Psycho-gymnastics is Definition, features and exercises

2024 Author: Miguel Ramacey | [email protected]. Last modified: 2023-12-17 06:11

Psycho-gymnastics is a way of conveying information in which children or adults show themselves and speak without words. This is an effective way to optimize the socio-perceptual area of the personality, as it makes it possible to focus on "body language" and other characteristics of communication, including space-time.

What is it - psycho-gymnastics?

Psycho-gymnastics is focused on resolving issues of collective psychocorrection:

• establishing contact;
• stress relief;
• working out feedbacks, etc.

In a broad sense, psycho-gymnastics is a course of specialized lessons aimed at developing and correcting different aspects of the human psyche, both cognitive and emotional-personal areas. It is used both in preschool and in schools.

Psycho-gymnastics is a non-verbal method of collective interaction, which involves the presentation of experiences, psychological states, problems using non-verbal methods of communication, allows children to express themselves and keep in touch without the help of words. ita method of reconstructive psychocorrection, the purpose of which is to study and change the personality.

Tasks

Generally speaking, psycho-gymnastics for kindergarten children makes it possible to solve the following tasks:

• babies gain auto-relaxation skills;
• learn the technique of live movements;
• develop psychomotor functions;
• improve sublime feelings and emotions in themselves;
• correct their own actions with the assistance of role-playing games;
• get rid of psychological stress;
• learn to recognize and manage feelings.

Unique psycho-gymnastics exercises in kindergarten are used, as a rule, in cases where children have pathologies of psychomotor or psychological sphere, if the child suffers from a certain fear, is of a severe nature. In a number of situations, the technology is used to relieve fecal and urinary incontinence.

Psycho-gymnastics technology is a set of actions that allow the baby to understand that his actions, thoughts and emotions are interconnected, and all difficulties arise not because of certain conditions, but because of a specific attitude towards them. A preschooler explores feelings and masters the science of mastering them.

Dignity

The main advantages of psycho-gymnastics in the garden:

• game type of exercises (emphasis on the main activity of a preschool child);
• preserving the psychological well-being of the child;
• emphasis on fantasy;
• the ability to apply collective formsactivities.

Goals

Goals of psycho-gymnastics for preschoolers:

• overcoming obstacles for the child in expressing his thoughts, understanding himself and others;
• eliminate psychological stress and support the psychological well-being of children;
• forming the capacity for self-expression;
• formation of the verbal language of feelings (naming emotions leads to the children's emotional awareness of their "I").

Development of the emotional sphere

Tasks for the formation of the psychological sphere:

• arbitrarily draw the child's interest to the experienced emotional sensations;
• distinguish and compare emotional sensations, set their appearance (good, annoying, anxious, strange, creepy, etc.);
• freely and imitatively "recreate" or show feelings according to the established example;
• understand, recognize and distinguish the best emotional states;
• empathize;
• match adequate emotions.

Showing emotions

As a result of human development, certain feelings and emotions have been assigned their own motor “formulations”. The motor component is inevitable in every psychological reaction, in every emotional state.

It is possible to determine the characteristic features of the external manifestation of psychological states by facial expressions, pantomimes of the whole body, by vocal facial expressions (expressive properties of speech). In a widerrepresentation, physical interactions that accompany emotions also belong to expressive processes.

Understanding the outward manifestation of feelings causes counter sensory excitement and interactions in people and occupies a prominent place in human communication.

Mimicry

Mimicry the method of psycho-gymnastics is used. It testifies to certain emotions and moods of a person. If the individual smiles, this means that he is jubilant; shifted eyebrows and vertical wrinkles on the forehead indicate discontent, rabies. The look of a person can tell a lot. It can be direct, open, downward, naive, good-natured, gloomy, inquiring, frightened, lifeless, motionless, wandering. In general, facial expressions can be conscious, sad, gloomy, disgusting, self-satisfied, apathetic. A large number of definitions can be chosen for both laughter and sobs. Mimicry is active, sluggish, poor, rich, inexpressive, tense, serene. In some cases, amimia can be traced.

Facial expression plays an important role in communication. The researchers noticed that the feelings reflected on the face are “heard more correctly than a conversation”, for this reason, for the development of mutual affection between mother and child, for its complete formation, it should be that the mother is aware that the baby is “saying” to her, and he, in turn, is obliged to "notice" and feel the psychological response of the mother.

Mentally undeveloped guys (as well as intellectually undevelopedadults) are much worse than people with average and high intelligence, they recognize emotions on the face of another person. How far this kind of difference goes depends on the degree of backwardness. Quite often, poverty of facial expressions and undifferentiated feelings can be traced in a child with a developmental delay.

Gestures

Gestures are divided into expressive, pointing, highlighting, descriptive. Gesticulation can be active, apathetic, poor, rich, serene, fast, enterprising, gesticulation may be absent.

Even little kids understand gestures and can use them. When they are called the words "big", "small", "next", "I", etc. and asked to demonstrate what they say with a gesture, they easily cope with this task.

The only exceptions are those children who are lagging behind in development. Even at the age of 6 years, it is difficult for them, for example, to demonstrate the size of a small mosquito (ant, tiny sugar, etc.). Children with schizophrenia, compared with he althy children, are less accurate in recognizing emotionally expressive hand movements.

Mimicry

Lachinov wrote that expressive movements are sometimes made up of gestures, often of facial expressions, and later on all the time. All negative feelings “shrink” the figure of a person, and all positive ones “deploy” it. “Blossomed like a flower,” they say about a happy person.

