Emotions of a child 3 5 years old. Emotional, social and mental development of the child
Emotions are complex, largely genetically formed patterns of behavior that arose in the course of evolution in order to solve certain problems of adaptation and allow the individual to act quickly and adequately in any situation.
It's not just adults who need social skills to sort out their relationships. Also, preschool children need to develop emotional intelligence so that it is easier for them to make new friends, avoid conflicts and learn to adapt in society and be happy.
Both negative emotions and negative emotions have physical, mental and behavioral components. Emotions such as fear and well-being are familiar to a child from before birth. In the womb, the baby is able to turn when anxious, suck his thumb in moments of calm and peace.
The kid knows the voice of mother and father, the sounds of children's songs. If the mother is anxious, someone offends her, the baby already feels all this in the womb of the mother. The stomach shrinks during a quarrel, stress hormones are released, the heart begins to beat faster. The child shrinks when hearing rough sounds from outside. The fetus hardens and the experience is stored in the baby's brain. After birth, a very young child in anxious situations falls into a similar state of hardening when he hears rough and loud voices. Negative emotions lead to this state.
Understanding one's own feelings, developing strategies for coping with negative emotions, the ability to empathize with others adequately: all these skills the child must first learn.
Emotional competence is the ability to own and respect the feelings of others. Who has such abilities tend to have self-confidence, have to deal with negative emotions. For this reason, emotional development is closely related to social development. Social skills and emotional skills are interdependent and reinforce each other.
To appreciate the importance of emotional development, the development of the emotional sphere, you must first consider the importance of emotions. Definition "Emotion" means "to feel". Emotions develop from feeling. Thus, not only emotions play an important role, but also feelings.
The main steps in the development of the emotional sphere of the child occur in the first six years of life. Preschool children learn to understand their feelings through facial expressions, gestures and expressions. First, emotions are manifested through laughter, crying or screaming, and then emotions acquire age-related features. In order to correctly express one's feelings, in order to understand and acknowledge the emotions and feelings of other people, it is necessary to pay special attention to the emotional development of the child.
Emotional development from birth to early childhood
Emotional development in the first year of life
Shortly after the birth of a child, primary emotions such as joy and fear appear. In addition, the child is able to imitate the emotional manifestations of an adult, to respond to a smile.
As for the ability to regulate emotions, a child of this age tries to find a state in order to find solace and satisfaction of his little needs (positive and negative emotions are regulated from the outside).
Emotional characteristics of children in the second year of life
In the second year of life, the child's vocabulary begins to form intensively, therefore, the opportunities to express emotions expand. There are opportunities to express feelings for another person. The toddler makes his first attempts at desirable and undesirable methods of emotion regulation.
In addition, a child, starting from the second year of life, learns to empathize with other people.
Three years of age - emotional features
From the age of three, a child's emotional experiences and expression of emotions may differ. As such, he is able to manipulate their expression in order to elicit certain reactions from others. His vocabulary is expanding and therefore he can express and explain his feelings better. However, at this stage, a young child needs help in forming emotions.
Emotional development - the fourth and fifth years of life
At the age of 4-5, the child attends kindergarten, where he receives many new experiences in terms of his own and other people's feelings that they experience. These feelings are often conflicting and confusing. Many children this age may struggle with negative feelings. They distract themselves, avoid conflict, etc. However, they still often need adult help at this age in the form of comfort and constructive suggestions for resolving conflicts, especially when a preschool child receives negative emotions.
The sixth and seventh years of life - the development of the emotional sphere
Preschoolers at 6-7 years of age have complex emotional expression and know how and when they can express emotions. Older preschoolers are able to support a friend, sympathize with others, compromise, overcome negative feelings and deal with them constructively and adapt the expressions of their feelings, are able to control themselves.
Thus, preschoolers acquire the most important skills that contribute to the development of emotional competence.
How parents can support their child's emotional development
In order for preschool children to form emotional competence, the development of the emotional sphere of preschool children is carried out successfully, parental support is necessary. Below you will find some tips on how to promote the constructive development of feelings in the family:
- Be your child an example, teach to show feelings, positive emotions.
- Talk to your child about feelings.
- Do not put pressure on the child when he is subject to negative emotions. Support the child in such moments, help him in the process of regulating emotions.
- Make sure your child has a good relationship with peers from the very beginning, so they will learn to empathize with others and improve their social perception.
I would also like to note that boys require more psychological help in this regard in order to express the corresponding emotions, while girls need more physical affection and distraction.
