Card index “Cultural and hygienic skills”
KGN CARD FILE
1. "I myself."
Target:
consolidate the ability to eat carefully, take food only with a spoon, improve food culture skills; teach children to hold a spoon correctly, eat and drink food without spilling, and chew thoroughly.
Teach politely to express a request for help; strengthen the ability to independently remove shoes and clothes and put them in a closet.
2. "Clean nose"
Target:
Encourage children to take care of their appearance, use a handkerchief in a timely manner, and cultivate neatness and independence.
3. "Scented soap."
Goal: to encourage children to independently take soap from a soap dish, rub their palms, rinse off the soap, and know the location of their towel.
4.
“Dry sleeves.”
Goal: to develop the ability to wash hands carefully, roll up sleeves, not spill water on the floor, and wipe them dry with a personal towel; develop the ability to wash your hands before eating, lather your hands well and thoroughly wash off the dirt.
5. “We love to wash ourselves.”
Target:
to form cultural and hygienic skills in children, to promote the correct use of an individual towel, and to consolidate the ability to hang it in place.
6. "Table manners"
Target:
to develop children’s cultural and hygienic self-service skills, to teach them to sit correctly at the table and use cutlery.
7.
“Dressing and undressing.”
Goal: to consolidate the ability to unfasten and fasten Velcro fasteners, practice using other types of fasteners, continue to teach them to follow the rules of behavior in the locker room, and ask for help using polite words.
8. “We wash our hands properly.”
Goal: to develop basic cultural and hygienic skills in children, to teach them to wash their hands correctly, thoroughly dry each finger, and hang a towel in its place.
9. “Water, water.”
Target:
develop the ability to take soap from a soap dish, lather your hands until white foam, and wash off dirt well; develop independence and the ability to wash hands correctly and thoroughly.
10.
“We are eating.”
Target :
develop the ability to eat independently and neatly, sit calmly at the table, maintaining the correct posture, and teach to hold a spoon in the right hand.
11. «Wash your hands with soap."
Target:
help children remember the sequence of proper washing: take soap, wet, soap your hands, lather until white foam, wash off dirt and soap, wash.
12. “Where is my towel?”
Goal: to encourage children to find their own towel, thoroughly dry their face and hands, and hang it up; develop spatial orientation and attentiveness.
13. "Shoes in place."
Target:
to develop self-care skills in children, to teach them to carefully place shoes near the crib, and to put on their shoes independently after sleep.
14.
“ Clean hands.”
Goal: to strengthen the ability to wash hands correctly and carefully: lather thoroughly, rinse off the soap well; wipe dry with a towel; strengthen children's health, teach them to wash their hands correctly, tell them why it is important to wash your hands thoroughly after a walk, using the toilet, and before eating.
15. “I’m learning to do everything myself!”
Goal: to continue to encourage children to dress and put on their own shoes, to be friendly to each other, and to develop communication skills.
16. "Neat hairstyle."
Goal: to teach children to use an individual comb and control their appearance using a mirror.
17. “Put on your pants, put on your feet!”
Goal: to encourage children to dress and put on their own shoes, to be friendly to each other, and to develop communication skills.
18. “Put the chair back in place.”
Goal: to teach children to correctly pick up a chair and carefully put it in place; develop spatial orientation and coordination of movements.
19. «Wash, wash your hands.”
Target:
teach children to roll up their sleeves before washing their hands and wash their face without splashing water.
20.
“Shoes.”
Goal: to teach students to independently unfasten and fasten Velcro fasteners, and practice using other types of fasteners.
21. “I’m already big!”
Target:
consolidate the ability to sit correctly at the table, eat carefully, take food only with a spoon, use a napkin; improve food culture skills.
22.
“Clean!”
Target :
to teach children to take care of their appearance, to play carefully with sand, not to take it with their hands, to put themselves in order in a timely manner, to cultivate neatness and independence.
23.
“ Where is my high chair? "
Goal: to teach children to find their chair, to take it correctly and carefully place it near the table, to introduce children to the rules of safe behavior in a group.
24. "Things in place."
Goal: to develop in children the ability to take clothes out of the locker and put them away after undressing, to fold everything carefully; to teach children to verbally express a request for help, to develop the ability to behave calmly in the dressing room.
25. “This is what we are!”
