How to establish good relations in the work team. Creating psychological comfort in kindergarten groups Women's team

Methods for diagnosing the psychological climate.

So, let's start from the very beginning. If you decide to find out about the psychological climate of your team, then the question immediately arises: “What will we measure?” Approximately by sensations, we know whether we like the climate of our team or not, but for sure: “Why is it like this? What are its features and nuances? How are spheres of influence distributed among employees? And how to change and harmonize the psychological climate?” - these questions are either vague guesses or doubts.

At the same time, the science of sociology has long offered us a completely accurate diagnostic method that allows us to collect reliable information and answer all of the above questions. This method is sociometry. The method was invented by Moreno and described in his book of the same name "Sociometry".

What is it? Very simple:
1 - you come up with 4 questions for the team members and
2 - ask these questions to employees
3 - collect answers in writing.
4 - analyze the results
5 - draw conclusions

2 questions relate to the sphere of the transmission of rational information, and 2 - to the sphere of the transmission of emotional information, both positive and negative.

For example, questions might be:
With which employee would you first share the good news from your life? (write no more than three names)
With whom would you never share this joyful news from your personal life? (write no more than 3 names)
If something doesn’t work out for you, then which employee would you turn to for help? (write no more than 3 names)
Which employee would you never turn to for help? (write no more than 3 names)

When you receive answers (it is important that all employees answer), you then draw employees in circles with signed names. You draw information links between them with blue lines. Emotionally positive connections are red lines, and tensions (to whom I would not turn to) are black lines.

The result is a grid of circles and links, which shows:
to which of the employees the most blue lines are laid - he is the authoritative person for the rest
to which of the employees the most red lines are laid - that is the informal leader
to which of the employees the most black lines are laid - that conflict generator of the team
to which of the employees there are the fewest lines of any - that one is not incarnated into the team.
Groupings are also visible, if any.
The method is not difficult to use and surprisingly accurate in diagnosis.

Components of psychological comfort in the team.

The components of the psychological climate include:
1. Emotional atmosphere in the team
2. The level of trust, both professional and interpersonal.
3. The level of acceptance of people by each other as they are. This is also called tolerance.
4. The level of mutual assistance and cooperation.
5. As well as the presence of hotbeds of tension and conflicts.

Methods, principles, technologies for creating a comfortable psychological climate in a team.

Soviet scientists conducted experiments in the pioneer camp on undergrowth. How can children quarrel? It turned out that it was enough to divide the children into detachments and settle in different buildings, and this was enough for the detachments to compete with each other and be at enmity. Between the detachments, there was either a lack of interaction, or pronounced tension, rejection and conflict, especially among boys.

Scientists have concluded that a purely territorial division is enough for ties between people to be broken. Therefore, if your team is located in different offices, then this is already enough for relations between people from different offices to be, to put it mildly, cool.

Then the scientists asked the question: “But how to make children friends? How to reconcile them? They tried to unite them territorially: they mixed different detachments in residential buildings, settling them together. It did not help - the children smeared each other with paste and did other dirty tricks. They tried to seat them at the same tables at dinner - they started throwing cutlets. They tried to arrange joint events: they took them to the cinema and put everyone together - the children prevented each other from watching the film, spitting and throwing papers. A random event brought the children together.

When the children in the bus went to the sea, and the bus broke down on the way, they solved this difficult situation together, being under the scorching sun for 2 hours and calling for help. It turns out that it is much more difficult to unite people than to quarrel. And the unifying principle is a common misfortune, a common enemy or a joint solution to a common difficult, problematic situation.

Therefore, it is easier to initially build a positive psychological climate and then maintain it than to heal conflicts later. The psychological climate, in terms of the complexity of growing, is similar to the fragile and capricious orchid flower. Only sincere concern for the people of the leader. His involvement and cordiality are fertile ground here.

With a formal attitude towards people as functional elements, the psychological climate immediately turns into weeds or burdock.

So, how to create a psychological climate? If we imagine the situation of opening a new store, where all the employees are new, or from different teams, and therefore they hardly know each other, then the first thing to do is to introduce people in an informal setting, and conduct exercises to get to know each other and collect expectations. Each person expects something from others and from their activities. Unrealistic expectations lead to suffering.

Therefore, it is important to learn about expectations in order to show the way to the realization of expectations. In business training there are a lot of exercises for acquaintance: “Name your useful qualities and character traits that begin with the same letter as your name”, “Brag about what you are good at or what you have already achieved”, “Take sweets from a vase, and then tell as many events from your life as you took sweets”, etc.

After getting acquainted, the team unites into groups and writes on whatman paper what they expect from their work in the store, and what they are ready to invest in the team so that everyone can work together comfortably. Each group will present their ideas and ideas.

For a positive psychological climate, it is important to form a mentoring system, highlighting the best employees based on the results of work in certain areas and, as an honorable function, entrusting them with taking care of newcomers. At the same time, each employee, mentor and trainee, must know both their rights and their duties, and the parameters of the result they are striving for.

Prospects, a positive image of the future in a year, three and five years are also important for creating and maintaining a psychological climate. It is important that employees see themselves through this time already today, and that they like this image and motivate them.

