Daily routine in kindergarten: schedule of walks, classes and meals

The daily routine in kindergarten for all age groups of the kindergarten is based on SanPiN standards, and is designed for a 12-hour stay of a child in a preschool institution. The daily routine in a preschool institution is a strict, down to the minute, sequence of walks, meals, activities, games and daytime rest.

Thanks to such a regimented daily routine in kindergarten, the preschooler develops discipline, a love of order, and the ability to manage his own time, which will facilitate adaptation to school in the future.

In preschool institutions in our country, it is customary to divide children into groups by age. So, the early age group is from 2 to 3 years old; junior group - 3-4 years; middle group - 4-5 years; senior group - 5-6 years; preparatory group 6-7 years old.

However, regardless of the age of the preschooler, the daily routine in kindergarten begins at 7 am, when teachers receive children, and the “working day” in kindergarten begins at 8 am.

Approximate daily routine for a preschooler

7.00-8.30 - Reception of children 8.10 - Exercise 8.30 - Breakfast 9.00-10.00 - Classes 10.30-11.30 - Walk 12.00 - Lunch 12.30-15.00 - Day nap 15.30 - Afternoon snack 16.00-17.00 - Classes 17.00 - Pro party 18:00 - Dinner 19.00 - Care children home

As can be seen from the schedule, according to the recommendations of SanPiN, a kindergarten pupil is provided with four meals a day, with an interval of 4 hours between meals, there are also two walks, one of which is in the afternoon (the time of which may be reduced due to weather conditions), in addition, it is mandatory nap, and of course there is time for activities and games.

It is worth noting that there are slight differences in the daily routine of each group in kindergarten, which take into account the age characteristics of the children.

For example, if the duration of classes in the junior group of a kindergarten is only 10 minutes, then preschoolers of the senior and preparatory groups study for 20-30 minutes, which is close to school classes. The same applies to preparatory moments and getting ready - older children need less time to get dressed for a walk, or wash their hands before lunch.

Next, we will look at several important points from the daily routine in kindergarten in more detail.

Organization of the daily routine of preschoolers

Preschooler's daily routine

The daily routine is of great importance for the health and physical development of children. Constant time for eating, sleeping, walking, playing and studying is what I.P. Pavlov called it an external stereotype - a prerequisite for the proper upbringing of a child.

Daily regime

- this is a clear daily routine of life, providing for the alternation of wakefulness and sleep, as well as the rational organization of various types of activities. A correct regimen that corresponds to the child’s age-related capabilities improves health, ensures efficiency, successful implementation of various activities, and protects against overwork.

The physiological basis that determines the nature and duration of activity is the level of performance of the cells of the cerebral cortex, therefore it is so important not to exceed the performance limit of the central nervous system, as well as to ensure its full functional recovery after work. The degree of morphofunctional maturity of the organism determines the content of the daily routine and the duration of its main elements, among which the following are distinguished:

- dream;

– staying outdoors (walking);

– educational and training activities;

– gaming activities and activities of one’s own choice (reading, music, drawing and other creative activities, sports);

– self-care, family assistance;

– meals;

- personal hygiene.

When carrying out regime processes, the following rules must be adhered to:

1. Complete and timely satisfaction of all organic needs of children (sleep, nutrition).

2. Careful hygienic care, ensuring cleanliness of the body, clothes, bed.

3. Involving children in participating in regime processes as much as possible; encouraging independence and activity.

4. Formation of cultural and hygienic skills.

5. Emotional communication during routine processes.

6. Taking into account the needs of children, the individual characteristics of each child.

7. Calm and friendly tone of address, careful attitude towards the child, elimination of long expectations, since the appetite and sleep of children directly depend on the state of their nervous system.

Basic principles of building a daily routine:

1. The daily routine is carried out throughout the entire period of raising children in a preschool institution, maintaining consistency, constancy and gradualness.

2. Correspondence of the correctness of the daily routine to the age-related psychophysiological characteristics of the preschooler. Therefore, in the National Children's Educational Institution, each age group has its own daily routine.

3. The organization of the daily routine is carried out taking into account the warm and cold periods of the year

WHAT IS THE DAY SCHEDULE IN KINDERGARTEN?

The importance of a child's daily routine

A correct regimen that corresponds to the child’s age-related capabilities improves health, ensures efficiency, successful implementation of various activities, and protects against overwork. In a child accustomed to a strict routine, the need for food, sleep, and rest occurs at certain intervals and is accompanied by rhythmic changes in the activity of all internal organs. The body, as it were, adjusts in advance to the upcoming activity, so it is carried out quite efficiently, without unnecessary waste of nervous energy and does not cause pronounced fatigue. Good performance during the day is ensured by a variety of activities and their alternation. From a physiological point of view, this is explained by the ability of the cerebral cortex to simultaneously work and rest. At each individual moment, not its entire surface is working, but individual areas, namely those that are in charge of this activity (the field of optimal excitability). The remaining areas of the cortex are at rest at this time. All physiological processes in the body, having their own biological rhythm, obey a single daily rhythm - the change of day and night. During the day, the child’s activity and performance are not the same. Their rise is noted from 8 to 12 hours and from 16 to 18 hours, and the period of minimum performance occurs at 14-16 hours. It is no coincidence, therefore, that activities that cause pronounced fatigue in children are planned in the first half of the day, during hours of optimal performance. The duration of periods of wakefulness in preschoolers is limited to 5-6 hours. This implies the need to alternate wakefulness and sleep.

HYGIENIC ASPECTS OF ORGANIZING THE DAY REGIME FOR PRESCHOOL CHILDREN

The concept of “daily routine” includes the duration, organization and distribution during the day of all types of activities, rest and meals. A rationally constructed and organized regime is an important factor in ensuring timely and harmonious physical and mental development of children and adolescents, an optimal level of performance, and also prevents the development of fatigue and increases the overall resistance of the body.

In connection with the beginning of early education and its intensification, deviations are noted in the daily routine of preschoolers, forming functional and other health disorders.

The main hygienic principle of constructing a rational daily routine is its strict implementation, the inadmissibility of frequent changes, and the gradual transition to a new regime of education and training.

According to modern concepts of the theory of functional systems of the body, the development of a dynamic stereotype, as well as its change, occurs gradually, over a certain period of time, under repeated conditions [7]. It is noted that the smaller the child, the more difficult it is to form a dynamic stereotype, and a small child is more sensitive to any changes in it.

