How to turn a parent meeting into a parent meeting. Role-playing game “Parents meeting Role-playing games at a parent-teacher meeting at school

Irina Bashtannik
Parent meeting. “The role of role-playing games in the development of speech in preschool children”

Parents meeting.

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Target:

Increasing pedagogical competence parents on the problem of play activity in middle school children preschool age.

Tasks:

Form a concept parents about the possibility of play as a means for development intellectual and cognitive activity.

Stimulate interest parents for joint play activities with your own child.

Participants: educators, parents,teacher-speech therapist.

Educator:

– Good evening, dear parents! We are glad to meet you at our round table.

Today we will talk to you about what our children play. Why does a child need a game? Which games educate, and which ones are harmful? Why did we bring up this topic? Because modern boys and girls, for whom play is a vital necessity and a condition for a full-fledged development stop playing. And those games The games they play are not interesting, and sometimes even aggressive. Therefore, our task is to teach children to play correctly and in a variety of ways.

Preschool age is the initial stage of assimilation of social experience. Child develops under the influence of upbringing, under the influence of impressions from the surrounding world.

Play is the most accessible type of activity for a child, a unique way of processing received impressions. World preschool childhood is closely connected with play.

Play is a way for a child to discover himself, his capabilities and abilities. For children, play is work that requires effort, real human feelings, qualities, trains their strength and dexterity, and reinforces useful skills and habits in children. Therefore, a child, having played enough in childhood, enters adulthood unencumbered by childhood fears and problems. The game is a school of morality. You can tell your child what it is as much as you like. "Badly", but only a fairy tale and a game are capable, through emotional experience, through putting oneself in the place of another, to teach him to act and act in accordance with moral requirements. Games with skillful organization they teach a lot virtues: kindness, tolerance, responsiveness, revenue, etc.

We must remember that play is a leading activity in childhood, an activity that determines development of intellectual, physical and moral strength of the child. By using games The upbringing and education of children is more effective.

Game is a multifaceted concept. There are different types of games. Some of them develop outlook and thinking (didactic games, others for dexterity, strength (movable games, third - design skills (constructive)

Today we will talk about role-playing game.

Plot-wise- role play is of a collective nature. This doesn't mean children can't play alone. The game is a reflection of life. Everything here is make-believe, as if.

IN A role-playing game has a plot and roles.

Meaning role-playing games for children's development are very great.

1. The game is made up plot means fantasy develops.

2. The game contains dialogues between the players, which means speech develops.

3. Object substitutes are used - imagination develops.

4. Costumes are invented - children show creativity.

5. The game explores the world around us.

6. In play, children become acquainted with such aspects of reality as the actions and relationships of adults.

7. Self-esteem develops(assessment of one’s capabilities, qualities and place among other children. The attitude towards successes and failures depends on self-esteem).

There is a huge amount role-playing games.

Games are offered to children according to age and become more difficult in each group

Speech therapist:

« The role of role-playing games in the development of speech in preschool children»

IN preschool age is of great importance in speech children's development has a game. The game is not easy entertainment, this is the creative, inspired work of a child, this is his life. In progress games the child learns not only the world around him, but also himself, his place in this world. While playing, the baby accumulates knowledge, masters language, communicates, develops thinking and imagination. From level game development largely depends development of thinking, imagination and speeches.

While playing, the child replaces missing objects with substitute objects, sometimes even imaginary ones. And this is not just a game, it is the formation of a substitution function that the child will encounter constantly in the future. In the game, he learns to plan and regulate his actions, as well as the actions of his playing partners. But for the game to really become educational for baby, but you need to learn to play - at first just operate with toys, imitate real actions, their logic, their sequence. Then, when the child already knows how to act independently, master science role-playing game, play whole stories, in which the main thing is the reflection of relationships between people. Basic role-playing game is an imaginary or imaginary situation in which the child takes upon himself role adult and performs it in a play environment created by him. For example, when playing school, he depicts a teacher teaching a lesson to students (peers) in class (on the carpet). But the most important thing is that in the game the child embodies his view, his ideas, his attitude towards the event that he is acting out. Plot-wise-role-playing game has the following structural components: plot, content, role. Main component role-playing game is the plot, without him there is no one role-playing game. Game plot- This is the sphere of activity that is reproduced by children. Game plots are varied. Conventionally, they are divided into household ( family games, kindergarten, production, reflecting the professional work of people ( hospital games, shop, public ( games celebrating the city's birthday, going to the library, flying to the moon). In the history of mankind there are "eternal" plots of children's games, which seem to connect generations people: family games, school, treating the sick, etc. Naturally, these stories The games of children of different times and peoples differ in their content, just as they differ in life itself. Depending on the depth of the child’s ideas about the activities of adults, the content of the games also changes. U preschoolers interest develops and a certain stories, which they have played before. (to family, hospital, construction workers, transport, etc.). Children respond vividly to new impressions, weaving them in like storylines, to acquaintances games. The enrichment of content helps children interact in the game when everyone contributes something of their own, individual. Throughout preschool childhood development and complication of content games carried out according to the following directions:

