Age characteristics of children of the 1st junior group consultation (junior group)

The nursery group of a kindergarten is usually attended by children from 2 to 3 years old. Psychologists consider this age to be the most dynamic and productive stage of development. Children learn to speak, express their feelings in words, acquire their first self-care skills, and learn about the world around them. Play is their main activity, and toys are an important learning tool. The further development of children depends on how correctly they are selected. We will tell you in our article which games are suitable for a nursery group in a kindergarten.

Features of games for kindergarten children

Play activities in preschool educational institutions determine the direction of the physical, intellectual, and psychological development of children. In addition, they form the strong-willed and moral qualities of the child and reveal his creative potential. Games for the nursery group have a number of features that are expressed in the goals and techniques used by teachers to implement them.

The mission of games for children attending nurseries combines three areas:

1. Didactic (educational). For example, when changing clothes for a doll, kids learn the name of items of clothing, the order of putting them on/taking off, and their correspondence to the weather and seasons. And by putting puzzles together, they get to know animals, vegetables, and fruits. The “clean tables day” announced in kindergarten teaches children to eat carefully.
2. Developmental. The fundamental goal of educational games and exercises for kindergartens is speech training. Kids should not only “talk”, but also work on improving this skill. No less important is the effect of toys on memory, attention, thinking, imagination, and stimulation of cognitive activity.
3. Educational. At 2-3 years old, children must learn patience, proper communication, cooperation, and acquire correct moral ideas. Another important skill that students acquire during play activities is self-regulation or extinguishing negative emotional impulses.

To successfully implement the goals and objectives, educators adhere to certain principles when organizing play activities.

Among them:

• Easy to understand. So, children are not yet able to lay out mosaics or puzzles consisting of a dozen fragments. But repeating a finished drawing with elements of toys is quite an accessible activity.
• Dynamism. Children attending nurseries can maintain attention for no more than 10 minutes. This feature dictates a regular change of activities.
• Visibility. For the fun to be as useful as possible, kids need to see the actions that they will perform in the future. They are offered thematic pictures, presentations, and a preliminary “playing out” of the scenario by the teacher.
• Goodwill. A good mood and a kind attitude from an adult are a prerequisite for joint entertainment.
• A combination of collectivity and individuality. Peculiarities of age do not yet allow organizing a full-fledged collective game. It is replaced by performing a single task, but by each student individually.
• Competitiveness. Until the age of 3, children do not understand what competition is. The teacher introduces this concept gradually, first through a general assessment of the group, then identifying the most successful participant.

An approximate list of toys for children in the nursery group of a kindergarten can be found in the corresponding document of the Department of General Education of the Ministry of Education and Science of Russia. We offer a selection of exciting, useful activities. And at the end of the article we will present the TOP toys you need.

Age in 1st junior group

1st junior group - these are special development conditions for children 2-3 years old. In accordance with the age characteristics of children, optimal conditions are created here for their prosperous, comprehensive, harmonious development - new types of activities and special classes are being introduced that have both a practical orientation and contribute to the formation of higher mental functions.

Each kindergarten student goes through 3 stages of adaptation to new living conditions.

1. 
   The first stage is the most difficult for both the child and the parent.
   Kids become capricious and whiny. They do not want to part with their usual way of life. Many rebel, try to defend their personal opinion, and refuse to comply with the proposed rules.

   This is a time of not only an emotionally unstable state, but also a weakening of the body. Children sleep restlessly, refuse to eat, and often get sick.

2. Second phase characterized by instability. A self-confident, contented and seemingly well-adapted baby can return to his usual behavior for the first phase of adaptation tomorrow.

   Children try themselves, determine their interests, and compare the environment at home with that provided by a preschool educational institution. The more successful the experience in the garden, the less likely it is that negative reactions to stimuli will occur.

3. The third stage completes the adaptation process. The child’s psychophysical state is completely normalized, he readily accepts the fact of being forced to attend kindergarten, no longer protests or throws hysterics - he tries to find the advantages of being in the group, since there is no other way.

The duration of each stage of adaptation depends on the individual characteristics of the child, the efforts of the parents, and the teacher. If the baby is prepared in advance, finds himself in comfortable conditions with a friendly attitude from others, has the opportunity to do what he loves and is successful, the adaptation process will not take long and will not cause violent emotional reactions and other negative symptoms.

