Formation of self-care skills for children in the senior group

Household work in the senior group

-Guys, what kind of constructor do we have in our group? (large, medium, small). How are they different from each other? (varies in size).

-Guys, how are we going to wash the construction set? What will we do first? What will we do next?

The teacher listens to the children's answers and offers to tell the sequence of actions.

-Guys. Let's show and tell you how we will wash our constructor.

The teacher offers to talk and show one child a sample action for washing toys (1 child - 1 piece of construction set).

—

Guys, what tools will we use?

The teacher draws the children's attention to the table.

—

What tools do you see? (rag, container with water - basin, detergent - soap, watering can). What are they for?

- Guys, do we need all the tools to wash the toys?

-What's extra? Why?

-Where can we use the watering can?

-That's right, we can use the watering can in caring for plants, but we won't need it for washing toys, let's put it away.

-Do we need all the other tools? Do we leave them?

- Guys, but in order to operate with tools, we must remember the safety rules.

A bowl of water - you can spill water, but what happens if we spill water?

The teacher listens to the children's answers.

Soap, soapy rag - what will happen if we throw them?

The teacher listens to the children's answers.

-Guys, everything will be fine if we follow the rules of behavior and help each other.

-Guys, we need to wash several types of construction sets, and to do this faster, I suggest you unite in teams. Look, multi-colored cards are attached to our construction sets, and on my table there are multi-colored cards, but turned over with the colored side down. I suggest you take turns choosing a card and going to the constructor on which the designation is the same color as yours. The teacher observes the unification of children using lots.

Guys, look carefully, your cards indicate not only the construction set, but also the tool with which you will work, find and put it next to your workplace.

- Guys, we looked at what construction sets we have in our group, remembered how to wash them, chose tools, remembered safety precautions, united into teams and distributed responsibilities among ourselves, we are ready to work, all we have to do is put on our aprons.

conclusions

Despite the fact that self-service skills include a fairly significant number of mastered operations, in general, children who do not experience developmental delays cope with these tasks without difficulty. However, parents should remember to set aside time to master these skills through games and lots of repetition.

If a child systematically fails to cope with one or more self-care skills, parents should be wary and, if possible, seek advice from a child psychologist, because such a picture can be associated both with harmless individual characteristics of the child’s upbringing and development, and with more serious problems, for example, attention deficit hyperactivity disorder, and can also be an indicator of the child’s emotional distress.

How to help your child develop his skills?

Of course, the question arises, how to help a child master all these numerous and sometimes complex skills? Having collected the experience of other parents and recommendations from teachers, we have identified five tips for instilling independence in children in everyday matters:

• Create colorful step-by-step instructions or checklists and hang them on the wall. Such cards will help kids remember the order of actions, which is especially important when getting dressed, when the child has to keep a long chain of operations in his head.
• Divide complex actions into small steps. Don’t try to teach your child everything at once; break down entire tasks into a sequence of individual operations. Today we learn to pull on socks, tomorrow we learn to put our foot into a shoe, and the day after tomorrow we focus on Velcro.
• Be consistent. Make it a rule that while the child is small, he solves one everyday problem in one way, this will allow him to quickly learn the necessary actions. You will expand your repertoire and work on creativity after mastering the basic skill, but for now try to keep things in their place, personal care procedures have their own routine, and a new hygiene item or item of clothing is not too different from its predecessor.
• Use short and clear instructions. What to take, what actions to take. Repeat instructions without changing the sequence of actions and use the same words and wording, this promotes memorization.
• Allow enough time. “We don’t have time to wait while he digs around!” — parents are indignant when we begin to understand the reasons for the child’s lack of independence. This approach not only does not allow the child to develop, but also exposes him to constant stress. Imagine if, after a couple of demonstrations, you were forced to quickly tie special sea knots or play some melody without mistakes. This is exactly how the child sees the situation. There are two options: initially allocate twice as much time for the necessary procedures or, as a last resort, help him complete the task.

