Guidelines for organizing meals in a preschool institution

Catering at preschool educational institutions

The health of children cannot be ensured without a balanced diet, which is a necessary condition for their harmonious growth, physical and neuropsychic development, resistance to infections and other adverse environmental factors. In addition, properly organized nutrition develops in children cultural and hygienic skills, healthy habits, so-called rational eating behavior, and lays the foundations of a nutritional culture.

Maintaining proper nutrition is important at all ages, but in preschool age the role of nutrition is especially great. This is due to a number of reasons. The child’s body is characterized by rapid growth and development: the structure of many organs and systems is being formed and established, their functions are improving, the brain is maturing intensively and higher nervous activity is developing.

The main principle of nutrition for preschoolers should be the maximum variety of their diets. Only by including all main food groups in daily diets - meat, fish, milk and dairy products, eggs, edible fats, vegetables and fruits, sugar and confectionery, bread, cereals, etc. - can children be provided with all the nutrients they need.

MBDOU No. 266 adheres to the principles of rational, balanced nutrition for children of early and preschool age. Meals are provided in accordance with the Perspective 10-day menu plan, developed on the basis of the physiological needs for nutrients and nutritional standards for preschool children, agreed upon and approved by Rospotrebnadzor, on the basis of which a working daily menu is drawn up.

The volume of food and the yield of dishes correspond to the age of the children. The diet contains fresh fruits, vegetables, juices, and dairy products. The basis for preparing dishes are prepared technological maps (based on current collections of technological standards).

Children in kindergarten are provided with 5 balanced meals a day in accordance with their daily routine. The diet for children with a 12-hour stay includes:

• breakfast;
• lunch;
• dinner;
• afternoon snack;
• dinner.

Artificial C-vitaminization of ready-made dishes is carried out year-round. To prevent iodine deficiency in the diet, iodized salt is used.

Meals in kindergarten are organized in group rooms. The production process for preparing dishes is carried out by qualified chefs. The entire food preparation cycle is carried out in a catering unit , consisting of two workshops and a pantry for storing food. The catering unit is located on the ground floor, has a separate exit and is fully equipped in accordance with regulatory requirements.

MAGAZINE Preschooler.RF

Organizing meals in a preschool educational institution is a task of enormous social significance and one of the main concerns of the institution’s staff. At the same time, it matters not only what the child eats, but also how he does it. No less attention must be paid to the aesthetics of food and the culture of behavior of children at the table. And the sooner a child develops table etiquette skills, the more firmly they will become established and become a good habit already in childhood.

In the process of eating, the following cultural and hygienic skills are formed:

• wash your hands before eating;
• eat carefully;
• take as much bread as you can eat;
• eat in silence;
• chew with your mouth closed;
• use a napkin;
• sit correctly at the table;
• be able to handle a spoon, fork, table knife;
• Chew food thoroughly.

The transition of a skill into a habit is achieved by systematic repetition under the same or similar conditions. Until the habit is established, the child needs control and instructions from an adult, as well as encouragement, praise, and approval.

The professional duty of a preschool teacher is to teach the child table manners. This learning occurs both in specially organized classes and during meals. In the process of introducing a child to table etiquette, much attention is paid to the interaction of educators with parents. Coordinated action on this issue is of paramount importance. From an early age, it is necessary to develop in the child the correct attitude towards food, different dishes, and the ability to use cutlery and napkins.

However, mealtime should not be turned into a battleground for children's good manners. Good manners are acquired through repeated practice and also through the environment in which children constantly move. In this case, this environment is adults in a preschool. With a culture of food and communication, and goodwill, they create conditions through which good table manners are developed quickly enough and are learned by children for life.

The complexity of the tasks of developing cultural and hygienic skills occurs consistently and gradually, taking into account the age characteristics of the child.

1 ml. group (2 -3 years)

• develop the ability to use a spoon, teach yourself to eat a variety of foods, eat with bread, use a napkin after eating (first with the help of an adult, and then with verbal instructions), when leaving the table, push your chair in;
• consolidate the ability to wash your hands independently before eating, wipe your face and hands dry with a towel, eat neatly, and rinse your mouth when instructed by an adult;
• to develop the ability to follow the basic rules of cultural behavior: do not leave the table without finishing the meal, say . ”

2 ml. group (3 -4 years)

• teach how to wash your hands and face independently and carefully, use soap and a comb, wipe yourself dry after washing, hang a towel in its place;
• develop eating habits: do not crumble bread, use cutlery correctly (fork - from the second half of the year), napkin, rinse your mouth after eating.

middle group (4 -5 years old)

• improve acquired skills: chew food well, eat quietly, use cutlery (spoon, fork, knife), napkin correctly, rinse your mouth after eating.

senior group (5 -6 years old)

• strengthen the ability to properly use cutlery (fork, knife); eat carefully, quietly, maintaining correct posture at the table;
• continue to instill the skills of a culture of behavior: when leaving the table, quietly push the chair back, thank the adults.

preparatory group for school (6 -7 years old)

• consolidate table manners skills: sit up straight, do not put your elbows on the table, drink and chew food quietly, use a knife, fork, and napkin correctly; thank adults.

