The concept and characteristics of society. What is "sense of belonging"
Sense of belonging to society
Prospects (window of opportunity)
Threat
Problem
Mission
The most important subconscious springs, according to Brody
1. Sex. No comments.
2. Food. No comments.
3. Taking care of children. The biological roots are quite obvious.
4. Power, hierarchy. The fight for the female, but what?
“The rapid spread of fear saved many lives by warning people of danger. Non-intelligent animals are capable of transmitting a crisis meme to each other, an example of which is a stampede of a herd. However, the ability to communicate a crisis in the form of a difference meme that includes some specific information about that crisis contributes to the survival of the species to a greater extent."
“Communication about immediate tasks - such as fighting an enemy, building a shelter, or finding food - allowed people to survive in difficult and hungry times. Those groups of people who, as a result of evolution, gained the ability to transmit and receive the mission meme had more adapted DNA than those who did not have this ability.
The point is that the former could work together to achieve a common goal.”
“Awareness of the fact that a given situation (lack of food, competition for potential sexual partners, etc.) is problematic and that “the problem must be solved” makes individuals more ready to fight for survival and to reproduce.”
“Being aware of potential threats, even if they have not yet turned into an immediate “crisis situation,” has been extremely beneficial for people. Information about a predator's route or poisoned water bodies increased their chances of survival."
“When a “prize” is presented to a person—food, prey, or a potential sexual partner—he must act quickly, or else he will miss the opportunity.”
Springs of the second order, according to Brody:
“People are herd creatures, they love company. There are a number of evolutionary reasons that led to the emergence of this desire. Including the safety of the individual in the group, the “economy of scale” effect, and the presence of a larger number of potential sexual partners played a role. Those memes that give people a sense of belonging to a group have an advantage over those memes that do not have this feature.”
“The desire to create something new, innovative or outstanding increases the chances of an individual finding food or shelter, and also allows him to stand out from the crowd of other individuals as a potential sexual partner.
Any meme that makes people feel special, unique, and “meaningful” plays a very important role in the evolution of memes.”
Web
GAME 1 (from 6 years old)
Goals: This game helps children get to know each other and, through fun and pleasant communication, take their place in the group. Therefore, it is good to use it at the beginning of collaboration. Along with this, "The Web" is a great experience for experiencing the cohesion of the group.
Materials: A ball of thread.
Instructions:Please sit in one big circle. Each of you now has the opportunity to tell us your name and tell us something about yourself. Maybe one of you would like to talk about your favorite toy, what you do best, or what you like to do in your free time. You have a minute to think about what you want to tell us about yourself...(Take the ball in your hands and start the game yourself.)
My name is Olga Vasilievna, and I really love to sing...(Hold the free end of the thread tightly in your hand and throw the ball to the child sitting opposite.)
If you want, you can tell us your name and tell us something about yourself. If you don’t want to say anything, you can just take the thread in your hand and throw the ball to the next one.
In this way, the ball is passed on further and further until all the children are part of one gradually growing web. Then talk to the children about anything that can promote group cohesion. Ask them: “Why do you think we made such a web?”
After this conversation, you will need to clear the web again. To do this, each child must return the ball to the previous one, calling him by name and, perhaps, retelling his story about himself. This continues until the ball returns to you. It is possible that sometimes the thread will get tangled when trying to clear the web. In such cases, you can comment on the situation with humor by saying that the group members are already closely “connected with each other.”
Exercise Analysis:
Did everyone have their say during the game?
How do you feel now?
Do you feel different now than you did at the beginning of the game?
Did you find it difficult to remember names?
Whose stories interested you the most?
Who in the group makes you curious?
Whisper the name!
GAME 2 (from 6 years old)
Goals: This fun game helps children bond with each other.
The game seems attractive and unusual to children, since one can only speak in a whisper. It allows you to “involve” even shy children, since you can behave quietly and unnoticed in it. At the same time, children enjoy the intimacy of a one-on-one relationship, and it becomes easier for them to accept their own and other people's mistakes.
When everyone already knows each other well and playing around with names becomes uninteresting, you can use other game options. For example, you can suggest: “Whisper in the other’s ear the most wonderful thing that you experienced yesterday!”, “Whisper in the other’s ear what you did this weekend!”, “Whisper in the other’s ear what new things you learned!” and so on.
Instructions:Move the desks and chairs aside so that we have enough free space in the classroom... Start roaming around the classroom... At the same time, approach different children and whisper your name in their ears...(2-3 minutes.)
