Abstracts of individual lessons in the sensory room. How to work in the sensory room

, teacher speech therapist

Sensory room features. The work of speech therapist teachers on relaxation and activation correction of children in the sensory room. Summaries of classes by age.

The sensory room is a multifunctional complex, the use of which can significantly optimize the development of the child. Depending on the problems and age of the child, different techniques and methods of work in the sensory room are used. For the selection of games and activities, we use various methodological literature. But in the proposed games we are not looking for ready-made recipes, teachers are given the opportunity for independent creativity. Classes at an early age are carried out mainly individually, sometimes in small subgroups, which reduces the anxiety of the baby. The number of classes is determined individually and depends on the dynamics of the child's development. The duration of classes is also selected individually and depends on the characteristics of the adaptation of children, their emotional reactions. Work in the sensory room with preschoolers is aimed at the gradual inclusion and synchronization of all sensory flows through the stimulation of various senses. It is useful for children in the classroom, to avoid monotony, to use fairy tales, where the use of some kind of simulator will be part of a fairy tale. The sensory room cannot replace excursions and observations of the outside world. It can help to remember, systematize and consolidate the impressions received. When working with excitable children, the time spent in the room should be minimal and the sensory load should be minimal. Anxious children in the classroom should avoid abrupt transitions from one stimulus to another. To work in the sensory room, you can use the techniques of light, color, sound and aromatherapy to influence the condition of children through the corresponding senses. We use classical music in our classes. According to their purpose, classical works are divided into children's, relaxation, activating and mixed. Musical etudes act on certain nerve cells and cause the corresponding effect: they relax, soothe, etc. For example, excerpts from the following works have relaxation properties: J.S. Bach. “Aria from Suite No. slow movements from the Brandenburg Concertos; Schubert F. "Ave Maria", 2nd movement of the 8th symphony; Bellini V. “Cavatina Norma”; Vivaldi A. Beethoven L. second movements of piano sonatas (8, 14, 23); Tchaikovsky P. andante cantabile from the 5th symphony, and “October” from the cycle of the seasons, etc. The activating musical works include, for example, the works of W. Mozart - the first and third movements from the piano sonatas and concertos, from the “Little Night Serenade ”, excerpts from the opera “The Magic Flute”; P. Tchaikovsky - waltzes from ballets, troika" from "The Seasons", an excerpt from the finale of the 4th symphony; M. Glinka "Romances"; A. Vivaldi "Spring"; L. Boccherini "Minuet" and others. Calm classical music increases the intellectual work of the human brain, lowers blood pressure and activates the body's immune system.

The magical world of the sensory room will not leave anyone who has ever been in it indifferent. The optimal complex effect on all sense organs and the human nervous system, the charm of a “living fairy tale”, which creates a joyful mood and a feeling of complete security - all this allows us to speak about the uniqueness and value of the sensory room for people.

We offer you summaries of classes in the sensory room for children of different age groups with disabilities.

Lesson notes

“Journey to fairyland” (I junior group).

Purpose: To consolidate knowledge about winter, enrich and activate the vocabulary (verbs - build, took, adjectives - white, cold, fluffy).

To form intonational expressiveness of speech in a conversation about winter, about wild animals, exercise in the use of phrases according to the “noun + verb” scheme, learn to speak clearly, slowly, loudly enough, using monosyllabic (house, snow), disyllabic (bear, hare) words, improve the articulatory apparatus, speech breathing, general and fine motor skills, help relieve psycho-emotional and muscle tension and create a positive emotional background, develop hand-eye coordination, auditory perception, attention, imagination, memory, thinking.

To cultivate the ability to listen to a piece of music, to feel the mood of the music.

Equipment: a dry pool, a mirror ball, tactile paths with various types of fillers and coatings, snowballs (white balls), cotton balls (snowflakes), a surprise box, a magic wand, rabbit hats, animal toys, a bubble column (stove), a tape recorder, sweets .

Lesson progress:

Organizing time. Creation of psychological comfort.

The music of P.I. Tchaikovsky from the album “The Seasons” sounds.

Speech therapist: Come on, kids. I'm glad to see you guys (takes each child by the hand, smiles at him). We are in a fabulous room. Let's play.

- 1, 2, 3, magic wand, turn the children into bunnies (hats are put on).

Who are we now?

“Now look at me carefully and listen.

Poem about winter (mirror ball included):

Here is winter. All around is white - a lot of snow has piled up.

- Look, everything around is white-white, there is a lot of snow. How beautiful the snow is falling!

Snow, what color?

- And what kind of snow, if you take it in your hands? Cold or warm?

- Do you like to play snowballs? Let's play snowballs. From the box of colored balls, select only white balls. Let's start the game. Let's throw snowballs far ahead. Good in winter. Children in the winter on the street have fun, funny. Guys, do you like playing snowballs?

Breathing exercise “Snowflakes” (using a rotating mirror ball).

It's snowing. Falling, falling snowflakes on the paws of our bunnies. What falls on your paws? Let's blow the snow. We will blow away the snowflakes quietly at first: F-f-f, then we will blow on them, like the wind, strongly: V-v-v.

Relaxation in a dry pool. Soft, fluffy snow lies everywhere: on the roofs, on the paths, on the ground. Bunnies, you want to sit in the snow. We sit on the pool, slowly lower the legs and arms under the balls. Bunnies feel good, soft, quiet and comfortable.

Are our bunnies cold? We need to get to the house along the path. We sit on chairs - ottomans and take off our shoes.

Walking on a tactile track. We sit on chairs - ottomans and put on sandals.

Now we need to warm up in the house. But we only have one house. We will build houses for all bunnies. What will we build for the bunnies?

Finger gymnastics (children pronounce words together with a speech therapist).

Saw, drank drank faster
We are building a house for animals.
There the white hare will live,
And he will be friends with us.

Articulation exercises: At our house, the windows open and close. Show the bunnies with your mouth how they open and then close. There is a fence around our house. Show off your white teeth. The clock in the house is ticking: tick-tock.

Show with your tongue how the clock is ticking.

Relaxation “By the stove”.

Our house has a stove. Let's go to the stove, its lights illuminate and warm our room. Let's sit next to her, let's look at the flame and listen to how it burns. How calm and warm for bunnies. Very good.

I have prepared some surprises for you. Whoever solves the riddle will get it.

Solving riddles.

Who sleeps in a lair in the cold winter?

- Who runs through the forest angry and hungry in winter?

- A cunning cheat, a red head, scares bunnies, catches up with hares?

So we visited with us in a winter fairy tale. Did you guys like it? Children: Yes!

“Introducing the Magic Room” (II junior group).

Purpose: the use of the sensory room for the correction of the emotional-volitional sphere of children with severe speech disorders.

Correctional and educational: to form the ability to listen to speech, understand its content; to develop optical-spatial functions: to cultivate the skill of fixing the gaze on the object and active perception of the object; clarify the articulation of the sound [s]; develop the articulatory apparatus; develop fine motor skills; form the grammatical structure of speech; repeat the ordinal count to 5; relieve psycho-emotional stress.