It is also important to create your own rules for communication and resolving contentious issues. One of the important rules is “analysis without evaluation”, where difficult situations and behavior of employees, while there is no assessment of the person's personality. Valuelessness creates an atmosphere of security and trust. If a system of fines is introduced, then first the employees are notified that such a system began to operate from such and such a date and they are given an explanation about the appropriateness of the system of fines, as well as what needs to be done in order not to fall under it. And only after answering the questions of employees, the system starts working. There is nothing worse. When an employee does not understand why he was fined and when he does not know in advance what his behavior can lead to a fine.

Methods of maintaining a comfortable psychological climate.

In an already working team, it is important to maintain a psychological climate. It is no coincidence that earlier on the door to the director's office there was a sign about office hours. This is a powerful means of maintaining a psychological climate and an atmosphere of openness and trust. When any employee could go directly to his senior manager and talk with him about sensitive issues. And in order for the manager to have more time to deal with strategic issues, special hours were allocated for employees. And everything was planned.

At the same time, if employees complain about each other, then it is important to put them at a common negotiating table and listen to everyone's version together. And ask everyone questions. And again listen to the answers. The psychological climate deteriorates greatly when speaking and discussing those who are absent. This is how rumors and gossip are born. Speaking openly with respect for the individual and with respect for the feelings of each is the basis of the foundations for maintaining a psychological climate.

Also, the psychological climate begins to crack at the seams if labor standards are violated, if people overwork and physically do not have time to recover. For example, I saw a very conflicted cashier who was a conflictogenic person and spoke very unflatteringly about his company. And the reason was simple: the store was located on the main street. There were constant queues at the checkout. And the cashier not only worked without lunch, but could not even go to the toilet. Because there was no one to replace him. The organization of work was not provided for such a constant influx of customers. And the customers themselves were also dissatisfied and expressed their comments to the cashier about their unwillingness to stand in line. If we also take into account the work with money, which requires care and accuracy, then this cashier can be understood. But a leader who does not take action is more difficult to understand. It is important to remember that when a person gets tired, he becomes more irritable, less tolerant, he has an increase in the number of claims against others and dissatisfaction with himself.

If your work is organized in such a way that all employees get very tired by the end of the day and cannot recover and relieve their stress on their own, then the psychological climate will inevitably suffer. Therefore, with intensive work, shift work is introduced. They also create rooms for psychological relief. But, unfortunately, our population does not have the culture to use these rooms, people have no time to go there, and educational work is also needed. It is important to know that stress is relieved by positive calm music (music generally sets the mood), massage and laughter. As well as sincere compliments and emotional support to employees. It is also important that the room is ventilated (fresh air, especially ionized air, has a powerful effect on the general atmosphere). The level of illumination of the room also contributes, especially in the evening. It is important to remember that fluorescent lamps are noisy and cause fatigue by 4 pm. The abundance of computers and wires also causes increased fatigue.

Computers can be compensated by an abundance of indoor plants that create a microclimate, as well as photo wallpapers with nature and a visible horizon line and a perspective on which the eyes rest. If the room is painted in strongly contrasting tones, in very bright colors or very dark tones, then this also adversely affects the physiology, and as a result, the emotional background of the team. And people need to drink more water.

Therefore, the presence of a cooler and cups can help maintain the psychological climate. It is important to organize the workplace of employees in such a way that they feel that they are thought of and taken care of. Every little thing matters here, because care is manifested in the little things. And the elementary availability of toilet paper and towels in the toilet rooms is also important here.

If it is important for you to maintain the morale of victory and work for the result, then it would be good to do such a procedure, just once a week at a certain time. For example, on Friday at 16.00, the whole team gather and share their achievements. "My accomplishments this week." It could be a new book read, or a plan completed, or the withdrawal of a complaint from a difficult client. Any achievement that the employee himself considers an achievement.

Thus, everyone shares a positive, a new result that develops him. This creates a general atmosphere of development and success. And those employees who do not have achievements begin to think about what they will come with on Friday, and begin to change something in their work, if only in order to have something to say. Gradually, the value of development and work for the result becomes the value of the entire team. It should be remembered that in the team those values ​​are formed and maintained that are reinforced and are in demand. And unclaimed values ​​fade away. Ask yourself: “I care. so that my team lives by what principles and rules? ”And then for each principle or rule, come up with one regularly performed event, and hold these events. This is the key to the success of the psychological climate.

Stress in the work of the seller: methods of overcoming.

In addition to what has already been said above about stress and conflicts. It should be added that in the science of conflictology there are 2 concepts: stress and distress. These concepts were first introduced by Selye.

Stress is a tense event that causes the mobilization and activation of all its functions in the human body. As a result, a person's life becomes richer: colors are brighter, sounds are louder, observation is higher. That is why people sometimes like extreme sports or adventures. Stress pulls us out of our routine and makes us truly alive. People love stress. For example, falling in love is related to stress.

So stress is positive. But the same events and situations that created positive stress for us, but at the same time manifested with greater intensity, which give an additional load, above the adaptive functions of the body, create a situation of distress.

Distress is a super stimulus that exceeds the body's resistance. Distress drains us, makes life difficult and confusing, and makes work unloved and dangerous. At the same time, the same situation for one employee can be stressful, and for another - distress. It all depends on the supply of vitality: the more of them, the less situations will be distress.

