Download the psychological alphabet development program. Exercise “sensitive hands”

PROGRAM

extracurricular activities V primary school

"PSYCHOLOGICAL ABC"

Age of students:6.5-10 years (1st – 4th grade)

Implementation period: 1-4 years

Number of hours:

1 year – 33 hours (classes once a week)

2,3,4 years – 34 hours (classes once a week)

Compiled by: educational psychologist

Kiral I.A.

Tula

201

Explanatory note.

Program focus:social and pedagogical.

Relevance . The modern education system puts the priority task of the full development of the child, which can only be solved if the child has psychological knowledge about himself, his personal and age characteristics and the rules of competent interaction with society.

School years are a sensitive period for introducing a person to psychological culture. In the modern educational paradigm, the emphasis is on the socialization of the younger generation. But socialization as a process of mastering socio-cultural experience and developing social competence will be productive and complete only in a special cultural and educational space that promotes the psychological health of the individual. For only a healthy personality is capable of manifesting cognitive activity and respond adequately to changes in a rapidly changing world.

Educating a child in primary school is the first and very significant stage in his school life. The child’s further education and his development as a subject largely depend on the degree to which he masters new educational activities and acquires the ability to learn. educational process and the formation of his attitude towards school.

Solving the problem of developing children’s psychological readiness for learning at the second stage is associated with the reserves of the younger school age. It is in this age period necessary psychological mechanisms, allowing the child to adequately accept new conditions of activity. The task of a psychologist is to help a child reveal his potential and prevent developmental deficiencies from becoming a problem.

Novelty . In connection with the above, psychological and pedagogical support of the Federal State Educational Standard, based on practice, is considered appropriate psychological education and training from the 1st grade of school.

Goal and tasks:

The main goal The program focuses on the development of the child’s personality, in particular his self-awareness and reflexive abilities within the limits determined by age-related capabilities.

The program is designed to solve the following tasks :

Help children adapt to school conditions faster and more painlessly.
Shape psychological readiness to training, work on personal, regulatory and communicative learning skills
Introduce children to basic psychological concepts.
Help children realize their inclinations and abilities.
Orient children towards development creativity and imagination.
Form a positive self-concept and stable self-esteem
Reduce school anxiety levels
Teach methods and techniques for self-knowledge.
Teach children to meaningfully treat the resources of the human psyche with a view to using them effectively in all main types and forms of cognition.
Help children recognize their leading channels for perceiving information and orient them towards targeted development the entire system of perception of the surrounding world.
Help children create cool team through the formation group cohesion and development of a system of uniform requirements
Develop social and communication skills necessary to establish interpersonal relationships with peers and adults
Orient children towards socially acceptable forms of behavior in society.

Distinctive feature:

The Psychological ABC program is fundamentally new for primary education. This program involves radically different, compared to traditional, approaches to the selection of content, structuring and organizational forms of classes. The most important difference of this course is the shift in emphasis from training to development (more precisely, from training , in the process of which development occurs, on development, which is the goal of learning). The program is aimed at developing educational skills (primarily communicative and personal) in schoolchildren in extracurricular activities. The “Psychological ABC” program allows you to monitor the achievement of primarily personal and meta-subject results planned by the school and the Basic Educational Program of Primary General Education. The program provides for psychological information and education of parents and teachers on current issues in the education of children, taking into account age characteristics and the results of psychological monitoring\assessment of the achievement of planned results (personal and meta-subject). Diagnostic tools - Appendix 1.

The scientific basis of the program was the polysubject approach developed by I.V. Vachkov. The Psychological ABC program is aimed primarily at developing children's self-awareness and reflexive abilities. Basic principle , which formed the basis of the course, is the principle of metaphorization psychological ideas, thanks to which the unity of the material of psychology with the psychological material of a particular individual is achieved.

Children's age: 1-4 grade.

Implementation deadlines:The program is designed for 1-4 years of study.

Form and mode of classes:

The Psychological ABC program can be included in the primary school system.

