A set of sand therapy classes during the adaptation period of infants and young children.

A set of sand therapy classes during the adaptation period of infants and young children.

A set of sand therapy classes during the adaptation period of infants and young children.

What do you need to play in the sand? But, in essence, so little is needed: Love, desire, kindness, So that faith in Childhood does not disappear.

Let's paint the simplest drawer from a table with blue paint, A handful of golden sand will flow into it like a wondrous fairy tale.

A set of small toys Let's take it into the game... Like God We will create our own World of Wonders, Having walked the path of Knowledge.

When entering a preschool educational institution, all children experience adaptation stress.

The adaptive capabilities of a young child are limited, so a sudden transition of a child to a new social situation and a prolonged stay in a stressful state can lead to emotional disturbances or a slowdown in the rate of psychophysical development.

Thus, an important task for teachers is to help children overcome stress when entering a preschool institution and successfully adapt to it.

One of the effective means of adaptation is “ Sand therapy ”

. Sand therapy is a type of play therapy.

Young children often cannot express their experiences due to the lack of active speech. Sand therapy may be useful for establishing mutual understanding with peers, adults and the new environment during the adaptation period. Sand therapy also stabilizes the child’s psycho-emotional state.

When working with children, it is recommended to use simple exercises that are based on such characteristics of young children as: emotionality, impressionability, the ability to quickly become infected, both positive and negative, by emotions from adults and peers and imitate their actions.

Each lesson using the sand therapy method has its own structural features:

1. Warm-up (or warm-up games)

. The stage of touching and playing on the surface of dry sand.

Goal: reduction of psychophysical stress, regulation of muscle tension, relaxation, development of tactile sensitivity, imagination, consolidation of knowledge about sensory standards.

At the stage of touching the surface of dry sand, the following games and exercises are used:

- Game “Hello Sand!”

— Game “Sand Rain”

— Exercise “Sand wind”

— Game “Unusual Traces”

.

2. Directly training part.

Goal: development of sensory abilities, object-practical manipulations, fine motor skills, cognitive and speech activity.

Games:

Game "Sand Hide and Seek"

Game “Hide the toys”

Game "Children's secrets"

Exercise “Funny fingers”

and etc.

3. Final stage. The stage of touching and playing on the surface of wet sand.

The purpose of sand therapy is methodological development (junior group) on the topic

The main goal of sand therapy is to relieve psycho-emotional stress, develop tactile sensitivity, and create a positive emotional mood. To achieve this goal, various games and exercises with kinetic sand are used: “Sand Rain”, “Footprints on the Path”, “Magic Hill”, “Gates and Fences”, “Find and Name”, turns a correctional and developmental activity into an interesting and exciting one. a game during which children, emotionally liberated, actively and freely express their emotions and mood in sand buildings.

The use of this therapeutic agent, like sand, helps to correct antisocial behavior in preschool children, relieve symptoms of anxiety, hyperreactivity, isolation, develop the ability to express feelings, increase self-esteem and build self-confidence. Sand develops fine motor skills of the hands, has a beneficial effect on tactile sensations, and also soothes and relaxes the muscles of the hands. Properly selected games and exercises with sand help relieve psycho-emotional stress, as well as the development of interhemispheric interaction.

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

Sand therapy is useful if the child:

• poor sleep, nightmares;
• poorly developed fine motor skills;
• hysterics, disobedience, whims;
• logoneurosis (stuttering), speech development delays, as well as other speech problems;
• shyness, lack of self-confidence;
• aggression, anxiety;
• there is no mutual understanding with parents;
• neurotic disorders;
• urinary or fecal incontinence (enuresis, encopresis);
• psychosomatic diseases;
• fear of school, kindergarten;
• frequent tearfulness (for no reason);
• The child has experienced severe stress.

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

• The general emotional state of the child will improve;
• Fears, negative emotions, worries will go away;
• Development of imagination, creative potential;
• Development of thinking, speech, memory, attention, fine motor skills;
• Development of self-esteem and self-confidence;
• Adaptation to a new environment (kindergarten, school);
• Improving relationships with parents and peers;
• Formation of positive character traits.

SAND THERAPY (ART THERAPY) + VIDEO LESSON WITH OKSANA MIKHAILOVA

History of the method

Even before the advent of sand therapy and art therapy, Carl Gustav Jung, the founder of analytical psychology, in addition to psychoanalysis sessions, paid great attention to the work of patients with books on art.