Strengthening the purposefulness, and therefore the consistency of the connectedness of the depicted;

Gradual transition from expanded game situation to collapsed, generalization of what is depicted in the game (use of conditional and symbolic, verbal substitutions). Role-playing game plot embodied by the child through the role he takes on. Role- means of implementation plot and main component role-playing game. For a child role- this is his playroom position: he identifies himself with some character plot and acts in accordance with the ideas about this character. Submission of the child to the rules of role behavior is the most important element role-playing game. For preschoolers' role is an example of that how to act. Based on this sample, the child evaluates the behavior of the participants games, and then your own. Meaning games for preschoolers lies in the relationships between the characters. Therefore, the child willingly takes on those roles in which the relationships are clear to him (the teacher takes good care of the children, the captain leads the ship, makes sure that the sailors work well, so that the passengers are comfortable). The child depicts these relationships in play using speeches, facial expressions, gestures.

It can be argued that plot-wise-role play has a positive impact on development of coherent speech. During games the child talks aloud to the toy, speaks both for himself and for it, imitates the drone of an airplane, the voices of animals, etc. Thus, in role-playing game develops speech activity of children.

Modern scientific research indicates that The development of coherent speech must begin in preschool age. During games the child talks aloud to the toy, speaks both for himself and for it, imitates the drone of an airplane, the voices of animals, it is in the game that the child speaks fluently, says what he thinks, and not what is necessary. In play, a child learns not only the world around him, but also himself, his place in this world.

Thus, we can conclude that role-playing game develops not only coherent speech, but also accumulates knowledge, develops thinking and memory, the child’s creative imagination is nurtured.

Educator:

Exercise "Complete the sentence" (or "Spicy dish").

“My love for the child lies...”

“When strangers make comments to my child...

“If I see that my 6-year-old son "beats" peer...

“When a child makes me angry, I -...”

“When my child behaves badly at the table...”

“I start a conversation with the child about his bad deed...”

“I forgive my child very quickly because...”

“If the child has done something wrong...”

“The husband unfairly punished the child, I -...”

"In our family "punishment-reward" -…» (if you find it difficult to continue, break the statement into parts).

Booklets from speech therapist and teacher.

RESULT meetings.

Reflection "Christmas tree of wishes"

(parents hang snowflakes on the Christmas tree, in which there is analysis and feedback about the event).

Municipal autonomous educational institution

secondary school No. 8, Berezniki

Role-playing games at parent-teacher meetings

Homeroom teacher

Ibragimova I.B.

2012

Target : solving important issues through play

How often do we talk to our children?

We come home after work exhausted.

Sometimes we just want to be silent...

But we must not forget that there is a child in our house who needs to communicate with you.

Talk to him every day. You should listen, not him.

Remember that a non-speaking child does not understand someone else's speech. You cannot prepare an accordionist by forcing him only to watch and listen; he must play himself. The same thing happens with speech. Every day provoke your child to say: “What happened during the day? What were you doing? Give him a chance to talk. The child must get used to listening to himself speak; remain calm when adults are watching and listening. This must be done to prevent children from developing speech shyness.

Goal: Show parents what their frequent “NO” leads to in relation to children.

Progress of the training:

Two people are selected, one plays the role of “parent”, the second – “child”.

You come home tired, without allowing you to come to your senses, your child wants to tell you about the past day. Your answer: “No, not now.”

The “child” is gagged. The child wants to help you, but you refuse. The “child”’s hands are tied. Not knowing what to do with himself, the child begins to run around in circles around the apartment. You scold him for the noise and stomping (they tie his feet). The poor child can only sit silently and listen to the adults talk. You scold him again (ears are tied). The child, now silent, sits and watches TV. But you say it’s time to sleep (blindfolded).

Communication with the child should be at least 20 minutes a day. This time does not include homework, dinner, etc.

Let's role playgame "The child came from school" . Let some of you be “parents” and others “children”.

Our task is to “extract” as much information as possible from the child about how his day went, what new happened at school, in the classroom, etc.