"Self-Care Skills"

"Self-Care Skills"

Olaru E.D. Novy Urengoy

SKILLS are skills that have become automatic through repetition and practice. This is an adaptive mechanism that helps to adapt to performing certain activities that are significant to a person. SELF-SERVICE – servicing oneself, satisfying one’s everyday needs and requirements with one’s own resources.

Children with disabilities do not know how to wash themselves, brush their teeth, or keep their bodies clean. They have not developed ideas about the negative impact on human health of prolonged viewing of television programs, listening to loud music, and have not developed the ability to see flaws in their clothing and promptly seek help from a teacher.

The formation of self-service skills solves the problem of expanding children's ideas and knowledge about surrounding things, sensory perception, speech development, fine motor skills and hand-eye coordination, as well as the ability to perform actions of imitation and verbal instructions, focus on a model, and follow a certain sequence of actions.

children self-service skills

When developing social and everyday orientation skills, three factors are taken into account: age, characteristics of individual development and the level of development of children.

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The main methods of developing children's skills and abilities are individual work and organized play situations.

Developing self-care skills in children with disabilities should begin as early as possible.

Remember that the formation of habits and skills is carried out under the direct pedagogical influence of adults and the entire environment.

Never miss an opportunity to encourage your child's desire to be independent . As soon as you notice that he wants to learn how to do something himself, try by all means to support this desire in him.

Try to give your child the opportunity independently and intervene in the process only if it is really necessary.

Considering this category of students, do not expect to get quick results, but encourage them to do their own work, teach them to react emotionally to situations of success.

A prerequisite for work is a positive emotional attitude of adults addressed to children, and the willingness of teachers to patiently and competently analyze their activities.

The formation of self-care skills is of paramount importance for the development of a child’s cognitive activity, and, consequently, for his mental development as a whole. Learning to independently satisfy primary needs (for food, to protect the body from any harmful influence), the child, willy-nilly, has to examine various objects and tools.

Interest and a desire to get to know each other can only be aroused in him by “useful” stimuli (first food, later a spoon, clothes, etc.).

Only through mastering practical self-care activities can play activity, which is the leading activity of a child in preschool age, develop. First, the child becomes familiar with the spoon when feeding, learns to operate with it, and only after that becomes able to “feed” the doll.

The process of developing self-service skills is important for any child, but for children with disabilities, the success of mastering self-service skills is a necessary condition for successful socialization and adaptation in society. This process can be significantly extended in time due to the developmental characteristics of the child, as well as due to overprotection on the part of the parents of a “special” child, when they try to perform many quite feasible actions for him.

Our task (as specialists) in this situation is to help parents understand the child’s capabilities and instill in the child self-care skills as early as possible.

At the first stage of training, the adult performs an action together with the child: he takes the child’s hands in his own and performs all the necessary operations with his hands.

An adult must divide each action into separate operations as much as possible and, when performing an action with the hands of a child, constantly adhere to a certain sequence. For example, when teaching a child to use a cup, an adult shows (with the child’s hands) how to take the cup by the handle with one hand and support it with the other; how to bring the cup to your mouth and then, after taking a sip, carefully place it on the table.

Each operation must be accompanied by an explanation, for example:

- Let's take a sweater, find a collar... here it is. Let's put the sweater in front of us... Now let's put our hands into the sleeves, etc. The slightest desire for independence should be encouraged.

During the initial acquaintance with objects and actions that children must master, under no circumstances should color and other visual qualities that help the child navigate the situation be ignored. Therefore, when introducing a child to various objects in the process of teaching him self-service actions, you need to draw the child’s attention to the color of the objects and try to ensure that the objects (cup, plate, towel rack, etc.) are as bright, rich colors as possible.

How to teach a child to eat with a spoon?

They say that at the age of 10-12 months, the baby should show interest in manipulating the spoon, snatching it from his mother’s hands. You can take advantage of this moment and then, at about 15 months, the child will successfully eat meals on his own. But what to do if this does not happen?

Where to start?

