Project for the formation of cultural and hygienic skills “Moidodyr” second junior group project (junior group)

2. To develop in children: the ability to independently care for themselves (while undressing, dressing, washing, eating); skill in using individual objects (handkerchief, napkin, towel, comb, pot).

3. Develop gaming skills in children (reflect in the game the processes of washing, dressing, eating, selecting objects necessary in the game for the plot).

4. Develop perception by creating conditions for children to become familiar with color, shape, size, tangible properties of objects (warm, cold, hard, soft, fluffy, etc.).

5. Develop the ability to read nursery rhymes and short original poems by heart; develop speech, memory, attention.

6. Reinforce ideas about the rules of personal hygiene.

7. Introduce children to literary works: K. Chukovsky “Moidodyr”, A. Barto “Dirty Girl”, folklore works about washing, combing, preparing for dinner, lunch.

8. Strengthen connections between kindergarten and family, change parents’ position regarding children’s health

Historical monuments are just a small part of the huge heritage of pedagogical thought, reflected not only in works on pedagogy, but also in a variety of sources: folklore records, chronicles, and philosophical literature. Working with primary sources plays an important role in the professional training of the future teacher. The great teacher Jan Amos Comenius (1592-1670), who laid the foundation for the development of scientific pedagogy, paid great attention to the education of preschool children. A book about raising children “Mother’s School”, written by Y.A. Komensky, is the world's first program and manual for preschool education. Ya.A. Comenius called for careful care of the health, hygiene and physical development of children. He wrote: “Children must be provided with conditions for physical development. One should not unnecessarily limit their mobility, but rather develop their skills in holding their heads, sitting, taking, bending, rolling, folding, etc.” Mastery of these cultural and hygienic skills and abilities must continuously occur in the form of play; it is the main means of children’s development. Leading Russian scientists and doctors were interested in issues of children's hygiene. Back in 1919, the task was set to create a network of preschool institutions (nurseries, kindergartens). Fulfilling this task required a scientific substantiation of many hygienic issues related to the upbringing of children of early and preschool age and, in connection with this, the allocation of a section of preschool hygiene in children's hygiene. Prominent domestic pediatricians made a significant contribution to preschool hygiene: N.M. Shchelovanov, E.A. Arkin and others. Their works help preschool workers organize work with children correctly from a hygienic point of view. The famous Russian physiologist I.P. Pavlov, conducting experiments with dogs, found that if a dog develops a number of reflexes to different stimuli that are repeated in a certain sequence, then over time the animal reproduces the entire system of responses when exposed to only one initial stimulus. This stable consolidation of a certain sequence of reactions is called a dynamic stereotype. The body adapts to stereotypically repeated external influences by developing a system of reactions. A dynamic stereotype is the physiological basis of many phenomena of human mental activity, for example, skills, habits, acquired needs, etc. A complex of dynamic stereotypes represents the physiological basis of stable characteristics of an individual’s behavior. A dynamic stereotype is an expression of a special principle of brain functioning - systematicity. This principle is that the brain reacts to complex environmental influences not as a series of individual isolated stimuli, but as an integral system. External stereotype - a fixed sequence of influences is reflected in the internal neuro-dynamic stereotype. External stereotypes are all integral objects and phenomena (they always represent a certain set of characteristics): familiar surroundings, sequence of events, way of life, etc. I.P. Pavlov showed that the body is a single whole. Organs and parts of the body are interconnected with each other and the environment and experience its influence. The acquisition of cultural and hygienic skills is associated with an awareness of how to implement them, i.e. the sequence of their implementation, as well as the need to perform them. The correct daily routine helps the child with this. According to the definition of the famous physiologist N.I. Shchelovanova “The daily routine in the first years of a child’s life is the correct distribution in time and the correct mutual sequence of satisfying the child’s basic physiological needs for sleep, feeding, and also in activity.” 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. Caring for the health of children and their physical development begins with instilling in them a love of cleanliness, neatness, and order. “One of the most important tasks of a kindergarten,” wrote N.K. Krupskaya, “is to instill in children skills that strengthen their health. From an early age, children should be taught to wash their hands before eating, eat from a separate plate, walk clean, cut their hair, shake out their clothes, not drink raw water, eat on time, sleep on time, be more in the fresh air, and so on.” All measures that preschool hygiene develops contribute to the normal physical and hygienic development of children and the strengthening of their health. Health is a broader concept that refers to a state of complete physical, mental and social well-being - this is the definition put forward by the World Health Organization. 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, therefore, the education of cultural and hygienic skills must be planned in a daily routine. The outstanding teacher A.S. attached great importance to the daily routine. Makarenko. He believed that the regime is a means of education; the correct regime should be marked by certainty, accuracy and not allow exceptions. Observations have shown that in those children's institutions where the daily routine is carried out in accordance with hygienic requirements and all types of activities are carried out at a high pedagogical level, the performance and development indicators of children are high. And most importantly, it is noticeable from the daily routine that young children are given more time for hygiene and self-care than older children, since these skills are already more developed in older children. From this it is important to emphasize that the age characteristics and individual abilities of children play an important role in the daily routine. Researchers of the problem of Vinogradov N.F. and Belostotskaya E.M. believed that “a daily routine is a clear routine of life during the day; in a child accustomed to a strict routine, the need for food and sleep 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.”