Correction-developing: to develop creative imagination; develop voluntary attention; develop visual perception; develop general motor skills.

Correctional and educational: to cultivate the skill of cooperation, interaction.

Materials and equipment: bubble column, tactile paths with various types of coverage, dry pool, colored trays, luminous cord, mirror ball, motion sensor, UV lamp, CD with music, ottomans, “star rain”.

Course progress.

1. Org. moment. - Guys, would you like to get into the magic room? Then we need to turn into wizards. Ready? (Spell words)

2. - Guys, there is a stream in front of you, but something happened to him, his song is not heard. To disenchant him, you need to sing a song of water (an isolated pronunciation of the sound [s] is practiced).

- Well done, you have disenchanted the stream! Let's listen to how he murmurs, admire the fish! (bubble column included)

3. - Further, our path lies through the swamp to the magical lake. There we need to find magic stones to disenchant the magical forest. Let's go carefully over the bumps so as not to drown in the swamp! (Walk along the tactile paths)

4. - We came to the lake. Here we are met by frogs (exercise “Frogs” is being performed). Look how many magic stones there are. And now we will collect them in trays. Alyosha, put the blue stone in the blue tray. Liza, put the green stone in the green tray. Masha, put the yellow stone in the yellow tray. Natasha, put the red stone in the red tray. Well done! Let's count how many pebbles we have! (Children count: one pebble, two pebbles, three pebbles, four pebbles, five pebbles).

5. - Now we will take up the magic rope and find ourselves in a fairy forest (a luminescent cord is used). Here we are in the fairy forest! Look how many leaves around, real leaf fall! Let's try to catch the leaves! Oh, they're flying away from us! (activated motion sensor).

6. Relaxation. We are tired, let's rest! Let's lie down, listen to music (mirror ball and music turn on).

7. Now it's time for us to return (children walk along the tactile path). We are approaching the magical tree of wisdom. Let's touch its branches carefully. Now we are healthier, stronger and smarter! (The Star Rain is turned on)

8. Summary of the lesson. Well done boys! Look how beautiful it is here! You are real wizards! And now it's time for us to return to the group (the words of the spell are pronounced).

"Winter" (middle group).

correctional and educational: Generalization and consolidation of children's knowledge about the winter period; develop the ability to enter a game situation, act in an imaginary plan; use substitute items;

correctional and developmental: education of the ability to listen to a piece of music; feel a certain mood created by the nature of the music; develop the skill of verbal communication, visual perception, attention, creative imagination; development of the articulatory apparatus, speech breathing; develop general motor skills; development of mental functions; promote the removal of psycho-emotional and muscle tension;

Equipment: bubble column, tactile track with various types of coverage, dry pool, mirror ball, CD with music by P.I. Tchaikovsky “The Seasons”, a container with brown, red, gray, white fur cards, a white coverlet.

Lesson progress:

Organizational moment: - Today we will play guys. Look, our sensory room will turn into a winter forest ( the mirror ball turns on). Let's take a look. What did you see? (Children answer). Snow falls.

I. Main part.

- Let's go along the snow-covered paths into the forest.

(Children walk along the tactile path).

- The snow fell thicker and thicker, covered the ground with a snow blanket. (Closes the pool with a white blanket).

- Winter came. Look at what heaps of snow piled up (dry pool), what are they called, remember? (children's answers)

Oh, how much snow, and how cold it is! How else can you say?

Snow what? (children's answers)

Let's make snowballs. How else can you play in winter?

What other winter fun are there? (children's answers)

- Or you can just go to the winter forest, see what it is like.

What trees are in winter? (children's answers)

Let's put our hands out like twigs from the snow. We have become trees.

The snow attacked us, covered our branches. (Puts balls in children's hands)

The wind blew and the snow blew away. (Children throw balls)

What animals live in the forest? (Answers of children).

Where is the bear now? (children's answers)

- Sleeping in a den. Let's show how a bear sleeps in a den, under the snow (children burrow into balls in a dry pool). How does a bear sleep in a den? (Children's answers) And we will wake up only in the spring (children leave the pool).

- And who was left in the forest? Fox, hare, wolf, squirrel. It's cold in the forest in winter, but they won't freeze. Why do you think? (children's answers)

(Working with tactile cards)

So we took a walk in the forest. Frozen? It's time to go home. Oh, how the path was covered with snow. You will have to take shovels and clear it (children perform actions with imaginary objects, walk along a tactile path).

- One, two. Everything, the path is free, go into the house. Can we go straight to the rooms? Of course not. What have we forgotten to do? That's right, undress. Let's take off warm clothes. Tell me which one? (children's answers)

- You can go into the room. (Bubble column turns on)

“And we already have a fire burning. It looks like a small stove, inside of which a fire burns, it illuminates and heats the whole room. Let's sit next to him on our chairs and look at the flame. What fire? Are you warm?

- Let's listen to music. If you listen carefully, you will feel how calm and warm it is by the fireplace, how the fire crackles.

But suddenly the whistle of a blizzard, the howling of the wind, will be heard from behind the window.

Did you enjoy our trip? What did we do? They rolled in the snow, walked through the forest, cleaned the paths near the house, warmed themselves by the fire and listened to music.

“Magical Journey” (senior group).

Purpose: the use of a sensory room to normalize the emotional-volitional sphere of children with severe speech disorders.

correctional and educational: consolidation of ideas about summer; clarification, expansion, activation of the dictionary (runs, murmurs, makes noise, boils, long, spotty, cheerful); improvement of the grammatical structure of speech (nouns with verbs, agreement of nouns with numerals);

correctional and developing: to develop the skill of verbal communication, visual perception, attention, creative imagination; development of the articulatory apparatus, speech breathing; develop general motor skills;

- development of mental functions; promote the removal of psycho-emotional and muscle tension;

correctional and educational: to form the skill of cooperation, interaction.

Equipment: a bubble column, a tactile track with various types of coating, a soft toy snake, a dry pool, a mirror ball, two baskets, strings.

Lesson progress:

I. Organizational moment:

- Guys, do you want to be on the bank of a warm river?

- Let's become streams and run to the river (sound automation [c])

(Children enter the sensory room, the bubble column turns on, the music “Noise of water” sounds).

II. Founded part:

“Look, we caught up with another stream. Let's watch him.

- What does the brook do? (Children's answers: running, murmuring, bubbling, making noise)

- Listen to the brook and tell me what it does? (children's answers)

"Oh, who's meeting us here?" (A crumb snake appears)

- (Children - snake)

- What kind of snake? (children's answers)

- The snake has magical luminous strings, and she offers you to make something out of them. (Children make various shapes from shoelaces)

The snake invites us to bask in the rays of sunlight. (Mirror ball turns on)

- Look, there are sunbeams around us, and what do they look like? (children's answers)

- Look, they run along your cheeks, along your arms, ears, legs. Let's catch them with our legs (children catch), and now with our palms.