The program is designed for 33 hours in grade 1 and 34 hours in grades 2-4 and involves one lesson per week.The program provides for variability in the duration of classes: it is possible to complete both one cycle (over one year - 34 classes) and all four cycles (over four years - 135 classes).Classes are conducted with a group of 10-15 people in a specially equipped room. The course can be taught in the form of additional - club or elective work.

Duration of classes: 30-45 minutes in 1st grade, 2-4 grades – 45 minutes.

Pedagogical means

Specially organized environment
Specially organized classes.
Physical education minutes.
Working with a book.
Dramatizations
Holidays and competitions.
Diagnostics and control.

Forms of work.

Trainings
Conversations and discussions
Games (verbal, active, role-playing, with dolls and toys)
Relaxation exercises
Psycho-gymnastic studies and elements.
Working with a book
Working with parables

Planned results and forms of control.

Main results

Low level of anxiety.
High and normal self-esteem.
A positive attitude towards yourself and your personality.
Well-developed communication skills with peers and adults, including teachers.
A close-knit group of students with positive motivation to learn.
Mitigating the process of adaptation to learning at school.
Children's awareness of their own characteristics and capabilities at this stage training.
Formation of basic concepts related to the course content.

Basic skills and abilitieswhich the student must master during the course of the program:

The ability to recognize the teacher’s requirements and meet them.
Ability to establish interpersonal relationships with teachers.
The ability to accept and follow the rules of class and school life.
Ability to communicate and behave decently with classmates.
Teamwork skills.

Forms of control and effectivenesswork is assessed using:

Testing (group or individual) (Spielberg anxiety test, CTO, CTL, “Lesenka”, sociometry, questioning, methods aimed at studying the level of formation of the UUD).
Application projective techniques diagnostics (“School of Animals”, “My School”, “My Class”, “My Portrait”, etc.)
Observing children in play and learning situations

Methodological support of the program:

Each lesson may include the following: types of work : a story from a psychologist, a game, psychotechnical and psycho-gymnastic exercises, a conversation, modeling from plasticine, visual activity, reading specially selected texts and “psychological fairy tales”, etc.

Methodological materials (description of games, psychotechnical exercises, “psychological fairy tales”) are presented in the following literature:

For the teacher:

Arzhakaeva T.A., Vachkov I.V., Popova A.Kh. Psychological ABC. Primary school (first year of study). Ed. I.V. Vachkova. M.; 2014
Arzhakaeva T.A., Vachkov I.V., Popova A.Kh. Psychological ABC. Primary school (second year of study). Ed. I.V. Vachkova. M.; 2014
Arzhakaeva T.A., Vachkov I.V., Popova A.Kh. Psychological ABC. Primary school (third year of study). Ed. I.V. Vachkova. M.; 2013
Arzhakaeva T.A., Vachkov I.V., Popova A.Kh. Psychological ABC. Primary school (fourth year of study) Ed. I.V. Vachkova. M.; 2014
“Tales about the most soulful science” Vachkov I.V. M.; 2014

For students:

Workbooks for each year of study

CALENDAR AND THEMATIC PLAN.

	CHAPTER	Number of hours			Approximate dates
	CHAPTER	theory	practice	general	Approximate dates
1 year (6.5-7 years)
	I'm a schoolboy now (entering a new role).				September October
	Introduction to the world of psychology.				October November
	Psyche and knowledge of the world.				December - January
	Temperament and character.				February March
	Me and my emotions.				April May
	Total:
2 year (7-8 years)
2 year (7-8 years)
	Introduction to the world of psychology				September October
	Me and my desires				October December
	Memory Pantry				December - January
	Labyrinths of thinking				February March
	How to become talented				April May
	Total:
3 year (8-9 years)
3 year (8-9 years)
					September
	Psychology of relationships: You – I – He/She = We				October December
	Treasures and secrets of friendship				December-February
	Communication support				March
	Sympathy and empathy				April May
	Total:
4 year (9-10 years)
4 year (9-10 years)
	Invitation to the Land of Communication				September October
	Communication Tools				October December
	Communication carefully!				January February
	Hello, Land of Communication!				March-May
	Total:
	Total:

Lesson planning for the 1st year of study (1st grade):