A particularly striking example was Rockefeller’s daughter Edith, when the girl fell into depression due to the emptiness of her life.

She learned to draw and compare images from her dreams with works of art.

Edith began to engage in creativity, transformed, became more sophisticated and cheerful.

Jung's followers created the sand therapy method. The sand paintings created by the children were a reflection of their thoughts and experiences, which became a discovery in psychotherapy.

Features of the method (what are the benefits):

A special feature of the method is that artistic images reflect all subconscious processes, including fears, memories, conflicts and dreams.

For children, this is simply an irreplaceable environment where they can gently come into contact with what worries or frightens them, act out these scenarios and gain new experiences in a safe environment.

Working with sand taps into the child's inner, inner resources and is closely linked to his ability to self-heal and be creative.

This helps you understand yourself and be more successful in a constantly changing world.

Objectives of the method (what problems it solves):

Sand therapy is a powerful technique that has no contraindications.

It works great with adults, but it literally works wonders with kids!

It helps to play out unlived emotions, give vent to true feelings and thoughts,

release aggression in a peaceful manner, improve communication, cope with fears, increase self-esteem and simply enjoy the process!

Principles of the method (how it works):

With the help of a sandbox and small figures, the baby plays out a situation that worries him.

Drawing a picture out of sand or playing, the baby opens up and at this moment his inner world appears,

Invite your child to turn into a wizard and create his own world or an entire planet, a magical forest or a city of the future,

everything that best suits the baby’s age, giving him complete freedom of action in his flight of fancy!

You can show how to build sand landscapes, create rivers and seas, and use tree and animal figures.

Turn off your inner critic and create together, giving complete freedom to your imagination,

then you will come up with a lot of new and wonderful games that can easily be implemented in the sandbox!

Everything is possible here!

And the child will surprise you with his imagination and approach to business!

Through such games, energy is released for development and learning.

In other words, the child returns his own inner strength.

Indications for therapy. Requirements for a teacher:

When to contact a specialist?

These are cases when you notice that for no apparent reason the child’s appetite or sleep is disturbed.

If you notice that your child is overly withdrawn, shy or fearful.

When, after events affecting the life of a child, you observe a sharp change in the child’s behavior or mood.

Here it is worth clarifying the situation with a psychologist.

When choosing a specialist, be sure to pay attention to his experience and education so as not to harm the child.

Psychologist's advice to parents: how to decipher the signs

In order for the process of playing in the sandbox to benefit the child, give him complete freedom of action and creativity - the child himself can choose which toys he wants to put in the sandbox and what to do with them.

This is your child’s world, and in it he is the rightful owner - he buries whomever he wants, whom he wants to elevate -

expresses his thoughts and feelings in words, and the parents here simply observe what is happening.

Leave advice and let him express his feelings.

Help only if the baby asks you to do so!

You can find out what is happening in his world, or comment on something, using the right questions:

• These are open questions.

For example: - who is this? Instead of asking: what kind of monster is this?

For you it may be a monster, but for a child it may be a positive character or even a savior.

• Obvious questions.

Reflect what is happening in the sandbox, but without criticism.

For example: if you see that in a child’s sandbox there is a tree on which a rabbit lives, you can ask him a question: I see that your rabbit lives in a tree?

The child will be happy to answer you - is this so, or maybe the rabbit got in there for some other reason.

But if you argue that this does not happen and teach that rabbits do not live in trees, but live in holes, and everything is wrong in the child’s game, then this can work to reduce the child’s self-esteem and prohibit him from expressing himself creatively.

• The child's reflected responses.

For example, you asked: “Who is this?” - Cat. -Where is this cat going? — She goes to her friend.

And here you begin to mirror: I see that the cat has gone to its friend.

At this moment, the child will see that you are attentive and respectful to his play, that you hear what he says, and that you accept it as it is, without trying to correct or teach.

When we are allowed to be natural, to be ourselves, the process of healing and harmonization occurs.

After some time after such games, you will notice that the child’s emotional state and behavior have changed. Everyone has their own deadline, but if the game is built correctly, it will happen.

This will mean that the new experience that the child acquired in playing with sand has become integrated into the system of his worldview and began to manifest itself in real life.

