Art therapy with 3 year old children exercises. Sets of exercises for children's art therapy. What is the meaning of play therapy?

Psychotherapists have long noticed one fact: performing simple and understandable exercises helps to reveal the child’s personality and find out what is happening in his soul. Art therapy is a psychotherapeutic, therapeutic and preventive type of work using art. Through various creative crafts, the child talks about himself and his fears. The psychologist, collecting data, helps the child by building the correct behavior patterns and transforming fears.

Art therapy is a common method of child psychotherapy

In psychotherapeutic practice, various methods are used to diagnose the emotional state of a child and determine his level of psychological development, which allows the power of art to get rid of many diseases.

Art therapy and children

For psychotherapists, children are “difficult” clients. Due to their age, it is quite difficult for children to describe their fears in words and talk about what worries them. The psyche of children is very vulnerable and vulnerable. And only art therapy will help in identifying the existing problem, correcting behavior, and changing psychological mood. It is enough to simply frighten, offend, or irritate any child. And if parents notice any incorrect actions in their child’s behavior, an inadequate reaction to various life situations, then art therapy will become effective way impact on the child. Notations, reprimands, moral teachings from parents will not bring any results, they are incomprehensible to the child, and therefore are not at all valid, not successful.

In order for the baby to open up, it is necessary to create the appropriate conditions. He should feel free and at ease, feel completely safe. Often parents are unable to create a similar atmosphere at home because they are too impatient and constantly evaluate their child, giving instructions on what can be done and what cannot. During art therapy classes, the psychotherapist does not restrict the child’s freedom in any way, allowing him to open up enough to show what the child is unable to describe in words.

Psychologists help to find hidden abilities in a child, relieve many fears and conflicts with oneself. The doctors’ work schedule is very gentle and does not affect the baby’s psyche. Classes take place in game form- this allows you to gain the trust of a small patient and gradually learn about the problems that bother him.

Schoolboy primary classes and children preschool age 1.5 hours of art therapy training per week is enough. This is quite enough for hyperactive teenagers to throw out their emotions accumulated over seven days. During lessons, with the help of art therapeutic means, deep-seated fears are removed from primary and secondary schoolchildren, preschoolers and children who go to school. junior groups kindergarten. In the process of work, preschoolers develop skills and means of finding compromises between their own world and the demands of others. As a result, the child will be able to believe in himself and his strengths, which will give him a sense of significance and responsibility.

In kindergartens and children's development centers, art therapeutic work is carried out by speech therapists from correctional centers.

How is art therapy different from regular creative work?

Art therapy is a method of action that corrects a child’s behavior (including deviant behavior) through creative expression: modeling, playing with sand, theatrically acting out stories, writing stories. The reason for the effectiveness of such activities lies in the child’s creative thinking: it is more accurate, specific and detailed than that of any adult. This is what children use to understand, comprehend and evaluate the world around them, and build relationships with it.

A child, due to his age, does not reflect in his creativity specific impressions received from the outside, but unconsciously depicts more global things - his entire life experience.

For children, art therapy is most pleasant and convenient and does not cause discomfort or awkwardness. It is also important that any subject of art therapy is the most “important partner” for him than the art psychologist himself.

It is to such objects of communication that the baby manifests the forms of relationship building that are present in his consciousness and characteristic only of him. This method allows you to identify the most serious, traumatic mental problems and get rid of them. The struggle with difficulties takes place in the shadow of the art therapy process, simultaneously and in parallel. Thanks to art therapy, you can explore the world of a child’s inner experiences, explore his feelings, and establish the causes of his experiences and anxiety. Verbal responses in the form of characteristic lines, certain colors and shapes can tell a lot.

Children do not experience psychological discomfort when engaging in art therapy

Types of art therapy activities for children

Any method of art therapy is aimed at enabling a child to express himself at any age. The absence of laws, rules and restrictions allows him to let out everything that worries him, describe his problem through creativity, understand it, change his attitude towards it.

The most popular methods of art therapy are sculpting, dancing, singing, isotherapy, paper modeling, sculpting, knitting, sand therapy, etc.

The variety of possible techniques allows you to create a large spatial area for identifying and correcting problem situations. Active and passive art therapy are used as working methods. The passive method is based on the use of ready-made material: discussion of the listened plot of a fairy tale or piece of music, drawing. Principle active technique consists in creation, the creation of some new object of art.

Modeling classes

Modeling helps the child develop perseverance, attentiveness and fine motor skills. Materials for practice can be wax, clay, plasticine and even salt dough. The therapist, observing the process, notes the characteristics of the baby’s behavior and helps direct energy in the right direction.

A technique called mascotherapy is very helpful in treating a child’s mental health. The child fashions a mask that represents fear, anxiety or negative thoughts. The specialist explains to him that everything bad now “lives” in this mask, and it is necessary to forget about it, leave it, “throw it away” right here, in the doctor’s office.

The benefits of sand

The simplest and at the same time the most favorite method for children is sand therapy. To carry out the classes, you will only need a small box of sand. With its help, the baby creates various drawings and shapes. This develops tactile sensations, makes the child more concentrated, relaxed, less aggressive and anxious. Through sand therapy his self-expression occurs.

Therapeutic therapy with sand makes it possible to identify delays in children mental development, autism, neuroses. This method is successful for children who have experienced stress associated with the loss of loved ones, a change of place of residence, moving to a new kindergarten, or who are in a depressed state.

Isotherapy help

The most accessible methods are doodle drawing exercises - isotherapy. At this time, the child feels free and does not think about the result. He tries to see some kind of image in the lines obtained on paper. While describing it, he can complete something, highlight some important elements and focus attention on them.

A fascinating type of isotherapy is monotype or “one print”. On a surface that does not absorb paint, the child draws lines or spots. This surface is then covered with a sheet of paper. The imprint obtained on it is shown to the child so that he can describe it or complete the image.

Thanks to isotherapy, specialists can understand the child’s mental state, classify it and help overcome complexes and fears associated with it. Any experience that the child cannot express verbally is reflected in the drawings. Certain figures, the presence of certain elements, the color used and the nature of the lines - all this can tell the art therapist about the child’s inner world. While drawing, the child describes his own mood in colors, reveals his inner world, emotions and experiences. The specialist conducts a casual conversation to create a picture of the psychological state.

Isotherapy is the simplest method of working with children

This direction in art therapy is just beginning to gain popularity. Music is a good way to relieve stress and helps eliminate oral speech disorders and deviations in the child’s behavior. With the help of music therapy, specialists can relieve a child of many neurological problems and depression.

During classes, the art therapist conducts training and tells the child about the basic concepts in music, using game images to describe them: for example, the country of Harmony, where Princess Melody and Prince Rhythm live, and so on. Thus, classes help the child to escape from the real problems of life and reduce the pressure on his psyche.

For children with delayed psychomotor development, this type of therapy will eliminate emotional stress and increase mobility.

Music therapy is great for relieving nervous tension

Theater productions

The child’s participation in stage productions will teach him to express his emotions, feelings and thoughts not only with words, but also with movements and facial expressions. By playing various characters, the child tries on their images for himself and learns to understand their experiences.

Fairy tale therapy

This type of art therapy is suitable for very young children. The doctor asks the child to tell the plot of a fairy tale, analyze it, or come up with his own story. The purpose of such classes is to support the child emotionally, create correct ideas about the world and other people, and develop important communication skills in a team.

Exercises in art therapy practice

The difference between the art therapeutic type of treatment and other programs and practices of psychotherapeutic treatment is the use of non-verbal communication, which acts as the main source of information. The basis is exercises that allow children to cope with their fears or eliminate an inhibitory factor without any difficulties.

A number of exercises in the practice of art therapy are a kind of tool that allows you to develop interpersonal communication skills, increase your self-esteem, and create a more successful image of your own “I”.

Each art lesson with a child or teenager takes place in two stages. At the first stage, the child is given the opportunity to express himself creatively, for example, to create some kind of drawing or sculpt something. This stage relies on a non-verbal method of communication and does not have any clear patterns of behavior.

At the second stage, verbal communication mechanisms play a leading role. Here there is a discussion of what was created by the child. The physical beauty of the creation and its aesthetic appearance are not taken into account. This does not play a major role in art therapy.

At the first stage of classes, you should ask the child to sculpt or draw something.

The nonverbal method is the simplest method that allows a child to talk about his own worries, negative and anxious thoughts, and experiences. The following tasks are solved in art therapy classes:

• the internal negative qualities of the child are eliminated;
• self-esteem increases;
• learning to objectively analyze events occurring in a child’s life;
• more successful or new image own "I";
• the baby learns to correctly interpret his feelings, ideas, goals and defend his point of view.

Art therapy exercises are mainly aimed at changing the direction of energy mental state child in the most favorable direction. Art therapists help overcome problems by expressing them through an instrument. creative activity. This is the main healing property of art therapy.

Creating an image of a problem, of fear, is only the first step. Next, you need to transform this face, change it, give it a different shape. At the same time, a change in the physical image of the child occurs by processing the internal image of him (in the child’s head). The uniqueness of art therapy allows us to choose a solution to a problem for any individual, even in the most difficult situations.

Group art therapy sessions

Group art therapy classes are the easiest way to analyze a child’s mental state. It allows you to understand a child’s dreams and thoughts without resorting to complex analytical methods.

Art therapy in a group of children is based on comparative analysis, interaction of children with each other and the teacher.