How to overcome distress in the work of the seller?

First, keep track of which of the situations are stressful and which are already distressing. Second, ask for help from the team in situations of distress. Third- Respond to help. At the same time, it is important to create an atmosphere of cooperation and mutual assistance. After all, if you lift a box with 30 kg of potatoes on your own, this is not at all the same thing if you lift the same box together. The load is distributed over the same number of people. who are actively involved in the situation.

Fourth- to be grateful, to speak without stinting words of gratitude to others. According to Canadian studies, the feeling of gratitude is healing for the person who experiences this feeling. If a team has created a culture of thanking each other for help and helping each other, then such a team experiences practically no distress, because it reasonably distributes the load. At the same time, the leader himself is an example to follow: how he behaves with his employees, so they will behave with each other (over time)

We identify who should be responsible for the psychological climate in the team

First of all, whether he wants it or not, the head of the team is responsible for the psychological climate. Because the management tools and powers are in his hands. Because he has the strongest influence on the team. But he is not the only person. Further, the informal leader influences the psychological climate. He may or may not be the same as the formal leader. The above method of sociometry will perfectly show us which of the employees is an informal leader. It is the leaders who set the unspoken rules and values ​​in the team. Further, there are wise and personally mature individuals, as well as emotionally warm employees who experience most time positive emotions and a positive outlook on life and work.

It is to them that all “humiliated and insulted” or “emotionally wounded” employees are drawn. And words of comfort and encouragement heal the spiritual wounds of such employees. These are the people who are responsible for the psychological climate in the team. They can officially hold any supporting events. And they can take as assistants all the rest at their discretion. And they should be given such powers – to form working groups for the tasks of maintaining the climate in the team. Because only if each employee is responsible for the psychological climate, only then is it possible to create a lively and positive climate in the team, in which he wants to join, in which he wants to live.

Network Founder training centers"Academy of Living Business", certified business coach and coach - member of ICF, Ph.D. Zhanna Zavyalova

We spend most of our time at work, and we see colleagues more often than relatives. It is very important that the work brings real pleasure, otherwise everything will come out in a bad mood and health problems.

What is necessary for psychological comfort at work?

1. Team!

For the psychological mood at work, you need a real team. If you wake up every morning with the thought that today you can get a stone in the back from a colleague, the incentive to work is unlikely to appear. It turns out that a person is in emotional stress all day, and uses all his strength and energy to protect himself, and not to perform certain tasks.

It is very important to come to work and plunge into an optimistic environment.

Leadership advice: it is worth immediately stopping all kinds of gossip, up to the deprivation of a bonus, and also smoothing out sharp corners between employees through negotiations.

2. Compatibility

For psychological comfort at work, there must be some compatibility between employees. For example, similarity in certain principles, way of life, characters and temperaments. Then come to a common denominator, solving professional matters, it will be much easier.

Advice: an experienced leader should talk to a person once to understand whether he can enter the existing team or not. There are also special tests, by filling out which you can accurately find out about the character of a person, his life position etc.

3. I am part of a team

It is very important for each person to feel their importance, only then comes the feeling of psychological comfort at work. When a person feels valuable, he wants to move mountains and jump above his head.

Advice: You can increase the self-esteem of an employee and his status in the eyes of colleagues with the help of a separate (small) task. In addition, it can be used to reveal the hidden reserves of a person.

The above criteria are very important for the feeling of psychological comfort at work. If they are followed, the employee will be more productive!

Oksana Klyueva
Creation of psychological comfort in Groups kindergarten(seminar-workshop)

Tasks:

Introduce educators to the ingredients psychological comfort and emotional well-being of children in group.

Contribute to the effective use of educational and educational activities aimed at personally oriented interaction with the child.

CONDUCTION PLAN SEMINAR

Information part.

Problem psychological

psychological

Practical part.

And the emotional well-being of the child.

Emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress in teachers.

Discussion, summarizing.

Information part.

Problem psychological health at the present stage.

As a result of a survey of teachers and parents children's gardens about their understanding of the term "health" it turned out that the majority of respondents explain this concept from the point of view of stable physical well-being. But, in fact, health is a combination of several components.

Renowned doctor - psychotherapist Elisabeth Kübler-Ross put forward such idea: human health can be represented as a circle consisting of four quadrants: physical, emotional, intellectual and spiritual.

Unfortunately, many of us begin to understand the importance of not only physical, but also emotional health rather late.

It's no secret that many children have neurotic deviations. There are many reasons for this, and I think it is not necessary to list them. Such children are difficult for parents, teachers, and society. On the other hand, sometimes quite psychologically parents and teachers turn healthy children into neurotics.

Why is it so important to keep mental and psychological health of children? Surely each of you can answer this question by determining the consequences psychological discomfort for the child:

The appearance of phobias, fears, anxiety, increased aggressiveness;

Transition psychological experiences into somatic disorders, when a child who received psychological trauma, physically ill (a certain instinct of self-preservation of the body);

Manifestation psychological trauma received in childhood , in a more mature age period in the form psychological defense - a position of avoidance (isolation, drugs, suicidal tendencies, manifestations of aggressive behavioral reactions (escapes from home, vandalism, etc.)