VIDEO LESSON WITH OKSANA MIKHAILOVA “ELEMENTS OF ART THERAPY”

FULL COLLECTION OF SAND DRAWING AND ART THERAPY LESSONS - HERE

Prepared by a teacher at the Municipal Budgetary Preschool Educational Institution

Promyshlennovsky kindergarten No. 1 “Ryabinka”

Sherina Natalya Anatolyevna

Sand therapy in the activities of a teacher.

Content

1.Theoretical part

Guidelines

2. Practical part

1 Card file of exercises on the topic of sand therapy in the activities of a teacher

2 Scenarios of events carried out on the topic of sand therapy in the activities of a teacher

3 Reminders on the topic of sand therapy in the activities of a teacher

3. List of references used

Guidelines

The modern conditions of the Federal State Educational Standard of Preschool Education have given impetus to the search for innovative “undisclosed”, interesting and developmental methods and technologies in working with preschool children, ensuring the comprehensive development of children, their comfortable stay in a preschool setting and preserving the mental health of each child.

Playing with sand is a natural and accessible form of activity for every child. A child, especially one with special developmental needs, often cannot express his feelings and fears in words, and here games with sand come to his aid. By acting out the situations that agitated him with the help of toy figures, creating a picture of his own world from sand, the child is freed from tension. And most importantly, he gains invaluable experience in symbolically resolving many life situations, because in a real fairy tale everything ends well!

Sand often acts like a magnet on children. Their hands themselves, unconsciously, begin to pour and sift sand, build tunnels, mountains, and dig holes. And if you add various toys to this, then the baby has his own world, where he invents and fantasizes, and, at the same time, learns to work and achieve goals.

One way or another, observations and experience show that playing in the sand has a positive effect on the emotional well-being of children and adults; this makes it an excellent means of “care for the soul,” which is exactly how the term “psychotherapy” is translated.

Wet sand allows you to sculpt grandiose figures without small details, but very expressive in silhouette. You can make not only palaces from sand, but also cars, ships, various figures - sculptures, decorating them with pebbles, shells, and colored beads.

What is the principle behind creating a game with sand?

For many people, putting thoughts into words is difficult, especially for children. But there is still a language of facial expressions and gestures that can subtly express sensations or feelings. Or - in a drawing or plasticine, the hand seems to build bridges between the inner and outer worlds. Then the inner image becomes visible in the outer creation. This principle forms the basis of the sand therapy system. As you know, children enjoy playing in the sand, because such games are full of different emotions: delight, surprise, excitement, joy... This makes it possible

use sand games for development, enrichment of the child’s emotional experience, for the prevention and correction of his mental states.

Sand allows water to pass through, therefore, according to parapsychologists, it also absorbs a person’s negative energy and stabilizes his emotional state.

The fundamental idea of ​​sand therapy is formulated as follows: “Playing with sand provides the child with the opportunity to get rid of psychological trauma by transferring fantasies outward, onto the plane of the sandbox, and creating a sense of connection and control over their internal impulses. Establishing a connection with unconscious drives, especially the archetype of the self, and expressing them in symbolic form greatly facilitates the healthy functioning of the psyche.”

At the beginning of the last century, psychologists and psychotherapists made attempts to somehow use the potential of playing in the sand for therapeutic purposes. English child psychotherapist Margaret Lowenfeld began working with sand in 1929. The “world-building technique” she developed became famous. In 1935 she published the book The Childhood Game. This work could not be ignored by C. G. Jung.

He advised his student Dora Kalff to pay special attention to the psychotherapeutic possibilities of playing in the sand, and in 1956 she began to study the M. Lowenfeld method. D. Kalff developed the Jungian approach to sand therapy. In 1966, her book “Sand Therapy” was published in German and in 1971 in English.

Sand therapy was invented by C. Jung, he argued that a child’s play is a symbolic language for self-expression. By manipulating toys, he can show more adequately than express in words how he feels about himself, significant adults, events in his life, and those around him. Subsequently, psychologists Herbert Wells and Dora Kalf were involved in the development of sand therapy and its dissemination.

The goal is to substantiate the effectiveness of using the sand therapy method in teaching practice to reduce the level of anxiety and fears of students.

Tasks:

• development of artistic and aesthetic taste;
• development of fine motor skills of the child’s fingers, their tactile sensations through certain game exercises, development of the eye;
• exercise observation and the ability to think creatively;

• teach the ability to subordinate the effect of light and shadow (i.e., a certain transparency of a thin layer of sand and the opacity of a thick one) to convey your idea.