During classes, the child learns to be sociable, makes mandatory adjustments to his behavior towards others, tries to integrate into society, developing ways and mechanisms for building relationships with peers.

In the future, it will be much easier for him to adapt to new conditions in kindergarten or school.

Problems solved in group art therapy sessions:

• getting rid of fears and anxieties - from the child’s drawings you can find out what worries him and what he is afraid of; depicting your fears helps you resist fear and overcome it;
• liberation from tics, neurotic and obsessive states - internal emotions are released through creativity, which makes the child calmer and more resistant to stressful situations in the outside world;
• increasing self-esteem - completing creative tasks allows the child to understand his uniqueness and realize his own worth;
• strengthening emotional intelligence - in the process of classes, the child learns to express his feelings and emotions, uses his strongest sides to solve assigned tasks;
• eliminating the consequences of life-stressful situations - during classes the child is distracted from possible family troubles.

Advantages and benefits of art therapy

Working on the creation of some kind of creative work, the child becomes self-confident, increases the feeling of self-esteem, gets the opportunity to realize himself, experiences satisfaction from the process of analytical and creative creation of a work of art.

The child expands his capabilities and his own rights. Art therapy techniques help children express fears and emotions visually and get rid of them.

The benefits of art therapy with children also include:

• to practice art therapy in childhood, you do not need developed abilities that are necessary in visual or artistic creativity;
• Thanks to special technology, it is easier for the baby to “tell” about his problems and experiences, he learns to look at his problems from a different perspective, and tries to find solutions;
• art therapy is a tool for self-knowledge and self-expression;
• classes help children overcome lack of initiative and apathy,
• such lessons form an active life position;
• The teaching technique is aimed at mobilizing creative potential;
• classes are in a current “insight-oriented” direction, in which there is greater tolerance, harmony and trust in the atmosphere, and greater attention to the child’s own world.

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Classmates

Almost the same for both a baby in the first three years of life and for older children. Many parents are interested in a logical question: is it correct to prescribe the same type for children under 3 years old and for those who are 3 or older? In this article we will talk about the factors contributing to the disease and the differences in its treatment. What is the treatment regimen for children aged 3 years and older, please read below.

There is an established opinion among doctors that how younger child, the more severely he suffers a viral infection. Therefore, if ARVI is diagnosed for the first time in a child at 3 years old, how to treat a “new” disease for him should not be decided without consulting a specialist. This is due to the immature immune system and the ability to fight viruses from the outside.

On a note! In children who are on breastfeeding, maternal immunity works, so they are less susceptible to viral diseases, and the disease progresses easier and faster.

Of course, the therapy prescribed by the pediatrician must be adjusted according to the age of the child. Most drugs, including antivirals, can only be used from 3 years of age. Doctors often prescribe such drugs to children and younger children, but in a smaller dose.

Be that as it may, but treatment of acute respiratory viral infections in children of all ages requires compliance with certain rules. Only then will the result be obvious within 3-4 days.

Treatment of children aged 3 to 9 years after consultation with the pediatrician can be done at home, with the exception of severe cases with complications.

Treatment: general approaches

Approaches to the treatment of ARVI have been approved Clinical guidelines and are almost the same for children of all ages. The adjustment is made by the doctor, taking into account the severity of the disease and the characteristics of the child. Below are the basic rules of therapy.

• Treatment is prescribed only by a doctor.
• Under no circumstances you should not self-medicate, prescribe antiviral drugs to your baby, and even more so antibiotics.

  Remember, a parent is not a doctor. It is almost impossible to make an accurate diagnosis based on external symptoms. The parent's job is to Observe the child and describe the symptoms to the doctor as accurately as possible.

• Do not bring the temperature below 38.5. Of course, everything is individual: some children tolerate it perfectly, others - already at 37 degrees they collapse from weakness, become lethargic, do not respond to their parents, and are impossible to distract or captivate.

  The doctor always focuses his attention on the fact that those parents who, when a fever appears, immediately throw all their artillery into the fight against 37.5, “do not treat, but cripple.” Heat is a protective tool of the body. There is a temperature - the body fights viruses and bacteria.

  Reducing the temperature means dooming the body to a long recovery. If at a high temperature the child does not express complaints, is active, and does not have neurological problems, then it is definitely better to give him more fluids. An antipyretic will be useful if the temperature continues to rise.

• Premature discontinuation of drugs is unacceptable. There are often situations when the child feels better and the mother voluntarily cancels treatment. At best, you can get a secondary infection, and at worst, a serious complication. Only a doctor should discontinue the drug, as well as adjust the dose.
• Combination of daily irrigation and nasal lavage, as a rule, gives positive dynamics during the course of the disease.
• Do not use alcohol solutions or bites for rubbing as an antipyretic.. Such self-medication is fraught with burns and poisoning!

Psychological factors of the disease

We should not forget that a major role in the course and severity of the disease, and in general social and social factors play a role in the risk of contracting ARVI psychological condition baby.

Psychologists say that the most vulnerable are children aged three years and older who:

• lost contact with mom
• suffer physical punishment
• do not find a response to their requests and needs, which are ignored, to which other family members do not listen,
• raised in a family where it is acceptable to yell at the child and other family members.

Children from 3 to 4 years old

This is exactly the age when a child “breaks away” from his mother and is forced to go to kindergarten(3-4 years). Preschool children, as a rule, perceive separation from their parents very painfully, often experiences feelings of fear and anxiety. In addition, the new team is an interchange of bacteria and viruses.

Few people manage to survive the adaptation period without the formula “three days in the garden, two weeks at home.” Children of this age are more likely than others to fall ill when kindergarten begins in their lives: the whims and manifestation of the first symptoms of ARVI are often associated with a change in their usual lifestyle.

Children from 5 to 6 years old

In this age Some diseases “outgrow”. The frequency and severity of the illness depend on how often and how severely the child has been ill in the previous 2-3 years. If the first episodes of the disease were treated adequately, then the immune cells have undergone the correct “training” and will be able to competently respond to subsequent viral “attacks”.

If a child did not go to kindergarten and at this age first joined a children's group, then, most likely, the morbidity scenario will be similar to that in which children of younger ages get sick. If adaptation is completed, but the child continues to be ill, then this may be due to the increased load on the child’s body:

• developmental classes and clubs,
• sport sections,
• transition from kindergarten to school,
• increased demands on the child’s performance results.

Sometimes a new routine is fraught with considerable stress and, as a result, ARVI, which was “helped” by overwork and stress. At this age it is important to listen to your child. He tells you that he doesn’t want to go to kindergarten, he goes in tears, complains about the children, the teacher, the food - wait for ARVI. After all, the child subconsciously understands that getting sick is the only way to stay at home.

Children 7-8 years old (up to 9 years old inclusive)

For a long time the dependence of the disease on external factors leaving their mark on life little man. Just 7 years old is the time when it’s time to go to school. Children find themselves in new conditions, and this is a strong “shock” for the child’s body, which can respond to it quite sharply. For example, increased body temperature, fever, general malaise.

Age-appropriate medications

Treatment of ARVI in children over 3 years old is based on three main pillars: regimen, diet and drug therapy.

During illness, it is important to try to limit the baby’s motor activity, ask him to lie down in bed and observe bed rest. Feed only on demand. If he doesn’t want to eat, there’s no need to force him.

And here you need to drink a lot. This can be a variety of teas, juices, plain water.

In combination with the actions described above, symptomatic therapy is carried out. Each age has its own dosage of the drug.

Antiviral

According to the instructions, these drugs are not used to treat children. The dosage is prescribed only by the pediatrician.

Important! Antibacterial therapy for ARVI is not effective. Only a complicated form of the disease gives the right to take antibiotics as prescribed by a doctor.

Antipyretics

Before using any antipyretic, be sure to read the instructions. Many drugs in this group have age restrictions.

Candles are considered ideal for use, they are absorbed faster than others through the intestines into the blood. The syrup begins to act after half an hour. Chewable tablets are not suitable for everyone because of the content chemical substances that can cause allergies.

Among the most common medications that reduce fever are the following.

Carefully! As an antipyretic in children, any age group It is unacceptable to use Aspirin. It can only be prescribed by an emergency or hospital doctor at a temperature above 39.5 and other life-threatening symptoms as an injection.

Antihistamines

Designed to reduce swelling of the mucous membranes, relieve nasal congestion, and remove possible risks of allergies.

• Erius. In the form of syrup, it is prescribed to children according to age restrictions: 6–11 years – 5 ml of syrup 1 time per day;
• Fenistil. Drops. For children aged 3 to 12 years, 15-20 drops of the drug are prescribed 3 times a day.

Folk remedies

Traditional medicine recipes will help alleviate the child’s condition. Before use, you should consult your pediatrician for contraindications.

Important! Treatment folk remedies cannot be considered the main type of therapy. Only in combination with traditional treatment will the result be obvious.

For children from 3 to 9 years old the following can be used:

1. Drinking mixture based on chamomile, lemongrass, linden. Every hour and a half, ask your baby to drink half a glass of the broth.
2. Lemon infusion with honey and a piece of ginger. Not recommended for children with high sensitivity to honey.
3. Helps relieve a debilitating cough cabbage leaf, warmed to room temperature. You need to smear it with a thin layer of honey and apply it to the chest. Wrap in a warm towel and leave until morning. The procedure is contraindicated at elevated body temperature.
4. Rose hip decoction. Dried rose hips in the amount of 6 spoons must be poured boiled water and take 2 hours after infusion.

