Cultural and hygienic skills in the middle group
Tatiana Plotnikova
Cultural and hygienic skills in the middle group
Nutrition Dressing and undressing Washing
September
Strengthen the ability to eat a main dish and side dish with a fork, separating pieces with a fork as you eat them, and do not crush them in advance.
Chew food with your mouth closed, use a napkin as needed. Improve children's ability to quickly dress and undress in a certain sequence.
Strengthen children's ability to properly place their things in the closet.
Strengthen children's ability to neatly fold and hang clothes on a chair before bed.
washing skills in children : soap your hands until foam forms, rinse thoroughly, wash your face, wipe dry with your towel, hang it up.
Strengthen children's skills
Teach children to use their handkerchief by unfolding it.
October
Strengthen the ability to eat a second dish with a fork, a casserole, separating pieces with a fork as you eat them, do not crush them in advance.
Improve children's ability to use a napkin as needed.
Strengthen children's ability to use all types of fasteners.
Teach children to recognize their things and not confuse them with the clothes of other children.
Teach children to notice disorder in their clothes and seek help from adults.
washing skills in children : soap your hands until foam forms, rinse thoroughly, wash your face, wipe dry with your towel, hang it up.
Teach children to use their handkerchief by unfolding it.
November
Learn to rinse your mouth after eating.
Strengthen children's ability to use a napkin as needed.
Teach children to verbally express requests for help.
Strengthen in children the skills of politely asking for help, thanking for the help provided.
Strengthen children's ability to put on shoes correctly.
To develop in children the ability to behave correctly in the washroom: do not make noise, do not push, do not splash water.
Teach children to roll up their sleeves before washing.
Strengthen children's ability
Strengthen children's ability to use their own towel by unrolling it, wiping first their face, then their hands, and hanging it by the buttonhole on a hanger.
December
Strengthen the ability to eat a main dish and side dish with a fork, separating pieces with a fork as you eat them, and do not crush them in advance.
Chew food with your mouth closed, use a napkin as needed. Teach children to follow basic rules of behavior in the locker room: do not run, do not knock on locker doors.
Continue to teach children to follow the rules of behavior in kindergarten: wipe their feet when entering the room.
Strengthen children’s skills independently, with the help of an adult, tidy up their appearance: pull up tights and socks, straighten their shirt, etc.
To develop in children the ability to behave correctly in the washroom: do not make noise, do not push, do not splash water.
Strengthen children's ability to use their own towel by unrolling it, wiping first their face, then their hands, and hanging it by the buttonhole on a hanger.
Teach children to turn away when coughing or sneezing, or to cover their mouth with a handkerchief, from others.
January
Learn to eat different types of food without changing the position of the fork in your hand, but only slightly turning your hand in or out.
Improve children's ability to use a napkin as needed.
Teach children to notice disorder in their clothes and take care of their appearance.
Improve children's ability to maintain order in their closet.
Teaching children to turn their things inside out on their own is obvious.
Strengthen children's ability to use an individual comb.
Teach children to turn away from others when coughing or sneezing.
Teach children to roll up their sleeves before washing.
February
Chew food with your mouth closed, use a napkin as needed.
Learn to eat different types of food without changing the position of the fork in your hand, but only slightly turning your hand in or out.
Strengthen children's ability to recognize their clothes and not confuse them with the clothes of other children.
Strengthen children's ability to clean and maintain order in their locker.
Strengthen skills in maintaining a neat appearance.
Teach children to clean each other's clothes from snow with the help of an adult.
Teach children to turn away when coughing or sneezing, or to cover their mouth with a handkerchief, from others.
Strengthen children's ability to use their own towel by unrolling it, wiping first their face, then their hands, and hanging it by the buttonhole on a hanger.
March
Strengthen the ability to eat a main dish and side dish with a fork, separating pieces with a fork as you eat them, and do not crush them in advance.
Improve children's ability to use a napkin as needed. Improve children's skills acquired throughout the year to quickly and accurately perform the necessary actions.