Contraindications to the use of sand therapy

Sand therapy cannot be performed in the following cases:

• Children with attention deficit hyperactivity disorder (ADHD).
• Epilepsy or schizophrenia.
• Children with very high levels of anxiety.
• Children with obsessive-compulsive disorder.
• Allergy to dust and small particles.
• Pulmonary diseases.
• Skin diseases and cuts on the hands.

Requirements for sand for a sandbox with children

Sand for a children's sandbox must be certified. It must be washed, calcined in the oven or quartzed. This procedure is done at least once every 3-4 months. It is advisable to renew the sand in the sandbox once a year.

Sand therapy classes have their own ritual.

We introduce the child to the rules of behavior in the sandbox (the younger the children, the shorter the rules). because Some sand usually spills out of the sandbox when playing, you need to pay attention to this fact.

How should a teacher practicing working with sand behave?

There are three rules for teachers.

Joining a child . The sand picture created by a child contains rich information about his inner world and current state. Understanding the child and his problems, feeling the rhythm of the sand painting, feeling the unique figurative structure of the painting - all this is included in the concept of joining.

Sincere interest, intrigued by the events and plots unfolding in the sandbox . Examining a picture of a child, the specialist seems to combine two aspects. On the one hand, he is an inquisitive, open traveler who is extremely interested in what is happening in the world that the child has created. On the other hand, this is a sage seeking to find the truth.

Strict adherence to professional and universal ethics . This rule is at the same time a prerequisite for any kind of professional assistance to a person. The teacher cannot, in the presence of the child, remove figures from the sandbox without asking, rearrange the picture, or make a value judgment. A person’s inner world is extremely fragile, and only strict adherence to the ethical code and high professionalism of a specialist can protect a child from mental trauma.

Methods and techniques of sand therapy:

1. Research, practical activities, including work with handouts (scoops, molds, brushes), elements of experimentation, observation.

2. Game activity (playing out situations (“sand storm”, “heavy rain”, staging, elements of theatricality).

3. Verbal methods - conversations, the teacher’s story, reading works of literature (poems, fairy tales), the use of folklore genre (rhymes, jokes).

4. Visual methods (showing toys, looking at paintings and illustrations, modeling).

5. Relaxation.

6.Concentration.

7. Functional music.

8. Fairytale therapy.

Forms of work:

1. Story games – “Let’s build a path (house, fence)”, “Menks for the mouse”. Having mastered a simple construction, we introduce a complication using waste materials (sticks, grass, planks, handkerchiefs, etc.).

2. Fun games - “Find an object”, “Dig up a surprise”, “Hide it, and I will look”, “Unusual traces”.

3. Didactic games-exercises - “Patterns in the sand”, “We create the world”.

4. Telling fairy tales - we sculpt heroes or draw a fairy tale on the sand with a stick and accompany the story.

5. Dramatization: “Dirty Girl,” “Let’s Bake Pies.”

6. We read in the sand - we first make molds of animals or objects, and then show them to the children and read a poem, for example, from A. Barto’s “Toys” cycle.

7. Drawing with sand – we take well-dried and sifted sand into the palm of our hand or pour it into a bag with a corner cut off and draw a picture along the finished contour.

8. Construction – we use the “flow” method (semi-liquid sand is poured gradually into a certain “Sand Castle” shape).

9. Immersion days are organized, for example, “Sand Day”; themed holidays: “Sand Festival”, “New Molds Festival”, etc.

Today, sand therapy in Russia has already established itself as an effective practical method in psychotherapy and pedagogy. However, the complete concept of sand therapy has not yet been formed. This gives us the opportunity to make our unique contribution to the dissemination and understanding of this wonderful method. I recommend that you use sand therapy in your teaching practice, as it provides a comprehensive educational and therapeutic effect.

Thus, any traumatic or conflict situation can be played out in the sandbox. Not immediately, but gradually the “sandy experience” of living through different events will become the life experience of the child himself, which he will begin to actively use in his real life.

Card index of games and exercises on the topic of sand therapy in the activities of a teacher

Exercises for automating sounds:

• “Gorochka” - pick up sand in your hand and pronounce the sound “C”, pouring a hill.

• “Path” - pronounce the syllables assigned by the speech therapist, “walking” them with your finger or lightly spanking them on the sand with your palms.

"Patterns in the Sand"

The goal is to consolidate knowledge about sensory standards and establish patterns.