Questions about psychological comfort and mental health should be addressed, first of all, to teachers, since most of the time children are in kindergarten. But many may object that there are objective reasons why it is impossible to fully create psychological comfort in the kindergarten group:

Large occupancy groups;

One teacher in group;

Unfavorable family situation.

Yes, that is the reality. But who will help us and our children, if not ourselves? preschool plays an important role, despite all the problems dictated by state of the art societies arising from its contradictions. BUT exactly: how capable create general positive and stable background for the child psychological state to ensure the development of an active and cheerful personality with self-esteem.

Creating psychological comfort in the nursery garden to preserve and strengthen psychological health and personality development of the child.

A person who is competent in communication, first of all, establishes a certain atmosphere of communication, which helps his partner feel free and comfortable. Expression "We have good contact" means "We understand each other, we are interested in each other, we trust each other."

Strongly established contact between people will provide in the process of communication an atmosphere of trust and acceptance in which any problems can be discussed.

A certain atmosphere is not only present in the communication of two or three people, but characterizes the general situation in a constant group of people(work team, family, school class, etc.). kindergarten group is no exception, and sensitive people can immediately, only after crossing the threshold, feel the atmosphere of looseness or closeness, calm concentration or anxious tension, sincere fun or gloomy alertness, which is present in group. Atmosphere (or climate) in kindergarten group is determined:

Relationship between teacher and children;

Relationships between children.

good climate in group arises then when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves.

The educator has a very significant impact on the quality group climate. In fact, the educator (and not children, as we usually think) creates certain climate in group.

The first step that an educator interested in creation favorable atmosphere in group, is to create and analyze a group situation. Given the direction of humanization preschool education, the most important thing in the work of a teacher is creation conditions for the development of the personality of the child, "inclusion" own mechanisms of self-development of the child through the organization by the teacher of a developing environment, personality-oriented communication with the child, giving him the freedom to choose activities, assistance in developing his abilities, creating an atmosphere of psychological security, emotional comfort. Considering all this, teachers in groups need to create conditions for the emotional well-being of everyone child:

Subject-developing environment,

Communication style of the teacher with the child,

The style of communication of educators with each other and with an assistant,

Communication style of teacher with parents

Watch how children communicate with each other.

The well-being of the child group is satisfaction with existing relationships group, degree of participation in joint activities, security, inner peace, experience of feeling "we". All this can be defined as emotional well-being. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities, benevolent attitude towards other people.

The influence of styles of pedagogical communication on a favorable psychological comfort in the group.

Now I would like to dwell on the styles of pedagogical communication.

The authoritarian style is directive communication. The teacher performs guiding, organizational functions, and the children are only performers. They are required to listen carefully, observe, remember, perform, respond. The educator does not notice that the lack of independence of children, lack of initiative is a consequence of his authoritarian tendencies towards overprotection.

An authoritarian educator lacks respect and trust in the personality of a growing person. He lives by the principle "Trust but check", focuses on dominance, command in all situations of communication, expects unquestioning obedience and obedience. Wanting children means little to him. The formal approach to education clearly prevails. When organizing work in group does not take into account the relationship between children. He does not like and does not know how to admit his mistakes. Hear from an authoritarian "Sorry, I was wrong" almost impossible.

In any case, he tries to mask his mistakes. When addressing children, it sounds frequent: "Ivanov, don't turn around!", "Ivanov, how much can you repeat?" etc. An educator of this type gives a low estimate of the possibilities and abilities of children, and remarks and censures predominate in his evaluative statements. The authoritarian teacher directly and publicly points out to the child his mistakes, shortcomings in behavior. It is characterized by rigid pedagogical attitudes.

Liberal (permissive) style. Liberal educator moves away from direct guidance children's team, hence lack of initiative, insufficiently developed responsibility, letting things go by themselves, such an educator overestimates the ability of children, does not check the fulfillment of his requirements, is completely at the mercy of the desires of children, and therefore is often situational, inconsistent in decisions and actions. Insufficiently decisive in difficult situations, takes into account relationships in group. He is not afraid to admit his mistakes, but he admits them very often. The number of educational influences depends on the situation. Diversity does not matter.

The educator is a liberal - a man of mood. If he is in a good mood, positive assessments predominate in him, if he is in a bad mood, negative assessments intensify. Does not pay attention to the need for indirect remarks and censures.

Democratic style. The educator-democrat takes into account the peculiarities of the age of children and optimally divides the functions between himself and the children. Shows maximum requirements for children and maximum respect for them. Experiencing a clear need for feedback from children on how they perceive certain forms of joint activity. when organizing work, the educator-democrat takes into account and studies interpersonal relationships. The use of knowledge about likes and dislikes between children is considered an important condition for successful work. knows how to admit mistakes, despite the fact that it is difficult.

In the assessment of such a teacher, there are more positive than negative remarks. Prefers a more fruitful conversation with the child in private. An example of an indirect remark would be remarks with a glance. Pedagogical attitudes are dynamic in nature, that is, they change depending on the circumstances.

From all of the above, one can output: the most effective and optimal is the democratic style of communication, it is the most favorable in educational impact and fully serves the formation of conscious discipline in children and those around them, a creative attitude to business and the formation of an active life position.

It is the right style of communication between the teacher and children that will help create child friendly psychological comfort in the group.

