Social skills activities elementary


20 Evidence-Based Social Skills Activities and Games for Kids

Oct 14 2020

Positive Action Staff

SEL Articles

Activities and games for socialization are a great way for your child to learn how to behave around their peers, no matter if he is a toddler, preschooler or if he just started kindergarten. Games can teach skills like taking turns, managing emotions, and reading body language.

Use these evidence-based social skills activities to help your child build their social behaviors and learn how their actions affect others. With these games, they can become more independent and maintain healthy relationships throughout their lives.

1. Staring Contest

Many children have trouble maintaining eye contact in conversation. A staring contest can help kids make and keep eye contact in a way that allows them to focus on that task, rather than trying to communicate simultaneously.

If your child still feels uncomfortable, you can start smaller. Place a sticker on your forehead for them to look at and then build toward having a conversation.

2. Roll the Ball

It’s never too early to start building social skills, and a game of roll the ball suits children as young as toddlers. Kids take turns rolling a ball back and forth between them, laying the foundation for other social skills.

Kids learn to carry this skill into taking turns in conversation or when doing joint activities. They also learn self-control by aiming the ball toward their friend and rolling it hard enough to reach them yet with limited force.

3. Virtual Playtime

Sometimes, your child can’t have play dates in person, but they can still spend time together over video chat and other online spaces. Video chats help kids make eye contact by looking at their friend on the screen.

Learning to adapt to new situations becomes a valuable trait, whether with social distancing or in their future workplace. Coming up with new ways to spend time together increases problem-solving abilities, which adds to a set of vital social skills.

4. Emotion Charades

Emotion charades involves writing different emotions on strips of paper. Your child picks one out of a hat or bucket. Then, they must try to act out that emotion.

Emotion charades can help children learn to recognize emotions using facial and body cues. You can even adapt social skills activities like this to create a game similar to Pictionary, where children draw the emotion.

By depicting and acting out emotional expressions and reactions in social skills activities, children learn emotion management, which plays an important role in creating positive relationships and communicating feelings.

5. Expression Mimicking Games

When you play this game with your child, you're teaching social skills with expressions. Mimicking your expressions allows your child to understand what certain expressions mean and recognize them when others make them in real conversations.

When kids with social challenges learn to read facial expressions, they become more comfortable in situations involving them.

6. Topic Game

You can play several variations of the topic game, but the most common one involves choosing a topic and naming things that fit into that category using each letter of the alphabet. For example, if you choose animals as the topic, you might come up with:

  • A: Aardvark
  • B: Baboon
  • C: Chicken

The topic game teaches kids to stick to one subject and follow directions until they complete the activity. It also helps them make connections and get creative with letters that have fewer options.

7. Step Into Conversation

Step Into Conversation is a card game made for children with autism. The game presents structured social skills activities, like starting a conversation and talking about specific subjects based on cards.

The game helps kids learn how to talk to others appropriately and carry a conversation with perspective and empathy. It teaches good manners and self-control by showing them how to politely enter a conversation, when to talk, and when to listen.

By using socialization games like this one, you give structure to conversations to develop the social skills necessary to handle different situations in their daily life.

8. Improvisational Stories

Many children tell stories even outside of intentional social skills activities. With improvisational stories, you add another challenge that requires them to collaborate and create a narrative without thinking about it beforehand.

For this activity, place cards with pictures or words face down. The child picks three of these cards, and they must include these objects or topics in the story they tell. The game ends when all the cards are gone, or the kids reach the end of their story.

You can use this activity as a multiplayer game where children take turns adding to the story and building on each other’s ideas, or one child can tell you their own story.

9. Name Game

With this simple game, kids roll or toss a ball to someone after they call out their name. Social skills activities like this one work well for helping even toddlers learn their peers’ names. It shows that they are attentive to others, and it’s a step toward getting to know other people.

10. Simon Says

Simon Says builds social skills for kids' self-control, listening, and impulse control as they copy their peers' movements and follow instructions. It also helps keep the attention on the game and rewards good behavior for those who follow the rules throughout the game.