Musical games for nurseries

Music helps you loosen up, relieve muscle tension, overcome psychological pressures, and make it easier to adapt to an unfamiliar group. In addition they:

• develop a sense of rhythm and musical taste;
• stimulate the imagination;
• improve mood;
• strengthen the body (muscles, heart, blood vessels, respiratory system).

Musical activities in a nursery group usually involve staging nursery rhymes, round dances to various melodies, or guessing the sounds of various instruments. Eg:

• "Do it in this way!". Having lined up, the children walk in a circle to cheerful music. The teacher sings a song, and when he gives the signal: “Stay still! Come on, let’s do it like this!”, all participants must repeat after the adult the movement shown to them: sit down, jump, clap, raise your arms up, rest them on your sides or spread them out to the sides.
• “Vanya is walking.” The children, holding hands, lead a round dance. The leader (from among the students) is in the center. The kids sing a simple song: “Vanya went, Vanya was looking for a friend for himself! ( 5 times). Vanya has found a friend for himself!” At the last words, the kids stop, and the leader chooses a mate. They dance together in the center of the round dance. At this time, other participants clap their hands, spin, and stomp to the music. The teacher changes the leader, and the fun continues.
• "Bunnies and the wolf." Cheerful music plays, symbolizing the coming of a new day. The bunnies wake up and run out onto the lawn to frolic. The music changes to menacing - the wolf (leader) has come. He runs after the hares, trying to catch up. The melody becomes calm and quiet. This means that the terrible beast has run away, and it’s time for the bunnies to sleep. They go to their houses (on the bench) and calmly “fall asleep” to the lullaby.
• "Guess the musician." The teacher says that the bear cub has a drum, the bunny has a metallophone, and the Masha doll has a whistle. The toys “hide”, one of the instruments sounds, and the students determine who is playing it.

Another interesting option for musical classes is to dance only with your arms, legs, and eyes.

Features of a successfully completed process

When the child fully adapts to new living conditions, parents and educators can observe characteristic signs.

Among them:

• adoption of rules of conduct, daily routine;
• active interaction with others;
• prevailing good mood;
• absence of whims, tearfulness, aggression;
• inclusion in general activities;
• good health, normal sleep, healthy appetite.

An adapting child feels comfortable, this can be seen with the naked eye. The baby stops worrying and begins to enjoy visiting kindergarten.

Outdoor games for kindergarten group

The benefits of active entertainment in a child’s life cannot be underestimated. During active exercise, metabolic processes in the body are activated, blood circulation in the brain improves, and muscles are strengthened. Active games develop coordination, dexterity, strength, endurance, help relieve accumulated energy, and reduce impulsiveness. They can be practiced both indoors in the kindergarten and outdoors while walking.

Active indoor games

For the effective development of a child, it is important to alternate between calm and active activities. You don’t have to wait until you go for a walk to have a “physical education session.” You can offer several simple activities in the game room or music room:

• “Guess where the bell is.” For this fun, the teacher will need an assistant. The child stands facing the wall. On the opposite side of the room, the nanny rings a bell and hides it. The teacher suggests
• kids listen and determine the location of this object. When the pupils find him, they return to the wall, and the nanny rings the bell, changing the “dislocation”.
• "Cat and Mice" Hoops are placed on the floor - these are mouse holes. The teacher nominates who will be the cat. While the mice are running and frolicking, the cat is sleeping on her chair. At the command of an adult: “The cat is out hunting!”, the mice must hide in their holes. Those who did not have time become the prey of the “hunter” and change roles with her.
• "Kolobok" An adult reads a poem about Kolobok, and the students perform simple movements, depicting the characters. When grandma kneads the dough, they clasp their hands and make circular movements with them. When the “flour product” appears from the oven, they bow. Well, when Kolobok runs away, they spread their arms to the sides in surprise. “Who runs without legs?” - the teacher finishes reading, the children shout in chorus: “Well, of course, Kolobok!”, and clap their hands.

