From the author: A child who comes to the office of a psychologist or psychotherapist must find himself in a magical world where a professional introduces him to the unlimited possibilities of ordinary toys. A child who comes to the office of a psychologist or psychotherapist must find himself in a magical world, where a professional introduces him to the unlimited possibilities of ordinary toys. For a variety of purposes, a whole arsenal of professionally thought out, versatile items that perform different functions has been prepared. Thus, in the work it is necessary to take into account the main tasks of psychological assistance to children: - direct work to restore contact between all members of social systems and unite their efforts, directing them towards the development of the child; - in the process of cooperation with a psychologist, restore distorted or previously broken social contact; - direct action to restoration of mutual understanding and emotional contact between children and adults; - use the office and collection of toys to develop children’s skills and optimize their transfer to a real social situation; - ensure creative interaction of all subjects of the correctional process; - adequately direct assistance from significant adults; - provide psychological assistance simultaneously for the child and a significant adult; - correctively influence all areas of the child’s mental activity - motor, cognitive, emotional-volitional; - integrate various psychotherapeutic directions in the process of working with the child; - take into account the typological characteristics of the child; - promptly solve the child’s current psychological problems; - ensure the formation of the necessary psychological new formations, - select specific forms and means of correction based on an analysis of the current level and zone of proximal development of the child; - formulate corrective actions taking into account the characteristics of the real social situation in which the child is located; - motivate the child to overcome the child’s existing ineffective defensive reactions and role positions; - purposefully form higher mental functions in the child; - formulate an internal plan of action for the child; - orient the child in the meanings and operational meaning of the activity, which will compensate for unfavorable tendencies; - implement corrective influences, taking into account the age characteristics of the child; - carry out correction based on the strengths of the child’s personality and his well-developed higher mental functions and skills; - conduct psychological classes in an emotionally attractive form [3]. Game therapy, from the point of view of A.I. Zakharov [1], performs three functions: diagnostic, therapeutic and educational. When organizing a game, the following rules must be observed: - the choice of game topics should reflect the interests of the child; - leadership of the game by an adult helps to develop the independence and initiative of children; - one should not comment on or interfere with children’s play; - the adult in the game is sincerely interested in the child and tries to build a warm, caring relationship with him; - the adult creates a sense of security in the child, the ability to freely express his own “I”; - the adult must believe in the child’s ability to act responsibly, independently solving personal problems. Games cannot be organized without toys. By observing what toys a child chooses, one can make assumptions about his mental state. VC. Losev [2; p.54] notes that when observing a child’s play, one can analyze the following points: - which toy the child chooses and which ones he distributes to the rest of the participants; - what is the plot of the invented game and how does it end; - what methods of solving problems the child chooses during the game (aggression, passivity, asking for help, escape, magical transformations, etc.); - what is the role of parents in children’s games (block initiative, provide freedom of action, try to play instead of them or with them,etc.). The non-pragmatic meaning of the toy allows it to be used in different play situations, making this object magical, or, more precisely, magical. The world of such objects is constantly changing, in contrast to the world of “serious”, adult things and the world of corresponding toys with a fixed pragmatic meaning. The world of constantly transforming objects is magical. The direct realization of the child’s desires, which go beyond the simple desire to imitate adults, goes into this “third” world. By imitating, a child remains small, but he can only become big in a magical world. By the way, it is precisely the heightened experience by a child of this age of the opposite “big - small” that determines the eternal interest of children in fairy tales about giants and midgets. And this experience itself becomes especially relevant because in the game the child already imitates the actions of adults, but cannot carry them out “in reality” [2, p. 26]. The psychologist must create a place that will have a healing effect on the child, so it is important remember a number of points that provide mechanisms of correction and therapy. The main condition for success is a collection of toys, which contributes to the ability to objectify one’s feelings, emotions, needs, problems, fears, anxieties and, of course, the desires and dreams of the child. The use of toys performs a number of important psychocorrectional and psychotherapeutic tasks, namely: - comprehensively diagnose the child; - to achieve an increase in the child’s self-esteem and self-confidence through the acquisition of new skills, achievements in school and everyday life; - to develop in the child a sense of responsibility for his own actions; - to form his own reality in the process of correctional interaction; - acting out and adapting to polar roles that are not typical for a child at this stage of correction; - adapt comfortably and environmentally to new living conditions; - apply new forms of communication with adults and peers; - effectively play out and model ways out of difficult family situations; - relieve tension and virtually realize your desires and fantasies; - get used to new socially acceptable patterns of behavior; - symbolic modeling self-organizes the child; - purposeful modeling of positive emotions ensures their automation; - constructively play out the child’s current conscious or unconscious emotional conflicts. Let’s consider the main aspects of creating a collection of toys for individual and group psychotherapy and psychocorrection of children, adolescents and adults. Before creating a collection of toys, it is important to consider the main purpose of the collection. Thus, for sandy Jungian psychotherapy, the height of the figures should be no more than 8-10 centimeters. This is due to the creation of a realistic space for modeling and controlling the situation in the game. This form of psychotherapy usually takes place in a specially organized sandbox measuring 50 by 70 centimeters. For psychological correction and play therapy there are no such strict restrictions; toys can be up to 15 centimeters. But it is still worth considering a number of factors when selecting toys. Rules for selecting toys for play therapy and fairy tale therapy: 1. The toy is convenient to take in a child's hand.2. The figures should not have any parts falling off; they should be strong enough so as not to distract the child with worries about breaking the toy.3. Some toys should be realistic, some stylized and some abstract (used as a substitute).4. Toys should be made of different materials (wood, plastic, rubber, fabric, glass, metal, paper), which is an additional diagnostic point for a psychologist.5. Different colors.6. Toys should be placed comfortably on the shelf.7. Toys should be whole and broken, old and new, beautiful and scary, flat and three-dimensional (as a diagnostic of spatial perception of the world).8. Toys from real life and toys that symbolize fantasy images.9..