Target:
to teach children to behave properly at the table, to eat carefully, not to disturb other children, and not to leave the table without the permission of adults.
26. "I can!"
Goal: to strengthen the ability to hold a spoon correctly in the right hand, eat carefully, do not crumble bread on the table, do not dip bread into soup.
27. "We are big."
Target:
to teach children to put on shorts, put on their shoes, and distinguish between the right and left shoe; develop self-care skills.
28. “Wash your face!”
Goal: while washing, encourage children to follow the correct sequence: roll up their sleeves, wet their hands, take soap, soap their palms, rinse the soap with water, shake off their palms.
29. "We're at the table!"
Target:
to train children in the ability to hold a spoon correctly, eat neatly, and not crumble bread on the table; cultivate table manners.
30. “The towel is fluffy!”
Goal: to reinforce the ability to wash your hands carefully, not to splash them on the floor or clothes, and to wipe yourself dry with a towel.
31. "We're not grimy."
Goal: to strengthen the ability to lather your hands well with soap, thoroughly rub your palms and wash off dirt, and know the location of your towel.
32. “I’m learning to dress and undress myself!”
Goal: to teach children to put clothes in and out of the closet on their own, to fold everything neatly; verbally express a request for help; behave calmly in the dressing room.
33. “Let’s remember how to eat properly.”
Goal: To consolidate the skills of cultural behavior at the table, sit up straight, do not put your elbows on the table, drink and chew food quietly, use a knife, fork and napkin correctly.
D/I: “Table, cover yourself!”
34. “Every thing has its place.”
Goal: To consolidate the ability to put away your things and toys, and maintain order in your locker.
D/I: “Find a place for the toy.”
35. "Advice from Moidodyr."
Goal: To teach children to wash themselves properly, dry themselves using an individual towel, brush their teeth, rinse their mouths after eating, take care of their appearance, keep their clothes clean. D/I: “Rules of hygiene.”
36.
“Who is the duty officer?”
Purpose: To consolidate children’s knowledge about the responsibilities of those on duty in the canteen, classes, and a corner of nature.
D/I: “Good or bad.”
37. "Polite words."
Purpose: To recall the forms of verbal expression of politeness when meeting and parting (hello, good afternoon, goodbye, all the best, etc.). Strengthen the skills of saying hello and goodbye, politely making requests, calling adults by name and patronymic. D/I: “Good or bad.”
38. “How we organize our closets.”
Goal: To form in children the habit of neatly folding clothes and putting them in the closet; keep your closet tidy.
D/I: “Good or bad.”
39. "Advice from Moidodyr."
Goal: To develop the habit of quickly and correctly washing your face, drying yourself with a towel, and rinsing your mouth after eating.
Cultivate the habit of taking care of your appearance.
D/I: “Hygiene rules.”
40. “How to make a bed.”
Goal: To teach children to make the bed: straighten the sheet, fold the blanket, tuck in the bedspread, smoothing out the folds. Form the habit of doing everything carefully.
D/I: “Let’s put the doll to sleep.”
41. “Let’s remember the rules of table manners.”
Goal: To consolidate the skills of cultural behavior at the table, sit up straight, do not put your elbows on the table, drink and chew food quietly, use a knife, fork and napkin correctly.
D/I: “Feeding the doll.”
42. “Every thing has its place.”
Goal: To consolidate the ability to put away your things and toys, and maintain order in your locker.
D/N: “Pick up a pair.”
43. “Why do you need to rinse your mouth after eating?”
Goal: to continue to formulate the concept of “healthy lifestyle”; explain why we need to rinse our mouths after eating.
D/I: “Hygiene rules.”
44. “How to dry wet clothes.”
Goal: To consolidate the ability to dress and undress independently and quickly, put clothes in a closet, put shoes in place, dry wet things if necessary, care for shoes (wash, wipe, clean).
D/N: “Pick up a pair.”
45. "Let's remember the rules of politeness."
Purpose: To recall the forms of verbal expression of politeness when meeting and saying goodbye (hello, good afternoon, goodbye, all the best, etc.) To consolidate the skills of saying hello and saying goodbye, politely making a request, calling adults by name and patronymic.
D/I: “We teach the bear to make a request to the teacher.”
46. “How well-mannered children behave.”
Goal: To teach children to greet guests, say hello, invite them to a group, offer to sit down.