SUBJECT	Theory	Practice
Acquaintance.
The acquaintance continues.
I'm a schoolboy now.
What does it mean to be a schoolboy?
Meet the Psi-Mage.
Kingdom of the Inner World.
The Tale of Magic Mirrors.
The Tale of Magic Mirrors (continued)
What do I know about myself?
What do I know about myself and others?
Who am I?
My feelings.
My perception of the world.
My attention.
The tale of the attentive Ivanushka.
How to be attentive?
We develop our attention.
I know how to be attentive!
What is temperament?
Types of temperament.
Different people have different types of temperament.
Different people - different characters.
A tale about trees - characters.
What is my character?
What is the character of others?
My character: let's evaluate the shortcomings.
What are Emotions?
What do I know about my emotions?
What are the feelings?
Feelings competition.
I know who I am!
Kingdom of the Inner World: Treasure Hunt (group completion)

Number of hours:
Total:

1st grade (6.5-7 years)

Program structure:

Section 1 (5 hours).

I am now a schoolboy (entering a new role).

The material in this section is selected with the aim of helping children quickly enter the world of school life, which is still unusual for them, facilitating the processes of adaptation to new conditions, and mastering the new social position of the student, which, while giving them new rights, imposes very specific responsibilities.

Many children experience serious psychological difficulties when entering new team peers; This is especially true for children who have not attended kindergarten. Using game psychological techniques and psychotechnical exercises, the teacher creates an atmosphere of goodwill and constructive interaction, allowing children to ease internal tension, get to know each other, and make friends. During the learning process, the child masters the skills of communication and interaction against the background and in the process of learning activities. Gets acquainted with the rules of behavior at school, realizes the need to follow certain norms of relationships with peers and teachers. Children begin to understand the importance for effective work of the ability to restrain their impulsive desires, aggressiveness or excessive activity.

At the same time, the educational psychologist explains to children how they can “throw out” excess energy without harm to others and how to learn to fully rest and recuperate after educational activities - quite complex and hard mental work.

Section 2 (6 hours).

Introduction to the world of psychology.

This section of the course reveals to children first in a fairy-tale metaphorical form, and then in specific form real manifestations of the vastness of the Kingdom of the Inner World - the mental world of every person. Children need special explanations of the specifics of the psyche, since many of them confuse the inner world of the individual with the totality of the internal organs of a person.

Tasks that pay attention to the child’s own inner world and activities, and his actions help prepare the child for initial introspection and “discovery” of himself. Through learning the methods and techniques of self-analysis, the child begins to attempt to answer the most important philosophical questions"Who am I? What am I?" These answers are still naive and limited in nature, but at this stage it is enough that the child can name five or six of his greatest strengths and three or four is not enough developed qualities, and could also compare himself with others in terms of the degree of formation of one or another characteristic.

It is very important to constantly ensure that each child maintains a positive self-attitude and to prevent the neuroticizing effects of self-esteem. Since the work of a teacher-psychologist within the framework of this program is constantly associated with the analysis of various mental manifestations of children, important aspect pedagogical activity is psychotherapeutic (within the qualifications of a teacher-psychologist). A significant part of the lesson should still be taken up gaming techniques, as well as visual activities. Exploring your own inner world and obtaining basic psychological knowledge is accompanied by reading “psychological” fairy tales and working with a book.

Section 3 (7 hours).

Psyche and knowledge of the world.

As a rule, most children in the first grade are quite strongly motivated to learn. Unfortunately, this motivation often fades quickly. One of the objectives of the “Psychological ABC” program, implemented in this section, is to create conditions for the development cognitive interests. The basis of such work is to familiarize students with how we perceive the world around us, with the help of which sense organs we perceive reality, and what cognitive mental processes are.

Of course, knowledge alone about the meaning and mental functions of sensations and perceptions, while certainly being a motivating factor, cannot have a decisive, comprehensive influence on the direction of children’s interests, sufficient to preserve stable motives for learning. Only through activity, through the purposeful development of a meaningful attitude towards the resources of the human psyche, through the formation of the skills to use these resources in all forms and types of knowledge of the surrounding world, will the motivational sphere of the personality of a primary school student develop.

