Sand therapy for children with disabilities

Pupils of a correctional kindergarten are characterized by increased nervous excitability, anxiety, aggressiveness, hyperactivity on the one hand and passivity, isolation, closeness, tightness, underdevelopment of the emotional sphere, behavioral disorders on the other hand. In addition, in children with problems in the intellectual sphere, there is a violation of speech or its complete absence, insufficient development of coordination of movements, fine motor skills of the hands, lack of a sense of rhythm, impaired speech memory, attention, perception, etc.

Therefore, our pupils need special methods of correction of psycho-emotional health. Work experience has convinced us that one of the most productive and effective methods of training, development and organization of correctional work with children with similar problems is -sand play therapy.

The therapeutic effect of playing with sand was first noticed by the Swiss psychologist and philosopher Carl Gustav Jung. It would seem that everything is very simple - the child builds something out of sand, destroys the creations he created without regret, and builds again ... But it is this simple action that keeps a unique secret - there is nothing that would be irreparably destroyed - always to replace the old new comes. By repeatedly living this secret, the baby reaches a state of balance, anxiety and fear go away. Another important psychotherapeutic property of sand is the ability to change the plot, events, relationships. Since the game takes place in the context of a fairy-tale world, a child with special educational needs is given the opportunity to change the situation that is uncomfortable for him. He learns to overcome difficulties on his own.

Playing with sand is a natural and accessible form of activity for a child with disabilities. A child often cannot express his feelings, fears in words, and here sand games come to his aid. Playing the situations that excited him with the help of toy figures, creating a picture of his own world from sand, the child is freed from tension. And most importantly, he gains invaluable experience in the symbolic resolution of many life situations, because in a real fairy tale everything ends well.

The observations of psychologists show that it is the first joint games of children in the sandbox that can clearly show parents the features of the behavior and development of their children. Parents see that the child becomes overly aggressive or timid in dealing with peers - this may be an occasion to think about the education system.

The child's play is a symbolic language for self-expression. By manipulating toys, a child can show more adequately than express in words how he relates to himself, to significant adults, to events in his life, to people around him.

Children's play can be more fully appreciated if it is recognized that it is for them a means of communication. Children express themselves more fully and more directly in spontaneous, self-initiated play than in words, because they feel more comfortable in play. For children, "acting out" their experiences and feelings is the most natural dynamic and healing activity they can engage in.

Playing in the sand provides a means for resolving conflicts and conveying feelings. Toys equip the child with suitable means, since they are the environment in which the child's self-expression can take place. In free play, he can express what he wants to do. When he plays freely, and not on someone else's orders, he performs a number of independent actions.

Feelings and attitudes that the child may be afraid to express openly can, without fear of anything, be projected onto a toy chosen at one's own discretion. Instead of expressing feelings and thoughts in words, a child can bury this or that toy in the sand, hit, drown, etc. A child's feelings are often impossible to express verbally (in words).

Sand games are necessary for children with disabilities, they:

 develop tactile-kinetic sensitivity and fine motor skills of the hands;

 relieve muscle tension;

 help the child feel protected, in a comfortable environment for him;

 develop activity, expand the life experience transmitted by the teacher in a form close to the child (the principle of accessibility of information);

 stabilize emotional states by absorbing negative energy;

 allow the child to correlate games with real life, comprehend what is happening, find ways to solve a problem situation;

 overcome the “bad artist” complex by creating artistic compositions from sand using ready-made figures;

 improve visual-spatial orientation, speech capabilities;

 contribute to the expansion of vocabulary;

 allow to develop phonemic hearing and perception;

 contribute to the development of coherent speech, lexical and grammatical representations;

Sand play equipment

1. A waterproof wooden box or plastic basin, the bottom and sides of which should be light blue / blue (the bottom symbolizes water, and the sides symbolize the sky). The height of the sides is not less than 10 cm. The size of a large sandbox for subgroup classes is 90x70 cm, the sand in it can be divided into two parts: dry and wet. For individual lessons, you can use several plastic rectangular basins. It is desirable that the sandboxes have removable lids.

2. The sand must be yellow or light brown in color, certified, the grains of sand must be of medium size. 1/3 of the box is filled with sand. It should not be too large or too small. Before use, the sand must be sifted, washed and disinfected - it must be calcined in the oven or quartz. It is necessary to quartz sand at least once a week with the obligatory indication of the last date of quartzization on the tag (on the outer wall of the sandbox). Wet sand at the end of the lesson must be dried, the surface of dry sand should be leveled and sprinkled with water.

3. A set of play equipment(stored in plastic containers with holes):

shovels, wide brushes, sieves, funnels;

a variety of plastic molds of different sizes - geometric; depicting animals, transport, people; dough molds;

miniature toys (5-10 cm high) depicting people of different sex and age; various animals and plants; transport, etc. (do not use toys from Kinder Surprises for classes in younger groups);

a set of toy dishes and toy beds (for the Sand Kindergarten and Family games);

various buildings and structures;

junk equipment: pebbles, shells, twigs, sticks, large buttons, disposable straws for a cocktail.

Sand play rules for toddlers

1. Take care of the grains of sand - do not throw them out of the sandbox. If by chance the sand spills out, show it to an adult and he will help them get back into the sandbox. Do not throw sand out of sandboxes.