But watch the wording of the questions. Try to get your son or daughter to talk more about positive and interesting things in their relationships with classmates. Ask: “What was the most fun thing today?, What did you do in reading class?, What was fun in gym class?, What games did you play?, What did they feed you in the cafeteria today?, Who did you make friends with in class?” instead of asking: “Who is the biggest bully in your class? Who has the worst grades?” By doing this, you provoke children into lying. You need to let the children understand that you are interested not so much in the children’s conflicts themselves, but in his own attitude towards it.

Role-playing game "Car"

Goal: to involve parents in the educational process, to develop a model of cooperation.

Equipment: a set of 3 pieces of paper of the same color (the number of sets - colors is equal to the number of teams).

Description and course of the game: participants line up one after another according to the color of the sheets. The first participant is the “bumper”, the second is the “motor”, the third is the “driver”. The “machine” begins to move, with the first participant’s eyes closed and arms extended forward. After the “stop” command, the participants change places. Everyone should play the role of “bumper”, “motor” and “driver”.

Questions: What is the role of the teacher? Parent? Student?

Conclusions: the most difficult thing is for the “bumper” student; he moves blindly, bumping into obstacles, not knowing whether he is going the right way. The “motor” (parent) wants to help not fall or trip, but does not know how best to do this. How professionally he will drive the “car” depends on the “driver” (teacher).

Game "Broken Phone"

Invite the group (up to 10 people are appropriate) to convey several phrases using the principle of a children’s game, comparing what the first person heard with what the last person in the chain heard.

Choose different types of texts:

Long sentence with complex adverbial phrases

Famous quatrain

Proverb.

Examples:

In the fall, when it rains every now and then, and the streets are cold and slushy, students are often not only late, but also arrive wet and unprepared for classes, which greatly disturbs teachers.

We all learned a little,

Something and somehow.

So upbringing, thank God,

It's no wonder for us to shine.

There is grass in the yard, and there is firewood on the grass.

After the “telephone line” is completed, a discussion takes place: Why did this particular result happen? What sentences should be chosen so that all participants can understand them correctly and convey them without distortion?

Conclusion: it is easier to understand, reproduce and transmit text consisting of short

sentences that are clear in meaning, simple or familiar.

Game "Cotton"

Show me your palm. Now try making a clap with one palm. Did it work? It’s either uncomfortable or hard and your hand gets tired. What are your suggestions? Need a second hand. I'm ready to give you a second palm. One palm is me, the other is you. Let's try (we take turns clapping). At the same time, you smiled. I wish you to always smile when we “make cotton” together in life. The clap is the result of two palms.

Game "Paper airplane"

Under the guidance of the teacher, make a paper airplane.

Can you name 2 identical airplanes? Why?

Place its nose to the right, draw a sun with 7 rays on the wing. Write on the rays the words that you would like to travel around our class.

Launching airplanes.

Conclusion: we, adults, under the same conditions, do everything differently.

Never compare your child with another! There is no one or something worse or better. There is OTHER!

Memo for parents

The ability to ask correctly is an art.

What's the best thing that happened to you at school today?

What's the worst thing that happened to you at school today?

Tell me something funny that you laughed at today?

If you could choose, who would you want to sit with in class? Who would you definitely not want to go with? Why?

Tell us about the coolest place in school?

What's the strangest word you heard today?

If we invited your teacher to visit us today so that he could tell me about you, what do you think?

Who did you help today?

Maybe someone could help you today?

Tell me, what new did you learn at school?

Was there a moment when you felt the happiest today?

Were you very bored or sad today?

If aliens came to your classroom and took one of your students, who would you want them to take?

Who do you play with most often during recess? What are you doing?

If you could trade places with anyone, who would it be? Why?

What would you like to learn more about in school?

What did you want to do less of at school?

What are you most tired of today?

Do you have any questions you would like to ask the teacher?

Was there a time when you were angry today?

Who is the funniest student in your class? Why is he so funny?

Who did you go to lunch with? What were you talking about? What did you eat?

If you became a teacher tomorrow, what would you do?

Do you think it might be better for someone in your class to leave school?

What will your friends do on the weekend?

Collection

“Psychological games for adults at a parent meeting”

Every teacher wants to see like-minded people in the person of their students’ parents. How to “tune” parents to positive communication? How to show them that you are their friend and helper.

Games for adults that can be played at parent-teacher meetings will come to the rescue. After all, adults love to play just as much as children.

ROLE GAMES
The use of role-playing games allows you to overcome the egocentrism of the parental position: taking on another role makes it possible to look at yourself from the outside.