Useful video

Dr. Komarovsky about the treatment of ARVI in children:

Conclusion

1. Treatment of children after 3 years of age begins with. If you plan to send your child to kindergarten or school, then six months before this event you should start preparing your child for this event. Parents' preparation consists of understanding that the child will inevitably start to get sick. Mild and moderate ARVI up to 8 times (some pediatricians believe up to 12 times) per year are considered the norm for a healthy child.
2. Therapy of the disease is based on compliance with the regime, diet, creating conditions for proper care for the baby and symptomatic therapy.
3. A consultation with a doctor (at least an initial one) for ARVI is mandatory. Only a doctor can suspect complications or another, more serious illness in a child. It is ideal to keep a diary of the disease to record changes in the baby’s condition, behavior, mood and reactions to medications and “grandmother’s” remedies if parents use them as therapy.

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What is art therapy?

In our 21st century, there are no longer any people who have not heard the word “art therapy” at least once in their lives. Very often it is interpreted very broadly, although it has a clear meaning. Art therapy (from the English art - art; therapy - therapy, treatment) is a type of psychotherapy and psychological correction based on art and creativity. In the narrow sense of the word, art therapy usually means therapy with visual creativity with the aim of influencing the psycho-emotional state of the client (1). Simply put, art therapy refers to those psychotherapeutic methods in which artistic techniques and different kinds creativity.

Art therapy is used by psychologists in working with both adults and children. When working with children, this method is especially good because it allows the child to express himself without speech (which may still be underdeveloped or completely absent in the child). If we, adults, often find it difficult to express our inner psychological state in words, then how can we do this? small child? This is where art therapy comes to our aid.

How can art therapy help a child?

• Help express your negative emotions (aggression, anger, resentment) in a creative form. Psychologists call this “containing” emotions.
• Relaxation effect. After a creative action, the child becomes calmer.
• Self-actualization. Through a creative act, a child expresses himself and realizes his potential.
• Developmental role. Such art sessions contribute to the harmonious development of the child’s personality.

Rules for organizing classes:

1. Organization of the workplace.

The child should not be embarrassed by anything. Space, safety, convenience - this is what you should follow in this matter. You can lay down oilcloth, put on comfortable clothes that you don’t mind getting dirty, and get creative! Let the child express his desire for what he would like to do. Draw, sculpt, glue: everyone prefers something different. If your child is confused, you can give him several options.

2. Safety rules.

Do not get dirty, do not put paints in your mouth, wash paints and brushes after use, clean your work area.

3. Necessary supply of materials.

It’s good if the amount of materials is sufficient to meet the child’s needs. Not a piece of paper, but a whole album. Even if you plan to draw, you need to have plasticine, colored paper, and glue on hand. You never know where a child’s imagination will take him!

4. The result is not subject to critical evaluation.

First of all, you need to refuse to evaluate the quality of work and respect for everything that the child creates. These are his inner experiences, emotions, he shows them unconsciously, in his own way. Even if your child’s work seems like meaningless scribbles to you, for him it is a reflection of himself. And the child perceives how you feel about his work as your attitude towards him. Therefore, treat your child’s work with respect, give it due attention, do not try to add anything to the child’s work, and be sure to save it (let the child, when he is able, decide for himself what to do with his creative products).

It is worth having a special folder for your child’s works, signing them and treating them with respect. How else can you use your child's work? You can create a corner with a permanent exhibition of your child’s creative achievements, where adult family members can admire them (this will help develop his positive self-perception). Drawings and other handicrafts of the child are a reason for discussion with parents and examination together.

5. Independence of the child’s actions.

Your role in the child’s creative process is only auxiliary. Teach your child how to use a brush, how to paint, how to sculpt.

You can help him hold a glass of water so that it doesn’t spill, but don’t try to draw with your baby’s hand, it’s better to show how you do it yourself - but on your sheet nearby. The child learns by listening to you and watching you.

6. Communication with the child during classes.

It is important to be on the same level with the child, look into the eyes, encourage, praise, support.

7. Topics for work.

Of course, it won’t be difficult for you to come up with topics yourself. But for a therapeutic effect, it is necessary to touch upon such topics as “My family”, “I’m afraid”, “I like”, “I’m angry”. In the end, you see the child’s problems and you should take them as a basis, naturally, doing it gently and not openly for the child.

Materials for conducting classes

Materials depend on age, natural ones are best:

• brush – 2 brushes can be introduced after 3 years;
• paints – gouache (up to 1.5 – 1 color and you can use a felt-tip pen, then – 6 colors up to 3 years), finger paints (from 6 months), watercolor (after 3-4 years);
• pastels, crayons, etc. (2.5 – 3 years);
• paper (first - 1 sheet, then - pack of paper, then after 2 – experiments with formats);
• water in a sippy cup;
• dough (it’s better to start with it), plasticine, clay, etc.
• cardboard and colored paper, PVA glue with a brush and other materials for applications. First you need to teach your child to glue pre-cut shapes, then create a composition, then cut them out - from the age of 3. You can tear the paper;
• stencils and templates (sponges, brushes, pieces of something);
• cereals

Recipes for dough and finger paints:

Dough for babies up to 12 months – without salt:

• 300g flour
• 150g water
• 1 tsp vegetable oil

Salt dough - for children from one year old - can be baked:

• 2 cups of flour
• 1 cup fine salt
• 1 cup water – can be tinted with food coloring
• 2 tbsp. vegetable oil

Finger paint

• 1 part flour
• 1 part salt – can be coarse (massage your fingers, when dry, it will shine beautifully)
• Dilute with water (+ dye) to the consistency of thick sour cream
• Add gouache or food dye as a dye (then it must be dissolved in water)

Techniques for conducting art therapy sessions with children at home

“Magic colors”

Tasks: sensory-perceptual development, relief of emotional stress, development of creativity.

Necessary materials: liquid gouache, plastic cups for yogurt or sour cream (500 ml), the number of which should be equal to the number of children or colors of paint being made, vegetable oil, flour, PVA glue, coarse salt, pressed cardboard or cardboard for labor, oilcloth, newspapers, rags for wiping hands. You may also need a tape recorder and pleasant relaxing music.

The technique can be carried out with one or several children.

Progress:“Magic paint” is made together with the child (or the child independently, depending on age).

Paint recipe (per child): 150 g of flour, a pinch of salt, a tablespoon of vegetable oil, a tablespoon of PVA glue, add enough water so that the consistency of the paint is like thick sour cream. You can spread an oilcloth on the floor and cover it with newspapers. Everything necessary for making paint is placed in the center. It is good if the child is dressed in such a way that he is not afraid of getting dirty.

First stage: pour the required amount of flour into a glass, where we gradually add salt, oil, water, glue. It is very important that all components are mixed by hand.

When a new component is added to the paint base, the child's sensory sensations change. During the process of mixing the components, you need to ask the baby to comment on his sensations and feelings. When the base for the paint is ready, the child is asked to choose his favorite color of paint and add it to the base. If you need a bright tone of paint, then a lot of gouache is added, if it is pale, then a little. In the same way, it will be possible to regulate the desire of several children to create the same color. It will be the same, but of different intensity.

The finished paint is placed in the center. The child(ren) are given cardboard and, accompanied by pleasant music, are asked to use their fingers to draw something using the resulting paint. It can also be a given topic.

When the works are ready, you can make an exhibition with subsequent comments.

“Plasticine composition”

Tasks: development of the sensory-perceptual sphere, development of imagination, originality of thinking, creative self-expression.

Necessary materials: cardboard for labor, plasticine, various types of pasta 100 g each, various types of cereals 100 g each, other small items: beads, buttons, snaps, etc.

Progress: The child is given a piece of cardboard and plasticine. The child can take a piece of plasticine of the color he likes and knead it in his hands until it becomes soft. Then the plasticine is applied with your fingers onto the cardboard, as if spread, in a layer of 3 millimeters. In this case, you can use other colors; it does not have to be monochromatic.

After this, the child is offered a set of cereals, pasta and small items. By pressing them into the plasticine base, the child thereby creates a composition on a free or given topic. Then you can come up with a name for the craft, a fairy tale story for it, and make an exhibition.

“Drawing with a ball”

Tasks: increasing the self-esteem of children with the “I can’t draw” symptom, developing creativity, diagnostics.

The technique can be used both in individual and group work.

Necessary materials: a ball of thread or rope.

Progress: First you need to unwind a ball of thread and show your child how to create patterns or pictures on the floor or table. Then the child takes the ball and, unwinding it, creates a composition. After the composition is created, you can discuss what happened. You can ask the following questions:

• What letters do you see here?
• What figures do you see here?
• Can you make out any numbers here?
• What dish is pictured here?
• What do these lines remind you of: people, landscapes, some events, etc.?

In an individual setting, this technique can be used with children who are aggressive, hyperactive, easily distracted, and withdrawn.

“Drawing History”

Tasks: diagnostics, correction of inappropriate behavior patterns, resolution of internal conflicts, relief of emotional stress.

This technology is carried out individually.

Necessary materials: paper, paints, pencils or felt-tip pens, a simple pencil, an eraser.