2. Sand grains really don't like being taken in the mouth or thrown at other children. You can not take sand in your mouth and throw it at other people.

3. Children should always have clean hands and noses. Played with sand - wash your hands and show your clean palms to the mirror.

4. Our toys love to be put in their place. After the game, you need to put all the toys in their places.

Conditions for working with children

1. Consent and desire of the child.

2. Special training of the educator, his creative approach to conducting classes. 3. Children should not be allergic to dust from dry sand, skin diseases and cuts on their hands.

Additional conditions for organizing wet sand games

1. Children should not have cuts on their hands, skin diseases. 2. Children must have oilcloth aprons for work. 3. The water that moistens the sand should be warm. With each lesson, the temperature of the water can be gradually reduced (thus, there is an additional hardening of children). 4. There should be a source of clean water and napkins near the sandbox.

EXERCISE GAMES

All the exercises described below can be used both for individual correctional work and for developing with a subgroup of children. During the mandatory exercises, you can do five minutes of free play-rest in the sand.

Games on the surface of dry sand

Hello sand!

Target: reduction of psychophysical stress.The teacher asks to “say hello to the sand” in different ways, that is, to touch the sand in different ways. Child: touches the sand alternately with the fingers of one, then the second hand, then with all fingers at the same time; easily / with tension compresses the fists with sand, then slowly pours it into the sandbox; touches the sand with the whole palm - the inside, then the back; rubs sand between fingers, palms.

In the latter case, you can hide a small flat toy in the sand: “One of the inhabitants of the sand wanted to say hello to you - ...” Older children describe and compare their feelings: “warm - cold”, “pleasant - unpleasant”, “prickly, rough” etc.

Sand rain Purpose: regulation of muscle tension, relaxation. Equipment : Sandbox. Game progress: Teacher: in a fairy-tale land, an unusual sandy rain can fall and a sandy wind can blow. It is very nice. You yourself can arrange such rain and wind. See how it goes. The child slowly and then quickly pours sand from his fist into the sandbox, onto the palm of an adult, onto his own palm. The child closes his eyes and puts his palm with spread fingers on the sand, the adult pours sand on any finger, and the child names this finger. Then they switch roles.

sand wind

Target: teach children to control inhalation and exhalation. Equipment : Sandbox, straws for a cocktail. Game progress: Toddlers learn to breathe through a tube without dragging sand into it. Older children can be offered to first say a pleasant wish to their friends, give a wish to the sand country, “blowing it into the sand”, you can also blow out depressions, pits on the surface of the sand. For these games, you can use disposable straws for a cocktail.

Extraordinary footprints Target : development of tactile sensitivity, imagination. Equipment : Sandbox. Game progress: “The cubs are coming” - the child presses the sand with fists and palms with force. “Jumping hares” - with the tips of the fingers, the child hits the surface of the sand, moving in different directions. “Snakes are crawling” - the child makes the surface of the sand wavy (in different directions) with relaxed / tense fingers.

Martynova Anna Mikhailovna Teacher-psychologist of the 1st qualification category Structural unit "Kindergarten No. 56" GBOU secondary school №4, o. Syzran Samara region

Playing in the sand is one of the natural activities of a child. Therefore, we, adults, can use the sandbox for developmental and educational, correctional purposes. By building sand figures using symbols, inventing various stories, we are in the most organic way for a child with disabilities (HIA) form, we pass on to him our knowledge and life experience, events and laws of the surrounding world.

The therapeutic effect of playing with sand was first noticed by the Swiss psychologist and philosopher Carl Gustav Jung. The most important psychotherapeutic property of sand is the ability to change the plot, events, relationships. Since the game takes place in the context of a fairy-tale world, the child is given the opportunity to change the situation that is uncomfortable for him. He learns to overcome difficulties on his own. Playing with sand is a natural and accessible form of activity for every child. A child often cannot express his feelings, fears in words, and here sand games come to his aid. Playing the situations that excited him with the help of toy figures, creating a picture of his own world from sand, the child is freed from tension. And most importantly, he gains invaluable experience in the symbolic resolution of many life situations, because in a real fairy tale everything ends well.

The process of playing sand therapy helps you move from feeling dependent on the current situation to becoming the creator of the situation. In addition, sand absorbs negative energy. The sand therapy method can be used with children from the age of 3 years. Correction of the emotional sphere through this method allows solving a number of problems that arise in children with disabilities.

In particular, sand therapy allows you to work with aggressive, insecure, shy children; with children experiencing problems of shame, guilt, lies, difficulty accepting their feelings. In addition, sand therapy combines a lot of exercises aimed at general relaxation, removal of motor stereotypes and convulsive movements. In the process of sand play, the child has the opportunity to express his deepest emotional experiences, he is freed from fears, and the experience does not develop into a mental trauma. The tasks of sand therapy are consistent with the child's inner desire for self-actualization.

In their system, these exercises are of tremendous importance for the development of the child's psyche. First, they stabilize the emotional state of children. Secondly, along with the development of tactile-kinesthetic sensitivity and fine motor skills of the hands, they teach the child to listen to themselves and pronounce their feelings, help the child feel protected, in a comfortable environment for him.

