"correctional sand therapy program for children with disabilities." Project “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, closedness, constriction, underdevelopment of the emotional sphere, and behavioral disorders on the other hand. In addition, children with problems in the intellectual sphere experience speech impairment 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 students need special methods for correcting their psycho-emotional health. Our 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.

Playing with sand is a natural and accessible form of activity for a child with disabilities. A child often cannot express his feelings and fears in words, and then playing with sand comes to his aid. By playing out the situations that agitated 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 symbolically resolving many life situations, because in a real fairy tale everything ends well.

A 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 the people around him.

Children's play can be more fully appreciated if it is recognized that it is a means of communication for them. Children express themselves more fully and 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 to resolve conflicts and communicate feelings. Toys equip the child with suitable tools, since they are the environment in which the child can express himself. In free play he can express what he wants to do. When he plays freely, and not at the direction of someone else, he performs a whole series of independent actions.

Feelings and attitudes that a child may be afraid to express openly can be safely projected onto a toy chosen at their own discretion. Instead of expressing feelings and thoughts in words, a child may bury this or that toy in the sand, hit it, drown it, etc. A child's feelings often cannot be expressed verbally (in words).

Playing with sand is 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;

· develop activity, expand life experience conveyed by the teacher in a form that is close to the child (the principle of information accessibility);

· stabilize emotional states by absorbing negative energy;

· allow the child to relate games to real life, comprehend what is happening, and 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 and speech abilities;

· contribute to the expansion of vocabulary;

· allow you to develop phonemic hearing and perception;

· promote the development of coherent speech, lexical and grammatical concepts;

State budgetary institution Rehabilitation center for children and adolescents with disabilities in Neftekamsk, Republic of Bashkortostan

PROJECT
Developed by social teacher Chusovitina T.P.

EXPLANATORY NOTE
Playing with sand as a way of child development and self-therapy has been known since ancient times. The malleability of sand awakens the desire to create a miniature picture of the world from it. A person acts in a sandbox as a creator - one life story changes another, following the laws of existence: everything comes and everything goes, there is nothing that is irreparably destroyed, just the old turns into something different, new. By repeatedly experiencing this sensation, a person achieves a state of mental balance.
Playing with sand is a natural and accessible form of activity for every child. A child, especially one with special developmental needs, often cannot express his feelings and fears in words, and here games with sand come to his aid. By playing out the situations that agitated 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 symbolically resolving many life situations, because in a real fairy tale everything ends well!
Sand often acts like a magnet on children. Their hands themselves, unconsciously, begin to pour and sift sand, build tunnels, mountains, and dig holes. And if you add various toys to this, then the baby has his own world, where he invents and fantasizes, and, at the same time, learns to work and achieve goals.
One way or another, observations and experience show that playing in the sand has a positive effect on the emotional well-being of children and adults; this makes it an excellent means of “care for the soul,” which is how the term “psychotherapy” is translated.
Wet sand allows you to sculpt grandiose figures without small details, but very expressive in silhouette. You can make not only palaces from sand, but also cars, ships, various figures - sculptures, decorating them with pebbles, shells, and colored beads.

What is the principle behind creating a game with sand?
For many people, putting thoughts into words is difficult, especially for children. But there is still a language of facial expressions and gestures that can subtly express sensations or feelings. Or - in a drawing or plasticine, the hand seems to build bridges between the inner and outer worlds. Then the inner image becomes visible in the outer creation. This principle forms the basis of the sand therapy system. As you know, children play with sand with pleasure, because such games are full of different emotions: delight, surprise, excitement, joy... This makes it possible to use games with sand for the development, enrichment of the child’s emotional experience, for the prevention and correction of his mental states .
Sand allows water to pass through, therefore, according to parapsychologists, it also absorbs a person’s negative energy and stabilizes his emotional state.