On the street

When weather permits, active activities are best done outside. Fresh air will benefit your health, and the size of the area allows you to organize entertainment for which there is not enough space indoors. Eg:

• "Catch the ball." The kids line up along the playground. The teacher takes balls out of the basket and throws them in different directions with the words: “Catch the ball.” The kids catch up with them and put them in a basket. Once all the balls are returned to the basket, the actions are repeated.
• "Sun and Rain." Children sit on a bench in a gazebo. At the signal from the teacher, who says that there is sun in the sky and you can go for a walk, everyone runs out onto the playground, jumps, runs, and spins. As soon as an adult shouts: “Rain!”, all students must return to their seats. The actions are repeated several times.
• "Train". The teacher plays the role of a steam locomotive, and the kids play the role of carriages. They line up in a column, holding onto the clothes of the child standing in front. The teacher gives the signal: “Tut-tu!”, and the train sets off. There may be sharp turns, stops, changes in direction, deceleration or acceleration ahead. The task of the “carriages” is to overcome obstacles without breaking away from the train.

When conducting active classes in a preschool educational institution, it is important to help students at every stage, guide and show how to catch a ball, spin a hoop, jump rope, etc. Success will depend on how the teacher carried out the preparatory work: he selected the props, told the rules, designated the venue, and demonstrated all the body movements.

Plot

Role-playing games for young children in the nursery group are not the main activity. However, this does not mean that they are premature or useless. Children aged 2-3 years can and should be involved in this kind of fun. They help to understand what is good and what is bad, cultivate kindness, compassion, and responsiveness. By introducing your child to various stories, you give him the opportunity to understand how the adult world works and acceptable rules of behavior.

At this age, children cannot yet organize their own entertainment. Adults must come up with a plot, maintain an imaginary situation, guide and manage the process. Otherwise, when children start building a house for a bear cub out of cubes without guidance, children will most likely simply rearrange them. At this age stage, the main task of story-based fun is to teach children to act according to a script, enrich their vocabulary and develop imagination. Children can be offered:

• "Lunch for a doll." The teacher says that the doll is hungry and needs to be fed. They wash her hands, seat her at the table, at the same time they come up with a menu, lay out the tablecloth, and lay out the cutlery. The doll eats “cakes” made from cubes and drinks imaginary tea. After which he thanks the children and wipes his mouth with a napkin. This plot helps to learn the rules of behavior at the table and remember the names of tableware.
• "Shop". The teacher plays the role of the seller, and the children play the buyer. The products are presented with pictures depicting various items. Customers name what they want to buy and place the “product” in their baskets. When the store is empty, the teacher asks them to take out their “shopping” and tell them what everyone purchased and for what purpose.
• "Walking with a Doll." The doll “asked” to go for a walk. First, you need to dress her correctly. The teacher tells you what time of year it is, what the weather is like outside, and what clothes the doll will be comfortable in. Children choose the appropriate “outfit” and dress the doll. After some time, after repeating the process many times, the students remember the name of the items of clothing, the order in which they are put on/take off, and the correspondence of each of them to a specific season.

It will be no less interesting for kids to take part in theatrical performances such as “Turnip”, “Kolobok”, “Teremok”. First you need to read the fairy tale, assign roles, rehearse scenes, prepare props and invite “spectators”.

Desktop-printed

Didactic games for kindergarten children can be divided into several groups. A special place among them is occupied by desktop-printed toys or toys with pictures. These include:

• puzzles;
• lotto;
• prefabricated cubes (with a fragment of a picture on each);
• mosaic;
• dominoes, etc.

Among children aged 2-3 years, toys are popular that involve putting together a whole picture from several fragments (4-6) based on a template. When organizing them, you need to take into account one methodological subtlety - each participant must have his own set of materials. At the same time, you can start playing dominoes or lotto in pairs or small groups of several people (3-4). As a rule, the number of pupils is larger, so there should be several sets.

Classes with desktop and printed aids develop horizons, attentiveness, memory, and teach the basics of logical thinking and collective interaction. It is important to explain what is shown in the pictures, pay attention to the similarities and differences between objects, and learn to group images according to common characteristics (animals, plants, fruits, transport).