This is how the foundation is laid for the further formation of positive communication skills, subject-play activities are improved, which contributes to the development of role-playing games and communication skills of a child with disabilities. It is important that projective games on the sand open up the potential of a child with disabilities, developing his creativity and imagination.

T.D. Zinkevich-Evstigneeva offers various types of sand games:

Cognitive games: games to get to know the outside world, geographical games; fantastic and historical, game-tours of the city.

Projective games: projective games can be carried out individually and in a group, with their help psychological diagnostics, correction and development of the child are carried out. The child chooses toys and builds his own world, his own fairy tale.

Sand games in a group are mainly for the development of communication skills: the ability to harmoniously and effectively communicate with each other, interact. The group can consist of 2, 3 people, or more, depending on the size of the sandbox.

Before you start playing with sand, you need to talk to the children about the rules of playing in the sandbox. This will help the poem by T.M. Grabenko:

There are no harmful children in the country -
After all, they have no place in the sand!
Here you can not bite, fight
And throw sand in your eyes!

Do not destroy foreign countries!
Sand is a peaceful country.
You can build and wonder
You can do a lot:

Mountains, rivers and seas,
To have life around.
Children, understand me?
Or should it be repeated?

To remember and be friends!

Getting Started with Sand. Place your palms on the sand and tell your child how you feel: "I'm pleased. I feel warm (coolness) sand. When I move my hands, I feel small grains of sand. What do you feel? Let the child try to talk about how he feels. Make prints of palms, cams, edges of the palms, creating patterns (sun, flower, etc.); "walk" on the sand with each finger in turn.

Examples of some exercises

1. "Sensitive Hands" (according to T.D. Zinkevich-Evstigneeva)

• Put your hands on the sand, close your eyes, feel what it is.
• Open your eyes, tell me how you felt (children's answers).
• Do the same with your palms turned to the other side. Tell me about your feelings.

2. Slide on the surface of the sand like a snake or like a car.

3. Walk your palms like an elephant, like a little baby elephant, like a fast bunny.

4. Leave prints of palms, cams, edges of the palms.

5. Create patterns and drawings - a sun, a butterfly, the letter A or a whole word.

6. "Walk" with each finger of the right and left hand alternately.

7. Sift the sand through your fingers or with a pinch, sow a path from sand with a contrasting texture.

8. Arrange stones and natural materials of different structure and size on the sand in a special logical order.

9. Guide the figurine along the labyrinth sand paths.

11. Lay out a geometric figure with chips.

12. Sift sand through a sieve, draw a pattern with a brush or stick, sift sand through a funnel system, etc.

13. Can "to play" on the surface of the sand, like on a piano or computer keyboard.

14. The sandbox can be used to find animals, objects, a certain letter made of plastic and buried among others in the sand (game variation "Magic bag" ) .

15. Sculpt letters from sand, raking it with the edges of the palms.

16. Turn letters "L" in "BUT" , "H" in "T" , "O" in "I" etc.

17. Find the letters hidden in the sand and make syllables out of them, a word.

You can write words in the sand in printed and written letters, first with your finger, then with a stick, holding it like a pen. Sand allows you to keep the child working longer. It is easier to fix mistakes on sand than on paper. This allows the child to feel successful.

18. Game "My city" . The speech therapist gives the task to choose figures whose names contain a given sound, and build a city using these figures. Then you can make an oral story about this city and its inhabitants.

19. "Whose footprint is this?" . On wet sand, traces of the palm or foot from shoes or wheels of a toy car easily remain. Let the child try to guess where whose fingerprint is?

20. Sand application. Apply glue to the cardboard pattern and sprinkle with sand. Shake off the excess, and you get a wonderful picture. Sand can be painted with paints and dried.

21. "Archeology" . Bury the toy (the child does not know which one). During the excavation, the child must guess from the opening parts what is hidden. Bury 2-3 items. Let him unearth one of them and try to determine by touch what it is.

22. "Sand Paths" . Show your child how to take a handful of dry sand and slowly pour it out, creating various shapes, such as paths. (to the house of a bunny or a bear cub).

23. You can dig in and dig out letters, numbers, geometric shapes - so it will be easier for the child to remember them.

24. Game "Name the Sound" (according to N.V. Durova). The psychologist invites children to dig small holes in the sand for the ball. Then he pushes the ball into the child's hole and calls the word, intonation highlighting the consonant sound. The child names the highlighted sound and rolls the ball back into the teacher's hole. Then the task is given to another child, and so on. Words: s-s-som, su-m-m-mka, for-r-r-rya, ku-s-s-juice, stu-l-l-l, ru-ch-ch-chka, red- n-n-n, ball-f-f-f, roof-sh-sh-shka, d-d-house.

25. Game "Find a Friend" (according to N.V. Durova). The psychologist takes pictures out of the box (butterfly, cow, frog, rooster, bear) and distribute them to the children.

Make houses for these animals, soon their brothers will come to visit them. (Children do.) Then the teacher takes out the following pictures from the box. (squirrel, whale, peacock, horse, mouse).

