17 PRESENTATION DYNAMICS FOR CHILDREN AND YOUNG PEOPLE - ECONOMÍA - 2025

I leave you a list of fun and original presentation dynamics to work with children, adolescents or adults, bearing in mind that all the techniques can be adapted to any context or situation.

The situations that are generated when new relationships are established, in groups, form circumstances that sometimes require a technical procedure to establish a first contact and get to know each other better.

To "break the ice" requires the necessary techniques to establish first contact and make full communication; thus a pleasant and receptive climate can be generated. It is recommended that they be used at the beginning of the training that is planned to be imparted (workshop, course, etc.), in this way the integration of the group is facilitated and thus situations of trust can arise.

The following dynamics are intended for the student to be able to integrate into the new group in an efficient and pleasant way. The student must feel comfortable once the dynamic is over, being able to interact with the group as a unique and irreplaceable component.

The materials required for each activity will be specified in each technique, highlighted in bold, since numerous or expensive materials are not necessary.

17 Presentation dynamics for children and adults

1- The cobweb

In this first dynamic, the participants will form a circle where the main object of the activity will be a ball of yarn.

The first member says his name and, as a proposal, he says that he likes to do in his spare time (this proposal can be modified depending on the context and content we are in).

Then, unexpectedly, the first one throws the ball to another partner and he repeats the function. In this way the thread is distributed until it reaches the last student, thus forming a spider web.

Finally, the last person who has said his name will return the ball to the penultimate one and this will repeat the name of the last one, and so on. Finally the ball of thread has to reach the person who started the activity.

2- Who is who?

A drafting of questions is prepared and delivered to the students, individually, on a sheet of paper. The students, using a pen, will have to distribute themselves around the classroom to ask these questions to all their classmates.

The questions must be answered with a single name that gives an answer to each question. Giving them an average of 15 or 20 minutes to carry out the activity. Some questions can be, for example:

1. … Who was born the same year as me:
2. ….Whose name begins with the same letter as mine:

1. … Who likes the same sports as me:
2. … Who was born outside this province:
3. … Whose hair is the same color as mine:
4. … Who has read, in his spare time, the same book as me:
5. … who has the same hobby as me:
6. … Who have traveled outside of Spain:

(These questions are proposed and, therefore, can be modified).

Once the activity is finished, they will be asked to highlight the questions that most caught their attention and they will reflect on how they found the activity.

3- The four corners

Each member of the group will be given a sheet and a pen. They will be asked to draw a symbol where they are represented, which is related to their own personality.

They are then asked to write in the lower right corner some kind of personal information, such as age. In the upper left corner what they like the most. In the lower left corner what they dislike the most, and in the upper right the expectations they have about the course, workshop, etc., that they will receive.

In the next phase, it is about going out to explain to the rest of the class what the drawing has consisted of, in this way they can be guided by what they have written so that they can have a pre-established script.

The drawings are then taped to the wall to form a gallery, so they can be viewed by all classmates. They will be able to see it in detail and will be able to ask any questions that may arise to the authors of the drawings.

Finally, they are asked, in a general way , how did they feel? And what has the activity meant to them?

4- The houses

The large group is divided into small groups, numbering them from 1 to 5 (depending on the number of people that make it up). They are asked to draw a house, on a sheet of paper (per group) using colors, and they are asked to distribute the information that is going to be asked in the following parts:

At the front door: the names of the members of the group that has been formed.

On the roof: expectations that the group has in the course, workshop, etc. that have just begun.

On the walls: group impressions of the perception of other groups.

Finally, each group must present their work and when the names of each component are said (when pointing to the door of the house) each person must introduce themselves by saying their name and the information they wish to provide about themselves.

5- Drawing a self-portrait

They are asked to make a self-portrait in which they see themselves reflected on a sheet of paper and using a pen. In addition, in the drawing itself, they must include at least three reasons why they have enrolled in the training they hope to receive.

Finally, it is suggested that they should share with their classmates the self-portrait and the reasons why they have been drawn in this way.

6-Logos

All components will have a pencil and paper. First, the definition of a logo is explained, for example that of large brands, using an example that accompanies said argument. Next, they are suggested to draw a symbol (logo) that characterizes them individually.

Finally, each participant will show his logo to his colleagues and will argue why he has done it, so that they know it.