Allow more time for the process. It is important that you yourself do not get nervous and do not rush anywhere. If you are still pressed for time, take two spoons: give one to your child to practice the skill, and feed him the other yourself. Be mentally prepared for the fact that not all food will reach its destination. Lay an oilcloth under the feeding table, put a bib on the baby, and prepare napkins. You can use a special plate with Velcro that will not “run away” from the young eater.

Start with thick porridge, cottage cheese or mashed potatoes - they are easier to hold onto a spoon. By the age of two, many children will be able to cope with liquid food. Make sure the food is not hot! Otherwise, you will discourage your child’s desire for independence for a long time. On the other hand, you can take care that the porridge does not turn into a cold mass. For this purpose, there are heated plates, where hot water is poured into a special compartment on the bottom, which does not allow the dish to cool quickly.

Learning to eat independently

In pre-preschool age (in the second or third year of life), you can begin teaching your child how to use a spoon and cup independently. At first, it is better to give your child a small cup half filled with liquid, since his hands are still weak. He will support the mug and only then will he learn to hold it on his own. Make sure that the mug is not hot - this will lead to the child refusing to hold it in his hands. It is possible that at first the child will let go of the mug or spoon immediately after the food enters the mouth. But over time, he will learn to put the mug on the table and place the spoon next to the plate.

Learning to use a spoon is usually more difficult than learning to use a cup. First of all, you need to introduce the child to a spoon and a plate (examine and name them). You need to touch the bottom of the empty plate with your child’s hand, then put food (not hot) on the plate and also touch it, while explaining each of your actions. After this, you can give the child a spoon, saying that you need to eat with a spoon, not with your hands, and show how to eat from a spoon. To do this, you need to scoop up food with a spoon and show it to the child (touch the food in the spoon with his hand). Obviously, this should not be done throughout the entire feeding, but only at the beginning.

The baby may resist if the adult tries to act on hand feeding. You can try putting his hand on yours. This way, the child's hand will follow the adult's hand. The movement of the hand will be consistent with the movements of the head and lips. If the baby takes the spoon in his fist, it’s okay. Later he will learn to hold it correctly. For the baby, the most important thing at first is to learn to correlate the cutlery, plate and own mouth in space, in other words, not to miss.

After the child learns to hold a spoon in his hands, the most difficult operation becomes scooping up food. If the food is not liquid, the child often tries to put it into the spoon with his left hand and, while carrying the spoon to his mouth, supports it. If you start training in a timely manner, then by the age of three the child will learn to eat independently with a spoon and drink from a mug.

If the child is tired, do not insist on independence, feed him yourself. A positive attitude is important - don't sacrifice it for skill. Special exercises in the form of a game also contribute to a positive perception of the process.

Exercise games

1. “Cooking porridge.” Most likely, the baby has already watched his mother cook porridge in a saucepan, stirring it with a spoon. Pour anything (even pieces of paper) into a small bowl, mug or pan, give the child a spoon and let him imitate stirring the porridge. You can then offer the finished dish to the dolls and bears sitting nearby (the baby scoops up the “porridge” with a spoon and tries to bring it to the toy’s mouths). You can “feed” mom and dad “Yum-yum!” Oh, how delicious! Thank you, Andryushenka!”

2. “Strainer.” Fill a saucepan with water and throw in various (small) objects. Place an empty dish nearby. Give your baby a strainer on his hand. The child’s task is to catch all the objects from the water using a strainer and transfer them to an empty container. Gradually replace the strainer with a spoon.

1. “We invite you for tea.” Pour water into a glass or mug. We imitate stirring sugar in tea. First, hold the baby's hand with your hand. Pay his attention to the fact that the spoon in the glass should not knock too much (although this is the most interesting thing) and the water should not splash out. The exercise will be especially interesting if the glass is transparent, and we stir coloring grains in the water (for example, potassium permanganate or saffron, if you don’t mind).