Now, please stop... Now, when you start wandering around the classroom again, you will need to approach different children and whisper in their ears, now not your own, but their names. If you don't remember someone's name, try to guess it. Your partner will correct you if you are wrong.(2-3 minutes.)
Exercise Analysis:
Did you find out what their name is?
Whose name was the hardest for you to remember?
Whose name do you like best?
Are you happy with your own name?
Name and movement
GAME 3 (from 6 years old)
Goals: Children find it easier to feel like they belong to a group when they can use their bodies. This is exactly the opportunity they are given in this game. It also helps children remember each other's names at the beginning of their acquaintance and gives them the opportunity to introduce themselves to the group in the most unusual and fantastic way.
Children love that the whole group repeats their gestures. As the game progresses, the desire to stand in the center of the circle and “imprint” your movement in the group becomes more and more powerful. For a few moments, each child becomes a Director, by whose will everyone else, including the teacher, acts. At the same time, children not only remember each other's names, but also get a great opportunity to laugh.
Instructions:Sit in one large communal circle. Now each of you will say your name and at the same time make some movement- arms, legs, whole body. The whole group says the child's name in chorus and repeats the movement made by him. After this, the same student pronounces his last name and makes another, now different, movement. And again we all become an echo together. We say his last name in chorus, and we all repeat his movement. I'll start first.(After this, pass the move to your neighbor to your left or right).
Exercise Analysis:
Whose names were easy for you to remember?
Whose names have you forgotten?
Whose moves did you like more than others?
Do you know what your first or last name means?
Acquaintance
GAME 4 (from 6 years old)
Goals: This game is aimed at developing partnerships, in which each child can introduce another person to the class. At the beginning of the game, everyone can satisfy their curiosity by learning the characteristics of their playing partner. Then each student must remember and retain in memory the basic information about the partner in order to compose a small message from it to the class. This game emphasizes the individuality of each child. No one is left unattended, and everyone has a pleasant feeling that someone cares about them.
This is a great game to start working together. You can repeat this game at relatively long intervals with a different task - ask the children to find out what new has appeared in the life of their partner in the time that has passed since the previous conversation. This game helps children develop their ability to clearly and comprehensively formulate and express their thoughts. When working with older children, you can increase the time allotted for conversation by about ten minutes.
Instructions: Today we will try to get to know each other better. Please stand up and choose the classmate you know the worst... Choose a place where you can calmly talk to each other. One of you starts and conducts a five-minute interview. Try to find out how your interlocutor lives, how many brothers or sisters he has, who he is friends with, what his character is... Listen very carefully to everything he tells about himself. In five minutes I will give you a signal that time has passed. After this you will switch roles...(10 minutes.)
Now everyone come back and sit in one big circle. Have everyone present to the class his partner. Stand behind him, put your hands on his shoulders and tell him everything you can remember.
At the end of each story, ask the person being presented whether the story was correct enough and if he wants to add anything to what was said.
Exercise Analysis:
Did you like your partner's questions?
Was your partner actually curious and questioning you with interest?
What was more pleasant for you: asking or answering?
Which of the two of you chose your partner, and which was chosen?
Which of the other children did you learn something interesting about?
How do you feel in class now?
What I like to do...
GAME 5 (from 6 years old)
Goals: In this activity, children have the opportunity to tell something about themselves while showing originality and artistry. Since the game is based on the principle of guessing, children like it and develop their curiosity.
Children of primary school age are often brilliant actors. In this exercise, you can tap into this tendency while creating a puzzle for others. However, not all children have equally developed artistic inclinations, so it is very important that participation in the game is only voluntary. Please ensure that children begin to make their guesses only after the performing child has completed his pantomime.
Instructions: I would like us to get to know each other better. For this I I want to offer you the next game. One of us will choose something that he really likes to do and begin to show it to us without words. Everyone else carefully watches what the speaker is doing and tries to guess what he wants to tell us, but they themselves don’t say anything yet. Once the speaker has finished his pantomime, thanking us for our attention, we can begin to express our guesses. After everyone has spoken, we can ask the speaker if there are those among us who understood him correctly. After the discussion, the next speaker will speak. Let me be the first speaker.
For the first time, it makes sense to help children. After some time, they will understand the meaning of the game and will be able to fully enjoy this form of improvisation.
Exercise Analysis:
From which children's performances did you understand what they like to do?