How can we find out where, whose brother? To do this, let's pronounce the names of animals and highlight the first sound in these words. - whale - [to"]- he will go to visit the cow, the first sound in this word [to]; [to] and [to"]- brothers.

Children take turns calling those who are shown in the pictures, highlight the first sound and select a pair. Conclusion: How do these pairs of sounds differ? (hard - soft).

26. Exercise "Sand Rain" (according to N. Kuzub) The teacher slowly and then quickly pours sand from his fist into the sandbox, then into his palm. Children repeat. Then the children close their eyes in turn, put their palm on the sand with their fingers apart, the adults pour sand on any finger, and the child names this finger.

27. Game "Who was that?" (according to R.G. Golubeva). The psychologist takes out toys from the box: a cow, a tiger, a bee, a snake, a hedgehog. Each of them is assigned a certain sound: a cow - mooing "mmm" , tiger - growls "rrrr" , the bee is buzzing "zh-zh-zh" , snake - hisses "sh-sh-sh" , hedgehog - snorts "fff" . The teacher pronounces a sound for a long time and invites the children to determine who it was. The one who correctly names the animal receives this toy.

28. Game "Echo" . The teacher pronounces the syllables, and the children repeat them in turn, while for each correctly performed repetition, the child is invited to take any toy for the subsequent game in the sand

Ta-ka-pa - pa-ka-ta - ha-ba-da - po-bo-po - poo-boo-poo.

With the selected toys, children play sand hide and seek: one child closes his eyes, and the rest hide his toys in the sand.

29. Exercise "Extraordinary Footprints" .

"Bears are coming" - the child presses the sand with fists and palms with force.

"Jumping Hares" - with the fingertips, the child hits the surface of the sand, moving in different directions.

"The snakes are crawling" - the child makes the surface of the sand wavy with relaxed / tense fingers (in different directions).

"Spider bugs run" - the child moves all fingers, imitating the movement of insects (you can completely immerse your hands in the sand, meeting under the sand with your hands with each other - "bugs say hello" ) .

You can also finish playing with sand with verses:

Look at our palms -
They have become wiser!
Thank you, our dear sand,
You grow up for all of us (get smarter) helped!

The use of sand therapy gives positive results:

• children have a significant increase in interest in classes;
• children with disabilities feel more successful;
• there is no place for monotony and boredom in the classroom;
• the child expands the range of subject-play actions;
• in the classroom, the level of social and domestic orientation of children with disabilities increases.

In classic sand therapy, "cycle" transfers in nature. First, the inner reality is transferred to the sand. Then the experience is transferred to the inner world, to the unconscious layer. Then, in the form of some models, it is transferred to real life. In individual work, the teacher-psychologist never brings anything into the sandbox, does not change anything. When in the process of analysis it is necessary, with the permission of the child, you can take an object, look at it, but not change it. "Creates" sandbox and "takes apart" her own child. During work, pay special attention to which figure you chose first - identification with yourself, with your "I" .

General conditions for organizing sand therapy

A large box is used as a sandbox. Its traditional size in centimeters is 50 x 70 x 8 cm. It is believed that this size of the sandbox corresponds to the volume of the field of visual perception.

Color. The traditional sandbox combines the natural color of wood, blue and yellow. Thus, the bottom symbolizes water, and the sides - the sky, the sun.

To organize sand games, a large set of miniature objects and toys is needed, which together symbolize the world. In classical sand therapy, there is the following classification of objects used in the process of creating sand paintings:

• people diverse in gender, age, cultural and national identity, professions, era (from primitive to modern,) poses should be both dynamic and static;
• land animals (domestic, wild, prehistoric);
• flying animals (wild, domestic, prehistoric);
• inhabitants of the water world (various fish, mammals, molluscs, crabs);
• houses with furniture (houses, palaces, castles, other buildings, furniture from different eras, cultures and purposes);
• home stuff (dishes, household items, table decorations);
• trees and other plants (flowers, grass, shrubs, greenery, etc.);
• sky objects (sun, moon, stars, rainbow, clouds);
• vehicles (land, water, air transport for civil and military purposes, fantastic vehicles);
• human habitat objects (fences, fences, bridges, gates, road signs);
• objects of the landscape and natural activity of the Earth (volcanoes, mountains);
• accessories (beads, masks, fabrics, buttons, buckles, jewelry, etc.);
• natural natural objects (crystals, stones, shells, pieces of wood, metal, seeds, feathers, glass polished with water, etc.);
• fantastic objects and cartoon characters, fantasy, werewolf figurines;

The forms and options of sand therapy are determined by the characteristics of a particular child with disabilities, specific tasks and its duration. Sand therapy can be used for the following purposes: for the purpose of diagnosis, for the purpose of providing primary psychological assistance; in the process of short-term psychotherapy; in the course of long-term psychotherapeutic influence. So, sand therapy has established itself as one of the most effective non-traditional methods in correctional and developmental work with children with disabilities.