A role is a kind of mask that provides security to the participant: what is not easy to say on one’s own behalf can be expressed on behalf of the role.
At the parent meeting, you can organize various role-playing games. Parents can play roles individually or in groups, creating groups of teenagers, teachers, etc.
ROLE PLAY
- provides an opportunity to gain new knowledge and identify unanswered questions;
- develops creative abilities;
-promotes the development of skills of participation in discussion, cooperation in achieving the goal;
-forms a tolerant attitude towards other opinions;

Helps to unite the parent team.

ADAPTATION 1st CLASS

Role-playing game "Car"

Goal: to involve parents in the educational process, to develop a model of cooperation.

Equipment: a set of 3 pieces of paper of the same color (the number of sets - colors is equal to the number of teams).

Description and course of the game: participants line up one after another according to the color of the sheets. The first participant is the “bumper”, the second is the “motor”, the third is the “driver”. The “machine” begins to move, with the first participant’s eyes closed and arms extended forward.

After the “stop” command, the participants change places. Everyone should play the role of “bumper”, “motor” and “driver”.

Questions: What is the role of the teacher? Parent? Student?

CONCLUSIONS: The most difficult thing is for the “bumper” student; he moves blindly, bumping into obstacles, not knowing whether he is going the right way. The “motor” (parent) wants to help not fall or trip, but does not know how best to do this. How professionally he will drive the “car” depends on the “driver” (teacher).

ADOLESCENCE

Psychological game "Teenager"
One person is selected from among the parents to play the role of a teenager.
The other parents play different roles.

• Instructions: Each parent, in accordance with his role, approaches the teenager and pronounces his words. As a result, a circle is formed around the teenager. They then walk around the teenager and say their words at the same time.
• REFLECTION:

Afterwards the teenager shares his impressions. How did he feel? What did you want to say to everyone? What did you want to do?

It is concluded with the conclusion that adults must understand why a teenager behaves in a certain way. Think about your communication with your child. The main thing is to talk to the child.

• Mother: Daughter, don’t forget to warm up lunch and feed your brother!
• Dad: Olya, please bring the newspapers from the mailbox!
• Brother: Well, help me glue the plane together, I can’t do anything.
• Older sister : When you leave school, put 100 rubles on my phone, okay?
• Grandmother: Have you already completed your homework?
• Grandfather: Olga, would help grandma thread the needle. Yes, and I darned my grandfather’s mitten, it wouldn’t have broken.
• Teacher: Don't come to school tomorrow without your parents! I'm waiting in the director's office at 8.30.
• Cook: What a child, he spilled the glass again! Grab a rag and wipe it down quickly!
• Technician: You're running around like crazy again! March to class! And don’t let me see it again!
• Homeroom teacher: Olya! Well, how are you? Did you draw a poster for the New Year?
• Salesman: Girl, take the check. Hurry up, it's already your turn!
• Policeman: Are you running across the street at a red light again? I'll give my parents a fine!
• Teenager

ADAPTATION 1st CLASS

CRISIS 7 YEARS

Psychological game “First-grader”
One person is selected from among the parents to play the role of a first-grader child. The other parents play different roles.

• Instructions: Each parent, in accordance with his role, approaches the first grader and pronounces his words. As a result, a circle is formed around the child. Then they walk around the first grader and say their words at the same time.
• Situation No. 1 is simulated. School. The child sits down at his desk. In front of him is a textbook, notebooks, and a pencil case. Board.
• Teacher: Sit nicely, don't move around!
• Classmate: Give me a pen!
• Classmate: Look, I have stickers!
• Teacher: Take the pen correctly, take it the wrong way, but take it like this.

Situation No. 2 is simulated.The child is at home.

Mother: Write beautifully, correctly.

Dad: Well, you don’t understand anything, what kind of scribbles

Grandmother: why don't you try, very sloppy. Sit up straight.

Younger brother: let's play, look, I have a car.

Grandfather: Why are you lying on the table, come on, learn your homework!

Situation No. 3 is simulated. The child is escorted to school.

Grandmother: (leads you by the hand to class, helps you undress) Grandson, don’t fight and listen to the teacher. Let's take off our boots

Mother: (leads you by the hand to class, sits you down at the table). Try, my baby, be smart, listen to the teacher and don’t fidget.

Dad: You're already big, you have to go to school yourself.

Situations can be varied, as can phrases.

It is possible to simulate the situation of relationships between parents and all other family members during the child’s adaptation period.