Methods and forms of organizing work with children:

1. Visual (showing techniques for using cutlery, demonstrating serving rules, positive personal example, looking at pictures and illustrations, excursion to the catering department, observing peers)
2. Verbal (explanation, clarification, persuasion, use of literary words, analysis of problem situations, encouraging assessment of the child’s activities)
3. Practical (on duty, consolidating table manners, didactic games, story games)

Conditions for developing a positive attitude towards food (based on an individual approach and valeological education):

• convenient arrangement of tables, aesthetically pleasing serving and presentation of dishes;
• favorable psychological climate, friendly and attentive attitude of adults;
• explaining the need for rational nutrition, promoting a healthy lifestyle;
• exclusion of aggressive methods of influence (threats, coercion, punishment), it is undesirable to force a child to eat without appetite;
• gradually accustoming the child to the required norm in food (those children who are accustomed to eating only one dish at home (first or second) must be given an incomplete norm);
• providing assistance in feeding, while providing the opportunity to exercise independence (for children who do not have the ability to eat independently);
• allow children to wash down their food with compote, jelly, juice or just warm water - then they will eat willingly (for children who have difficulty swallowing food);
• During meals, it is advisable for the teacher to be at the table with the children.

The example of an adult is of great importance in working with children. Children feel the need for personal contact with adults and imitate their actions. Based on this, high demands are placed on the culture of each preschool educational institution employee.

Benefits of sharing meals between teacher and children:

• having breakfast and lunch with the children, the teacher demonstrates to them the beauty of etiquette, reasonableness and the need to observe it during the feast

— closer relationships arise between people eating together: the child perceives the teacher as part of a family community, trusts him and listens to his words.

Procedure for organizing meals:

1. Preparing for meals. Compliance with hygienic requirements (furniture is arranged conveniently in accordance with the height of the children; tables are washed with hot water and soap. The teacher's assistant is obliged to thoroughly wash his hands, put on special clothing, ventilate the room, use only clean utensils)
2. Hygiene procedures: valeological education of children, reinforcement of hand washing rules; competitive games (older age); self-control of children; performance assessment.
3. Table setting: organization of duty; familiarization with the menu, announcing it to children; attracting children's attention to the aesthetic design of tables, maintaining correct posture.
4. Meals (breakfast, lunch, afternoon snack, dinner). Individual work to develop a food culture; training in etiquette rules; performance assessment.

The kindergarten teacher is guided by the tasks formulated in the programs, but in order to trace the sequence and graduality of tasks for the formation of cultural and hygienic skills, in general, and the organization of duty in the dining room, in particular, it is necessary to take into account the age characteristics of children. So,

younger age:

• by the end of the year you can hang up the “Duty Board” and teach the children how to use it
• laying out spoons, napkin holders and bread bins on the table.

average age:

• table setting under adult supervision
• cleaning up used napkins
• stacking dirty dishes in the center of the table.

older age:

• table setting (independently under adult supervision)
• placing paper napkins in napkin holders (rolling into tubes, cutting, folding)
• cleaning up dirty dishes and used napkins.

Setting the table means preparing it for eating. The main purpose of table setting is to create order on the table and provide everyone with the necessary items. The serving order has been developed over the years, dictated by hygiene requirements and the need to provide the greatest convenience.

What is needed to set the table for a meal?

Proper table setting is a necessary condition for developing a positive attitude towards food and developing eating habits.