Social psychological the culture of the educator implies that he has certain pedagogical views and beliefs, attitudes towards an emotionally positive attitude towards the child, regardless of his personal qualities and a whole range of communication skills and abilities necessary for the educator for pedagogical communication.

This means that the educator must have not only a system of professional knowledge, but also knowledge about the patterns of communication in the teaching staff and in children's group while working with parents.

By pedagogical communication we mean a system of interaction between a teacher and students in order to get to know them, to provide educational influences, to organize expedient relationships, to form a favorable environment for mental child development microclimate in group early and preschool age.

It is from us - teachers - that the preservation of mental health of children, and for this you need to be very careful about your own psychological state. A huge role in this belongs to the personality of the teacher, his cultural level, intellectual and personal potential.

A person can only be brought up by a person. For upbringing is the life of a child organized by a teacher at the level of culture, it is a joint ascent to the origins, traditions of his people, where the teacher himself recreates at every moment of working with children - as a representative of society, the adult world - a cultural variant of interaction with others.

So, personality-oriented interaction with the child, a democratic style of communication with him comes to the fore.

Powerful dash practical psychology created theoretical basis for diagnostic and corrective work teacher, since the teacher of the preschool educational institution was taken care of psychological well-being of the future of the nation - our children. What is the toolkit in the activity of a teacher?

Practical part.

Diagnostic Toolkit for Evaluation Educators psychological climate in the kindergarten group and emotional well-being of the child.

(Psychologist introduces teachers to assessment methods psychological climate and emotional well-being of the child in kindergarten group. These techniques are on the tables for study by teachers).

Validation test psychological comfort of children's stay in the kindergarten group

Showing children's drawings and interpreting their content by educators. The psychologist complements the teachers helps them draw conclusions

The most convenient way to understand how comfortable feel the pupils group- Invite the children to draw on the topic "I am in my kindergarten group» . This will not take much time from the educator during the working day, and you can reflect on the results at your leisure.

The alleged drawings of children can be divided into three groups:

The child draws only the building.

The child draws a building with playground elements.

The child depicts himself in the picture in the room or on the street.

First Group drawings is the most disturbing. If there is nothing in the picture but a building, then the child perceives children's garden as something alienated, faceless. So life in children's garden does not evoke positive emotions in him and is not identified with the events taking place there.

Most of all, the situation inspires optimism when a child depicts himself in a drawing. myself: means events occurring in kindergarten are personally significant for him. But the analysis of the situation is not limited to this.

You need to pay attention to other elements images: whether there are children, a teacher, a playing field, toys in the picture. Their presence suggests that the child depicted in his work a wide variety of connections and relationships to them. The playing field, for example, is a very important element.

If a child depicts himself standing on a carpet, on the floor or on the ground (children often depict their support in the form of a straight line, this is a good indicator. So he "stands firmly on its feet" feels confident. Well, if the picture shows flowers, the sun, birds - all these are details that indicate "peace" in the shower.

You need to try to understand what the child expresses when drawing the teacher. On the one hand, its appearance in the figure - positive moment. This means that the teacher for the child is a significant character, whose presence he must reckon with. But it is important how the teacher is turned to the child - with her back or face, how much space she takes in the picture, how her hands and mouth are depicted. The emphasized selection of the mouth, the many lines around it may indicate that the child perceives the teacher as a carrier of verbal (verbal) aggression.

The color scheme of the picture is also important.

The use of warm tones by the child indicates a positive emotional mood. (yellow, pink, orange) and calm cold (blue, cyan, green).

The rich purple color, which is used to paint over fairly large areas of the picture, may indicate the tension that the child is experiencing, and the abundance of red indicates an overabundance of emotional stimuli.

Abuse of black color, greasy, paper-squeezing shading, similar to a strikethrough, signal the child's increased anxiety, his emotional discomfort.

During the testing drawing, the teacher should not comment on the actions of the children and tell them directly or indirectly what elements to include in the drawing.

In this case, it is also impossible to evaluate the work of children. It is better if the teacher simply asks to give him drawings as a keepsake.

Some elements of the drawing may be incomprehensible to the teacher, and some will lead to false conclusions. A drawing, for example, may reflect only situational anxiety or child's mental discomfort associated, for example, with family conflicts that he could have witnessed in the morning, or with poor health, with an upcoming visit to the doctor, etc.

Therefore, in order to have an authentic picture psychological child's condition in group, after two weeks the test must be repeated.

Color diagnostics "Houses"

This technique was developed based on "Relationship Color Test" A. M. Etkind. The purpose of the methodology is to determine the emotional state that reflects the child's attitude to the preschool institution.

Color diagnostics is carried out individually with each child: within the first month of visit kindergarten, after three and six months of being in a preschool.

Children are invited to game form choose one of the houses of different colors. The methodology uses the following colors: blue, green, red, yellow, purple, brown, grey, black.

Instruction: "This is a girl Katya (boy Kolya). Kate (Kolya) goes to Kindergarten. Choose Kindergarten for Katya(If)».

After choosing a house with a child, conversation:

Kate likes to go to Kindergarten?

What will Katya do in kindergarten?

What does Kate like most about kindergarten?

What does Kate dislike about kindergarten?