Mathematical

Pupils of the nursery group are just getting started with cognitive activity, so mathematics is not highlighted in the preschool educational program as a separate area. Children become acquainted with the basic concepts of this exact science as part of a general acquaintance with the world around them. The task of teachers at this stage is to teach children:

• understand the meanings: “more-less”, “many-little”, “one”, “none”;
• distinguish geometric shapes: cube, ball, brick;
• understand spatial relationships: “closer-further”, “up-down”, “front-back”;
• make a simple series of alternating two elements;
• sort objects based on two properties at once: color and size (assembling a pyramid of 4 different rings).

Let's consider some didactic games with a mathematical focus that are suitable for nurseries:

• "House to order." A bear cub and a puppy ask to build them houses. In this case, one needs a house made of red cubes, and the other needs a house made of yellow bricks. Children choose the appropriate material, complete the order, and everyone celebrates the housewarming together.
• "Capricious dolls." The teacher introduces the children to the large doll Katya and the small doll Vera. Katya dreams of a ball that suits her height and matches the color of her dress, and Vera asks to give her the smallest ball, the same shade as her socks. Kids choose the items they need and offer them to the dolls. “Ladies” are capricious, asking for more or less, changing their color wishes on the fly.
• "Who's come?". The teacher explains that when a bunny comes to visit, he knocks on the door once, but a bear knocks a lot. After which he puts the toys under the table and demonstrates knocking. The students must guess who came.
• Fun with clothespins. You can invite students to hang their washed clothes on a line. In this case, the red dress should hang behind the white one, and the black one after the red one.

Developmental toys such as pyramids, lacing beads, sorters, and construction sets will help you gain your first mathematical skills.

Senior group in kindergartens

State kindergartens and senior groups are open every day from Monday to Friday from 7:00 am to 7:00 pm. Children 5-6 years old attend the older group.

Usually the senior group includes those children who have already graduated from the junior and middle groups. It turns out that they can already do and know a lot, but continue to develop their skills in the older group.

As a rule, classes last no more than 25 minutes and end with “physical education minutes” so that children can switch their attention, relax and get distracted.

What classes are held in the senior group?

• acquaintance with the outside world continues (children already know a lot at this age and are able to communicate on any topic: about family, about nature, share impressions about a cartoon they watched or a story they read)
• speech development (at this age, children absolutely understand what adults want from them, they can independently express their thoughts, draw conclusions and even argue)
• acquaintance with literature (here children learn to analyze and discuss not only children's works, but also discuss fairy tales with subtext, epics and recognize the main idea of ​​the work);
• math classes (at this age, children learn the principles of addition and subtraction, and also try to come up with problems on their own and look for solutions);
• appliqué and modeling (besides the fact that children adore such activities, they also develop a sense of beauty, learn to complete any task, express themselves, develop perseverance and accuracy);
• drawing (of course, this type of activity develops a sense of beauty, painting and graphics especially help);
• musical classes help the child develop musical and creative abilities and learn to emotionally perceive any piece of music;
• manual labor and making crafts from improvised means and natural materials. Here all available items are used: cotton wool, sticks, tubes, cones and acorns, fallen leaves, paper and cardboard.
• physical education helps to further develop your baby’s physical abilities.

Note to parents

At the age of 5-6 years, each child already develops basic qualities and character traits:

• intelligence develops. Many parents notice that their child’s views and judgments change. They are now more balanced and logical, and the child wants to regularly explain his words and actions;
• strong-willed qualities appear (the child begins to understand the difference and meaning of words and phrases, such as “I want”, “I can” and “necessary”;
• the child learns to take responsibility for the words spoken and his actions;
• social relationships are formed with friends and the team. The child shows interest in his peers; the child wants to be friends, the first sympathy appears;
• the child forms his own opinion regarding any topic and the child actively seeks to express his personal opinion;
• the child learns to analyze and his memory properties change. At this age, the child can concentrate his attention longer, especially on those subjects that seem interesting and useful to him.

Finger games for nursery group

Scientists have long proven that the nerve endings located on the fingers have a connection with the part of the brain responsible for speech. Therefore, to improve this skill, teachers use activities aimed at training fine motor skills, and in particular, finger games. They bring great pleasure to children, and in addition they develop:

• coordination of movements;
• finger flexibility;
• tactile sensitivity;
• mental functions: speech, memory, thinking, attention, curiosity.