In addition, at this stage, the work of a teacher-psychologist should be aimed at helping children become aware of their leading channels of information perception and orienting them towards the conscious development of the entire system of perception in order to more effectively understand the reality around us and better absorption educational material. This is achieved through special games and exercises, through participation in which the child will be able to learn skills for independent use.

One of the most important tasks initial period learning is the formation of arbitrariness of the child’s actions, therefore in this section a significant part is occupied by work on the development voluntary attention and training the properties of attention.

Section 4 (8 hours).

Temperament and character.

In order for a child to be able to correctly set and constructively solve problems of self-development in the subsequent period of education, he, realizing his uniqueness, must be able to relate himself to typologies available in psychology and build his development trajectory based on knowledge about his individual psychological characteristics.

From this it becomes clear the main method of introducing the necessary psychological material this section and tracking its assimilation (to one degree or another, this method is used in all other sections of the program): the teacher’s presentation of new content ends with the formulation of the student’s questions addressed to himself, to his comrades, and to an adult - “What am I like? in this sense? What type can I be classified as? What are my features of manifestation (temperament, character)?" Searching for and finding answers to these questions, in turn, stimulates the need for improvement and development of one’s psychological characteristics. It is important to help the child develop satisfaction with himself and his behavior, which is one of the mechanisms of conscious self-regulation and the development of the behavioral sphere of self-awareness.

Section 5 (7 hours).

Me and my emotions.

The harmonious development of the child’s emotional sphere is the key to full overall mental development. Rich emotional experiences color a child's life bright colors, fill even the most ordinary and ordinary events of his life with polyphonic sound. At the same time, it is redundant emotional sensitivity can lead to rapid fatigue of the child and nervousness.

If a child learns to recognize his own and other people’s emotions, to realize their significance and meaning, this will be a very serious step towards mastering his own experiences, towards developing the skills of voluntary action and mental self-regulation.

Along with developing the ability to understand subtle shades of feelings and recognize emotions, it is very important to develop restraint and resistance to stressful situations, the ability to cope with negative emotions. This is greatly facilitated by special sketches in which the child must play a certain role, “trying on” certain emotions and learning to manage them. Great emphasis is placed on familiarity with the fundamental spheres of personality - emotional-volitional and motivational-need. For the first time, children make attempts to understand the leading motives of their behavior, the mechanisms of the emergence of needs and emotions.

When working with children, an educational psychologist must engage in training required forms behavior when acting out emotionally acute situations, working through special technicians changing one’s own states, learning ways to “release” negative emotions without harm to others (through drawing your feelings, through physical actions, through breathing exercises). At the same time, it is necessary to recall that the desire for only a single - “peaceful” - way of expressing emotions to the complete exclusion of all other methods is not always justified. There are situations in life when it is quite appropriate, and sometimes even necessary, to emotional aggression. It may also happen that at some point more the right way there will be “suppression” and containment of emotions. A prescription, unambiguous method of working with a child’s emotional sphere is contraindicated. After all, the behavior of an adult must be flexible and appropriate to the circumstances, all the nuances of which are simply impossible to predict.

2nd grade

Lesson planning

SUBJECT	Theory	Practice
My summer impressions
What am I?
Psychology is a familiar stranger
My desires	0,25	0,75
A tale of the struggle of motives
My motives
What are the motives of others?	0,25	0,75
Riddle of the Psycho-Purifier - 1	0,25	0,75
Riddle of the Psycho-Purifier - 2
What is memory?	0,25	0,75
Types of memory	0,25	0,75
What is my memory?	0,25	0,75
Emotional memory	0,25	0,75
What's the best way to remember?	0,25	0,75
I can remember!	0,25	0,75
What do I know about memory?	0,25	0,75
The Tale of Professor Thinking
How to develop your mind: a competition for knowledgeable and resourceful people
Let's learn to think together!	0,25	0,75
Learning to generalize and find patterns	0,25	0,75
Learning to find opposites	0,25	0,75
Learning to think logically - 1	0,25	0,75
Learning to think logically - 2
Learning to think creatively
What do I know about thinking?
Let's fantasize with Fantasy
What are abilities?
I know that I...

