Skill games

non-verbal communication

"How the bodies say"

Target:teach non-verbal communication.

The teacher gives the child different tasks. Show me:

· as the shoulders say “I don’t know”;

· as the finger says "Come here";

· as the legs of a capricious child demand “I want!”, “Give me!”;

· as the head says "Yes" and "No";

· as the hand says “Sit down!”, “Turn around!”, “Goodbye”.

The rest of the children must guess what tasks the teacher gave.

"Zoo"

Target:develop non-verbal communication methods.

Each of the participants imagines that he is an animal, bird, fish. The teacher gives 2-3 minutes to get into the image. Then, in turn, each child depicts this animal through movement, habits, demeanor, sounds, etc. The rest of the children guess this animal.

"Make a gift"

Target:introduce children to non-verbal communication methods.

The teacher depicts various objects using gestures and expressive movements. The guesser receives this object “as a gift.” Then the presenter invites the children to make a gift for each other.

"Day is coming, it is living ..."

Target:develop the expressiveness of poses in children, teach them to be attentive.

The leader pronounces the first half of the opening, all participants begin to move around the room in a chaotic manner. When the leader pronounces the second half of the beginning, everyone freezes in bizarre poses. Then, at the choice of the presenter, individual participants "die off" and in an invented way justify the pose.

"Say hello without words"

Target:develop the ability to use gesture, posture in communication.

Children are divided into pairs. Each couple comes up with their own way of greeting without words. (shake hands with each other, wave, hug, nod, etc.).

Then everyone gathers in a circle, and the couples take turns showing the way of greeting.

Skill games

group interactions

"Robot"

Target:rallying the group, fostering the ability to coordinate interaction.

Children are divided into pairs. One of the children plays the role of an inventor, the other as a robot. The robot, looking for a hidden object, moves at the direction of the inventor directly, to the left, etc. Then the children switch roles.

"Echo"

Target:teach children to be open to work with others, to obey the general rhythm of movements.

Children respond to the sounds of the presenter with a friendly echo. For example, the group members respond to the teacher's cotton with friendly claps. The presenter can give other signals: a series of claps in a certain rhythm, tapping on the table, wall, knees, stamping, etc. The exercise can be done in a subgroup (4-5 people) or with the whole group of children. When performed in small subgroups, one subgroup evaluates the coherence of the other.

"Hands-legs"

Target:teach children to clearly obey a simple command; teach to keep attention on their own work, fighting the urge to repeat the movements of neighbors.

Children need to accurately perform simple movements under the command of the teacher: for example, one clap - raise their hands up, two - stand up. If the hands are already raised, and one clap sounds, then they need to be lowered, and if the children are already standing, then two claps must be sat down. By changing the sequence and pace of claps, the teacher tries to knock the children down, training them to be collected.

"Hold an item"

Target:develop the ability to coordinate actions with a partner.

Children are divided into pairs. Couples compete with each other. The teacher suggests holding a piece of paper with your foreheads (balloon - belly) without using your hands, moving around the group room. The pair that holds the object for a longer time wins.

"Snake"

Target:develop group interaction skills.

Children stand behind each other and firmly hold the person in front by the shoulders or waist. The first child is the "head of the snake", the last is the "tail of the snake". The "snake head" tries to catch the "tail" and then dodges it. During the game, the presenters change. The next time the "head" becomes the child who portrayed the "tail" and did not allow himself to be caught. If the "snake's head" caught him, this player stands in the middle. During the game, you can use the musical accompaniment.

Body contact games

"Blackbirds"

Target:develop communication skills, foster a benevolent attitude towards peers.

Children are divided into pairs, repeat the words and actions after the teacher:

I'm a blackbird. (They point to themselves.)

And you are a blackbird. (They point to their partner.)

I have a nose. (They touch their nose.)

You have a nose. (Touch their partner's nose.)

My lips are sweet. (Touch their lips.)

Your lips are sweet. (Touch their partner's lips.)

My cheeks are smooth. (Stroke their cheeks.)

Your cheeks are smooth. (Stroking their partner's cheeks.)

"Let's take our hands, friends"

Target:teach children to feel the touch of another person.

The teacher and children stand in a circle, at a short distance from each other, hands along the body. You need to hold hands, but not immediately, but in turn. The teacher starts. He offers his hand to the child next to him. And only after the child has felt the hand of an adult, he gives his free hand to the neighbor. Gradually the circle is closed.

"Drawing on the back"

Target:develop skin sensitivity and the ability to distinguish tactile images.

Children are divided into pairs. One child gets up first, the other follows him. The player standing behind draws an image on the partner's back with his index finger. (house, sun, tree, ladder, flower, boat, snowman, etc.). The partner must determine what is drawn. Then the children change places.

"Stream"

Target:help children get in touch, make emotionally meaningful choices.

Children are randomly divided into pairs. Couples are located one after another, holding hands and raising the closed hands up. The one who did not have enough pair, passes under closed hands and chooses a partner. The new pair stands behind, and the freed participant of the game enters the stream and looks for a pair for himself, etc.