The fundamental idea of sand therapy is formulated as follows: “Playing with sand provides the child with the opportunity to get rid of psychological trauma by transferring fantasies outward into the plane of the sandbox and creating a sense of connection and control over their internal impulses. Establishing a connection with unconscious impulses, especially with the archetype of the self, and their expression in symbolic form greatly facilitates the healthy functioning of the psyche."
The goal of sand therapy is not to change and remake the child, not to teach him any special behavioral skills, but to give the child the opportunity to be himself.
The goals of sand therapy are consistent with the child’s internal desire for self-actualization. In this regard, sand therapy is aimed at helping a small child:
- develop a more positive self-concept;

Become more responsible in your actions and actions;

Develop greater capacity for self-acceptance;

Rely more on yourself;

Gain a sense of control;

Develop sensitivity to the process of overcoming difficulties;

Develop self-esteem and gain faith in yourself.

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, without regret destroys the creations he himself has created, and builds again. But it is precisely this simple action that holds a unique secret - there is nothing that is irreparably destroyed - the old is always replaced by the new. 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, and relationships. Since the game takes place in the context of a fairy-tale world, the child is given the opportunity to change a 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 and fears in words, and then playing with sand comes to his aid. By playing out the situations that agitated 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 symbolically resolving many life situations, because in a real fairy tale everything ends well.

Observations by psychologists show that it is precisely the first joint games of children in the sandbox that can clearly show parents the characteristics of the behavior and development of their children. Parents see that the child is becoming overly aggressive or timid when communicating with peers - this may be a reason to think about the education system.
Games with sand are varied: educational games provide the process of learning to read, write, count, and read and write; educational games give children the opportunity to learn about the diversity of the world around them, about the history of their city, country, etc.; Projective games will open up the child’s potential and develop his creativity and imagination.
Sand games:
- develop tactile-kinetic sensitivity and fine motor skills of the hands;
- relieve muscle tension;
- help the child feel protected in a comfortable environment;
- develop activity, expand life experience conveyed by the teacher in a form that is close to the child (the principle of information accessibility);
- stabilize emotional states, absorbing negative energy;
- allow the child to relate games to real life, comprehend what is happening, and find ways to solve a problem situation;
- overcome the “bad artist” complex by creating artistic compositions from sand using ready-made figures;
- develop creative actions, find non-standard solutions leading to successful results;
- improve visual-spatial orientation and speech abilities;
- contribute to the expansion of vocabulary;
- help to master the skills of sound-syllable analysis and synthesis;
- allow you to develop phonemic hearing and perception;
- contribute to the development of coherent speech, lexical and grammatical concepts;
- help in learning letters, mastering reading and writing skills.

You can play in the sand not only on the street - you can set up a mini-sandbox at home, in a kindergarten, or in a classroom.
General conditions for organizing sand therapy.
A large waterproof box is used as a sandbox. Its traditional size in centimeters is 50 x 70 x 8 cm (where 50 x 70 is the size of the field, and 8 is the depth). It is believed that this size of the sandbox corresponds to the volume of the field of visual perception. The traditional sandbox size is designed for individual work. For group work, it is recommended to use a sandbox measuring 100 x 140 x 8 cm.
Material. The traditional and preferred material is wood. In the practice of working with sand, plastic boxes are more often used, but the sand does not “breathe” in them.
Color. The traditional sandbox combines the natural color of wood and blue. The bottom and sides (with the exception of the upper plane of the side boards) are painted blue. Thus, the bottom symbolizes water, and the sides symbolize the sky. Blue color has a calming effect on a person. In addition, the “blue” sandbox filled with sand is a miniature model of our planet in human perception. If funds and office space allow, you can experiment with multi-colored sandboxes, when the bottom and sides are painted in one or more colors.
Now it can be filled one-third or half with clean (washed and sifted), oven-calcined sand. The sand used needs to be changed or cleaned from time to time. Cleansing is done at least once a month. The sand must be removed from the sandbox, sifted, washed and calcined.
To organize games with sand, you will need a large set of miniature objects and toys, which together symbolize the world. In classical sand therapy, there is the following classification of objects used in the process of creating sand paintings. For example:
terrestrial animals (domestic, wild, prehistoric);
flying animals (wild, domestic, prehistoric);
inhabitants of the aquatic world (various fish, mammals, shellfish, crabs);
dwellings with furniture (houses, palaces, castles, other buildings, furniture of various eras, cultures and purposes);
household utensils (dishes, household items, table decorations);
trees and other plants (flowers, grass, shrubs, greenery, etc.);
objects of celestial space (sun, moon, stars, rainbows, clouds);
vehicles (land, water, air transport for civil and military purposes, fantastic vehicles);
objects of the human environment (fences, hedges, bridges, gates, road signs);
objects of landscape and natural activity of the Earth (volcanoes, mountains);
accessories (beads, masks, fabrics, buttons, buckles, jewelry, etc.);
natural objects (crystals, stones, shells, pieces of wood, metal, seeds, feathers, glass polished with water, etc.);
fantastic objects and cartoon characters, fantasy, werewolf figures;
villains (evil characters from cartoons, myths, fairy tales).
So, everything that is found in the surrounding world can take its rightful place in the collection. If there are not enough image figures for classes, they can be sculpted from plasticine, clay, dough, or cut out of paper.
A collection of figurines is located on the shelves. If there is not enough space on the shelves to accommodate the entire collection, then transparent boxes can also be used.