• lay a tablecloth on a clean table, its edges are lowered on all sides equally, but not lower than the seats of the chairs
• paper napkins are not laid out, but placed in a napkin holder (after finishing eating, first wipe your lips, then your hands, and place the used napkins on a dish)
• The bread bin is placed in the center of the table; if necessary, the bread is cut in half (does not break!)
• Cutlery is placed to the right of the plate: closer to the plate, a fork with the teeth up, next to it is a tablespoon with the indentation down (when eating soup, move the spoon away from you); if a table knife is served, then the fork is placed to the left of the plate, and the knife is placed on the right closer to the plate, with the blade facing the plate (meat, sausage, cheese, cucumbers, tomatoes, apples, pears are cut into small pieces with a knife. What is easy to cut with a fork is eaten without a knife: boiled potatoes, cutlets, casserole, omelette. In this case, the fork is held in the right hand, and the plate is held with the left: the thumb lies on the edge of the plate, the rest under the edge)
• if you serve compote with berries, then put a teaspoon on the saucer
• salad, sliced ​​vegetables, marinade served in a separate plate
• All dishes are served according to the age norm.

Proper nutrition is the key to a preschooler’s health

Bibliographic description:

Rumyantseva, T. A. Proper nutrition is the key to the health of a preschooler / T. A. Rumyantseva, A. Yu. Dengina, N. V. Ryadinskaya. — Text: direct // Pedagogy: traditions and innovations: materials of the IX International. scientific conf. (Kazan, January 2022). — Kazan: Buk, 2018. — pp. 29-31. — URL: https://moluch.ru/conf/ped/archive/274/13573/ (access date: 02/05/2022).


This article is devoted to the topic of rational consumption of food and its role in the body system of preschool children. In the modern world, it is especially important to eat right. The article presents an analysis of emerging and possible problems in the nutrition of preschool children that parents and preschool educational institutions face. The health of children and the full development of their body largely depend on proper nutrition. The article addresses the following questions: “What is the proper nutrition system in kindergarten”; “What is meant by proper nutrition and what it should be like for preschoolers”; “What to look for when organizing meals for preschool children”; “What products are preferred when organizing meals?” Forms of work with parents are formulated and recommendations on children’s nutrition are given.

Key words: preschool children, health, proper nutrition, menu, body, immune system.

Health is the main value of human life. Every child wants to be strong, cheerful, energetic: to run without getting tired, ride a bike, swim, play with the kids in the yard, and not suffer from headaches and endless runny noses. Poor health and illness are the causes of stunted growth and general development of the child’s body. Therefore, everyone should think about their health, know their body, learn to take care of it, and not harm their body.

The task of the kindergarten and family is to preserve and strengthen the child’s health, an important component of which is proper nutrition. It must be taken care of from early childhood to ensure normal growth and development of the body, promote disease prevention, and resistance to infections. Lack of vitamins and microelements in food, as well as harmful components of some modern products produced by unscrupulous manufacturers, negatively affect the physical development of children, which contributes to a decrease in immunity, the body’s resistance to disease, and the development of chronic diseases. The problem of developing children’s initial ideas about a healthy lifestyle and nutritional culture is a relevant aspect in the work of preschool teachers. Often adults theoretically understand the importance of expanding a child’s ideas about rational nutrition (the amount of food, the sequence of its intake, variety in diet, drinking regime), but in practice they act differently, faced with many objective and subjective problems. This contradictory behavior of adults does not contribute to the health of children. Increasing the competencies of parents in this matter is a necessary link in the general interaction of adults raising a preschooler. The development of proper nutrition skills should take place in the “teacher-child-parent” system. To form in children at the stage of completing preschool education a value-based attitude towards a healthy lifestyle and proper nutrition is the target of preschool institutions. To achieve this goal, the following tasks were formulated: to study the problems of organizing proper nutrition; formulate healthy eating rules with children; to form a culture of food intake and nutrition in children; increase the competencies of parents in organizing nutrition for preschoolers by participating in joint activities; create a magazine in kindergarten for children and their parents “Be Healthy!”

Children's nutrition has always been of interest to scientists, teachers and psychologists, who paid great attention to this problem. The nutritional characteristics of preschool children were studied by V.A. Kvitkovskaya, O.A. Matalygina, N.Yu. Minina, N.A. Stashevskaya and others. A.S. Alekseeva, V.G Alyamovskaya, I.Ya Kon, M.V Leshchenko in their works considered the issues of organizing rational and balanced nutrition for children in preschool educational institutions. A. S. Alekseeva argued that the health status of an adult largely depends on the proper organization of nutrition in childhood. According to O. A. Motalygina, a child 6–7 years old should and can independently evaluate his nutrition, if adults help him. The most important task of adults is to develop in children certain knowledge in the field of nutrition, which will further help maintain the child’s health. In order to increase and preserve the health of a child, the most important task of adults is to develop certain knowledge in the field of nutrition. Teachers and parents lay the foundation for proper nutrition for children, which is closely related to the culture of children’s behavior at the table. Educators and parents must teach children cultural and hygienic skills and proper behavior at the table. It is important to pay attention to the child’s posture when eating, the culture of eating, and cultural and hygienic rules associated with eating. It is important that during meals, teachers and staff are calm, not fussy, and always maintain a good mood in children. For example, use the following phrases: “How delicious the cutlets smell!”, “How beautifully the dish was served today!”, “What a delicious soup!” The table setting, pleasant smell and appearance of the served dish arouse children's appetite. During meals, pleasant, quiet music may be played.