- The snake invites us to swim in a warm river, and you need to get to it along the path.

(Children walk along the tactile path, approach the dry pool)

- Go to the river. The water is warm and pleasant. We feel good and warm.

- And at the bottom of the river there are multi-colored pebbles. Let's collect them.

(Each child is given the task to collect his own number of pebbles, and arrange them in baskets while counting them)

- We have been swimming for a long time, and now go out to bask in the sun.

- Lie down on the rug and bask in the rays of the sunbeams.

relaxation: (the sound of water is turned on) close your eyes and imagine that you are lying on the bank of the river, on the warm sand. Sunny bunnies warm your cheeks, arms, legs. A soft, warm breeze blows your hair and tickles your cheeks. We hear the sound of the river nearby. The sound of water is quiet and calm. You feel good, calm and warm.

III. Summary of the lesson.

- Did you like it?

"Now it's time to go home."

- Let's say goodbye to the Snake and promise her that we will definitely come to visit again.

"Space" (preparatory school group).

Purpose: the use of a sensory room to normalize the emotional-volitional sphere of children with severe speech disorders.

correctional and educational: clarify, expand children's ideas about space;

correctional and developing: to develop the skill of verbal communication, visual perception, attention, creative imagination; develop general motor skills; promote the removal of psycho-emotional and muscle tension;

correctional and educational: to form the skill of cooperation, interaction.

Equipment: UV lamp, soft ottomans, mirror ball, motion sensor, “Kaleidoscope”, panel “Stars”, “Star rain”, tactile track.

Lesson progress:

I. Organizational moment:

- Friends, do you want to go on a space journey?

- Turn on the motors (sound automation [R]), flew.

(We go into the sensory room, the UV lamp is on)

II. Main part:

- Look up ahead. What do you see?

(Answers of children). (Mirror ball turns on)

The stars are all around us. Imagine that we are also stars and we need to make friends with other stars in order to play with them.

- Let's stretch with the ray of the right hand, the ray of the left hand. Let's stretch with the beam of the right leg, the left leg.

- Made friends! And now the stars want to play the game “Find the star with your eyes” with us. We must stand still and look for the red star with only our eyes. ( the motion sensor turns on - we clap in turn, we answer with full answers). (Turns on “Kaleidoscope”)

- While we were playing, we did not notice how we approached the sun. Let's sit down and watch him.

- What is the sun?

But you can't fly up to the sun. Do you know why?

- Right. Therefore, we will fly off a little along the star path (we are walking along the tactile path).

(The Star Rain is turned on)

- And we got under the star rain. Let's feel the stellar streams. Do you feel how the star rain fills you with cosmic energy? You are comfortable, pleasant and warm.

— We flew through the star rain.

Did you enjoy traveling in space?

- And now it's time for us to return to our beautiful planet "Earth". We turn on the motors. Let's fly (sound automation [P]).

Classes in the sensory room have a positive effect on the mental and emotional development of children. It must be borne in mind that in order to obtain lasting improvements, such classes should be held regularly.

All the given classes have the following structure: the ritual of the beginning of the lesson; relaxation, which allows children to relax and relieve muscle tension; end ritual.
Game tasks are both developing and therapeutic: they develop mental processes and form a psychologically healthy child.

Lesson #1
"Introducing the Magic Room"

Goals:
- develop the cognitive sphere of children;
- activate voluntary attention, mental abilities;
- develop proprioceptive and tactile sensitivity, fine motor skills;
- to form the ability to correlate visual-motor and auditory-motor coordination;
- develop the sense organs and the vestibular apparatus;
- to consolidate the ability to convey their feelings and sensations in a coherent speech;
- develop communication skills;
- to form the ability to relax in the process of ideomotor movements and representations of images;
- develop self-regulation skills.
Materials and equipment: floor tactile tracks; dry pool; balancing board; fun balls; aqualamp; fountain plant; cube "Twizzler"; tangled spirals; center of tactility; calm games center; a center that develops activity; directional light projector; mirror ball; light squares; soft flooring; audio cassette.

Lesson progress

The ritual began.

Game "Greetings":

Guys, our "veselki" are smiling at us. They are very happy that we came to visit them. Smile at them and greet them cheerfully, wave your hand and say "Hello!"
2.
- And now we will go on a journey ... It will begin with this big waterfall. (We are looking at the landscape on the photo wallpaper.) See how water falls from the top of the mountain, how it sparkles and crumbles into colorful splashes. And next to it is another waterfall - a small one (a plant - a fountain). Come closer to him and listen to how the water murmurs, runs down the ledges of the mountain. (They listen to the sound of water.)
- And what small bright birds live in our forest, how loudly they chirp! (An audio recording of "Voices of the Forest" sounds.)
- Warms the sun, it became hot. Let's take off our shoes and walk into the forest along the path barefoot. (Walking along sensory floor paths.) We will go one after another so as not to go astray. Our path begins with this large green clearing, then - along the bottom of the forest lake, along the pebbles ... - and further into the forest along the path, along the bridge. (In the course, the teacher asks the children about their feelings.)
- How do your feet feel?
- And now we will go through the magical forest, where the seasons change each other every few steps. You need to follow the trail so as not to stumble and not fall into the water. Extend your arms to the sides. Look carefully at what time of the year you pass, and name it.
3.
- Now put on your shoes and go to this multi-colored clearing. (Soothing background music plays.)
- Two guys will play with toys on this panel (the center that develops activity), and two guys will roll the balls along this spiral: one throws the ball, and the other catches it at the exit. Listen carefully to where the ball is, so as not to miss it. Do this in sequence.
- Come to this spiral. Throw the ball, watch it carefully and catch it at the exit (tangled spiral).
(After a few minutes, the children change places.)
4.
- Guys, one of you who played in this clearing can move on to the next one.
5.
- Who wants to play with toys on this panel? Please! And who will examine the precious materials in our chest?
6.
- And who wants to travel through the labyrinths?
(During the game, the teacher asks about feelings, offers to change places.)
7.
- Guys, here's another chest! Let's see what's in it. (Opens.)
- What is it?
- That's right, these are squares from different fabrics. Choose which one you like. Throw your handkerchiefs as high as you can; watch them fall down.
- And now we must not only throw up handkerchiefs, but also try so that they do not fall to the floor longer. To do this, you need to blow on them - that's it! (Display)
(Then the teacher offers to throw up the handkerchiefs several times. Including the aqua lamp.)
8. Come closer, look: what an interesting lamp! It is called aqualampa - it means water lantern. What is floating there?
- What color are the balloons?
(Invites everyone to watch a ball of a certain color.)
- Notice how the color of the water changes. What color of water do you like best?
- Place the palms of your right hand on the glass. How do your palms feel? (Children talk about their feelings.)
9.
- The whole day we traveled with you through the magical forest!
The night is coming, it's time to rest. We will rest on this large meadow. Sit on it (soft flooring). And someone may be on this island (soft island).
(Relaxation music plays.)
- Lie down comfortably, relax. (Turns on the projector, aims it at the mirror ball.)
- A wonderful summer night is coming. Bright stars lit up in the dark sky. You feel absolutely calm and happy. A pleasant feeling of warmth and calmness covers your entire body: forehead, face, neck, stomach, back, arms, legs ... You feel how the body becomes light, warm, obedient.
Breathe easily and freely.
We rest in peace
We fall asleep with a magical dream.
Breathe easily, evenly, deeply.