Partial transfer of classes to the sandbox gives a greater educational effect than standard forms of training. Firstly, the child’s desire to learn something new, experiment and work independently increases. Secondly, tactile sensitivity develops in the sandbox as the basis of “manual intelligence”. Thirdly, in games with sand, all cognitive functions (perception, attention, memory, thinking), and most importantly for us, speech and motor skills, develop more harmoniously and intensively. Fourthly, object-based play activities are improved, which contributes to the development of role-playing games and the child’s communication skills.
Based on the methods of working in a pedagogical sandbox, a teacher can make the traditional methodology for expanding vocabulary, developing coherent speech, and developing phonemic hearing and perception in older preschool children more interesting, exciting, and more productive.
Before you start playing with sand, you need to talk to your children about the rules of playing in the sandbox. A poem by T. M. Grabenko will help with this:
There are no harmful children in the country -
After all, they have no place in the sand!
You can't bite or fight here
And throw sand in your eyes!
Don't ruin foreign countries!
Sand is a peaceful country.
You can build and do wonders,
You can create a lot:
Mountains, rivers and seas,
So that there is life around.
Children, do you understand me?
Or do we need to repeat it?!
To remember and be friends!
Getting started with sand. Place your palms on the sand and tell him how you feel: “I’m pleased. I feel the warmth (coolness) of the sand. When I move my hands, I feel small grains of sand. How do you feel? Let the child try to talk about how he feels. Make prints of your palms, fists, edges of your palms, creating patterns (sun, flower, etc.); “walk” through the sand with each finger in turn. These simple exercises are of enormous importance for the development of a child’s psyche. They stabilize the baby’s emotional state, teach him to listen to himself and articulate his feelings. And this promotes the development of speech, voluntary attention and memory, which is very important for children with speech disorders. But the main thing is that the child gets the first experience of self-analysis, learns to understand himself and others.
TYPES OF ACTIVITIES
1. “Sensitive palms” (according to T.D. Zinkevich - Evstigneeva)
- Place your palms on the sand, close your eyes, feel what it is like.
- Open your eyes, tell me how you felt (children’s answers).
- Do the same, turning your palms on the other side. Tell us about your feelings.
2. Slide along the surface of the sand like a snake or like a machine.
3. Walk with your palms like an elephant, like a little elephant, like a fast bunny.
4. Leave prints of your palms, fists, and edges of your 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 in turn.
7. Sift the sand through your fingers or use a pinch to sow a path of sand with a contrasting texture.
8. Place stones and natural materials of different structure and size on the sand in a special logical order.
9. Guide the figure along the sand labyrinth paths.
10. Count pebbles and solve a math problem in the sand.
11. Lay out a geometric figure with chips.
12. Sift the sand through a sieve, draw a pattern with a brush or stick, sift the sand through a system of funnels, etc.
13. You can “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 (a variation of the game "Magic Bag").
15. Sculpt letters from sand, raking it with the edges of your palms.
16. Transform the letters “L” into “A”, “H” into “T”, “O” into “I”, etc.
17. Find the letters hidden in the sand and make syllables or a word out of them.
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 your child working longer. It's easier to correct mistakes in 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 compose an oral history about this city and its inhabitants.