Equipment: Sandbox

Progress of the exercise:

An adult, using a finger, the edge of the palm, or a brush in the upper part of the sandbox, draws various geometric shapes (in accordance with age standards for development), simple / complex patterns (straight and wavy paths, fences, ladders). The child must draw the same pattern below in the sand or continue the adult’s pattern. As a variant of such a game, an adult draws on a board and gives verbal instructions to draw a certain pattern on the sand.

The same patterns on sand are made by laying out objects in a given sequence, for example, pebbles, acorns, large buttons, etc.

Sand fairy: “Today you and I will decorate our sand house. See what patterns you can draw in the sand. Draw like me... Come up with your own pattern, drawing. At the top of the sandbox there will be patterns of circles, and at the bottom - of triangles, etc.”

Exercise “We are going to visit...”

The goal is the development of spatial concepts, orientation on the “sand sheet”.

Equipment: Sandbox

For children, the instructions are greatly simplified; they only reinforce sensory standards and “top-bottom” concepts.

An adult, in a playful way, introduces (consolidates knowledge) the child with the spatial concepts of top-bottom, right-left, above-under, from behind, from under, center, corner. The child, according to the adult’s verbal instructions, “walks, jumps, crawls” on the sand with his fingers, depicting various characters.

Sand fairy: “We are going to visit the bunny. Where does the hare live? (The hare lives in the forest because it is a wild animal.) In which corner of the sandbox does the forest grow? (In the upper right corner, the kids answer - at the top of the sandbox). Who lives next to the bunny? (Figures/pictures of wild animals are listed and placed in the sandbox.) Who is the bunny’s friends? Who is the bunny afraid of? What did the hare treat us with? What do we wish for the bunny?”

The game-tasks “Let’s go to visit the horse” are performed in a similar way, reinforcing knowledge about domestic animals and their housing, “Swimming towards the dolphins”, reinforcing knowledge about the inhabitants of the seas and rivers, etc.

During the game, the child learns (consolidates knowledge) about the vital functions of certain animals and plants (in the absence of toy figures, laminated pictures can be used).

Exercise "Fingerprints"

Prints, both bas-relief and high-relief, can be made on wet sand using molds. They use molds depicting animals, transport, geometric shapes of various sizes, etc. An adult and a child take turns making prints in the wet sand. Then the child, following verbal instructions or a plan drawn by an adult, makes a series of prints, commenting on the process.

In such games, you can use tasks to classify objects, for example, offer to choose only geometric shapes, only images of animals, etc.

Game "Sand Builders"

The goal is to consolidate knowledge about sensory standards, spatial concepts, and develop auditory and visual memory.

Equipment: Box of sand, geometric shapes.

Progress of the game:

Sand fairy: “The inhabitants of the sand country ask you to help them build

houses. First, we need to mark in the sand where this or that house will be built. For example, a bun loves only round-shaped houses, a giraffe only likes a rectangular shape, and a hippopotamus wants to live in a square house, etc. Help the inhabitants of the sandbox. There will be a hippo living in the upper right corner. Choose the right mold and make an imprint.”

In a similar way, an adult gives the child the task of “settling all the inhabitants of the sandbox.” The task can also be complicated by introducing more characters or distributing toys according to a plan drawn by an adult.

Game “Who came to us?”

The goal is the development of visual and tactile perception.

Equipment : box with sand, molds.

Progress of the game:

The child turns away, the adult makes bas-relief/high-relief prints using the molds, then the child guesses the mold the adult used. Then they change roles. The molds are first inspected and felt, and their outline is outlined. Complicating the task: the game takes place with new molds without first feeling them, and also by placing several characteristic prints on top of each other.

Exercise “Secret tasks of moles”

The goal is to develop tactile sensitivity, relaxation, and activate interest.

Equipment: sand box,

It is first necessary to introduce the child to animals that live underground.

Sand Fairy: “Today our hands can turn into moles. Like this - the adult waves his hands, folds them like a duck and shows the child the eyes, nose and two teeth drawn on his knuckles. Do you want to turn your hands into moles? I need to help my mole complete an important secret task underground (at the child’s request, the adult carefully draws a nose and eyes on the children’s knuckles). Well, let's dive into the sand? Look and do like my mole.”

The adult plunges one hand into the sand, moves it under the sand (draws the child's attention to changes in the surface of the sand), and then carefully digs out each finger. Then the child does the same. After which they dig out each other’s hands (you can blow on the sand, use

feather, sticks, brushes).