4. "Excavator". Take a plate with a wide base and pour the cereal into it. Place a small glass in the middle. The spoon is an excavator bucket. They scooped up cereal from a large bowl and poured it into a glass. We are trying to fill it to the top. An empty cup can also stand next to a full plate.

What if the baby refuses to eat on his own?

• Perhaps you started too late. Do not delay starting your studies until two years later. Don't miss the moment when the child HIMSELF shows interest in the spoon.
• The baby may not be in the mood, or feel unwell (sick, teething, etc.). Wait out this moment.
• Do not put pressure on your child or shame him. Don't demand perfect cleanliness and refined manners. All this will come with time. At the initial stage of learning, the main thing is to bring the contents of the spoon to the mouth.
• Try calling on your peers for help. It is not without reason that they say that in kindergarten children quickly acquire the necessary skills.
• Be consistent. Once you start training, don’t give up (“Today you eat by yourself, and tomorrow I will feed you”). Agree with relatives that the child no longer needs to be spoon-fed. Get their support.
• Leave the child alone with the plate. It is better to do this at the beginning of feeding, when the baby is still full of desire to satisfy his hunger.

Dressing

The process of dressing, first of all, should occur at a slow pace. If a mother is in a hurry while dressing her child, the process of dressing turns into incomprehensible movements for him, which are also unpleasant (they pull his hands, restrict his movements, etc.).

It is very important not to miss moments when your child is active. First, the child helps the adult by taking the position necessary to perform each action (stretching out his arms, raising his legs, turning towards the adult, etc.). Then he begins to strive to perform this or that operation on his own. An adult should encourage the child to do this with the words: “Let’s take off the tights, grab the elastic band,” guide his hands, perform this or that operation with his hands.

Gradually, the child will begin to perform certain operations independently. An adult must strictly dose the child's help when dressing: perform for the child only those operations that he is not yet able to perform, perform with him the operations that he is learning to perform, and not do for him what he can already do himself.

It happens that a child is capricious while dressing: he does not want to dress himself or, on the contrary, he wants to do everything himself. In each specific case, you need to try to understand the reason for the whim.

If it is difficult for a child to perform an action that he has already performed independently, an adult helps him remember the sequence of operations, guides the child’s hands, and helps him believe in his abilities:

– You can do it yourself. Remember how well you did yesterday?

By the age of three, a child should learn to independently take off a T-shirt, shirt, panties, tights, slippers and get dressed with the help of an adult. When undressing, you need to teach the baby not to let go of the removed clothes from his hands, but to hand them to an adult. Before going to bed, you should show your baby how to carefully hang the clothes on the high chair and place the slippers near the foot of the bed. He should also find out where outerwear hangs and shoes are located.

So that the child is willing to dress

1. Celebrate his hard work and desire to do everything himself.
2. Every day, adhere to the same requirements: “in order for us to go for a walk, you must get dressed.”
3. You can offer him help: “Let me help you fasten the buttons!”
4. There should be no excess clothing.
5. Dressing for a walk can be played up with a simple plot, by coming up with some funny justification for this necessary task.
6. Help the child: “It’s difficult for you - I came to help. It will be difficult for me - you will help!”, but at the same time do not do for the child what he can do on his own.

Timely mastery of self-service processes gives the child the opportunity to assert himself, feel independent and skillful. The gradually formed habit of cleanliness, neatness and neatness provides the basis for familiarization with a hygienic culture and a healthy lifestyle. Accuracy in raising a child is especially important. All household items, personal belongings of the child, toys must be in a certain place. You need to try so that the child remembers as soon as possible where each thing is, and always puts it in its place.

Toilet skills training

In developing toilet skills, it is very important that the mother be attentive to her child's behavior and know ways to express discomfort to him.

You should not start putting your child on the potty too early; you need to clearly work out the time of planting (before bed, after sleep, after eating, etc.). And if attempts are not always successful, you should not insist, as this often leads to resistance from the child, which will significantly delay the time of skill formation. Never leave your child alone on the potty until he has developed independence, and do not leave him sitting for a long time, as in such cases the child is looking for something to do and may develop bad habits.