Regular gymnastics for fingers is still uninteresting for children aged 2-3 years, so classes are carried out in the form of acting out a fairy tale (rhyme) or manipulative games with special aids: pyramids, lacing, labyrinths, clothespins, containers with bulk material, mitten dolls.

Characteristic addiction problems

The adaptive capabilities of a young child are limited, so a sudden transition of a child into a new social development situation and a prolonged stay in a stressful state can lead to serious emotional disturbances.
Children aged 2-3 years are characterized by emotionality and impressionability .

They tend to quickly become infected with both positive and negative emotions and imitate the actions of others. Difficulties associated with adaptation at this age stage are due to age-related characteristics.

It is difficult to accustom children 2-3 years old to certain rules of behavior and to develop an appropriate attitude towards prohibitions. Kids diligently test the boundaries of what is permitted. Self-awareness appears - the child can understand that he is able to influence what is happening around him, therefore he shows will, wins back his independence, becomes more active and independent.

He begins to be interested in communication and games with other adults and peers. At the same time, the baby is faced with the first experience of interacting with a group, of being part of a team.

TOP toys

When choosing educational games and aids for a nursery group, you need to pay attention to their functionality, developmental focus, age-appropriateness and safety. When evaluating toys for primary preschool age, we considered precisely these criteria. The top positions in the ranking included:

• constructors with 25-30 large parts;
• classic pyramids with 4-5 rings and one pin;
• puzzles consisting of 4-6 fragments;
• frames with images of animals, fruits, vegetables, transport;
• sorters with a base in the form of a container with holes;
• business boards based on Russian folk tales;
• lacing rollers;
• lacing beads;
• labyrinths with multiple routes;
• musical instruments: metallophone, xylophone;
• themed lotto.

In addition to the didactic games necessary for children in the nursery group, they must have items for active activities. Among the popular ones:

• balls of different sizes;
• hoops;
• jump ropes;
• ring throwers;
• throwing bags;
• bowling sets.

We must not forget about materials for creativity: finger and regular paints, easels, plasticine, applique kits.

Safety requirements

Any toy must have a quality certificate, be safe and not pose a threat to health. Among the mandatory requirements:

• no rust, traces of insects, visible damage;
• materials, including finishing (paint, varnish) - non-toxic;
• parts and surfaces should not have hard sharp edges or burrs;
• the top protective layer must withstand the effects of saliva and wet processing;
• absence of glass, porcelain, pile materials, filling with granules less than 3 mm in diameter;
• part size more than 4-5 cm;
• structural elements must be securely fastened;
• musical instruments should have a pleasant sound.

When purchasing toys, you need to carefully consider the packaging. The following should be indicated here: the name of the manufacturer, his details, the recommended age for which it is intended, operating instructions and date of manufacture.

Well-chosen games for the garden, in particular for the nursery group, help organize the correct subject-spatial environment necessary for the effective development of children. But this is only half the success. Children will need help and guidance from adults. After all, two or three year olds are not yet able to use all the learning potential inherent in toys.

Parent meeting in the second junior group “Age-related developmental characteristics of children 3–4 years old”

Parent meeting in the second junior group

“Age-related features of the development of children 3–4 years old”

Target

: Enrichment of parental ideas about age-related changes in children 3-4 years old

Tasks:

• familiarize parents with the developmental characteristics of children 3-4 years old;
• to intensify the pedagogical experience of parents on the topic of the meeting;
• strengthen cooperation between family and teaching staff.

Agenda

1. Opening remarks (statement of the purpose of the meeting)

.

2. A story about the age-related developmental characteristics of children 3-4 years old. Tasks of raising and teaching children of the 4th year of life.

3. “Self-care in a child’s life”

4. Educational activities in kindergarten.

5. Miscellaneous.

Progress of the meeting

introduction

Dear parents! We are glad to see you in our group, thank you very much for coming. Well, now we have become big. We are no longer nurseries, we are already a junior group. And today I want to talk to you about the characteristics of children 3-4 years old.

Three years is a very important stage in a child’s life. It is at the age of 3-4 years that the foundations of a future personality are formed, the “foundation”

physical, mental, moral development of the child.
For the successful formation of a child’s personality, parents must properly guide him. But relationships at this age should not develop as “adult-child”
, but as equals, as with a friend.

