The Word “destructive“ I use destructive games in a constructive key of
conditionally as the description of process. And without negative shade which it bears. Probably, there are various ways of knowledge of the world at children, and one of them is in looking how different objects and toys will scatter in different directions. If the kid studies the world quite so, then it does not mean that this way has no right for existence. Mother, most likely, will not be able to change, but she can channelize destructive actions of the child more constructive.Once I learned
about one interesting game intended for kids about one year.
It is scattered by a thin layer on a tray or a flat surface of a decoy, and the child a finger “draws“ together with mother different figures - circles, hooks. This game then very much amused me. My son almost since the birth plays only games where at any stage it is possible to scatter everything and to scatter. Having presented that all semolina will be on a floor, and I should clean it, I decided not to devote my little son in this game.
But also other, not less interesting and available games are... But the ban on scattering of toys, books, everything that can be scattered, can lead to the fact that the child will behave uncontrollable, always unexpectedly and very destructively. Therefore mother is extremely interested to smooth and send its energy to more positive course.the Child beats with
ware. Mother gets specially several inexpensive ceramic mugs and plates especially for throwing on a floor, etc. Also she can add to them plastic ware for a lomaniye hands and cuttings by scissors. Naturally, the kid quickly understands that he wants only what is forbidden. But if mother is unshakable, and will not forbid destructive actions, and to enclose to the kid by his inquiry specially allocated cups and plates which for a change it is possible to alternate, then chance that the favourite mother`s vase will be broken will be small.to Throw
into the purpose. the basin or any other capacity Undertakes, the child throws into it toys, small balls or that will want. Mother sets an example.to Throw
up. If the kid scatters clothes and does not collect, something is allocated, for example, the piece of fabric (if the kid is interested only in concrete things, it is possible to take a sock or shorts) and mother shows how they can fly up up when tossing. Mother together with the child throws something too up, having fun and laughing. And then together with the kid packs things, brings order and displays everything in places.
to Dump everything on a floor. the Kid in an attack of discontent or rage throws a pencil or a felt-tip pen on a floor. Mother offers: “And you can dump all felt-tip pens on a floor?“ Or: “And give all felt-tip pens we will dump on a floor?“ It is told sincerely, without malice and irritation. And mother throws the following felt-tip pen for the first. Together with the child all box of felt-tip pens is scattered, and then accurately everything develops in a box through joint efforts of players.
to Sort or break? Mother welcomes when the child sorts the toys to look how they are arranged, and does not interfere when it breaks them. The special understanding toys or inexpensive toys consisting of a large number of parts which can be broken are for this purpose got. Here it is important to track only that details were not too small.
Should consider such moment. The child with destructive bents likes to break off or tear off something from a toy, but not to sort. Especially, when it does not come off and is not broken off. Sborno - folding toys - to show pedagogical sense to the child as whole it can be displayed on part, and parts - to gather in whole. And the child can do itself voluntarily. Mother can show to the child that the understanding toy can be used in various options: and in destructive (to scatter, break), and in constructive (to collect and play).
of Options of various type of destructive games can think up a set depending on a situation and age of the kid. Creativity does not have a limit here. At such relation of parents the kid feels that his internal destructive aspirations are understood and accepted by adults, and he begins to understand and accept them is more comprehended better. Only through such acceptance it is possible to make destructive bents of the child softer, not such explosive and unexpected. > But it is important to p to remember
that destructive games need to be finished in a constructive key. After scattering, dissecting or a breaking mother suggests the child to clean up. In a polite, game form, not phrases: “Immediately clean up!“ or “You will not clean yet, you will not go to the street!“, and here so: “Let`s put all stones in a sack and we will go to watch an animated cartoon“ or “Help me to lift, please, books on a floor“. The child can not want to participate in this part of game. Mother should not insist. Let everything roll some time. Then mother suggests the kid to put everything into place again. If he does not want and this time, then mother herself cleans (but so that the child did not see) the most part scattered, and next day or after walk when the child is in other mood, asks it about the help:“ You remember, yesterday all of us scattered, here on a floor several books lie, help me to move away, please, them“. Usually in this case the child does not refuse.
Happens and so: when mother begins to play with the child destructive games, the kid from surprise (especially if before there was a ban on such tricks of the child) can destroy everything furiously and, at first sight, absolutely uncontrolledly. But it only at first sight. If mother trusts the creative forces living in her kid, then there has to pass some time that they took up. Suggesting the child to play creative and “destructive“ games, giving him an opportunity for drawing (and just “malevaniye“), mouldings (it is possible and to break what was stuck together), some balance will be found in actions and acts of the little person. Destructive games will not disappear, but they will only shade his life.in fact is present
In destructive actions nothing bad, thirst for destruction to some extent lives in each person as contrast of creation and creativity. The more stoutly this part of the identity of the child, the more stoutly, more brightly will be accepted by a family and nasyshchenny her creative party will be able to be shown and revealed.