S. D. Zavarina teacher - defectologist OSB "Kindergarten No. 10 "Smile" MBOU" Child Development Center Kindergarten No. 9 "Rodnichok" NyandomaSand therapy for children with disabilities
Pupils of the correctional group 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. One of the most productive and effective methods of teaching, developing and organizing remedial 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 - a 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 at someone's behest, he commits whole line independent action.
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.
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. Waterproof wooden box or plastic basin, the bottom and sides of which should be blue / blue (the bottom symbolizes water, and the sides symbolize the sky). The height of the sides is at least 10 cm. The size of a large sandbox for subgroup activities 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. Sand must be yellow or light brown, certified, grains of sand must be medium in 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 the sandbox.
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!
Purpose: reduction of psychophysical stress.
Equipment: Sandbox.
Game progress: 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. Sandy 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.
Purpose: to teach children to control inhalation-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.
Unusual footprints.
Purpose: 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.

The use of sand play therapy in working with children with disabilities.

“The best toy for a child is the one that he can make change in different ways; for children, the best toy is a pile of sand.”

K. D. Ushinsky

Is there such a children's game that can harmonize the picture of the world, put a barrier on the path of cruelty, give a sense of the diversity of nature, relieve internal conflicts and fears, reveal the concepts of good and evil?

Yes, there is such a game!

All generations of the human race have amused themselves with it, because there is nothing in the world simpler and more accessible, more convenient and diverse, more alive and more voluminous thansand game .

Playing with sand as a way of development and self-therapy of a child has been known since ancient times. The pliability of sand awakens the desire to create a miniature picture of the world out of it. A person acts in the sandbox as a creator - one life plot changes another, following the law of being: everything comes and goes, there is nothing that would be irreparably destroyed, just the old turns into something different, new. With repeated experience of this sensation, a person reaches a state of mental balance.

The principle of "sand therapy" was proposed by K.G. Jung, a Swiss psychotherapist, he first recommended the use of sand in order to diagnose and correct the emotional state of children. Later, G.M. Grabenko and G.D. Zinkevich-Evstigneeva proposed a system of sand games for fairy tale therapy, calling it correctional and educational.

Sand attracts little "builders" with its unusual structure and new sensations that they experience when touching the sand. Sand often acts like a magnet on children. Before they know what they are doing, their hands begin to sift sand, build castles, and so on. 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, learnswork and achieve goals .

In modern society, the problem of raising and educating children with developmental disabilities is increasingly emerging. In our school there are children with mental retardation, speech development, autistics, downs, etc. Such children are characterized by a decrease in cognitive activity, the poverty of the stock of information about the world around them, which leads to the fact that schoolchildren do not acquire many of the most elementary knowledge and ideas. with them the mostit is important to use non-traditional forms of work .

To date, there are quite a lot of methods of non-traditional influence (game, fairy tale, laughter, art, clay, wax, crystal therapy, etc.). A very interesting and effective pedagogical technology issand play therapy .

"Sand Therapy" - one of the techniques that allows you to reveal the individuality of each child, resolve his psychological difficulties, develop the ability to realize his desires and the possibility of their realization. With correctly set goals, such play activities have an important therapeutic educational and educational value. Playing with sand, the child has a sense of security, as the sand world is a world under control.

Playing in the sand is one of the natural activities of a child. That is why you can use the sandbox in developing and teaching activities. Building sand pictures, inventing various stories, we pass on our knowledge and life experience, events and laws of the world around us in the most organic form for a child. At the same time, we also heal our own Soul, strengthening our Inner Child.

A great contribution to the development of "sand therapy" was made by domestic teachers - the St. Petersburg Institute of Special Pedagogy and Psychology, who are the authors of a number of books on this topic - Grabenko T. M., Zinkevich-Evstigneeva T. D. “Miracles in the sand. Sand play therapy”, Zinkevich-Evstigneeva T.D., Grabenko T.M. "Games in fairy tale therapy", Zinkevich-Evstigneeva T.D., Nisnevich L.A. "How to help a "special" child", Grabenko T. M., Zinkevich-Evstigneeva T. D. "Miracles in the sand: Workshop on sand therapy."