"They are dancing"

Target:help children tune in to the other person and respond to their willingness to cooperate.

The game exercise is performed in pairs. It is necessary to touch with your palms (a more difficult option - with your index fingers) and, without opening your palms, carry out a variety of hand movements to dance music.

Page 2

Communication is of great importance in the formation of the human psyche, its development. If from birth a person was deprived of this opportunity to communicate, he would never become a civilized, culturally and morally developed citizen.

Particularly important for the mental development of a child is his communication with adults in the early stages of ontogenesis. At this time, he acquires all his human, mental and behavioral qualities exclusively through communication: children learn what they will use throughout their future life.

If adults during the first six years provide support to the child, then he develops much faster. In addition, the result of sincere and benevolent communication between an adult and a child will result in the child's feeling of trust in the world, affection for parents and other close people.

The most important types of communication in humans, as you know, are verbal and non-verbal. Non-verbal communication does not involve the use of sound speech, natural language. This is communication using facial expressions, gestures and pantomime, through direct sensory, bodily contacts. Thanks to him, a person gets the opportunity to develop psychologically even before he has mastered and learned to use speech.

Non-verbal communication contributes to the development and improvement of a person's communicative capabilities, as a result of which he becomes more capable of interpersonal contacts and opens up wider opportunities for development.

Verbal communication is inherent only in humans, and assumes language acquisition as a prerequisite.

The problem of the formation of interpersonal communication is associated with a lack of education, culture, kindness in raising a child. Therefore, in the upbringing and educational work of preschool institutions, it is necessary to pay special attention to precisely the development of interpersonal communication of children. .

Only with their peers do children learn to be on an equal footing, and therefore to build special (personal, business, evaluative) relationships that they cannot have with adults. Often, children strive, but do not know how to make contact, choose appropriate ways of communicating with peers, show a polite, benevolent attitude towards them, observe etiquette while talking, and listen to a partner.

The proposed games, I hope, will help teachers, psychologists and parents teach children the skills of interpersonal communication, overcome fear of shy and indecisive children, develop skills for joint activities, and foster a benevolent attitude towards each other.

Games for the development of attention, interest in a communication partner

"Who's talking?"

Target: develop attention to a partner, auditory perception.

Children stand in a semicircle. One child is in the center, with his back to the others. Children ask him questions, which he must answer, referring to the person who asked the question by name. He must find out who spoke to him. The one whom the child recognized takes his place.

"Guess who"

Target: develop attention, observation.

The exercise is performed in pairs. One child (by agreement) closes his eyes, the second - changes place with a child from another pair. The first one by touch determines who approached him, and calls his name. The winner is the one who can identify a new partner with his eyes closed.

"Wish"

Target: cultivate interest in a communication partner.

Children sit in a circle and, passing the ball ("magic wand" or others), express their wishes to each other. For example: “I wish you a good mood”, “Always be as brave (kind, beautiful ...) as you are now”, etc.

"Compliments"

Target: develop the ability to show positive signs of attention to peers.

Children stand in a circle. The teacher, giving the ball to one of the children, gives him a compliment. The child should say “thank you” and pass the ball to the neighbor, while uttering affectionate words in his address. The person who received the ball says “thank you” and passes it to the next child. Children, saying compliments and words of gratitude, pass the ball first in one direction, then in the other direction.

"Complete the sentence"

Target: teach children to be aware of their affections, sympathies, interests, hobbies and talk about them.

Children stand in a circle. As a leader - a teacher. He has a ball in his hands. He starts a sentence and throws the ball - the child finishes the sentence and returns the ball to the adult:

My favourite toy…
My best friend….
My favourite hobby….
My favorite holiday….
My favorite cartoon….
My favorite fairy tale ...
My favorite song….

Games for the development of the ability to get in touch, conduct a dialogue

"Affectionate name"

Target: develop the ability to make contact, pay attention to peers.

Children stand in a circle, passing the baton to each other (flower, "magic wand"). At the same time, they call each other an affectionate name (for example, Tanyusha, Alyonushka, Dimulya, etc.) The teacher draws the attention of children to affectionate intonation.

"Talking on the phone"

Target: development of the ability to conduct a dialogue on the phone on a relevant topic.

The topic is set by the teacher (for example, wish you a happy birthday, invite you over, agree on something, etc.).

"What to ask when meeting"

Target: teach children to make contact.

Children sit in a circle. The host has a relay race (a beautiful stick, ball, etc.). The relay passes from hand to hand. The players' task is to formulate a question that can be asked to a friend when they meet after greeting, and answer it. One child asks a question, another answers (“How are you?” - “Good.” “How are things going?” - “Normal.” “What's new?” - “Everything is the same,” etc.). You cannot repeat the question twice.

"Question answer"

Target: develop in children the ability to answer questions from a partner.

Children stand in a circle. One of them is holding a ball. Having uttered a reply-question, the player throws the ball to his partner. The partner, having caught the ball, answers the question and throws it to another player, while asking his own question, etc. (“What is your mood?” - “Joyful.” “Where were you on Sunday?” - “I went to visit with my dad.” “What game do you like?