Progress: The child is asked to draw an illustration for a story. The psychologist then conducts a discussion with the child. If the story proposed by the child is problematic in nature, he is asked to draw the following picture on the topic “If this story continued, how would the events develop?” or “What would you change about this story for the better.”

The following drawings are created according to the comic book principle until the problematic situation is resolved. After each drawing, the psychologist conducts a discussion.

“Working with salt dough”

Tasks: development of the sensory-perceptual sphere, development of creativity, stress relief, increased self-esteem, development of non-verbal expression skills.

The technique is carried out both individually and in group mode.

Necessary materials: flour, water, salt, food or powder paint, oilcloth, culinary molds in the form of fruits, animals, people, houses, etc., rolling pin, toothpicks, scissors, stacks.

Progress: prepare the dough according to the following recipe: mix two cups of flour, three-quarters of a cup of salt, one tablespoon of butter, half or more cup of water. Food coloring or powdered paint can then be added to this mixture. The finished dough can be stored for a long time in the refrigerator in a plastic bag.

First, you need to let the child “get acquainted” with the test, study its properties, and play with it. A psychologist can show different ways of expressing feelings through creating images from dough and role-playing games. Firstly, these can be single symbolic images, sculptural images on various topics. Secondly, figures or images for role playing games. This work is more interesting, as it allows you to transform images, supplement them with new details, destroy them and create them again. For example, mold your fear out of salt dough and then destroy it, decorate it, or transform it into something else. If you start sculpting the heroes of your favorite fairy tale, then with their help you can later play out his problematic situations. The child can freely change the course of the fairy tale, invent new characters, etc.

Games with cereals

Let's consider several popular and effective exercises:

1. Place two bowls in front of the child (children's plastic dishes are ideal). Pour any cereal (buckwheat, millet, rice, etc.) into one, and leave the other empty. Let your baby use a spoon to pour the cereal from one bowl to another.
2. Take red and white beans (or multi-colored beads) and egg cells. Invite your child to put one bean of a certain color in each cell. The child must choose a bean of the desired color, take one with three fingers and put it in the cell. Then you can add one bean of a different color to each cell. You can come up with many similar options for sorting various small items.
3. Fill the container with small grains and place several small toys or large glass pebbles so that they are not visible. Let the child put his hands into the container and try to find objects hidden there in the cereal.
4. Take a brightly colored tray and spread the cereal on it in an even layer. Run your finger along it and show your baby that you have a bright line. Let the child try to draw himself. Invite your child to draw straight lines (fence), waves (sea), dots (rain).
5. Pour peas, beans or any large grain into the pan. Let the child put his hands in there and try to knead it like dough - it will turn out to be an excellent massage for children's palms.

The exercises described are only the most common examples of exercises for developing fine motor skills in children. During the lesson, you and your child will be able to come up with even more useful and entertaining games.

Literature

1. Art therapy. ed.-comp. A.I. Kopytin. - St. Petersburg, 2001.
2. Materials from the site http://neuch.org/
3. Ksenia Sobchenko “Art therapy for a child at home”
4. Senatorova Natalya Nikolaevna “APPLICATION OF ART THERAPY IN WORKING WITH CHILDREN”

Art therapy techniques in working with children

1. Correction of emotional distress in children

"Free drawing in a circle"

Target: Establishing communication, unification, harmonization of emotional state.

Materials: A large sheet of paper in the form of a circle, paint, brushes, a container of water.

Instructions: Children are asked to take turns drawing roads to each other in a circle.

"Drawing on a wet sheet"

Target: Relieving tension, tactile stimulation, harmonization of emotional state, development of imagination.

Materials: Watercolor, brush, container with water, sponge.

Instructions: Ask your child to wet a piece of paper with a sponge and put dots on it, draw lines, watching how the colors spread.

"Water Fireworks"

Target: Relief of tension, tactile stimulation, response of emotions, development of imagination.

Materials: Watercolor, brush, sink with water.

Instructions: Ask your child to draw on the water and look at the resulting shapes.

Note : To introduce your child to a lesson when working with phobias, you can read the poem:

It’s very scary - no problem,

Let the water help me.

I paint it with paint, I let it go,

I'm not afraid and I'm not bored.

"Crayons - race"

Target: Reaction of tension and aggressive tendencies, harmonization of emotional state, physical and emotional stimulation.

Materials: Crayons, a sheet of cardboard.

Instructions: The child makes strokes on the sheet at different paces (slowly - quickly).

"Color of stones"

Target: Relieving tension, tactile stimulation, developing creative imagination.

Materials: Stones, gouache, brush, container with water.

Instructions: Ask your child to color the stones the way he wants.

"Paintings"

Target: Development of motor skills, tactile stimulation, development of skills of choice and “accepting boundaries,” harmonization of the emotional state.

Materials: Boxes of different sizes, paper of different textures, paints, brushes, containers with water.

Instructions: Invite the child to choose any of the boxes, stick the paper without leaving the box, and color it at his own discretion.

"Face"

Target:

Materials: Templates with images of faces (female, male, children), paint, brushes, shadows, lipstick.

Instructions: The child is asked to color the face templates and, if desired, comment on their work.

"Ornament"

Target: Development of motor skills, spatial concepts, sense of rhythm, stabilization of the psycho-emotional state, ordering of experiences.

Materials: Pictures with ornaments, materials for art activities (paints, crayons, plasticine), paper.

Instructions: Invite the child to consider the proposed ornaments, and then draw whatever he wants based on the impressions received.

Note: Convert Special attention on how-

Which of the ornaments the child chooses (black and white, color, mixed).

"Family"

Target: Identification of the child’s emotional state, feelings and ideas associated with child-parent relationships T wearing, research into the characteristics of a child’s interaction with the world.

Materials: Templates of figures (female, male, children), paints, brushes, container with water.

Instructions: The child is asked to color the shape templates, comment if desired And do your job.

"Mirror Monster"

Target: Relieving tension, overcoming anxious-phobic reactions. On the one hand, the child sees his reflection in the mirror through drawn fear (a metaphor that the child’s body is filled with fear), on the otherOn the other hand, it is possible to distance yourself from fear and maintain control over it.

Materials: Child's full-length mirror, paints, brushes, container with water.

Instructions: Ask the child to draw on the mirror what scares him, his fear.

"Mask"

Target: Awareness and response of feelings, development of imagination.

Materials: Prepare a plaster mask, gouache, brushes, and a container of water.

Instructions: Invite your child to color the mask the way he wants.

"Creating images in color"

Target: Development of the emotional sphere, response of emotions, stimulation.

Materials : Blanks (wooden), paints, brushes, container with water.

Instructions: The specialist prepares the children for work: “One, two, three, four, five. The brush went out for a walk. I played, danced, and wanted to draw.” Next, children are invited to paint over the blanks the way they want. The specialist pays attention to the nature of the blank (characteristics based on the choice of figures).

"House for the Worm"

Target: Overcoming the fear of pollution. Gaining new tactile experience, working on the theme of home.

Materials: Apples from sketch paper, pastel or watercolor, prepared worms from plasticine.

Instructions: “I’m an unhappy worm, I’m crawling sadly, I’ve lost my little apple house, I’m looking for a new one.” Ask the child to make a new apple for the worm (color over the template).

"Footprints"

Target: Reacting emotions, tactile stimulation, relieving tension and overcoming fear of contamination, preparing for transition to another institution or foster family.

Materials: Gouache, bowl of water, towel,

Whatman paper, teddy bear templates, 5 pictures with images of a house, a clearing, a reproduction of I. I. Shishkin’s painting “Morning in a Pine Forest”, roads and an image of a new house to which a teddy bear template is attached.

Instructions: The specialist prepares the children for work, tells a fairy tale, holding in his hands a toy bear and the first picture of a house (other images are sequentially attached to the wall and hung with cloth):

“Once upon a time there was a little bear cub. He was kind and very curious. One day he was so carried away by playing while walking that he ran very far from home. Mom started calling him, but couldn’t find him. Then the bear cub began to leave multi-colored footprints in the clearing so that his mother would definitely find him.”

After this, the specialist needs to invite the child to leave traces of his feet on the paper. The specialist accompanies such actions of children by gradually opening each of the hung pictures. After this, he again performs the ritual of leaving traces. At the moment when the child approaches the last picture with the house, ask him the question: “What is the name of the bear cub in the house?”

Note : The paintings are a projection of the stages of a child's life from the orphanage. Life in a family, then the unknown, Shishkin’s painting “Morning in a Pine Forest” - being in a child’s home with other children, the road is the future path to another institution or family, and again an illustration of a house. It should be noted that often the session does not end with the fifth picture. In the given time, children can take teddy bear templates, walk with them from picture to picture, leaving traces, and return again to the fifth picture. In the event that art therapeutic activity pursues other psychocorrectional goals, the specialist changes the subject of the paintings, but the principle of working with them remains the same.

"Little Giraffe"

Target: Disclosure of resources in a child in an age crisis of 3 years. Training attention and creative thinking.

Materials: Watercolor, brush, container with water, stones, sheet of paper, toy giraffe and turtle.

Instructions: After reading the fairy tale “Little Giraffe,” ask the child to help the giraffe make the spots lighter and paint over the pebbles. Praises that the child does everything himself.

Fairy tale “Little Giraffe” (Suchkova N.O.)

Once upon a time there lived a little giraffe. And he really loved to repeat two phrases: “I myself!! And “I don’t want to!” The giraffe was capricious and fought. The animals that lived nearby tried to avoid the giraffe. And then one day the big turtle said to the giraffe:

Why are you stubborn and fighting? Do you want everyone to be afraid of you?