11. Rhythm Games

You can incorporate rhythm games as a social skills activity both at home and in the classroom. These music-making games let your child be creative while following directions and recognizing patterns.

A 2010 study by Kirschner and Tomasello shows that joint music-making helps social behavior. In a game where children must “wake the frogs” with music, the researchers found that kids who followed the rules by making music were more likely to help others who tried waking the frogs with non-musical means.

12. Playing with Characters

These social skills activities involve tapping into your child’s natural tendency to play. Using stuffed animals or dolls, you can interact with your child through the toys.

Having conversations through toys teaches kids to recognize behaviors and communicate their feelings. They practice their social skills through the toys in an imaginary, low-risk environment, without worrying about the toys’ hurt feelings.

13. Play Pretend

Kids will typically create a scenario in which they pretend to be someone or something else. For example, they might play house and take on the roles of parents, become a doctor, veterinarian, teacher, or cashier. Each of these situations allows them to explore different social skills activities.

As they pretend to parent another child, for instance, they must learn to recognize and respond to emotions, deescalate situations, and adapt to new situations.

14. Token Stack

You can adapt token stack from board games like checkers to create social skills activities that teach children how to have a considerate conversation. Every time the child speaks and responds appropriately, they add another token to their stack.

They face the challenge of trying to stack their tokens as high as possible while taking turns speaking. This activity makes them focus on having a calm conversation and giving thoughtful responses to questions and statements.

15. Decision-Making Games

Social skills activities like decision-making games come in many forms. By using strategy games or activities as simple as sorting and matching, your child learns persistence, thoughtfulness, and cooperation with others.

These games help kids with indecision, as they ask the child to make a choice, even if it’s not right the first time. It demonstrates low-risk consequences and encourages them to try again if they make a mistake.

16. Building Game

When children work together to build something, like a tower using blocks, they must communicate, take turns, and understand each other to bring their creation to life.

Kids will work together to come up with a method to build their item. When they apply it, they learn to try again if the creation falls and celebrate each other’s unique abilities when they finish the project successfully.

17. Community Gardening

Community gardening works differently than other social skills activities in that it teaches children to nurture a living thing.

Gardening with others increases social competence by having your child take care of something and learn responsibility, as they cannot neglect their plants. This activity also gets kids outdoor and can help calm them.

18. Team Sports

Children can participate in team sports through their school, on a recreational team, or even play with friends in their backyard. Team sports show kids how to work together toward a common goal and keep their focus on the game.

They also learn to recognize emotions, like when someone gets hurt or scores a goal, and react appropriately when they win or lose.

19. Productive Debate

A productive debate works well for older kids to learn how to manage emotions and work on positive expression, even in challenging situations. They learn how to have difficult conversations calmly, without turning them into an argument or trying to insult the other person.

People who can debate and listen to their opponent develop more of the skills needed to become leaders in the classroom and workplace.

20. Scavenger Hunts

During scavenger hunts, children work together to find objects or get a prize at the end of the activity. By working toward their goal, they learn teamwork, organization, and positive decision-making. They can choose to split up, move as a group, and collaborate to reach the end of the game.

They also get rewarded for cooperating. These activities help them with creative problem-solving abilities by making up clues for other players to solve.

What’s Next?

Using evidence-based social skills activities and games helps your child build social skills while doing something they enjoy. You can adapt any of these activities to something that engages your child and allows them to get creative with their socialization.

However, activities and games can only go so far. The Positive Action social skills curriculum is designed to work in tandem with activities like these and more to help your child identify their self-concept and shift this introspection to their social interactions. We feel social skills start within.

Explore our sample lessons for even more ways to encourage your child’s social-emotional learning, or contact us to find out how our program can improve your child’s social skills and have fun doing it today!