It's no secret that children love chewing gum, lollipops, and sweet carbonated drinks, which is harmful to their health. Conversations with parents do not always produce the desired results. Teachers conducted a survey of parents, which revealed a number of problems: insufficient compliance by family members with the norms of proper nutrition and food intake culture; children do not always follow table manners, do not know the names of dishes well, and do not have enough cutlery. This led to the conclusion that insufficient attention is paid to the formation of a culture of proper nutrition in family education. And the idea arose for the project “We always need healthy food in life.” The parents of the students supported this idea.

The goal of the project was formulated as follows: “Formation in preschool children and their parents of ideas about the need to take care of their health, about the importance of proper nutrition as an integral part of maintaining and promoting health.” The objectives of the project were: to form in children the concept of proper nutrition; expand children's knowledge about healthy foods; teach children food culture; contribute to improving the culture of eating behavior in the family; improve parents’ understanding of the importance and significance of proper nutrition for the child’s health and their own health; involve children and their parents in joint activities to study a healthy lifestyle, food hygiene, principles of food safety and quality.

The organizational stage included: choosing methods and techniques for working with children to implement the project; study of methodological literature; organization of a developing subject-spatial environment: creation of an information stand in the group “How to diversify the nutrition of preschool children”; production and design of didactic, board and printed games and manuals, attributes for role-playing games; organizing cooperation with parents, developing individual conversations “Proper nutrition of a child” and questionnaires for parents.

At the main stage, activities were carried out in game centers: didactic games were held: “Preparing a salad”, “Cooking a compote”, “Guess by the smell”, “Guess by the taste”, “We need different porridges”, which contributed to the children’s acquaintance with the features of cooking, role-playing games “Come to visit us”, “Our family dinner”, “Shop of tasty and healthy products”; training in outdoor and speech games; educational games-activities, excursions, leisure, entertainment “Visiting Aibolit”; experimental activities; reading fiction, learning games, poetry; productive activity. For parents, we created a corner on the theme “Healthy nutrition for children.” The teachers organized an exhibition of creative works by children together with their parents, “Decorating my favorite dish”, “Vitamins on the table”.

The final event of the final stage was the entertainment “Proper nutrition is the key to children’s health” and the design of the magazine “Be Healthy!”

As a result of the project activities, all participants in the educational process showed creative activity, the children’s level of knowledge on this topic increased, the basics of behavior at the table, and a culture of proper nutrition were formed. Work on the project contributed to the development of a sustainable interest among children in preserving their health, the rules of proper nutrition were established, children learned to distinguish between healthy and unhealthy foods, learned a lot about the vitamins found in vegetables and fruits, and the benefits of porridge. Parents were involved in projects, participated in an exhibition of drawings, made albums, posters, and took part in entertainment evenings. Parents' interest in proper nutrition and a healthy lifestyle for children has increased. The systematic, systematic and joint influence of factors such as family, kindergarten, immediate environment, combined into one educational system, makes it possible to instill in a child a conscious attitude towards his health. In our kindergarten, it has become a tradition to hold a photo competition “Cooking with Mom!” on Mother’s Day. Parents and children conduct a presentation of dishes, during which they talk about the benefits of certain products and dishes. Proper nutrition should be regular, varied, adequate, safe and enjoyable. The group formulated rules for proper nutrition of children: before eating, wash your hands with soap; take food in small portions; while eating, do not knock your feet; eat carefully, don’t litter, don’t play with food; sit up straight; use cutlery correctly; use a napkin; thank you for the food.

As a result of the work carried out by teachers and parents of pupils, the children’s attitude towards some dishes that they previously did not like has changed. Children learned to choose healthy products and take responsibility for their health. The information provided to parents helped them review the family menu and evaluate the benefits of dairy, vegetable and fruit dishes for children. Many parents have realized that properly organized nutrition provides children with the necessary vitamins and increases the body’s resistance to harmful factors and infections.

Systematic, systematic, purposeful activities of the entire team helped to achieve positive results, parental competence and interest in the issues of healthy nutrition for children increased. Parents began to pay more attention to the variety and fortification of dishes.