As a variant of the game, all actions are carried out with your eyes closed: look for each other’s fingers in the sand, shake them - “the moles greet each other affectionately or shake each other’s paws forcefully.”

Game-exercise “Sand Hide and Seek” as a variant of the game “Mine”

The goal is the development of tactile sensitivity, visual perception, imaginative thinking, and arbitrariness.

Equipment: sand box, toys.

Progress of the game:

Sand Fairy: “The toys want to play sand hide and seek with you. Choose the toys you like. You close your eyes, and they will hide in the sand. After I say: “Eyes open, the game begins,” you must find them in the sand. You can fan the sand, dig with your fingers, use sticks, brushes.”

To diversify the game, the adult shows the child a toy—a “mine” that cannot be completely dug out. As soon as part of it appears on the surface of the sand during excavation, the child must stop his excavations and continue them in another place. If a child forgets a rule, then he will work off a game penalty, so he will be forced to dig out toys very carefully

MASTER CLASS FOR TEACHERS: “PLAYING WITH SAND IN SUMMER OR WINTER?”

Topic: The use of sand therapy in the work of a teacher with preschoolers

Goal: To acquaint teachers with the possibilities of sand therapy in the cognitive development of preschool children.

Objectives : Define sand therapy.

Introduce teachers to the games used in the classroom. To promote the development of interest in this technique and its introduction into practice.

Materials: Sandbox, toys for sand therapy, wet wipes.

Progress of the master class:

- Dear colleagues!

What associations do you have with the word “sand”? What do you remember after hearing it? (Answers from teachers).

Many of you remembered the golden beach, the azure sea, the sound of the surf and the cries of seagulls, the light breeze... All this is fascinating and allows you to relax, forget about problems and relax.

What about in childhood? Who among us has not played Easter cakes? A bucket, molds, and a scoop are the first things parents buy for their child. Children's first contacts with each other occur in the sandbox. These are traditional sand games. Today we will look at the possibilities of using the sandbox from the other side.

Playing in the sand is one of the natural activities of a child. By building pictures from sand, inventing various stories, we convey to him our knowledge and life experience, events and laws of the surrounding world in the most organic form for the child.

Currently, sand therapy has become widely known, and its use remains attractive to many specialists. This is the novelty of this technique.

Experience shows that the use of sand therapy gives positive results. The possibilities of this technique are quite extensive.

Today we will try some sand games.

Teachers approach trays of dry sand.

Guess a riddle.

Goal: development of thinking, motor skills. Equipment: sandbox, miniature figures. Progress of the game : The teacher makes a riddle, the participant guesses it, and the answer is buried in the sandbox. Having dug up what is hidden, the participant checks the correctness of the answer. Riddles: it looks like a scythe, but it cannot cut grass. Not sharpened at all. And the number does not mow down...(7).

I am long and green, I am delicious when salted, Tasty and raw. Who am I? (cucumber). Likewise, in the work of a speech therapist teacher, the teacher makes a riddle, the children blow on the picture through a tube and find the answer - developing an air stream and breathing, having found the picture, they clearly pronounce the sound or word.

Colored fences.

Goal: development of sensory perception, counting, concepts of high-low, long-short, thick-thin. Equipment: sandbox, counting sticks, or multi-colored pencils, 10 pieces of different colors.

Progress of the game: there are counting sticks of different colors mixed up on the table, the teacher asks the participant to choose blue ones from them and build a blue fence, etc. You can invite the participant to build a fence from the highest to the lowest strip, from the thickest to the thinnest and vice versa.

We're going to visit.

Goal: development of spatial concepts, orientation on a sand sheet.

Progress of the game: the teacher reinforces the knowledge of top-bottom, right-left, center-corner in a playful way. The participant, following the teacher’s verbal instructions, “walks, jumps, crawls” on the sand. For example, we are going to visit a bunny (they jump with their fingers towards the bunny), where is the bunny? (above, below, etc.) where does the hare live? (the hare lives in the forest because he is a wild animal). Who lives next to the bunny? (figurines or pictures of wild animals are listed and placed in the sandbox). Who is the bunny friends with? Who is the bunny afraid of? What does a bunny eat? In a similar way, the task games “Are we going to visit the horse?” (consolidating knowledge about domestic animals), “Swimming towards the dolphins” (consolidating knowledge about the inhabitants of rivers and seas), etc.

Neighbors of numbers.