Conference: Modern educational processes in preschool educational institutions

Organization: MADOU "Kindergarten No. 12 "Ladushki"

Location: Novgorod region, Staraya Russa

Sand is an accessible material that can be found in the sandbox, on the beach, along the banks of rivers and lakes. What then is sand therapy? And what is she for? Sand therapy is an opportunity to express what is difficult to find words for, to get in touch with what is difficult to address directly, to see in oneself what usually eludes conscious perception. K. D. Ushinsky wrote: “The best toy for children is a pile of sand!” the first contacts of children with each other take place in the sandbox: a house is built on the sand, a tree is planted, a family is created. Sand games are a natural and accessible activity for every child, one of the forms of interaction and transformation of the world. What happens to a child when he plays in the sand? A child with special developmental needs often cannot express his feelings, fears, emotions in words, and here sand games come to his aid. Playing the situations that excited him, creating a picture of his own world from the sand, the child is freed from tension. And most importantly, he gains invaluable experience in the symbolic resolution of many life situations, because in a real fairy tale everything ends well! Preschoolers are happy to play in the sand, because such games are saturated with different emotions: delight, surprise, excitement, joy. This makes it possible to use sand games for the development and enrichment of the child's emotional experience, for the prevention and correction of his mental states. Sand has the ability to let water through. In this regard, experts say that it absorbs negative mental energy, interaction with it clears the energy of a person, stabilizes the emotional state. Sand often acts like a magnet on children. Their hands themselves, unconsciously, begin to pour and sift sand, dig holes, build tunnels, mountains, roads, cities. And if you add various toys to this, then the child has his own world, where he invents and fantasizes, and, at the same time, learns to work and achieve goals. Creating sand buildings does not require special skills. Doing something is not so impossible! So, there is no place for disappointments, mistakes and self-doubt. In the classroom, children are relaxed, cheerful and inspired: they create their own world, and it is infinitely pleasant to do this. Also, in working with sand, the children develop creativity and imagination. They get pleasure from this process, which contributes to the emergence of positive emotions and the development of communication skills. Tactile sensitivity, fine motor skills, and speech develop powerfully in the sandbox. The “Sand Reading” is entertaining, that is, games aimed at developing phonemic hearing, correcting sound pronunciation, teaching reading and writing. Sand will be of help if the child learns to read and write, masters reading and writing, or he needs help to learn how to pronounce sounds correctly. All this happens in the form of a fairy tale, easily and unobtrusively, in a game, therefore the results are much more tangible than when adults try to tediously preach something. The most modern and exciting is sand painting on special tables or sand animation. The tablet has a colored backlight, which is controlled by a small remote control. With it, you can choose one of 16 colors. You can also increase or decrease the brightness. Use 5 different functions, 7 colors flashing, 3 colors, 7 or 3 colors fade and static colors. Drawing on glass occurs with the help of fingers and palms. What is the positive side of these activities?

The child develops an interest in the researcher. After all, the occupation, as a rule, is surrounded by mystery. And they don’t give paints at all, but sand, which pours and at first is completely untameable. And the sand may not be ordinary, but tinted. Or the backlight changes color and you can choose any one that is in this moment matches the mood. 3. The child fantasizes with sand more boldly than on paper with pencils or paints. Here you can draw, correct and draw again, without fear of making any mistake, without disappointment “oh, it didn’t work out again!”. Sand painting promotes the development of fine motor skills. Experts note that this technique is even more effective than finger gymnastics. Why? Because tasks with sand strain both the brain and muscles more. For comparison, you should just try to pour the sand in a uniform stream or draw two identical suns at once with both hands to the left and right of the imaginary center line. In my practice, I use different forms of working with sand, all kinds of equipment and a variety of sand. In order to go on an exciting fairytale journey through the Land of sand games with your children, you need: - a mini-sandbox. This is a waterproof wooden box of certain dimensions. Its inner surface, bottom and sides are painted blue. The bottom symbolizes water and sea, while the sides symbolize air and sky and pure sifted sand, as well as a collection of miniature figures for playing out tasks in the sandbox. In such a sandbox, the guys build cities, draw pictures, conduct experiments, look for hidden treasures and treasures, guess whose traces. The sandbox can be used as the basis for a puppet table theater. This is a very convenient way to stage a fairy tale, because sand allows you to convey different landscapes. The most exciting are travel games, where children use different paraphernalia, pebbles, shells of different colors and sizes, figures of animals, people, vehicles, plants. I conduct classes to correct anxiety and insecurity, expand emotional experience, the ability to work in a team, and develop empathy. In the sandbox, we got acquainted with different types of sand, quarry, river and kinetic. Kinetic sand, "comes to life" in the hands. It miraculously combines the properties of dry and wet sand. It easily takes shape, holds it and is just as easy to cut, crumble, flowing between the fingers. Interacting with kinetic sand, children experience a lot of tactile sensations. From colored kinetic sand, the guys build different collages, for example, “Sea World”, “Spring”, “Confectionery”, “Flowers”, etc. The next stage of work is sand application. The child applies PVA glue to the contour image, then falls asleep on top with sand of the same color. The procedure is repeated several times. For each area of ​​the image, a different color of sand is used, which ultimately allows you to create a multi-colored and colorful drawing. Children's drawings on the theme "Space", created using this technology, took first place in all-Russian and international competitions.

sand painting- a new and at the same time simple type of visual activity of preschoolers, accessible to almost everyone and not requiring special training. And for me, this is another way to understand the feelings of the child. Sand - the same paint, only works on the principle of "light and shadow", perfectly conveys human feelings, thoughts and aspirations. This is one of the ways to depict the surrounding world. As the technique of drawing with sand is mastered, the inner world of the child is enriched and developed. This type of creativity, as a means of correcting the psyche, allows the little artist to overcome the feeling of fear, moving away from the subject representation and depiction with traditional materials, to express feelings and emotions in the drawing, gives freedom, instills self-confidence. Having mastered the technique of sand painting, the child gets the opportunity to choose, which, in turn, ensures the creative nature of children's productive activities.