Literature:

1. Kolesnikova S.A. Requirements for the organization of nutrition for preschoolers // Preschool pedagogy.-2002. — No. 5.- p.4
2. Kozhevnikova N. G. Nutrition of children in kindergarten. - 1981. - pp. 7–12
3. Galaeva G. Klimova Yu. Conversation about proper nutrition // Engagement.-2002.- No. 5.- p. 17
4. Catering in preschool educational institutions // Preschool education. - 2000. - No. 1. - p. 88–92
5. Gumenyuk E. I., Slisenko N. A. “Proper nutrition of preschool children.”
6. Konyaeva L. “Be healthy, baby” (Preschool education No. 11, 2004)
7. Makhoneva M. “Raising a healthy child” (Preschool education No. 6, 2002)
8. Matalygina O. A. All about the nutrition of preschool children / 2009.- 272 p.
9. Alekseeva A. S. Organization of nutrition for children in a preschool institution, a manual for kindergarten teachers / A. S. Alekseeva, L. V. Druzhinina, K. Ladodo. - M.: Education, 1990.-210 p.

Key terms
(automatically generated)
: proper nutrition, child, kindergarten, parent, preschool age, healthy lifestyle, health, meal time, healthy eating, proper nutrition for children.

Diet features

The diet should vary by season. In the off-season (spring, autumn) vegetables and fruits should prevail.

Meals in kindergartens are divided into periods:

• summer autumn;
• winter spring.

Children at an early age absolutely need to saturate their bodies with natural, healthy foods containing minerals, fiber, and vitamins. This is a building material - extremely necessary for the growth and development of every child. The inclusion of semi-finished products in the diet is unacceptable.

Principles of nutrition

The organization of proper nutrition in kindergarten is based on the following principles:

• full compliance with the energy value of the menu in relation to the energy consumption of children;
• maximum variety of dishes to ensure balanced nutrition for every day;
• compliance with the diet to develop food culture skills in children;
• strict compliance with the requirements for food preparation and technological processing, in accordance with established standards;
• maximum preservation of the nutritional value and taste of dishes after cooking.

Children spend most of their time in preschool educational institutions, so food should be varied, healthy, and tasty. Preschool children have an increased need to consume dishes made from dairy products, vegetables, fish, beef, and liver.

Particular attention is paid to sanitary standards, terms and conditions of storage of products. A monotonous menu in a preschool educational institution for 1 week is not acceptable. Dishes should not bore kids.

A nutritious, balanced diet is the most important condition for the normal functioning of the child’s body, especially during the period of intensive growth and development, which the child mainly spends within the walls of educational institutions. Nutritional disorders, as well as insufficient or unbalanced nutrition during this period can cause developmental disorders and the occurrence of chronic nutrition-dependent diseases. The requirements for organizing a healthy diet and creating an approximate menu are set out in the sanitary rules and regulations SanPiN 2.4.5.2409-08, in force from October 1, 2008 to the present, establish the following:

1. In order to prevent a reduction in the range of supplied food products and food raw materials, as well as the supply of a range of ready-made dishes and culinary products produced in the catering units of educational organizations, the diet of students provides for the formation of a certain set of products for feeding children during the day or another fixed period of time, according to appendix 8 table 1 SanPiN 2.4.5.2409-08, and based on the formed diet, an approximate menu is drawn up, with distribution by meals;
2. Every day, 2-6 meals a day should include meat, milk, butter and vegetable oil, rye and wheat bread (with each meal). It is recommended to include fish, eggs, cheese, cottage cheese, and fermented milk products once every 2-3 days.
3. A sample menu is developed by a legal entity or individual entrepreneur who organizes meals for children, taking into account : seasonality, the amount of nutrients and calorie content, the age category of students (7-11 and 12-18 years), the weight of servings of dishes, links to the recipes of the dishes used are required and culinary products, in accordance with collections of recipes, and is agreed upon by the head of the educational institution and the head of the territorial executive body authorized to carry out state sanitary and epidemiological supervision.
4. Acceptance of food products and food raw materials into catering units in educational institutions should be carried out only if there are documents confirming the quality and safety of the products and belonging to a specific batch of food products (veterinary and sanitary examination documents, documents of the manufacturer, supplier of food products confirming their origin, certificates of conformity , declaration of conformity). This documentation, as well as the results of laboratory tests of the product, must be retained until the end of the sale of the product.
5. Food products that are not labeled are not allowed for sale if the presence of such labeling is provided for by the legislation of the Russian Federation.
6. For legal entities and individual entrepreneurs whose activities are related to the organization and (or) provision of hot meals, in order to implement preventive measures, it is necessary to ensure the organization of production control, including, among other things, laboratory and instrumental research of products; it is recommended to carry out laboratory control of quality indicators and safety of raw materials and components in terms of product falsification.