Goal: serial counting from 1 to 5.

Equipment: numbers from 1 to 5, sandbox.

Progress of the game: the teacher lays out the numbers in a row, skipping some, leaving an empty space. Participants look, find the missing number and write it in with their finger.

Reflection. Did you enjoy playing with sand? What emotions did you get?

Today I showed you just a few sand games aimed at developing mental and speech processes.

What other activities do you think sandplay can be used for?

Reminders on the topic of sand therapy in the activities of a teacher

1. General recommendations for preparing and conducting games and activities in the sandbox

1. Sandbox games are played with a group of children. In this case, the adult pays special attention to the newly arrived child. It is advisable that in this subgroup there are children who have already adapted to life in kindergarten, since a beginner will perform many games by imitation or out of curiosity.

2. When conducting the first adaptation games-activities, it is not necessary to adhere to the rigid structure of the lesson; it is also possible to extend the time of playing in the sand, if this stabilizes the psychophysical state of the children well.

3. An adult should carefully monitor the child’s reaction when working with sand. If the child develops a negative attitude or fatigue, the game-activity unobtrusively ends.

4. The adult first shows the methods of action in playing with sand, and then the child follows the “hand in hand” principle or independently repeats them. You should not insist on strict adherence to instructions; the adult should initially adapt to the child.

5. To start and end games-activities in the sandbox, a special greeting and farewell ritual is developed (this can be certain music or sound, an action with an hourglass, etc.)

During the first 2-3 lessons, the child is not shown the entire set of Toys; he must master a fairly wide range of simple manipulations with sand using his hands, a shovel, and a brush.

It is advisable for the child to bring one of his favorite toys from home (its height is no more than 10-15 cm, it must be well handled), or he chooses a toy from those offered to him by an adult. This toy becomes an intermediary for the child in playing with sand.

In games with sand, all rules of behavior, prohibitions, and rewards are carried out by adults through their intermediary toy, the Sand Fairy.

Recommendations for purchasing and storing kinetic sand

Where to buy kinetic sand?

Kinetic sand is best purchased in special children's toy stores. When purchasing, you must make sure that the product is certified.

An equally convenient and popular way to purchase kinetic sand is online stores, on whose websites you can familiarize yourself in detail with the characteristics of the sand, read customer reviews and recommendations for use. Many online stores post educational videos on their resources demonstrating the capabilities of kinetic sand as an educational toy. On the same sites you can purchase a variety of play sets, inflatable sandboxes and special tables for playing with sand.

Used Books

1. Grabenko T.M., Zinkevich-Evstigneeva T.D. Miracles on the sand. Sand play therapy. – St. Petersburg: Institute of Special Pedagogy and Psychology, 1998, – 50 p.

2. Zinkevich-Evstigneeva T.D. The path to magic. – St. Petersburg, 1998.

3. Zinkevich-Evstigneeva T.D., Nisnevich L.A. How to help a “special” child. A book for teachers and parents. – St. Petersburg, “Childhood-press”, 2001.

4. Grabenko T.M. , Zinkevich-Evstigneeva T.D. Workshop on sand therapy, St. Petersburg, “Rech”, 2002.

5. El G. Man playing in the sand. Dynamic sand therapy. – St. Petersburg, “Rech”, 2007.

6. Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching mentally retarded preschoolers. Book for teachers. – M., 1993.

7. Grabenko T. M., Zinkevich-Evstigneeva T. D. - Workshop on sand therapy. - St. Petersburg: “Rech”, 2002.

8. Grabenko T.M., Zinkevich-Evstegneeva T.D. Games in fairy tale therapy. St. Petersburg: Rech, 2006.

9. Kononovich K.Yu. Parables from a trainer or the art of words getting straight to the heart. St. Petersburg: Rech, 2010

10. Lebedeva L. D. Practice of art therapy: approaches, diagnostics, system of classes - St. Petersburg: Rech, 2003

11. Sakovich N.A. Sand playing technology. Games on the bridge. St. Petersburg: Rech, 2006

12. Steinhardt L. Jungian sand therapy.-SPb.: Peter, 2001

13. Berezhnaya N.F. Sand therapy in the correction of the emotional sphere of children of early and junior preschool age // Preschool pedagogy. 2006. No. 4.

14. Grabenko T. M., Zinkevich-Evstigneeva T. D. Miracles on the sand. Sand play therapy. – St. Petersburg: Institute of Special Pedagogy and Psychology, 1998. – 50 p.