The technology of sand therapy is multifunctional, it allows you to simultaneously solve the problems of correction, and the main task of speech development. The child himself solves the problems of self-expression, self-awareness and develops self-esteem, learns to work in a team.

Playing in the sand with figures is especially fruitful when working with children who cannot express their feelings in any way. Children with low self-esteem, increased anxiety and shyness usually willingly choose figures and switch their attention. Children with unstable attention are very expressive, the game gives them rich kinesthetic sensations.

All games using sand therapy are divided intothree directions :

Educational games.

Such games are aimed at developing tactile-kinesthetic sensitivity and fine motor skills of the hands. And most importantly, the child talks about his feelings, thereby spontaneously developing his speech, vocabulary, perception
different rates of speech, pitch and strength of the voice, we work on breathing. There is a development of attention and memory, phonemic hearing. The main thing is learning to read and write.

Educational games.

With their help, we help to learn the versatility of our world. Games for acquaintance with the outside world (what is next to us: animals, insects, seas, transport, etc.)

Projective games.

Aimed at the correction and development of the child.

In the process of conducting sand psychotherapy, three stages of playing with sand are distinguished: chaos, struggle and conflict resolution.

At the stage of chaosthe child grabs a lot of toys, randomly arranges them on a sand sheet, often mixes them with sand. Such actions reflect the presence of anxiety, fear, confusion, insufficiently positive internal dynamics. Through "chaos" there is a gradual "living" of the psycho-emotional state and liberation from it. Repeated repetition of a traumatic situation allows you to change the emotional attitude towards it. The "chaos" stage can take from one to several sessions. You can see how the number of figures used decreases from picture to picture and a plot appears.

The "fight" stagecan be observed in difficult children. Internal conflicts are unconsciously transferred to the sand sheet: aggression, resentment, anxiety, ailments, real conflict relationships, etc. Creatures in the sandbox kill each other, there is a fight, war, heavy confrontation. After a while, a hero or forces may appear that restore order and restore justice.

At the stage of "conflict resolution"one can observe more prosperous pictures: peace, tranquility, a return to natural activities.

So, K.G. Jung claimed that the process of "playing in the sand" releases blocked energy and "activates the self-healing possibilities inherent in the human psyche."

Basic principles of playing on the sand:

1. Creating a natural stimulating environment in which the child feels comfortable and protected, showing creative activity.

For this, tasks are selected that correspond to the capabilities of the child; instructions for games are formulated in a fairy-tale form; a negative assessment of his actions, ideas, results is excluded, fantasy and creativity are encouraged.

2. "Revival" of abstract symbols: letters, numbers, geometric shapes, etc.

The implementation of this principle makes it possible to form and strengthen the positive motivation for classes and the personal interest of the child in what is happening.

3. Real "living", playing all kinds of situations together with the heroes of fairy-tale games.

On the basis of this principle, the mutual transition of the imaginary into the real and vice versa is carried out. For example, being in the role of the Princess's Savior, the child not only offers a way out of the situation, but actually plays it out in the sand with the help of miniature figures. So, he "in practice" is convinced of the correctness or fallacy of the chosen path.

Games in the sand country:

Games for the development of tactile-kinesthetic sensitivity and fine motor skills of the hands. We get tactile sensations through the skin: "hot - cold", "dry - wet", "hard - soft", "smooth - sharp".

Commonly used are games that offer ETC. Zinkevich-Evstegneeva and T.M. Grabenko in "Workshop on Creative Therapy":
- slide your palms on the surface of the sand, performing zigzag and circular movements (like cars, snakes, sleds, etc.);
- perform the same movements, placing the palm on the edge;
- “walk” with your palms along the laid tracks, leaving your marks on them;
- create all sorts of bizarre patterns on the surface of the sand with the prints of palms, fists, knuckles of the hands, the edges of the palms;
- “walk” on the sand separately with each finger of the right and left hands in turn (first only with the index fingers, then with the middle, ring, thumb and finally little fingers).
You can "play" on the surface of the sand, like on a piano or computer keyboard. At the same time, not only the fingers move, but also the hands, making soft up and down movements.