Dream

ensures complete functional restoration of all body systems. The physiological need for sleep in children of different ages depends on the characteristics of their nervous system and state of health (Table 1). In the preschool period, both night and daytime sleep are required, regardless of whether the child attends a preschool educational institution (DOU), a short-stay group or not. A full night's sleep is important for both preschoolers and schoolchildren, since it is known that it is during this period that information is transferred from short-term (operative) memory to long-term memory, which is a necessary condition for educational activities and mental development. Depending on age, bedtime is recommended to range from 20:30 to 22:30 hours.

Table 1. Duration of sleep in children
Staying in the open air
(walking) is the most effective type of rest, due to increased blood oxygenation, replenishment of ultraviolet deficiency, allowing for hardening of the body and an increase in physical activity. Walks are especially important for preschool children: in winter, at least 4-4.5 hours, and in summer, if possible, all day. The walk is not carried out at an air temperature below -15 °C and a wind speed of more than 15 m/s for children under 4 years old, and for children 5-7 years old at an air temperature below -20 °C with a wind speed of more than 15 m/s (for average stripes).

Educational activities.

When building a rational training regimen, one should take into account the biorhythms of the functioning of the child’s body. In most healthy children, the greatest excitability of the cerebral cortex and performance are determined in the morning - from 8:00 to 12:00 hours and in the evening - from 16:00 to 18:00 hours.

Training and education programs at preschool educational institutions provide for developmental activities. In the younger group, the duration of classes is 10-15 minutes (10 lessons per week), in the middle group (4-5 years old) - 20 minutes (10 lessons per week), in the older group (5-6 years old) - two lessons per week. day for 20-25 minutes with a break of 10 minutes. In the preparatory group (6-7 years old) - 3 lessons a day are held for 25-30 minutes, taking on the nature of training. The duration and frequency of classes during the day and week for children who do not attend preschool educational institutions should correspond to the recommended ones, as for children of organized groups. Hygienic studies have shown that classes on speech development, literacy, mathematics, and familiarization with the outside world are more tiring than modeling, drawing, and design. Physical education and music (dynamic exercises) reduce or relieve fatigue.

Currently, there is a large selection of additional educational services for preschoolers. Hygienists recommend conducting additional education classes for children of the 4th year of life no more than once a week, lasting no more than 15 minutes; for children 5-6 years of age - no more than 2 times a week and no more than 25 minutes; for children 7 years of age - no more than 3 times a week, lasting no more than 30 minutes. It is unacceptable to conduct these activities at the expense of walking and sleeping time.

Gaming activities and recreation of your own choice

contribute to the formation of positive emotions in children, individual inclinations and the development of creative abilities. It is imperative to give the child time for free activities of his own choice (reading literature, playing music, drawing, sports, social work).

Play activities for preschoolers are allotted time in the morning before breakfast, during walks in the first and second halves of the day, after naps and in the evening before bed. Games should be varied, individual and group, role-playing, didactic, and active. Thus, didactic games are similar to educational activities, are characterized by low mobility, and provide an emotional coloring of wakefulness. Outdoor games, especially outdoors, help strengthen the body, increase its endurance, and improve movements. Every day, children can spend their free time in accordance with their interests and do what they love. Such a vacation brings pleasure, evokes positive emotions, and relieves psychological stress. It must be remembered that watching TV and working on the computer create conditions for a significant load on the visual analyzer.

Time for self-care, helping family

should also stand out in the daily routine. Preschool children can perform simple self-care duties, helping to clean dishes and rooms (no more than 15 minutes a day). Both at home and at school, students can and should provide all possible assistance in cleaning the premises, putting away dishes, watering plants, caring for younger children, etc. Learning self-service and engaging in socially useful work must begin from the first years of school. It is strictly forbidden to involve children in work that poses a risk to life, is unsafe from an epidemiological point of view (cleaning toilets) and exceeds the physical capabilities of the child’s body. The duration of such work for preschoolers should be no more than 30 minutes.

Meals and personal hygiene

are mandatory components of the regimen for children of any age. The concept of diet includes strict adherence to the timing of meals and the intervals between them, a physiologically rational frequency of meals, the correct distribution of the quantity and quality of food among meals. If the intervals between meals are not observed, normal gastric secretion is disrupted and appetite decreases. Preschoolers without health problems should eat 4-5 times a day with an interval of 3.5-4 hours

Compliance with a rational daily routine by children and adolescents helps to strengthen and improve their health, as well as increase the effectiveness of educational and educational activities.

Recommendations for parents “Organization of the daily routine in the conditions of family education”

In modern conditions, many parents believe that they can give their child much more knowledge at home. In this regard, they take on great responsibility. When raising a child at home, you need to understand that the child is deprived of full communication with peers at various regime moments. Communication only on the street is not enough. The child must learn to interact with other children in classes and matinees. Nowadays, kindergartens pay great attention to the diversified development of the child. Here are a few simple rules for organizing a daily routine in a family environment:

1. Follow the daily routine and diet adopted in kindergarten at home.

2. At home, praise the child for showing independence, performing proper hygiene procedures, fostering the habit of cleanliness (washing, washing feet before bed in the summer, monitoring the condition of hands, washing hands after a walk, using toilet paper, brushing teeth, rinsing mouth after food).

3. Maintain a walking routine. Give your child the opportunity to move freely during walks. Start a family tradition of playing sports.

4. Provide an emotional, joyful background to the child’s life. Maintain a joyful atmosphere in the family. Keep the traditions of family holidays. Visit theaters with your child. Concerts. Circus.

5. To eliminate and prevent violations in sound pronunciation, conduct play exercises with your child. Special game exercises are also used to develop phonemic hearing and speech attention.

6. Let children at home, under the supervision of an adult, cut with scissors, sew with a needle, sculpt, and so on.

7. Tell and show your children a lot, read fiction.

Compliance with these rules by parents will make life easier for their children. After all, the situation may change and the child will need to go to kindergarten. In this case, he will already have basic self-service skills.

Kindergarten classes

As mentioned above, the duration of classes depends on the age of the child. A lesson in the junior group lasts 10 minutes, 15 minutes in the middle group, 20-30 minutes in the senior and preparatory groups.

In these classes, the preschooler learns a lot of new things, begins to form his horizons, and becomes familiar with the basics of writing and mathematics. If the kindergarten is specialized, with a certain focus, then additional classes may be included in the schedule. Also, the schedule in the middle and senior groups may include additional thematic classes and developmental clubs.

In kindergarten, not only the time of classes is regulated, but also their distribution throughout the day. The schedule is drawn up so that children not only do not become overtired, but also make the most of their activity.