It is still difficult for a three-year-old child to control his behavior. The formation of self-esteem begins, where the leading place belongs to the adult. It is important for adults to promote the development of a positive self.

at the baby's. This way he will form the concept that he is good, even if he has committed a bad act. Such actions should be separated from the personality and gradually the personality will be formed in a positive way.

At the age of 3-4 years, the child begins to clearly understand who he is and what he is like. The age of three years is characterized by a crisis of three years, because the child’s inner world is full of contradictions. He strives more than ever to be independent, but at the same time he cannot cope with the task without the help of adults. The child shows intolerance and negativism towards the adult’s demands, while at the same time trying to insist on his own demands. At this time, it is necessary to give the child more independence, but do not forget that he does not yet have enough opportunities. Support your child's desire to “me myself”

, do not criticize his incorrect and inept actions, this may forever discourage the desire to be independent.

Age characteristics of children 3 - 4 years old.

Cognitive development (the child must) :

-Freely navigate the color of objects. Name some colors (but may still make mistakes in the name)

-Be able to form a group of homogeneous objects, distinguish between the concepts one and many, many and few objects

-Distinguish between objects of contrasting sizes (large and small objects, name their size

-Navigate objects of different shapes, recognize a ball and a cube

-Navigate in the surrounding space of the group, kindergarten area, and parts of your own body

-Have ideas about a person and about oneself - external physical features; emotional states; activities of people close to the child

-Have ideas about objects, actions with them, their purpose: household items, toys, tools

-Have an idea of ​​living nature: flora, fauna: domestic animals and their young, forest animals, birds

-Have ideas about natural phenomena: the seasons, their characteristics, seasonal changes in nature, weather phenomena and people’s attitudes towards them.

Social and communicative development (the child must) :

-Be able to accept a conditional play situation, act adequately in it (feeds a doll, treats a patient, etc., combines familiar play actions into a semantic chain (fed, changed dolls, walked with them, etc.)

-Know basic norms and rules of behavior (you can share a toy, feel sorry for another person, you can’t fight, say bad words)

-Be able to enter into dialogue with adults and peers

-Be aware of your gender identity

-Name the name of the city in which he lives

-Be capable of basic self-care (dresses and undresses independently, puts on and takes off shoes, fastens buttons, ties shoelaces with the help of an adult)

-Perform simple labor actions with the help of teachers

-Have a basic understanding of the work of mom, dad, and other loved ones, by the way, this is where we have problems in our group, last week we were talking about professions, and at one of the conversations, “The profession of my mom and my dad,” not a single child told me gave an answer to those I asked individually, they all answered “Mom works at work.” Our children have already grown up and they should know where and what their parents work for.

Physical development (the child must) :

-Be able to properly wash your hands and dry them

-Be able to eat independently and use a napkin

-Jump in place and moving forward

-Can run continuously for 30-40s

-Be able to climb 2-3 bars of a gymnastic wall (by any means)

-Be able to pick up, hold, carry, throw and roll a ball

-Be able to walk easily in different directions and at different paces, walk while stepping over objects (height 10 cm)

-Throw objects at a horizontal target (distance 1 m, with both hands, alternately with the right and left hand.

Artistic and aesthetic development (the child must) :

-Know that you can draw with pencils, felt-tip pens, paints and brushes

-Distinguish between red, blue, green, yellow, white, black colors

-Be able to rhythmically apply strokes, strokes, lines

-Be able to break off small lumps of plasticine from a large lump of plasticine, be able to roll out a lump of plasticine with straight and circular movements of the hands, flatten a ball, a column; connect the ends of the column into a ring, pressing them tightly together

-Glue ready-made forms to create an applicative image

-Sculpt simple objects; Uses plasticine carefully.

Speech development (the child must) :

-Repeat after an adult words and lines of familiar poems

-Able to answer basic questions about the content of illustrations

-Able to express feelings verbally

-Understand and correctly use in speech words denoting objects, their properties, actions

-Able to coordinate nouns with pronouns and verbs, construct simple sentences of 2-4 words

-Have a clear pronunciation of isolated vowels and most consonants (except for whistling, hissing and sonorant ones)

sounds

-Able to understand short stories without visual support, and with the help of an adult, talk about a toy (picture)

-Accompany play and everyday activities with speech

-Able to participate in dramatization of passages from familiar fairy tales.