Which child likes to do the same things as you?
Which of the speakers surprised you with their hobbies?
Was it difficult to explain things to others without words?
Was it difficult for you to guess?
All we are somewhat similar...
GAME 6 (from 9 years old)
Goals: During this game, both the uniqueness of each child and the common features that unite him with others are very beautifully revealed. Everyone is comforted by the thought that in some way they are not alone. The relative lack of time ensures a certain superficiality of communication, which makes it easier for shy children to participate in the game.
This game involves children in an intensive process of sharing information about themselves. Show them that you are sincerely interested in this by posting the resulting lists in the classroom and returning from time to time to what the children discovered in themselves and others.
Materials:
Instructions:Please break up into fours or fives. Have each group sit down and make a list of things that unite its members. In this list you can write, for example: “Each of us has a sister...”, “Each of us has a soft toy...”, “Each of us’s favorite color- blue...", "Each of us has a mother who goes to work...", "We all love pasta very much...", "We all can't stand it when someone snitches", "During the holidays we all love go to the sea..." and so on. You have fifteen minutes. The team that finds and writes down the largest number of common features wins.
Exercise Analysis:
Did you learn anything interesting about any of the other children?
Is there something that unites all the children in the class?
Is there anything that sets you apart from all the kids in your class?
How did you work in your team?
Do you like to be like others or do you prefer to be different from everyone?
What should your friends be like - similar to you or completely different?
Sculptures
GAME 7 (from 6 years old)
Goals: This game is good for kinesthetically and visually gifted children because it requires little to no talking. With their bodies, the children create a sculpture on the floor that includes all the students. This sculpture will become a wonderful symbol of class cohesion at the end of the game.
The game requires a large free space.
The game can serve as a good diagnostic tool for you, since it reveals the social structure of class 1). The game can be repeated at certain intervals. At the same time, if you ask children to depict specific objects (for example: “Arrange yourself so that you become a house...”, “... so that you become a bicycle...”, “.. so that you become an airplane.” ..."), then you will also develop their spatial perception.
Materials: Each child needs one match.
Instructions: I want to offer you a game whose rules are not so easy to explain. But I can show you how it is played. Please, each of you take a match... One of you starts the game: he puts a match in the middle of the class on the floor. The second one places his match next to the previous one so that they touch each other. The third match should touch one of the previously placed ones. The game continues until all the matches are laid out on the floor. You might want to arrange the matches so that they form some kind of painting, sculpture, etc.
Thank you very much, you helped me a lot. Now it’s much easier for me to explain to you the essence of the game. Now we will put the matches aside, and instead of them we will need to use ourselves. You will need to place a similar sculpture of your bodies on the floor, with each
1) Information is analyzed according to the principles of Moreno sociometry, used in psychodrama. As a rule, children will try to lie down next to those with whom they find it more pleasant to communicate. Anyone who finds himself surrounded by a large number of children is likely to be something of an informal leader in the class. - Note lane
of you must touch at least someone from the group. Decide for yourself where to lie down and how to place your arms and legs in space.
When all the children are on the floor, move on to the most difficult part of the exercise.
Now, please, try to remember this picture as accurately as possible, clearly record in your memory where you were lying, who was lying next to you and in what position. To do this, you have one more minute... Now stand up, please, walk around the class and again take the same position in which you were just now.
Exercise Analysis:
Did you like the sculpture you made "of yourself"?
Did you manage to remember your place?
Where did you lie in the sculpture - in the middle or on the edge?
What do you like more - being surrounded by other children or being alone in peace and quiet?
Cars
GAME 8 (from 6 years old)
Goals: During this game, children release a lot of energy, and they happily join together in large groups. Step by step, the number of children interacting with each other increases until the whole group becomes one single fantastic machine. The game awakens in children positive emotions and faith in class cohesion.
Instructions:Can you imagine a machine made up of yourself? At the beginning of the game, everyone should be just a man-machine on their own. Transform into little robots. Be the old model who moves with sudden jerks and movements. Perhaps from time to time your mechanism does not function accurately enough, something gets stuck, then the “robot” stops and starts moving too slowly or, conversely, too fast...
Now break into pairs. Can you together become one washing machine? How will you move? What do you do when pre-washing? How do you behave when rinsing?
Now gather in fours. Now you can choose what kind of car you will become. You can become the machines that actually exist. And if you want, you can come up with a machine that doesn’t exist at all. Get together and think about the following questions:
- What kind of car do you want to build?