When using materials from the site in full or in part, a link to the Center for Hygiene and Epidemiology in the Orenburg Region is required.

Menu for every day

The menu is approved by the head of the child care facility for 7 days. The composition of the products must comply with healthy nutrition standards. Meal regimen: 4 times a day, consisting of: breakfast, lunch, afternoon snack, dinner. Hot dishes, warm sandwiches and drinks are required for breakfast.

It is unacceptable to prepare dishes from the meat of wild poultry (animals) that have not undergone heat treatment. Harmful foods that should be excluded from the children's menu:

• unpasteurized milk;
• confectionery, cream;
• gas. beverages;
• natural coffe.

The responsibility of kindergarten management is to inform parents about the products included in children’s meals. It is important that from an early age a child learns to follow a diet in accordance with his age and time spent in a preschool educational institution. Example mode:

• breakfast – 8-9 am;
• lunch - 12-13 hours;
• afternoon tea - 15.30-16 hours;
• dinner 18.30-19.00.

At the discretion of the management, it is possible to assign 2 breakfasts from 10:30 to 11 o'clock.

Particular attention is paid to children - artificial children from 1 year:

• receiving nutrition from liquid and dry milk formulas;
• those suffering from food allergies, for whom the menu should be selected taking into account medical indications.

Parents should negotiate an acceptable diet with the management of kindergartens and create a menu together, taking into account the individual characteristics and intolerance of children with allergies. Rational nutrition is the key to excellent mental and physical development of children. Many programs have been developed for children with chronic internal diseases of the musculoskeletal system and digestive organs.

The organization of the diet should correspond to the energy needs of preschool children. The higher the training load, the more vitamins and micronutrients should predominate in the diet. A deficiency in the body is fraught with rapid fatigue, decreased performance, and children's stunted height and weight.

Nutrition is a building material for the formation of full growth and development of the child’s body. Protein (vegetable, animal) must be introduced into the body every day, otherwise violations of the immune system and brain are inevitable. But overfeeding children is also unacceptable. Excessive intake of fats and carbohydrates provokes metabolic failure and the development of serious chronic diseases.

We must not forget about maintaining a drinking regime for children. The intake of purified water per day should be at least 1.5 liters.

Organizing meals in kindergarten: methods and nuances. consultation

Organizing meals in kindergarten: methods and nuances.

Nutrition culture in kindergarten is a science necessary in modern life. Fast food, which looks attractive in conditions of eternal lack of time, strives to displace healthy food from our diet. This is not at all beneficial for a growing child's body. Since children spend most of the day in kindergarten, it is the educators who are responsible for teaching the child how to eat healthy, tasty, beautifully and, most importantly, carefully.

Etiquette lessons begin at an early age. The child learns not only to behave properly at the table, but also to confidently use cutlery, be neat and polite.

Table setting rules

In kindergarten, children are taught to eat in the classic, European manner: fork in the left hand, knife in the right. Based on this, tables are set. Forks are given to children starting from the younger group, and knives - from the older group.

It is advisable for each group to have its own dishes, the colors of which may correspond to the name of the group (“Daisies”, “Kids”). When moving to the senior group, the set of dishes changes.

In the older group, an additional item may appear on the tables - a salt shaker with a small spoon. Often children, not wanting to eat a low-salt dish, refuse to eat. But it is enough to allow them to add a little salt to the dish, and the appetite immediately appears. Of course, children need to be told that excess salt is extremely harmful and that moderation must be observed.

Depending on the meal time, tables are set differently.

For breakfast, a vase of flowers, a bread box, a plate with portioned butter, a napkin holder, and saucers are placed in the middle of the table. Forks are laid out on the left side, knives on the right, spoons parallel to the edge of the table. To keep it warm, the main course is served only when the child sits down at the table. Dishes are removed to the left of the sitting child.

For lunch, the table is set in a similar way, but juice and compote are poured into cups on the table in advance, and plates are placed in a pile on the edge of the table. At the same time, in the younger groups only deep plates are placed, and in the middle and older groups - deep and small plates in cases where the second dish is laid out in the group and not brought from the kitchen. Used dishes are immediately removed.