The giraffe, out of habit, replied: “I don’t want to!”

Let me help you? You are so angry that the spots on your body become so bright that everyone around you is afraid to approach you. Let's make them a little paler?

No. Me myself!

The giraffe began to spread bright spots with water and paint the pebbles lying on the road. Looking at this, the big turtle smiled and said:

Well done! Now you can monitor your spots yourself. Once they become very bright, make them paler. You are so great!

"Drawing with clay"

Target: Relieving tension,

Materials: Liquid clay, large sheet of paper (plexiglass).

Instructions: Invite your child to dip their fingers in clay and draw on paper.

Note : By adjusting the consistency of clay, you can work with improving self-regulation mechanisms.

To introduce the child to work, we use the following poem:

I'll dip my hands into clay,

I'll put the sheet on your palm.

The trace was left by hand

This is how kids draw.

"Drawing on a doll"

Target: Better knowledge of the child’s inner world, development of imagination.

Materials: Gouache, brushes, container with water, doll.

Instructions: Ask your child to color the doll the way he wants.

"Colorful sheets"

Target: Improving self-regulation mechanisms, training the sequence of actions, extinguishing hyperactivity.

Materials: Four large sheets of paper, gouache brush, container with water, tape, scissors.

Instructions: The child paints the sheets of paper one by one (red, yellow, blue, green), and then hangs the sheets on the wall in the same sequence, covering one another.

1. Working with plasticine

"Plasticine strongman"

Target: Reacting emotions and aggressive tendencies, relieving tension.

Materials: Plasticine, sheet of cardboard.

Instructions: The child, tearing off small pieces of plasticine, spreads them over the sheet, creating a thin layer; if desired, he can scrape it off the sheet with the help of a plasticine knife, which requires additional physical and emotional strength.

"Miracle Cactus"

Target: Harmonization of emotional state, sensory stimulation. The technique is aimed at working out psychological problems in aggressive children. By working with plasticine, the process of kneading blocks, which is difficult for a child, internal tension transfers into the material. The resulting cactus is a container of the child's emotions. The spines serve as a symbol of the child’s aggressive reactions to the world around him, and the moment flowers are attached to these spines can carry a corrective effect.

Materials: Therapeutic fairy tale “Miracle Cactus” plasticine, toothpicks, flower templates from multi-colored paper.

Instructions: After listening to the story, the child sculpts a cactus, pierces it with toothpicks, and decorates it with flowers.

Note: Older children can make flowers themselves from various materials (paper, plasticine, herbarium).

Fairy tale “Miracle Cactus” (Suchkova O.N.)

An angry cactus lived in the silvery sandy expanses. He was so gloomy and prickly that a new invisible barrier formed around him. And everyone who approached him was closer than his thorns. Each time I groaned from the unpleasant injections. Therefore, everyone in the circle called it the “Fighting Angry” cactus. From all the corners you could only hear: “Don’t go this way, there’s a Fighting Evil One” or “The Fighting Evil One got into a fight again!”, “The Fighting Evil One should be punished more often, then he will stop being mischievous.” But it must be said that after such words, the cactus’s spines grew even larger and became much sharper than they were. And at that moment, when the thorns became very huge and the sun became very hot, it suddenly began to rain. Its drops were so large and fresh that all the inhabitants of the sandy expanses began to run in the rain, jump over puddles and laugh loudly. After some time, the rain stopped. The sun came out and began to tickle the inhabitants of the sandy expanses with its rays... and then one of the participants in such fun noticed that beautiful flowers began to appear on the cactus. Then he approached the Fighting Evil One. Oh miracle! The thorns have completely disappeared. Now there were many fragrant flowers on the cactus, and the Fighting Evil One began to be called the Miracle Cactus.

"Confectioner"

Target: Relieve tension, increase self-esteem, explore feelings and ideas associated with the image of home.

Materials: A box of chocolates, plasticine, sculpture clay (if the child’s physical abilities allow), glitter gel.

Instructions: Ask the children to make candies, “move them into houses,” and decorate them with glitter gel.

1. Working with natural materials

"Colored primer"

Target: Tactile stimulation, development of imagination.

Materials: Colored primer, tray.

Instructions: Ask the child to familiarize himself with the material, draw on the ground or build something from it.

Manipulations with natural materials

Target: Tactile stimulation, development of imagination.

Materials: A variety of natural materials.

Instructions: Ask the child to familiarize himself with the material, create a picture from it, laying it out on the table or floor, or use additional art materials (paints, plasticine) in his work.

1. Elements of sand therapy

"World of Sand"

Target: Understanding the child’s inner world, tactile stimulation.

Materials: Film, sand, toys for sand therapy.

Instructions: Ask your child to look at

material, draw on the sand or build something out of it, compose a story for toy characters living in the sand world.

"Sandex"

Target: Free self-expression, tactile stimulation, stress relief.

Materials: Sand, PVA glue, stick, paper.

Instructions: Ask your child to draw whatever he wants with a mixture of sand and glue.

1. Making collages

"Collage on a box"

Target: Development of motor skills and spatial concepts, choice skills, expression of feelings and ideas, tactile stimulation.

Materials: Small boxes, magazine clippings, colored and white paper, PVA glue.

Instructions: Invite your child to paste magazine clippings, colored or white paper onto the boxes without going beyond the box.

"Applique on a vessel"

Target: Formation of a sense of security, development of fine motor skills.

Materials: Shampoo or cream jars, PVA glue, paints, brushes.

Instructions: Ask your child to choose the jar he likes and cover it with pieces of paper, coloring it if desired.

Note: The jar can be decorated with plasticine (spreading), beads and grains can be used.

"Family"

Target: Understanding the child’s inner world, exploring the topic of relationships with parents.

Materials: Magazine clippings, scissors, markers, eye shadow, lipstick, paints, brushes.

Instructions: Invite your child to choose his favorite magazine clippings and do whatever he wants with them.

"Magic cotton wool"

This technique, due to the fact that a material such as cotton wool (wool) is used, which retains the warmth of the hands after working with it, will not only increase the amount of sensory information, but also give a feeling of additional protection. This is due to the fact that the soft and warm layer of cotton wool seems to serve as clothing for the initially “naked” “defenseless” characters. Considering that in the process of work there is a projection of the child’s inner world onto the composition, we can also count on the positive effect of the composition itself and the material on the internal feeling of psychological security and comfort.

Target: Expression of emotions, knowledge of the child’s inner world, sensory stimulation, development of imagination. Compensation for maternal deprivation.

Materials: Cotton wool, PVA glue, templates (swan, wolf, bear, fox, hare, sun, tree, clouds), gouache, brushes.

Instructions : Glue cotton wool onto the cloud template, then paint over it with gouache of the desired color, then do the same work with the sun template. Next, the child chooses the one he likes from the animals presented and does the same actions with cotton wool and paints. The same work is done with wood. At the end of the session, place all elements on one sheet (table). The child can talk about individual elements and about his work as a whole.

Note: Pay attention to the presence of clouds or clouds in the picture. It is important to choose an animal whose characteristics can help in understanding the child’s inner world. In addition, wool (cotton wool) can act as a skin, namely a shell, a protective element. The color of the tree's foliage is also important because it can indicate what psychological stage of the child's life cycle the child is at.

1. Elements of play therapy and fairy tale therapy

Manipulation with toys

Goal: Expression of emotions, knowledge of the child’s inner world, obtaining data on his interaction with the world, development of imagination.

Materials: Tray with toys.

Instructions: Provide the child with the opportunity to play with the toys provided.

Note: Showing performances to children will also be therapeutic. For example, the play “Caprizka”

Performance “Caprizka” (Suchkova O.N.)

A hedgehog and a squirrel appear on the stage.

Belka: Hello hedgehog, how are you?

Hedgehog: Oh!

Belka: Oh? Why are you so sad?

Hedgehog: Birdie... I've been waiting for her so, I've been waiting for her.... And she stayed a little, chirped and flew away...

Squirrel: Oh-oh-oh! Which sad story. She probably flew on very important business. And as soon as she copes with them, she will definitely return to you.

The hedgehog begins to cry.

Belka: And I know a way to get rid of sadness. Need to laugh out loud hahaha!

Hedgehog: No, I don’t want to! (capriciously)

Squirrel: Then you need to eat a delicious candy...

Hedgehog: No! I don't want!

Belka: Then you need to go for a walk with other hedgehogs...

Hedgehog: No! I do not want anything!

I don't want to wash my hands

I don't want to eat.

I'll whine all day long

Don't listen to anyone!

Belka: Oh, how capricious you are!!!

Hedgehog: why do I keep screaming?

What do you care?

I do not want anything,

I'm tired of everything (crying).

Belka: I understand. You once swallowed Capriciousness.

He is angry, unwashed,

Beech, evil, terrible beast!

He’s the one who’s being mean to you, and then he’s sad!

Hedgehog: Yes... (crying) I don’t know what to do with him.

Belka: He needs to be released.

Hedgehog: How to let him go?

Belka: I must say: “I don’t want to be Capricious.” Capriciousness get out!

He asks the audience to repeat these words loudly several times. A blot—a balloon—flies out from behind the screen.

Hedgehog: Hurray, he flew away!