The sandbox can be used to find a specific letter made of plastic and buried among others in the sand (a variation of the Magic Bag game).

Games for the development of diaphragmatic breathing:

"LEVEL THE ROAD"

From the children's car, the teacher makes a shallow groove in the sand, the child levels the road in front of the car with an air jet;

"WHAT'S UNDER THE SAND?"

The picture is covered with a thin layer of sand. Blowing sand, the child opens the image.

"YAMKA"

The child, following the rules of breathing, takes in air through the nose, inflating the stomach and slowly, smoothly, with a long stream blows a hole in the sand.

"HELP THE HARE"

Three or four depressions are made in the sand - “footprints” leading to a toy hare. There is a fox nearby. It is necessary to “cover up” all traces so that the fox does not find the hare.

"ROAD TO A FRIEND"

Two toys are placed on the sand. It is necessary to form a path on the sand from one toy to another with a long smooth stream.

"SECRET"

A toy or a small object is buried shallowly in the sand. It is necessary by blowing sand to discover the hidden.

The use of sand therapy has many positive aspects:

. the child’s desire to learn something new, experiment and work independently is significantly enhanced;

. in the sandbox, tactile sensitivity develops powerfully as the basis of "manual intelligence";

. in games with sand, all cognitive functions (perception, attention, memory, thinking), as well as speech and motor skills, develop more harmoniously and intensively;

. the subject-play activity is improved, which contributes to the development of the role-playing game and the child's communication skills;

. sand, like water, absorbs negative energy, which is especially important when working with "special" children.

Thus, the relevance of using sand games is determined, firstly, by solving speech problems; secondly, the development of coherent speech; thirdly, the development of fine motor skills of the hand; fourthly, the correction of the mental processes of children with ONR and ZPR.

The sandbox is an excellent medium for establishing contact with the child. Teachers get the opportunity to see the inner world of the child at the moment. Through sand games, tasks such as the development of communication skills are easily solved, i.e. the ability to communicate normally.

MINISTRY OF LABOR AND SOCIAL DEVELOPMENT OF THE KRASNODAR REGION

STATE STATE INSTITUTION

SOCIAL SERVICES OF THE KRASNODAR REGION

"ADLER REHABILITATION CENTER FOR CHILDREN AND ADOLESCENTS WITH DISABILITIES"

(GKU SO KK "ADLER REHABILITATION CENTER")

AGREED:

APPROVE:

methodological council of GKU SO KK

Director of GKU SO KK

"Adler Rehabilitation

center", Protocol No. 1

"Adler Rehabilitation Center"

T.M. Vasinyuk

"_____" ____________ 2018

"____" _______________ 2018

Educational program of additional education

"Magic Sand"

Educational psychologist:

Gaeva A.V.

Sochi

2018

Content.

Explanatory note

1.1 The relevance of the topic, the focus of the program, novelty, pedagogical expediency…………………………………………………………….3 p.

1.2 Goals and objectives of the educational program of additional education……………………………………………………………………..4 p.

1.3 Principles and approaches to the formation of the program ………………….5 p.

1.4Planned results of the development of the program…. ……………………5p.

Program content

2.1. Imodule "development of the communicative component"……………….6 p.

2.2. IImodule "development of cognitive activity"……………………..8 p.

2.3. IIImodule "development of emotional intelligence"…………………..10 pp.

Conditions for the implementation of the program ............................................................... .............11 page

Bibliography

Explanatory note

1. Relevance of the topic.

The idea of ​​introducing compulsory preschool education is gaining momentum in our time. This means the establishment of federal state educational standards for preschool education. Which require "the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas." Integration can be implemented in different ways, but it should be based on the closest thing for a preschooler - on the game. And what could be closer than playing in the sand. Sand is an unusually pleasant material. When we dip our hands in dry sand, something similar to ripples appears on the water, an image of the desert is born. Creating sand compositions, unlike drawing, does not require any special skills. Here it is impossible to make a mistake, to do something wrong - this is important for those who are accustomed to strictly evaluate themselves.