The general tasks of raising a younger preschooler for this school year are as follows:

1. Contribute to the establishment of good relationships with the teacher and children in the group, sustainable emotional and positive well-being and activity of each child;

2. Ensure the full physical development of children, timely mastery of basic movements and hygiene skills;

3. To promote the development of children’s cognitive activity, enrich their ideas about surrounding objects and phenomena, teach them to identify some features of objects based on methods of sensory examination, comparison, and elementary analysis;

4. To promote the development of independence in children, mastery of various methods of action, acquisition of basic self-service skills, independent play activities and communication;

5. To cultivate a friendly attitude in children towards the environment, emotional responsiveness to the state of other people, kind feelings towards animals and plants;

6. Develop children’s interest in cooperation, skills in verbal and active communication with adults and peers, enrich the experience of playful communication;

7. To promote the development of imagination and creative manifestations of children, interest in participating in play and artistic activities with elements of creativity, joy from the realization of their plans and desires.

Teacher's speech

on the topic “Self-care in a child’s life”

Today we invite you to remember with us what independence and self-care are for 3-year-old children. A child who knows how to look after himself feels good in a group and has more time to play and communicate with peers. Naturally, children do not learn the rules and actions we teach them equally quickly. But every child, with proper upbringing, develops the desire to do everything independently.

We can achieve success in developing self-service skills only if we are one team. And today we will try to show you the significance of this problem, what skills and abilities children of the fourth year of life should master, what conditions need to be created at home to facilitate the formation of self-care skills in children.

Developing self-care skills in children is a long process that requires you and me to know children and have a lot of patience. It is known that a three-year-old child, with good pedagogical guidance, can do a lot on his own, but still continues to master self-care skills. At this age, skills previously acquired by children are improved. And the main thing is that you and I cannot overlook this period of development.

From the first days of your children’s stay in kindergarten, we tried to understand your attitude towards the labor education of your children. It turned out that many parents do not attach serious importance to instilling independence in their children and, considering them too young, try to do everything for them themselves. Others, understanding the importance of fostering independence in a child’s development, still show impatience and do for the child what he can handle himself. Explaining this by the fact that in the morning they rush to work, and in the evening the fatigue and slowness of the children do not allow it. What to do?

The question arises: “Should I help the child or not?” Of course, trying to do everything for the child, we deprive him of his independence, thereby causing great harm to the child. Children's need for independence fades away; they do not have the desire to assert themselves. Suppressing a child’s initiative can lead to complications in the relationship between the child and the adult. Therefore, try to be patient and wait for the child to perform an action himself.

Know that the content of work at this age expands and the ability to complete the work started is formed. It is important to give children more independence in self-care. And using specific examples as much as possible, teach children to draw the simplest conclusions, establish cause-and-effect conclusions: you didn’t roll up your sleeves, so you’ll walk around with wet sleeves, etc.

At this age, the need to teach friends what the child can do himself increases. This is used to develop mutual assistance skills. But here, too, it is important to persistently develop self-service skills in each child, rather than expecting help from a friend.

The behavior of the guys often does not coincide with their ideas, and you can often notice that they work formally. Therefore, when working with preschoolers, the main things remain interesting game techniques for them, entertaining and at the same time educational material. And please do not forget about systematic monitoring of the child’s actions, which, in combination with a positive example or reminder, will have a particularly positive effect.

Of course, children do not immediately acquire the necessary skills; they need our help. And only together can we instill in the child these skills by creating the necessary conditions for this, for example: adapt a hanger according to the child’s height, hang a towel directly for the child, allocate a shelf in the closet for his things so that the child knows and can come up to take or put this or that thing, etc.

Before expecting a child to be independent in self-care, he must be taught the actions necessary in the process of dressing, washing, and eating. Let us now look at some examples.

"Situations for analysis." (parent participants).

While developing independence and self-service skills in children, we often encounter the fact that the child cannot cope or does not want to complete one or another task. How can this problematic situation be solved?