Thus, classes that require increased concentration are carried out in the first half of the day, between 9 and 12 hours, all others - in the afternoon, between 16 and 18 hours. Activities that require perseverance and attention alternate with outdoor games and gymnastic warm-ups.

In addition, the most complex subjects, such as the basics of mathematics and writing, and speech development, are scheduled in the first days of the week, when preschoolers are most alert; for the rest (music classes, drawing, etc.) the second half of the week is usually reserved.

Daily routine in kindergarten for younger and older children

The daily routine in kindergarten differs for younger and older children. Teachers of younger groups pay more attention to the development of cultural and hygienic skills than directly to educational activities. The classes themselves are shorter here, lasting 10-15 minutes. The teacher conducts the lesson in subgroups. Children's walks are shorter in duration because a lot of time is spent on the process of dressing and undressing. Because of this, there are no walks for small children in the evening.

As children age, not only the difficulty of the activity increases, but also its duration. Therefore, there is less time for daytime sleep, and walking, on the contrary, increases.

Organizing a daily routine in a preschool educational institution is important for children. Parents should know how their child’s day is planned in kindergarten, and try to adhere to this schedule at home.

Meals

The main meals in kindergarten are breakfast, lunch, afternoon snack and dinner, if the child is in kindergarten until 19:00.

In all preschool institutions, regardless of their focus, meals are scheduled at approximately the same time: at 8.00-8. 30 breakfast, 12.00-13.00 lunch, 15.00-15.30 afternoon tea, 18.00 dinner.

In the daily routine according to SanPiN, each meal is preceded by preparation: children wash their hands and sit down at tables. The time for this preparation is also regulated and reduced depending on the age group.

“Day regimen according to the Federal State Educational Standard” material (preparatory group)

Report on the topic “Day regimen in kindergarten” in accordance with the Federal State Educational Standard

Educator: Rastorgueva Marina Stanislavovna.

Basic principles of building a daily routine:

— The daily routine is carried out throughout the entire period of raising children in a preschool institution, maintaining consistency, constancy and gradualness.

— Correspondence of the correctness of the daily routine to the age-related psychophysiological characteristics of the preschooler.

— By teaching children to a certain regime, to fulfill hygienic requirements, we create in them skills that are useful for the body and thereby preserve their health. The daily routine, established in accordance with the age characteristics of children, is one of the essential conditions for the normal physical and psychological development of the child and his health.

The regime is usually understood as a scientifically based routine of life, providing for a rational distribution of time and the sequence of various types of activities and rest. The main components of the regime: food intake, daytime sleep, wakefulness (games, work activities, direct educational activities, joint and independent activities), walking time.

When carrying out regime processes, it is important to adhere to the following rules:

1. Complete and timely satisfaction of all organic needs of children (sleep, nutrition).

2. Thorough hygienic care, ensuring cleanliness of the body, clothes, bed.

3. Involving children in participating in regime processes as much as possible; encouraging independence and activity.

4. Formation of cultural and hygienic skills.

5. Emotional communication during routine processes.

6. Taking into account the needs of children, the individual characteristics of each child.

7. Calm and friendly tone of address, caring attitude towards the child, eliminating long expectations, since the appetite and sleep of children directly depends on the state of their nervous system.

In our kindergarten, each age group has a daily routine that is appropriate to their age and its characteristics. The maximum duration of wakefulness for children 3 - 7 years old is 5.5 - 6 hours.

The daily routine includes:

Reception of children.

The daily morning reception for children runs from 7.00 to 8.05. At this time, the teacher communicates with parents, asks them about the health of the children, conducts individual work with children, and takes care of the emotional well-being of all children. Children engage in independent activities: play games, look at books, illustrations, and do creative work.

Eating.

Meals are determined by the time the children stay (12 hours) and the working hours of the kindergarten (breakfast, second breakfast (fruit), lunch, afternoon snack (light dinner). Children's meals are organized in the group room. During meals, we monitor the children's posture and develop cultural -hygienic skills, we teach how to properly use cutlery, napkins, and thank you for food.

Direct educational activities

The content of the Program ensures the development of the personality, motivation and abilities of children in various types of activities and covers certain areas of development and education of children - educational areas:

— social and communicative development;

— cognitive development;

- speech development;

— artistic and aesthetic development;

- physical development.

The duration of continuous direct educational activity for children of the 4th year of life is no more than 15 minutes, for children of the 5th year of life - no more than 20 minutes, for children of the 6th year of life - no more than 25 minutes, and for children 7- 1st year of life – no more than 30 minutes.

The maximum permissible amount of educational load in the first half of the day in the junior and middle groups does not exceed 30 and 40 minutes, respectively, and in the senior and preparatory groups 50 minutes and 1.5 hours, respectively.

In the middle of the time allotted for continuous educational activities, physical exercise is carried out.

Breaks between periods of nodes are at least 10 minutes.

Walk.

A daily walk for children, its duration is at least 4 - 4.5 hours. We organize a walk twice a day: in the first half - before lunch and in the second half of the day - before the children go home. When the air temperature is below minus 15 and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out when the air temperature is below minus 15 and the wind speed is more than 15 m/s for children 4 years old, and for children 5-7 years old when the air temperature is below minus 20 and the wind speed is more than 15 m/s.

To prevent children from overheating and catching a cold, the duration of the walk is adjusted individually, according to age, health and weather conditions. We teach children to dress and undress correctly, in a certain sequence.

While walking with children, we observe living and inanimate nature, the work of adults, experimentation, labor, individual work and work on the development of children’s movements. Children also play independently with external and natural materials, in role-playing games, using substitute objects. An important part of the walk is playing outdoor games.

Depending on educational activities and weather conditions, the sequence of different types of children’s activities during a walk also changes. So, if in cold weather the children were engaged in an activity that required great mental effort and perseverance, then during the walk we first conduct outdoor games, jogging, and then move on to observations. If there was physical education or music before the walk, then we start with observations and quiet games.

Daytime sleep.

Daytime sleep is a kind of respite for the child’s body. It restores normal activity of the body, the function of nerve cells in the cerebral cortex.

It is important to create a favorable environment for sleep. Fresh cool air is the best “sleeping pill” and health remedy. It accelerates the onset of sleep and maintains its depth and duration. Therefore, we always ventilate the bedroom, and if the weather permits, the children sleep with the transoms open.

The total duration of daily sleep for preschool children is 12 - 12.5 hours, of which 2 - 2.5 hours are devoted to daytime sleep. It is not recommended to conduct active emotional games before going to bed. Children play low mobility games.