By the age of two, a child is able to master toilet skills.

How to properly wash your face and brush your teeth?

Before you start brushing your teeth, it is very important to wash your hands well with soap and water. Then you need to moisten the toothbrush in warm boiled water, then squeeze the toothpaste onto the entire bristles of the brush. You need to start brushing your teeth with the upper front teeth, place the brush and brush with a top-down motion, then in the same way the lower front teeth with a bottom-up motion. Next, we move on to brushing the side teeth in the same way from top to bottom and bottom to top. Then we repeat the same movements with the inside of the teeth, thoroughly cleaning them from top to bottom and bottom to top. Next, we move on to circular massage movements throughout the entire oral cavity, then we move on to rinsing the teeth, for this we use boiled water poured into a glass. The mouth must be rinsed until all the toothpaste has been rinsed out. This procedure lasts about 3 minutes.

Dental and oral care

Why do you need to take care of your teeth? To prevent rotting and decomposition of food debris in the mouth.

The best brush is the one that:

• There are spaces between the tufts of bristles;
• The bristles are not hard.

How many times should you brush your teeth?

• Once and preferably in the morning, before going to bed it is better to rinse your mouth well.

Where should I store my brush?

• It is better to lather the bristles of the brush with soap and store them in a dry container. Before use, rinse off the soap with warm water.

What is harmful to teeth and oral cavity?

• Use metal objects to brush your teeth.
• Eat hot food immediately after cold food and vice versa.
• Have something sweet at night.
• Biting off threads, cracking nuts with teeth, sucking fingers.

To prevent toothache, you need to:

• Eat solid foods more often - apples, carrots.
• Diversify your diet; it should contain vitamins, carbohydrates, and proteins.
• Rinse your mouth after eating.
• Visit the dentist regularly for toothaches and to prevent dental diseases.
• Drink half a glass of milk every day, holding every sip in your mouth.

So that the child is willing to put away toys

1. Celebrate his hard work and creativity.
2. You can offer him help “Allow me, I’ll help!”
3. Stick to the same requirements day after day: “You can’t go for a walk without putting your toys in their place.”
4. There should not be an abundance of toys.
5. Collecting toys can be played up with a simple plot, coming up with some funny justification for this necessary task.
6. Help the child: “It’s difficult for you - I came to help. It will be difficult for me - you will help!”, but at the same time do not do for the baby what he can do himself

How to educate children to be independent?

You should invite the child to do something very interesting himself: wash the doll’s underwear, his own socks and rejoice at how clean they become; put the books on the shelf yourself - fairy tales with fairy tales, and coloring books with coloring books; remove the toys yourself and build a “garage” yourself and put all the cars there yourself. Adults can quietly help a child, not letting his interest in independent actions fade away, and loudly rejoice with him in everything that he does himself, but not do it for him.

The emergence of a desire for independence in a child becomes attractive and emotionally significant for the child. The child is trying to cope with difficulties, so it is so necessary to support the child and notice even the smallest success. This will help him overcome self-doubt and will contribute to better performance of his work.

For a child to grow up hardworking, you need...

• Give the child a permanent assignment for which he must be responsible in the family.
• Teach him to carry out the assignment correctly, patiently explain, advise, show, help him in his work.
• Ensure that the child finishes what he has started.
• Induce a feeling of satisfaction in the child, let him feel the joy of work, success in work.
• Carefully evaluate him for his work, reward him for his efforts.
• Tell your child about your work and your workmates.
• Do not punish your child for bad or incorrect work. Give him the opportunity to correct his mistakes himself.

Work on developing self-care skills in children with disabilities is sometimes a long and labor-intensive process, and specialists must act in the same spirit as parents. At parent meetings, consultations, and individual conversations, specialists talk about the requirements of the program and self-care, and about the work that is carried out in the classroom. Parents are given recommendations on how children should take care of themselves at home; before demanding that the child perform high-quality and correct work, they must explain and show what he should do and how, do not punish, reward him for his efforts, and do not overload.