Teach children to lace shoes, with the help of adults, tie shoelaces, practice using different types of fasteners: buttons, zippers, Velcro.
Improve children's neatness and neatness skills
Teach children how to use a handkerchief correctly: unfold it, release the nose, alternately pinching one nostril, and roll the handkerchief with the used part inward.
Teach children to roll up their sleeves before washing.
April
Chew food with your mouth closed, use a napkin as needed. Improve children's skills acquired throughout the year to quickly and accurately perform the necessary actions.
Teach children to lace shoes, with the help of adults, tie shoelaces, practice using different types of fasteners: buttons, zippers, Velcro.
washing skills in children : soap your hands until foam forms, rinse thoroughly, wash your face, wipe dry with your towel, hang it up.
Strengthen children's ability to use their own towel by unrolling it, wiping first their face, then their hands, and hanging it by the buttonhole on a hanger.
May
Learn to eat different types of food without changing the position of the fork in your hand, but only slightly turning your hand in or out.
Improve children's ability to use a napkin as needed.
Teach children to notice disorder in their clothes and take care of their appearance.
Strengthen children's ability to clean and maintain order in their locker.
Improve the skills of neatness and neatness, strengthen the ability to put clothes in order.
Strengthen children's ability to use an individual comb.
Teach children to roll up their sleeves before washing and wash their hands after using the toilet.
Cultural and hygienic skills of preschool children
CONTENT
1. Introduction 3
2. Content of cultural and hygienic skills in different age groups 3
3. Specifics of methods for developing cultural and hygienic skills 5
4. Means of developing cultural and hygienic skills: an example of an adult, children’s own activities, artistic expression 8
5. Conclusion 10
References 11
Cultural and hygienic skills are largely formed in preschool age, since the child’s central nervous system is highly plastic, and actions associated with eating, dressing, and washing are repeated every day and repeatedly.
The main conditions for the successful formation of cultural and hygienic skills include a rationally clear daily routine and adult guidance. The daily routine ensures daily repetition of hygiene procedures at the same time, which contributes to the gradual formation of skills and habits of a culture of behavior.
The first junior group (from 2 to 3 years old). An important task in working with children of the first junior group of kindergarten is the development of cultural and hygienic skills - neatness, neatness in everyday life, food culture skills, as an integral part of a culture of behavior. To make it easier for a child to learn new skills, it is necessary to make this process accessible, interesting and exciting.
Continue to teach children under the supervision of an adult, and then wash your hands yourself after contamination and before eating, wipe your face and hands dry with a personal towel.
Learn to put yourself in order with the help of an adult. To develop the skill of using individual objects (handkerchief, napkin, towel, comb, pot).
While eating, encourage children to be independent and teach them to hold a spoon in their right hand.
In the process of dressing and undressing, remind children of their order. With a little help from an adult, learn to take off clothes and shoes (unfasten front buttons, Velcro fasteners); neatly fold removed clothes in a certain order; wear clothes and shoes correctly.
Second younger group (from 3 to 4 years old). Teach children to take care of their appearance. Remind them how to use soap correctly. Continue to teach how to carefully wash your hands, face, ears; Wipe yourself dry after washing, hang the towel back, use a comb and a handkerchief.
Develop basic behavioral skills while eating: correctly use tablespoons, teaspoons, forks, and napkins; do not crumble bread, chew food with your mouth closed, do not talk with your mouth full.
By the end of the year, children should master the simplest skills of behavior while eating and washing.
Middle group (from 4 to 5 years). Continue to instill in children neatness and the habit of taking care of their appearance.
Make sure that you do not lose the skills to wash yourself, wash your hands with soap before eating, when dirty, and after using the toilet.
Strengthen the ability to use a comb and handkerchief. Teach children to turn away when coughing and sneezing and to cover their mouth and nose with a handkerchief.
Improve the skills of careful eating: take food little by little, chew well, eat quietly, use cutlery correctly (spoon, fork, knife), napkin, rinse your mouth after eating.