The breeze blows your body with a light freshness. The air is clean and transparent. Breathe easily and freely. The stars go out, the morning comes. The mood becomes vigorous and cheerful.
Stretch, smile, open your eyes and stand up! We are full of strength and energy. Try to keep this feeling for the whole day.
10. The ritual of the end of the lesson. Farewell to the "merry".
- Guys, let's smile at the "merry" and say goodbye to them: "Goodbye!"
Remember our "merry ones" and smile like them - and then you will always be in a good mood.

Lesson #2
Game "Help friends"

Goals:
- development of mental processes: attention, memory, thinking;
- development of tactile, auditory and visual analyzers;
- development of the ability to convey sensations in verbal form;
- stimulation of search and creative activity;
- creating a positive emotional state.
Materials and equipment: backlight "merry"; plant - fountain; calm games center; double helix; center of tactility; dry pool; game "Easy squares".

Lesson progress

The ritual began.

Greeting game.
- Guys, imagine that you are in a sad mood. What is your facial expression? Show!
- Look in the mirror: what sad faces you have! Let's try to cheer each other up. Let's tell everyone what we like about him. We will speak in turn, and everyone will hear something good about themselves. (Game "Compliments")
- Well, did your mood improve? Let's greet our "merry ones" and smile at them the same way they smile at us.
3.
- Go to the magic castle (plant - fountain). Take a close look at the castle and the nature around it. Who do you think lives in the castle?
- Is your character evil or kind?
What should be done to make him better?
- Look at the waterfall that runs down from the mountains. Let's listen to the sound of water. (They listen to the sound of water.)
4.
- Let's go to the green field. Here you can play with these spirals. (Double and single spiral.) Watch and listen carefully where the ball is, and catch it on the way out.
5.
- Let's take a closer look at this panel (the center of quiet games). Feel the toys in turn and say which toy you like to touch more than the others, and which you don’t like and why.
6. Exercise "Sea of ​​​​balloons" (dry pool):
- And now we will swim in the sea of ​​balloons. Let's all roll over on our tummy and swim.
“Now let’s roll over onto our back.” We continue to swim.
“Now let’s lie down on the waves.” Close your eyes and imagine that you are calmly swaying on the waves of the sea…. (4-5 minutes.)
- So our game is over.

Lesson #3

Goals:
- development of mental processes: thinking, memory, attention;
- development of design abilities;
- continued development of the eye;
- development of eye-hand coordination;
- consolidation of knowledge of the colors of the spectrum;
- removal of emotional tension;
- development of the imagination.
Materials and equipment: games "Collect a square", "Put on a ring"; aqualamp; soft flooring; floor tactile squares; backlight "fun".

Lesson progress

The ritual began.

Greeting "merry".
2.
- Guys, we will now go along our forest paths. Today we will name the color of the path we are walking on. (Outdoor sensory tracks.)
3.
- Come to this table. We will assemble such a square from parts. Be careful - and you will succeed. The game is called "Collect the square".
4.
Now let's play with these toys. The game is called "Put on the ring." When you put on a ring, say what color it is. Let's see who is the most accurate among us, who will put on all the rings (water toys) faster than others.
5.
- We will play the game "Find the color". I will show a color, for example red, and you will look for all red objects in this room. And so we will look for and name all the colors.
6.
- Now lie down on our soft sofa, turn your face to the magical aquarium and watch how the water changes in it. Once the water changes color, you name it.
7.
- Roll over onto your back. Lie back, close your eyes and listen to my voice.
Imagine that you are in a beautiful place - by the sea. Great summer day! Blue sky, warm sun... You feel calm and happy. A pleasant feeling of freshness and vivacity covers your entire body: forehead, face, back, stomach, arms and legs. You feel how the body becomes light, strong, obedient. You are warm and pleasant. The rays of the sun caress your body. Breathe easily and freely. The mood becomes vigorous and cheerful, I want to get up and move.
We open our eyes - we are full of strength and energy. Try to keep these feelings for the whole day.
8. The ritual of the end of the lesson. Farewell to the "merry":
- Guys, let's smile at the "merry ones" and tell them: "Goodbye!"

Lesson number 4
"Let's pretend..."

Goals:
- formation of ideas about positive and negative emotions;
- continued learning to determine your mood;
- teaching ways to raise the mood;
- development of courage and self-confidence, overcoming shyness;
- self-regulation of the mental state.
Materials and equipment: mirror; clown hats; soft flooring; aqualamp.

Lesson progress

The ritual began.

Greeting "merry".
Let's pretend that we are monkeys. Come to the mirror and show me without words: a cheerful monkey, sad, surprised, crying, laughing, frightened, singing, joyful.
- Well, how? Has your mood improved? Show your mood.
3. Next, the psychologist reads the poem:
Animals have feelings
In fish, birds and people.
Influenced, no doubt
All of us are in a mood.
Who's having fun?
Who is sad?
Who got scared?
Who is angry?
Dispels all doubts
Good mood.

4.
- And now we will find ourselves in a circus. Let's go out to this green meadow and become clowns. We become pairs, facing each other. The clowns on the right will be fun. Show this mood on your face. And now the cheerful ones will try to cheer up the sad ones so that they smile and everyone becomes cheerful.
5.
- Now the clowns will play the game "Funny Exercise".
(Cheerful, cheerful music sounds. The psychologist models the situation, and the children depict the appropriate actions.)
- In order for the car to work, you need to start the engine.
- A sleeping person is like a car turned off.
The body gets tired during the day and needs rest.
- But there is a new day ahead and many interesting things and adventures. You need to prepare yourself for them: turn on, “start” your body. Let's all jump together!
- Each of you is the master of your own body. You are awakened cats, stretching either front or hind legs.
- And now you are ladybugs fallen on your back. Will you be able to roll over on your stomach without outside help?
- Now let's take a deep breath and turn into balloons. A little more - and we'll fly!
- Stretching up like giraffes.
- Let's jump like a kangaroo to become as agile and strong.
- And now we are nesting dolls. Let's swing from side to side.
- Come on, let's launch the plane! We spin the propeller with all our might.
- Guys, you got a big charge of vivacity and self-confidence for the whole day. See you!
6. The ritual of the end of the lesson.

Lesson number 5
"Be careful!"