- What parts will it consist of?
- What part of the machine does each of you want to be?
- Should the machine make any sounds?
Once you decide what kind of machine you want to become, "run" it to try it out. And the other children will have to guess what kind of car you came up with.(5-10 minutes. Let all teams take turns showing their cars.)
And now all of you together can make one common machine that will move and make sounds. Each of you will become a
the beauty of this car. This time we don't need to know in advance why the machine exists. It must be some kind of fantastic apparatus that has never existed before. The first of you can start building this miracle machine, and let the rest join as soon as they find a suitable place for themselves. Remember that all components of the machine must be connected to each other.
Exercise Analysis:
What do you like more - being an independent machine or being part of one big machine?
Which “car” did you like the most?
What else can you make of yourself?
Roaring engine
GAME 9 (from 8 years old)
\tGoals: This is a lively and exciting game that creates a racing atmosphere in the classroom and releases energy.
"^Instructions: How many of you have seen real car racing? Do you remember how engines roar when drivers step on the gas after another bend? Now we are organizing something like a car race in a circle here. Imagine the roar of a racing car- "Rrrmm." One of you starts by saying "Rrrmm" and quickly turning your head to the left or right. His neighbor, in whose direction he turned, immediately “enters the race” and quickly says his “Rrrmm”, turning to the next neighbor. Thus, the “roar of the engine” is quickly transmitted in a circle until it makes a full revolution. Who would like to start?
When the “roar of the engine” has gone full circle, stop the action and continue explaining the game further:
Of course, our racing car also has brakes. When they are pressed, a different sound is heard- "Iiiiik." When someone, while the car is “moving,” suddenly says “Iiiiik,” he thereby stops our car and turns it in the opposite direction. Any of you can suddenly "stop the car and make it move in the opposite direction." But everyone has the right to do this only twice, so that others can also participate in the game.
At the end of the game, you can ask the children to “drive” the circle especially quickly, and at the end of the entire “race”, all together finish the game with one single “Eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee.”
Exercise Analysis:
Did you like this game?
What did you like more - “press on the gas” or “brake”?
Do you like these fast games or do you prefer slower ones?
Do you feel energetic and active now?
Bravo!
GAME 10 (from 8 years old)
Goals: This game promotes group cohesion. Children who are applauded receive exactly the same pleasure from the game as those who applaud them. As a result, an atmosphere of mutual acceptance and good humor is created in the classroom. Repeat this game periodically, inviting three to five students each time to enjoy everyone's admiration.
3 k. Fopel, part 4 33
Instructions:How many of you have been to a theater or circus and seen with your own eyes how the audience enthusiastically applauds the performers at the end of the performance? How many of you, at least in your dreams, wanted to be on stage and earn enthusiastic applause from the audience? I believe that every one of us deserves applause from time to time.
Place a chair in the center of the class and ask everyone to tightly surround it on all sides.
Which of you wants to be the first to stand on this pedestal and enjoy the thunder of our applause?
For the first time, help the class clap as hard as you can. When children see how pleasant applause is for a student standing on a chair, they will clap even harder.
Exercise Analysis:
Did you enjoy receiving applause?
Do you sometimes receive undeserved applause?
Did you enjoy clapping?
How do you show others that you admire them, that you like them?
Do you want to be given recognition and applause from time to time in class?
Who's missing?
GAME 11 (from 6 years old.)
Goals: This game provides a great opportunity for children to emphasize the importance of each student. When working with older children, you can use the following version of this game: cover two or three students with blankets and ask them to hide in different parts of the room.
Materials: A large blanket (or several blankets for a more complicated version of the game).
Instructions: Please sit in one common circle. Do you notice when your boyfriend or girlfriend is not in class? Do you notice when someone else is not there?
Every student in the class is very important to us. When someone is gone, we miss him. Do you share this opinion? I'm very glad that everyone is here today(if indeed no one is missing).
Walk along the entire circle and call each person present by name. If someone is absent that day, bring this to the attention of all children and ask them to remember the name of the absent student.
I want to try to play this game with you: one of us will hide, and the rest will guess who is hiding. First, I will ask everyone to close their eyes, and while no one sees this, I will quietly approach one of you and touch his shoulder. The one I choose will have to open his eyes, quietly go out to the middle, sit on the floor and cover himself with this blanket. After he hides, I will ask you all to open your eyes and guess who is missing. Now close your eyes...