Children from 3 to 4 years old
At 3 years old or a little earlier, the favorite expression of the child becomes "I myself." The child wants to become “like an adult”, but, of course, it cannot be. Separation of oneself from an adult is a characteristic feature crisis 3 years.
The emotional development of a child of this age is characterized by manifestations of such feelings and emotions as love for loved ones, affection for a teacher, a benevolent attitude towards others, peers. The child is capable of emotional responsiveness - he can empathize, comfort a peer, help him, be ashamed of his bad deeds, although, it should be noted, these feelings are unstable. The relationships that a child of the fourth year of life establishes with adults and other children are unstable and dependent on the situation.
Since at a younger preschool age the child's behavior is involuntary, actions and deeds are situational, the child does not represent their consequences, a normally developing child is characterized by a feeling security, trusting and active attitude to the environment. The child's desire to be independent from an adult and act like an adult can provoke unsafe behaviors.
Children 3-4 years old learn some norms and rules of conduct associated with certain permissions and prohibitions (“possible”, “necessary”, “impossible”), can see the inconsistency of the behavior of another child with the norms and rules of behavior. However, at the same time, children highlight not a violation of the norm itself, but a violation of the requirements of an adult (“You said that you can’t fight, but he fights”). It is characteristic that children of this age do not try to point out to the child himself that he is not acting according to the rules, but complain to an adult. A child who has broken the rule, unless specifically pointed out to him, does not experience any embarrassment. As a rule, children experience only the consequences of their careless actions (broken dishes, tore clothes), and these experiences are associated to a greater extent with the expectation of adult sanctions following such a violation.
At the age of 3, the child begins to master gender roles and gender repertoire: a girl-woman, a boy-man. He adequately identifies himself with representatives of his gender, has initial ideas about his own gender accessories, argues it on a number of grounds (clothes, preferences in games, toys, hairstyle, etc.). At this age, children differentiate other people by gender, age; recognize children, adults, the elderly both in real life and in illustrations. They begin to show interest, attention, care in relation to children of the opposite sex.
A normally developing three-year-old person has every opportunity to master skills self-service- independently eat, dress, undress, wash, use a handkerchief, comb, towel, send their natural needs. By the end of the fourth year of life, the youngest preschooler masters the elementary culture of behavior while eating at the table and washing in the toilet room. Such skills are based on a certain level of development of the motor sphere of the child, one of the main components of which is the level of development motor coordination.
During this period, the child's need for movement is high (his motor activity is at least half of the time he is awake). The child begins to master the basic movements, discovering the desire for goal-setting when performing physical exercises (run quickly, jump further, accurately reproduce the movement, etc.). The age of 3-4 years is also a favorable age for the beginning of purposeful work on the formation of physical qualities (speed, strength, coordination, flexibility, endurance).
A certain stock of ideas about the various properties of objects, the phenomena of the surrounding reality and about oneself is accumulated. At this age, with a properly organized development, the child should already have formed the main sensory standards. He is familiar with the primary colors (red, yellow, blue, green). If cards of different colors are laid out in front of the child, then at the request of an adult, he will choose three or four colors by name and name two or three of them on his own. The kid is able to correctly choose the shapes of objects (circle, oval, square, rectangle, triangle) according to the model, but can still confuse the oval and circle, square and rectangle. He knows the words more less, and from two objects (sticks, cubes, balls, etc.), he successfully chooses a larger or smaller one. It is more difficult to choose the largest or smallest of three to five items (more than five items should not be offered to children of three years of age).
At the age of 3, children practically master the space of their room (apartment), a group room in a kindergarten, a yard where they walk, etc. Based on experience, they develop some spatial representations. They know that near there is a chair with the table, on there is a teddy bear on the couch, before a tree grows at home behind the house has a garage, under tree rolled the ball. The development of space occurs simultaneously with the development of speech: the child learns to use words denoting spatial relations (prepositions and adverbs).
At this age, the child is still poorly oriented in time. Time cannot be seen, touched, played with it, but children feel it, or rather, the child’s body reacts in a certain way (at one time you want to sleep, at another time you want to have breakfast, walk). Children also notice the correspondence of certain types of human activities, natural changes to parts of the day, seasons (“Yolka is when it’s winter”).