19. “Whose trace is this?” Wet sand easily leaves hand or foot marks from shoes or the wheels of a toy car. Let the kid try to guess where whose fingerprint is?
20. Sand applique. Apply a design to the cardboard with glue and sprinkle with sand. Shake off the excess and you will have a wonderful painting. Sand can be painted and dried.
21. "Archaeology". Bury a toy (the child doesn’t know which one). During the excavation, the child must guess from the opening parts what is hidden. Bury 2 – 3 items. Let your child dig up one of them and try to determine what it is by touch.
22. “Paths of sand.” Show your child how to pick up a handful of dry sand and slowly pour it out, creating different shapes, such as paths (to a bunny or bear cub's house).
23. You can bury and dig up letters, numbers, geometric shapes - this will make it easier for the child to remember them.
24. Game “Name the sound” (according to N.V. Durova). The teacher invites the 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, emphasizing the consonant sound with intonation. The child names the highlighted sound and rolls the ball back into the teacher’s hole. Then the task is given to another child, etc. Words: s-s-som, su-m-m-mka, za-r-r-rya, ku-s-s-juice, stu-l-l-l, ru-ch-ch-chka, kra- 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 teacher takes pictures from the box (butterfly, cow, frog, rooster, bear) and distributes 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 and whose brother is? To do this, let's say the names of the animals and highlight the first sound in these words. - whale - [k"] - he will go to visit the cow, the first sound in this word is [k]; [k] and [k"] are brothers.
Children take turns naming those shown in the pictures, highlighting the first sound and selecting 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 onto his palm. Children repeat. Then the children close their eyes one by one, place their palm with their fingers spread out on the sand, the adult sprinkles sand on a finger, and the child names this finger.
27. Game “Who was that?” (according to R.G. Golubeva). The teacher takes toys out of the box: cow, tiger, bee, snake, hedgehog. Each of them is assigned a specific sound: a cow moos “mmmm”, a tiger growls “rrrr”, a bee buzzes “zh-zh-zh”, a snake hisses “sh-sh-sh” , hedgehog - snorts “f-f-f”. The teacher pronounces a sound for a long time and invites the children to determine who it was. Whoever names the animal correctly gets this toy.
28. Game "Echo". The teacher pronounces the syllables, and the children repeat them in turn, and for each correctly completed repetition the child is asked to take any toy for subsequent play in the sand.
- ta-ka-pa - pa-ka-ta - ga-ba-da - po-bo-po - pu-bu-pu
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. Game “Which one is different?” (according to R.G. Golubeva) The sand man pronounces a series of syllables (well-well-but, sva-ska-sva, sa-sha-sa, zu-su-su, we-mi-we) and invites the children to determine which syllable is different from other syllables.
30. Exercise “Sand wind” (breathing). Kids learn to breathe through a straw without sucking sand into it. Older children can be asked to first say a pleasant wish to their friends, give a wish to the sandy country by “blowing it into the sand”, you can also blow out depressions and holes on the surface of the sand. For these games, you can use disposable cocktail straws.
When exhaling, the child easily blows sand onto his palms, blowing it into the sandbox.
31. Exercise "Unusual traces".
“The cubs are coming” - the child presses forcefully onto the sand with his fists and palms.
“Hares are jumping” - the child hits the surface of the sand with his fingertips, moving in different directions.
“Snakes are crawling” - the child, with relaxed/tense fingers, makes the surface of the sand wavy (in different directions).
“Spiderbugs are running” - the child moves all his fingers, imitating the movement of insects (you can completely immerse your hands in the sand, meeting each other with your hands under the sand - “bugs say hello”).