During the diagnostics, the indicators are recorded and recorded.

Types of response to the task:

1. A sharply negative reaction to the proposed task. Refusal to participate.

2. Negative reaction.

1. The child is reluctant to enter into a game situation. Voice accompaniment practically absent. There is tension in behavior. Additional colors are selected - brown, gray, black. When answering questions, he worries. It all comes down to being at home with mom (or other family members) better.

2. The child quickly enough agrees to take part in the task. During the diagnosis, irritability, aggressiveness, predominance negative emotions, great mobility. Houses are selected in gray, black or brown colors. There is a reluctance to communicate with children and some adults. There is a lot of speech activity.

3. Indifferent reaction to the task.

Voice accompaniment practically absent. Sluggish responses to questions are noted. Responses are more indicative of the need to visit kindergarten because parents have to go to work. The choice of colors is the same as in the second group(gray, black, brown).

4. Anxious reaction.

1. There is a quick and willing inclusion in the task, but at the same time nervousness and great mobility are manifested. Houses are selected purple or red. From the answers to the questions it follows that the children like to play in the garden, but there are difficulties in relationships with others. During the diagnostics, active speech accompaniment of actions is observed.

2. A benevolent reaction to the game situation, but during the diagnostics, indecision attracts attention both when choosing the color of the house and when answering questions. IN children's kindergarten preschoolers given groups want to play more with children, as well as adults (tutors) gave them more attention. Green or blue color selectable. At the beginning of the task, there is an almost complete absence of speech accompaniment; by the end of the methodology, the child uses speech much more often.

5. Positive reaction to participation in the task.

Active and friendly participation in the task. Houses are selected yellow or red. IN children's The garden enjoys playing and interacting with children and adults. I don't like what some kids do. The choice of houses and the actions of children are accompanied by speech.

Based on the data obtained, three types of children's attitudes to kindergarten:

1. Negative attitude. This type of relationship to children's garden is noted in children with a clear predominance of negative emotions during the diagnosis (I and II response teams) .

2. Ambivalent attitude. This category includes children who had an indifferent or anxious reaction to the proposed task. (III and IV response teams) .

3. Positive attitude. This type of relationship to educational institution noted in children with a clear predominance of positive emotions during the task (V response type).

Child Behavior Monitoring Scheme

in progress psychological examination

Methodology: color diagnostics "Houses".

Target: determination of the emotional state that reflects the child's attitude to the preschool institution.

Surname, name of the child ___

Group ___

Age ___

The date of the ___

Indicators Score Notes

1. Acceptance of the task:

Backlash (sometimes up to refusal to participate in the test);

Indifferent reaction to the task;

Quick inclusion in the task;

Benevolent reaction.

2. Inclusion in the situation:

Passive participation in the task (the child is reluctant to take part in the game, speech accompaniment practically absent, poorly comes into contact with the experimenter);

Active participation (the child willingly and quickly accepts the situation, willingly comes into contact with the experimenter)

3. Emotional states:

The predominance of negative emotions;

Equal manifestation of both positive and negative emotions;

A clear predominance of positive emotions.

4. Color choice:

Choice dark colors (black, brown, gray) speaks about the predominance of negative emotions associated with visiting kindergarten: feelings of anxiety, fear, protest reactions;

The choice of red and purple colors indicates the predominance of such emotional states associated with the visit. kindergarten like irritability and aggression;

The choice of green and blue colors indicates the presence of a feeling of anxiety, anxiety;

The choice of yellow, red colors is about the predominance of positive emotions.

5. Voice accompaniment:

There is no speech accompaniment;

Small speech activity (the child is reluctant to answer questions from an adult, the answers are mostly monosyllabic);

Normal speech activity (the child willingly makes contact with the experimenter, answers questions with sentences, accompanies his actions with speech;

Excessive speech activity (speech accompanies the actions of the child, from answering questions goes to stories from life)

Conclusions on determining the type of child's relationship to kindergarten: ___

Emotional attitude test

Material: sheet of paper, colored pencils.

Younger and middle children are given ready-made cards with 5 circles drawn. Older children are invited to draw 5 circles through the cage.

You can choose your own questions.

Children are seated one by one at the table.

1. Fill in the first circle with the color of your mood when you go to Kindergarten.

2. Fill in the second circle with the color you are in when you are doing math.

3. Fill in the third circle with the color of your mood when you play.

4. Fill in the fourth circle with the color of your mood when you go home.

5. Fill in the fifth circle with the color of your mood when you go to bed.

Spend up to 3 times.

Color designation

Red - excited, enthusiastic attitude.

Orange - joyful, pleasant.

Yellow - warm, friendly.

Green is calm.

Blue - sad, unsatisfactory.

Purple, brown - alarming.

Black - sadness, despondency.

If one or more activities are constantly painted over in black, then the teacher should immediately pay attention to this. For example, on classes: to revise the structure, content, so that the child is interested, and so on for each type of activity.

Analysis "The atmosphere in my group»

Teachers are asked to analyze group situation using the following schemes:

The situation in group.

1. What is the atmosphere in my group? (General impressions.)

2. Why do I think so?

3. What are the aspects of the atmosphere in my group I rate as positive?

4. What are the aspects of the atmosphere in my group I rate as negative?

Relationship between teacher and child.