"Goodbye"

Target: teach children to get out of contact using friendly words and intonation.

Children sit in a circle and, passing the baton to each other, name the words that they say at parting (goodbye, see you, all the best, see you again, bon voyage, good night, see you soon, happily, etc.). The teacher draws attention to the fact that, when saying goodbye, you need to look your partner in the eyes.

Games for developing non-verbal communication skills

"As the body parts say"

Target: teach non-verbal communication.

The teacher gives the child different tasks. Show me:

• as the shoulders say “I don’t know”;
• as the finger says “Come here”;
• how the legs of a capricious child demand “I want!”, “Give me!”;
• as the head says “Yes” and “No”;
• as the hand says “Sit down!”, “Turn around!”, “Goodbye”.

The rest of the children must guess what tasks the teacher gave.

"Zoo"

Target: develop non-verbal communication methods.

Each of the participants imagines that he is an animal, bird, fish. The teacher gives 2-3 minutes to get into the image. Then, in turn, each child depicts this animal through movement, habits, demeanor, sounds, etc. The rest of the children guess this animal.

"Make a gift"

Target: introduce children to non-verbal communication methods.

The teacher depicts various objects using gestures and expressive movements. The person who guessed it receives this item “as a gift”. Then the presenter invites the children to make a gift for each other.

"The day is coming, everything comes to life ..."

Target: develop the expressiveness of poses in children, teach them to be attentive.

The leader pronounces the first half of the opening, all participants begin to move around the room in a chaotic manner. When the presenter pronounces the second half of the beginning, everyone freezes in bizarre poses. Then, at the choice of the presenter, individual participants “die off” and justify the pose in an invented way.

"Greetings without words"

Target: develop the ability to use gesture, posture in communication.

Children are divided into pairs. Each couple comes up with their own way of greeting without words. (shake hands with each other, wave, hug, nod, etc.).
Then everyone gathers in a circle, and the couples take turns showing the way of greeting.

Games for developing interaction skills in a group

"Robot"

Target: rallying the group, fostering the ability to coordinate interaction.

Children are divided into pairs. One of the children plays the role of an inventor, the other as a robot. The robot, looking for a hidden object, moves at the direction of the inventor directly, to the left, etc. Then the children switch roles.

"Echo"

Target: teach children to be open to work with others, to obey the general rhythm of movements.

Children respond to the sounds of the presenter with a friendly echo. For example, the group members respond to the teacher's cotton with friendly claps. The presenter can give other signals: a series of claps in a certain rhythm, tapping on the table, wall, knees, stamping, etc. The exercise can be done in a subgroup (4-5 people) or with the whole group of children. When performed in small subgroups, one subgroup evaluates the coherence of the other.

"Hands-legs"

Target: teach children to clearly obey a simple command; teach to keep attention on their own work, fighting the urge to repeat the movements of neighbors.

Children need to accurately perform simple movements under the command of the teacher: for example, one clap - raise their hands up, two - stand up. If the hands are already raised, and one clap sounds, then they need to be lowered, and if the children are already standing, then two claps must be sat down. By changing the sequence and pace of claps, the teacher tries to knock the children down by training them to be collected.

"Hold the item"

Target: develop the ability to coordinate actions with a partner.

Children are divided into pairs. Couples compete with each other. The teacher suggests holding a piece of paper with your foreheads (balloon - belly) without using your hands, moving around the group room. The pair that holds the object for a longer time wins.

"Snake"

Target: develop group interaction skills.

Children stand behind each other and firmly hold the person in front by the shoulders or waist. The first child is the "head of the snake", the last is the "tail of the snake." The "snake head" tries to catch the "tail" and then dodges it. During the game, the presenters change. The next time the "head" becomes the child who portrayed the "tail" and did not allow himself to be caught. If the "snake's head" caught him, this player stands in the middle. During the game, you can use musical accompaniment.

Skin contact games

"Blackbirds"

Target: develop communication skills, foster a benevolent attitude towards peers.

Children are divided into pairs, repeat the words and actions after the teacher:

I'm a blackbird. (They point to themselves.)

And you are a blackbird. (They point to their partner.) I have a nose. (They touch their nose.)

You have a nose. (Touch their partner's nose.)

My lips are sweet. (Touch their lips.)

Your lips are sweet. (Touch their partner's lips.)

My cheeks are smooth. (Stroke their cheeks.)

Your cheeks are smooth. (Stroking their partner's cheeks.)

"Let's join hands, friends"

Target: teach children to feel the touch of another person.

The teacher and children stand in a circle, at a short distance from each other, hands along the body. You need to hold hands, but not immediately, but in turn. The teacher starts. He offers his hand to the child next to him. And only after the child has felt the hand of an adult, he gives his free hand to the neighbor. Gradually the circle is closed.

"Drawing on the back"

Target: develop skin sensitivity and the ability to distinguish tactile images.

Children are divided into pairs. One child gets up first, the other follows him. The player standing behind draws an image on the partner's back with his index finger. (house, sun, tree, ladder, flower, boat, snowman, etc.). The partner must determine what is drawn. Then the children change places.