15. Grabenko T. M., Zinkevich-Evstigneeva T. D. Miracles on the sand: Workshop on sand therapy. - St. Petersburg: Rech, 2005. - 340 p.

MAGAZINE Preschooler.RF

Municipal preschool educational institution "Kindergarten of a combined type No. 131" of the Kirovsky district of Saratov

Teacher-psychologist of the highest qualification category Matveeva Tatyana Sergeevna, Saratov

What do you need to play in the sand? But, in essence, so little is needed: Love, desire, kindness, So that faith in Childhood does not disappear.

Let's paint the simplest drawer from a table with blue paint, A handful of golden sand will flow into it like a wondrous fairy tale.

A set of small toys Let's take it into the game... Like God We will create our own World of Wonders, Having walked the path of Knowledge.

When entering a preschool educational institution, all children experience adaptation stress.

The adaptive capabilities of a young child are limited, so a sudden transition of a child to a new social situation and a prolonged stay in a stressful state can lead to emotional disturbances or a slowdown in the rate of psychophysical development.

Thus, an important task for teachers is to help children overcome stress when entering a preschool institution and successfully adapt to it.

One of the effective means of adaptation is “Sand therapy” . Sand therapy is a type of play therapy.

The possibilities of sand therapy are multifaceted, but today I would like to dwell only on its advantages associated with the adaptation of young children to new living conditions.

Young children often cannot express their experiences due to the lack of active speech. Sand therapy may be useful for establishing mutual understanding with peers, adults and the new environment during the adaptation period. Sand therapy also stabilizes the child’s psycho-emotional state.

When working with children, it is recommended to use simple exercises that are based on such characteristics of young children as: emotionality, impressionability, the ability to quickly become infected, both positive and negative, by emotions from adults and peers and imitate their actions.

There is a large range of exercises and games with wet and dry sand. With hands immersed in the sand and on its surface. Having studied the literature on this problem, I came to the conclusion that, first of all, you need to use games on the surface of dry sand. Of particular interest to me are games such as:

• "Our Handprints"
• "The cubs are coming"
• “Bunny Jumping”, etc.

I also offer it to children

• slide your palms along the surface of the sand, performing zigzag and circular movements (like cars);
• walk along the surface of the sand with each finger alternately with your right and left hand (you can group your fingers in groups of two, three, four, etc.)

Each lesson using the sand therapy method has its own structural features:

1. Warm-up (or warm-up games). The stage of touching and playing on the surface of dry sand.

Goal: reduction of psychophysical stress, regulation of muscle tension, relaxation, development of tactile sensitivity, imagination, consolidation of knowledge about sensory standards.

At the stage of touching the surface of dry sand, I use games and exercises such as:

• Game "Hello Sand!"
• Game "Sand Rain"
• Exercise “Sand Wind”
• Game "Unusual Traces" .

2. Directly training part.

Goal: development of sensory abilities, object-practical manipulations, fine motor skills, cognitive and speech activity.

At this stage I am using games:

• Game "Sand Hide and Seek"
• Game “Hide the toys”
• Game "Children's secrets"
• Exercise “Funny fingers” , etc.

3. Final stage. The stage of touching and playing on the surface of wet sand.

Goal: acquiring new sensory experience, thanks to which children learn about their physical and sensory capabilities, as well as the properties of the things that surround them.

At this stage I use games:

• Game "A Stream Flows"
• Game "It's drizzling rain"
• Game "River and Stream"
• Game "Kulichiki"
• Game “Minks - mounds” , etc.

The sandbox is an attractive environment for implementing a fairytale therapy approach. For activities with children, tasks and games are selected in a fairy-tale form. For example: “Fences”. (Children make fences in a circle with their hands; behind such a fence you can hide a bunny from the evil gray wolf). At the same time, negative assessment of the child’s actions and results is completely eliminated and imagination and creativity are encouraged to the maximum.

It happens that children get sick in the process of work, and this is a fact. And after the child recovers and comes to kindergarten, I start work all over again.

I finish working with sand when the child’s emotional background has stabilized, he easily separates from loved ones in the morning, plays in a group, and has a positive attitude towards routine moments.

Conclusion: Thus, sand therapy is an excellent way to establish contact with children experiencing the process of adaptation to a preschool institution; it develops communication skills, which serve as the beginning of successful adaptation in early childhood.