Card index of cultural and hygienic skills in the second junior group

Notes on cultural and hygienic skills: “Diagnostics of cultural and hygienic skills”

Diagnostics of the formation of cultural and hygienic skills in young children

upon admission to preschool educational institution in September 2016 and in May 2022

Participants:

pupils of the first junior group "Dwarves" 21 children,

The overall level of development of cultural and hygienic skills is determined by adding up the points scored for each criterion:

2- High level (32-46 points) - all skills are firmly formed;

1-Intermediate level (16-31 points) – one or more skills are in their infancy, and the rest of the skills are formed, but require strengthening;

0-Low level (0-15 points) – one or more skills have not been developed.

Hand washing and washing skills include the ability to:

1. Roll up your sleeves;
2. Wet your hands;
3. Take soap and lather until foam appears;
4. To wash hands;
5. Rinse off the soap;
6. Wash your face.
7. Dry your hands and face.

Fig.1 (beginning of the year) (end of the year)

Legend: 1–roll up sleeves; 2–wet your hands; 3–take soap, lather until foam appears; 4–wash your hands; 5–rinse off the soap; 6 – wash your face; 7–wipe your hands and face dry, hang the towel back.

Food culture skills include the ability to:

1. Hold a spoon;

2. Do not crumble the bread;

3. Don't talk at the table;

4. Give thanks;

5. Use a napkin.

Fig.2 (beginning of the year) (end of the year)

Conventions: 1-hold a spoon, 2-do not crumble the bread, 3-do not talk at the table, 4-give thanks, 5-use a napkin.

The skills of taking off and putting on clothes in a certain order include the ability to:

1. Unfasten the buttons;
2. Take off your dress (pants);
3. Hang carefully;
4. Take off your shoes;
5. Take off tights, socks
6. Put on in reverse order.

Fig.3 (beginning of the year) (end of the year)

Conventions: 1-unfasten the buttons, 2-remove the dress (pants), 3-hang it carefully, 4-take off the shoes, 5-take off the tights, 6-put it on in reverse order.

To measure the level of maturity in using a handkerchief:

1. Take the handkerchief out of your pocket.
2. Expand.
3. Use as directed.
4. Collapse.
5. Put it in your pocket.

Fig.4 (beginning of the year) (end of the year)

Conventions: 1–take the scarf out of your pocket, 2–unfold it, 3–use it for its intended purpose, 4–roll it up, 5–put it in your pocket.

Fig.5 (beginning of the year)

Diagnosis of the formation of cultural and hygienic skills in young children in preschool educational institutions at the end of the year.

Figure 6. (end of year)

Conclusion: Analysis of the results showed the following that 78% of children have developed skills, but they require improvement and consolidation; in 22% of children, skills are in their infancy. Let us display the development of cultural and hygienic skills in children upon admission to a preschool educational institution in Figure 6.

• Thus, children can wash their hands independently when they become dirty and before eating, and wipe their face and hands dry with a napkin.
• With the help of an adult, they put themselves in order.
• Use individual items (handkerchief, napkin, towel, comb, pot).
• Children hold the spoon correctly while eating.
• With a little help from an adult, remove clothes and shoes (unfasten front buttons, Velcro fasteners); neatly fold the removed clothes in a certain order; wear clothes and shoes correctly.

CHILDHOOD GUIDE

Mosienko Elena Yuryevna , teacher of MKDOU No. 16, Novosibirsk

Cultural and hygienic skills are a very important part of the culture of human behavior. Neatness, keeping the face, body, hairstyle, clothes, shoes clean are dictated not only by hygiene requirements, but also by the norms of human relations. Developing personal and public hygiene skills in preschoolers plays a vital role in protecting their health and promotes correct behavior at home and in public places. In the process of everyday work with children, it is necessary to strive to ensure that following the rules of personal hygiene becomes natural for them, and that hygiene skills are constantly improved with age.