"Stream"

Target: help children get in touch, make emotionally meaningful choices.

Children are randomly divided into pairs. Couples are located one after another, holding hands and raising the closed hands up. The one who did not have enough pair, passes under closed hands and chooses a partner. The new pair stands behind, and the freed participant of the game enters the stream and looks for a pair for himself, etc.

"Hands are dancing"

Target: help children tune in to the other person and respond to their willingness to cooperate.

The game exercise is performed in pairs. It is necessary to touch with your palms (a more difficult option - with your index fingers) and, without opening your palms, carry out a variety of hand movements to dance music.

Municipal budgetary preschool educational institution "Kindergarten No. 44"

PREPARED BY:

Efremova T.V.,

educator,

Kocheshkova O.S.,

educator first

qualification category

Arzamas, 2014

General understanding of exercises with elements of communication training

Exercises with elements of communication training are focused on the use of active methods of group psychological work in order to develop competence in communication.

The objectives of the exercises with elements of communication training:

Communication group members should learn to:

• communicate correctly with each other;
• give and receive feedback;
• develop a sense of openness and trust;
• show respect for the individuality of others;
• keep confidential facts and information of an intimate nature.

Positive effects of exercises with elements of communication training:

• develop communicative, creative, organizational skills, emotional resistance to stressful situations;
• help to know oneself, one's capabilities, to see oneself through the eyes of others, to liberate oneself, to remove psychological barriers;
• increase the level of social adaptation, reduce the level of aggression, form the skill of active independent activity, the ability to make decisions in problematic and non-standard situations;
• allow a person to see themselves with different eyes, correct their behavior, create a program for their own personal development;
• provide an opportunity to receive feedback and support about people who have common problems and experiences;
• enable the participant to feel accepted, trusted, cared for, receiving help;
• develop the ability to identify with others and use the established emotional connection in assessing their own feelings and behavior;
• relieve psychological discomfort when pronouncing or receiving compliments and criticism;
• form the skills of getting out of difficult and conflict situations.

The arsenal of non-verbal means of communication is quite wide. It includes:

• paralinguistic means: voice culture, timbre, register, intonation, pause, tempo, loudness, rhythm, tonality, melody;
• extralinguistic means: laughing, crying, tapping, sighing, breathing, touching, etc .;
• kinetic means: gestures, facial expressions, pantomime, postures, eyes, etc .;
• proxemic means: distance between participants, spatial movement.

All these means have an essential role in communication, they can express the same as speech, surpass what will be said, accentuate what is said, etc.

Much becomes available if you master these tools. Communication is not only a natural gift, but also technology: methods of establishing contacts, the ability to see, feel, perceive. Mastering the methods and means of non-verbal communication requires a serious, thoughtful approach and systematic training.

Exercise with elements of the training "Development of non-verbal forms of communication"

Target: developing the ability to communicate effectively through non-verbal communication, as well as the ability to capture and analyze non-verbal signals from other people.

Tasks:

• determine the ability of non-verbal communication in negotiations;
• develop non-verbal communication skills;
• build trusting relationships by means of non-verbal communication;
• help you become aware of your postures and your own gestures;
• help to master effective non-verbal techniques that affect the unconscious level;
• develop the ability to control speech in stressful situations.

Exercise "Sparkle"

Target: creating a positive emotional mood, a trusting atmosphere.

Participants stand in a circle holding hands. They must “pass the sparkle” clockwise: shake hands with the neighbor on the left and smile at him.

Exercise "Gift"

Target: development of non-verbal communication skills.

Participants stand in a circle. Everyone should make a present to their neighbor on the left. The gift must be made (handed) silently (non-verbally), but so that the neighbor understands what he was given. The one who receives must understand what is being given to him. Until everyone has received gifts, there is no need to say anything. At the end - a discussion.

Questions: Was it difficult to explain only with the help of facial expressions and gestures? Was there a desire to use speech as well?

Exercise "Broken Phone"

Target: improving non-verbal communication skills; communication without words; the ability to understand a partner on a non-verbal level.

Five people are selected, four of them leave the room. The fifth is given the text:“The father had three sons. The eldest was smart, the middle one was so-so, the youngest son was out of his mind. "He must without words show this text to the fourth person, the third, the second, and then the first. For better memorization, the first person can say the text several times. Then, starting with the very last person, the presenter asks what the text of the story was about. You can ask to repeat the text if the person to whom it is transmitted does not understand it.

Exercise "Pandora's Box"

Target: relieving stress, emotional stress.

Parable:

The first woman on Earth was called Pandora. She was created in heaven by Jupiter, and each of the gods contributed to the fact that she became perfection. Venus gave her beauty, Mercury - the ability to persuade, and Apollo - the love of music.

Fully armed, Pandora descended to Earth, appeared before Epimetheus and became his wife. Epimetheus was very happy, although his brother warned him to fear the gifts of Jupiter.

In the house of Epimetheus there was a box in which some harmful objects were kept. Pandora burned with curiosity - so she wanted to know what was hidden in this box. One day she lifted the lid of the box and looked into it.