Posture and posture play a huge role in creating the overall appearance of a person:

• Posture develops from the positionheads and bodies. The head can be placed straight, tilted to the side, drawn into the shoulders, thrown back.
• Change in postures can be gradual, rapid, slow, fast, smooth. The single look is characterized as intense, relaxed, tucked up, pinched, dignified, humble, dejected, rough, unsteady, upright, stooping, hunched over, slender, without sharp features.

Can children of the middle and senior group freely take the agreed position? In order to find out, let's invite the child, in the absence of other children, to demonstrate how he would look if he were cool or his tummy hurt. With normal development, a significant part of the children shift their shoulders, shrink, bend, and the smaller part keeps the body even, i.e. such children do not cope with the tasks.

With regular exercise it is possible to improve pantomime.

Disturbances of expressive motor skills deserve close interest due to the fact that the inability to competently show one's own emotions, stiffness, embarrassment, or inconsistency in facial expressions and gestures complicate the child's interaction with peers and with elders. Especially in this case, children with neuroses, organic diseases of the brain and other neuropsychological diseases suffer. Children with poor expression, probably, do not fully perceive what they are told in a wordless way by others, they also misinterpret their approach to themselves, which, in turn, may be a factor in deepening their asthenic qualities.nature and occurrence of secondary neurotic layers.

Developing attention

The following exercises are suitable for kids suffering from psychomotor hyperactivity, bad mood, pathological fears, early autism, mental retardation and other diseases in which immaturity of attention is manifested. When conducting psycho-gymnastics according to Chistyakova, you can pay attention to the following games:

1. The driver gives the kids to listen and fix in their memory what is happening outside the door. He then asks to state what they heard. Psycho-gymnastics is used for 5-year-olds and older.
2. At the signal of the driver, the child's interest is redirected from the door to the window, from the window to the door. Further, each preschooler is required to state what happened where.
3. Kids march to any rhythmic music. Further on the word “rabbits” said by the driver, the guys should start jumping, on the term “horses” - how to hit the “hoof” on the floor, “crayfish” - retreat, “birds” - run, spreading their arms to the sides, “stork” - be on one leg.
4. The leader agrees with the child that if he turns on the low sound, he must take the “weeping willow” pose, if the high sound - the “poplar” pose. Then the game begins - the guys go in a circle. A low sound sounds - the children take the pose of the "weeping willow". On the sound taken in the upper register, they stand in the pose of "poplar".
5. Players pass in a circle. If the driver claps his hand once, the guys should stop and take the stork pose. ATif the driver claps 2 times, the players take the frog pose. On 3 claps, the players start walking.

Crooked mirror

You can use this psycho-gymnastics exercise: an adult encourages children to show themselves in the morning in the bathroom, where a curved mirror hangs - it repeats all movements in the opposite direction. In the event that the player raises his hand, the mirror, in turn, lowers it, etc. It is allowed to fight in pairs, changing roles, or as a whole team, performing shifting figures, and everyone invents their own movement.

Enter the circle

The task is to help the baby test himself, overcome shyness, enter the team. A child who feels difficulties in communication is taken aside. The other guys stand in a circle, firmly holding hands. The shy kid should run, break the circle and get into it.

Explorer

The purpose of the described exercise: to teach the child to sympathize and provide assistance. The adult explains that all people are different and some of them need the support of caring people. One kid shows a blind man, puts his hand on the shoulder of a friend-guide and closes his eyes. "Explorer" at a leisurely pace makes a variety of movements, moves around the room, overcoming obstacles. The kid with his eyes closed is obliged to follow next to him. Next, the guys change places.

Show affection

The challenge is to satisfy the child's need for emotional warmth and intimacy. The host bringssoft toys (one or two) into the room, for example, a doll, a dog, a bear, a hare, a cat, etc. The guys walk around the room. On a signal, they break into groups and go to the toy that they would like to comfort. The first baby takes the toy, embraces it and says something gentle and pleasant to it. Then he gives the toy to his friend. He, in turn, is also obliged to hug a toy animal and say gentle phrases. The game can be repeated several times.

Who's talking

Task: to form the children's ability to identify themselves with someone or something, to teach the child to empathize. During the game, the guys take on various roles and describe their own state, the reasons for their actions, the system of relationships with reality. The first kid starts: “I'm not Igor, I'm a pen. I would have liked it if I was not plain, but painted in a fun pattern. I would like to not be kept in a pencil case, but put on the table. The next kid continues: “I'm not Artem, I'm a ball. I'm made of rubber and well inflated. The guys have fun if they throw me to each other! An adult gives the names of subsequent objects:

• cloak;
• minibus;
• soap, etc.

The guys also offer their own options.

Conclusion

Everyone knows, but not everyone realizes how important emotional dynamism is for the development of a person's physiological and psychological he alth, how important it is to teach a child to lead an active lifestyle. The issue of physiological and psychological well-being is very relevant. ByAccording to the Research Institute of Hygiene and He alth Protection, the number of children with various pathologies has doubled in recent years. But the good physiological and psychological state of he alth of children is the basis for personal development.

Based on the above, we can conclude that through the experience of emotional states, the child develops the main main competencies:

• Socio-communicative: socio-psychological guidance of communication processes in a communicative situation.
• Scientific and technical: the ability to work according to an algorithm, plan.