Representations of a child of the fourth year of life about phenomena of the surrounding reality are determined, on the one hand, by the psychological characteristics of the age, and, on the other hand, by its direct experience. The kid is familiar with the objects of the immediate environment, their purpose (sitting on a chair, drinking from a cup, etc.), with the purpose of some public buildings (in a store, supermarket they buy toys, bread, milk, clothes, shoes); has an idea about familiar means of transportation (car, truck, trolley bus, plane, bicycle, etc.), about some professions (doctor, driver, janitor), holidays (New Year, birthday), properties of water, snow , sand (snow is white, cold, water is warm and water is cold, ice is slippery, hard; you can sculpt from wet sand, make cakes, and dry sand crumbles); distinguishes and names weather conditions (cold, warm, wind blowing, raining). In the fourth year of life, the baby distinguishes some fruits and vegetables in shape, color, taste, knows two or three species of birds, some domestic animals, and the most common insects.
Attention children of the fourth year of life involuntarily. However, its stability manifests itself in different ways. Usually the baby can be engaged for 10-15 minutes, but the attractive activity lasts long enough, and the child does not switch to something else and is not distracted.
Memory children 3 years old is direct, involuntary and has a bright emotional coloring. Children retain and reproduce only the information that remains in their memory without any internal effort (easily memorizing the verses and songs they like, a child usually remembers no more than two or three out of five to seven separate words specially proposed to him). Positively and negatively colored signals and phenomena are remembered firmly and for a long time.
Thinking a three-year-old child is visual and effective: the baby solves the problem by direct action with objects (folding nesting dolls, pyramids, bowls, designing according to a model, etc.). In visual-effective tasks, the child learns to correlate the conditions with the goal, which is necessary for any mental activity.
At 3 years old imagination is just beginning to develop, and above all it happens in the game. The kid acts with one object and at the same time imagines another in its place: a stick instead of a spoon, a pebble instead of soap, a chair - a travel car, etc.
In early preschool age, the desire for activity is clearly expressed. An adult for a child is the bearer of a certain social function. The desire of the child to perform the same function leads to the development games. Children master the ways of play activities - play actions with toys and substitute objects, acquire the primary skills of role-playing behavior. A child of 3-4 years old is able to imitate and willingly imitates the game actions shown to him. The game of a child in the first half of the fourth year of life is more like a game side by side than together. In the games that arise on the initiative of children, the skills acquired in joint games with adults are reflected. The plots of the games are simple, undeveloped, containing one or two roles. The inability to explain their actions to a partner in the game, to agree with him, leads to conflicts that children are unable to resolve on their own. Conflicts most often arise over toys. Gradually (by the age of 4), the child begins to coordinate his actions, to agree in the process of joint games, to use speech forms of polite communication. Boys in the game are more sociable, prefer large companies, girls prefer quiet, calm games in which two or three friends take part.
At 3-4 years old, the child begins to more often and more willingly enter into communication with peers for the sake of participating in a common game or productive activity. A three-year-old child is characterized by a position of superiority over his comrades. In communication with a partner, he can openly express a negative assessment (“You don’t know how to play”). However, he still needs the support and attention of an adult. Optimal in relationships with adults is individual communication.
The main means of communication with adults and peers is speech. The vocabulary of a younger preschooler consists mainly of words denoting household items, toys, people close to him. The child masters the grammatical structure of speech: coordinates the use of grammatical forms by number, time, actively experiments with words, creating funny neologisms; can answer simple questions using the form of a simple sentence; speaks in two or three sentences about emotionally significant events; begins to use complex sentences in speech. At this age, defects in sound pronunciation are possible. Girls in many indicators of development (articulation, vocabulary, fluency, reading comprehension, memorization of what they saw and heard) are superior to boys.
At the age of 3-4, in a situation of interaction with an adult, interest in the book and literary characters continues to form. Circle reading the child is replenished with new works, but already known texts are still of interest. With the help of adults, the child names the heroes, empathizes with the kind, rejoices at the good ending. He is happy to look at illustrations together with adults, with the help of leading questions he speaks about characters and situations, that is, he correlates the picture and the text he has read. The child begins to "read" himself, repeating after an adult or finishing individual words, phrases; already remembers simple rhyming lines in short poems.
Development labor activity to a greater extent associated with the development of the procedural side of labor (increase in the number of mastered labor processes, improving the quality of their implementation, mastering the correct sequence of actions in each labor process). Young children mainly master self-service as a type of labor, but are able, with the help and control of an adult, to perform certain processes in household work, labor in nature.