And immediately a variety of misfortunes burst out on the head of the unfortunate person - gout, rheumatism and colic, tormenting his body, envy, anger and thirst for revenge, tormenting his mind, and much more ... They scattered all over the Earth.

Pandora hurried to close the box, but ... alas! All misfortunes managed to escape from him, except for one thing lying at the very bottom - and that was Nadezhda.

And until now, no matter what misfortunes befall our heads, Hope never leaves us; and while she is with us, no misfortunes can overcome us.

Leaflets and pens are distributed to all participants. They are invited to write on pieces of paper all the insults that one of the participants or several people have caused them. Then pieces of paper with grievances are put into a "box" and burned.

Exercise "Applause"

Target: emotional relaxation of the participants at the end of the lesson.

Presenter's words: “We did a good job today, and I would like to offer you a game where the applause sounds soft at first and then gets stronger and stronger.”

The presenter begins to quietly clap his hands, looking and gradually approaching one of the participants. Then this participant chooses from the group the next one to whom they applaud together. The third chooses the fourth, etc. The last participant is already applauded by the whole group.

Literature

1. Nepp M. Non-verbal communication. - SPb .: Prime Evroznak, 2006.
2. Oganesyan N. Methods of active social and psychological education. Trainings, discussions, games.
3. Povalyaeva M.A., Ruter O.A. Non-verbal communication. - M .: Phoenix, 2004.
4. Rubshtein N. Communication training in 14 days. - M .: Eksmo, 2010.

1. Formation of skills of non-verbal communication

Mimic and pantomimic games and exercises

"As the body parts say"

Target: teach non-verbal communication.

Stroke... The teacher gives the child different tasks. Show me:

as the shoulders say “I don’t know”;as the finger says “Come here”;how the legs of a capricious child demand “I want!”, “Give me!”;as the head says “Yes” and “No”;as the hand says “Sit down!”, “Turn around!”, “Goodbye”.

The rest of the children must guess. What tasks did the teacher give.

"Greetings without words"

Target: develop the ability to use gesture, posture in communication.

Stroke... Children are divided into pairs. Each couple comes up with their own way of greeting without words ( shake hands with each other, wave your hand, hug, nod your head etc.)

The couples then take turns demonstrating how they greet.

"Read the letter"

Target: development of the ability to determine the emotional state by schematic images and combine different images with a single plot.

Stroke... The "postman" brings letters, but not ordinary letters, but encrypted ones: each letter mimically depicts 2-3 emotional states, and they must be deciphered. The child is given a letter and he tells what he read in his letter.

"Make a gift"

Target: introduce children to non-verbal communication methods. Move. The teacher depicts various objects using gestures and expressive movements. The person who guessed it receives this item “as a gift”. Then the presenter invites the children to make a gift for each other.

"The day is coming, everything comes to life ..."

Target: develop the expressiveness of poses in children, teach them to be attentive. Move. The leader pronounces the first half of the opening, all participants begin to move around the room in a chaotic manner. When the presenter pronounces the second half of the beginning, everyone freezes in bizarre poses. Then, at the choice of the presenter, individual participants “die off” and justify the pose in an invented way.

"Clouds"

Target: development of imagination, expressiveness of movements.

Stroke... The teacher reads a poem, and the children depict clouds in accordance with the text.

"I love - I do not love"

Target

Stroke... The teacher, and then the children, name a variety of foods; the rest react mimically, showing their attitude to this product.

"Big small"

Target: development of observation, expressiveness of movements.

Stroke... Children, on the instructions of the educator, depict a baby animal, and then the very adult animal.

"Shop of mirrors"

Target: develop the ability to understand non-verbal communication.

Move. The child is asked to pretend that he has entered a mirror store. All the children standing around are mirrors. The child shows different movements (fear, surprise, sadness, anger), and all children must repeat them.

“Masks "

Target: development of imagination, observation, intelligence, expressiveness of movements, understanding of facial expressions.

Move. Children are arranged in a circle. The presenter shows masks depicting different emotional states: sadness, joy, surprise. Children mimic these states.

"Understand me"

Target: understanding of facial expressions and gestures.

Move. D The children are in a circle. The teacher communicates with a movement about his intentions, desires, doubts. Children guess the meaning of the message.

"Homeless hare"

Target: development of reaction, skills of non-verbal interaction.

Move. Each player, the hare, stands in the middle of the hoop, or draws a circle around himself with chalk. The distance between the players is 1 - 2 meters. One of the hares is homeless. He drives. Hares must, imperceptibly from him (with glances, gestures), agree on a "housing exchange" and run from house to house. The task of the driver is to occupy a house during the exchange, which is left without an owner for a while. The one who is left homeless becomes a driver.

"Life in the forest"

Target: teach non-verbal communication.

Move. The adult sits on the floor and seats the children around him. “Let's play animals in the forest. Beasts do not know the human language. But after all, they need to somehow communicate, so we came up with our own special language. When we want to say hello, we rub our noses against each other (the teacher shows how to do this, approaching each child), when we want to ask how are you doing, we clap our palm against the palm of the other (shows) when we want to say that everything is fine , we put our head on the shoulder of another, when we want to express our friendship and love to another - we rub our head against him (shows).