Together: Would you rather eat toffee or sweet crackers,

And Kaprizka, and Kaprizka,

Drive away quickly!

"Free Theme"

Target : Free self-expression, development of initiative and imagination, sensory stimulation, psycho-emotional release.

Instructions: Invite the child to do whatever he wants with the material available in the art therapy room.

1. Art therapeutic techniques for working with adults.

Some techniques for art therapeutic work in pairs.

1. Drawing in pairs.

Draw with a partner on the bottom sheet of paper. If you are having difficulty due to the lack of “rules of the game”, you can follow the following conditions: one draws with winding lines, the other with straight lines, each uses a specific color or group of colors, one tries to copy what the other draws (at the same time).

2. "Conversation"

Everyone in the group chooses a color that reflects their individuality and finds a partner based on their color. Then the couples depict a “conversation of flowers” ​​on one sheet of paper, trying to draw their line parallel to their partner’s line. Options: use different shapes and spots in response to the shapes and spots of your partner, using different colors, try to imitate an emotionally charged conversation, for example, a quarrel, draw alternately, trying to continue your partner’s line, draw simultaneously, freely drawing your line in any direction, draw at the same time, trying to draw your line parallel to your partner’s line, change colors after a while, use the other hand while maintaining the same conditions, several pairs, located opposite each other along a long sheet of paper, begin a “conversation” with the partner opposite, and then enter into “ conversation" with partners on the left and right.

3. "Drawing and observation."

One observes what the other is drawing and tries to develop the theme in his imagination, communicating his associations to the drawer. He has the right to use it at his own discretion. Options: one tries to imitate the other's drawing; the third watches the work of the two, then the participants change roles.

4. "Common space."

First, the partners draw one at a time, then continue simultaneously. Options: choose three colors for two and depict the nature of your relationship in a common drawing, paying attention to how you use the space of the sheet, similar to the previous one, but exchanging colors after a while, using the collage technique, each choosing a paper of a certain color to create a common image.

5. General drawing.

Draw at the same time, silently if possible. Try to respond to your partner's actions. Options: just draw silently at the same time as your partner, start drawing each with your own color with your eyes closed, then open your eyes and complete the drawing, choose a theme before drawing, try to create a complete composition, everyone draws something with their eyes closed, then partners open their eyes and, Based on the associations of existing sketches, they create a finished image. When the drawing is completed, they compose a story based on it.

6. “Doodles of D. Winnicott.”

Draw some doodles and give them to your partner, who must create an image from them. Options: Draw a symbol or image of the current moment or state. Switch with a partner and try to continue the drawing without disturbing what he has drawn. Then discuss together your associations with each other's drawings. Similar to the previous one, but with a choice of topic or, on the contrary, completely spontaneously.

7. “Interview-presentation.”

Ask your partner to talk about his life, interests, plans, etc., and then draw a picture of what he told you.

8. "Dialogue".

One begins with a depiction of some state, the other depicts a reaction to it. Then they change roles. Options: one draws his problem on the left, the other - its solution on the right, one draws a path with obstacles, the other - ways to overcome them.

9. “Storylines.”

Options: one draws the characters, the other composes dialogues between them according to a certain plot, the partners alternately draw certain moments in the development of a storyline (without dialogues).

10. "Portraits"

Draw a self-portrait and a portrait of your partner. Discuss the resulting four drawings. Options: draw an abstract portrait of your partner using colors and shapes, draw a self-portrait and give it to your partner for finishing, draw a portrait of your partner and give it to him for finishing, first ask your partner and then finish his portrait, draw your partner, paying special attention to the details of his appearance and clothes, such as buttons, boots, etc., create a self-portrait and a partner portrait using the collage technique.

11. "First Impressions"

Similar to the previous task. Relax and look at your partner. On a common sheet of paper, draw one by one any elements of your partner’s appearance that your gaze stops at, without lifting your pencil from the paper. Discuss the drawings created. Options: alternately drawing in an abstract manner, try to convey your first thoughts and impressions associated with your partner, convey your impressions associated with your partner using one color and one shape, draw how you appear to your partner, draw portraits of each other, and below them write down your impressions of each other.

12. "Masks"

Options: Make and paint one or more of each other's masks and then try them on, create your partner's "facade" mask, create each other's masks using collage techniques and magazine cutouts.

13. "Silhouettes"

Using a white piece of paper and a lamp, trace each other's silhouettes. Options: draw silhouettes of each other, selecting different angles and positions, simply outline and fill in the partner’s silhouette with black, outline the partner’s silhouette, and then complete it by adding elements of the partner’s appearance.

14. “Joint project”

Create some work with your partner silently using any materials.

15. "Boss and subordinate"

One directs the actions of the other: he says what materials to use, paints to create a picture, what to depict, etc. Then they change roles and discuss their impressions of collaboration. This technique is especially interesting in terms of changing ordinary roles, such as in the relationship between children and parents.

Techniques for family art therapy.

1. Family portrait.

Realistic, abstract, symbolic depiction of family members. Options: self-portrait, depiction of family members as animals or objects, depiction of several family members with dialogue between them, select and cut out illustrations from magazines reminiscent of the family and the relationships between its members.

2. Kinetic drawing of a family.

Depict family members in the process of joint or individual activities, or a scene from family life. Options: similar to the previous one, but with clarification of the plot, etc., depict yourself in any role that you play in the family, depict the plan of your home and place family members in it performing some activity.

3. “Sculpture of family relationships”

Depict family relationships as a sculptural group. You can use plasticine, clay, the group members themselves, etc. Options: create a sociogram reflecting the “I” in its connection using circles of the appropriate size located at different distances from the center - “I”, create a model in the form of a three-dimensional “mobile” "Using a hanger, cardboard, thread, etc. Draw a “family tree.” The parts of the tree should symbolize different family members.

4. Inheritance

Fold the sheet twice and draw on each of its four parts: what you have inherited from your parents’ personal qualities, what you would like to inherit from them, what you would not like to inherit from them, which of these qualities you would like to pass on to your children. Options: draw your past and present in your family, and how you would like to see them, depict the strong and weak qualities you inherited from your parents.

5. Childhood memories.

Depict in a drawing or sculpture any episode from your childhood. Options: illustrate a “journey” into the world of childhood, depict yourself, your interests, occupation and figure at the moment, and then the same at a certain moment in your childhood, depict your family situation when you were in the form of a “doll’s house.” child, became a parent, grandparent.

6. Parental relationships.

Divide into two groups: “children” and “parents”. Depict a game between parents and children, then the “children” begin to draw under the guidance of the “parents”, and the “parents” create drawings for the “children”. The work ends with a discussion about the relationship between children and parents... Options: depict your mother and father criticizing you, distribute the roles of family members between group members and depict a scene of family life.

7. "Family themes."

Draw yourself together with some member of your family, depict various family events: wedding, birth of a child, funeral, holidays, etc.

8. “Game family relationships.” Use a sandbox and various figures of people and animals to depict the situation, create stories that reflect family life, draw and cut out paper figures of people, dolls, animals from cardboard to depict family relationships, ask the child to make a dough figure, in particular, any figure of a family member that is significant to the child and ask him what she says or does.

9. Realistic family portraits.

Everyone draws their family, depicting its members in full size, including themselves.

10. Abstract or metaphorical depiction of family relationships.

11. “Emotional portraits.”

Mother and father or husband and wife paint “emotional portraits” of each other. Then they pass the drawings on to each other and correct the images, making them the way they would like to see themselves. Option: Create a realistic self-portrait and give it to your partner so that he can make it the way he would like to see you.

12. "Current moment."

Family members portray the family situation in the present moment and then how they would like it to be.

13. “The most important things.”

Each family member draws what is most important to him at the moment. The drawings are then discussed together.

14. "Shared Experience."

Each family member draws what they did last weekend. The drawings are then discussed together. Option: image of other prices from family life.

15. “Problems and their resolution”

Each family member portrays a family problem and how it affects their life, such as alcoholism, illness, disability, unemployment, etc.

16. "Anger"

Each family member depicts a family situation involving the expression of anger, then passes their drawing to the other.

17. "Children and Parents"

Children portray themselves in more early age, parents picture themselves at the age of their children. (the technique allows you to explore common roles, problems, projections, identifications, etc. between parents and children)

18. "Boss and subordinate"

The child directs the actions of his parent in the process of drawing or sculpting.

19. “Single-parent family”

Each family member depicts in a drawing or collage the positive and negative aspects associated with an incomplete family.

20. “The influence of grandparents.”

The task is carried out in two stages: some family or marriage relationship is depicted, dividing the sheet into two parts, on one part the father’s parents are depicted, on the other – the mother’s parents. Then they find out which drawing of the second stage is more similar to the drawing of the first stage.

This technique allows us to explore unconscious processes associated with the influence of grandparents.

21. “Family drawing.”

The whole family draws on a large sheet of paper and then discusses the dynamics of the drawing process, reflecting family roles and relationships. Options: before starting drawing, determine the theme of the drawing, creating a general work using any material.

22. “Shared Resources.”

The family must create a sculpture using various materials, such as cardboard, glue, pastel, paint, colored paper, etc. However, the number of sheets of paper or cardboard should be less than the number of participants so that they can determine how to use the common material.

23. "Teams"

Family members are divided into pairs. Each pair chooses a pencil or paint of a certain color and creates a common drawing with a partner, drawing in turn. This technique makes it possible to identify an “intrafamily alliance.”