Senior group (from 5 to 6 years old). Cultivate the habit of keeping your body clean, your clothes and hair tidy. Cultivate the habit of brushing your teeth yourself, keeping your nails clean, covering your mouth and nose with a handkerchief when coughing and sneezing, and turning away to the side.
Teach how to quickly and neatly dress and undress, maintain order in your closet (put clothes in certain places), and make your bed neatly.
Continue to improve food culture: use cutlery (fork, knife) correctly; eat carefully, silently, maintaining correct posture at the table.
Preparatory group for school (from 6 to 7 years old). Develop the habit of quickly and correctly washing your face, drying yourself using only an individual towel, brushing your teeth, rinsing your mouth in the morning and after meals, washing your feet before bed, using a handkerchief correctly, taking care of your appearance, using a comb, quickly undressing and dressing, hanging up clothes in a certain order and place, monitor the cleanliness of clothes and shoes.
To instill cultural and hygienic skills in all age groups, demonstration, example, explanation, explanation, encouragement, conversations, and action exercises are used. Playing techniques are widely used, especially in early preschool age: didactic games, nursery rhymes, poems (“Wash cleanly - don’t be afraid of water”; “Early in the morning at dawn, little mice, and kittens, and ducklings, and bugs, and spiders wash themselves...” and etc.).
The show is accompanied by an explanation. Any action should be shown in such a way that individual operations are highlighted - first the most significant, and then additional ones. Operations occur in strict order with a small interval (no more than 5-10 seconds), otherwise a dynamic stereotype is not developed. Showing the action to kids is always accompanied by saying (“Now let’s take a towel and wipe each finger”). Then the adult acts together with the baby, performing related actions. For example, she takes his hands in hers, soaps them and places them under running water.
Gradually, the adult provides the child with greater independence, controlling the execution of operations and the result, and then only the result. When developing skills, the child learns to maintain the goal of the activity and not be distracted. You should also draw children's attention to the rationality of certain methods of action. For example, after use, a towel must first be straightened and then hung up - this way it dries better and does not fall on the floor. It is desirable that adults accompany the demonstration of actions and children’s attempts to perform them independently not only with explanations, but also with questions that direct the child’s attention to the need to act in a certain way. This will help him quickly learn how to do it and understand why he needs to do it this way.
In the education of cultural and hygienic skills, it is important to have the unity of requirements of the employees of the child care institution and parents. The baby does not immediately and with great difficulty acquire the necessary skills; he will need the help of adults. First of all, you should create the necessary conditions in the family: adapt a clothes hanger to the child’s height, allocate an individual shelf or space on a shelf for storing toiletries (handkerchiefs, ribbons, socks), a permanent and convenient place for a towel, etc.
When teaching children, you need to take their experience into account. For example, you cannot start teaching a child to use a fork if he has not yet learned how to eat with a spoon correctly. Consistency in training is very important. Thus, actions associated with undressing are mastered by children faster than actions with dressing; It is easier for a child to learn to wash his hands first and then his face. Gradually increasing the complexity of the requirements takes the child to a new level of independence, maintains his interest in self-care, and allows him to improve his skills.
Usually the quality and correct sequence of actions is beyond the attention of an adult. However, it is often considered unimportant to monitor whether a skill has become a habit. This situation leads to the fact that even seven-year-old children need to perform cultural and hygienic skills based only on the requirements of an adult. This can lead to the loss of a seemingly already formed skill. Therefore, in preschool age, it is necessary to re-teach skills on a different basis than in childhood. The child must be helped to understand the techniques and conditions for performing cultural and hygienic skills, as well as their necessity.
To reinforce the rules and assimilate them, it is advisable to have a conversation with children aged 5-7 years about hygiene. It is structured so that children not only name and list actions and their order, but also make generalizations that help to understand the appropriateness of actions and convince children of their necessity. It is important that older preschoolers independently use cultural and hygienic skills.