• REFLECTION:

Afterwards the first grader shares his impressions. How did he feel? What did you want to say to everyone? What did you want to do? What was the reaction to different phrases from parents?

Then all adults share their impressions.

It is concluded with the conclusion that adults must understand why a first-grader behaves in a certain way. Think about your communication with your child. The main thing is to talk to the child.

ADAPTATION 1st GRADE, CRISIS 7 YEARS

Game "Broken Phone"

Invite the group (up to 10 people are appropriate) to convey several phrases using the principle of a children’s game, comparing what the first person heard with what the last person in the chain heard.

Choose different types of texts:

Long sentence with complex adverbial phrases

Famous quatrain

Proverb.

Examples:

In the fall, when it rains every now and then, and the streets are cold and slushy, students are often not only late, but also arrive wet and unprepared for classes, which greatly disturbs teachers.

We all learned a little,

Something and somehow.

So upbringing, thank God,

It's no wonder for us to shine.

There is grass in the yard, and there is firewood on the grass.

After the “telephone line” is completed, a discussion takes place: Why did this particular result happen? What sentences should be chosen so that all participants can understand them correctly and convey them without distortion?

CONCLUSION: text consisting of short, unambiguous, simple or familiar sentences is easier to understand, reproduce and transmit.

Not only children, but also adults find it difficult to retain the text. Therefore, there must be an understanding of what the child feels. You need to talk to him!

ADAPTATION 1st, 5th grade

CRISIS 7 YEARS

ADOLESCENCE

Game "Cotton"

Show me your palm. Now try making a clap with one palm. Did it work? It’s either uncomfortable or hard and your hand gets tired. What are your suggestions? Need a second hand. I'm ready to give you a second palm. One palm is me, the other is you. Let's try (we take turns clapping). At the same time, you smiled. I wish you to always smile when we “make cotton” together in life. The clap is the result of two palms.

IMPORTANT! Interaction between teacher and parent, parent and child.

ADAPTATION 1st, 5th grade

CRISIS 7 YEARS

ADOLESCENCE

Game "Paper airplane"

Make a paper airplane under the guidance of a psychologist.

Can you name 2 identical airplanes? Why?

Place its nose to the right, draw a sun with 7 rays on the wing. Write on the rays the words that you would like to travel around our class.

Launching airplanes.

CONCLUSION: We, adults, under the same conditions, do everything differently.

Never compare your child with another! There is no one or something worse or better. There is OTHER!

ADAPTATION 1st CLASS

Game "Chamomile of Emotions and Feelings."

(Calm music sounds).

Dear moms and dads! In front of you is a chamomile flower, on the petals of which are written a wide variety of feelings: positive and negative that a person can experience.

After your child crossed the school threshold, feelings and emotions settled firmly in your soul, in your heart, and filled your entire existence. Think and take the petal on which is written the “feeling” that has overwhelmed you most for a long period of time. Parents choose a “feeling,” think about their choice, name it, justifying what caused it.

Processing of the obtained results. The task allows you to focus on the importance of the event, identify problems and difficulties arising in families, and discuss these problems while considering the topic of the meeting

ADAPTATION 5TH GRADE

ADOLESCENCE

Psychological exercise “Hyperopeca”.

One parent is called to conduct the exercise. He is asked to imagine that he is a child who has just been born.

The psychologist acts as his mother, who loves and cares for him very much. The words of a psychologist: “Time passes, the child grows, and now he has already stood on his feet and started walking. He is interested in everything, he climbs wherever he can. Mommy is very worried that he doesn’t fall.

What can be done? You can tie the baby’s legs, it will make mommy feel safer. (parent's legs are tied).

And the child continues to grow. He wants to touch everything, take everything. He begins to reach out to various objects, including dangerous ones: electrical outlets, gas stove, etc. Mommy is very afraid. What can be done now? You can tie your hands. (hands are tied).

More time passes. The child begins to speak. Very often he says what he hears on the street. And these are obscene expressions. Of course his mother doesn't like this. What can be done? You can tie your mouth. (the parent is gagged).

The child is growing. Watches various programs and films on TV, which often carry negative information. How to protect the child from this so that the mother does not worry? You can blindfold your eyes and ears. (parents are blindfolded).

The child has grown up and is now big. His heart begins to love and often he chooses not the one his parents like. How to make someone give up love? You can tie a heart.” (the parent's heart is tied).

(As a result, the participant in the exercise ends up with his legs, arms, mouth, eyes, ears, and heart tied.) Without untying, ask the parent: - Well, how do you like it? - What do you want to untie first? (the psychologist asks and gradually unties the exercise participant).