1. Which of the children do I have good contact with?

2. What explains this?

3. With which of the children I have not such a good relationship?

4. How can this be explained?

Relationships between children.

1. Which children have good relationships?

2. What caused it?

3. Which children often quarrel among themselves?

4. Why is this happening?

5. Which children are often offended?

6. Why is this happening?

Thus, having become familiar with practical developments in the field of studying the emotional states of preschoolers, you understand that creation emotional well-being and comfort influences all areas mental development. The results you receive are at the same time an assessment of your professional activity, the success of your educational and educational activities.

2.2. Emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress in teachers.

Everyone knows that children have developed an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs to arrange for himself psychological shower which will help him relieve excessive emotional stress.

Psychologist conducts a set of exercises that help increase energy potential.

1. Standing, bring the shoulder blades together, smile, wink with the right eye, then with the left, repeat: “I am very proud of myself, I am good for a lot”.

2. Putting your palm on breast: "I'm the smartest in the world"; arms outstretched over head: "I'm not afraid of anyone"; strain buttocks: "Wonder how good I am"; relax buttocks: "I'll live a hundred years now".

3. Bouncing on the right, then on the left foot, repeat: “I am cheerful and energetic, and things are going great”.

4. Rubbing palm on palm, repeat: "I lure luck, every day I get richer".

5. Standing on tiptoe, close your hands above your head in a ring, repeat: "I am warmed by a ray of sunshine, I deserve the best".

6. Putting the left palm on the forehead, then the right, repeat: “I solve any problems, love and luck are always with me”.

7. Hands on hips. Making tilts of the body forward - backward, repeat: “Any situation is subject to me. The world is beautiful and I am beautiful!”

8. Hands on the waist, making tilts to the right - to the left, repeat: “I always keep a calm and a smile, and everyone will help me, and I will help”.

9. Folding your hands in the lock, making a deep breath: "The universe smiles at me"; deep exhalation: "And everything works out for me".

10. Clenching fists while doing rotations fists: “I have no obstacles on the way, everything turns out the way it should!”

For creating conditions for psychological comfort child's stay in kindergarten is necessary:

Accept each child for who they are. Remember: there are no bad preschoolers. There are bad teachers and parents.

In professional activities, rely on the voluntary assistance of children, include them in organizational issues for the care of the premises and the site.

Be an entertainer and a participant children's games and fun.

In difficult situations for the child, focus on his age and individual peculiarities: to be always with him, and not to do something instead of him.

Involve parents in educational process and contact them for support in cases of non-standard situations.

In your relationship with your children, try to remember that what:

The child doesn't owe you anything. It is up to you to help your child become more independent and responsible.

In each specific adverse situation, you need to understand what the child is trying to achieve and why he is doing it. Get him to comply with social norms and rules, taking into account his condition and interests.

Imposing your rules and demands against the will of children is violence, even if your intentions are well-meaning.

There should not be too many prohibitions and strict requirements. This leads to passivity and low self-esteem in pupils.

A quiet, shy child also needs your professional help, as does a notorious fighter.

A favorable social situation of development is best method transferring moral norms and rules of human society to children. Conversations about morality, not backed up by the protection of children from mental and physical violence - demagogy and dangerous practice.

Such forms of relations have a very good effect on the development of children, in which the educator, with the help of various arguments, convinces the child of the advantages of this or that act. The choice is left to the child. This type of relationship involves individual approach to the characteristics and current conditions of children. It is in such unobtrusive care that children most of all need and thank the adult with sincere affection for him.

Psychological speech settings

The purpose of speech settings is group creation positive emotional background, atmosphere of goodwill and security.

The main purpose of speech settings is to set you in a good mood. They can be held in the morning, after charging, the children and the teacher become in a circle, holding hands. When pronouncing speech settings, the voice of the educator must fully correspond to what he is talking about, that is, goodwill, the joy of meeting, etc., must be conveyed by voice and facial expressions.

You are offered approximate schemes of speech settings, which may vary according to your desire, but the essence should remain the same. same: they should show the children that they are welcome, tune in to friendly relationships with adults and other children.

Show your imagination, give vent to your creativity potential:

Today I am glad to see you all in kindergarten, in our group! We will spend this day together. May this day bring joy. Let's try to make each other happy.

I am glad to see all our children healthy groups, cheerful, in a good mood. I really want to keep this mood in all of us until the evening. And for this, we all must smile more often, not offend each other and not fight. Let's rejoice in each other.

Hello my good ones! Today it is cloudy and damp outside. And in our the group is warm, light and fun. And we have fun from our smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, today we will smile more often at each other.

3. Discussion, summing up.

Sections: School psychological service

“There was a wise man who knew everything. One person wanted to prove that the sage does not know everything. Clutching the butterfly in his hands, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “The living woman will say - I will kill her, the dead one will say - I will let her out.” The sage, after thinking, replied: "Everything is in your hands." I didn't pick up this story by accident. It is in our hands to create an atmosphere in the school in which children will feel “at home”.

A distinctive feature of pedagogical approaches recent years becomes a focus on a particular child, on the creation necessary conditions for the active creative self-realization of each child. No one is born a creator, just like an intellectual, everything depends on what opportunities the environment provides for the realization of the potential that is inherent in each of us to varying degrees in one form or another.