Timely mastery of self-service processes gives the child the opportunity to assert himself, feel independent and skillful. Gradually the habit of cleanliness, neatness and neatness is formed. During the period of formation of self-service skills in a child, it is necessary to remember that self-service skills are developed gradually, but with constant and systematic work in this direction. There is no need to try to get ahead of nature, and there is no need to focus on other children. Each child develops individually, you just need to help and support him.

PC 2.3. Organize feasible work and self-service.

Labor education is one of the most important aspects of raising the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them.

The main types of work in kindergarten are self-service, household work, work in nature, manual labor, and the forms of its organization are assignments, duty and collective work of children.

Self-care is the work of a child aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures).

Children of senior preschool age are assigned a number of more complex self-care responsibilities.

During practice, I taught children how to do self-care work. But now I have helped them to correctly approach the implementation of a complex task, showing them how to complete it easier and better. Monitoring continues to ensure that each item is placed in a specific place and that children put away their toys after playing. This is achieved by presenting constant demands. In kindergarten, I continued to teach children to take care of things: clean clothes, shoes, repair toys, books. This instills neatness in children.

Household and household work. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes.

The household work of children of senior preschool age is much more meaningful and becomes collective. This makes it possible to use it more widely as a means of moral education of children: the formation of purposefulness and organization.

When working with older children, it is of great importance to involve children in helping adults. In the process of work, the adult himself is a role model. It is very important to organize work in such a way that children are not just passive performers of some task, but also see the nanny as an organizer of affairs, her hard work.

In attracting children from the older group to household work, general assignments play an important role, when the teacher asks several children to do some kind of work. Since children’s self-organization skills are not yet sufficiently formulated, I tried to discuss with the children how to complete a general task: where they will start working, what they will need, how to organize the work so as not to get dirty themselves, litter, and spill on the floor. I helped everyone agree on who would carry out what general part of the task.

The main form of organizing the economic and everyday work of children of the older group is their inclusion in collective labor activities of socially significant content.

Duty duties are a more complex form of organizing children’s work; these are the first responsibilities of preschoolers. Duty duties require children to have sufficiently developed independence and require the child to perform work aimed at serving the team. Duty involves the work of one or more children in the interests of the entire group. Duty to prepare for classes requires children to concentrate. Since the content of this duty is not as constant as the duty in the dining room, children should be helped and reminded of what should be on the tables when drawing with pencils, paints, modeling, designing. When the work was completed, I asked the people on duty to check if everything was in place. Duty in a corner of nature is organized from the senior group, since it requires a large amount of knowledge about nature.

If duty is introduced for the first time, then immediately before its introduction a special training session was conducted. I created a duty corner with the children. You can design it in different ways depending on the imagination and skills of the teacher and children. Together with the children, I noted every day who was on duty, where and when. I used photographs of children, pictures, pockets, etc. In the duty corner there were robes, scarves, caps, also rags, watering cans, sticks for loosening the earth, etc. The duration of duty varies depending on the type of work, age, educational background goals. At the end of the shift, we discussed with the children the quality of the work performed. If mistakes were made, they were discussed only with those on duty. The appointment of duty officers is carried out daily; in senior groups, appointments for 2-3 days are possible. During duty, sanitary and hygienic conditions were observed. The duties of the duty officers gradually become more complex. Thus, despite the seemingly insignificant result of labor, duty is of great importance in raising children.

Labor in nature

Varied work in nature brings children a lot of joy and contributes to their all-round development. In the process of work, a love for nature and a careful attitude towards it are cultivated. Children develop an interest in work activity and a conscious, responsible attitude towards it. Working in nature has great educational value. It broadens children's horizons and creates favorable conditions for solving problems of sensory education. Working in nature, children become familiar with the properties and qualities, states of natural objects, and learn ways to establish these properties. During practice, I taught children to focus on the properties of natural objects to perform labor actions. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a standard idea of ​​the properties, qualities, and states of natural objects.