Try These 5 Great Social Skills Activities for Students & Groups

Working as a school psychologist in the public school system for many years, I sometimes heard school counselors asking for advice about which social skills activities they should do with their students

Children in the group often had difficulty with skills such as:

  • listening
  • waiting their turn in conversation
  • staying on topic
  • sharing materials
  • understanding another person’s feelings
  • getting along with others
  • resolving conflict
  • appropriately expressing their own feelings

This article gives five suggestions for social skills activities for students and groups.

You may think these activities are more appropriate for elementary-age students but I think they can really be adapted for younger and older groups.

Activities can also be modified for a one-on-one situation such as parent/child or counselor/student.

What the research says about social skills instruction: Phillip C. Kendall, Professor of Psychology, reported the positive effects of using modeling and role playing, and teaching self-evaluation when teaching social skills.

Further research, such as Social Skills Training for Teaching Replacement Behaviors: Remediating Acquisition Deficits in At-Risk Students, confirms the benefits of intense social skills instruction.

Interactive Social Skills Books for Kids

5

Great Social Skills Activities for Students

1. Use engaging conversation, demonstration, role-play and/or visuals to teach students what social skills are and why we need to use them.

See an example of social skills below:

When first introducing kids to a social skills group it is a good idea to have them understand what social skills are and why they are important.

As a starting activity, write down different social skills (such as the ones from the list above) on individual slips of paper and put them in a bowl, hat, etc.

Have your students sit in a circle and pass around the slips of paper, taking turns pulling them out of the bowl one at a time.

When the student pulls the slip of paper from the bowl, ask them to say what the social skill means, have them give an example, and/or ask them to tell the rest of the group why that skill is important.

Give as much guidance and support as your students need to answer the questions. You may want to go first, to show the students how to do this activity.

Here is an example:

If a student picked “sharing materials” she could say “That means to let someone use something that you are using.

For example, if I am coloring with crayons I can let my friend borrow my crayons and color with me. Sharing is important because it shows others that you care about how they feel. Part of being a good friend is sharing.”

You could even have students act out the skills. So in this example, you can have one of your students pick materials to share with the other members of the group.

You can also let students create their own drawings of the skill you are talking about. To give you an idea of what I mean, below is a drawing of sharing:

Depending on the students’ skill and age level, frustration tolerance, and ability to sustain attention, you can do all of the suggestions I mentioned in this activity or just one.

You can break this into several lessons by only doing a few social skills at a time.

You also might want to add some skills that are not on the list such as showing empathy, staying on topic in conversation, and using manners.

Recommended Article: 15 Behavior Strategies for Children on the Autism Spectrum

2.

Use games and fun activities to practice sharing, turn-taking, listening, following directions, encouraging others, and being polite.

In the video below, the therapist uses bubbles as the prop. Other objects can be used to tailor this activity to students of different ages.

Imagine implementing this same lesson but using activities such as shooting a basketball in a net, playing with a remote control car, doing an activity on the computer, etc.

Recommended Article: 8 Fun Activities to Practice Social Skills with Your Child

3. Use conversation starters to create a dialogue between students or between counselor and student.

Then the youth is supposed to ask another person a question related to the topic they pick, and the other person is to ask a related question back.

This activity allows students to practice listening, taking turns in conversation, staying on topic, and expressing interest in another person’s thoughts, ideas, and/or life. See examples in the video below.

The counselor in the video below encourages the students to pick a topic from a slip of paper in a cup (e.g., friendship, fears, favorite activities, etc..)

4. Teach what is means to be a friend.

This next video gives you great ideas for how to talk to children about what it means to be a friend.

After you show the video, have your students:

  • tell you what they learned about being a friend
  • draw a picture that shows someone being a friend to another person
  • and/or practice one of the skills in the video

For example, this video mentions being a good listener and sharing as two of the things good friends do, so as part of the lesson have your students practice listening to each other and/or sharing items.

Talk to your students about what it means to be an active listener (e.g., looking in the direction of the person who is talking, waiting your turn to speak, responding to what the person said, trying to understand how the other person might be feeling, etc.).

The “What it means to be a friend” lesson could be a great segue into the lessons above which hone in on sharing skills and conversation skills.