Cultural and hygienic skills, their importance in the development of a child A child from the moment of birth is a social being, because caring for him is aimed at introducing him into the world of adults, although parents and teachers do not always realize this. A blanket, pacifier, diaper and other objects are objects with which an adult introduces a baby into the social world. With the help of these objects, needs are satisfied: eating with a spoon, knife, fork, sleeping in a bed, covering yourself with a blanket, etc. The child himself does not know how to satisfy a need and without the help of an adult he will not discover it or learn it on his own. From the first days of life, when developing cultural and hygienic skills, there is not a simple assimilation of rules and norms of behavior, but an extremely important process of socialization, humanization of the baby, and his “entry” into the world of adults. Mental development is an uneven process; its lines do not occur simultaneously; there are periods of the most rapid development of certain functions and mental qualities. These periods are called sensitive periods - the most favorable for development. For the initial formation of cultural and hygienic skills, the sensitive period occurs in early childhood. The child begins to get acquainted with the world of objects created by man; he must master objective actions, among which instrumental and correlative actions can be distinguished. The first involves mastering an object - a tool with which a person acts on another object (they cut bread with a knife, eat soup with a spoon, sew with a needle). With the help of correlating actions, objects are brought into the corresponding spatial positions: the baby closes and opens boxes, puts soap in a soap dish, hangs it by a loop on a hook, fastens buttons, laces up shoes. The daily routine is of great importance in the formation of cultural and hygienic skills. The daily routine is a clear routine of life during the day. By getting involved in the daily routine and performing household processes, the child masters a series of cultural and hygienic skills. These skills are one of the components of a culture of behavior in everyday life. A skill that has become a need is a habit. The skill of washing allows a child to do it deftly and quickly, and the habit of washing encourages him to do it willingly and without coercion. As cultural and hygienic skills are mastered, they are generalized, separated from the corresponding subject and transferred to a playful, imaginary situation, thereby influencing the formation of a new type of activity - games. In play, children reflect the relationships that develop during everyday processes. The child treats the doll the way parents treat him in appropriate situations. In the game, children imitate everyday actions (washing hands, eating food), thereby reinforcing actions with household objects (spoon, cup, etc.), and also reflect the rules that lie behind the implementation of cultural and hygienic skills: the doll’s clothes must be carefully folded , arrange the dishes on the table beautifully. Cultural and hygienic skills are not only related to play. They form the basis of the first type of work activity available to a child—self-care work. Self-service is characterized by the fact that the child’s actions do not have a social motive, they are aimed at himself. “Mastering cultural and hygienic skills affects not only play and work activities, but also the child’s relationships with adults and peers. If he wants to show an adult what he has learned, to earn approval and support, to make it clear that he respects him, respects his demands. If he accepts and adheres to them, then he is trying to teach his peer,” G.A. believes. Uruntaeva and Yu.A. Afonkina. Mastering cultural and hygienic skills makes it possible to compare yourself with other children: am I better or worse at doing this? I can even teach a friend! I will help the adults and my little brother! Thus, by comparing oneself with others, the prerequisites are formed for the formation of self-esteem, awareness of one’s capabilities and skills, as well as prerequisites for self-control. When performing everyday processes, the baby observes, compares, analyzes, and establishes cause and effect relationships. He thinks about where the soap went, because at first there was a large piece, and after a while it became very small, why water washes away foam and dirt from his hands, how you can use a fork to split a cutlet in half, where the sugar in tea disappears, why it dried out wet scarf, etc. Initially, the child notices cause-and-effect relationships with the help of an adult, who, by asking questions and explaining, draws the child’s attention to them. It is important that questions and explanations