About the humanization of education, about the individual approach to the student in the process of education and upbringing, about attention to each child, about creating an atmosphere of psychological comfort at school, scientists in the field of pedagogy and psychology, teachers-practitioners are currently talking and writing. This is declared in the Law “On Education”. In the UN Convention on the Rights of the Child, Article 28 states: “States Parties shall take all necessary measures to ensure that that school discipline is maintained through methods that respect the human dignity of the child and in accordance with this Convention.” The Concept of General Secondary Education and other documents of the Ministry of Education of the Russian Federation contain relevant quotations about formation of the personality of the child in the new paradigm of education. It is in the conditions of such a psychological space that a personality can be formed, which is easily socialized in new conditions.

The main criterion for such a psychological space is a safe environment, an atmosphere of psychological comfort, which is both developing, and psychotherapeutic, and psycho-corrective, because in this atmosphere barriers disappear, psychological defenses are removed, and energy is spent not on anxiety or struggle, but on educational activities, on the production of ideas, on creativity.

As Ferguson noted, "creativity is not created, but released." But before you start releasing them, you need to involve the child in the creative process. The very first and very important stage of involving a child in the creative process is the creation of an atmosphere of psychological comfort at school.

What is comfort?

Comfort - borrowed from English, where comfort is “support, strengthening” (“Etymological Dictionary”, N. M. Shansky).
Comfort- conditions of life, stay, environment, providing convenience, tranquility and comfort. (“Dictionary Russian language”, S. I. Ozhegov).
Psychological comfort- living conditions under which a person feels calm, there is no need to defend himself.

In many innovative educational systems, the principle of psychological comfort is the leading one. It involves the removal (if possible) all the stress-forming factors of the educational process, the creation at school and in the classroom of such an atmosphere that unchains children and in which they feel “at home”.

No amount of academic success will be of any use if it is “involved” in the fear of adults, the suppression of the child's personality. As the poet Boris Slutsky wrote:

won't teach me anything
That which pokes, rumbles, bugs...

However, psychological comfort is necessary not only for the development of the child and the assimilation of knowledge. It depends on the physical condition of the children. Adaptation to specific conditions, to a specific educational and social environment, creating an atmosphere of goodwill can relieve tension and neuroses that destroy children's health.

Thus, we defined the goal of the activity of the psychological service of the school as “ creation of psychological and pedagogical space”, which solves the following tasks:

Organization of psychological and pedagogical support of innovative processes;
- creation of a healthy psychological climate;
- maintaining the health of all subjects of education;
- promotion professional competence teachers.

We reflected our vision of the organization of the educational process at school in the following scheme.

Scheme 1. Organization of the educational process.

Space

At school, the main figure was and remains the teacher. Therefore, work on creating an atmosphere of psychological comfort had to begin with the teaching staff.

The study of the teaching staff of the school included the following methods:

Questionnaire “Degree of job satisfaction”;
- Questionnaire "Motives of labor behavior";
- methodology “Assessment of the professional orientation of the personality of the teacher”;
- monitoring of pedagogical activity.

All work with teachers is aimed at helping them see the student as a person with their own unique characteristics, which will allow them to better realize the child's abilities, building education based on the pace of his individual development. After all, it is the child - as a real integrity, unity and interdependence of the individual, subjective and personal - that is the true goal - the value of education, its content and main criterion.

What results were achieved as a result of the work carried out with the teaching staff.

1. If at the stage of entering the experiment 53% of the teachers were engaged in the experiment, now the whole team is in constant experimental activity.
2. The same results were confirmed by the diagnostics “Emotional attitude to innovations”.
3. In fact, there are no conflicts with students.
4. The level of quality of interaction between the teacher and the child has changed, from an authoritarian position to partnership and leadership.
5. There is a joint problem solving.
6. The growth of professional competence of teachers.

Figure 1 Attitude towards innovation

Fig. 2 The quality of interaction between teachers and students

The next component of the educational space, for the sake of which any school works, are students. The main criterion for the effectiveness of innovative activity is the success of students.

Learning success requires students to have skills such as:

Ability to navigate correctly;
- the ability to determine the goal, plan actions;
- the ability to act according to the plan.

Comprehensive monitoring of student development included the following psychological techniques:

Questionnaire of Leonhard-Shmishek;
- adaptation techniques;
- questionnaire “My school”;
- Questionnaire "Teacher through the eyes of a student";
- Questionnaire "Motivation of learning";
- Shtur and other techniques.

The results of the survey indicate a positive attitude of students towards teachers in general. The Gnostic abilities of the teacher were highly appreciated. Children note the high professionalism of the teacher, erudition. The abilities for empathy, cooperation, i.е. empathic abilities. The style of communication between teachers and students is democratic. The teacher seeks to build his relationship with students on a constructive basis, on respect for their personal characteristics.

Figure 3. Evaluation of the abilities of teachers

Creating a favorable psychological climate, joint activities with teachers contributed to the growth of students' activity.

Figure 4. The activity of students during the CTD

This atmosphere could not but affect the third component of the educational space - parents. The percentage of parents' complaints to the MA has decreased, the parents are more actively cooperating with the school.

Figure 5. Participation of parents in the affairs of the class and school