Related Article: How to End Bullying Part 1: 19 Tips for Parents and Teachers

5. Practice complimenting each other.

Speaking of being a good friend, complimenting others (a great friendship skill) is another nice activity to do with your group.

Set the expectations from the beginning that only kind words and respect for each other is allowed in the group.

For this activity, you could go around in a circle and have each student say something nice about someone else in the group.

To make sure everyone gets a turn to be complimented, put people’s names on slips of paper in the bowl and have them pass it around taking turns pulling out names.

This activity will get easier as the students get to know each other better.

If the students just met and are not sure what to say about each other, allow them to say something nice about a family member or friend outside of the group.

As the group gets to know each other, the compliments should be about the group members.

Side Note: To teach self-evaluation, discuss how you and your student(s)/client(s) did during each activity. Give specific feedback about what went well and discuss areas that need improvement.

Let your clients share their own thoughts and perceptions about how they did during the activity. Encourage your clients to think about their own behavior when they are involved in similar real-life scenarios.

You may be interested in Model Me Kids.

Model Me Kids produces dozens of videos to teach/model social skills that can help children develop better relationships.

Video modeling is a research-based practice. You can view more of the Model Me Kids Video Program here. Below is a sample video.

Recommended: Become a Certified Self-Esteem Coach for Children

Education and Behavior – Keeping Us on the Same Page for Kids!

More Articles to Help with Social Skills

  • 5 Great Activities to Do with Your Social Skills Group (Adolescents/Teens)
  • Tips to Help a Child Not Be Alone at Recess or in the Cafeteria
  • 5 Great Games to Play in a Social Skills Group
  • 10 Great Books to Teach Social Skills to Children
  • What Does Research Say About How We Can Teach Children to Have Empathy?
  • 3 Research-Based Programs That Improve Social-Emotional Skills in School-Aged Children
  • Engaging Social Studies Curriculum Shows Promise for Improving Social Skills in Students with Emotional and Behavioral Needs
  • Interactive Book Helps Kids Understand the Power of Positive Choices!
  • Theatre Teacher Shares Three Techniques to Increase Empathy in Students
  • 5 Great Books to Teach Young Children About Empathy
  • 9 Practical Strategies to Decrease Impulsive Behaviors in Children
  • Roots of Empathy: A Research-Based Program that Counters Bullying
  • 8 Fun Activities to Practice Social Skills with Your Child

Rachel Wise

Rachel Wise is the author and founder of Education and Behavior.  Rachel created Education and Behavior in 2014 for adults to have an easy way to access research-based information to support children in the areas of learning, behavior, and social-emotional development. As a survivor of abuse, neglect, and bullying, Rachel slipped through the cracks of her school and community. Education and Behavior hopes to play a role in preventing that from happening to other children. Rachel is also the author of Building Confidence and  Improving Behavior in Children: A Guide for Parents and Teachers.

“Children do best when there is consistency within and across settings (i.e., home, school, community). Education and Behavior allows us to maintain that consistency.”

www.educationandbehavior.com

Psychological and pedagogical conditions for the formation of social skills in young children