The proposed model for the formation of cultural and hygienic skills of younger preschoolers is implemented within the educational field “Cognitive Development” in accordance with the Federal State Educational Standard for Educational Education. Goal: to form cultural and hygienic skills in children of primary preschool age (3-4 years) in everyday life in kindergarten and in the family. Objectives: • to teach children to take care of their appearance, to develop the ability to use soap correctly, to carefully wash their hands, face, and ears; wipe dry after washing, hang the towel back, use a comb and handkerchief; • develop simple table behavior skills: correctly use tablespoons, teaspoons, forks, and napkins; do not crumble bread, chew food with your mouth closed, do not talk with your mouth full.; • create conditions for the development of children’s abilities to independently use acquired skills in everyday life in kindergarten and at home; • to develop children’s need to maintain hygiene and neatness skills in everyday life in kindergarten and at home; • help children and parents understand the need to observe personal hygiene rules.

Pedagogical techniques that ensure successful solution of the assigned tasks: • direct teaching; • display; • exercises with performing actions during didactic games; • systematically reminding children of the need to observe hygiene rules. For more successful formation and consolidation of hygiene skills throughout the period of preschool childhood, it is advisable to combine verbal and visual methods, using special sets of materials on hygienic education in kindergarten, a variety of plot pictures, and symbols.

In the process of hygienic education and training of children, the teacher informs them of various information: about the importance of hygienic skills for health, about the sequence of hygienic procedures in the daily routine, and forms in children an idea of ​​​​the benefits of physical exercise. Hygienic knowledge is also advisable in classes on physical education, labor, familiarization with the environment, with nature. For this purpose, some didactic and role-playing games are used. Children are also interested in the literary plots “Moidodyr”, “Fedorino’s grief”, etc. Based on them, you can act out small scenes , distributing the roles between the children. All hygiene information is instilled in children in the process of various activities and leisure activities, i.e. in each component of the regime you can find a favorable moment for hygienic education.

To consolidate knowledge and personal hygiene skills, it is advisable to give children various assignments. Children's skills quickly become strong if they are constantly reinforced in different situations. The main thing is that the children are interested, and that they can see the results of their actions (someone has become much neater, etc.). A prerequisite for developing hygiene skills in children and instilling healthy lifestyle habits is a high level of sanitary culture among preschool staff. Where the necessary conditions must be created to preserve children’s health and full physical and hygienic development. The next condition necessary for successful hygienic education is the unity of demands on the part of adults. A child acquires hygiene skills in communication with a teacher, medical worker, nanny and, of course, in the family. The responsibility of parents is to constantly reinforce the hygiene skills developed in the child in kindergarten. It is important that adults set an example for the child and always follow them themselves.

Calendar and thematic planning presents a system of working with children and parents on the formation of cultural and hygienic skills in children of the younger group.

September 1. Educational activity itself: Topic “Our group”. Objectives: – introduce children to the group room (locker room, group room, washroom); their purpose; – encourage children to take care of their clothes; – introduce diagrams of algorithms of action in the locker room, in the washroom. 2. Joint activity of the teacher with children: - Didactic game: “What can you say about them?” Goal: get to know hygiene items and their use. - Exercise game: “Tanya the doll has a cold.” Purpose: to show how to properly use a handkerchief. — Celebrating birthdays in a group. 3. Independent activity of children: Game situation for a plot game: - Tanya doll is visiting us; Situation for discussion: - how a hat quarreled with a jacket in the closet. 4. Working with parents Questioning parents

October 1. Educational activity itself: Topic “Good morning, comb!” Goal: developing skills in using a comb and caring for it. 2. Joint activity of the teacher with children: Didactic game: “Mixed Pictures.” Goal: to consolidate and test cultural and hygienic skills. Celebrating birthdays in a group (regularly). 3. Independent activity of children: Role-playing game “Family Matters”: – game situation (dolls Tanya and Masha are going to a holiday). 4. Work with parents: Consultations: “How to teach a child to wash his hands (get dressed), etc.?”; “What should a child be able to do?”