You can also finish playing with sand with poems:
Look at our palms -
They have become wiser!
Thank you, our dear sand,
You helped us all grow up (get wiser)!

The use of sand therapy gives positive results:
 children's interest in activities increases significantly;
 children feel more successful;
 there is no place for monotony and boredom in classes;
the child expands the range of object-based play actions;
 in the classroom, the level of social and everyday orientation of children increases.

How should a specialist working with sand behave?
There are three rules for a specialist.
Joining a child. The sand picture created by a child contains rich information about his inner world and current state. Understanding the child and his problems, feeling the rhythm of the sand painting, feeling the unique figurative structure of the painting - all this is included in the concept of joining.
Sincere interest, intrigued by the events and plots unfolding in the sandbox. Examining a picture of a child, the specialist seems to combine two aspects. On the one hand, he is an inquisitive, open traveler who is extremely interested in what is happening in the world that the child has created. On the other hand, this is a sage seeking to find the truth.
Strict adherence to professional and universal ethics. This rule is at the same time a prerequisite for any kind of professional assistance to a person. The teacher cannot, in the presence of the child, remove figures from the sandbox without asking, rearrange the picture, or make a value judgment. A person’s inner world is extremely fragile, and only strict adherence to the ethical code and high professionalism of a specialist can protect a child from mental trauma.

Literature
1. Grabenko T.M., Zinkevich-Evstigneeva T.D. Miracles on the sand. Sand play therapy. – St. Petersburg: Institute of Special Pedagogy and Psychology, 1998, – 50 p.
2. Zinkevich-Evstigneeva T.D. The path to magic. – St. Petersburg, 1998.
3. Zinkevich-Evstigneeva T.D., Nisnevich L.A. How to help a “special” child. A book for teachers and parents. - St. Petersburg, “Childhood-press”, 2001.
4. Grabenko T.M. , Zinkevich-Evstigneeva T.D. Workshop on sand therapy, St. Petersburg, “Rech”, 2002.
5. El G. Man playing in the sand. Dynamic sand therapy. – St. Petersburg, “Rech”, 2007.
6. Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching mentally retarded preschoolers. Book for teachers. – M., 1993.
7. Internet resources.

Sand therapy for children with disabilities

Playing with sand is 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;

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

 stabilize emotional states by absorbing negative energy;

 allow the child to relate games to real life, comprehend what is happening, and 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 and speech abilities;

 contribute to the expansion of vocabulary;

 allow you to develop phonemic hearing and perception;

 promote the development of coherent speech, lexical and grammatical concepts;

Sand play equipment

1. A 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 dimensions of a large sandbox for subgroup activities are 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 advisable that sandboxes have removable lids.

2. The sand must be yellow or light brown, certified, and the sand grains must be medium in size. Sand fills 1/3 of the box. 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 silicified. It is necessary to quartz sand at least once a week, with the obligatory indication of the last date of quartzing on the tag (on the outer wall of the sandbox). At the end of the lesson, wet sand must be dried, the surface of the dry sand must be leveled and sprinkled with water.

3. Set of gaming equipment(stored in plastic containers with holes):

spatulas, wide brushes, sieves, funnels;

various plastic molds of different sizes - geometric; depicting animals, vehicles, people; dough molds;

miniature toys (5–10 cm high) depicting people of different genders and ages; various animals and plants; transport, etc. (do not use Kinder Surprise toys for classes in younger groups);

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

various buildings and structures;

waste equipment: pebbles, shells, twigs, sticks, large buttons, disposable cocktail straws.

Rules for playing with sand for kids

1. Take care of grains of sand - do not throw them out of the sandbox. If sand accidentally spills out, show it to an adult and he will help them get back into the sandbox. You can't throw sand out of sandboxes.

2. Sand grains really don’t like being put in the mouth or thrown at other children. You cannot put sand in your mouth and throw it at other people.