Kingdom of the Inner World: Treasure Hunt
My "Kingdom of Inner Peace"

Preparing for the performance “Kingdom of the Inner World”
Costume show "Kingdom of the Inner World"
Number of hours:
Total:

2nd grade (7-8 years old)

The program for the second grade is aimed at revealing the creative potential of the child’s personality, which is realized through the development of his cognitive activity. One of the most important tasks of primary school is the formation of basic learning skills, which involves the development of a whole complex necessary qualities. This complex includes:

The ability to observe and notice, perceive and understand the meaning of educational tasks;
Awareness of ways to perform actions;
Developed skills of self-control, self-esteem and reflection;
Volitional qualities, arbitrariness of attention, memory and thinking;
Enough high level self-regulation;
Creative imagination;
Developed mental operations;
Developed mental operations - analysis, synthesis, comparison, generalization, abstraction and classification

Work on the development of all the listed qualities, on the formation motivational sphere, abilities for empathy and self-awareness value orientations is carried out, including within the framework of the “Psychological ABC” program.

Program structure:

The program consists of three main blocks:

Block focused on personal sphere(awareness personal characteristics and optimization of attitude towards oneself).
Activity-oriented block (awareness of oneself in the system of educational activities).
A block focused on communication (awareness of oneself in a system of relationships with other people - peers and adults).

Section 1 (3 hours).

Introduction to the world of psychology.

This section of the course reveals to children, first in a fairy-tale metaphorical form, and then in the concrete form of real manifestations, the vastness of the Kingdom of the Inner World - the mental world of every person. Tasks that pay attention to the child’s own inner world and activities, and his actions help prepare the child for initial introspection and “discovery” of himself. Through learning the methods and techniques of self-analysis, the child begins to attempt to answer the most important philosophical questions: “Who am I? What am I?”, “How have I changed over the summer?” The purpose of the first lessons in the school year is to update children’s existing psychological knowledge and to show the importance of psychological information for schoolchildren in everyday life.

Section 2 (4 hours)

Me and my desires

In this section, students are introduced to concepts such as “desire” and “needs.” The variety of motives is shown and children become familiar with the phenomenon of the struggle of motives. Doing exercises, through a fairy tale, etc. Second graders are aware of their motives. Children learn to analyze their own motives for behavior and the motives of other people.

Section 3 (9 hours)

Memory Pantry

The exercises in this section, like all other tasks in this program, are designed to develop teamwork skills. In addition, all the tasks in this section help to understand the importance of mental processes: memory, attention, sensations, emotions, thinking. Give the child the opportunity to realize the peculiarities of his memory. In the course of completing the proposed tasks, second-graders organize their ideas about what memory is and types of memory. Receive information on how to develop mnemonic abilities, get acquainted with some methods effective memorization and with the benefits of semantic memorization and perform training exercises that develop memory. Awareness of your weaknesses and strengths develops children's reflexive abilities.

Section 4 (9 hours)

Labyrinths of thinking

IN this section program, second graders are introduced to the concept of “thinking”, mental operations: analysis, synthesis, comparison, generalization, classification. Children learn to think together, and in the process of completing tasks they develop logical thinking. Self-assessment activities are being updated. The manifestations of creative abilities, abilities for flexible, original thinking are stimulated.

Section 5 (9 hours)

How to become talented

In this section, second-graders are introduced to the concepts: imagination and fantasy, abilities. The skills of joint creative activity are developed, the manifestations of creativity in children, interest in self-knowledge and cognitive interest in psychology are stimulated. All material covered during the year is repeated. Homework is given for the summer.