Start the game yourself, hidden under a blanket, to encourage children's activity. After the children guess you, go back to the circle and hide one of the children in the center of the circle. First, choose children who are confident enough to feel comfortable under a blanket. When the children take too long to guess, ask the one who is hiding to say something so that the others can find out.
Exercise Analysis:
Do you think the class would have noticed your absence?
Why is every student in the class important?
How do you show other children that they are important to you?
Do you know all your classmates by name?
Whose names haven't you remembered yet?
orchestra rehearsal
GAME 12 (from 8 years old)
Goals: In this game, each child gets the opportunity to vent their emotions by conducting an imaginary orchestra. This activity encourages children and makes them feel more connected to other students.
Materials: An audio cassette with a recording of lively, playful music that the children in your class will enjoy.
Instructions:How many of you have ever seen a conductor? Have you noticed how the conductor moves at his conductor's stand?
When I turn on the music, you can all stand up and start conducting an imaginary orchestra. “Conduct” with your hands, arms, knees, legs and your entire body to “show the musicians how they should play.”
twenty questions
GAME 13 (from 8 years old)
Goals: In this game, children must guess which of them the presenter has guessed. As a result, the attention of the entire class is drawn to one of the children, which allows him to especially feel like a member of the group. At the same time, it encourages the whole class to think of each individual student as an independent person with his or her own characteristics.
When the game becomes familiar to the children, you can give one of the students the opportunity to be the leader.
Instructions: Please sit in one big circle. I want to invite you to play a game called "Twenty Questions". It is called that because you can ask me exactly twenty questions in order to guess which of you I have guessed. If you want, you can ask about this person's appearance, for example, about the color of his eyes, or you can ask about his special qualities and skills, about his character traits. When one of you has an idea, he can silently raise his hand, without naming anyone for now. Only when I answer all twenty questions can you make your guesses about who I thought of.
Exercise Analysis:
Did you quickly guess who we are talking about?
Are there any children among your classmates who are similar to each other?
Can you name two children who are different from each other in every way?
Is there anyone in the class who looks like you?
Family history.
GAME 14 (from 10 years old)
Goals: As a rule, a family is not without problems and difficulties, but at the same time, every child would like to be proud of his family. Support your children's desire and give them the opportunity to tell something good about their family.
To prepare for this game, give the children a task - to bring to the next lesson an object that has been kept in their family for a long time and is its pride. The older the item, the better. This could be a photograph of a grandparent, great-grandparent, a book passed down from generation to generation, an ancient document or an award.
Encourage children to discuss with their parents what items to bring to class to show what their families are proud of. If the item is too big or too valuable, children can simply draw a picture of it and bring that drawing to class. It is important that children discuss with their parents why this object is worthy of respect, what memory it carries, how old it is, what happened to it. Children should bring a family heirloom in an opaque bag or bag and not tell anyone what it is before class begins.
Instructions:Please sit in one common circle. Today we will talk about our families. The family consists not only of us and our parents, but also of our grandmothers and great-grandfathers. It is to them that we should be grateful for our existence on this earth; it is they who have given us much of what fills our lives with meaning and gives us a reliable baggage of life experience and knowledge. Place your bags on the floor in front of you. In turn, each of you must demonstrate the item you brought with you and talk about it. Who would like to start?
Help some children by asking them leading questions. At the same time, it is important to make sure that the story is understandable and interesting for all other students. Make sure that the strengths of the storyteller's family are discussed first.
Exercise Analysis:
Did you learn anything new about your family while preparing this game?
Which ancestor are you most proud of? Who would you like to know more about?
What kind of family would you like to have when you grow up?
Which child did you learn something new about today?
In what part of the world did your ancestors live?
What are you proud of in your family?
//toe personal place
GAME 15 (from 6 years old)
Goals: When talking about our group membership, we often use spatial comparisons. For example: I feel at home here; this is my place; there is a place for everyone here and so on. During this exercise we can address the question of everyone's place in the class at an age-appropriate level. At the same time, we confirm the right of every child to both have contact and be alone, depending on their condition and mood. Both are an important prerequisite for the harmonious interaction of each student and the group as a whole.
Instructions: Start walking around the classroom looking for a place that you like. Take your time, try to choose a nice place that is not too close to other children.(Give the children plenty of time and make sure everyone finds a place that suits them.)