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/ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 227 0 R /group> /Tabs /S /StructParents 81 >> endobj 70 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 228 0 R /group> /Tabs /S /StructParents 82 >> endobj 71 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 229 0 R /group> /Tabs /S /StructParents 83 >> endobj 72 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 230 0 R /group> /Tabs /S /StructParents 84 >> endobj 73 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 231 0R /group> /Tabs /S /StructParents 85 >> endobj 74 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 232 0R /group> /Tabs /S /StructParents 86 >> endobj 75 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 233 0R /group> /Tabs /S /StructParents 87 >> endobj 76 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 234 0 R /group> /Tabs /S /StructParents 88 >> endobj 77 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 235 0 R /group> /Tabs /S /StructParents 89 >> endobj 78 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 236 0 R /group> /Tabs /S /StructParents 90 >> endobj 79 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 237 0R /group> /Tabs /S /StructParents 91 >> endobj 80 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 238 0R /group> /Tabs /S /StructParents 92 >> endobj 81 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 241 0R /group> /Tabs /S /StructParents 93 >> endobj 82 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 245 0R /group> /Tabs /S /StructParents 94 >> endobj 83 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 248 0R /group> /Tabs /S /StructParents 95 >> endobj 84 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 252 0R /group> /Tabs /S /StructParents 96 >> endobj 85 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 253 0 R /group> /Tabs /S /StructParents 97 >> endobj 86 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 254 0R /group> /Tabs /S /StructParents 98 >> endobj 87 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 255 0R /group> /Tabs /S /StructParents 99 >> endobj 88 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 256 0 R /group> /Tabs /S /StructParents 100 >> endobj 89 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841. 92 595.32] /Contents 257 0R /group> /Tabs /S /StructParents 101 >> endobj 90 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 258 0 R /group> /Tabs /S /StructParents 102 >> endobj 91 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 259 0 R /group> /Tabs /S /StructParents 103 >> endobj 92 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 260 0 R /group> /Tabs /S /StructParents 104 >> endobj 93 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 261 0 R /group> /Tabs /S /StructParents 105 >> endobj 94 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 262 0 R /group> /Tabs /S /StructParents 106 >> endobj 95 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 263 0 R /group> /Tabs /S /StructParents 107 >> endobj 96 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841. 92 595.32] /Contents 264 0 R /group> /Tabs /S /StructParents 108 >> endobj 97 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 265 0 R /group> /Tabs /S /StructParents 109 >> endobj 98 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 266 0R /group> /Tabs /S /StructParents 110 >> endobj 99 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 267 0R /group> /Tabs /S /StructParents 111 >> endobj 100 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 268 0 R /group> /Tabs /S /StructParents 112 >> endobj 101 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 269 0R /group> /Tabs /S /StructParents 113 >> endobj 102 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 270 0R /group> /Tabs /S /StructParents 114 >> endobj 103 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 271 0R /group> /Tabs /S /StructParents 115 >> endobj 104 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 272 0R /group> /Tabs /S /StructParents 116 >> endobj 105 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 273 0R /group> /Tabs /S /StructParents 117 >> endobj 106 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 276 0 R /group> /Tabs /S /StructParents 118 >> endobj 107 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 277 0R /group> /Tabs /S /StructParents 119 >> endobj 108 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 278 0 R /group> /Tabs /S /StructParents 120 >> endobj 109 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 280 0 R /group> /Tabs /S /StructParents 121 >> endobj 110 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595. 32 841.92] /Contents 281 0 R /group> /Tabs /S /StructParents 122 >> endobj 111 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 282 0 R /group> /Tabs /S /StructParents 123 >> endobj 112 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 283 0 R /group> /Tabs /S /StructParents 124 >> endobj 113 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 284 0 R /group> /Tabs /S /StructParents 125 >> endobj 114 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 285 0 R /group> /Tabs /S /StructParents 126 >> endobj 115 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 286 0R /group> /Tabs /S /StructParents 127 >> endobj 116 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 289 0 R /group> /Tabs /S /StructParents 128 >> endobj 117 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 293 0 R /group> /Tabs /S /StructParents 129 >> endobj 118 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 296 0 R /group> /Tabs /S /StructParents 130 >> endobj 119 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 300 0 R /group> /Tabs /S /StructParents 131 >> endobj 120 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 302 0 R /group> /Tabs /S /StructParents 132 >> endobj 121 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 304 0 R /group> /Tabs /S /StructParents 133 >> endobj 122 0 obj > endobj 123 0 obj > endobj 124 0 obj > endobj 125 0 obj > endobj 126 0 obj > endobj 127 0 obj > endobj 128 0 obj > endobj 1290 obj > endobj 130 0 obj > endobj 131 0 obj > endobj 132 0 obj > stream x

    III. Classifications of the main categories of human life and the severity of the restrictions of these categories \ ConsultantPlus

    III.


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