Goals:
- continued development of mental processes: voluntary attention, its stability and switchability; mental abilities; memory, imagination, perception;
- formation of the ability to correlate the speech form of the description of objects with the graphic;
- development of tactile perception of the receptors of the feet and hands, the ability to convey their feelings in coherent speech;
- development of eye-hand coordination;
- continuing to learn the ability to control your body, relax, get rid of overstrain.
Materials and equipment: floor tactile squares; calm games center; cube "Twizzler"; balancing board; aqualamp; game "Easy squares"; soft floor covering.

Lesson progress

The ritual began.

Greeting "merry".
- Guys, let's go along our forest paths. We walk slowly, without haste, listening to the birds singing, the murmur of a stream in the forest.
(An audio recording of "Voices of the Forest" sounds.)
3.
- Let's go to the clearing. (Center for quiet games.)
- Look carefully at this panel, at the toys and objects that are located on it. Each of you will choose an object for himself, but does not say what he has chosen. The rest must guess what it is from the description and name the item. (The game "Describe the object.")
4.
- And now we will cross the abyss along the magic ropes. I will name each the color of the kaknat, along which he will cross to the opposite side of the abyss.
The teacher rewards those who completed the task faster.
5.
- We will continue our journey through this magical forest, where every 4 steps the seasons change. You need to follow in the footsteps that are drawn, and name the seasons that you go through. Do not forget that the back should be straight and arms spread out to the sides.
6.
- And now, guys, lie down on our soft sofa. We will watch the balls in the magic lamp. Everyone chooses their color of the ball and watches it. (Exercise "Dance of the ball".)
7. The ritual of the end of the lesson. Farewell to the "merry":
- Guys, let's smile at the "merry ones" and tell them: "Goodbye!"

Source www.medical-group.ru

Natalya Eftifeeva
Summary of the lesson in the sensory room "Hello, magic room"

Summary of the session in the sensory room

« Hi, magic room»

Goals: introducing children to the interactive environment of the dark sensory room, the formation of children's interest in working with equipment, the formation of a positive emotional mood and motivation to classes, establishing trust between the psychologist and children, creating a favorable psychological atmosphere in the group.

Tasks:

1) prevention of psychophysical and emotional stress;

2) creation of a positive emotional background;

3) development of communication skills;

4) development of positive communication of children and interaction with each other;

5) development of memory, speech, originality of thinking.

Used equipment: dry shower, sensory trail, bubble column, dry ball pool, light sand table, massage balls, bubble column, multimedia equipment, hanging system "Melody Ringing", panels "Starry sky".

Course progress.

Introductory stage classes

1. Greeting. Acquaintance.

Psychologist: « Hello, guys! I am very glad to see you! Today we will go to magical place. On each lesson we are waiting for a fascinating journey into unusual worlds. In this mysterious room ordinary things become unusual and magical».

The exercise "Let's say hello"

Target: creating a favorable psychological climate in the group, the formation of motivation for communication.

Psychologist: "Guys, before you go on a trip to magical land let's greet each other and give a good mood. Let's all join hands and say together "Good morning".

Guys, today we have an unusual day, today we will meet the keeper of the mysterious rooms who will always help us. Next, the presenter introduces a toy-keeper of the world sensory room: "Guys, this is Shun's brownie, he knows everything that happens in magic room and guards order in it, Shunya's brownie will meet us and see us off at each lesson. Let's say hello to Shuna."

The children are examining the brownie Shunya, stroking him, getting to know him.

Target: evaluation of the emotional state at the beginning classes.

Psychologist: "Guys on each lesson at the beginning and at the end we will fill in the Mood Diary. Each of you has his own.

Psychologist: "From the three emotions presented, you need to choose the one that reflects your mood now, at the beginning of our journey, and stick it in your mood diary."

Red I'M SATISFIED, GOOD MOOD.

Green color MOOD NEUTRAL, I DO NOT care

Blue I AM SAD, IN A BAD MOOD

2. Correctional and developmental stage classes.

Entry ritual.

An exercise in the perception and understanding of their tactile sensations.

Target: stimulation of the feet, prevention of flat feet, the ability to convey one's feelings.

The host tells the guys that Shunya will show them what miracles live in Magic room, and shows a fun track ( sensory trail which will not let you get lost on this journey. But you need to say magic words:

Psychologist:

We'll go one by one

Let's call feelings

IN let's enter the room of miracles.

(Children each name three sensations that the legs experience).

Psychologist: "Guys, in order to get into magic room, need to open, what do you think"? Children's answers.

Psychologist: “That's right, you need to open the door. And to open the door, you need to call magic bell. Unfortunately, you can't touch it with your hands. What needs to be done to make it ring?

The exercise "Breathing exercises"

Target: strengthening physiological breathing in children, training the strength of inhalation and exhalation.

Psychologist: "Right! Well done! You have to blow on him. I will now tell you how to do it right. Imagine that you have a balloon in your tummy. What colour is he? Some are yellow, some are blue. To inflate the balloon, you need to take a deep breath through your nose. And to blow it off, slowly exhale through the mouth. Great! And now everyone in turn should blow the bell three times. We take a deep breath through the nose, draw air into the tummy, exhale through the mouth.

Children perform.

The exercise "Under rain" (dry shower)

Target: stimulation of visual and tactile sensations, removal of neuropsychic and emotional stress.

Psychologist: “And now you guys are invited to imagine what it is magic rain, which washes away all fears, resentments and experiences.

Psychologist: Our friend Shunya is very glad that we came to visit him and asks us to go further. Look how amazingly beautiful it is here. While we were walking to room, we are tired. And Shunya invites us to relax and go on a sea voyage. To do this, you need to lie on the ottomans and carefully watch the video.

Visualization "Cruise"

Target: general relaxation, development of a positive attitude.

Children are invited to lie down on soft floor poufs and a relaxation video is shown "Cruise"…

It's so nice to relax

But it's time for everyone to wake up.

Stretch well!

And smile at each other!

Move your arms, legs, take a deep breath and exhale, slowly stand up.

Analysis:

1. How do you feel?

2. Did you manage to relax?

3. What impressed you in what you saw?

Finger gymnastics ( "Octopus", "Dolphin").

Target: development of fine motor skills, coordination of finger movements.

Psychologist: "Guys, look what you see? That's right, it's a pool, but it's an unusual pool. Marine life lives in this basin. There are also sea cows, and fur seals, and starfish, sea urchins, fish - a needle, fish - butterflies, there are fish - clowns. Let's get to know them better, shall we? Well then, let's go on a trip! Let's get to know the marine life. the first marine life appeared on the horizon. Listen to the riddle and try to guess who this:

Pear with long legs

Settled in the ocean.

As many as eight arms and legs!

This is a miracle.? (Octopus).

Psychologist A: That's right, guys. This is an octopus. (Shows an illustration).

Why do you think it was called an octopus? - (children's statements).

Psychologist: Amazing cephalopod animal: head and eight legs (arms, tentacles). The octopus has suction cups on its tentacles, so it can hold any little thing. It crawls using tentacles and suckers.