November 1. Educational activity itself: Topic “How we feed Piggy and Stepashka” Goal: – to develop the ability to set a table, the ability to act according to an algorithm; – cultivate a culture of behavior at the table. 2. Joint activity of the teacher with children: Reading the fairy tale by K. Chukovsky “Fedorino's grief.” Watching the film "Fedorino's grief". A dramatization of the story from the fairy tale “Fedorino’s Grief.” 3. Independent activity of children: Role-playing game “Let’s treat the doll.” 4. Work with parents: Parent meeting “Unity of requirements in raising children from adults.”

December 1. Educational activity itself: Topic “Washing every day” Goal: to consolidate children’s skills in washing, knowledge of toilet items and their purpose; – cultivate cultural and hygienic skills, the desire to always be clean and tidy. 2. Joint activities of the teacher with children: Reading poems by K.I. Chukovsky “Moidodyr”, A. Barto “Dirty Girl”. View the film "Moidodyr". Dramatization “How Moidodyr gave Vanya soap.” Didactic game “Why do we need this?” (with toiletries). 3. Independent activity of children: Role-playing game “Family Matters”: – game situation “Zamarashka came to us.” Fun games with water at the Water and Sand Center: bathing dolls, fish, ducks. 4. Working with parents: Designing the “Advice for Parents” corner. Topic: “Advice for stubborn little ones!”

January 1. Educational activity itself: Theme “Everyone loves to swim” Goal: to arouse interest in performing cultural and hygienic skills, to encourage children to constantly observe them. 2. Joint activity of the teacher with the children: Discussion of the situation “Piggy is sick again.” 3. Independent activity of children: Game situation “Bathing the doll Katya” 4. Work with parents: Consultation “How to get a child interested in daily dental hygiene?”

February 1. Educational activity itself: Topic “Invite the doll to tea” Goal: to develop the ability to simply set a table, table behavior skills. 2. Joint activity of the teacher with children: Didactic game “Clean Children”. Purpose: to test children's knowledge about hygiene items and their purpose. 3. Independent activity of children: Role-playing games “Home” and “Family”: – game situation “Let’s go to visit each other.” 4. Work with parents: Design of the photo exhibition “We are clean!”

March 1. Educational activity itself: Topic “Together with a doll for a walk” Goal: – consolidate the implementation of the algorithm for putting on clothes; – to form the need for neatness in the garden and on the street. 2. Joint activity of the teacher with children: Didactic game “Let's teach a doll to dress/undress”; "Dress the doll"; with subject pictures on the topic “Clothes, shoes, hats.” Examination of plot pictures “children on a walk” (at different times of the year). 3. Independent activity of children: Collective practical activity of children “Let's help the doll Tanya put things in place.” 4. Working with parents: Master class for parents “Bayu-bashki-bayu... (we get acquainted with the Russian folk lulling nursery rhyme, song, sentences). Sharing experiences between parents “How I put my child to sleep.”

April 1. Educational activity itself: Topic “Bay-bayushki-bay, I’ll put the doll to bed...” Purpose: – to develop the ability to freely use bedding items, use them for their intended purpose, and name them correctly; – to formulate the need to observe the rules of personal hygiene before going to bed (washing, neatly folding clothes). 2. Joint activity of the teacher with children: Didactic game “What does the doll need!” Purpose: to exercise cultural and hygienic skills. 3. Independent activity of children: Role-playing games “Home” and “Family”: – game situation “Doll Katya wants to sleep.” 4. Working with parents: Master class for parents “Making a folk doll that is placed in a child’s crib so that he falls asleep better.”

May 1. Educational activity itself: Theme: “Water, water...”. Goal: to consolidate the cultural and hygienic skills that children already have. 2. Joint activity of the teacher with children: Didactic game “Let’s dress the doll for a walk.” 3. Independent activity of children: Role-playing games: “Family matters” - game situation “The doll Masha is visiting us” 4. Working with parents: Joint holiday with parents “Visiting Moidodyr”.