addressed to the little ones are tailored to the specific situation. In this case, you should rely on the baby’s experience. During early childhood, such a personal new formation as the consciousness of one’s “I” takes shape. This is expressed in the fact that the baby begins to call himself in the first person: “I myself.” Behind this lies the awareness of one’s own activity, the separation of the result of one’s actions from the actions themselves. The child begins to understand that it was he who performed the action, it was he who achieved the result, he experiences pride in his achievements, strives again and again to demonstrate his activity and independence, showing others his “I”: I myself know how to wash myself, dress, put on shoes, comb my hair, I can eat myself. Let it be slowly, but on your own! Although so far he has only mastered simple actions, they give him the opportunity to feel like an adult and independent. Cultural and hygienic skills are aimed at the child himself. By performing sanitary and hygienic procedures, the baby becomes aware of himself. He develops an idea of ​​his own body. When dressing and washing, the child, looking at his reflection in the mirror, comes to understand some of the changes occurring in himself during the everyday process: his face went from dirty to clean, his hair went from disheveled to beautifully combed, his feet were put on boots, his hands were put on mittens. The child begins to control his appearance: he pays attention to dirty hands, notices problems in clothes, asks an adult to help put himself in order, the baby develops a need for cleanliness and neatness. That is, the actions and their components improve by themselves, change oneself, and not the object. Therefore, they form the baby’s idea of ​​his own body. When putting on shoes, the baby examines his feet, puts on gloves for his hands, and ties a bow or scarf for his face. When dressing and washing, the child sees his reflection in the mirror and notices the changes occurring in him. Cultural and hygienic skills coincide with another line of mental development - the development of will. The baby doesn't know how to do anything yet. Therefore, any action is given with great difficulty. And you don’t always want to finish what you started, especially if nothing works out. Let the mother or teacher feed and wash your hands, because it is so difficult to hold slippery soap when it jumps out of your hands and does not obey. Mom will do it better and faster. And if adults rush to help a child at the slightest difficulty, to free him from the need to make efforts, then very quickly he will develop a passive position: “fasten”, “tie”, “put on”. Afonkina Yu.A. and Uruntaeva G.A. believe: “In order to complete an action and get a high-quality result, you need to make a strong-willed effort. With age, as the child masters cultural and hygienic skills, he becomes aware of the rules of behavior that determine them. And such rules begin to regulate the child’s actions and control them. That is, the child’s behavior becomes arbitrary. He restrains his immediate feelings and aspirations, subordinates his actions to a previously set goal, and can refuse what he wants if the social rule of behavior requires it. Educating children in personal and public hygiene skills plays a vital role in protecting their health and promotes correct behavior at home and in public places. Ultimately, not only their health, but also the health of other children and adults depends on children’s knowledge and compliance with the necessary hygiene rules and norms of behavior. Gradually, in the process of developing cultural and hygienic skills, the child begins to realize that compliance with the rules of behavior is determined by the norms of human relationships, and their observance shows respect for others, because it is unpleasant to look at a slob or a dirty person. The child understands that violating the rules of behavior can cause harm not only to himself, but also to another person. 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. Forming personal hygiene skills requires children to be able to always be neat, notice problems in their clothes, and fix them independently or with the help of adults. Hygienic education and training are inextricably linked with the education of cultural behavior. All hygiene information is instilled in children in everyday life in the process of various activities and recreation, i.e. in each component of the regime you can find a favorable moment for hygienic education. For effective hygienic education of younger preschoolers, the appearance of others and adults is of great importance. We must constantly remember that children at this age are very observant and prone to imitation, so the teacher should be a role model for them.