We all turn into octopuses. Let's move our tentacles:

I don't recognize myself:

I never get tired of changing my color.

Was in polka dots an hour ago

And now I'm striped.

I swim up to the corals -

I become scarlet - scarlet.

Here I am a clown - an octopus -

Eight colorful legs!

I can become blacker than the night -

Turn off the light. Goodnight!

(Children portray octopuses)

Look, the next inhabitant of the sea has appeared on the horizon?

I see, guess who:

He is a real circus performer -

Kicks the ball with his nose.

They know both the French and the Finn:

Likes to play. (Dolphin).

Psychologist: What do you know about dolphins? - (children's statements). They are one of the smartest and most useful animals for humans. Dolphins protect people from sharks, save drowning people. And for the ability to jump high out of the water and deftly perform various tricks, they were nicknamed "sea acrobats". Guys, let's draw dolphins. Put your hands together with your palms, stretch your arms forward, connect your thumbs and set aside up - this is a dolphin's fin. Make wave-like movements with your hands left - right, up - down, showing how the dolphin swims. Swim, dolphins!

The exercise « Magic balls» (using the dry pool and massage balls).

Target: development of fine motor skills, general coordination and plasticity of movements, impact on biologically active points located on the surface of the palms.

Psychologist: Who else is waiting for us at the bottom of the sea?

You try to take me:

I prick like a hedgehog.

I grew up round, friends,

And no legs at all.

I live at the bottom of the sea

Somewhere very quiet.

The stars are crawling

But the fish - famously. (Sea urchin).

Let's find them in our pool.

“Guys, now let's find sea urchins in our pool. Take each one magic ball. This is the sea urchin.

We will take the hedgehog in our hands, (take a massage ball)

Let's ride and rub. (roll between palms)

Throw up and catch (throw up and catch)

And count the needles. (with the fingers of one hand we press the spikes)

Let's put the hedgehog on the handle, (put ball on hand)

And with the other hand we will press (hand press the ball)

And let's ride a little... (hand roll the ball)

Then we change the handle. (change the handle and also roll the ball) Children perform.

And now I propose to stand in a tight circle and turn to the left side. Touch the ball to the back of the person in front of you. We roll the ball all over the back. Children perform.

Do you enjoy massage? Great, let's get the sea urchins back in the pool. Guys, let's wave to the marine life and continue our journey. The children put the balls back.

The exercise "Be careful" (using bubble column)

Target: stimulate attention, learn to respond quickly and accurately to signals.

Psychologist: “Guys, have you noticed that we have an unusual aquarium, it magic, like all objects in this room, it changes colors. Put your palms on the glass? How do your palms feel? Let's play a game "Be careful". I name the color and as soon as the named color lights up in the aquarium, you clap your hands. Let's see which one of you is the most attentive." Children perform.

Psychologist: Guys, our journey has come to an end. Tired! Let `s have some rest. Get comfortable. Lie down comfortably, relax. Guys, what time of day can stars burn? In the evening, at night. Let's imagine a wonderful night now.

Relaxation "Wonderful Night"(using pano "Starry sky").

Target: reduction of muscle and emotional tension, general relaxation.

Stars are shining in the dark sky. Everything around is quiet and calm, you breathe easily and freely. A pleasant feeling of warmth and calmness covers your entire body, forehead, neck, back, arms, legs.

Eyelashes fall

Eyes close

We rest in peace

Sleep fall asleep magically

Breathe easily, evenly, deeply

Our hands are resting

Feet also rest

Eyes also rest, fall asleep

The neck is not tense and relaxed.

Breathe easily...evenly...deeply...

We rest in peace

Sleep fall asleep magically.

Your hands are light, light. Your body is also light, light. You hear pleasant sounds. You feel good and happy.

But now it's time to go back. The stars are fading. Morning comes. We open our eyes. The mood becomes cheerful and cheerful. You are full of strength and energy.

But it's time to get up!

Clench your fists tighter

And we raise it higher

Stretch! Smile!

Everyone open their eyes and stand up.

Your mood is upbeat and cheerful. You are full of strength and energy. Try to keep this feeling for the whole day.

Discussion:

1. How do you feel?

2. Did you manage to relax?

The exercise "Wishes"

Target: development of communication skills, stabilization of the psycho-emotional state, development of tactile sensations and fine motor skills.

Psychologist: “Guys, I suggest that you all write wishes for the owner on our sand table magic room brownie Shuni. What would you like to wish him? Children perform.

exit ritual: children go out sensory trail.

3. Final stage classes.

1. Reflection classes. (Receiving feedback from group members).

Guys, how do you feel after doing all the exercises?

Liked occupation or not?

What exercises did you enjoy the most?

Psychologist: The journey has come to an end. We will return according to our magic path» (passing through sensory trail) .

Express diagnostics "Mood diary"

Target: assessment of the emotional state at the end classes.

Psychologist: "Guys, now, at the end of our classes, we will return to our diaries again and fill them in ” (filling in Mood Diaries)

Farewell ritual. Children stand in a circle and hold hands. Pronounced words: "See you again." Children say goodbye to the mysterious keeper toy rooms Brownie Shuney.

Outline plan

group training in a dark sensory room.

KEI VO "Buturlinovskaya boarding school for students with disabilities"

Class (group): Grade 3 ( 6-8 persons)

Lesson topic: Stress relief, harmonization of the emotional sphere

Purpose of the lesson:

d activity goal : formation of students' ability to a new way of action:color perception, muscle relaxation, the creation of a positive emotional background, the formation of metasubject.

Planned results of mastering the training session:

Personal – removal of emotional stress in a sensory room; development of reflection skills,formation of self-regulation skills.

Metasubject:

Communicative - development of interaction skills in a group.

Regulatory - goal setting; planning and regulation of their activities; forecasting.

Cognitive - search and selection of the necessary information.

Lesson type: general methodological focus

Logistics:

dark sensory room equipment: sensory trail, parting of the dynamic "Sun" color fill, mirror ball, professional light source, mirror corner with bubble columns, fiber optic fibers, "Fountain of Light" lamp, a set of multifunctional modules, soft flooring;

audio recordings : "Sound of the sea", "Sound of a waterfall", "Splash of water";

other equipment: white chiffon handkerchiefs, chest, self-adhesive stickers, pouch, travel map, nautical emblems or collars;

set of materials for the lesson: technological map of occupation-travel, individual diaries of mood, stars.

I .Motivation stage Introductory part. (self-determination)

1. Control "Let's say hello."

Preparing students for the sensory room.

Psychologist:

Greeting, rules of conduct, message of the topic and purpose of the lesson.

I propose to go on a magical journey to get a charge of positive emotions and relieve emotional stress.

At the psychologist's command, the children begin to greet, following the commands "One clap - greet by the hand, two - with shoulders, three - with backs."Group readiness for the lesson

II . The stage of updating and fixing individual difficulties (Performing tasks and exercises.)