Duties in the nature corner begin in the senior group. This form of labor organization allows one to improve labor skills and form social motives for work.

Collective work makes it possible to develop work skills and abilities simultaneously in all children in the group. These forms of labor are necessary to establish relationships in a team. Here the skills are formed to accept the common goal of work, to come to an agreement, to coordinate one’s actions, to plan work together, to help a friend, to evaluate his work; Collective responsibility for completing a task is fostered.

In the frontal organization of collective work, when all children of an age group participate in the work, we together performed one task, for example, weeding a garden. When cleaning a corner of nature, some wash plants, others clean animal cages, others wash trays and wipe down window sills. In this case, the children were divided into subgroups. Collective work can be organized for one small subgroup (for example, 5-6 children watering a flower garden or picking fruits).

At the beginning of the school year, children of senior preschool age in a preschool educational institution carried out daily tasks to care for plants in a corner of nature. Duties around the nature corner are introduced at the end of September - beginning of October. Previously, conversations were held about the indoor plants that are there, about methods of caring for them, about the conditions necessary for their growth and development; talk about the daily duties of the duty officers. Duties were appointed daily. Their number depends on the number of objects in the corner of nature. I helped the duty officers distribute the work. My constant, friendly attention to the work of the duty officers, timely help and support are very necessary for children, especially in the first weeks of their work. In the spring, children were involved in replanting and propagating indoor plants. It is necessary to prepare for this work in advance. We examined all the plants together with the children and selected those that needed replanting; prepares soil, sand, pots of different sizes, shards, scoops, pointed sticks, manganese solution. The main work on transplantation is performed by the teacher himself. Children help clear the ground from pebbles and wood chips and sift it. At this time, the teacher consolidates the students’ ideas about the parts of the plant (root, stem, leaf, flower, bud).

So, the main form of work in a corner of nature for pupils of senior preschool age is systematic duty, which is introduced from the very beginning of the year. In order to interest children in the older group with targeted observations, you need to introduce a “Diary of a Corner of Nature”, where those on duty will sketch the changes they noticed in the development of plants and the habits of animals. It’s interesting from time to time for everyone to look at these sketches together, to remember what was grown and how, what they observed. In the Diary, only those on duty can draw and only what they did and what they noticed - such a rule must be established. Watching the children while they were on duty in a corner of nature, I noticed how they work. How they approach their responsibilities, what business interests them most.

I carried out most of my observations and work in the corner of nature in the morning, before breakfast, or after a nap.

She carried out her work activities regularly. I tried to involve every child in it. The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork. Otherwise, he develops a negative attitude towards work assignments.

Varied work in nature brings children a lot of joy and contributes to their all-round development.

Manual and artistic labor, by its purpose, is labor aimed at satisfying the aesthetic needs of a person. Its content includes the production of fakes from natural materials, paper, cardboard, fabric, wood. This work contributes to the development of imagination and creative abilities; develops small arm muscles, promotes endurance, perseverance, and the ability to finish a job. Children delight other people with the results of their work by creating gifts for them.

The importance of developing self-care skills from childhood

Genetically, the child is the first to master self-service labor, the ability to serve himself. Gradually freed from the care of adults, the baby begins to believe in himself and perform all the necessary actions on his own.

By accepting the care of adults, the child receives an example of how to take care of himself and others, and strives to follow this example.

It is important that adults create conditions for the realization of such independent impulses, and also that they purposefully teach how to perform hygienic and practical actions. This is the only way to gradually transform the first inept attempts into useful habits.

Teaching children to serve themselves is valuable because it develops their practical skills and has an impact on personal development.

Formation of self-service skills contributes to:

• development of independence;
• formation of labor skills;
• instilling healthy habits;
• laying the foundation for a healthy lifestyle;
• development of strong-willed personality traits;
• formation of desire to achieve goals;
• development of accuracy;
• gaining confidence in yourself and your actions.

All these are interrelated skills that help the child adapt to life situations and the surrounding society.