Your place is where you stand now. Feel the weight of your body, feel how it presses on the floor. The place where you are now is your personal place. No one else can be in this place. The floor under your feet now becomes a part of you, forming a beautiful, cozy place. Sit on the floor. When you sit down, you need a little more space to sit comfortably, and all this- also your personal place. Try to use it, because it belongs to you. Feel the ground under your feet. A cozy place for a cute child...
Now extend your hand and draw an imaginary circle around your private area. Make it as big as you want. At the same time, pay attention to the fact that, being in the center of the circle, you can reach any part of it with your hand. All the territory that you can freely reach belongs to you...
Now touch the floor in your private place. This is your own gender. If you want, in your imagination you can paint it any color... You can mentally put it on him soft thief
a thick rug... Or you can place a thick round mattress on it and lounge on it. Can you jump on his personal place up and down...
You might want to surround your space with a small wall. To do this, you just need to touch the floor and mentally pull the wall out of it, like a fish from a pond.(Demonstrate this movement to the children.) You can build this wall so high that no one can see you behind it. Make sure it fits tightly on all sides. Now you only have your top secret and private room...
Now you might want to make a window in your wall so you can look out. I will give my window a heart shape.(Show yourself as if you were cutting a window in your imaginary wall.) L what will your window look like?
I want to paint one wall blue and hang a thick rug on the other wall for a warm, soft surface to lean against.(Show this with pantomime.) What else can you do with your personal space and the wall around it?
Let's be silent for a while, so that in silence everyone can take a closer look at their personal place and think about what else to do with it...
How many of you like the place you are in? Now I will shout out loud: “Switch places!” And everyone will have to run out of their place and go to the place of another. So, switch places! Has everyone taken their new seats? Do you like it as much as the previous one?
Fine. Now change places again and return each to your own place back. How do you feel here? Do you like the old place better than the new one? Sit on the floor again and think for a minute how you feel when you have your own space...
Now carefully “fold and pack” your personal space and place it next to you. Return to your seats in the classroom.
Exercise Analysis:
Which desk do you sit at most often in this class?
Who is sitting next to you?
Do you want to change this location from time to time?
Where is your favorite place at home?
Where do you like best - on the street or somewhere in a secluded place?
Where is your dad or your mom's favorite place?
Where is the place of the class teacher and each of the teachers?
Is there enough space in this classroom to whisper, talk to your stuffed animals, play secret games, or hide something?
What is important to me?
GAME 16 (from 9 years old)
Goals: This game promotes interaction between group members and gives each child the opportunity to introduce themselves to other children. This very quickly unites the students in the class with each other. Many children are amazed when they see how many of their classmates share their interests and values.
Materials: Paper and pencil for each child.
Instructions: Imagine that you and your parents are leaving for a long time to spend the holidays on a desert island. Your parents tell you that you can take a suitcase with you and pack exactly three things in it that are most important to you. What will you choose? Think about it carefully and write the names of these things on a piece of paper.(5 minutes.)
Now get up and start wandering around the classroom. Keep your piece of paper in front of you so that others can read what is written on it. Please walk in silence and just read what others have written. When I shout “Stop!”, you can stop next to one of the children. Tell each other why you chose these three things. Now start walking around the classroom...
Let the children walk around for about a minute. Limit your exchange time to about thirty seconds. Then ask the children to wander around in silence again, reading other classmates' notes. After about eight signals of "Stop!" the children return to their seats in the classroom.
Exercise Analysis:
Has anyone chosen the same thing as you?
Whose records surprised you?
Are there things in the world that are interesting and important to most of us?
What do you think is the most unusual item that someone would want to take with them?
Who did you learn anything new about?
Photo series
GAME 17
Goals: Using the proposed procedure, you can further enhance the development of a sense of belonging to the group among students in your class. At the same time, you can emphasize your desire to create a family-like atmosphere in the classroom and show that children are very important to you. Once a quarter, or, even better, once a month, take a photograph (preferably not a formal one, but a “live one”) of each of the students in the class and glue all the photographs to a piece of Whatman paper.
This collection will help create a family atmosphere in your classroom. For many children, this will be their only photograph during this period of time. When you take a new photograph, you can remove the old one from whatman paper and give it to your child.
Chapter 2
Making contact
Pass the mask!