Hardening of children

Hardening children includes a system of activities:

— elements of hardening in everyday life: washing with cool water;

- ventilation of premises, properly organized walks, physical exercises carried out in light sportswear indoors and outdoors;

— special events: water, air and solar.

To harden children, we use the main natural factors (sun, air and water) depending on the age of the children, their state of health, and methodological recommendations.

We vary the strength and duration of hardening activities depending on the season of the year, the air temperature in group rooms, and the epidemiological situation.

Thus, in accordance with SanPiN, the conditions for the implementation of VET programs, depending on their focus, should be a daily routine, which includes:

- food intake (in accordance with the length of the child’s stay);

- daily walk for children;

- daytime sleep;

- independent activity of children;

— direct educational activities;

- hardening of children.

In accordance with the requirements of SanPiN, the approximate daily routine is adjusted taking into account the climate (warm and cold periods).

Organization of joint activities.

Joint activity is the activity of two or more participants in the educational process (adults and students) to solve educational problems in the same space and at the same time. It is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process of educational activities). It involves individual, subgroup and group forms of organizing work with students.

Independent activities of children

Independent activities:

1) free activity of pupils in a subject-development environment created by teachers, ensuring that each child chooses an activity based on his interests and allows him to interact with peers or act individually;

2) activities of pupils organized by the teacher, aimed at solving problems related to the interests of other people (the emotional well-being of other people, help in everyday life, etc.)

Independent activity of children 3-7 years old (games, preparation for classes, personal hygiene, etc.) takes at least 3-4 hours in a daily routine.

Thus, when conducting routine processes, we solve various educational problems in the joint activities of adults and children, and in the independent activities of children. When constructing the pedagogical process, teachers carry out the main content in everyday life, joint activities with children, by integrating natural activities for a preschooler, the main one of which is play. It is the content and form of organization of children’s lives. The teacher fills children's daily lives with interesting games, activities, problems, ideas, includes each child in meaningful activities, helps to realize children's interests and life activities.

Walks and quiet time

These important components of the daycare routine are also age-appropriate.

Children from the early age group go for a walk earlier than others, at 9.00-9.30. The quiet hour has also been increased - babies sleep on average from 12.30 to 15.00.

Children from the senior group and the preparatory group go to a quiet hour at 13.00; their sleep lasts an average of 1.5 hours. They also have a shorter time to prepare for a walk - children at this age can already independently and quickly change clothes for playing in the fresh air.

However, regardless of age, quiet time in kindergartens ends at 15.00. After afternoon tea, the younger groups have a general education lesson; students from the middle and older groups are engaged in games or independent activities.

During the second walk, the children are gradually picked up by their parents. In winter, due to the fact that it gets dark quite early, the time for the second walk is reduced, and children are taken directly from kindergarten. Also, the walk may be shortened due to weather conditions: for example, frost or strong wind.

Regime, its meaning in a child’s life. Features of the organization of the regime in different age groups

MODE, ITS IMPORTANCE IN THE LIFE OF A CHILD. FEATURES OF ORGANIZATION OF REGIME IN DIFFERENT AGE GROUPS.

a) Children’s lifestyle, meaning, physiological basis, pedagogical requirements

A regime is a firmly established, pedagogically and physiologically sound routine for children’s lives, aimed at the full physical and mental development of each child. For each age, its own regime is established, corresponding to the characteristics of the age development of children.

The daily routine is not just a regulated pastime, but a specially organized life for children, which has health and educational significance.

The daily routine is of great importance for the health and physical development of children. A correct regimen that corresponds to the child’s age-related capabilities improves health, ensures efficiency, successful implementation of various activities, and protects against overwork.

When developing a daily routine for preschool children, it is necessary to take into account the characteristics of their higher nervous activity. Preschool children are distinguished by a pronounced need for movement; they are characterized by motor activity, improvement and complication of speech function and mental activity.

In this regard, the tasks of raising such children are significantly expanded.

Along with strengthening health and further improving movements (walking, running, climbing, throwing, etc.), the task is to teach children correct speech and clear pronunciation of words, develop hygienic skills, artistic taste, and familiarize themselves with objects and phenomena that children can understand. Children are accustomed to performing simple, but very necessary for their development, labor processes (cleaning up toys, helping to set the table, etc.), and to greater independence in self-care.

The main components of the regime are: mandatory organized activities, games, walks, eating, sleeping, and hygiene procedures. The structure of the regime, the sequence and alternation of individual components are the same for all age groups. The differences lie in their duration. For example, with age, the number of hours allocated for sleep and those routine elements in which the share of independent work of children increases with age (eating, preparing for classes and walks, etc.) decreases. At the same time, the time allocated for conducting organized classes increases.

Regular moments contribute to the development in children, first of all, of cultural and hygienic habits, communication skills with peers and adults, discipline pupils, help them to be active and independent

b) Construction of a regime in a preschool educational institution, features of the methodology for carrying out regime moments in different age groups.

The daily routine in kindergarten is differentiated by groups

In the daily routine for children of younger groups (2-3 and 3-4 years old), more time should be allocated for daytime sleep (2-2 1/2 hours), for dressing after sleep, in preparation for a walk, for eating, education cultural and hygienic skills, which they are already beginning to master. Staying outdoors (walking) should be at least 3-4 hours a day, preferably throughout the day in summer (including sleeping in the fresh air). An organized lesson (drawing, speech development, modeling) is provided once a day for 10-15 minutes.

With age, the time for independent self-care activities decreases, the time for walking and conducting training sessions increases.

The daily routine for children 4-5 years old differs from that in younger groups in that more time is allocated for organized activities (15-20 minutes) and the nature of these activities is somewhat more complicated.

In the daily routine of children of the senior and preparatory groups, 11/2 hours are allocated for sleep. Classes take on the nature of training and are held daily: for senior groups - two classes lasting 25-30 and 15-20 minutes; for preparatory students - at least three lessons lasting 25-30 minutes.

In all groups, in the middle of classes, physical education minutes should be held lasting 11/2-2 minutes. The duration of breaks between classes should be 10-12 minutes. During breaks, outdoor games of moderate intensity should be played.

Play activity is one of the main and effective means of educating preschool children. In the daily routine of all age groups, significant time is allocated to play activities.

The work of children is directly related to play. In younger groups, labor education consists of self-service work: the ability to independently dress, undress, wash, and eat carefully; on preparing for classes, setting the table, caring for plants, etc.