2. Exercise "My team"

Creation of conditions for the development of interaction skills in a group.

Creating conditions for rdevelopment of mental activity, arbitrarymania, memory, imagination.

Psychologist:

Invites the children to sit on a soft surface and ask them to close their eyes and open only on a signal. Role transformation.

The psychologist suggests attaching to consider stickers attached to the ship with bad and good character traits.

Students close and open their eyes. Name good qualities of character. Choose good qualities and bad ones. Tablets with good qualities are attached to the mast of the ship on the map, and bad ones are thrown into the bag.

Active involvement in group activities. Development of mental activity

3. Exercise "Sensory path"

Development of tactile perception of foot receptors,the ability to convey their feelings by speech;development of tactile, auditory and visual analysis tori; development of communication skills.

Psychologist:

Walking down the ladder to speakabout how the legs feel.We pass one by one and board the ship.

(Enable sea sounds, turn off lights, turn on dynamic color fill parting)

I propose to take a sea voyage.

Children talk about their feelings.

4. Breathing exercise "Sails"

Development mentally x processes: the ability to control your body, breathing.

Psychologist:

I suggest doing a breathing exercise.

Students take handkerchiefs and do breathing exercises. stress relief

III . The stage of consolidation with pronunciation in external speech.

Development of tactile, visual analysis tori; creating a positive emotional state.

On Wish Island

5. Exercise "Secret desire"

Psychologist:

And here we are on Wish Island. I suggest that you hold hands with the children, feel the warmth of the hands and make a secret wish.

To do this, completely turn off the light for a few seconds.

(turn off the light, turn on the "Fountain of Light" lamp). I suggest telling the children about a pleasant event.

Children sit down, hold hands and make a wish. They talk about happy events. Creating a positive emotional state.

6. Exercise "Waterfall"

General relaxation; development of hearing, imagination;development of tactile perception of hand receptors,the ability to convey feelings in speech,self-regulation of the mental state,stimulation of visual and tactile analyzers; development of color perception.

Psychologist:

I suggest you go to the waterfall, close your eyes, and then open them. Offer to sit next to the waterfall.

While the children are sitting with their eyes closed, I turn on a bundle of fiber optic fibers, and then examine them with the children.

I propose to listenthe sound of the waterfall and watch the streams of water,as the color of the water changes, I propose to pick up the magic trickles, press them to the cheeks, wind them around the hand.

There is a discussion at the end of the exercise.

Who managed to imagine a waterfall?

Have you become calmer?

I propose to take as a souvenir the colored drops of the waterfall. I suggest you continue your journey. They sit on a soft module - a half-cylinder. They close their eyes. Open, examine the fibers, listen to the sound of water. They take the fibers in their hands, apply them to the face, body, wrap them around the hands. They answer questions. Talk about the feelings they experience this moment.. Take away the drops of the waterfall, thank you.

7. Exercise "Stream".

Charging with positive emotions, relieve emotional stress; development of communication skills; stimulation of visual and tactile analyzers; development of color perception; relaxation effect.

Psychologist:

I propose to sit on the platform, choose a fish by color and watch them rise and fall down. You can touch the glass with your hands, feel the movement of water.

The guys sit on the platform and choose their fish. Listen to the sound of water.

Touch the walls of the columns. Observe the color change and the movement of fish and air bubbles.

8. Relaxation exercise

To teach self-regulation of the mental state, relaxation.

Psychologist:

I suggest that the guys lie on the floor and close their eyes, listen to the text to the music, for relaxation.

Students lie down on the floor, close their eyes, and do breathing exercises. They open their eyes, smile, rise and stand in a circle.

IV . The stage of inclusion of what has been studied in the knowledge system.

Learn to navigate in the space of the room;development of communication skills, logical thinking, imagination.

Psychologist:

I propose to find treasures. Fill the chest with your desires.

Children look at the map, walk around the room and find a hidden chest, fill it with desires.

v. stage of reflection.

Filling out a mood diary. Assessing your emotional stateto form the ability to convey their feelings in speech.

Psychologist:

Discussion with the participants, what did you like most about the lesson?

Have you experienced travel difficulties? I propose to rate your mood with an asterisk. I applaud every participant of the journey. I let you fill in the Mood Diaries and evaluate them.

Children talk about their feelings. Pin mood stars to the card. Fill out mood diaries.

Farewell ritual.

Tactile perception of hand receptors,removal of emotional stress.

Psychologist:

Parting. Stroking the palms in a circle.

Students stroke their hands. Development of tactile sensations.

This material is intended for educational psychologists, which presents the experience of working in a sensory room using exercises to develop interhemispheric interaction; development of thinking, stimulation of eye movement, correction of attention, reduction of psycho-emotional stress and other psychological techniques.

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Abstract of a lesson in a dark sensory room

Theme of the lesson: “LEARNING TO GIVE JOY”

Goals: development of interhemispheric interaction; development of thinking; stimulation of eye movement; attention correction; reduction of psycho-emotional stress.

Expanding adolescents' knowledge of emotions. The development of empathy, the ability to adequately express their emotions, the formation of communicative qualities.

1. Organizational moment. Goals: group cohesion; emotional and muscle relaxation.

Conduct procedure. Relaxation music sounds, the carpet “Milky Way”, “Magic Lamp” flickers on the wall, the “Volcano” lamp is turned on. Pupils enter the room along the sensory path and form a circle. The teacher-psychologist offers to perform the exercises: “Greeting each other”, passing the ball in a circle with the words “Hello, Seryozhenka, etc. ...”. “Circle of love” students standing in a circle hold hands. Slowly swaying from side to side, they mentally send each other a sign of attention, joy.

Guys, in the last lesson we talked about friendship. Today we will talk about what emotions are, for one thing we will remember what emotions we most often experience, we will figure out what emotions we need, and which ones are better to experience as rarely as possible. In my hands I have an album with different emotions. I will show you a picture with a certain emotion. And you will try to guess what kind of emotion it is, we will try to portray it and say who often experiences it in our group. Teacher - psychologist

To do this, we will now sit comfortably in our chairs and do exercises that will help preserve our vision.

Part 1

Oculomotor exercises

Goals: overcoming the state of static stress; training the ability of the eye to focus the image, improving coordination in the horizontal plane; increasing the stability of vestibular reactions, improving the coordination of eye and head movements.

Conduct procedure.Pupils are comfortably seated in "transformer" chairs. One of the devices that creates a light effect is used. (Rain). Instruction:

1. Sit down, relax the body, open and close your eyes wide with an interval of 30 seconds. Repeat 5-6 times.
2. Rotate your eyes in a circle for 2 - 3 s. Repeat 3-4 times.
3. Blink rapidly for 1-2 minutes.
4. Stretch your hands with the ball forward forward. Swing your arms left, right and follow the ball with your eyes. Repeat 5-8 times.
5. With three fingers of each hand, it is easy to press the upper eyelids of the corresponding

eyes and hold for 1 - 2 s. Repeat 3-5 times.