Interest in productive activity unstable. The idea is controlled by the image and changes in the course of work, the image of the shape of objects is mastered. The works are sketchy, there are no details - it is difficult to guess what the child depicted. In modeling, children can create an image by pinching, tearing off lumps, rolling them between the palms and on a plane and flattening them, in appliqué they can arrange and paste ready-made images of familiar objects, changing plots, make patterns from plant and geometric shapes, alternating them in color and size . Design is procedural. The child can design according to the model only elementary object structures from two or three parts.
Musical and artistic activity children is immediate and syncretic in nature. The perception of musical images occurs in the synthesis of the arts in the organization of practical activities (play the plot, consider the illustration, etc.). Sound discrimination and hearing are improving: the child differentiates the sound properties of objects, masters sound pre-standards (loud - soft, high - low, etc.). He can carry out elementary musical analysis (notices changes in the sound of sounds in terms of pitch, volume, difference in rhythm). Begins to show interest and selectivity in relation to various types of musical and artistic activities (singing, listening, musical and rhythmic movements).
Games for the expression of emotional states
The ability to express your emotions and manage them is an important factor in communicating people. In order to understand the mood and feelings of another person, you need to learn to empathize, and the empathy method will help us in this - the ability to feel the inner state of the interlocutor. Children are good at this method: they feel unmistakably who loves them and who does not; who is a good person and who is a bad person. But they do not always know how to correctly express their emotions and manage them. There are games and exercises that teach the child this. We offer some of these games.
"Make" a face
◈ Ask the baby to use facial expressions to depict various emotional states - joy, anger, sadness, etc.
Joy
◈ Show how happy the child is with the new toy.
◈ Remind your baby how happy he was when he was given a new toy. Ask him to remember this situation: “Close your eyes. Imagine that you are holding it in your hands. Express your feelings with facial expressions.
chagrin
◈ Show the grief of a child whose friend is sick.
◈ “Imagine that you want to play a new game with a friend and he is sick. What do you feel about it? Show disappointment."
Sadness
◈ Depict how sad a sick child is.
◈ Remind your child that when he was sick, he sat at home and looked out the window. Meanwhile, the other children played fun games. Ask how he felt then.
Anger
◈ Show an angry child whose favorite toy is broken.
◈ Take this toy, ask the child how he likes to play with it, how he takes care of it. But how will he feel if he finds out that it is broken and cannot be fixed. How to portray anger?
We are sad-rejoice
◈ When the child learns to correctly depict emotions, he can be offered to change facial expressions: from sad to cheerful (the sick child has recovered), from angry to joyful (they fixed the toy), etc.
◈ At the same time, he can look in the mirror in order not only to feel the emotional state, but also to see how he depicts it.
Sly Fox
◈ No wonder they say: "Cunning fox"! Invite the child to remember fairy tales in which the fox deceives someone. Let him imagine a fox who wants to trick a rooster from a wolf. How can she do it? (Offer your help to the wolf - guard the rooster - or scare the wolf with the news that hunters are following in his tracks.) Let the child try to portray the fox at the moment when she sneaks up to the wolf. Remind the child that this should be done in such a way that it can be seen that the fox is up to something.
Bad Wolf
◈ Invite the child to portray the wolf from which the fox stole the rooster. Talk about how angry the wolf got when he found out.
Butterfly rejoicing in the nectar of a flower
◈ Recall with your child how you watched a butterfly drinking the nectar of a flower in the summer. Note that she likes this sweet juice. Invite the child to imagine himself as such a butterfly. Let him try to feel how good the flower smells.
frozen sparrow
◈ Invite the child to remember how you watched birds frozen in frost, how they sat ruffled, huddled into a ball, trembling, hiding their heads under their wings. Give him the task to show the frozen sparrow. Advise him to close his eyes so that he can better get into character.
broken flower
◈ Talk to your child about how painful it must be for a broken flower, because it is as alive as we are. Now it will dry up. Offer to picture it.