REFLECTION:

How did you feel during the exercise?

What conclusions did you draw?

ADAPTATION 1st, 5th GRADE

Game "Word relay race".

Parents should continue the sentence started by the teacher: “My child will adapt better and be successful in school if I.....” while passing the ball.

CONCLUSION: Parents talk about their actions and the help they can provide to their child.

ADOLESCENCE

Role-playing game “Hear the child.”
Four parents take part in the game, playing the roles of a teenager, his father, mother and grandmother. The following situation is proposed: “A child comes home from school angry, throws his briefcase into the farthest corner of the room and shouts: “I won’t go to this school again!” There's a math teacher who's picking on me! I did this test myself, but she said I copied it! She said: “Tomorrow, come with your parents to the director,” etc.”
Parent actors are quietly given the following instructions for playing roles:
the “child” is angry, insolent, protests very emotionally, gives various arguments that he is right, etc.;
“father” demonstrates an authoritarian style of behavior (pressure on the child, shouting, threats, etc.);
“mother” takes on the role of an overprotective parent (constantly making excuses for the child, quarreling with her husband about him, accusing teachers of injustice, etc.);
“grandmother” demonstrates a chaotic, inconsistent style of behavior (confused; afraid of being out of favor with her son or daughter-in-law, supports first one or the other, doubts her words; cannot accurately formulate the essence of the problem and her advice, etc. ).
The audience (other parents) is given the task of observing everything that happens, tracking the pros and cons in the conversation between parents and their child, and noting the most common mistakes in communicating with children.
Playing a role-playing game, during which the psychologist helps participants more clearly demonstrate the unconstructiveness of these behavioral tactics.

Parent meeting in the form of the QUEST game “We are together”

Target : emotional rapprochement between parents and children.

Objectives: strengthening the role of the family in the educational process, improving relationships between children and parents, increasing the psychological competence of parents, expanding knowledge about the relationship between a child and adults in preschool and family settings; n awaken in parents a desire to see their child’s problems from the inside and findways to solve them; otraining parents in knowledge and skills that promote harmonizationchildish-parental relationships;creating a team of teachers and parents interested in solving common problems.

PROGRESS OF THE EVENT

The game starts in a group.

Game leader: Good evening, dear parents. I thank you for coming to our meeting. Today we will talk with you in a close, family circle and try to learn a lot of new things both about ourselves and about our children. The form of our meeting will not be entirely ordinary. What do you think, do you feel, why have we gathered you here, what will happen here now??? Any guesses?

Parents' answers...

Today I will conduct a quest for you called “We are together.” Quest(eng. quest, or adventure game(English adventure game)

The most important elements of the game in the genre quest are the actual narration and exploration of the world, and a key role in the gameplay play solving puzzles and tasks that require mental effort from the player.

Shall we play?

I suggest you take the test. You will find out where the next test will take place by guessing my riddles. For each completed task you receive a part of the picture. There are four of them in total. As a result, you should have a whole image, but you will find out what it is when you collect all the parts. After which we will gather in the music room, where we will sum up our results.

So, let's begin? Let's go...

Exercise "Warm-up"

Goal: to introduce group members to each other, relieve the tension of the first minutes, create a more relaxed atmosphere in the group to achieve a state that would allow them to work effectively.

One day a little Chicken found a big Rooster.

- Why does the heron have a long beak, and I have a very small one? he asked.

- Leave me alone!

- Why does the hare have long ears, but I don’t even have tiny ones?

- Don't pester!

- Why does the cat have a soft, beautiful fur coat, and I have some kind of yellow fluff?

- Move away, I say! Shut up!

- Why is it that even a small puppy can wag its tail, but I don’t have any tail?

- Leave me alone! - shouted the Rooster.

- Why does the kid have nice horns, but I don’t even have bad ones?

- Stop it! Get out!

- All “leave me alone”, “get out”, “stop”! Why do adults answer all the little kids’ questions, but you don’t? - Chicken Little squeaked.

- Because you don’t ask, you’re just jealous of everyone! - the Rooster answered angrily. And it was the honest truth.

Assignment for parents: place an imaginary yellow chicken in your palm and try to convince it.

For example: - It’s very good that you have yellow fluff, because... - Although you have a short beak, but...

Well done, you completed the task. Get part of the image.

The next task will await you in another room. To find out where, guess the riddle:

You need to run there, jump,
Have fun and play
You only go there once:
The game begins!

(gym)

My parents and I go to the gym

Scene “Child Statue”

Goal: to show children's literal understanding of everything.

One person is chosen from among the parents to play the role of the child.