7-Encounter through objects

The group is divided into two subgroups. The first part will put an object of their own in a bag, for example: keys, a bracelet, etc. And then the other part of the group will take an object, each one, and look for the owner of that object.

Finally, once the owner has been found, each couple will introduce themselves to the rest of the partners, providing the information they want.

8-Modern songs, everyday phrases or sayings

The trainer will write names of recognized / famous people and their corresponding partners on different cards (using cardboard for the cards and markers for their elaboration).

An example might be Don Quixote (on one card) and Sancho (on another). There must be the same number of cards as members of the group.

Each student, without showing his card, must locate his partner. Once found, and following an order established by the group, they will have to explain to their classmates who they are.

9-The character

Each component must choose a famous person with whom they share their name. Then, in front of the whole group, she must imitate the character and the rest must guess what her name is.

10-Who am I? It's me

The trainer will provide newspapers, magazines and reusable documents (in addition to glue, colors and paper / cardboard).

In this way, each component must build a collage with the information that best represents them of all the material that has been provided. Finally, you will explain to your colleagues why you have selected that information and what it represents you.

11-Who is missing?

The members are asked to form a closed circle. Then everyone will close their eyes and one of them will leave the place. Then they will be asked who they think has left.

12-Full names

Half of the participants will form a circle and will be given a card with their name on it (for this you need a piece of cardboard, per person, and a pen). Next, it is suggested that everyone try to memorize the names of each component, looking at the cards.

At the end of the time agreed by the group for memorization, the cards will be removed and they will begin to rotate. That is, they will be handed over to the person on their right, and so on until the trainer stops time.

Finally, each person will have a card that is not their own and must look for the owner of it.

13-The questioning ball

Several teams are made, depending on the number of people in the group. A ball will be provided and the use of a music player will be necessary. At the beginning of the music, the ball will rotate through each component of the groups so that it does not stop until the music stops.

The person who has the ball at the moment when no sound is heard should say his name and a question that each member of the group asks him.

We must specify that the exercise will be repeated as many times as deemed appropriate for most of the group to present themselves.

14- Body parts

They are asked to form two closed circles, one will be inside the other. Using background music (a music player is required for this), students will hold hands and the circles will begin to rotate and stop when the music stops, leaving one student in front of another.

Once stopped, each pair will have to introduce themselves and answer a question that they ask each other. Then the music will continue and the circles will turn again, as many times as we deem appropriate.

15-The news

The trainer contextualizes the technique by pointing out the importance and influence of good and bad news. From here, each component is asked to write two good news that has happened to them throughout their lives. For this we will need paper and pens.

Then each member of the group will introduce themselves and tell their news. Likewise, others can contribute opinions to the information that has been given.

16-Fears and hopes

Each component must write on a sheet with a pen, their concerns, fears and hopes about a situation that they have lived, lives or is living. Once finished, the trainer must give the floor to those who wish to participate and each one will introduce themselves, showing the written information.

Next, the trainer will write down all the opinions on the board so that at the end of the turn of words he can point out the most frequent ones and discuss them.

It is important that in the debate the names of the students who provide information are repeated successively to remember them.

17-Name chain

The group will form a circle. Each component, in order, will say its name and an animal, the partner on the right must repeat the name of the previous person, and so on.

18-Presentation by photographs

Students are asked to form a circle around several photographs placed in the center, randomly. Each student must select the photo they like the most, according to their characteristics (tastes and preferences).

Then, trying to keep the same circle, each student will introduce themselves and explain why they have selected the photograph, what connection it has with it and what makes it different from the others.

Evaluation

Regarding the evaluation, we must consider that the observation is the instrument selected to verify if the technique has worked correctly. The person conducting the training should consider whether it has worked and whether the attitude of the group has changed.

As far as possible, it will analyze if there is greater interaction between students, if there are situations in which, in the classroom, murmurs and laughter begin to be heard. It is at this time that it will be observed that the activity has met the objectives that were set at the beginning.

In other words, the achievement must be that "the ice break" has taken place and the coldness that appeared at the beginning of the training has also been absent, leaving room for a playful, pleasant and, as far as possible, happy climate..

In addition, the facilitator of the activity has the full right to intervene and encourage participation in each of the techniques. However, we must emphasize that when the estimated time for each activity is not specified, it is assumed that the time required by the trainer will be used, with a minimum of fifteen minutes per technique being recommended.

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Here is a video-summary with some of the dynamics:

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