3rd grade

Lesson planning

SUBJECT	Theory	Practice
A new encounter with psychology
The beginning of the journey to the Land of Communication
What to take with you on a trip?
What do I know about myself?
How and why do disputes begin?
A Tale of Conflict and Contact	0,5	0,5
Qualities important for communication	0,5	0,5
What are we like in communication?	0,5	0,5
Am I outgoing or reserved?	0,5	0,5
Kingdom of Broken Ties		1
Ours and others	0,25	0,75
Robinsons	0,25	0,75
Girls + boys =...	0,25	0,75
Friends and foes	0,25	0,75
Friendship is…	0,5	0,5
We are a friendly team	0,25	0,75
Rules of friendly communication	0,5	0,5
Friendly country		1
How similar we are all!	0,5	0,5
How different we are all!	0,5	0,5
The Tale of Another Point of View	0,25	0,75
Tell me who is your friend...	0,5	0,5
Tell me who is your friend...		1
A compliment is...	0,25	0,75
What do others value about me? What do I value in myself?	0,5	0,5
	0,25	0,75
Let's compliment each other		1
How do we experience emotions?	0,5	0,5
We know how to express our emotions!	0,5	0,5
How do we understand the emotions of others?	0,5	0,5
How we can empathize!	0,5	0,5
Preparing for the presentation “Land of Communication”		1
Preparing for the presentation “Land of Communication”		1
Costume performance “Land of Communication”		1
Number of hours:	10	24
Total:	34

3rd grade (8-9 years old)

The 3rd grade program aims to create a learning situation in which children learn by interacting and at the same time learn to communicate. Third graders are tomorrow's teenagers. The problem of communication will become the most pressing in the near future. Communication will crowd out studies and other activities. Propaedeutic work will help make the emerging crisis less painful. As part of the program for grade 3, the following main tasks are solved:

Section 1 (4 hours)

Introduction to the Psychology of Communication

In this section of the program Special attention is focused on awakening interest in the psychology of communication among third-graders, self-knowledge and reflection. Students develop skills effective interaction and cooperation. There is a comprehension of relationships with classmates, the formation of skills to act in a coordinated manner.

Section 2 (10 hours)

Psychology of relationships: You-I-He/She-We

Third-graders become familiar with the qualities important for communication and effective interaction. In the course of completing tasks, there is an understanding of the difference between how students perceive themselves and how others perceive them, and they become aware of their attitude towards themselves. Realistic self-esteem is formed. There is an awareness of the value of deep and warm emotional relationships between people, the development of non-verbal interaction skills, and a tolerant attitude towards other people and opinions. A number of tasks are aimed at understanding one’s attitude towards representatives of the other sex, developing positive attitude to the other gender.

Section 3 (9 hours)

Treasures and secrets of friendship

In this section, third-graders become familiar with the concept of “friendship” and develop the skills of joint activities. Develop skills of interaction and cooperation, creating conditions for self-expression in a team, developing rules of friendly and effective communication. Awareness of the importance of similarities and differences between people for communication, development of the ability to take into account the opinions of others, development of tolerant relationships. Understanding Value friendly relations, development of the ability to present oneself in communication, expression of the non-verbal self.

Section 4 (4 hours)

Communication support

Acquaintance with the concept of “compliment”, understanding the significance of a compliment for a comfortable relationship, familiarization with compliment formulas, developing a desire to master the skills of giving psychological support. Development of skills in providing psychological support, awareness and disclosure in communication own merits, abilities, achievements, gaining experience of self-acceptance

Section 5 (7 hours)

Sympathy and empathy

The tasks in this section of the program are focused on understanding the role of emotions in communication. Awareness of changes in one’s emotions and one’s own influence on the emotions of others during communication, expansion of the emotional vocabulary of communication.There is also an awareness of the dynamics of emotions and the influence of other people on this process, the development of sensitivity to the perception of emotions, and the ability to express one’s emotions. During the exercises, the ability to understand the emotions of others, to express one’s emotions is developed, and the ability to empathize and sympathize is formed. In the final classes, the experience gained during the academic year is summarized and interest in self-knowledge and psychology is stimulated.

4th grade

Lesson planning

What do we know about communication?

0,5

Communication is a common matter

0,25

0,75

How good it is to be able to... listen

Active and passive listening

0,5

The importance of asking questions

0,5

Workshop active listening

Let's talk without words

Non-verbal communication workshop

0,25

0,75

Non-verbal communication workshop (continued)

0,25

0,75

Speech

0,5

Please take care of your speech!