Goals: Here is a wonderful game, borrowed from the traditions of improvisational theater. It cheers up children, makes them more attentive and helps them get ready to work in a group. Everyone can get rid of those unproductive moods with which he came to class, and thereby free his head for work. Children love this game because it allows them to be spontaneous and have a sense of humor. They laugh a lot, and after playing this game you will certainly feel an atmosphere of curiosity and a thirst for action in the class. To prevent this released energy from going to waste, it is important to organize activities that require high activity from children after the game is over.
Instructions: Please sit in one big circle. Look at me all to see that I I do. I try to give my face a special expression, like this.(Fix some expression on your face for a few seconds. Slowly turn your head so that all children have the opportunity to see the expression on your face.)
There are few concepts in psychology that can compare in complexity with the concept of Ch. Yu. To the study of Ch. Yu. approached from the structure of the stimulus causing it. Is Ch. Yu. usual reaction, and if so, is it assessed internally or... Psychological Encyclopedia
Oceanic feeling- in psychoanalysis - an expression by the writer R. Rolland to designate the true source of religious feelings (the term is contained in a letter to Z. Freud). S. Freud could not detect this feeling in himself, but nevertheless he decided that it was a regression “to the early ... ...
SELF-CONSCIOUSNESS ETHNIC- a sense of belonging to a certain ethnic group, an important feature of the ethnic group, which is a reflection in the minds of people of actually existing ethnic groups. connections and externally manifested in the form of a self-name or ethnonym. S.e. associated with ethnicity. self-determination of people... Russian Sociological Encyclopedia
IDENTITY CIVIL- 1) awareness of belonging to a community of citizens of a particular state, which have significant meaning for the individual; 2) the phenomenon of supra-individual consciousness, a sign (quality) of a civil community that characterizes it as a collective subject. These… … Sociology: Encyclopedia
ERICSON- (Erikson) Eric Homburger (1902 1994) Amer. psychologist and psychotherapist, author of one of the first psychol. life cycle theories, creator psychohistor. models of social cognition. In the 30s attended Anna Freud's seminars in Vienna,... ... Encyclopedia of Cultural Studies
INFORMAL ASSOCIATIONS- children and youth, social groups with various societies, orientation. The concept of N. o. quite ambiguous. To N. o. often include such heterogeneous phenomena as opposition political parties, environmental groups. movements, amateur and creative associations,... ...
INFORMAL ASSOCIATIONS for children and youth- social groups with different society orientation. The concept of N. o. quite ambiguous. To N. o. often include such heterogeneous phenomena as oppositional politics. parties, environmental movements, amateur and creative associations, countercultural... ... Russian Pedagogical Encyclopedia
IDENTITY- (IDENTITY) A concept denoting an individual’s awareness of himself, of who he is. Identity always presupposes both similarity with other people and difference from them. For example, if you are British, then you are like other British people and different from... ... Sociological Dictionary
Psychological security- a relatively stable positive emotional experience and the individual’s awareness of the possibility of satisfying his basic needs and ensuring his own rights in any, even unfavorable, situation when circumstances arise... Encyclopedic Dictionary of Psychology and Pedagogy
Change induction groups- More than 5 million Americans have participated in personal growth or change groups, twice that number are members of self-help and consciousness-raising groups, and tens of thousands are enrolled in groups. psychotherapy. The goals are very different from correction... ... Psychological Encyclopedia
adolescence- (ADHOY) period of ontogenesis (from 10–11 to 15 years), corresponding to the beginning of the transition from childhood to adolescence. In historical terms, the identification of P. century. as a special age stage (see age) in the development of man occurred in industrially developed... ... Great psychological encyclopedia
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The effect of group membership. This is one of the main basic group effects. In the history of social psychology, various scientists have studied this effect and designated it with different definitions.
At the beginning of the 20th century, theories of instincts of social behavior dominated the social sciences. British psychologist M. Daugo - in 1908, distinguishes among other instincts the feeling of belonging to the mass of people. Another British psychologist W. Trotter in 1916 tried to explain all psychological phenomena with the herd instinct and recognized it as something primary, as the tendency of all homogeneous animal creatures to unite. At this time, the Italian sociologist V. Pareto designated the instinct of constancy as the need to belong to a social group.
Then S. Freud, in the book “Psychology of Masses and Analysis of the Human Self,” introduces the concept of “identification,” defining it as a mechanism of sensory attachment to other people. In the 30s, E. Mayo, in his own Hawthorne research works, experimentally confirmed that people have a need to belong to a group, which he called a sense of “sociality.” In the 60s, the founder of humanistic psychology, A. Maslow, among the needs, also highlighted the need to belong to a group and believed that group membership is the dominant goal of a person. G. Murray designated this need with the term “affiliation”.