In recent years, in preschool educational institutions much attention has been paid to the intellectual development of the child, numerous methods of early development are actively used, children, as early as possible, strive to teach speech, reading, writing, counting, foreign languages. This trend is based on the request of parents who want to see their children smart, educated and successful. However, with such a high intellectual load, it is imperative to maintain a balance, work also with the emotional sphere of the child, with his feelings and experiences. This is where sand therapy comes in.Program Priority this is the emotional and personal development of the child, which includes the formation of:

creative potential
the ability to understand one's feelings and express them constructively;
the ability to understand the feelings of other people, take into account their point of view;
creative thinking, flexibility, ability to adapt to changing conditions;
research interest, cognitive activity.

This program is aimed at:

on the comprehensive harmonious development of the child's personality through the development of the ability of self-expression and self-knowledge. Art therapy is the most productive and indispensable way of psychological work with children.

Ensuring social success, maintaining and strengthening the mental health of the child through the introduction of elements of sand therapy into the practice of the preschool educational institution.

Relevance, novelty, pedagogical expediency:

Program contentfocused on the emotional well-being of the child - self-confidence, a sense of security.

The novelty of this program lies in the use of artistic creativity as a way of psychological work with children.

Playing with sand as a process of developing a child's self-awareness and his spontaneous "self-therapy" has been known since ancient times. Children begin to reach out to play in the sandbox from the age of one and a half, and this process can continue indefinitely. Sand attracts children with its texture, fluidity and the ability to change endlessly, thus creating an additional emphasis on tactile sensitivity.

Sand is an excellent material for the development of sensory perception of the world around and the development of motor skills of children's hands. When working with sand, an additional emphasis is placed on tactile sensitivity, the “manual intelligence” of the child develops. The use of this material can significantly increase the child's motivation for classes, and also contributes to a more intensive and harmonious development of cognitive processes.

1.2 Goals and objectives of the program:

Target:

Acquaintance with an unusual drawing technique - sand painting.

Formation of psychological health of children;

Psychological support and support for preschool children;

Involving children in active productive activities that contribute to the formation of all mental processes.

Prevention of emotional distress through the emotional and creative development of preschoolers.

Main goals:

1. Protection and strengthening of the physical and mental health of children, including their emotional well-being (FSES);

2. Ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education Programs of various directions, taking into account the educational needs, abilities and health status of children (FSES);

Educational :

to teach the child a positive self-relationship and acceptance of other people;

learn to express your love;

teach reflective skills.

learn to build compositions in the sand.

reinforce understanding of the environment.

master the technique of sand painting.

teach the basics of color and light vision.

Familiarize yourself with the principles of animation.

Developing:

develop fantasy, imagination, drawing from memory.

develop subtle tactile sensations, fine motor skills.

develop children's intellectual abilities.

develop students' creativity.

develop cognitive and mental processes: perception, memory, attention, imagination.

development of the sensory-perceptual sphere of the child's creative potential.

development of communication skills, installation on a positive attitude towards oneself.

development of visual-figurative, creative and critical thinking.

develop positive character traits in the child that contribute to better mutual understanding in the process of communication

Educational:

educate an emotionally positive state in the classroom with sand, reduce psychophysical stress,

to bring up the actualization of emotions through the consolidation of a positive psychological state of the child.

to cultivate moral qualities in relation to others, to improve the skills of positive communication, attentive attitude towards the team.

to cultivate the desire to engage in self-education, to work on oneself, to be purposeful.

cultivate aesthetic and artistic taste.

correct undesirable traits of character and behavior.

1.3 Principles and approaches to the formation of the program

Consistency : During the academic year, work on the program is carried out systematically, on a certain day of the week.

Comfort : creating an atmosphere of goodwill, faith in the strength of the child, creating for everyone a situation of success and emotional involvement in the learning process.

Person-Centered Interaction : creation of conditions for emancipation and disclosure, stimulating the creative activity of the child.

The unity of educational, developing and teaching goals and objectives: the formation of such knowledge, skills and abilities that are directly related to the development of preschool children.

Building the educational process on age-appropriate forms of work with children: maximum use of the potential of the game as the leading activity of a preschool child.