The types and content of work activities of children of senior preschool age are more diverse and complex. This is already meaningful assistance in cleaning the premises, making the beds, keeping clothes, shoes, etc. clean, setting the table, preparing for classes; washing and cleaning toys, caring for animals, plants (work on the site); manual labor aimed at improving the motor abilities of a child’s hand (making crafts from paper, natural materials, cardboard, working with fabrics, threads, knitting needles, hooks, etc.).

Children carry out various work assignments with pleasure and interest, but it tires them. Therefore, the duration of work should not exceed 20-25 minutes in the senior and preparatory groups. Work associated with intensive activity (digging beds, weeding, watering plants, clearing paths from snow, etc.) should last no more than 10 minutes in the middle group, 15 minutes in the senior group.

In a preschool educational institution, there is only one inherent feature - the children’s lifestyle changes with the changing seasons. In the summer, children study less and spend more time outdoors and playing. The routine should not be for children to constantly wait for each other - for lunch, for a walk. Some children wash their hands for lunch, others are already sitting down at the table. Only everyone starts training at the same time. For each age group, the regime should be constant. This better shapes behavioral habits in children and helps foster independence.

Morning reception plays a big role in organizing a child’s positive mood. After all, his whole day depends on how a child is received in kindergarten. Often one child's bad mood affects other children. Usually the morning reception is held outdoors, only indoors in bad weather. During the reception of children, the teacher has the opportunity to communicate with parents. Such communication can be planned. Outline what to tell parents, what to ask, what to remind. It’s good when parents find out in the morning about the activities for the day and for the current week. During the morning reception, you can inform individual parents about how the development of behavioral habits is going and how the child relates to schoolwork. When talking with parents, it is necessary first of all to talk about the child’s successes, even the most insignificant ones. Against the backdrop of success, negative remarks are perceived less emotionally by parents.

During meals, children are already the teacher’s assistants. The older ones set the table on their own, and the younger ones work according to the instructions and tips of the teacher.

Walks occupy a special place in the life of children in kindergarten. In addition to the health benefits, walks contribute to the development of the child’s movements and physical activity. Before the walk, the teacher explains to the children what toys they will take with them, what they will play, and what questions they will answer after the walk. 1-2 outdoor games are planned for the walk. Work on the site is planned for spring and summer.

After lunch, the daily routine is sleep. Many children sleep willingly, especially younger children. Sleep in a well-ventilated, but not cold, room.

After afternoon tea and an evening walk, the children go home. At this time, the teacher tells the parents how the day went, what mood the child was in, what interesting things he did today, what new things he learned, how he behaved with his peers.

By the age of seven, older preschoolers show positive changes in physical and functional development; children are able to maintain and demonstrate correct posture; are able to independently carry out household tasks and have self-service skills; make volitional efforts to achieve the set goal in the game, in the manifestation of physical activity.

c) Cultural and hygienic skills and their education in children of different ages.

Cultural and hygienic skills include skills in maintaining body cleanliness, food culture, maintaining the environment and cultural relationships of children with each other and with adults.

Education of cultural and hygienic skills is aimed at strengthening the health of the child. At the same time, it includes an important task - fostering a culture of behavior. Cultural and hygienic skills are an important part of a culture of behavior.

Cultural and hygienic skills coincide with such a line of mental development as the development of will. In order to complete the action, get a high-quality result, do everything in the correct sequence, beautifully and neatly, you need to make a strong-willed effort. At the same time, such strong-willed personality qualities as determination, organization, discipline, endurance, perseverance, and independence are formed.

The implementation of cultural and hygienic skills creates conditions for the formation of the foundations of aesthetic taste. It is important that an adult, when performing everyday processes, unobtrusively draws the child’s attention to changes in his appearance. Looking in the mirror, the baby not only discovers himself, but also evaluates his appearance, correlates it with the idea of the standard, and eliminates sloppiness in his clothes and appearance. Thus, a critical attitude towards one’s appearance develops, and correct self-esteem is born. The child gradually begins to control his appearance.

Moral feelings are formed and developed in conjunction with the formation of cultural and hygienic skills. Children under three years old experience pleasure from the fact that they first perform actions, first together with an adult, and then independently. At four years old, a child derives pleasure from performing an action correctly, which is confirmed by an appropriate assessment from an adult. The desire to earn approval and praise is a stimulus that encourages the baby to perform an action. And only then, when he understands that behind every action there is a rule, learns a moral norm, correlates it with the action, he begins to experience pleasure from the fact that he acts in accordance with the moral norm. Now he is happy not because he washed his hands, but because he is neat: “I’m good because I do everything right!”

The need for neatness, keeping the face, hands, body, hairstyle, clothes, shoes clean is dictated not only by hygiene requirements, but also by the norms of human relations. That is, cultural and hygienic skills and habits have a pronounced social orientation, since children are taught to follow the rules established in society that correspond to the norms of behavior.

From the first days of life, when developing cultural and hygienic skills, there is not just the assimilation of rules and norms of behavior, but an extremely important process of socialization, the child’s entry into the world of adults. This process cannot be left for later. It is very important to instill in a child the habit of cleanliness, neatness, and order in preschool age. During these years, children can master all basic cultural and hygienic skills, learn to understand their importance, and perform them easily, quickly and correctly.

Hygiene skills are most successfully developed in children of early and early preschool age, for whom “independent” washing and dressing usually brings great pleasure.

In the future, children of senior preschool age, 5 - 7 years old, should improve the already acquired skills and monitor their strict and correct implementation. Skills and habits firmly formed in preschool age will last a lifetime.

In preschool age, children should and can learn that they need to wash their hands before eating, after using the toilet, upon returning from a walk, playing with animals, and whenever they are dirty.

Feet should be washed not only before night sleep (even if it was impossible to take a general water procedure), but also before daytime sleep. It is especially important to follow this rule in the summer.

Personal hygiene skills that a child must learn in preschool include oral care. From the age of three, a child should be taught to rinse his mouth, from the age of four - to brush his teeth correctly (from top to bottom - up, from the outside and inside) before going to bed at night. In the morning after sleep, it is enough to rinse your mouth. You should also rinse your mouth with warm water after eating. Hair should be combed at least twice a day (and with your own comb!).

d) Conditions and means for developing cultural and hygienic skills;

For the successful development of cultural and hygienic skills and abilities, the following conditions are necessary ():

1) organizing an attractive and convenient environment for carrying out activities and tasks in kindergarten and at home (furniture, equipment appropriate for the growth of children, assigned storage areas available for use, etc.).

2) division of mastered actions, following in a strictly established order, into a number of operations, which contributes to the more rapid creation of strong dynamic stereotypes. Any action should be shown in such a way that individual operations are highlighted - first the most significant, then additional ones. Operations are carried out in a strict order with a small interval (no more than 5-10 seconds), otherwise a dynamic stereotype is not developed.