Art therapeutic techniques in combination with other forms of creative activity.

Art therapy and poetry.

1 Poetry as a stimulus.

Read a poem out loud expressively. Use works associated with many options for their interpretation, including symbolic, metaphysical, absurdist and other poetry, for example, the poetry of Keats, X. Gibran, L. Carroll. Then illustrate the poem by creating a drawing, collage, or sculpture. Options: reading poetry without drawing, as a method of developing creative imagination and actualizing various feelings, reading various poems based on thematic or associative connections between their material.

2 Poetry as a response.

Group members write or recite poetry that reflects the experience of creating a group painting or sculpture.

3. Concrete poetry.

The technique involves depicting words or an entire text in a visual form by creating a graphic image, for example, designing the text of a poem about the moon in the form of a night landscape, etc. Options: a specific collage depicting a poetic text in the form of a visual image using clippings from newspapers and magazines , concrete sculpture: depiction of poetic text as a three-dimensional, possible, moving image, for example, using cardboard, thread, wire and other materials

Art therapy and music.

1.Image of sounds.

Sit in a circle and make a sound all together for thirty seconds. Stand up and make different sounds while moving chaotically. Then stand with your partner back to back and make an unusual sound. Go to your places and, covering your ears with your hands, listen to the “inner sounds”. Then, taking your hands away from your ears, try to continue the sound you heard at the same time as the others. The whole exercise lasts about two minutes, after which everyone depicts their impressions of them in a drawing or sculpture. Options: make a sound with your eyes closed and imitate it without opening your eyes. Then open your eyes and finish drawing what you started; with your eyes closed, try to sculpt various sounds using clay.

2. Name image.

Say your name expressively, using gestures and body movements. In the same way, say the names of the group members and then depict them in a drawing or sculpture.

3. Drawing to music.

Enjoy complete freedom in conveying your impressions of music. This technique is used for both individual and group work. The most suitable for this is little-known music that includes various shades of emotional states. For example, you can use various works by Bach, Beethoven's symphonies, Berlioz's Symphony Fantastique, Dvorak's piano concerto, Mahler's symphonies, Vivaldi's concerto for two guitars and other classical works, as well as jazz, modern popular, Indian classical, Tibetan and other music. Options: listen to the whole piece first, then play it again and start drawing, trying to convey your impressions of the music, listen to the piece of music several times and then try to draw the images evoked by it, draw quickly to the music using several sheets of paper, after creating the drawing, collage or sculpture based on music, compare your reactions, feelings, images in a group, at the same time draw to music on one sheet of paper, drawing, which is preceded by movement to music that reflects various states and mental qualities, for example, you can use the following exercises:

“search” (to the sound of an African drum),

“dance” (to the music of Borodin “In the steppes of Central Asia”),

“growth” (to the music of Chopin or Satie),

“evolution” (to piano music by G. Szabo),

“separation and reunion” (to the concerto for clarinet by A. Copland),

“cocoon” (under “Reverie” by Debussy).

Art therapy combined with drama therapy.

1. “Sculpture of the situation.”

Options: make figures out of clay or paste and role-play some situation, depict yourself as a three-dimensional figure made of clay, plasticine or cardboard and place it on a large sheet of paper representing the “living space”, outlining your territory. Then discuss in the group possible group roles: facilitator, outsider, scapegoat, peacemaker, aggressor, etc., similar to the previous task, but depicting yourself in the opposite role, which is not typical for you.

2. "Dialogues"

Using your contradictory qualities, depict them in a drawing or sculpture as separate figures and create dialogues between them. Try to find an opportunity to use them.

3. "Conflict"

Draw or sculpture one of the following images and then act out the scene: “fire”, “life on another planet”, “prison life”, “sports”, “storm or thunderstorm”:

"volcano",

"explosion",

"life under water"

"prehistoric creatures"

“murder”, “anger”, “fear”, “loneliness”, “illness”, as well as other unpleasant or frightening situations.

4. "Artistic Arena".

Divide the group into two parts and tape a large piece of paper to the wall. Choose a theme that involves contrasting two views or principles, for example, “sun and thunderstorm”, “travelers in the jungle”, “day and night”, etc. Then each group chooses certain colors for itself and draws images that correspond to one or another view or beginning, on a separate sheet of paper and cuts them out. The images are arranged into a composition, and then representatives from each group alternately pin the images created by the group on a sheet of paper on the wall. All the others suggest how to arrange the samples to create a holistic composition. The work ends with a discussion of the activity process and its results. Some questions may include the following: Was it possible to create a coherent composition? Was the work accompanied by positive or negative emotions? Were the group members able to act together?

5. “Pictures coming to life.”

Draw images of a specific theme related to the current situation, and then act out the scene. Options: try to change the situation in the direction you want through dramatic action, depict a scene of your future and act it out.

7. "Masks".

Options: Draw and cut out the masks, then act out a scene using them. Create monster, monster, or villain masks and act out a scene using them. In a similar way, draw and use masks of “happy” monsters, monsters or villains.

7. “Hats.”

Make hats out of cardboard and role-play different situations using characters wearing matching hats.

8. “Puppet Theatre.”

Make dolls and act out different situations. Can be used different types puppets: puppets, shadows, finger puppets, etc.

9. "Theatrical costumes."

Portray yourself in theatrical costume and perform a group improvisation based on the characters in appropriate costumes.

10. “Telling stories using roles.”

You can use different types of individual or group activities to develop artistry: sandbox play, paper figures, masks, dolls, etc.

11. Using a tape recorder or video recorder.

Helps to capture your reactions in comments related to the created works, as well as develop artistic abilities and analyze the dynamics of the group process.

Art therapy combined with movement and dance.

1. “Leader and follower.”

Divide into pairs. The leader, putting a blindfold on the follower's eyes, must lead him to various materials for touch. Switch roles and then portray your impressions.

2. “Tactile acquaintance”

With their eyes closed, group members touch each other's hands and faces, trying to remember the images and sensations that arise. Then they are depicted.

3. "Emotions."

Depict various states or situations with facial expressions and gestures, for example: various states of the sea, meeting friends or enemies, states caused by music, etc.

4. “Drawing of gestures.”

Using expressive gestures to convey feelings and various materials, try to depict qualitatively different states in the form of spots or lines. Options: from the drawings, try to identify their authors in the group, try to depict opposite qualities or states: anxiety and peace, joy and despair, love and hate, etc., use your right and left hands in the same way, changing pencils, depict the movement with your hand ant, bulldozer, frog, etc. Then choose the drawing you like the most, try to express the quality or rhythm of the object with your movements, and then depict your impressions in the drawing.

5. “Drawing kinesthetic sensations”

Imagine that you are swimming underwater, floating in the air, etc., and then depict your sensations.

6. Dance

The group dances to the music and then depicts their impressions in a drawing or sculpture.

Art therapeutic techniques as a means of resolving conflict.

Individual work.

A depiction of a conflict in which the feelings that arise when drawing are identified and possible options for resolving it are determined. Some techniques:

1. Depiction of the conflict and its discussion in pairs.

2. Depiction of the conflict in the form of a story in pictures, for example, of a comic nature, with the possible identification of its stages

3. Current personal conflict.

4. Depiction of two or more opposing aspects of an internal conflict with their “voicing” through dialogue and definition possible options their reconciliation.

5. Creation of masks of participants in the conflict.

6. Creation of compositions “storm”, “explosion”, “fire”, “volcanic eruption”, “battle”, “monsters”, “sports competitions”, etc. The technique is especially valuable for those who find it difficult to understand the conflict.

Pair work.

Nonverbal interaction in the process of drawing or sculpting, capable of generating a conflict, which is then actualized through discussion of the results of visual activity. Some techniques:

1. "Conversation"

2. Projective pair drawing.

3. Alternate drawing.

4. Problem (conflict) and its resolution. One depicts the problem on the left, the other depicts its solution on the right.

5. "Dangerous Journey." One draws a path with obstacles, the other - ways to overcome them.

Group work.

Provides the opportunity to observe group roles and their dynamics, which allows you to identify conflict and find ways to resolve it in the process of work. Some techniques:

1. Simultaneous drawing without first selecting a topic.

2. Simultaneous drawing with pre-selection Topics.

3. “Centrifugal composition.”

4. “Cooperative drawing.” (Assumes a preliminary distribution of roles).

5. Simultaneous drawing within individual territories: city, country, continent, etc.

6. Simultaneous drawing with possible movement to foreign territories, for example, to such as: “toy store”, “universe”, “animals in the forests”, etc.

7. Group collage or sculptures.

8. Alternate drawing. The first one draws for two minutes, then the other one draws for one minute, etc. until the first one gets his drawing back to complete. Additions that the author liked or disliked are then discussed.

9. “Interpretations.” Each one depicts a feeling, denoting it on the back. The designs are then shuffled and selected one at a time for interpretation and comparison with the designation on the back.

10. Metaphorical portraits of group members. The portraits are drawn, shuffled, and then the group tries to determine who is who in the drawings.

11. Drawing stories of conflicts in subgroups of 2-5 people, followed by transfer of the drawings to another subgroup, which tries to determine the content of the drawing, the roles of the participants and their points of view.

12. “Damage and its compensation.” Two subgroups create a drawing, then pass it to another subgroup, which tries to spoil it and passes it back for correction.