1.4 Planned results of the program development

using a light table and sand to create images;

mastering the techniques of creating a background (drawing and pouring);

the ability to distinguish drawing techniques (clearing, cutting, linear, pinch);

the ability to draw pictures using various techniques and talk about their plot.

At the end of the school year, children will be able to create a final story, a series of works on a given topic (with the obligatory use of the proposed techniques), they will be able to repeat the proposed drawing (use the same drawing techniques that are used in the figure).

Program content

The program is variable in terms of content and terms of study.

The content provides for the training of three age groups of children: 4-5 years old, 5-6, 6-7 years old. Classes in each age group are held in accordance with the thematic plan, using methods and forms of classes, withcorresponding to the psychophysiological characteristics of children.

Each age group usesdifferent levels of independence in performing tasks.

The implementation of each of the modules is designed for 15 hours, the implementation period for one module is 2.5 months.

The program can be implemented in three modules or by choice, taking into account the physiological and psychological characteristics of children. Each module has goals, predictable results and content completeness.

Practice mode.

Classes are held twice a week for 30 minutes for each age group, respectively (4-5 years, 5-7 years).

The duration of the program is 1 academic year

(The content of the program is represented by 3 independent modules:)

2.1 I module "development of the communicative component"

At preschool age, the main personality traits are laid, as well as forms of behavior in various social situations, the ability to correlate one's own desires and needs with the desires and needs of other people.

Target: emotional and personal development. The module includes three types of classes:

sand play - in a group sandbox;

sand painting on special light tables.

Drawing with colored sand on cardboard

In addition to the development of cognitive processes, the program develops emotional and social intelligence, which is responsible for understanding oneself and

others, constructive communication with peers and adults, the ability to

self-regulation and adaptation in new conditions.

development of cognitive processes (perception, attention, memory, figurative-logical thinking, spatial imagination), self-regulation processes;

development of the sensory-perceptual sphere, creativity, to form communication skills;

fine motor skills training;

Module 1

lessons

Topic

Content

Wonderland

Familiarization of children with the means of drawing with sand (light table, sand.)

sand extravaganza

An introduction to sand painting

Fairy tale on canvas

Acquaintance with the main genres of painting

Apparently-invisibly

Acquaintance with the methods of working with sand as an artistic material

Merry grains of sand

Viewing paintings painted with colored sand and sand on a light table

sand rainbow

Turning white sand into all the colors of the rainbow

Sand magic

Sand painting art course

sand world

Building in the pedagogical sandbox

sand city

What does it mean to be an artist?

The image of objects from nature with the help of colored crayons and the transfer of form, texture in the drawing.

10.

fairytale palace

Familiarization with the techniques of creating a background (drawing and pouring)

11.

A world of blue and white.

Expression with the help of colors of various feelings and moods, while using only two colors of sand: blue, white: thoughtfulness, delight, excitement, sensation,

the magic of mystery).

12.

Blue sky

Mastering, harmonious filling of the entire surface of the pictorial plane.

13.

What is open space?

Observation, the ability to notice and convey the change in color, space and shape in nature depending on the lighting: sunny, cloudy, on different cardboard formats.

Expression in the picture of one's feelings caused by the state of nature - joy, anxiety, sadness, grief, fun, peace.

14.

My kindergarten early in the morning.

15.

Wonderland in which we live.

2.2 Module "development of cognitive activity"

The cognitive activity of preschool children develops from the need for new experiences, which is inherent in every person from birth. At senior preschool age, on the basis of this need, in the process of developing orienting research activities, the child develops a desire to learn and discover as much as possible.Target : development of cognitive activityThe module includes three types of classes:

1. Colored sand painting method.

Work technologies:

With colored sand and glue;

With the use of additional art materials;

Dynamic painting with colored sand.

2. Light table sand painting technology.

3. Sand handling methods

Based on the goal, the main tasks of teaching children to draw with sand are:

development of all cognitive processes - attention, memory,

perception, thinking, speech, spatial representations, small

motility and sensory sphere;

harmonization of the psycho-emotional state;

development of imagination and visual perception.

Calendar-forward planning

lessons

Topic

Content

What do we know about sand?