Our work complemented and adorned the activities of children on various topics. If they talked about autumn, they drew “A Tale of a Tree”, about winter - snowflakes, remembered about summer - they made a “Rainbow in a Bottle” and sculpted flowers from colored sand, talked about space - made applications “Space travel” and much more interesting and cognitive.

The timid and shy guys became more active and confident, while the agile and energetic guys sat in the sandbox for a long time, building, destroying, building again, supplementing the work with new details, characters, and attributes. They returned to their buildings again and again, creating and playing new stories.

Play with the kids in the sand! It's simple, interesting, exciting and useful!

Tatiana Berezina

Ira and sand exercises for children with disabilities (intellectual impairment

"The best toy

for children - a pile of sand "

K. D. Ushinsk uy

Sand is a therapeutic material, an excellent learning environment for developing playing skills, a field for interaction. Sand play creates interest in the toys and activities of another peer or adult, which gives rise to contact between children, building communication skills. Sand play can be done by a subgroup of children or individually. You can play both in the sandbox on the site, and in a group setting at a table on a tray of sand.

Games for children 3-4 years old

etc.

1. Exercise "Getting to know the sand"

Purpose: to introduce sand, to note the properties of dry sand (it pours, does not get dirty).

2. Exercise "Hold the sand in your palms"

Purpose: to teach to collect sand and hold it in the palms, pour in a thin stream.

3. Exercise "Hide the handles"

Purpose: to teach to hide hands in dry sand, falling asleep fingers or plunging hands into the sand.

4. Exercise "Hide toys"

Purpose: to teach to bury toys in dry sand, falling asleep or immersing in sand.

5. Game "Find toys"

Purpose: to teach to get small toys out of dry sand, immersing hands in it.

6. Exercise "Whose slide is better?" ("Build a hill")

Purpose: to teach how to make a slide of dry sand, raking it with your palms or a scoop.

7. Exercise "Toys ride down the hill"

Purpose: to teach to rake up a pile of sand from below with your fingers so that the toy at the top of the pile rolls down.

8. The game "Fill the jar"

Purpose: to learn to pour dry sand into a jar with a spoon.

9. The game "Pour sand into a bottle"

Purpose: to learn to pour sand into a bottle using a funnel.

10. Exercise "Paths of sand"

Purpose: to learn to take dry sand with a pinch and pour it in the form of a path.

11. Exercise "Find the pebbles"

Purpose: to teach to sift sand through a sieve, separating pebbles from dry sand.

12. The game "Toys are lost"

Purpose: to learn to shake dry sand to get toys.

13. The game "Magic Drawings"

Purpose: to teach to pour dry sand on the adhesive drawing, then shake off the remaining sand, and name the image.

14. Exercise "Colored sand"

Purpose: to learn to mix sand and colored crushed chalk until a homogeneous mass is obtained using a spoon (stick)

15. Exercise "Wonderful sand"

Purpose: to teach how to water dry sand from a watering can, getting wet sand and pay attention to its new qualities.

16. Exercise "Koloboks"

Purpose: to learn to sculpt round shapes from raw sand.

17. Exercise "Drawing with a stick" (finger)

Purpose: to continue to introduce the properties of wet sand, to draw with a stick (finger) leaving traces.

18. The game "Plant vegetables"

Purpose: to teach how to use planar images, stick them into wet sand.

Games for children 4-6 years old

etc.

1. Exercise "Hello, sand!"

Purpose: reduction of psychophysical stress.

The host, on behalf of the fairy, asks to “greet the sand” in different ways, that is, to touch the sand in various ways. Child:

Touches the sand alternately with the fingers of one, then the second hand, then with all fingers at the same time;

Easily or with tension compresses the fists with sand, then slowly pours it into the sandbox (tray);

Touches the sand with the whole palm - the inside, then the back;

Grinds sand between fingers, palms.

In the latter case, you can hide a small flat toy in the sand: “One of the inhabitants of the sand wanted to say hello to you -.”

2. The game "Sand rain"

Purpose: regulation of muscle tension, relaxation.

The child slowly and then quickly pours sand from his fist into the sandbox, onto the palm of an adult, onto his own palm. The child closes his eyes and puts his palm with spread fingers on the sand, the adult pours sand on any finger, and the child names this finger. Then they switch roles.

3. The game "Sand wind" (breathing)

Purpose: to teach children to control inhalation-exhalation.

Children are invited to give a wish to the sand country, "blowing it into the sand" with a tube, you can also blow indentations, pits on the surface of the sand. For these games, you can use disposable straws for a cocktail.

4. Exercise "Pouring - pouring"

Purpose: to develop tactile-kinesthetic sensitivity, to cultivate a positive attitude towards sand games.