1) Mom gets her son ready for kindergarten in the morning and invites him to put on the hat himself; the child is capricious and refuses to get dressed, citing the fact that he is still small.

Question: What will you do in this situation?

2) Mom is in a hurry to get home, but the child wants to show her that he has learned to dress himself, but it takes a very long time to do so. Question: What are your actions?

3) Three-year-old Ilyusha diligently puts on tights. Difficult task! Finally, after much effort, the tights are almost on, but... inside out. The baby, of course, doesn’t notice this and continues to pull them on. Mom stops, as she says, “this aimless fuss,” and with a quick movement, without hiding her irritation, tries to pull on the child’s tights. The kid raises a cry: “You yourself! Myself! Myself!" Mom sternly says: “Sit quietly and don’t be capricious! You don’t know how, but you shout “yourself”

Questions: Did mom do the right thing? Do similar situations happen to you?

How do you get out of them? What advice would you give to your mother?

Sometimes children are told that they will still “have time to work hard”, adults fully serve them, and then they wonder why their child doesn’t like to work (or clean up his toys)? There is no need to do for a child what he can handle himself. Here it is important to keep in mind the fact that educators develop basic independence skills in children, but at home parents often do not continue this work. Therefore, it is difficult for a child to adapt to the different demands of adults.

It is important to remember that for young children the phenomenon of “accidental oversight” is typical. This means that they have insufficiently developed coordination of movements and the necessary skills. Often they simply do not rely on their own strength and therefore fall, drop, spill, tear, etc. These mistakes do not occur intentionally; the child himself experiences negative emotions - fear, suffering, bewilderment. In such cases, you need to support the baby, instill in him confidence in his own strength, and not scold him when he is already feeling bad.

In the process of self-service, children develop independence, hard work, accuracy, careful attitude to things, and a culture of behavior. Having mastered self-service skills, a child can not only serve himself, but also learn to be neat.

Now we will play with you the game “Word Relay Race”. I will start with a phrase, and you will continue, everyone will speak out, passing the ball around the circle. I'll start, you continue:

“So that my child can become independent, I...”

4. Educational activities in kindergarten.

With the beginning of the new school year, we returned to our daily educational activities; in the summer, educational activities did not stop, they were carried out in a free mode: on walks, in a group in bad weather. From September 1, classes begin daily at 9.00, each lesson lasts approximately 10-15 minutes, with a short break between classes. 2 classes per day.

All educational activities take place in the form of a game. Various little animals come to us asking for help in completing this or that task, or we ourselves go on a journey and learn new things. For example, last week Sick Bear came to visit us, who severely injured his paw and did not know how to heal it, and the guys and I built a real hospital for animals, in which the bear’s paw was cured. You could see our work at the stand at the exhibition “Hospital for Animals”

5. Miscellaneous

Our meeting is coming to an end and I would like to finally talk and discuss common questions and situations in our group.

1. The kindergarten's operating hours are from 7.30 to 17.30; if teachers arrive earlier than this time, this does not mean that they should already receive children at 7.00. No, teachers must ventilate the group, tidy up the washed toys, prepare for classes, and at 7.30 already receive the children. As long as weather conditions permit, children will be received outside. It is advisable to bring your children before 8.15, since at 8.20 we have morning gymnastics in the music hall every day, if you cannot bring them earlier, then please wait until we return from gymnastics, do not leave your child alone in the group. You must pick up your child by 5:30 p.m.
2. In our kindergarten, both adults and children put on and take off their shoes strictly in the locker room, even if you carry your child in your arms from the group to the locker room in shoes, the child remembers what is possible and does the same when getting ready for a walk. Let's respect other people's work.
3. If your child suddenly gets sick, please do not forget to notify the teacher about this, and then enter the kindergarten only if you have a certificate. “Forgot it at home, we’ll bring it in the evening” will not work, we do not have the right to accept a child without a certificate, you can return a little late, but with a certificate.
4. Do not forget to pay for kindergarten by the 25th of each month, do not save large amounts.

And I would like to end on a pleasant note (letter of thanks to Rakhmanova)

Thank you for your attention, we have everything, we are ready to listen to your questions.