Mastering children's sand painting techniques, creating a background

amazing world

Drawing on the light table such elements as: flowers, trees, clouds, rain, sun, mountains. Creating a sand painting

White snow on the roof

Drawing at home in winter, on a light table

Once upon a new year...

Create a picture of two characters. Drawing on a tray and on a light table

New year's night

Drawing stars, Christmas trees, snowdrifts on the light table

sand molds

Drawing geometric shapes with white sand on a transparent tray

Our favorite cartoons

Drawing the main characters from the cartoon

Cartoon came to visit us

Consolidation of the material covered, creation of a sand picture.

My own director

Sand animation. Create an online movie.

Learning to draw fairy tale characters,familiarizationwith ways to create fantasy images, the development of creative imagination.

10.

Fairy-tale characters are visiting us

11.

12.

dreamers

Drawing on a free theme, the choice of a light table, colored sand.

13.

Transport

Drawing with colored sand on cardboard (using glue).

14.

15.

Defender of the Fatherland Day.

Drawing a postcard on a light table.

2.3 III module "development of emotional intelligence"

Emotional intellect(EQ) is the ability to be aware of emotions, to access and generate them in a way that promotes thinking, understanding of emotions and what they mean and, accordingly, managing them in such a way as to promote one's emotional and intellectual growth. In contrast to the usual understanding of intelligence (IQ), it is the ability to correctly interpret the situation and influence it, intuitively capture what other people want and need, know their strengths and weaknesses, not succumb to stress and be charming. In a practical sense, EQ is "common sense"

Target: development of the communicative component.The program is aimed at studying one's emotions, emotions of other people, constructive communication skills, life values. Children get acquainted with various feelings: how they arise, how they manifest themselves, how they can be evoked in themselves and others, how to cope with them, harmonize.

Main goals:

development of cognitive processes (perception, attention, memory, figurative-logical thinking, spatial imagination), processes of self-regulation;

development of the sensory-perceptual sphere, creativity, the formation of communication skills;

development of fine motor skills of hands;

harmonization of the psycho-emotional state;

developing a positive attitude towards oneself.

Development of imagination and visual perception

Calendar-forward planning

lessons

Topic

Content

Spring flowers for mom

Colored sand painting "spring flowers" on trays, group work

Spring has come to visit us

Spring fairy tale. Drawing on light tables.

What happens in spring?

creation of artistic images based on natural forms, mastering different methods of drawing on stones of various shapes.

sunny day

Drawing the sun: "Light table, colored sand." Consolidation of the ability to use familiar techniques (techniques) to create the same type of images.

Little creators

View created jobs

colorful sand

Mandala drawing. Individual work, on a tray using colored sand. Individual work

miracle sand

Drawing a mandala by subgroups.

Mandala

Drawing a mandala on a 2m x 2m format

The drawing is done by children of 2 groups

10.

spring drops

Colored sand painting (free topic)

11.

12.

13.

14.

15.

sand fantasy

Create your own cartoon from colored sand on a transparent tray.

The concept of "scenario" of an animated video.

Character development.

Stage 1.

Drawing fictional characters on landscape sheets, colored pencils.

Stage 2.

Drawing with colored sand on trays.

stage.

Conditions for the implementation of the program

Classes are held in a room equipped with workplaces, necessary supplies, visibility. A variety of didactic and methodological materials are used in the learning process.

Bibliography.

Program from birth to school./ Ed. NOT. Veraksy, M.A. Vasilyeva, T.S. Komarova.

The program of aesthetic education of preschoolers. T.S. Komarova, A.V. Antonova, M. B. Zatsepina.

"The program of artistic education in kindergarten" Authors T.B. Bratskaya, S.M. Kobrenkova, L.V. Kuzmicheva, N.I. Moskalenko.