3) at this age, awareness of the importance of cultural and hygienic skills is of great importance; children need to be given basic knowledge about the rational rules of personal hygiene, its importance for everyone and for others, and cultivate an appropriate attitude towards hygienic procedures.

For this purpose, you can also use variable tasks, unusual situations during the game, classes, walks, etc.

First, children should be asked to think and tell what and how they will do. Then monitor the children’s actions and return to their joint discussion and assessment.

4) to develop cultural and hygienic skills, demonstration, example, explanation, explanation, encouragement, conversations, and action exercises are used. Gaming techniques are widely used: didactic games, nursery rhymes, poems (“Wash cleaner - don’t be afraid of water,” etc.). The content of cultural and hygienic skills is mastered by children, primarily in independent activities, in the learning process, in didactic games and play situations.

5) repeated exercises of children in actions, highlighting the method and order of their implementation (especially at the initial stage of training). In this case, the nature of the actions must be unchanged, but the forms must be different. One of the leading techniques is repetition of actions, exercise; without this, the skill will not become a skill and will not be formed. Only in the active activity of each child are dynamic stereotypes created and reinforced.

6) individual work with each child, taking into account the level of his development and the pace of mastering cultural and hygienic skills.

7) organization of situations that provide control over the implementation of skills mastered by children in an unusual environment of action. The indirect form is especially successful, when the teacher expresses confidence in advance that the children will correctly follow his instructions, and casually reminds them of the requirements. For example, the teacher says: “Now I’ll see how the children put their chairs in place. They will probably all do it silently.”

impeccable fulfillment by adults of all hygienic and cultural requirements. The example of a teacher can be direct or indirect. In the first case, the teacher simply invites the children to watch what he does; in the second, he uses different forms that arouse the children’s interest and attract their attention. The example of the teacher’s behavior must necessarily show his personal attitude, then he becomes convincing to the children.

9) to consolidate the rules and more consciously assimilate them, a conversation can be held. It is structured so that children not only name and list actions and their order, but also make generalizations that help to understand the appropriateness of actions and convince children of the need to perform them.

10) the technique of encouragement is widely used. It is important to praise your child on time, but you should not overuse it so that he does not constantly expect praise. Fulfilling the demands of adults should become the norm of behavior, the child’s need. Encouragement is sometimes given in such a form as to remind the rules of execution. In some cases, the teacher uses reprimand, but it is better to do this in an indirect form, without naming the children’s names.

11) in the development of cultural and hygienic skills, as well as in any other type of pedagogical activity, the unity of the requirements of the employees of the child care institution and parents is important. Therefore, it is necessary to develop general criteria for evaluating individual actions, establish a general procedure for performing these actions, clearly define the location of things, toys, and the procedure for their cleaning and storage.

The main conditions for the successful formation of cultural and hygienic skills include a rationally clear daily routine and adult guidance.

A prerequisite for the formation of hygiene skills in children is a high sanitary culture of the staff and the preschool institution itself. Where the necessary conditions must be created to preserve children’s health and full physical and hygienic development.

Cultural and hygienic education carried out in a preschool institution should not be interrupted at home. If in kindergarten the teacher accustoms each pupil to independence when dressing, undressing, eating, during other everyday processes, and at home adults do all this for the child, then the child does not develop stable habits, skills, abilities, he often turns out to be helpless when the need to perform even the simplest actions.

An important factor in development is a group of peers, where children observe positive examples, can make comparisons, and get help with difficulties.

e) Objectives of the work and methods of education for Ph.D. in children of different ages.

In the work of the preschool institution, much attention is paid to the development of cultural and hygienic skills in children. In each age group, this task is carried out in accordance with the “Education Program in Kindergarten”.

The method of appropriate work of the teacher is determined by the program requirements and age characteristics of preschool children.

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.

First, children are taught to follow basic rules: wash their hands before eating, after using the toilet, playing, walking, etc.

A child over two years old is taught the habit of rinsing his mouth with drinking water after eating, having previously taught him this.

Children of middle and senior preschool age should be more conscious of following the rules of personal hygiene; Wash your hands yourself with soap, lathering them until foam forms and wipe them dry, use an individual towel, comb, glass for rinsing your mouth, make sure that all things are kept clean.

The formation of personal hygiene skills also presupposes the ability of children to always be neat, to notice problems in their clothes, and to correct them independently or with the help of adults.

Hygienic education and training are inextricably linked with the education of cultural behavior. From a very young age, children are taught to sit correctly at the table while eating, eat carefully, chew food thoroughly and silently, and know how to use cutlery and a napkin.

Children who are on duty in the dining room need not only to be able to properly set the table and place the dishes, but also to firmly understand that, before starting to perform their duties, they must thoroughly wash their hands with soap, put themselves in order, and comb their hair.

At preschool age, children are especially prone to imitation, therefore, the personal example of adults plays an important role in the formation of cultural and hygienic skills. The appearance of adults and their behavior serve as a model for children; their instructions should not contradict their own behavior, since nothing passes by the attentive eyes of children. In a family where parents and older brothers and sisters will not sit down at the table without first washing their hands, this becomes a law for the child. But the general correct way of life in the family does not guarantee that the child will master all the skills available to him.

Special attention must be paid to the development of cultural and hygienic skills.

The formation of cultural and hygienic skills is a long process, and therefore the same tasks can be repeated many times.

The development of skills is carried out by methods of direct influence, exercise, i.e. through teaching, habituation. The daily routine ensures daily repetition of hygiene procedures at the same time, which contributes to the gradual formation of cultural and hygienic skills.

First of all, it is necessary to ensure that the child constantly, without any exceptions, follows the established hygiene rules. Their meaning is explained to him. But it is equally important to help the child, especially at first, correctly learn the required skill. So, for example, before you start washing your hands, you need to roll up your sleeves and soap your hands well. After washing your hands, rinse off the soap thoroughly, take your towel, and dry your hands.

You should not rush your baby if he is concentrating on repeating the same action (for example, washing his hands). Moreover, you should not perform this action for him. When mastering a skill, a child usually strives to perform a certain movement repeatedly.

Gradually, he learns to cope with the task more independently and quickly. The adult only reminds or asks if the child has forgotten to do this or that, and then gives him almost complete independence. But you have to check whether the child did everything correctly throughout the entire preschool age.