Memo for parents

In order to patiently and consistently teach their children everyday culture, parents should adopt 7 golden rules:

• Encourage your child's desire for independence.
• Show the algorithm for correct actions using your own example.
• Do not rush, let you complete all the actions yourself.
• Don’t rush to help, understanding that the preschooler is just mastering these skills.
• Use game situations, nursery rhymes, and short poems in the learning process.
• Maintain your positive emotional attitude and positive attitude towards your child’s actions.
• Praise the child for each completed step in the process of performing procedures.

If parents adhere to the listed rules, children develop stable self-care skills. Subsequently, skills will turn into habits - actions, the implementation of which becomes a natural need.

What preschoolers should be able to do

Every year, more and more self-service activities are feasible for preschoolers. Gradually, it is necessary to develop in the child the skills of dressing and undressing, eating, using a handkerchief, comb, napkin, cultural and hygienic procedures, and independently putting away play equipment or materials for activities.

If a preschooler is taught to take care of himself from an early age, it will be possible to promptly introduce him to household chores: What children should do around the house.

Teaching simple self-care to children 3-4 years old

Self-care skills in children 3-4 years old are the basis for future independence. At this age, children can and should cope quite successfully:

• eat independently with a spoon (by the age of 4 with a fork);
• dress and undress with the help of an adult (they already know how to put on some types of clothing and fasten buttons);
• hang clothes neatly;
• wash, wash hands;
• use a hand towel;
• put away toys.

Teaching children is the responsibility of the adults around them. The process takes place using explanations, demonstrations, playful motivation, small nursery rhymes or poems.

For example, when teaching hand washing, you need to show step by step how to roll up your sleeves so that they don’t get wet, how to soap your hands and how to rinse them with water. Then repeat all the steps, helping the baby. It is possible to use game motivation: “Show Mishutka how to wash her hands.”

Teach your preschooler a fun nursery rhyme that resembles the sequence of steps of a hygiene procedure. This will make the child more interested in the necessary skills.

Self-care skills in children 4-5 years old

At 4-5 years old, acquired skills become more complex. The child realizes the age-related desire for independence, which helps him keep his attention on the action, even if it does not work out at first. Persistent attempts over time develop automaticity, which is the main thing in the formation of skills.

A five-year-old preschooler copes with the following actions and procedures:

• dresses and undresses independently (an adult only controls quality);
• ties his own shoelaces;
• follows the algorithm when washing;
• pats his face dry with a towel;
• uses cutlery and responds to table manners for children;
• uses a napkin after eating;
• rinses the mouth after eating;
• skillfully uses a comb;
• masters teeth brushing skills.

At this age, children begin to perceive cultural and hygienic behavior in a more general way. You don’t just need to wash your hands, but do it in such a way as not to spill water around. It is necessary not only to eat the second dish with a fork, but also not to throw food around the plate.

Development of skills and habits of self-care at 6-7 years old

6-7 years is the period of preparation for school. By the first grade, a preschooler should have mastered the ability to take care of himself, as this will help him more easily adapt to the school learning process.

The self-care skills acquired by children aged 6-7 years are improved. The older preschooler, in addition to performing sanitary and hygienic procedures, controls his appearance - pays attention to dirty clothes, goes to brush his teeth or wash his hands without a reminder.

In six-year-olds, disparate hygiene and household skills are combined into a system that forms the correct way of behavior. With the right style of upbringing in the family, the senior preschooler is accustomed to taking care of himself in everyday life:

• Knows how to not only dress independently and neatly, but also decide on clothes based on temperature conditions and place of visit (to kindergarten, on a visit, for a walk, etc.).
• Knows how to put clothes away on a chair or in a closet.
• Has good hygiene skills (washing, oral hygiene, hair care).
• Uses a spoon, fork and knife, eats food carefully.
• Makes the bed.
• Able to independently maintain order in his room (tips from parents are necessary in the first stages).

All the actions that a child has learned in previous years are performed much faster and with better quality in older preschool age.