Grabenko T. M., Zinkevich-Evstigneeva T. D. G75
Correctional, developing adaptive games. - St. Petersburg: "CHILDHOOD-PRESS"

Belousova O.A. Teaching preschoolers to draw with sand. - Magazine« senior caregiver » №5/2012

SeitzMariella. We write and draw in the sand. Desktop sandbox. - M: INT, 2010 - 94s

Alyabyeva E.A. Psychogymnastics in kindergarten. Creative Center Sphere. Moscow 2003

Kazakova R.T. Drawing with preschool children. Creative Center Sphere. Moscow 2004

Therapy Sand - art

The main goal of the correction - removal of psycho-emotional stress, development of tactile sensitivity, creation of a positive emotional mood. To achieve this goal, various games and exercises with kinetic sand are used: “Sand rain”, “Footprints on the path”, “Magic mound”, “Gate and fences”, “Find and name”, turns the correctional and developmental lesson into an interesting and exciting a game during which children are emotionally liberated, actively and freely express their emotions and moods in sand buildings.

The use of this therapeutic agent as kinetic sand contributes to the correction of associative behavior in preschoolers, the removal of symptoms of anxiety, hyperreactivity, isolation, the formation of the ability to express feelings, increased self-esteem and the formation of self-confidence. Kinetic sand develops fine motor skills of the hands, has a beneficial effect on tactile sensations, and also soothes and relaxes the muscles of the hands. Properly selected games and exercises with sand contribute to the removal of psycho-emotional stress, as well as the development of interhemispheric interaction.

Kinetic Sand is a sand that is a cross between plasticine and sand from a sandbox. You can sculpt various shapes from it or cut them out using molds, and then with one movement of your hand it will turn back into a crumbly sandy mass. Kinetic sand is 98% natural sand and 2% polymer, but that 2% makes a huge difference. Sand does not freeze and does not cause allergic reactions. It does not crumble into small grains and does not leave greasy marks like plasticine. The magical texture of the mass is so pleasant to the touch and incredible in its effects that it fascinates children and adults no less than building sand castles on the sea coast. Children are satisfied with an interesting game, and adults do not worry about soiled furniture, room and child's hands.

Sand therapy is helpful if a child has:

poor sleep, nightmares;

fine motor skills are poorly developed;

tantrums, disobedience, whims;

logoneurosis (stuttering), speech delays, and other speech problems;

shyness, self-doubt;

aggression, anxiety;

lack of understanding with parents;

neurotic disorders;

urinary or fecal incontinence (enuresis, encopresis);

psychosomatic diseases;

fear of school, kindergarten;

frequent tearfulness (for no reason);

The child has been under a lot of stress.

The results are individual and depend on the goals set at the beginning of the remedial course:

The general emotional state of the child will improve;

Fears, negative emotions, experiences will go away;

Development of imagination, creativity;

Development of thinking, speech, memory, attention, fine motor skills;

Development of self-esteem and self-confidence;

Adaptation in a new environment (kindergarten, school);

Improving relationships with parents and peers;

Formation of positive character traits.

Games and exercises with sand.

This game will help teach your child how to count.

You will need kinetic sand and a small toy, such as a Kinder Surprise.

We make several piles of sand, in one of them we hide a toy. The child needs to find it at the prompt of an adult: "Look in the third pile on the right" or "In the fifth on the left." After that, you can invite the baby to hide the toy himself and tell you how to find it.

Gradually increase the number of piles.

"Treasure map".

This game will help the child master such a difficult task as drawing maps, it also contributes to the development of spatial thinking and imagination.

Needed to play , a set of small toys, paper, felt-tip pen, pencil or pen.

First, the psychologist, together with the child, draws a map-scheme, where houses, trees, rivers, roads, and the like are conventionally indicated. Next, the child independently builds a sand composition using a drawn map. When everything is built, the kid turns away, and the adult hides the toys in various places of the sand composition and marks the places with “treasures” with crosses on the map. At the end of the game, the child looks for items in kinetic sand using a map.

A variant of the game is possible, where the child draws a map and hides "treasures", and adults are looking for them.

"Guess a riddle".

This game can be played even with toddlers. Despite the simplicity, this game helps in the development of fine motor skills and thinking.

To play, you will need a sandbox with live or kinetic sand and small toys.

The rules are very simple - the baby turns away, and you hide the answer toy in the sand. Then the child turns around, you make a riddle, and he must guess it and check the correctness of the answer by finding the answer in the sand.