Some kindergartens encourage children's habits that may not always be considered healthy. For example, many children who do not like boiled onions, carrots or cabbage put them on a plate prepared in advance by the nanny. However, educators must work with students, trying to teach them to eat all the thick liquid along with the liquid. As a last resort, you can put a piece of onion on the edge of your plate.

For afternoon tea, the table is set as for breakfast - with the only difference: butter is not served.

Formation of cultural and hygienic skills at the table

As a child grows, his table manners improve. Go to the nursery and senior groups, and you will not only see, but also hear the difference. The kids sit as if due to their age and restlessness, crumbs are scattered, trying to chat - not everywhere, of course, but this is a typical picture. And take the older group: the children sit and eat quietly, no one chats or laughs. After eating, they wipe themselves with a napkin, thank the nanny and help the attendant clean up the dishes.

Young children (1-2 years old) are taught:

• wash your hands before eating and dry them with a towel (with the help of an adult);
• sit down at a chair;
• use a cup: hold it in such a way that the liquid does not spill, drink slowly;
• use a spoon;
• wipe yourself with a napkin after eating;
• eat thick food with a spoon or with bread;
• After finishing the meal, leave the table and push in your chair.

Children of the first junior group (2-3 years old) are taught:

• Wash your hands yourself before eating, wipe them dry with a towel;
• eat neatly, holding a spoon in your right hand;
• wipe yourself with a napkin after eating;
• give thanks after eating.

Children of the second younger group (3-4 years old) are taught:

• wash your hands independently and carefully with soap, dry yourself with a towel, hang the towel in its place;
• use cutlery correctly;
• eat carefully: do not crumble the bread, chew food with your mouth closed.

Children of the middle and senior groups (4-5 years old, 5-6 years old) are taught:

• take food in small portions;
• eat quietly;
• use cutlery (fork, spoon, knife) correctly;
• sit with a straight back;
• neatly arrange dishes after meals;
• take some of the dishes with you.

Children of the school preparatory group (6-7 years old) consolidate the acquired skills of table manners: do not put their elbows, sit up straight, chew their food thoroughly, and use cutlery correctly.

Forms of instilling a food culture

The forms of instilling a culture of nutrition in kindergarten are varied. One of them is duty. Desk attendants are given an elegant uniform consisting of colored caps and aprons. All these clothes are stored in the Duty Officer's Corner.

Children begin to be on duty from the second junior group, at the end of the school year. The attendant helps the nanny set the table, at which he eats. The preschooler arranges glasses, puts napkins, spoons, and puts out bread bins.

In the middle group, children consolidate table setting skills. In the second half of the year, responsibilities increase: arrange the saucers that the nanny had previously placed on the table, put napkins in glasses, remove bread bins and glasses with napkins after meals.

In the senior and preparatory groups, those on duty can independently set the table and clean up after meals. The responsibilities of the attendants include not only arranging dishes, but also, for example, folding cloth napkins. This activity greatly contributes to the development of fine motor skills of the hand.

The people on duty take the announcement of the menu seriously, a kind of mini-actor's skit. After all, the menu can be read out with expression so that children who have not yet experienced hunger will want to try all the dishes.

Celebrations are organized in preschool institutions. Food Culture Day is especially popular. As part of it, various master classes are held on preparing salads, decorating dishes, and conversations are held about culinary preferences and traditions that have come to us from other countries.

As you know, appetite largely depends on how “tasty” the food looks and how beautifully the table is set. In this regard, kindergartens often announce competitions for the best table setting.

Nutrition plays a big role in the process of growth and development of a child and is of great importance for his health. Insufficient provision of iron, selenium, iodine, zinc, calcium, etc. to young children can serve as the basis for significant impairments in the formation of intelligence, the musculoskeletal system or connective tissue in general, the reproductive sphere, decreased physical performance, etc. Therefore, , rational and nutritious nutrition of preschoolers is the key to good health, normal growth and proper development of children.

Nutrition is an essential component of the daily routine. The entire process associated with feeding children is of great educational importance. Children are taught the important hygiene skills of washing their hands before eating, rinsing their mouths after eating, and using cutlery and napkins; They are taught to chew food thoroughly, eat carefully and sit correctly at the table.

When carrying out the feeding process, everything that is included in the concept of “nutritional aesthetics” is of great importance.

During their stay in a preschool institution, the child learns to behave properly at the table, use utensils (spoon, knife, fork), and acquires certain food culture skills.

Issues of nutritional aesthetics should be given attention, starting with groups of young children. The earlier a child develops correct eating habits, the more firmly they will become established and become a habit.