1. Take the half-bent right hand, with the ball to the side. Slowly move the ball from right to left and follow it with your eyes, return the ball to its original position. Repeat 4-5 times. Perform the same exercise with your left hand.

Breathing exercises:

Goals: activation of the work of the brain departments; rhythm of the right hemisphere. elimination of muscle tension; harmonization of respiratory activity. nervous and cardiovascular systems.

Conduct procedure. Teenagers sit in transformer chairs. The psychologist addresses them: “Imagine that your stomach has turned into a balloon. Take a deep breath and hold your breath. Now imagine that the balloon burst. Breathe out.

1. Take a deep breath (arms slowly rise to chest level.) Hold your breath, focus on the middle of the palms.) Exhale slowly (lower your arms along the body.)
2. Take a deep breath. Wrap the ears from the top point to the lobe. Hold the breath. Exhale with an open strong sound A - A - A (alternate with the sounds Y-Y - S; U-U - U; O - O - O.)

Kinesiology exercises:

Purpose: development of interhemispheric interaction.

Exercises improve mental activity, synchronize the work of the hemispheres. contribute to the improvement of memorization, increase the stability of attention. Conduct procedure.

• "Fist - rib - palm" (according to Ozeretsky). Three positions of the brush sequentially replace each other. Palm - clenched into a fist, palm - palm with an edge, straightened palm. It is performed first with the right hand, then with the left, then with both hands together. Repeats 8 times.
• "Ring". You should alternately and as quickly as possible go through the fingers, connecting the index, middle, etc. into a ring with the thumb.
• "Cross Dance". The exercise is performed while standing. Evenly raising the left leg, bending at the knee, touch with the right hand bent at the elbow. Conversely, the right leg is the left arm. Repeated 5 - 8 times.
• "Eight". Sitting in armchairs, drawing the “eight” in the air Alternately with the left and right hand 5 times. Then both hands together.

Part 2

Games and exercises with balls

Self-massage.

Purpose: Overcoming the state of psycho-emotional stress. Conduct procedure. The general lighting in the room is dimmed, Bubble column, calm music sounds. Children massage their arms, legs, shoulders with the help of hedgehog balls for 3-5 minutes.

"Massage in a circle."

Purpose: removal of psycho-emotional stress; establishing physical contact. Conduct procedure. Teenagers stand one after another in a circle. The psychologist offers to perform an arbitrary massage with a ball - a hedgehog to his neighbor. Turn on lighting effects (Star network, volcano lamp)

"We are together"

Purpose: to increase the positive attitude, the cohesion of the group. Conduct procedure. Pupils form two circles (external and internal). At the beginning of the game, the ball is in the outer circle. One of the teenagers throws the ball to another standing in front of him, with the words "We are united ..." and moves one person to the right. Another teenager throws the ball to the next one, and so on until returning to the first pair.

"Roll the ball"

Purpose: activation of tactile reception. Conduct procedure. Pupils sit in chairs "transformers", performing the following movements.

1. Rolling balls - hedgehogs in the palms with pressure.
2. Rolling balls - hedgehogs with the feet.

"Rest on the balls"

Purpose: overcoming the state of anxiety; developing the ability to provide support.

Conduct procedure. The group is divided in half. Players take turns sitting on the balls - giants. Children of the second subgroup stand behind them. supporting and swaying the resting.

Exercises are accompanied by relaxing music and light effects.

"Bathing in the pool"Purpose: stress relief, muscle relaxation.

Children two by two are immersed in a dry pool and within a minute. perform movements that are convenient for them, imitating bathing

"Perform a move"

Purpose: development of active attention. Conduct procedure. When bubbles of a certain color appear in the Bubble Column, children perform various actions with the balls. on green - they lower the balls to the floor, on yellow - raise their hands up, on blue - stretch their hands in front of them, on red - hands behind their heads, on white they throw the ball up in front of them. When other colors light up, the action performed on the previous color is performed.

"Claps"

Purpose: development of attention; fostering a sense of togetherness.

Procedure Adolescents are placed in "transformer" chairs, with their backs to the center. The Star Network is turned on. The psychologist, in accordance with the rhythm of the flickering of the network, sets a certain pace. clapping your hands. Children repeat it to each other in a clockwise direction.

"Remember the Color"

Purpose: development of visual memory, concentration of attention.

Conduct procedure. The psychologist offers pupils sitting in chairs to observe the change in the color of water in the bubble column, remembering for a certain period of time how many times the water in the column changed color, remembering which color was the first, second, etc.

Part 3

"I'm resting"

Purpose: overcoming the state of psycho-emotional stress.

Conduct procedure. Children are conveniently located in chairs "transformers". Equipment included (wall carpet "Milky Way" and "mirror ball"). The general lighting in the room is turned off or dimmed. Sounds relaxing music recording the sound of the sea, birds singing. The psychologist reads a relaxation text: “Sit comfortably, close your eyes and try to imagine an extraordinary journey. Let's pack our bags for the road. Let's put everything that hinders us into it: resentment, tears, quarrels, disappointments... Let's close the suitcase and hit the road. Our path is long. Let's take a deep breath: inhale (hold for 3 s) - exhale (wait 3 s) - repeat 3 times. The fresh smell of herbs, the scent of flowers fills the air. The earth takes away your fatigue, anxiety. resentment, fills the body with strength,

freshness. You are walking across a field among flowers, grasshoppers are chirping, bees are buzzing, birds are singing joyfully. Clear stream ahead.

Suddenly, in a clearing, you saw a wonderful house. The door is open and welcomes you in. You have entered this house. You sit next to the stove and look at the bright fire, the bright flames. They are merrily jumping and dancing. Embers wink at you. Pleasant warmth caresses the face, arms, legs, the whole body ... It becomes cozy and calm. Good fire takes away all your sorrows, fatigue, sadness... Your suitcase is empty. You are out of ohm. Satisfied and calm, you happily inhale the fresh air. A light breeze caresses your hair and neck. whole body. The body seems to dissolve in the air. becomes light and weightless. You feel very good. The breeze fills the suitcase with joy, kindness and love... You will take all this wealth home and share it with your friends, relatives and acquaintances. Now you can open your eyes and smile - you are at home and everyone loves you.

Final part:

And now let's all stand in a circle and the student who gets the ball in one sentence will tell about his feelings after the lesson, what new things you discovered today, which exercise you liked the most, what you remember the most, what new sensations you managed to experience, where you managed to visit, maybe someone got rid of something unnecessary. Pupils comment on the lesson.

And let's come to the conclusion of our lesson, let's approach our bird of happiness, and mentally imagining all the kindest, good things that we managed to take from today's lesson, take a deep breath and exhale all our wishes, rotating the bird of happiness, so that it, flapping its wings, will bring everyone here good, happiness, health, everything that you mentally wished for those present and the rest. This concludes our lesson. We return from the magical world toreal and do not forget to give everyone a piece of your joy and kindness and the rest will answer you the same.