Therefore, it may be advisable to move from direct instructions to indirect ones, for example, instead of reminding “children, go wash your hands,” say: “Let’s start getting ready for lunch,” etc.
One of the leading techniques in all age groups is repetition of actions, exercise; without this, the skill cannot be formed. At the first stages of developing a skill, you should check how individual actions or the task as a whole were completed, for example, before washing, ask: “Show me how you rolled up your sleeves,” or after washing, see how clean and dry your hands are. A good form of exercise in mastering cultural and hygienic skills are didactic games.
A special role in the education of cultural and hygienic skills belongs to gaming techniques. Using them, the teacher reinforces in children the skills that are developed in everyday life.
Of course, play techniques are appropriate when working with children who are just beginning to develop their first life skills in a group of peers. Older children already have experience in organizing their own behavior in such situations, therefore, if a child does the wrong thing (pulling the whole plate towards him, trying to pick out a small piece of bread from under pieces of bread, etc.), it is more appropriate to use moral assessments: “It’s immodest, it’s impolite.” act."
We can distinguish a group of tasks related to the formation in a child of a conscious attitude towards his health. Here the leading means are such as an adult’s example, children’s own activities, and artistic means. The form of work in which problems are most adequately solved is educational work in physical education classes and in everyday life.
In preschool age, children are especially prone to imitation, so the personal example of adults plays an important role in the formation of skills. The appearance of adults and their behavior serve as a model for children; their instructions should not contradict their own behavior, since nothing passes by the attentive eyes of children. In the education of cultural and hygienic skills, assessment plays a huge role, that is, a positive or negative judgment of an adult about the individual actions and behavior of a child.
Children's own activities. Its content is determined by the teacher of the group in terms of creating a subject-development environment that ensures that children choose types and forms of activity in all main areas of their development, as well as when choosing goals that determine the activities of students organized by the teacher, aimed at solving problems related to the interests of other people ( emotional well-being of other people, helping others in everyday life, etc.).
For example, a didactic game planned by a teacher to master cultural and hygienic skills gradually becomes an independent activity for preschoolers. cultural and hygienic skills are associated not only with the game. They underlie the first type of work activity available to a child—self-care work. The baby has learned to put on a dress, tights, shoes and begins to master the sequence of dressing: what comes first, what comes next. At the same time, the formed skills are combined, forming a scheme of actions in situations of dressing, washing, going to bed, etc. That is, the units of action are enlarged, when the baby no longer works with one element, but with a group of them. Gradually, labor actions are combined into complex forms of behavior. At the same time, he transfers the attitude towards himself to the attitude towards objects, begins to monitor the cleanliness of not only his appearance, but also his things, and order.
The process of developing cultural and hygienic skills in children through the use of experimental games will be effective if the following conditions are met:
— a set of experimental games has been selected for each cultural and hygienic skill
- these games gradually become an independent activity for preschoolers
— parents actively use these games at home.
Words of art and folklore (rhymes, jokes) are widely used for children to learn cultural and hygienic skills to create positive emotions in children in the process of performing cultural and hygienic skills.
The artistic word allows you to better remember and establish cause-and-effect relationships in the child’s actions. The artistic word allows the child to better understand the world around him.
Children are also interested in the literary plots “Moidodyr”, “Fedorino’s Grief”, etc. Based on them, we act out small scenes, distributing the roles between the children.
The use of artistic expression is a very effective means in the process of developing cultural and hygienic skills in preschool children. Children perceive fiction, remember poems and fairy tales that they love. While children play and listen to artistic material, without suspecting it, they master some knowledge, master the skills of operating with certain objects, learn a culture of communication with each other, etc.
The use of artistic words creates a good mood in children and forms a positive attitude towards performing cultural and hygienic skills.
It is in preschool age that it is very important to instill in a child the habit of cleanliness, neatness, and order.
During these years, children can master all basic cultural and hygienic skills, learn to understand their importance, and perform them easily, quickly and correctly. Skills and habits firmly formed in preschool age will last a lifetime.
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