0,5

Do you know how to argue?

0,25

0,75

Master of Communication's Suitcase

0,25

0,75

In the sea of knowledge

0,25

0,75

Briefly, clearly, that’s why it’s great.

My name…

My family

0,25

0,75

In the cave of emotional explosions

0,5

Scientific and practical study of the conflict

0,5

Win or lose?

0,5

A Tale of Understanding

Birthday - day of creation

I can and I want!

When does understanding come?

0,25

0,75

On the road of fairy tales

In the kingdom...

Meeting with the Master of Communication

0,25

0,75

Game "Kingdom of the Inner World"

0,25

0,75

Game “Journey through the Land of Communication”

0,25

0,75

Letter to Psi-Mage

Through the pages of the Psychological ABC

Goodbye, Psychological ABC

Number of hours:

Total:

4th grade (9-10 years old)

The 4th grade program aims to create a learning situation in which children learn by interacting and at the same time learn to communicate. Fourth graders are tomorrow’s teenagers, some of them in their own ways psychological characteristics can already be considered junior teenagers. The problem of communication is becoming or will become most pressing in the near future. Communication will crowd out studies and other activities. Propaedeutic work will help make the emerging crisis less painful. As part of the program for grade 4, the following main tasks are solved:

Develop reflection skills, the ability to introspect, and the ability to be responsible for one’s actions;
To introduce the basic concepts of the psychology of communication, to help see their significance in everyday life;
Develop the ability to be aware of your psychological characteristics, which manifest themselves in communication with other people;
Teach understanding of the inner world of another person through external manifestations in activity and communication;
Introduce the rules of effective interaction in communication and the simplest ways to resolve conflict;
Develop collaborative decision-making skills various problems in the learning process, teach how to achieve success without competition;
Develop self-esteem and respect for other people, develop skills of empathy and compassion;
Teach basic skills emotional self-regulation in communication.

Section 1 (4 hours)

An invitation to the land of communication.

This section updates materials from the most important topics 3 years of study according to the program. The proposed exercises and tasks promote the development of a reflexive position in the field of communication, awaken interest in studying one’s inner world, show the importance of developing communication skills, promote the adoption of a reflexive position and the formation of the ability to provide psychological support. It is necessary to help children realize and discover their own strengths, abilities and achievements.

Section 2 (11 hours)

Communication Tools

In this section of the program, third-graders become familiar with and understand the difference between the concepts of “listening” and “hearing.” Students are given the opportunity to be both speakers and listeners. They become familiar with the concept of active listening, understand its importance, and develop the ability to formulate questions to correctly understand the interlocutor. Schoolchildren become familiar with non-verbal means of communication: gestures, facial expressions, gaze, keeping distance. Learn about significance competent speech for correct understanding of each other in communication. The section reveals the content of the concepts “dispute” and “discussion”. When completing tasks, the ability to persuade develops; show the importance of using arguments in a dispute and the ability to listen to the other side.

Section 3 (9 hours)

Beware of communication!

To complete the tasks in this section of the program, it is necessary to motivate students to cooperate in a situation of joint search new information; develop team interaction and collaboration skills; teach children to work with various dictionaries and other sources of information. During the exercises, you will need the ability to summarize information and convey it accurately. Tasks are completed in a group, which contributes to the cohesion of the class team. It is important to help children realize the uniqueness and depth of their personality. Update your understanding of value family relations. Help students understand their feelings towards different family members. Introduction to the concept of “conflict”. Awareness of the meaning of conflict in communication and its consequences. Students gain an understanding of various strategies for behavior in conflict situations. Get to know the algorithm effective resolution conflicts, develop the ability to take into account the opinions of different people and work in a team. When completing tasks, the ability to establish contact in various situations develops; children are given an idea of what helps people understand each other. Children learn to see that the ability to understand the reasons for their behavior is closely related to the ability to understand the reasons for the behavior of other people.

Section 4 (10 hours)

Hello, Land of Communication!