Ready? Then they started. Now it's morning, you just woke up, the sun came out. "

The leader can choose the further course of the game arbitrarily (for example, a cold wind blew and the animals are hiding from it, hugging each other; animals go to visit each other; animals clean their skins, etc.). At the same time, it is important to ensure that children do not talk to each other, do not force children to play, encourage new participants, etc. If children start talking, the teacher comes up to them and puts a finger to his lips.

“ Good elves”

Target: introduce children to non-verbal communication methods.

Move. The teacher sits down on the floor, gathers the children around him and tells a fairy tale: “Once upon a time, people did not know how to sleep. They worked day and night and, of course, were very tired. And then the good elves decided to help them. When night fell, they flew to people, gently stroked them, soothed them, gently lulled them to sleep, and sent them good dreams. And people fell asleep. They did not know that their dream was the work of good elves, because elves could not speak the human language and were invisible. Haven't you ever heard of this? But they fly to each of you to this day and guard your sleep. Let's play good elves. Let those who sit on my right hand be humans, and those on my left be elves. And then we will change. Ready? We started. Night has come, people go to bed, and good elves fly in and lull them to sleep. " Human children lie on the floor and sleep, elf children approach each of them, gently stroke, quietly hum songs, ruffle their hair, etc. Then the children change roles.

“Chicks“

Target: development of skills of non-verbal interaction.

Move.“Do you know how chicks are born? - the teacher asks. - They live in a shell for a long, long time, and then one day they break this shell with their little beaks and crawl out. They discover a large, bright, unexplored world, full of mysteries and surprises. Everything is new for them: flowers, grass, shell fragments. After all, they have never seen all this. Let's play chicks. First we will squat, and then we will begin to break the shell. Like this (an adult sits down on his haunches and breaks an invisible shell with his nose, breaks off pieces of the shell with his hands). All smashed? Now let's explore the world around us! Let's touch all the objects around, sniff at them, get to know each other. Chicks do not know how to talk, they only squeak. " An adult looks around, crawls along with the children on the floor, touches objects, sniffs them, approaches each child, touches him, strokes, squeaks with him, joyfully flaps his wings.

“Waves”

Target: development of children's ability to portray emotional states associated with the experience of bodily and mental pleasure or displeasure, with the help of expressive movements and facial expressions.

Move. The teacher gathers the children around him and says: “There are usually small waves in the sea, and it’s so nice when they gently wash you. Let us now turn into sea waves, we will move as if we are waves, just like them, rustle and murmur, smile like waves when they sparkle in the sun. " Then the adult invites everyone to take turns swimming in the sea. The swimmer becomes in the center, "waves" surround him and, stroking, murmur softly.

“ Ants”

Target: development of non-verbal interaction, expressiveness of movements and facial expressions.

Move. An adult puts the children around him and says: “Have any of you ever seen an anthill in the forest? This is a large hill made of pine and spruce needles, inside of which life rages day and night. No one is sitting idle, each ant is busy with his work: someone is carrying needles to strengthen the home, someone is preparing dinner, someone is raising children. And so - all spring and summer. And in late autumn, when the cold comes, the ants gather together to fall asleep in their warm house. They sleep so deeply that they are not afraid of snow, blizzard, or frost. But when spring comes and the first warm rays of the sun begin to break through the thick layer of needles, the anthill wakes up, and before starting their usual working life, the ants have a huge feast. Let's play ants today and take part in their holiday. The ants greet each other, rejoice at the arrival of spring, share their memories of what they dreamed all winter. But they don't know how to talk, so they communicate with gestures. " An adult with the children lies down on the floor and sleeps, then wakes up: he rubs his eyes, looks around, stretches, strokes his neighbors, walks around the room and greets each child, sniffing at him, then begins to dance an ant dance with the children, etc.

“ Shadow play”

Target: development of imagination and facial movements.

Move.“Each of you has a shadow,” the adult explains. - We often do not pay attention to her, although she is our most faithful friend. She follows us everywhere and exactly repeats all our movements: walks, runs, jumps, exercises and sleeps with us. She is friends with the shadows of our friends, obeys the shadows of our mothers and fathers. She is like two drops of water similar to us, only she does not know how to talk and make sounds: she does everything silently. Let's pretend that we are our shadows. Let's walk around the room, look at each other, talk in silence, and then together build something out of imaginary cubes. To do everything we will try to do it quietly, without uttering a single sound. Good? Then they started. " Children, together with an adult, silently move around the room, look at each other, shake hands. An adult shows children an example of playing with imaginary cubes: he picks up an imaginary object, examines it, puts it on the floor, takes the next one, puts it on the previous cube, straightens, calls the children to him, shows them what happened, with gestures asks them to help build further ...

“Animated toys”

Target: development of imagination and expressiveness of facial movements.