In the education of cultural and hygienic skills, assessment plays a huge role, that is, a positive or negative judgment of an adult about the individual actions and behavior of a child. It is necessary to use positive assessment more widely: approval, encouragement, praise. Approval supports in children the desire to do the same in the future, to do even better. If children make mistakes when following certain rules, you can remind them what and how to do, without rushing to remark or condemn.

Well-formed skills are performed by the child easily and quickly, on his own initiative, without reminders. If he forgets about any of them, for example, he comes running and sits down at the table without washing his hands, then the slightest hint, a reminder is enough for him (even somewhat embarrassed) to correct his mistake.

Education of cultural and hygienic skills includes a wide range of tasks, and for their successful solution it is recommended to use a number of pedagogical techniques taking into account the age of children: direct teaching, demonstration, exercises with performing actions during didactic games, systematically reminding children of the need to observe hygiene rules and gradual increasing demands on them. It is necessary to get preschoolers to perform actions accurately and clearly, in the correct sequence.

At a young age, the necessary skills are best acquired by children in games with specially targeted content. It is important that these games are interesting, able to captivate children, and activate their initiative and creativity. Didactic and role-playing games are widely used: “Doll Katya woke up”, “Doll Katya is having lunch”, “Pick up dishes for the doll”, etc. Poems, nursery rhymes, sayings, proverbs will help children maintain a good mood, for example:

Clean water

Washing Vova's face.

Tanya, clap your hands,

Antosha's fingers.

To speed up the formation of cultural and hygienic skills, it is necessary to remind the child during games: “You always wash your hands before eating. Did you remember to wash your daughter’s hands?” Thus, acquired cultural and hygienic skills enrich the content of children's games, and games, in turn, become an indicator of the assimilation of cultural and hygienic skills. Play techniques used by the teacher and evoking positive emotions in children ensure a higher sensitivity of the child to cultural and hygienic skills.

In older groups, educational motives become of great importance. However, 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.

During physical education classes, during general developmental exercises, you can tell children about the benefits of certain movements for health and development, how important it is to perform them in a well-ventilated room or in the air, about the need to keep your physical fitness form in order, and after finishing classes, carefully fold and wash your hands with soap up to the elbows (wet wipe down to the waist).

While working indoors or on site, there are also many opportunities for strengthening hygiene skills in children. For example, the teacher explains that you need to not only do the job well, but also try not to hurt your hands. And for this it is important to use labor items and equipment correctly. Children should also be reminded of the need to keep their work area clean.

It is very important that already in preschool age children know the basic rules of public hygiene, which are inextricably linked with personal hygiene, for example: keeping public places clean, washing dirty hands is necessary in order not to get sick themselves and not to infect other people.

Children's mastery of the rules of personal and public hygiene presupposes the child's ability to behave in different places where he visits. Children must firmly understand that they should not litter not only in an apartment, group room, or public buildings, but also on the streets, in public gardens, in courtyards, and in transport.

All information on hygiene is instilled in children in everyday life in the process of various types of activities and recreation, i.e. in each component of the regime one can find a favorable moment for hygienic education. To consolidate knowledge and skills of personal hygiene, it is advisable to give children various instructions, for example, assign orderlies to systematically check their peers for the condition of their nails, hands, clothes, and the contents of personal belongings in the closet.

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.).

f) Complication of the volume of cultural and hygienic skills with age.

At the beginning of the second year of life, the child should be able to eat independently, using a spoon, eat bread with the first course, and wipe his mouth.

At 1.5-2 years old, a child can take off almost everything, fold it and put on most of his clothes. To a large extent, children wash and dry themselves.

In the second year of a child’s life, it is necessary to systematically instill in him the skills of a culture of behavior: sit calmly at the table, talk quietly when going to bed, thank him for the help provided.

In the third year of life, the baby can not only dress, undress, etc. more independently, but also knows a certain order of actions included in each process and how to perform them.

By the fourth year of life, children should be able to wash their hands correctly (lather the brush in a circular motion, rinse off the soap and wipe each finger), brush their teeth (at first with just a damp brush, and from the age of 4 with a powder or a paste specially designed for children), rinse their mouths after lunch, use a handkerchief, observe the rules of cultural behavior at the table (use a spoon, fork, do not spill food on the table). Children learn to handle toys carefully and maintain cleanliness and order.

Children of senior preschool age 5 - 7 years old improve their already acquired skills.

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Games, joint and independent activities

Games and shared activities are very important for children. They teach children to communicate, develop creative thinking and imagination. During joint classes, a group of children completes tasks proposed by the teacher, thus preschoolers learn to work in a team and develop communication skills.

A total of three hours are allotted for independent games and activities, which allows the child to devote time to his own interests. Children play during the remaining time in such a tight schedule: before morning exercises, before and after classes, during walks.

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Consultation for parents “Daily routine in kindergarten for children 2–3 years old” consultation (junior group)

Consultation for parents

“Daily routine in kindergarten for children 2–3 years old”

There is no greater joy for parents than to see their child healthy and seasoned.

In order for a child to grow up healthy, balanced, physically strong, have a good appetite, and get good sleep, it is necessary to adhere to the regime. It is the most important condition for proper education.

A routine is a rational and clear alternation of sleep, food, rest, and various types of activities during the day. Sleep, food, walks, direct educational activities - all this should be carried out in a certain sequence. A rhythmic routine contributes to the normal development of the child’s body.

So, during the usual hours of eating, the child experiences a feeling of hunger, he develops an appetite, due to which food is better digested and absorbed faster; By bedtime, children easily develop nervous inhibition and quickly fall asleep. Following the regimen has a beneficial effect on the child’s nervous system, ensures the normal functioning of all his organs and is of great importance for the development of children’s mental abilities. Children who live according to a routine are inquisitive and active in classes and in everyday life. They grow up organized, disciplined, obedient and independent.

Accurate adherence to the daily routine contributes to the formation of cultural and hygienic skills, develops a sense of time in children, and they begin to appreciate it.

Requirements for the daily routine are determined by the characteristics of age, educational goals, and environmental conditions.

The main requirement for the regime is to take into account the age characteristics of children.

At a younger age, more time is devoted to sleeping, dressing, undressing, washing, etc.

The next requirement is consistency of the regime: eat on time, study, play, sleep. It promotes the development of a stable dynamic stereotype in children and teaches them order and discipline.

Children of preschool age can carry out the daily routine necessary for their proper development only under the guidance of adults. If children are not accustomed to order and routine, then they grow up irritable, capricious, with a very unbalanced nervous system. With their endless whims, they inflate themselves and unbalance you, parents. Some parents go to the doctor, believing that their child needs treatment and sedatives. And they don’t understand that the best medicine for their baby is constant adherence to a daily routine, without which he cannot develop properly.