Children are invited, with the help of a teacher, to pour dry sand into a bottle. One with a funnel and the other without a funnel. The teacher notes that more sand was poured into the bottle with a funnel than into a bottle without a funnel. The sand takes the form of a container.

5. Exercise "Unusual traces"

Purpose: development of tactile sensitivity, imagination.

“The cubs are coming” - the child presses the sand with fists and palms with force.

“Jumping hares” - with the tips of the fingers, the child hits the surface of the sand, moving in different directions.

“Snakes are crawling” - the child makes the surface of the sand wavy (in different directions) with relaxed / tense fingers.

“Spider bugs are running” - the child moves all his fingers, imitating the movement of insects (you can completely immerse your hands in the sand, meeting your hands under the sand - “bugs say hello”).

“Unfamiliar animal” - children leave a wide variety of footprints in the sand, come up with a name for a fantastic animal that left such footprints (later this animal can be drawn and made into a sand country inhabitant).

6. Exercise "Patterns in the sand"

Purpose: consolidation of knowledge about sensory standards, establishment of patterns.

An adult with a finger, a palm edge, a brush draws various geometric shapes in the upper part of the sandbox (in accordance with age-related development standards, simple / complex patterns (straight and wavy paths, fences, ladders). The child must draw the same pattern below in the sand, or continue adult's pattern Option: an adult draws on the board, gives verbal instructions to draw a certain pattern on the sand.

The same patterns on the sand are made by laying out objects in a given sequence, for example, pebbles, acorns, large buttons, etc.

7. Exercise "Patterns in the sand with two hands"

Purpose: development of interhemispheric connections, fine motor skills of the hands.

We take two brushes in our hands. We draw with two hands (brushes) at the same time on the sand different patterns - rain, sun, cloud, etc.

8. Game-exercise "Sand circle"

Purpose: to introduce the techniques and methods of image using sand.

A child draws a circle on the sand by any means and decorates it with various objects: pebbles, seeds, buttons, coins, beads. The child can give a name to his "sand circle". He performs the same manipulations with the prints of his palms.

9. Game-exercise "Point, dot, comma"

Purpose: acquaintance with the techniques and methods of image using sand

Point, point, comma - a crooked face came out.

Handles, legs, cucumber - it turned out a little man.

10. Exercise "Such different moods"

Purpose: acquaintance with the techniques and methods of image using sand, development of the emotional sphere.

We draw faces with different moods in the sand.

11. Game-exercise "Who am I?"

Purpose: development of imagination, fine motor skills.

With dots, draw something not very complicated in the sand, such as a fungus or a fish. Tell the child that someone is hiding at these points and in order to find out who it is, you need to connect all the points with one line.

12. Game-exercise "Magic transformation"

Purpose: acquaintance with the techniques and methods of image using sand, development of imagination.

Draw a circle in the sand and ask the child what it looks like, and then ask them to complete the picture so that it becomes immediately clear what it is. A circle can turn into a sun, a clock, a wheel, a face, etc. (tasks with a square, triangle, oval are performed similarly).

13. Game-exercise "Sand hide and seek"

Purpose: development of tactile sensitivity, visual perception, figurative thinking, arbitrariness.

Toys want to play sand hide and seek with you. Choose your favorite toys. You close your eyes, and they hide in the sand, and after I say: “The eyes are opening, the game begins,” you must find them in the sand. You can blow sand, dig with your fingers, use sticks, brushes.

14. Game-exercise "Secrets"

Purpose: development of tactile sensitivity, visual perception, figurative thinking, imagination.

An adult shows how to build “secrets” in the sandbox from pieces of plexiglass (transparent plastic) and candy wrappers, pebbles, flowers, leaves, and so on in the sandbox. The child must carefully dig out the “secret”, so that it turns out to be a “window” in the sand.

15. Exercise "Imprints"

Prints, both bas-relief and high-relief, on wet sand can be made using molds. They use molds depicting animals, vehicles, geometric shapes of various sizes, etc. An adult and a child take turns making prints in the wet sand. Then, following a verbal instruction or a plan drawn by an adult, the child makes a series of prints, commenting on the process.

Similarly, an adult gives the child the task of resettling all the inhabitants of the sandbox. The task can also be made more difficult by introducing more characters, settling toys according to a plan drawn by an adult.

Games for children 6-7 years old

etc.

You can continue to use the games “Patterns in the sand”, “Patterns in the sand with two hands”, “Sand circle”, “Such different moods”, “Magic transformations”, “Sand hide and seek”, “Imprints” in working with children.

You can apply drawing on sand in your work by different methods and techniques:

palm drawing;

Drawing with the edge of the thumb;

Pinch drawing;

Drawing with the little finger (and other fingers);

Simultaneous use of several fingers;

Cam drawing;

Eruption from the cam;

Drawing symmetrically with two hands;

Clipping lines.

The game "Drawing from the Cam"

1. Pick up sand in your fist and slowly pour it out, while raising and lowering your hand. Let the child see that the sand lays down in different ways. The lower the hand, the darker and denser the image, the higher, the blurrier and more transparent. You can complicate the game if you show that sand can be poured in the form of lines and scribbles. Images (straight line, circle, zigzag, etc.) can be placed under a tray with a transparent bottom. the child will be interested in falling asleep, circling and at the same time training his hand. Display and actions can be accompanied by a hint:

Fist-wizard, you draw, draw, draw!