Game director:

The world of children exists next to the world of adults, in the same physical space, but often we, adults, turn out to be blind to the lives of our children. Most often, the reason for our children’s misunderstanding is a reluctance to listen to their opinion, lack of time, mistrust, ignoring their desires, and parental selfishness.

This can be proven by acting out the scene “Statue of a Child.”

This is a little daughter, a first grader. She and her mother are rushing to school; they need to catch the bus. The daughter is a very energetic child, very curious, asks a lot of questions even at the moment when they are quickly walking to the bus. Mom takes her daughter by the hand and they run. The daughter asks:

- Mom, what is it? Look!

And at that moment the daughter gets her foot into a puddle.

Mom answers:

Where are you even looking? What, you don't have eyes?

cover the child's eyes

And they rush to school again. They run onto the bus and meet my mother’s friend there. Mom starts discussing yesterday with her. The daughter listens carefully, then says:

- Mother. Mom, did you hear the bird singing? Who is Uncle Yura?

Mom answers:

- Why are you interfering in an adult conversation? And, in general, why are you hanging your ears, what a shame it is to eavesdrop! Close your ears quickly!

After this phrase, the daughter’s ears are tied.

They get off the bus, the mother says goodbye to her friend, and she and her daughter run along the road. At the same time, my mother constantly looks at her watch so as not to be late.

The daughter turns to her mother again:

- Oh, what a wonderful day today! Mom, Masha is waiting for me, I promised to bring her an eraser, the one that...

Mom interrupts her and says:

- Leave me alone! Why are you babbling, there’s no time now, we’re late. Can you finally keep quiet? Shut your mouth quickly!

I tie another scarf over my daughter’s mouth.

The mother grabs the child's hand and they move on. The girl is already silent, but begins to pick up some twig as she walks. Mom hits her hands and says:

- What kind of hands do you have! Why do you always grab something? You can't live without it! Throw it away, I told you! Take your hands off!

They tie their hands with a scarf.

But then the daughter begins to jump and raise her legs. Mom gets angry and shouts at her:

- Where did you learn this? What is this? Stop kicking your legs! Stay calm!

At this moment, the legs are tied.

The mother looks at her watch, is nervous that she and her daughter are not on time, and begins to urge the child on:

- Why are you tramping? Take a wider step. Have you forgotten how to walk? Go faster! Give me your hand! Not hands, but hooks - you can’t write normally, you can’t hold anything! Keep your eyes on the road and don't stumble. Why are you wandering around like a blind man?

Mom is dissatisfied with everything that her daughter does, forgetting that she herself tied everything up for her so that everything would work out for her, and always well.

ANOTHER OPTION FOR THE SAME SITUATION

One participant is selected and sits on a chair in the center of the circle. All the others come up to him one by one and tell him what they forbid him to do - what the participants most often tell their child. In this case, the part of the body that was affected by the ban is tied with a ribbon. For example: “Don't shout! “- the mouth is tied, “Don’t run” - the legs are tied, etc.

After all participants have spoken, the person sitting is asked to stand up. Since he cannot get up, he needs to be untied. To do this, each participant approaches the ribbon that he tied and lifts the ban, that is, he says what can be done. Thus, the essence of the ban remains. For example: “Don’t shout - speak calmly.”

Reflection

Reflection of a participant playing the role of a child:

How did you feel when your “parents” constrained and limited your freedom?

Which part of your body did you feel most restricted in movement?

How did you feel when you were asked to stand up?

What did you want to solve first?

How are you feeling now?

Reflection of participants playing the role of an adult:

How did you feel when you saw an immobilized child?

What did you want to do?

Is it easy to find words that allow you to reformulate the ban?

What feelings are you experiencing now?

Game director:

It is known that there are no ready-made recipes for education. How an adult should act in a given situation is up to him to decide. However, you can play out difficult situations, like in a theater, discuss them and try to understand what the child is experiencing in this or that case.

Well done! You have completed the next task - receive a picture (I give away the 2nd part of the picture).

Next riddle: Opening the door to kindergarten,

This is where we get...

What kind of room?

Do you know or not?

Come on, give me the answer!

3)Exercise “Sun of Love”

Each participant draws a sun on a piece of paper and writes the child’s name in the center. With every ray of sunshine, you need to list all the wonderful qualities of your children. Then all participants show their “sun of love” and read out what they wrote. I suggest you take this Sunshine home. Let its warm rays warm the atmosphere of your home today. Tell your child how you appreciated his qualities - give your child warmth, affection and attention.