3. Children should always have clean hands and noses. Play with the 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 back in their places.

Working conditions with children

1. Consent and desire of the child.

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

Additional conditions for organizing games and activities with wet sand

1. Children should not have cuts on their hands or skin diseases. 2. Children must have oilcloth aprons for work. 3. The water used to moisten the sand must be warm. With each lesson, the water temperature can be gradually reduced (this way, additional hardening of the children occurs). 4. There should be a source of clean water and napkins near the sandbox.

EXERCISE GAMES

All of the exercise games described below can be used both for individual correctional work and for developmental work with a subgroup of children. While performing the required 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 other hand, then with all fingers at the same time; easily/with tension squeezes his fists with sand, then slowly pours it into the sandbox; touches the sand with the entire palm - the inside, then the back; rubs sand between fingers and 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 sensations: “warm - cold”, “pleasant - unpleasant”, “prickly, rough” etc.

Sand Rain Purpose: regulation of muscle tension, relaxation. Equipment: Sandbox. Progress of the game: Teacher: in a fairyland, an unusual sandy rain may fall and a sandy wind may blow. It is very nice. You can make such rain and wind yourself. Watch it happen. The child slowly and then quickly pours sand from his fist into the sandbox, onto the palm of an adult, into his palm. The child closes his eyes and places his palm with his fingers spread out on the sand, the adult sprinkles sand on a finger, and the child names this finger. Then they change roles.

sand wind

Target: teach children to control inhalation and exhalation. Equipment : Sandbox, cocktail straws. Progress of the game: Kids learn to breathe through a straw without sucking sand into it. Older children can be asked to first say a pleasant wish to their friends, give a wish to the sandy country by “blowing it into the sand”, you can also blow out depressions and holes on the surface of the sand. For these games, you can use disposable cocktail straws.

Unusual traces Target : development of tactile sensitivity and imagination. Equipment: Sandbox. Progress of the game: “The little bears are coming” - the child presses forcefully onto the sand with his fists and palms. “Hares are jumping” - the child hits the surface of the sand with his fingertips, moving in different directions. “Snakes are crawling” - the child, with relaxed/tense fingers, makes the surface of the sand wavy (in different directions).

The idea of developing the project was caused by the increased demand of parents with children with disabilities. All these children do not attend preschool institutions. Considering the large monthly expenses families spend on maintaining the health of children with special needs, parents have practically no money left to attend paid classes in commercial centers. However, these children especially need communication with peers and correction of their psychological state. The work of the sand therapy studio is aimed at creating conditions for the rehabilitation, socialization and habilitation of children with disabilities. At the moment, sand therapy is an effective method of psychological work with children of all health groups, which is based on the “child’s play in the sand.” Sand drawing is a powerful means of child self-expression, a means of cognition, thinking, imagination, and volition. According to the famous psychologist L.S. Vygotsky, “a drawing for a child is his speech.” When children draw in the sand, they reveal their emotional experiences, anxieties, fears, feelings and other emotions. During sand therapy classes, fine motor skills, speech, figurative and logical thinking and the emotional-cognitive sphere of the child develop. This also helps prepare children for school. If correctional work with the child is not carried out on time, then existing health deviations can lead to impairments in the child’s written speech, preventing him from fully mastering program knowledge and skills at school. The project involves conducting a 3-month course of classes (2 times a week) for children with disabilities. Classes are conducted by a psychologist using a special technique of sand art therapy. In order to determine the effectiveness of classes, preliminary and final diagnostics will be carried out with each child. In addition, work with the parents of these children will be organized: individual consultations, general meetings and seminars. By communicating with each other, parents will be able to exchange experiences and support each other. The final event of the project is a photo exhibition of children's drawings in the sand. The organization has a room at its disposal, which is supposed to be equipped with the necessary equipment for sand therapy. The opening of a sand therapy studio is a new direction in working with children with disabilities living within walking distance. The progress of the project will be reflected on social networks and the organization’s website. The result of the project will be the rehabilitation of 21 children with disabilities and the creation of conditions for the continuation of such work after the completion of the project. An accessible platform will appear in the city where every mother with a child with developmental disabilities can go free of charge and receive qualified assistance from a specialist.

