possible. Say something like this: "You're sad, you don't want to leave, but mom has to go to work. Let me set the alarm, we hug, say goodbye for another minute, and when the alarm rings, you go to the playroom, and I go to work.

When the time is up, it is important not to run away unnoticed, but to say goodbye. Otherwise, the child will have distrust, a feeling that they can be abandoned.

Bring something from home: a T-shirt with a photo of your mother, a photo of your family, your favorite toy or book. When the child starts to get bored, this will help him cope with the fact that his mother is not around.

Ask the caregiver to call if the baby is crying more than usual. As a rule, educators fulfill this request, since no one wants to listen to crying all day. If you come for a child earlier because of his prolonged crying, it is important to say: "I did everything and came." For this, it is desirable that during the adaptation period, the mother has the opportunity, if necessary, to come in the middle of the working day.

How to behave if the child's behavior changes after kindergarten?

When a child goes to kindergarten, big changes come in his life that affect the emotional and nervous systems. The emotional system is how a person reacts to a situation. Everyone will have their own reaction. At home, the child relieves the stress accumulated during the day - this only speaks of trust in the parents.

It remains to sympathize with him and show concern, for example, to help put on shoes and dress. Often the desire for independence is brought to fanaticism. But if the child has learned to put on shoes and the mother will help to put on the sandals once, then nothing terrible will happen.

After gardening, physical activity and art therapy are the best way to relieve stress. You can play together with water, semolina, sand, spit, draw, give your child a massage. I advise you not to turn on the TV right away: behind the gadgets, emotions are forgotten for a while, but later they pop up again. It is better to let the child survive them and not be afraid of crying. Remember: children are just developing their emotional and nervous systems. The task of parents is to be caring adults who are always there.

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English with a native speaker and early career guidance: 10 kindergartens in Moscow with an atypical program

Is it possible to make surprises after returning?

If the financial situation of the family allows, why not? The main thing is not to reproach the child later and not expect him to behave in a certain way, since in this case the parents lose the ability to negotiate, which will come in handy in the future.

But after kindergarten, it's better not to go to the store for a new toy, but to take a walk or give your child a massage. In the process of adaptation, it is important to minimize any emotions, including positive ones. The nervous system does not care what to get excited about.

It also happens that a family used to be able to afford to buy a toy every day, but then the situation changed. Then it is important to tell the child the truth, to accept his sadness. Yes, he will cry, but this does not injure him in any way and does not mean that you are bad parents. It happens.

How to find out what is happening with a child in kindergarten?

Until about six years old, every child thinks that everyone sees the world the way he does, so the stories about what happened are most often slurred, out of place.

You can learn about relationships with other children and caregivers using the diagnostics that I talked about earlier. Children over four years old can be invited to draw themselves in kindergarten, and when the drawing is ready, ask who is depicted on it, what each character does, and so on.

I also advise you to ask multiple choice questions: “Did you drink milk or tea in the evening? Did you eat buckwheat or cabbage for dinner?”

It must be understood that, due to his development, the child compares absolutely everything that happens in one unit of time. For example, in the garden they told a fairy tale about a wolf that bit a barrel, the teacher said: “Sonya, stop it,” and Vasya pushed Misha. When asked what happened in the garden, the child can answer that the teacher bit Sonya, that is, tell such a fable that will frighten. The main rule of relationships: the reaction of parents always reinforces the behavior of the child.

Hearing that someone has hurt someone, the parent clings to these words and starts asking further questions. The child has to fantasize, although, most likely, the story did not even happen to him. Then his stories will become even more fantastic, so the reaction of parents should be even. And if some information alerted, it makes sense to clarify it with the educator - of course, without the child.

In the evenings, I would shift the focus away from kindergarten. When adults come home from work, not everyone is ready to discuss it - it's the same with children. I recommend to concentrate on the relationship with the child here and now, to find common ground outside the kindergarten: to play together, sculpt, draw.

How to understand that a child is ill?

Keep a behavior diary, in which you will record anxiety symptoms. Suppose the child used to sleep well, but when he went to the garden, he began to fall asleep late and sleeps restlessly - they wrote down how many nights this continues. Or he began to stutter, became more capricious. Perhaps you will have nothing to write, the symptoms will be observed one day at a time, but it is easier to track changes in the child's condition.