Fist-wizard, draw a circle for us!

Fist-wizard, draw a strip for us!

Fist-wizard, you draw a zigzag for us!

Fist-wizard, you draw us a square!

2. Pick up sand in your fist and pour it through your fingers. The fist is facing the working surface.

Game "Sand theater"

A sandbox or sand tray is used as the basis for a puppet table theater where small toy characters are used. This is a convenient way to stage a fairy tale, because sand allows you to convey different landscapes. It is important to give children the opportunity to move the figures themselves, to pronounce phrases from a fairy tale.

Game "Secret"

A subject picture is placed in the sand under transparent plexiglass or film. The child slowly digs up the picture, trying to guess what is stored there as quickly as possible. You can complicate the game by replacing subject pictures with plot pictures (episodes of familiar fairy tales and cartoons)

The game "Experiments with sand"

The main advantage of the experimentation method is that it gives children real ideas about the various aspects of the object being studied, about its relationship with other objects and with the environment. In the process of the experiment, the child's memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, and generalization. The need to report on what he saw, to formulate the discovered patterns and conclusions stimulates the development of speech.

No. 1 "Where does the sand come from"

Experiment: Take 2 stones and knock them together, rub them over a sheet of cardboard.

How do you think it rolls?

Take the magnifiers, consider it?

How did we get the sand?

How does sand appear in nature?

Conclusion: Wind, water destroy stones, as a result of which sand appears.

No. 2 "What sand is made of"

Experiment: Pour sand into the trays. Examine it with a magnifying glass.

What is sand made of? (grain of sand)

Examine the grains of sand with a magnifying glass. How do they look? (very small, round, translucent or yellow). These are tiny stones. Are the grains of sand similar to each other?

Conclusion: Sand consists of small grains of sand that do not stick to each other.

Number 3. Sand cone.

Purpose: To show that layers of sand and individual grains of sand move relative to each other.

Equipment: Dry sand, a tray on which you can pour sand.

Experiment: We take handfuls of dry sand and slowly pour them out in a trickle so that the sand falls in the same place. Gradually, a cone is formed at the point of fall, growing in height and occupying an increasing area at the base. If you pour sand for a long time, then in one place, then in another place there will be a “sink” - the movement of sand, similar to a current.

Why is this happening?

Let's take a closer look at the sand.

What does it consist of? From individual small grains of sand.

Are they bonded to each other? Not! Therefore, they can move relative to each other.

Conclusion: Layers of sand and individual grains of sand can move relative to each other.

No. 4. properties of wet sand.

Purpose: To show that wet sand does not crumble, can take any form that is retained until it dries.

Equipment: Dry sand and wet sand, tray, molds and sand scoops.

Experiment: Let's try to pour dry sand in small streams on the first tray. It works out very well.

Why? Layers of sand and individual grains of sand can move relative to each other. Let's try to pour wet sand on the second tray in the same way. Does not work! Why? Children express different versions, we help, with the help of leading questions, to guess that in dry sand there is air between the grains of sand, and in wet sand there is water, which glues the grains of sand together and prevents them from moving as freely as in dry sand. We try to sculpt Easter cakes with the help of molds from dry and wet sand. Obviously, this is obtained only from wet sand.

Why? Because in wet sand, water glues the grains of sand together and the cake retains its shape. Let's leave our Easter cakes on a tray in a warm room until tomorrow. The next day we will see that at the slightest touch our Easter cakes crumble.

Why? In the heat, the water evaporated, turned into steam, and there is nothing more to glue the grains of sand together. Dry sand cannot hold its shape.

Conclusion: Wet sand cannot be poured, but it can be sculpted. It takes any shape until it dries. This happens because in wet sand the grains of sand are glued together by water, and in dry sand there is air between the grains of sand.

Literature:

1. Vainova A. "Sand drawing" - Rostov-on-D: Phoenix, 2014

2. Deryagina L. B. “We make Easter cakes”, we launch boats: educational games with sand and water for children 1-3 years old” - St. Petersburg. : Litera, 2006

3. Epanchintseva O. Yu. “The role of sand therapy in the development of the emotional sphere of preschool children” - St. Petersburg. : CHILDHOOD-PRESS, 2011

4. Seitz M. “We write and draw in the sand. Desktop sandbox "- M .: Int, 2010.

5. Zelentsova-Peshkova N. V. "Elements of sand therapy in the development of young children" - St. Petersburg. : CHILDHOOD-PRESS, 2015

6. Zinkevich-Evstigneeva T. D., Grabenko T. M. “Miracles in the sand” - St. Petersburg. : Speech, 2006

7. Kiseleva M. V. "Art therapy in working with children" - St. Petersburg. : Speech, 2007

8. Sakovich N. A. “Technology of playing in the sand. Games on the bridge "- St. Petersburg. : Speech, 2006

9. Sapozhnikova O. B., Garnova E. V. “Sand therapy in the development of preschoolers” - M .: Sphere, 2014.