Goals

Creation and organization of a sand therapy studio for rehabilitation, socialization and education of children with disabilities.

Justification of social significance

At the present stage of development of society, a real trend has emerged in the deterioration of children's health, and the number of children with disabilities has increased. In the Russian Federation, less than 10% of newborns are practically healthy and belong to health group 1. The situation is similar in the Stupinsky district. A large number of children have health disorders of varying severity. Of these: disabled children – 284 people. The majority have not just limited developmental characteristics, but also psychological problems and they cannot solve them on their own. Despite the presence in the city of 7 institutions of additional education for preschool children, work using the sand therapy method is carried out in one budget institution, where there are only 3 sandbox tables. This is clearly not enough for a city where 7,980 preschool children live. It should be noted that 6,513 children are educated in kindergartens. Another problem for families with children with disabilities is the lack of free classes. It is important to note that in the city there are 1,174 low-income families, 830 large families and 905 mothers raising children alone. The public organization has been working in Stupino for more than 15 years. Over the years, we have accumulated a wealth of experience in conducting classes on the comprehensive development of children and organizing cultural and leisure activities for all family members. The organization has premises at its disposal under the terms of a free use agreement. Over the years, a friendly team of professionals has been formed. It is within the power of a public organization to provide assistance to children with disabilities. A survey among parents of the Mothers' League Club showed the relevance of conducting sand therapy classes for children. Drawing in the sand brings children closer to creative activity, inspires them, and immerses them in a fairy tale. Sand is the best medium that gives an idea of the child's inner world. An experienced specialist can easily recognize a psychological problem in these children's creations. Under the guidance of a psychologist, sand therapy is a good way to relax a child and relieve stress, tension, and fears. Participation in the project will help families create conditions for children with disabilities to lead full lives. The implementation of the project will improve the interaction of government and public structures to create a favorable space for families raising children with disabilities.