In this section of the program, schoolchildren are shown the importance of a positive attitude for comfortable communication and the need for further development of qualities important for communication, including an attentive attitude towards another person. The need to develop the ability to understand the inner world of another person is shown. Through updating psychological content fairy tales from the book “The Kingdom of Broken Ties” demonstrate the need to develop the ability to self-knowledge through identification with fairy-tale characters. Team interaction skills are developed. The experience gained in the classroom is a relevant resource for solving new problems. communication tasks and ensures the “rooting” of the rules of comfortable communication in the classroom. The final classes summarize the experience gained in classes over 4 years. Throughout all years of study in this program, interest in self-knowledge and psychology was stimulated.

MBOU Volodarskaya Secondary School

I APPROVED

Director of MBOU Volodarskaya Secondary School

O.A. Yankovskaya

"___" __________ 2015

WORKING PROGRAMM

additional educational course

in extracurricular activities

"Psychological ABC"

for students 7-8 years old

(1a, 1b, 1c, 1d class)

Implementation period for additional

educational course - 1 year

Compiled by: Malakhova Kristina Mikhailovna

educational psychologist

village Volodarsky, 2015

EXPLANATORY NOTE

The work program is compiled on the basis of the author’s program T.A. Arzhakaeva, I.V. Vachkov, A.Kh. Popova “Psychological ABC” (Arzhakaeva T.A., Vachkov I.V., Popova A.Kh. Psychological ABC (First year of study) / edited by I.V. Vachkov. - M.: Publishing House "Axis", 2003 - 168 pp.)

Focus: the course implements programs additional education social and pedagogical orientation.

Novelty: the course is aimed at creating within the system primary education conditions that maximize the personal development of students.

Relevance: the course is relevant for personal development students, transition to a higher level of self-awareness, realized on the basis of the development of students’ reflective abilities.

Appropriateness: the course is appropriate for developing imagination, intuition, thinking, acquiring an understanding of norms of behavior and moral values.

The purpose of the additional educational course: the development of the child’s personality, in particular his self-awareness and reflexive abilities, cognitive capabilities within the limits determined by the age requirements of “psychological safety”, which protect the child from unnecessary “pain of self-knowledge”.

Objectives of the additional educational course:

Help children adapt to school conditions faster and more painlessly;

Introduce children to basic conceptual apparatus psychology and its subject;

Teach methods and techniques of self-knowledge;

To orient children to the development of creative abilities and imagination.

Promote the harmonious development of mental functions;

To orient children to the desire for creativity in educational activities

A distinctive feature of this additional educational program is its reliance on the principle of metaphorization of psychological ideas. Through understanding metaphor, through deciphering and constructing metaphorical images, children develop imagination, intuition, thinking, and learn to receive aesthetic pleasure from literary texts, indirectly acquire an understanding of norms of behavior and moral values. The “key” metaphor - the Kingdom of the Inner World, is realized in the context of the unfolding of a chain of special fairy tales united by a common plot. The metaphors embedded in fairy tales turn out to be a magical tool that helps a child better and more deeply understand himself and his inner world.

The most important functions of a fairy-tale metaphor are:

awareness of the system of relationships between subjects and reducing the impact of negative emotions in the event of receiving painful information;

ensuring the disclosure of creative potentials of subjects in the process of joint activity;

The age of children participating in the implementation of this additional educational program is 7-8 years old

The duration of the additional educational program is 1 year (1 hour per week, 33 hours per 1 year).

Forms and mode of classes: classes are held once a week for 1 hour; The forms of conducting classes are varied. Some of the activities that have theoretical nature conducted in the form of exploratory conversations. Practical lessons are carried out in the form of games and performances.

Expected results:

Development of adequate self-esteem;

Mastering techniques of emotional self-regulation;

Mastering conflict resolution skills.

Development cognitive abilities;

Awareness of oneself in the system of educational activities;

Training in effective communication skills;

Methods for checking them: methods of observing students, conversations with students, teachers and parents.

Forms for summing up the implementation of an additional educational program: conversation with students.

CURRICULUM PLAN

additional educational course “Psychological ABC”

1 hour per week, 33 hours per year

Type of activity

Section 1. I am now a schoolboy

Acquaintance

The acquaintance continues