Game director:

You, of course, as loving parents, coped with this task. Find another picture.

It's light, beautiful and the music is alive

This hall invites you to the holidays...

(Music hall)

We go to the music room

(there is a screen, a projector, chairs for parents, a candle is prepared)

Game director:

Dear parents, I invite you to sit on the chairs and watch a short film

(video presentation “10 Commandments”)

Game director: Janusz Korczak- an outstanding Polish teacher, writer, doctor and public figure. His entire pedagogy boiled down to the idea that a teacher (like a parent) should first of all love children. This film contained a clue to the answer to the question you are looking for.

After the presentation, a picture with the task appears on the screen.

Game director:

And here is the last task for you today - make a word from scattered letters.

That's right, the word is "love". Take the last part of the picture and ask you to make a whole image from the parts. (heart)

Dear parents, I invite you to stand in a circle.

(I take a lit candle)

What will you take with you after our meeting today?

I would like to wish all parents to be happy in their relationships with their children throughout their lives. Let your children grow up to be independent, confident and, of course, loving you.

Thank you very much for your participation!

Third game - instead of a “magic wand”, a piece of chalk is given to your hands. Each parent comes to the board and writes down on it one of the negative qualities mentioned on the left, and one of the positive qualities on the right.

When the chalk relay ends, the command sounds: “Everyone is up!” This is how it begins fourth con. Now, while standing, you need to figure out which of the negative qualities (from those on the board on the left) can be converted (“I think I know how”) into one of the positive ones written on the right.

Having figured it out, you need to go to the board and connect these qualities with an arrow, placing your initials next to the arrow. For example, someone chose laziness and realized that from the listed qualities he knew how to transform it into good manners, and connected them with an arrow. Another parent, having chosen, say, the same laziness, connects it with a new arrow with intelligence. Etc. etc. Now any parent for whom this negative quality of their child causes a lot of trouble and grief can turn to the authors of the arrows for help, clarification and advice.

Contents fifth horse- mutual consultations of parents on educational problems. Just the opening of the people's “parent university”! The teacher can only praise those who take initiative and write down dead-end problems, so that he can then look for relevant literature in the library. Both for yourself and for interested parents.

Using interactive methods at parent meetings

The core of active work with parents is an active discussion, the participants of which reason, justify their conclusions, enter into a discussion with opponents, i.e. minds and talents compete. Psychological science believes that each team has various unique characteristics and hidden capabilities.

Traditionally, the interaction between parents and teachers at parent-teacher meetings takes place mainly in verbal form - one speaks, the rest listen. The use of interactive methods allows you to expand the range of interaction methods within a meeting.

The word “interactive” came to us from the English language from the word “interact”, where “inter” is mutual, “act” is to act.

Interactive - means the ability to interact or is in a mode of conversation, dialogue with something (for example, a computer) or someone (for example, a person).

Interactive parenting methods refer to education through participation and interaction. “I hear and I forget, I see and understand, I do and remember,” says a Chinese proverb. The methodology of participation and interaction fully involves in the educational process.

The use of interactive methods makes it possible to solve several psychological and pedagogical problems. First of all, interactive methods put parents in an active position. In a normal situation, this is quite difficult to do: calls from a teacher or psychologist to “express your opinion”, “offer your options”, as a rule, remain ineffective. Many parents find it difficult to express themselves in a traditional parent-teacher meeting, where the teacher plays the leading role. Interactive methods make it possible to make parents active participants, as a result of which they begin to behave fundamentally differently.

Interactive methods break traditional stereotypes of parent meetings: it becomes a special space, endowed with specific meaning and content.

Their use increases parents’ readiness to interact with psychologists, teachers and other specialists. A specialist who organizes original, unusual events evokes respect and interest.

Interactive methods also perform a diagnostic function; with their help, parental expectations, ideas, anxieties and fears are clarified, and since their diagnostic focus is not obvious to the parent, it is possible to obtain information that is significantly less influenced by the factor of social desirability.

The use of interactive methods makes it possible to significantly deepen the influence of the teacher on parents. They gain experience of direct living and reacting, which contributes to the integration of psychological and pedagogical knowledge and skills.

The most active forms of work are parent-teacher meetings, where parents are not passive listeners, but active participants in the conversation.

At the parent meeting, you can use various interactive methods: work in mini-groups, discussions, business, role-playing, simulation games, etc.

Role play

Provides an opportunity to gain new knowledge and identify unanswered questions;

Develops creative abilities;

Promotes the development of skills of participation in discussion, cooperation in achieving the goal;

Forms a tolerant attitude towards other opinions.