"Farm Frenzy".

This game will help the child in developing the ability to classify, attention, memory.

To play, you will need a kinetic space sandbox and small toys.

We start the game by asking you to build a fun farm in the sandbox and settle only pets on it. The child must build a sand composition himself and choose only the necessary toys from the offered toys. Next, we ask the child to remember all the animals that he settled on the farm. After that, he turns away, and you remove one of the toys. When the baby turns around, he must find and name who is missing. By analogy, you can make a fairy forest, a magical garden, a flower field and more out of sand.

Game "Unusual tracks".

The child presses the sand with his palms and fists, hits its surface with his fingertips, moves his hands in different directions, makes the surface wavy, moves all his fingers at the same time - the goal, imitation of traces of animals, reptiles, birds and insects.

Find the difference game.

The child draws any simple picture on the surface of the sand, then shows it to an adult, while he himself turns away at this time. The adult draws some details and shows the resulting image to the child. The kid should notice what has changed in the picture. An adult and a child can change roles during the game.

Exercise "Sand rain"

Purpose: regulation of muscle tension, relaxation.

Leading: in our sandbox, an unusual sandy rain can fall and a sandy wind can blow. It is very nice. You yourself can arrange such a rain and wind.

Instruction: the child slowly and then quickly pours sand from his fist into the sandbox, into the palm of an adult, into his own palm.

Exercise "Unusual traces"

Purpose: development of tactile sensitivity.

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

"Jumping hares" - the child hits the surface of the sand with his fingertips, 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 hands with each other under the sand - "bugs greet").

Exercise "Snakes"

Purpose: relieve emotional stress

Task: express your attitude by showing it in the game. Instructions: take the Snake by the head or tail and drag it across the sand. Now take the rope like a pen, smoothly follow the snake trail. The child takes the Snake by the head and writes patterns: circles, loops, sticks.

The snakes played in the sand

Do not read the letters!

And they wrote words with a tail,

How can she find out about snakes?

Loops followed the pattern

- What happened? Where? And How?

These are letters to Mother Snake.

You are now a wizard!

But the breeze blew

Write the words soon

And he covered everything in the sand.

Help you mother-snake

And in sadness mother-snake: By the good power of magic

Game "Builders"

Very often, during the game, children create various sand sculptures and buildings from sand (you can additionally use special molds), now when using this sand, sand castles will be colored, fish and marine life will be colorful, like in a real sea, and multi-colored will float on a spring meadow butterflies.

Game "Magic Transformations"

It is no less interesting to combine several types of colored sand and at the same time get amazing combinations that are actively included in the game in the form of unusual images.

Colored Islands game (group)

Children are invited to take sand of any color and use it to create islands on the surface of the table, while additionally miniature figures can be used. Then the children go on a trip to each other's islands, talking about them.

Letters

Learning letters? And kinetic sand will help you. It is easy and simple to model from it, so be sure to practice. It is very exciting to sculpt a letter and train their pronunciation options.

“ Talking with hands

Purpose: to teach children to control their actions. If the child had a fight, broke something or hurt someone, you can offer him the following game: circle the silhouette of the palms in the sand. Then invite him to revive his palms - draw their eyes, mouth, paint with beads, pebbles or shells fingers. After that, you can start a conversation with your hands. Ask: “Who are you, what is your name?”, “What do you like to do?”, “What do you dislike?”, “What are you like?”. If the child does not join the conversation, say the dialogue yourself. At the same time, it is important to emphasize that the hands are good, they can do a lot (list what exactly), but sometimes they do not obey their master. You need to finish the game by “concluding an agreement” between the hands and their owner. Let the hands promise that for 2-3 days (tonight or, in the case of working with hyperactive children, an even shorter period of time) they will try to do only good things: craft, say hello, play and will not offend anyone.

If the child agrees to such conditions, then after a predetermined period of time, it is necessary to play this game again and conclude an agreement for a longer period, praising the obedient hands and their owner.

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 - a 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 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 information availability);

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 with the help of ready-made figures;

improve visual-spatial orientation, speech capabilities;

help to expand the vocabulary;

allow the development of phonemic hearing and perception;

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