The intensive development of the personality of a preschooler determines profound changes in his emotional sphere. If at an early age emotions were conditioned directly by environmental influences, then in a preschooler they begin to be mediated by his attitude to certain phenomena. Due to the appearance of the mediation of emotions, they become more generalized, conscious, manageable. The child shows the ability to restrain any emotions, to direct them in accordance with the requirements of adults and to the learned norms of behavior. The child focuses on "good" and "bad", "possible" and "impossible", more and more often "want" yields to "should" restraint by the child of emotions acquires the character of their internalization, i.e. curtailment of external manifestations. For example, already a younger preschooler in a situation of resentment, grief, tries to hold back tears. When restraining emotions, the older preschooler uses his ideas about proper behavior, especially when it is associated with a game role. Here in the "hospital" they brought a bunny, whose ear was torn off by a wolf. The doctor child barely holds back tears, but “doctors don’t cry.” Together, an adult should take seriously cases when a preschooler fails to restrain his emotions, without putting unbearable things in front of the child. Such impulsive emotions, as a rule, testify to the child’s bodily unhappiness (pain, hunger, thirst), which should be eliminated as a rule, about the bodily unfavorable baby (bіl, hunger, spragu), which should be swallowed negligently.
The birth of the personality of a preschooler occurs on the basis of the ability to subordinate socially important motives (need) to one's impulsive desire (want). In a complex system of motives, the main and secondary ones are distinguished, and the child's ability to subordinate his behavior to the main one at the expense of the loss of secondary ones arises. The activity of the child acquires a detailed character, consists of several stages, on the basis of which the importance of emotion in the function of prediction increases. The child wants to get a fairly distant result, emotionally perceives the possibility of achieving it.
An important new fact of the emotional sphere of the preschooler is the concern about the possible reaction of adults to his actions and deeds: "what will mom say?", "Father will quarrel" Thus, the preschooler's emotions are included in the internal mechanisms for ensuring the subordination of motives as their components are important.
Having a fairly diverse experience of communication through speech, the child learns the skills of expressing emotions in the unity of verbal and non-verbal means. At first, non-verbal and means of expressing emotions (facial expressions, expressive movements, screaming, crying) predominate in communication, and by the end of preschool age, the child is able to indicate his emotional state in speech.
Significant progress is experienced by higher feelings, as an indispensable sign of personality. Their development occurs in the process of performing various types of child activities - labor, productive, play. An important role is played by the general nature of the performance of activities by preschoolers, when they can compare their results, striving for originality. For example, the task of decorating a room, a balcony, a Christmas tree directly precedes the solution of an aesthetic task by children, and when it is achieved, the children are guided by their aesthetic ideas. Further consideration and analysis of the works performed by children enriches their ideas about beauty. So,. T. S. Komarova emphasizes that purposeful observations of natural objects for their subsequent depiction constitute a single process of natural science and aesthetic knowledge. Introducing children to objects of nature, one should pay attention to the beauty of their appearance, evoke a positive emotional attitude towards them. Depicting nature, children experienced aesthetic feelings.
Aesthetic experiences of the child are especially closely connected, on the one hand, with cognitive processes, and, on the other hand, with ethical ideas. The cognitive activity of the child is colored by intense experiences and, thereby, acquiring special value for the child. Discovering new properties of objects, finding an explanation for the mysterious and incomprehensible phenomena of nature, the child experiences delight, joy of an open mind, surprise and doubt, which become the property of his experience for life. This is how the writer described this state of the child. Andreev. LN: "He was 6 years old, the seventh, and the world for him was huge, alive and irresistibly unknown." Thanks to emotional accompaniment, cognitive activity acquires a value in itself for the child, it strives to continue it. A distinctive feature of intellectual emotional is their stimulating effect on cognitive activity. Their formation in a preschooler has a favorable effect later on at the stage of school education of school education.
The child's idea of beautiful and ugly in their own behavior serves as a source of moral feelings, being associated with good and evil. In his drawings, the child conveys the attitude towards goodies, in detail. Proma alovoyuchy their image, using a set of colors. The kid depicts evil heroes with a limited range of colors, in the form of amorphous images - it can be just a black spot or something similar to a tangled ball of dark threads.
Conclusion on the development of emotions of a preschooler:
Emotions of a preschooler are mediated by his attitude to certain phenomena;
Due to the appearance of the mediation of emotions, they become more generalized, conscious, manageable;
Emotions in the function of prediction are included in the internal mechanisms for ensuring the subordination of motives as their important component;
Intensive development of higher feelings occurs in the process of performing various types of child activities - labor, productive, play;
A feature of the higher senses is their close relationship
Development of the emotional sphere of children 2-3 years old through sensory games "
Throughout preschool childhood, the emotional sphere undergoes significant qualitative transformations. Let us dwell on its characteristics at an early age (from birth to 3 years).