S.D. Zavarinapedagog - defectologistOSP "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, closedness, constriction, underdevelopment of the emotional sphere, and behavioral disorders on the other hand. In addition, children with problems in the intellectual sphere experience speech impairment 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 students need special methods for correcting their psycho-emotional health. One of the most productive and effective methods of teaching, developing and organizing 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, without regret destroys the creations he himself has created, and builds again... But it is this simple action that keeps a unique secret - there is nothing that is irreparably destroyed - the old is always replaced something new is coming. 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, and 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 an uncomfortable situation 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 and fears in words, and then playing with sand comes to his aid. By playing out the situations that agitated 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 symbolically resolving many life situations, because in a real fairy tale everything ends well.
Observations by psychologists show that it is precisely the first joint games of children in the sandbox that can clearly show parents the characteristics of the behavior and development of their children. Parents see that the child is becoming overly aggressive or timid when communicating with peers - this may be a reason to think about the education system.
A 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 the people around him.
Children's play can be more fully appreciated if it is recognized that it is a means of communication for them. Children express themselves more fully and 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 to resolve conflicts and communicate feelings. Toys equip the child with suitable tools, since they are the environment in which the child can express himself. In free play he can express what he wants to do. When he plays freely, and not at the direction of someone else, he performs a whole series of independent actions.
Feelings and attitudes that a child may be afraid to express openly can be safely projected onto a toy chosen at their own discretion. Instead of expressing feelings and thoughts in words, a child may bury this or that toy in the sand, hit it, drown it, etc. A child's feelings often cannot be expressed verbally.
Playing with sand is 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;
develop activity, expand life experience conveyed by the teacher in a form that is close to the child (the principle of information accessibility);
stabilize emotional states by absorbing negative energy;
allow the child to relate games to real life, comprehend what is happening, and 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 and speech abilities;
contribute to the expansion of vocabulary;
allow you to develop phonemic hearing and perception;
promote the development of coherent speech, lexical and grammatical concepts;
Sand play equipment:
1. A 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 dimensions of a large sandbox for subgroup activities are 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 advisable that sandboxes have removable lids.
2. The sand must be yellow or light brown, certified, and the sand grains must be medium in size. Sand fills 1/3 of the box. 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 silicified. It is necessary to quartz sand at least once a week, with the obligatory indication of the last date of quartzing on the tag (on the outer wall of the sandbox). At the end of the lesson, wet sand must be dried, the surface of the dry sand must be leveled and sprinkled with water.
3. A set of play equipment (stored in plastic containers with holes):
spatulas, wide brushes, sieves, funnels;
various plastic molds of different sizes - geometric; depicting animals, vehicles, people; dough molds;
miniature toys (5–10 cm high) depicting people of different genders and ages; various animals and plants; transport, etc. (do not use Kinder Surprise toys for classes in younger groups);
a set of toy dishes and toy beds (for the games “Sand Kindergarten” and “Family”);
various buildings and structures;
waste equipment: pebbles, shells, twigs, sticks, large buttons, disposable cocktail straws.
Rules for playing with sand for kids:
1. Take care of grains of sand - do not throw them out of the sandbox. If sand accidentally spills out, show it to an adult and he will help them get back into the sandbox. You cannot throw sand out of the sandbox.
2. Sand grains really don’t like being put in the mouth or thrown at other children. You cannot put sand in your mouth and throw it at other people.
3. Children should always have clean hands and noses. Play with the 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 back in their places.
Working conditions with children
1. Consent and desire of the child.
2. Special training of the teacher, his creative approach to conducting classes.
3. Children should not be allergic to dust from dry sand, skin diseases or cuts on their hands.
Additional conditions for organizing games and activities with wet sand
1. Children should not have cuts on their hands or skin diseases. 2. Children must have oilcloth aprons for work. 3. The water used to moisten the sand must be warm. With each lesson, the water temperature can be gradually reduced (this way, additional hardening of the children occurs).4. There should be a source of clean water and napkins near the sandbox.
EXERCISE GAMES
All of the exercise games described below can be used both for individual correctional work and for developmental work with a subgroup of children. While performing the required exercises, you can do five minutes of free play/rest in the sand.
Games on the surface of dry sand
Hello sand!
Goal: reducing psychophysical stress.
Equipment: Sandbox.
Progress of the game: 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 other hand, then with all fingers at the same time; easily/with tension squeezes his fists with sand, then slowly pours it into the sandbox; touches the sand with the entire palm - the inside, then the back; rubs sand between fingers and 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 sensations: “warm - cold”, “pleasant - unpleasant”, “prickly, rough” etc. Sand rain.
Purpose: regulation of muscle tension, relaxation. Equipment: Sandbox. Progress of the game: Teacher: in a fairyland, an unusual sandy rain may fall and a sandy wind may blow. It is very nice. You can make such rain and wind yourself. Watch it happen. The child slowly and then quickly pours sand from his fist into the sandbox, onto the palm of an adult, into his palm. The child closes his eyes and places his palm with his fingers spread out on the sand, the adult sprinkles sand on a finger, and the child names this finger. Then they change roles.
Sandy wind.
Goal: to teach children to control inhalation and exhalation. Equipment: Sandbox, cocktail straws. Progress of the game: Kids learn to breathe through a straw without sucking sand into it. Older children can be asked to first say a pleasant wish to their friends, give a wish to the sandy country by “blowing it into the sand”, you can also blow out depressions and holes on the surface of the sand. For these games, you can use disposable cocktail straws.
Unusual traces.
Goal: development of tactile sensitivity and imagination.
Equipment: Sandbox.
Progress of the game: “The bear cubs are coming” - the child presses forcefully on the sand with his fists and palms. “Hares are jumping” - the child hits the surface of the sand with his fingertips, moving in different directions. “Snakes are crawling” - the child, with relaxed/tense fingers, makes the surface of the sand wavy (in different directions).