D/I: “Let’s tell the bear how to greet guests.”
47. Conversation "Good and bad"
Target:
Bring to awareness of some rules of culture of behavior and moral qualities: it is good to be polite; They love polite, kind and attentive people; they are good to play with and be friends with.
D/I: “Good or bad.”
48. “We have guests coming.”
Goal: Remember the rules of table setting, rules of behavior at the table.
D/I: “Table, set it up.”
49. "Culture of behavior during eating."
Purpose: To teach children to set the table, to name the items needed for reference. Introduce the rules of etiquette (meeting guests, accepting gifts, inviting people to the table, behavior at the table).
D/N: “Get started on lunch.”
50. “How we organize our clothes closet.”
Goal: To consolidate the ability to independently maintain cleanliness and order in your closet; cultivate a caring attitude towards things.
D/I: “The crocodile is neat.”
51. "How to take care of your clothes."
Goal: To cultivate a caring attitude towards your clothes; Form the habit of neatly folding clothes.
D/I: “Good or bad.”
52. "Patience and a little effort".
Goal: To develop a desire to work, to be able to offer one’s help to someone.
D/I: “Let’s help Mishka.”
53. "Politeness in conversation."
Goal: To consolidate the skills of saying hello and goodbye, politely making requests, calling adults by their patronymic name. Strengthen the ability to thank for food and help. Learn to help each other and turn to friends for help.
D/I: “Good or bad.”
54. Conversation “How well-mannered children play.”
Goal: To cultivate a friendly attitude towards each other, a desire to play together, to have pity, to help; continue to teach not to take away toys from each other.
D/I: “They brought a new toy to the group, everyone wants to play with it.”
55. “We have guests coming.”
Purpose: To familiarize children with the names of tea set items, to discuss the rules for setting the table for tea. D/I: “Let’s give the doll some tea.”
56. “Who is a good person?”
Goal: To form ideas about kindness, honesty, justice, friendship, to cultivate a negative attitude towards immoral qualities: cunning, greed, cowardice, deceit, laziness, betrayal, vanity, etc. Strengthen the ability to fairly evaluate your own actions and the actions of your peers.
D/I: “Good or bad.”
57. “Food culture is a serious matter.”
Goal: To introduce children to the culture of cooking.
D/I: “Who can name the most dishes?”
58. “Cleanliness is the key to health.”
Goal: To foster a desire to lead a healthy lifestyle; form the habit of being clean and tidy.
D/I: “Hygiene rules.”
59. "We are friendly guys."
Goal: Continue to strengthen children's social behavior skills: thanking for the help and care provided, politely saying goodbye, providing support to comrades in difficult times. Continue to form cooperative relationships in children when solving educational problems, and cultivate in them the ability to empathize with the successes and failures of their comrades.
D/I: “Good or bad.”
60. "The way we talk to each other."
Goal: To teach children to communicate calmly, without shouting.
D/I: “It’s possible - it’s not possible.”
61.
“We have guests coming.”
Goal: Learn to greet guests, cultivate a friendly attitude towards guests.
D/I: “Etiquette is a school of graceful manners.”
62. "Cutlery"
Goal: To consolidate the skills of cultural behavior at the table: sit up straight, do not put your elbows on the table, drink and chew food quietly, use a knife, fork and napkin correctly.
D/I: “Let’s feed the animals salad.”
63. “Every thing has its place.”
Goal: To develop the habit of quickly dressing and undressing, hanging clothes in a certain order and place.
D/I: “Good or bad.”
64. "We are polite children."
Goal: To consolidate behavior skills in public places.
D/I: “It’s possible, it’s not possible.”
65. “We know how to behave properly at the table.”
Goal: To consolidate the skills of cultural behavior at the table: sit up straight, do not put your elbows on the table, drink and chew food quietly, use a knife, fork and napkin correctly.
D/I: “Etiquette is a school of graceful manners.”
66. "We are polite."
Goal: Continue to strengthen children's social behavior skills: greet adults first, speak quietly, say goodbye politely, do not disturb others.
D/I: “It’s possible, it’s not possible.”
67.
“We are neat.”
Goal: Continue to develop the habit of quickly and correctly washing your face, drying yourself with a towel, rinsing your mouth after eating, and taking care of your appearance; dress and undress quickly, hang clothes in a certain order and place, keep clothes and shoes clean.