Planned results Children A 3-4 year old child should have developed cultural and hygienic skills according to his age: – the child is able to independently perform age-appropriate hygienic procedures in kindergarten and at home; – independently or after a reminder from an adult, follows basic rules of behavior when eating and washing; – has a basic understanding of the need to observe hygiene rules in everyday life in kindergarten and at home; – knows how to notice disorder in clothes and eliminate it with a little help from adults; – the child with desire and interest takes part in games aimed at developing cultural and hygienic skills.

Parents - parents are ready and able to actively interact with preschool teachers on issues of developing cultural and hygienic skills; – take an active, lively part in the life of the group; – show personal interest in coordinating the requirements for the educational process; express recommendations and ideas to ensure the effectiveness of the educational process; – show a keen interest in the results of the child’s achievements in mastering cultural and hygienic skills; – understand the peculiarities of the organization of the educational process and their influence on the development of the child’s competencies and personal qualities.

Methods and forms for assessing the result: The object of monitoring is the personal qualities of children, the achievements of children. Methods for studying performance : • Observation of children. • Questioning of parents. • Conversations. Methods for recording survey data: • Observation protocols. Methods for processing results • Summarizing results into tables. Frequency of monitoring: 2 times a year (at the beginning and end of the year).

Formation of cultural and hygienic skills in children (format in a table): First name, surname of the child Formation of the skill of washing hands and personal hygiene (in points) Formation of the skill of tidy eating (in points) Formation of the skill of taking off and putting on clothes in a certain order (in points)

Hand washing and personal hygiene skills include the ability to: 1. Wash face, ears, hands. 2. Roll up your sleeves. 3. Wet your hands. 4. Take soap and lather until foam appears. 5. Rinse off the soap. 6. Dry your hands, carefully fold the towel and hang it in your cell. 7. Use a comb. Neat eating skills include the ability to: 1. Proper use of tablespoons, teaspoons, forks, and napkins. 2. Do not crumble the bread. 3. Chew food with your mouth closed. 4. Don't talk with your mouth full. 5. Quietly leave the table after finishing the meal. 6. Give thanks. 7. Use only your own device. The skills of taking off and putting on clothes in a certain order include the ability to: 1. Unfasten buttons. 2. Take off your dress (pants). 3.Hang carefully. 4. Take off your shirt and hang it carefully on your trousers. 5. Take off your shoes. 6. Take off the tights and hang them on your shirt (dress). 7. Put on in reverse order.

Evaluation criteria: 3 points – correctly performed action; 2 points – action performed with minor inaccuracies; 1 point – inability to perform the action. Levels of development of cultural and hygienic skills: High level (84-63 points) – all skills are firmly formed. Intermediate level (62-40 points) – one or more skills are in their infancy. Below average (39-28 points) – one or more skills are not developed.

List of used literature: 1. Volchkova V.N., Stepanova N.V.
Development and education of children of primary preschool age: A practical guide for kindergarten teachers. – Voronezh: TC “Teacher”, 2001. 2. Meremyanina O.R. Together with the doll I grow: a teaching aid. – Barnaul: AKIPKRO, 2008. 3. From birth to school. Approximate basic general education program for preschool education / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. – M.: MOSAIKA-SYNTHESIS, 2010. 4. Pashkevich T.D. Educational program of a preschool educational institution: methodological recommendations. – Barnaul: AKIPKRO, 2010. 5. Pashkevich T.D. Formation of interest in mathematics in preschool children: methodological recommendations. – Barnaul: AKIPKRO, 2010. 6. Education and training program in kindergarten / Edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. – 6th ed., rev. and additional – M.: MOSAIKA-SYNTHESIS, 2011. Formation of cultural and hygienic skills in children of primary preschool age The importance of cultural and hygienic skills in the development of a child The influence of play on the formation of oral speech and communication skills in preschoolers Formation of safe behavior skills in preschoolers through situational simulation modeling >