English psychologists G. Tezfel and J. Turner in the late 70s studied the process of an individual’s understanding of belonging to a group, denoting it with the term “group identification.” They made a theory of social identity, the main provisions of which are as follows:
- - a person, identifying himself with a group, strives to evaluate it positively, thus raising the status of the group and his self-esteem;
- - the cognitive component of group identification consists in a person’s understanding of belonging to a group and is achieved by comparing one’s own group with other groups according to a number of important characteristics. Thus, the basis of group identity lies in the cognitive processes of cognition (categorization) of the surrounding social world;
- - the sensory component of group identity is inextricably linked with the cognitive component. The sensual side of identity lies in the experience of one’s own belonging to a group in the form of various emotions - love or hatred, pride or shame;
- - the behavioral component manifests itself when a person begins to react to other people from the position of his own group membership, and not from the position of an individual, from the moment when the differences between his own and other groups become visible and important to him.
So, in essence, group identity is a dispositional formation, in other words, an attitude toward belonging to a certain group. The attitude consists of 3 components - cognitive, sensory and behavioral and regulates the behavior of a person in a group.
French psychologist S. Moscovici proposed the conjecture that human consciousness is built as an identification matrix, which is based on a huge number of group identities. Focusing on the ideas of S. Moscovici, we can divide group identities into three groups:
- - specific natural identities - person, gender, age;
- - specific social identities - nationality, religion, culture, subculture, citizenship, profession;
- - personal identities - role properties, self-esteem of personal traits and achievements, etc.
At a certain time, depending on the current events, one of the identities becomes leading, dominant and structures the identification hierarchy. A person accepts and systematizes the world around us, selecting the necessary information, making decisions and performing actions in accordance with the dominant identification at that moment. This identification means a kind of prism through which a person accepts the world around us. It also determines the characteristics of comparison of one’s group with other groups, and a person reacts to the world and the people around him from the standpoint of his own group affiliation.
When events (external or internal) change, another identification takes the place of the dominant one, a new hierarchy is built in the subject’s consciousness, the perception of the world around us and human behavior change. It is worth noting that the restructuring of certain identification hierarchies can occur quite often. For example, at work, professional identifications predominate, at home - family-role identifications, in conversations with friends, gender and age, in conversations with representatives of other states, cultural-ethnic, cultural, religious, etc. Thus, the group in which one is at that moment person, denotes an identification hierarchy.
Achieving a common understanding.
A strong desire for change can be generated by the achievement of a common understanding among all group members of the need for change, while the initiative aimed at stimulating change will come from the group itself. The facts produced by individuals or groups, or the participation of these individuals or groups in planning, as well as in the collection, analysis and interpretation of data, have a significant impact on the change process. Information provided by one member of the group is more understandable, more acceptable, and more likely to be used than that provided by an “outside expert.” In particular, participation in the analysis and interpretation of data can reduce or eliminate resistance that arises from moving things too slowly or too quickly. If data is to become the evidence base for driving change, it must be presented and perceived correctly. It's all about the fundamental difference between the situation when an independent consulting firm is invited to conduct a study and prepare a report, from the situation when the study is carried out on its own with the assistance of independent experts.
To achieve a common understanding it is necessary:
General understanding of the need for change;
Participation in searching and interpreting information.
The power of resistance to change is reduced when the employees who are about to experience the change and those who are trying to influence the change feel that they belong to the same group. Change that comes from within appears much less threatening and causes less opposition than that imposed from without. The degree of participation in these settings may vary. The highest degree of participation (usually the most effective) is characterized by the participation of all group members. The next level of participation corresponds to the participation of individual representatives of the group, including representatives from trade unions and management. The lowest degree involves the participation of only the manager. As stated earlier, this does not necessarily increase positive attitudes toward change, but it does significantly reduce overt resistance.
To develop a sense of belonging to a group it is necessary:
General feeling of involvement in changes;
Sufficient degree of participation.
The more authoritative a group is to its members, the more influence it can have on them. A group is attractive to its members to the extent that it satisfies their needs. This entails each group member being willing to be influenced by other members and increasing incentives for group cohesion if this is important to the group. When it comes to change, group cohesion can either reduce or increase resistance, depending on whether the group perceives the change to be beneficial or harmful.
