The Program for the Prevention of Deviant Behavior in Primary School Students Using Folk Games



The program belongs to the preventive psychological and pedagogical direction. In this particular version, the program is aimed at preventive and psychocorrectional work with children using folk games. The phenomenon of folk play in the program is used as a technological resource in working with children to develop socialization, adaptive resources, communication skills, and prevention of deviant behavior. It can be applied to almost any school age. In folk games, the following psycho-emotional states are modeled and experienced in safe conditions: fear, aggression, resentment, rejection, power, and being chosen. It is an intensive and safe way to socialize and prevent deviance. If the play stage in the child’s life has not been worked out, then, getting a varied and complex experience of interpersonal communication and interaction in the game, the participant in the game is freed from the already acquired destructive stereotypes and clamps at the emotional and bodily lev-el. Game situations most successfully form the personal qualities set forth in the requirements of the Federal State Educational Standard of primary general education: benevolence, the ability to cooperate, find ways out of difficult situations, be responsible for their actions. This program involves a whole range of psycho-preventive measures, which are aimed not only at the individual psychologi-cal and pedagogical correction of the student’s personality, but also at restoring his social status in the peer group. The folk game, included in the psycho-preventive program as the main attribute, does not require additional material and technical costs and educational and methodological sup-port, but requires serious training on the part of a teacher-psychologist. Here, knowledge is needed about the psychological impact of folk games, the range of their application, age qualification, as well as the psychophysiological characteristics of children of this age in the selection of games, the psycho-emotional load of games, the order of alternation of games.

General Information

Keywords: psychoprophylaxis and psychocorrection of deviant behavior, the method of folk play, the develop-ment of adaptive resources, socialization, primary school students

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System


For citation: Zozulya G.A. The Program for the Prevention of Deviant Behavior in Primary School Students Using Folk Games [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2020. Vol. 17, no. 4, pp. 60–67. DOI: 10.17759/bppe.2020170406. (In Russ., аbstr. in Engl.)


  1. Bendas T.V. Nagaev V.V. Psikhologiya chuvstv i ikh vospitanie. Moscow, 1982. 103 p. (In Russ.).
  2. Zakharov A.I. Kak preodolet’ otkloneniya v povedenii rebenka. Moscow, 1989. 128 p. (In Russ.).
  3. Zakharov A.I. Kak preodolet’ strakh u detei. Moscow, 1980. (In Russ.).
  4. Izard K. E. Emotsii cheloveka. Moscow: MGU Publ., 1980. 439 p. (In Russ.).
  5. Kazanskii O.A. Igry v samikh sebya. 2nd ed. Moscow: Rospedagentstvo, 1995. 128 p. (In Russ.).
  6. Klyueva N.V. Kasatkina Yu.V. Uchim detei obshcheniyu. Kharakter, kommunikabel’nost’. Yaroslavl’: Akade-miya razvitiya, 1996. 240 p. (In Russ.).
  7. Kryukova S.V., Slobodyanik N.P. Udivlyayus’, zlyus’, boyus’, khvalyus’ i raduyus’: Programmy emotsio-nal’nogo razvitiya detei doshkol’nogo i mladshego shkol’nogo vozrasta: Prakticheskoe posobie. Moscow: Genezis. 2002. 208 p. (In Russ.).
  8. Lakhin R.A. Narodnaya igra kak sredstvo sotsial’no-nravstvennogo vospitaniya mladshikh shkol’nikov i podrostkov. Avtoref. dis. kand. ped. nauk. Kursk, 2009. 25 p. (In Russ.).
  9. Lendret G. L. Igrovaya terapiya: iskusstvo otnoshenii. Moscow: Mezhdunarodnaya pedagogicheskaya akademiya, 1994. 368 p. (In Russ.).
  10. Malova V.V. Fol’klornyi prazdnik «OSENINY». Munitsipal’noe obrazovanie: innovatsii i eksperiment, 2011, no. 1, pp. 53–57. (In Russ.).
  11. Ovcharova R.V. Prakticheskaya psikhologiya v nachal’noi shkole. Moscow: Sfera, 1996. 240 p. (In Russ.).
  12. Slobodyanik N.P. Psikhologicheskaya pomoshch’ shkol’nikam s problemami v obuchenii: Prakticheskoe posobie. 2nd ed. Moscow: Airis Press; Airis-Didaktika, 2004. 250 p. (In Russ.).
  13. Stukova O.I., Khaidukova L.V. Sovremennyi detskii igrovoi fol’klor: schitalki. Munitsipal’noe obrazovanie: innovatsii i eksperiment, 2012, no. 5, pp. 65–67. (In Russ.).
  14. Vopel K. W. Kak nauchit’ detei sotrudnichat’? Psikhologicheskie igry i uprazhneniya: Prakticheskoe posobie: V 4 t. T. 3. Moscow: Genezis, 1998. 160 p. (In Russ.).
  15. Chistyakova G.I. Psikhogimnastika. 2nd ed. Moscow: Prosveshchenie; VLADOS, 1995. 160 p. (In Russ.).

Information About the Authors

Galina A. Zozulya, Teacher-Psychologist, Education Center — Gymnasium No. 1, Tula, Russia, ORCID:, e-mail:



Total: 600
Previous month: 25
Current month: 8


Total: 230
Previous month: 2
Current month: 1