Move. The teacher says: “You've probably heard that your toys, which you play with during the day, wake up and come to life at night when you go to bed. Close your eyes, imagine your favorite toy (doll, car, horse, robot) and think about what it does at night. Ready? Now let each of you be your favorite toy and, while the owner sleeps, get to know the rest of the toys. Only you need to do all this in silence, otherwise the owner will wake up. After the game we will try to guess which toy each of you portrayed. " (The teacher depicts, for example, a tumbler, etc.), approaches each child, swinging on his feet, examines him from different sides, brings the children to each other and introduces them. After the end of the game, the adult asks them to guess who was playing whom. If the children cannot guess, the teacher asks the children to show their toy one at a time, walking around the room.

Many people know that good communication is the foundation of any successful relationship, be it personal or professional. However, it is important to recognize that it is the non-verbal aspects of communication — facial expressions, gestures, eye contact, posture, and tone of voice — that “sound” the loudest. The ability to understand and use non-verbal communication, or "body language," is a powerful tool to help you communicate with others, express what you really mean, and build successful relationships.

What is non-verbal communication and non-verbal communication

When we interact with others, we constantly send and receive wordless signals. Our non-verbal behavior - gestures, posture, speech rate and volume, distance from another person, eye contact - carry powerful signals. These signals do not stop when you stop speaking. Even if you are silent, you are still communicating non-verbally.

Often, what comes out of our mouths and what we communicate through body language are two completely different messages. When people are confronted with such mixed signals, they have to choose whether to believe your verbal or non-verbal message, and in most cases they tend to choose non-verbal because it is more natural - it is an unconscious language that communicates your true feelings and intentions at every moment. ...

Why is non-verbal communication so important?

The way you listen, watch, move, and react tells the other person if you care how honest and considerate you are. When your non-verbal cues match your words, trust, clarity, and understanding increase. If they do not match, then they generate tension, mistrust and confusion.

If you want to become more successful in communication, it will be important for you to become more sensitive not only to the body language and non-verbal cues of other people, but also to your own.

Non-verbal cues serve five functions

• Repetition: They repeat the message the person makes orally.
• Reveal contradictions: they may contradict the message the person is trying to convey.
• Replace meaning: they can replace verbal messages. For example, a person's eyes often convey a message more vividly than words.
• Complement the message: they complement or add to the oral message. A boss who slaps a worker on the back when he praises them amplifies the message with this gesture.
• Accentuate the message: they accentuate or underline the verbal message. Punching a table, for example, emphasizes a message.

A source: The Importance of Effective Communication, Edward G. Wertheim, Ph.D.

Types of non-verbal communication and non-verbal communication

There are many different types of non-verbal communication. Taken together, the non-verbal cues and "cues" described below indicate your interest and "involvement" in communication.

Facial expression

The human face is extremely expressive and capable of conveying countless emotions, even if you do not speak a word. And, unlike some forms of non-verbal communication, facial expressions are universal. The facial expressions of happiness, sadness, anger, surprise, fear and disgust are the same in different cultures.

Body movements and posture

Think about how your perception of people depends on how they sit, walk, stand, or hold their head. The way you move and behave conveys a tremendous amount of information to the world around you. This type of non-verbal communication includes posture, posture, body position, and small movements.

Gestures

Gestures are firmly woven into the fabric of our daily life. We wave, point, beckon and use our hands when we argue or talk animatedly - we express ourselves with gestures, often without even thinking. However, the meaning of gestures can be very different in different cultures and regions, so it is very important to be careful to avoid misinterpretation.

Eye contact

Since visual perception is dominant in most people, eye contact is a particularly important type of non-verbal communication. The way you look at someone conveys a lot of information, including interest, affection, hostility, or attraction. Eye contact is also essential in maintaining a conversation and evaluating the other person's reactions.

Touches

We communicate a lot through touch. Think about the messages that carry the following actions: a weak handshake, a timid pat on the shoulder, a warm hug, a reassuring pat on the back, a patronizing pat on the head, or a controlled grip on your hand.

Space

Have you ever felt uncomfortable during a conversation because another person was standing too close and invading your space? We all have a need for physical space, although this need may differ depending on culture, situation, and closeness of the relationship. You can use your physical space to convey many different non-verbal messages, including signals of closeness and affection, aggression, or dominance.

Voice

This includes not only what you say, but also how you speak. When we speak, other people read our voices in addition to hearing our words. They pay attention to the following: speed and tempo, volume, tone, intonation and sounds that convey understanding, such as "aha" and "uh-huh." Think about how your tone of voice can convey sarcasm, anger, affection, or confidence, for example.

Non-verbal signals cannot be faked

You may have heard advice on how to sit, hold your hands, or shake hands so that you look confident or assert your dominance. But the truth is, such tricks are unlikely to work (unless you really feel confident and responsible). The reason is that you cannot control all the signals that you constantly send about what you really think and feel. And the more you try, the more unnatural your signals will look.

When something goes wrong in non-verbal communication

What you convey through body language and non-verbal cues affects how other people perceive you, how much they respect you, whether they trust you or not.

Unfortunately, many people send confusing or negative non-verbal signals without even knowing it. When this happens, communication and trust are broken.