It is important that your baby develops a positive attitude towards eating so that he is not irritated or tired by the time he feeds. To do this, educators must take care to create a calm environment in the group. Before eating, you should avoid noisy games and strong impressions, which can inhibit the production of digestive juices in children and suppress the food reflex.

20-30 minutes before the next meal, children are returned from a walk or activities and games are stopped. This time is used to create a certain mood in children that is conducive to eating.

Before eating, children put their clothes in order, wash their hands thoroughly, and the attendants take whatever part they can in setting the table. Each child has a permanent place at the table.

During feeding, it is important to create a good mood in children. To do this, the preschool institution must have beautiful, comfortable, stable dishes and cutlery that are appropriate in size for the age of the children. The tables are covered with tablecloths or napkins, and vases of flowers are placed. The dishes are served beautifully presented, not very hot, but not cold either. To decorate dishes, it is advisable to use fresh herbs, brightly colored vegetables, and fruits.

During the feeding process, the teacher should not rush the children or distract them with extraneous conversations or comments. During feeding, children are told about the pleasant appearance, taste, smell of food, its usefulness, and they try to focus each child’s attention on food. It is necessary to monitor the behavior of children at the table, maintain cleanliness and tidiness, teach them to chew food well, not swallow it in large pieces, and eat everything that is offered.

Compliance by children with hygiene requirements is one of the responsibilities of the teacher during the feeding process. This is especially important in groups of young children, when children are actively developing and consolidating skills and habits. Young children are taught to sit quietly at the table, skillfully use a napkin, chew with their mouth closed, and not talk while eating. Children learn to use cutlery: from 1.5 to 2 years old they eat with a spoon on their own, from 3 years old they use a fork. In preschool groups, children are given a full cutlery set (knives should not be sharp). Children in the senior and pre-school groups should be able to use a knife and fork correctly, holding it in both their right and left hands.

After finishing the meal, the children carefully blot their mouths with a napkin and wipe their hands, thank them for the food and leave the table. Children should not be allowed to leave the table with a piece of bread or other food, including fruits or berries, cookies or candy.

When feeding children, especially young children, it is necessary to follow the sequence of processes and not force preschoolers to sit at the table for a long time waiting for the meal to start or a change of dishes. The next dish is served immediately after the previous one is eaten. Children who finish eating before others can be allowed to leave the table and engage in quiet play while standing at the table (for example, a builder).

Educators pay great attention to children with decreased appetite. When feeding such children, it is especially important to follow the recommended age-specific portion sizes and take into account individual tastes and habits. Too much food can only discourage the child from eating and lead to an even greater decrease in appetite.

During the adaptation period, many children also eat poorly. Here it is important to correctly explain to parents that the child did not eat everything or ate very little, and we did not force him, because... next time he won’t want to go to the evil aunt’s garden and therefore we ask that we feed him better at home

For younger children, portioned dishes (cutlets, cheesecakes) are placed whole on a plate and, in front of the child, they are divided into smaller pieces with a spoon.

You should not force feed your baby, entertain him while eating with toys, pictures, tell fairy tales, etc. When a child's attention is distracted, the production of digestive juices is inhibited and the food reflex is suppressed. You can accompany your meals with quiet, calm music.

Children with poor appetite can be offered small amounts of water or fruit juice at mealtimes to help them wash down a solid meal. In some cases, you can offer your child a second course first so that he can eat the more nutritious part of the meal before he loses interest in eating.

When feeding a child with poor appetite, his tastes and habits are taken into account: you should try to give your favorite dish, ordering it from the kitchen if necessary. Such a child is patiently introduced to other healthy foods. Sometimes it is allowed to mix the most nutritious dish the child needs (meat, egg, cottage cheese) with fruit puree, juice or another product that the child likes. Older children are explained in an accessible form the need to first eat this or that dish or part of it, and the child is praised if he has eaten everything without a trace.

For this purpose, the following rules must be observed:

• everything necessary for organizing meals (arranging tables in the prescribed order, setting them correctly for children of each age, etc.) should be prepared by the time the children begin to wash their hands.
• washing and sitting down at the table should be done gradually, starting with younger children and those who eat slowly.
• Do not keep children after finishing the meal.
• Prepare food for younger children in advance (cut meat, pancakes, etc.).
• the procedure for serving children, the requirements of the teacher and junior teacher must be uniform and constant.

Thus, systematic, purposeful management of children’s nutrition makes it possible to train them in many good deeds, instill stable hygienic skills, expand their everyday orientation, and solve the problems of moral education.