Perform self-diagnosis. Here are the options:

• play with soft toys in kindergarten, paying attention to the game. Most likely, if the wolf-educator constantly tells the children-animals to be silent, “Mary Ivanovna” does the same;
• make applications, inviting the child to cut out a character for each child and teacher. It can be a bear, a car, a flower, Spiderman and so on. Then give a piece of paper and ask them to attach everyone in turn. If a child, for example, attaches all the animals nearby, and imagines himself as a small gray mouse and sticks it to the side, he probably does not have relationships with peers - he needs your help.

What should not be said to a child who goes to kindergarten?

Sometimes the parents themselves create a negative image of the garden in the child - even unconsciously. Here are some phrases that work this way.

"Do you like kindergarten?" Parents who ask this question from day one should ask themselves, "What do you want to hear?" Is it important for you to hear “No, I don’t like it” and reinforce your importance? This is a question about parental anxiety, about distrust of the system, which should not be.

"I didn't like going to kindergarten." Having heard something like this, a child is unlikely to visit this place with pleasure. If mom didn't love, why should he?

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4 problems in kindergartens and schools that parents can deal with

“Marya Ivanovna must be evil.” One cannot discuss caregivers and other children in the presence of the child, as it is assumed that he should be comfortable with them.

"If you misbehave, you'll go to the garden." It is advisable not to intimidate the child with the fact that, presumably, he should love, trust this. In addition, the relationship between parents and children must remain honest. Are you telling the truth when you threaten that if you behave badly on Monday morning, the child will go to the garden?

How to react if a child is offended?

Having found a bruise on the body, you can ask the reason for its appearance in the child - preferably without a tragic intonation - but it is better to check with the teacher. It should be borne in mind that if a child runs at home, falls, beats, then most likely he behaves the same way in the garden. Educators, of course, monitor the behavior, but sometimes there are falls and fights.

If the child really has a conflict with someone and it occurs regularly, you can talk to the mother of the fighter, offering to forbid the children to communicate. There are many reasons for child aggression, and this is the easiest way to solve the problem.

In extreme cases, there is an option to transfer the child to another group or another kindergarten, this can be done even with moderate adaptation. The attitude of parents to a particular situation plays an important role. If they think the caregiver or another particular child is at fault, perhaps the change will be beneficial.

What if your child is the aggressor?

On the playground, the child learns to distinguish which toys are his, which are strangers, which are shared. In the garden, he must understand that there is almost everything in common and that whoever takes it first is the one who plays, you have to wait for your turn. If a child does not know these rules, he will take away by force. You can talk about them, for example, by playing scenes with soft toys. A child can be taught to wait, ask, offer to change, play together.

Another child often bites, pushes, fights when someone else violates his boundaries, but otherwise he cannot defend them. Parents should teach this.

I have my own method of dealing with aggression - "goga". Here's what each letter means:

1. "G" - boundaries: the child hits and bites you, breaks furniture, pulls curtains, and so on.
2. "Oh" - reflection, voicing: "You're angry, so you hit me."
3. "G" - the boundaries of the rules: "I can not be beaten" or "People are not beaten."
4. "A" - alternative: "You can hit the pillow."

This is how a child learns to live emotions in an ecological way. It is desirable that the educator also monitor these moments and react in a similar way, because it is difficult to teach something after the fact.

It also sometimes happens that parents at home allow their child to bite and beat themselves, turning it into a game. Then he tries to behave in a similar way in the garden, not understanding why dad can be beaten, but not the boy. Ideally, this behavior should not be allowed at home.

How to help adapt when transferred to another group or kindergarten?

Here the advice is almost the same as for the initial adaptation.

Adapt gradually. Ideally, leave the child for two hours for one week and then gradually increase the time of his stay in the garden.

Use parent chats. Ask who, where and when walks, and join so that the children get to know each other better. If a child misses old friends, it is advisable to maintain relationships with them as well. The older the child, the more he can become attached to peers.

Get involved in the life of the group. Some kindergartens have special days when parents come and tell something about their profession.

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