Non-verbal communication and body language in interpersonal relationships

Jack, Ted, and Arlene are eloquent speakers who say one thing and non-verbally send something different, which turns out to be disastrous for them in their relationship:

Jack
He thinks he gets along well with his colleagues at work, but if you ask any of them, they will say that Jack is always very tense and intimidated by them. Instead of just looking at you, he seems to be eating you with his eyes. And if he takes your hand, he grabs it, and then squeezes it painfully. Jack is a caring guy who secretly wishes to have more friends, but his awkward non-verbal actions keep people at a distance and limit his ability to advance at work.

Arlene
She is very attractive and has no problem meeting suitable men, but she finds it difficult to maintain relationships for more than a few months. Arlene is funny and interesting, but despite the fact that she constantly laughs and smiles, she exudes tension. Her shoulders and eyebrows are noticeably raised, her voice is shrill, and her body is rigid. Many people feel uncomfortable with Arlene. Arlene does a lot for herself, which is negated by the discomfort she generates in others.

Ted
He thought he found himself the perfect match when he met Sharon, but Sharon wasn't so sure. Ted is good looking, hardworking and has a good talk, but he seems to care more about his thoughts than Sharon. When Sharon had something to say, Ted was always wild-eyed to disprove before she could finish her thought. Sharon began to feel like he was ignoring her and soon began dating other men. For the same reason, Ted is not successful at work. His inability to listen to others makes him unpopular with the people he admires most.

These smart people with the best intentions struggle to build relationships with people. The sad thing is that they are not aware of what non-verbal signals are being transmitted.

If you want to communicate effectively, avoiding such misunderstandings, and enjoy strong, trusting relationships in both social and professional spheres, it is very important to understand how to use and interpret non-verbal cues.

Creating conditions for effective non-verbal communication

Non-verbal communication is a fast-paced interconnected process that requires your full concentration and attention. If you are thinking about what you are going to say next, daydreaming or thinking about something else, then you are likely to miss non-verbal cues and other subtleties in the conversation. You have to stay focused on the moment in order to fully understand what is happening.

To improve the quality of non-verbal communication, learn to deal with stress

The best thing you can do to improve your non-verbal communication is to learn ways to regulate stress. Stress compromises your ability to communicate. When you are stressed, you tend to misperceive other people, send conflicting or intimidating non-verbal cues, and indulge in unhealthy reflex behaviors. Moreover, emotions are "contagious." If you are upset, it is very likely that you will provoke negative emotions in other people, which will make an already bad situation worse.

If you feel like you're stressed, take time out. Take a moment to calm down before returning to the conversation. Once you regain your emotional balance, you will be better prepared to deal with the situation in a positive way.

How does being aware of emotions strengthen non-verbal communication?

In order to send accurate non-verbal cues, you need to be aware of your own emotions and their effect on yourself. In addition, you need to be able to recognize the emotions of other people and their true feelings, which are manifested through non-verbal signals. This is where awareness of one's own emotions plays a role. Emotional awareness allows you to:

• Read the emotions and feelings of others, as well as the non-verbal messages they send.
• Build trust in a relationship by sending non-verbal cues that match your words.
• Respond in a way that shows others that you understand, notice, and are involved.
• Understand if the relationship is satisfying your emotional needs, which gives you the opportunity to either adjust the relationship or look for new ones.

Tips for Reading "Body Language" and Non-Verbal Communication

As you develop your ability to deal with stress and recognize emotions, you will naturally become better at “reading” other people's non-verbal cues.

• Pay attention to inconsistencies... A non-verbal response should reinforce what is being said. Have you ever seen a person saying one thing and his body language saying something else? For example, does he say yes to you while shaking his head no?
• Treat non-verbal cues as groups of cues... Don't overly emphasize one gesture or non-verbal message. Consider all non-verbal cues simultaneously, from eye contact and tone of voice to body language. Taken together, do non-verbal cues agree or contradict what the words say?
• Trust your instincts... Don't neglect your intuition. If you feel that someone is dishonest or that something is not right, it is possible that you have been able to “read” the discrepancy between verbal and non-verbal cues.

Assessment of non-verbal cues

• Eye contact... Has it been installed? If so, was it overly intense or just straight forward?
• Facial expression... What does the face show? Is it “masked” and expressionless, or emotional and full of interest?
• Voice tone... Does the voice have warmth, confidence, and interest, or does it sound tense and restrained?
• Pose and gestures... Is the body relaxed or rigid and motionless? Are your shoulders tense and raised or slightly lowered?
• Touches... Is there physical contact? Is it appropriate in this situation? Do you feel uncomfortable?
• Intensity... Sounds flat, cool, uninterested, or excessive and melodramatic?
• Time and place... Is there a simple mutual exchange of information? Are non-verbal responses coming too fast or too slow?
• Intonation... Do you hear intonations that indicate caring or anxiety ("yeah", "uh-huh")?

Once you start paying attention to both your non-verbal cues and the non-verbal cues of your interlocutors, your communication skills will improve.

Self-development