The child must get up and go to bed at a certain time, have breakfast, lunch and dinner. The daily routine should include time for walks and games. Noisy outdoor games should be replaced by calmer ones.

When drawing up a daily routine, the time of year is taken into account. Thus, in the summer, the time for children to spend in the fresh air increases, the number of activities decreases, and therefore the time for games and sleep increases.

A properly designed daily routine is of great hygienic and pedagogical importance.

Information about your children's daily routine in kindergarten is located in the parents' corner. We recommend that you familiarize yourself with the daily routine in kindergarten and adhere to the same routine at home.

The daily routine of the kindergarten provides for various types of children's activities: household, play, educational and work. The place occupied by this or that activity and the time allocated for it in the regime are determined by the age of the children.

Morning reception of children is carried out from 7.00 to 8.00. We recommend bringing children to kindergarten before 7.50, as during this period of time children have the opportunity to calmly, independently or with a little help from an adult in a good mood, enter the group.

Forming the ability of children to properly dress on the street and undress afterwards is very important. Therefore, we suggest that you be patient and teach your child to undress and dress independently, and put things in his closet.

In the morning, the following routine processes are carried out in kindergarten: a variety of games for children, conversations with children on various topics, organization of work in a corner of nature, duty in the canteen, preparation for classes, formation of cultural and hygienic skills, breakfast.

The routine in kindergarten is designed in such a way that noisy games end approximately 15-20 minutes before meals. During meals, we teach children to eat their allotted portion; eat culturally, slowly, leaning slightly over the plate; chew food well with your mouth closed; use cutlery correctly.

Activities are an integral part of the daily routine in kindergarten. Classes are considered not only the leading form of education, but also a means of all-round development of children; they contribute to the formation of a variety of skills and abilities in the child, preparing him for school. Classes for children in kindergarten are conducted taking into account the age, individual and mental characteristics of children. What classes and their number per week you can see in the corner for parents. The duration of classes and load in the younger group is 5-7 minutes. Classes are held daily.

The daily routine of the kindergarten includes a walk. Staying in the fresh air improves health and strengthens the body, comprehensively develops children, activates their motor activity and cognitive abilities. The walk includes observations of changes in nature and the surrounding reality; outdoor games, didactic games, reading fiction; labor activity of children; individual work with children. In addition, during a walk, children have a great opportunity to play independently, run around, and communicate with each other. The walk is carried out in any weather, with the exception of frost and strong wind. Therefore, pay attention to your children’s clothes when going to kindergarten, take a change of clothes for walks.

After a walk in kindergarten, the children have lunch and sleep. Sleep is the most important need of the human body, and for preschoolers it forms the basis of good health and proper development. Daytime sleep lasts up to 2.5-3 hours. It is mandatory, as it restores the normal functioning of the body, promotes good growth, creates a cheerful mood in the future and strengthens the child’s nervous system.

For the cheerful and good health of children, their correct rise is of no small importance. After a nap, children rise gradually. If possible, we wake up the last children who fell asleep a little later. After sleep, we make sure that children put on clothes in a certain sequence when dressing - from bottom to top, when undressing - from top to bottom, so that all children have their hair combed.

In the afternoon the main activity is games. Children in kindergarten play individually, in small groups and all together. Also in the evening, the children and I draw, sculpt, do appliqué and handicraft work, read books, etc.

And when your children go home, teach them to say goodbye to the teacher and children.

Thus, the daily routine is of great importance for the comprehensive development of preschool children. The constancy of routine processes, their consistency and gradualness, as well as the unity of requirements for children from the kindergarten and the family will help you raise your children healthy, cheerful, active and disciplined.

Getting ready for the garden. Daily routine for the nursery group.

Parents face a difficult task - preparing their child for kindergarten. It will be much easier for a child to adapt if, despite the unusual environment for him, the daily routine will be natural for him. As a note to parents, we provide an approximate daily schedule and menu in the nursery group of the kindergarten.

Mode for a nursery group for children (1.5 -2 years)

8:00

morning exercises (running, jumping, games).
8:10-8:40
breakfast, for which the children are offered cottage cheese soufflés and casseroles (1-2 times a week), milk kazhi, steamed omelet or egg porridge with fresh vegetable salad, a warm drink.
9:10-9:20 and 9:20-9:30
classes aimed at the diversified development of the child: music, physical education, dancing, sensory skills with elements of mathematics, drawing, modeling, knowledge of the surrounding world, speech development.
In this case, two activities should not overlap or repeat each other, so as not to tire the child. It is optimal when classes to develop thinking, imagination, and speech are replaced by fast and active games, dancing, and physical exercises. 9:30-11:30
walk.
Outdoor games. 11:30-12:00
lunch.
At this time, children are given pureed vegetarian soups, steamed meat dishes (meatballs, cutlets) or boiled fish, side dishes in the form of cereal dishes or mashed potatoes, salads from fresh vegetables (daily). For the third course every day, children receive fortified drinks (compote, jelly). 12:15-15:00
nap.
15:00-15:30
gradual rise, carrying out hygiene and health measures (light warm-up).
15:30-15:45
afternoon snack, which can consist of a drink (milk, kefir, barley coffee drink and flour product (loaf with butter or jam, waffles, cookies).
15:45-16:45
time of active wakefulness. During this during this period, classes are held for the diversified development of the child, but they in no way repeat the morning ones. For example, if in the morning there was drawing and dancing, then in the evening you can sing songs or do modeling.
16:45-17:15
dinner. For which the children are offered dairy products porridge, pureed vegetable dishes, egg omelet with fresh vegetable salad, etc.
17:15
walk, active games, reading fairy tales and just chatting in a pleasant and friendly company.At the same time, dinner in the kindergarten should not be the last meal in the daily diet baby, and in the evening (
19:00-20:00
) at home the child must be fed a home-made dinner.It is best if the evening meal is vegetable dishes: stew of a mixture of vegetables, stewed cabbage, carrot or beet caviar, vegetable cottage cheese casserole soufflés and puddings or milk porridges. This healthy meal will be perfectly complemented by fermented milk products (kefir, yogurt, fermented baked milk), fresh fruits and juices, the abundance of which, unfortunately, the kindergarten menu cannot boast of.

Practice shows that the set of “favorite” dishes in kindergartens can differ markedly. However, do not be alarmed, because tomato and cucumber salad, mashed potatoes, vegetarian borscht and steamed meat cutlet, which your baby is used to at home, occupy a worthy place on the menu in almost all kindergartens.