D/I: “The crocodile is neat.”
68. "We are friends".
Goal: Continue to form ideas about kindness, honesty, justice, friendship.
Continue to teach children to take into account the opinions and interests of others, to protect the weak, and to help their comrades.
D/I: “Good or bad.”
69. “Table, cover yourself!”
Goal: To strengthen the skills of setting a children's table.
Progress of the game: participants draw out leaves with images of dishes for different stages of nutrition (breakfast, lunch, afternoon snack, dinner) and set the tables using flat figures.
70. “Find a place for the toy.”
Teach children how to properly place play materials and treat them with care.
Game tasks. 1. Play with toys (2-3 new toys) - recite a poem, ask a riddle, find out by description, etc. 2. Put toys in place. Evaluate together the correctness of the task: where is the best place for toys. The role of the leader can be played by the teacher or the child.
Equipment. Toys.
71. "Rules of hygiene."
Using a counting rhyme, the driver is selected and leaves the group. The teacher and the children agree on who will portray what and what. Then the driver is invited, the children take turns demonstrating hygiene skills using gestures and facial expressions. The presenter must guess what the children are showing: washing, brushing teeth, wiping, combing their hair, bathing.
72.
“Good or bad?”
Goal: to develop the ability to behave correctly in society, to comply with cultural and hygienic standards; learn to assess the current situation, analyze the actions of others; to educate the concept of cultural behavior. The teacher shows children plot illustrations depicting various situations. For example, the picture shows how a child throws toys around, brushes his teeth, helps an elderly person climb the stairs, etc. Preschoolers should determine and justify the answer about which situation is positive and which is negative.
73. "Feeding the doll."
Goal: to teach the simplest actions with story toys (feeding), to instill hygiene skills; cause speech activity; cultivate good feelings towards the doll.
74.
“Pick up a pair.”
Goal: to teach how to correlate objects with actions, to consolidate self-service skills. How to play? Among the various images offered, kids should choose a logical pair. For example, clothes - closet, toothbrush - teeth, soap - hands, toys - toy basket, etc. In addition, children need to justify their choice.
75. “Get started on lunch.”
Goal: to consolidate knowledge of the names and purposes of furniture and tableware for the dining room; teach how to properly and beautifully set the table, table manners; to form the basis of an attentive and caring attitude towards playing partners.
Equipment: doll, furniture, tableware, dinner tablecloth, tea tablecloth, table and tea napkins; an apron, a scarf, a pair of mittens - grips.
they will notice, you need to attract their attention.
76.
“Clean crocodile.”
Purpose of the game: to develop self-care skills, reinforce the rules of personal hygiene; cultivate neatness and a thrifty attitude towards health.
The rules of the game are as follows: the leader (selected using a counting rhyme) shows with gestures and facial expressions any action related to the observance of hygiene rules, for example, brushing your teeth, washing your face, getting dressed, etc. The rest of the participants guess the action.
77. “Let’s give the doll some tea.”
Purpose: to introduce the names of items from a tea set; practice proper table setting for tea drinking (sequence of arrangement of cutlery for tea drinking).
Equipment: tea set (saucers, cups, teapot, sugar bowl, dessert plates, cookie bowl), teaspoons.
78. “Who can name more dishes?”
Goal: to develop speed of reaction to questions, attention; cultivate endurance and patience.
Progress of the game. The teacher names a vegetable or fruit and asks them to remember the dish that can be prepared from it. The one to whom the ball is thrown must name the dish without repeating itself. A child who makes a mistake or does not say anything misses the game. The teacher can set a dish, and the children must remember its components and agree on what component each of them will be. The host shouts out what he wants to put in the pan, and the one who recognizes himself jumps into the circle. The next one jumps up and takes the hand of the previous one. Until all the components are in the circle, the game continues. You can use mask caps, medallions with images of vegetables and fruits.
79. “Etiquette is the school of graceful manners.”
Goals: teach the child table manners; tell what dishes and foods are eaten using cutlery; learn how to use cutlery.
Equipment: subject pictures.
80. “Let’s feed the animals salad.”
Goal: to consolidate the skill of proper eating - hold a spoon correctly (with three fingers - index, middle, thumb); cut plasticine vegetables with a plastic knife; use a large spoon to mix the salad in a bowl; feed the dolls salad.
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 >