13. Drawing a “conflict diagram” and discussing it.

14. “Visual whisper” or “deaf telephone”. The first draws for two minutes and shows his drawing to the second, the second tries to reproduce the first's drawing from memory, showing it to the third, etc. The last drawing is compared with the first and discusses the distortions.

15. "Artistic arena." Two or more subgroups create their own compositions. Then the subgroups change drawings and try to continue them. Other options are possible.

16. " Family conflict" Family members portray conflict situation and options for its resolution. Different views on the conflict are then discussed.

17. "Family problems." Family members portray the most important issue and how it affects their lives. Differences in problem assessments are then discussed.

IRINA BRATSEVA
Art therapy in working with preschoolers

Art therapy in working with preschoolers»

Training for teachers

Subject: Art therapy in working with preschoolers»

Target group: OU educators.

Target: acquaintance with non-traditional forms of improving the health of children in educational institutions.

Tasks:

introduce new people, modern technologies children's health;

creating a favorable environment for joint cooperation in the process art therapy games.

Materials and equipment: ball, music for games, paper big size, sheets of paper, circles cut out of paper, brushes, paints, felt-tip pens, colored pencils, wax crayons, jars of water, scissors, glue.

1. Theoretical part.

Modern life dictates special conditions: you need to be self-confident, active, purposeful, open to everything new, have a non-standard approach to business, and be creative. In accordance with the new modern requirements of education before preschool Institutions are faced with the task of not only developing in children the necessary knowledge, skills and abilities, but also creating the maximum possible conditions for strengthening their psychological and physical health, socially adapting them to school education, and promoting the development of creative potential

One of these areas is influence through visual creativity - art therapy, or "creative expression therapy".

Basic goals art therapy - self-expression, expansion of personal experience, self-knowledge, harmonization of personality.

Methods art therapy is used with preschoolers of different ages . To activate the creative process, stimulate the child and diversify his sensory and emotional experience during art therapeutic During classes, children are offered various materials (paints, charcoal, colored pencils, felt-tip pens, wax crayons, plasticine, clay, sand). At the end of each lesson there is a discussion of the feelings caused work with one material or another. Music is often used during classes. It affects consciousness in the form of images, evokes an emotional response, relieves internal tension, it also uses movement and dance, and writing stories. To the most popular types art therapy can be classified as:

Isotherapy is a therapy with visual arts, primarily drawing, as well as working with reproductions, with various artistic material: clay, plasticine, paper, straw.

Music therapy is the controlled use of music in the education and upbringing of children and adults;

Dramatherapy - exposure through theater, images, as well as the use of ready-made materials (films, plays);

Dance therapy is everything related to movement: rhythmoplasty, dance movement therapy.

fairytale therapy,

play therapy,

bibliotherapy (corrective influence through reading specially selected literature,

art synthesis therapy (seven types of arts combined in a single training system: associations, painting, poetry, drama, plastic arts, theater, rhetoric,

sand therapy,

color therapy,

phototherapy (therapeutic and corrective use of photography, video therapy,

mask therapy,

animation or multi-therapy.

Basic principles and commandments art therapy:

Phrases like "I can not draw", "I can not dance", not accepted! Task “draw, sculpt, dance beautifully” Not only is it not used, it is generally contraindicated. The main thing is to throw out, draw, dance, give vent to accumulated emotions and stress in order to better understand, understand, rethink, find a solution, get rid of and improve your mental and physical health. Therefore, first of all work should be analyzed not by a psychotherapist, but by the author himself. Analyzing and simply contemplating your "masterpiece", a person himself begins to realize the essence of his problems and ways to solve them without anyone’s help, without "crutches". As a rule, this does not happen immediately and very rarely after the completion of a specific work, so you need to save your creations and return to them from time to time, looking at them in different moods and from different angles.

Techniques art therapy can be included in both individual and group forms work. Despite the apparent simplicity of the method, art therapy allows you to heal:

Neuroses;

Increased anxiety;

Low self-esteem;

Difficulties in relationships with others;

Consequences of stressful situations, etc.

Art therapy allows everyone to remain themselves, without feeling shame, embarrassment or resentment, comparing themselves with others, helps to reveal the internal resources of the body and psyche. Art therapy classes develop creative and spatial thinking, speech, fine motor skills, and the ability to understand a partner. Helps relieve emotional stress, negative emotions, work off troubling situations. They provide an opportunity to try new roles, ways of behaving and reacting, and activate the function of children’s imagination. Children with a rich imagination solve non-standard problems more successfully, cope with troubles more easily and gain respect among their peers.

Visual techniques used in working with children:

Drawing with bulk materials (sand, dry leaves, cereals, etc.).

Using bulk materials and PVA glue you can create images. A design is applied to a sheet of paper using glue that is squeezed out of a tube. Then the dry leaves are rubbed between the palms into small particles and scattered over the adhesive pattern. Excess, unadhered particles are shaken off. Also used in sand work, cereals and other bulk materials.

Drawing with plasticine.

Plasticine can create various images. This is a labor-intensive technique that requires perseverance and long-term concentration from the child. This technique is good to use with hyperactive children.

Technique "Monotype".

On a smooth surface - glass, plastic board, film, thick glossy paper - a drawing is made with gouache paint. The material on which the paint is applied must not allow water to pass through. A sheet of paper is placed on top and pressed to the surface. The result is a mirror image print. It may be less clear compared to the original, more blurry, and the boundaries between different colors may be blurred.

Drawing with objects of the surrounding space.

Children can draw with crumpled paper, rubber toys, cubes, sponges, toothbrushes, sticks, string, cocktail straws, erasers and more. Targeted "swinging" motor and functional stereotypes creates the basis for a general strengthening of the emotional sphere, reducing dependence - in particular on rituals, improving mood, developing imagination, and adaptive abilities.

Finger painting.

Finger painting is never indifferent to a child. Due to the non-standard nature of the situation, special tactile sensations, expression and atypical result of the image, it is accompanied by an emotional response.

Drawing to music.

The basis of music is sound. Sound, as an acoustic signal, affects the cells of a living organism, changing their activity. Reacts to music the cardiovascular system, respiratory system, music affects hormonal metabolism, etc. Invite children to listen to music, imagining its color and the movements of sounds. Then, when listening again, offer to depict what they imagined with visual materials that do not create resistance on paper and do not require muscle tension when work. It is better to use watercolors or wax crayons.

Soiling technique (spraying paint).

Playing with paints is very enticing and fascinating, especially if you are allowed to splash and "to get dirty" sheet with paints. Children do these work with special pleasure and interest.

If you leave blots on one part of the sheet different color, and then fold the sheet in half and open it again, you will get an original drawing. Ask your child to name his masterpiece.

Technique "Mandala"

Spontaneous Job with color and shape inside the circle helps to change the state of human consciousness, causes a variety of psychosomatic phenomena and opens up the opportunity for spiritual growth of the individual.

Drawing on wet paper.

Unusual the job might work out, if done on paper previously moistened with a spray bottle. It is interesting to watch how the colors spread and mix on wet paper; this will give the child special pleasure and will give many positive emotions.

2. Practical part.

Teachers are invited to take part in a number of games and exercises, art therapeutic nature. Data art therapy teachers can use techniques in the future to working with preschoolers.

Exercise "Compliments"(play therapy)

Target: creating a positive mood, a positive microclimate in the group.

Material: ball.

Move. The teacher invites the participants to stand in a circle. The players pass the ball to each other, while giving their neighbor on the right a compliment, praising him, noticing his merits.

Exercise "Drawing in a circle"

Target: development of reflection, knowledge of the child’s inner world. Children are given circles cut out of paper and asked to draw a picture on both sides. topic: "Good and evil", "White and black", "Joy and Sorrow", "Day and night", "Fun and Sadness". You can try to see the meaning in the scribbles, or you can just move a pencil over the paper while listening to your body.

Exercise "Beautiful garden"(music therapy, isotherapy)

Target: knowledge of the child’s inner world, development of imagination and emotional sphere. Close your eyes and imagine that we are in the garden. Imagine yourself as a flower. If you were a plant, what kind would you be? What kind of leaves would you have? Would you have thorns? And the flowers? What colour? Flowers, blooming or just buds? What does your stem and roots look like? Where do you grow up, and what surrounds you? Is anyone looking after you? And now you're going back. Open your eyes and when you are ready, draw your flower. Don't worry about how you draw, as long as you can describe your flower. Everyone depicts themselves as some kind of plant, real or imagined. If desired, they can tell you about their drawing. They then cut it out and place it on a large piece of paper, forming a huge beautiful garden. Then you can listen to music and dance your flower. The exercise is performed in the same way "Beast Country". Children are invited to imagine themselves as some kind of animal and draw. Tell us about this animal. Who is it friends with, what is it afraid of, what does it dream of, what is it happy about. Then depict the invented image in dance.

A game "Applause for each other"

Target: relieve tension and fatigue, thank all participants for work.

All participants sit in a circle. The presenter begins to clap his hands and looks at one of the participants. The two of them start clapping. The participant whom the presenter looked at looks at the other participant, including him in the game. Thus, all participants begin to clap.

3. Conclusion:

Classes on art therapy or with elements of art therapy They give children the joy of learning and creativity.

Having experienced this feeling once, the child will strive in his drawings, applications, games, etc. to talk about what he learned, saw, and most importantly experienced and felt.

Thank you for participating! See you again!