It is known that emotionality is innate. The first emotional reactions of the child are unconditionally reflex in nature, being the result of an unfavorable external environment or internal discomfort. As a rule, these are negative emotions (crying, screaming). With the help of adults, the baby masters external forms of emotional response. These are the so-called fixed emotions that arise on the basis of imitation of adults, for example, a smile, a gentle voice of a mother, etc.
Early age is a period when one of the main threads connecting the baby with the outside world is sensory (the processes of sensation and education). The development of the perceiving systems of the child's body (visual, auditory, olfactory, tactile, gustatory, vestibular analyzers) contributes to the emotional manifestations of the baby. Heterogeneous sensations act as natural stimuli for children's emotional reactions. Feeling, tasting, listening, etc. the child reacts to sensory stimuli coming from outside. So, crying can be the result of sharp auditory or painful tactile sensations, joy - pleasant, desired visual influences, etc.
The nature of emotional manifestations largely depends on the sensory competence of the baby, in other words, on the ability to find objects by sound, focus eyes, etc. Introducing a child into a rich world of sensations, adults provide a natural toning of his emotional sphere, protect it from negative transformations.
In the second and third years of life, further socialization and intellectualization of emotions takes place. The child begins to walk, talk, his living space expands significantly. Directly emotional communication, manipulations with objects, give way to situational-cognitive communication, functional mastery of the man-made world (digging with a shovel, eating with a spoon, etc.). Emotions now arise not only for the object with which to act, but also for the independently obtained result, for example, fastening buttons. Improving skills creates a favorable basis for the emergence of emotional interest in the use of toys and objects.
New sensory relationships are formed. In the simplest ethical situations, moral feelings begin to appear, for example, consoling actions in the form of stroking, holding out a favorite toy. Reacting to diverse music, the rhythm of nursery rhymes, jokes, the child shows aesthetic feelings.
Speech begins to be actively used in the emotional life of two-three-year-old children. Although, due to the insufficiency of its development, they often use only separate phrases, and sometimes just sounds. With purposeful pedagogical influences, the formation of a dictionary of emotional vocabulary takes place. The child can adequately perceive the words angry wolf, frightened hare, cheerful bear, etc.
The emotional development of two-three-year-old children is still closely related to sensory development. Expansion of the sensory opt by increasing the palette of sensations, improving perception leads to a greater variety of emotional and expressive reactions in children.
The sensory sphere plays an important role. It serves as a key that sets in motion the mechanisms of the emotional sphere, determines the full development of the child as a whole.
Thus, the emotional manifestations of a child at an early age depend on the social environment around him, on adults who support the natural heightened emotionality of the baby, create conditions for toning his emotional sphere, expanding the range of expressive reactions.
Carrying out work on the emotional development of children aged 2-3 years, an important place should be given to sensory games, which, in addition to including children in meaningful interaction with sensory stimuli, activate the motor mechanisms of emotional response, indirectly activate the emotional sphere as a whole. These games do not require much preparation for their implementation, are very attractive to kids and, in turn, serve as the main source of emotional development in early and younger preschool age.
Here are some of them:
"Breeze"
The teacher holds a sultan in his hand and pronounces the words:
Wind, blow harder
Scatter the ribbons quickly!
Wei. Wei breeze,
Get him, buddy!
Then he begins to move quickly, waving the sultan. Children try to catch the "breeze".
"Wonderful bag"
The teacher, filling the bag with various objects (soft, rough, cold, smooth, etc.), sets the children various game tasks:
Find yourself a friend
Get what you like
What does it look like, etc.
"Travelers"
The teacher offers the children to walk barefoot on surfaces of various qualities: soft, ribbed, smooth, etc.
"Merry fluff"
The teacher holds a cotton ball in his hand and says to the children:
Merry fluff
I flew, I flew
And Sat on the children's nose!
The teacher touches the nose of each child with a cotton swab
Merry fluff
She flew. flew
And sat on the children's cheeks!
The teacher touches the cheek of each child. The game continues, the "fluff" sits on the children's ears, palms, etc.
"Let's ride a horse"
The basis of the game is a poem by Y. Akim "I have fun"
Apples - brooms Children
Fun imitate me
I have fun riding on
I'm riding a horse! Horse riding
Apples, brooms, moving in
I'm flying with a whirlwind, different
I'm flying like a whirlwind, directions
Wherever I want!
Apples, brooms, Children stop.
My horse is tired, the teacher focuses on the word
My horse is tired, "tired", asks to portray
And he stopped jumping. Tired horse.
