Summary of educational activities for self-care in the first junior group of preschool educational institutions

Summary of educational activities for self-care in the first junior group of preschool educational institutions

Synopsis of educational activities on self-care in the first junior group.
Topic: “Let's teach Antoshka to wash himself” Goal : Formation of self-care skills Objectives: 1. To form children’s value attitude towards maintaining cultural hygienic skills;
2. To consolidate children’s knowledge of the names and purposes of personal hygiene items. 3. Improve skills in using these items. 4. Activate speech, replenish vocabulary. 5. Consolidate children’s knowledge about the sequence of actions when washing, using an algorithm and artistic expression. 6. Develop fine motor skills and sensory perception. 7. Cultivate the desire to be clean, neat and beautiful. Progress of the lesson:
Educator: In the morning the kids got up and came to their kindergarten. We are glad to see you as always, We have had guests here since the morning, Say hello, friends! Children greet those present. Educator : Now sit quietly on the chairs. I have prepared a wonderful poem for you that says that everyone washes their face in the morning. The teacher shows the children a picture of animals washing themselves.
Early in the morning, at dawn, little mice, and kittens, and ducklings, and bugs and spiders wash themselves.
Only you didn’t wash your face, and you were left dirty, and your stockings and shoes ran away from being dirty. Shows a picture of a dirty boy. Educator : Guys, look at this boy, his name is Antoshka, he alone did not wash himself and remained dirty. Do you know, why? Children : No. Educator : Then let's call him to us and ask. The teacher brings out the boy's doll Antoshka with dirty palms. The teacher turns to Antoshka Teacher : Antoshka, tell me, why are you so dirty? You probably don't know how to wash your face? Antoshka : No, I don’t know how to wash myself. Educator: Guys, do you know how to wash your face? Children's answers. Educator : Let's teach Antoshka how to wash himself too. Let's look at pictures of how to wash your hands correctly. The teacher and children look at the washing sequence diagram. Educator: Antoshka, did you remember the procedure for washing? Antoshka: Not really. Educator : I have a basket with washing items in it. Now I will show them to you. And you tell me what needs to be done with them. Questions for children : What is this? Children : Soap. Educator : What is it for? Children : Lather your hands. Educator : Let's show how to wash your hands with soap. The teacher and the children imitate washing their hands with soap. Educator : Now we’ll show you how to wash your hands with soap. Children show. Educator: What kind of object is this? Children : Towel Teacher: Why is it needed? Children: Wipe your hands. Educator : We'll show you how to dry your hands with a towel. They imitate wiping their hands with a towel. Educator: Here, Antosha, what objects help us to be clean, and now we will teach you how to use them. Educator : Guys, where do we always wash ourselves? Children : In the washroom. Educator : Let's go with Antoshka to the washroom and show him how to wash himself. The teacher with the children and Antoshka go to the washroom. The diagram is attached above the washbasins. Educator : Guys, before you start washing your hands, what should you do? Children: Roll up your sleeves. Educator : Tanya, show me how to do this. The child shows how to roll up the sleeves. Educator : Guys, let's roll up all our sleeves. And he does the same to the doll. Educator: What do we do next? Children : Let's open the water. The teacher and the children open the tap. Educator : We opened the tap, what do we do next? Children : First, we wet our hands with water. The teacher, Antoshka and the children wet their hands with water. Educator : What do we do next? If the children find it difficult to answer, the teacher prompts the children. Children : Take soap and lather your palms. The teacher soaps Antoshka's hands, the children repeat the soaping process. Educator: Let's rub one palm against the other. He rubs Antoshka's palms. Children do the same. Educator : Now we wash off our soapy palms with water. Everyone washes the soap off their hands. Educator : So we washed ourselves. What, Timofey, needs to be done now? Child : Shake water off your palms over the sink. The children do it. The teacher shakes the water off the doll's hands. Educator: Correct, then turn off the water in the tap. Children turn off the tap. Educator : Dry your hands with a towel, lower your sleeves. The children show how it should be done. The teacher wipes the doll’s hands and lowers his sleeves. Educator : Now you, Antosha, are clean and can safely go to your home. Just promise our guys that you will wash your face every day. Antoshka : I now know how to wash my face properly and I promise to do it every day. Educator : And we guys with clean hands can now safely play with toys. Let's go to the game room. Antoshka says goodbye to the children and leaves.

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Program for developing self-care skills “I myself”

Program for developing self-care skills “I myself”

Explanatory note.

Mastering self-care skills (the ability to dress and undress, take care of oneself, use the toilet, eat independently, bathe, wash, etc.) directly affects the child’s self-esteem and is an important step towards his independence.
Teaching self-service skills allows you to effectively solve the problems of expanding children's ideas and knowledge about surrounding things, sensory education, speech development, fine motor skills and hand-eye coordination, as well as the ability to perform actions of imitation and verbal instructions, focus on a model, and follow a certain sequence of actions. With the usual development, a child after a year can already carry out individual actions aimed at himself: put on and take off a hat, take off socks, mittens, he can eat with a spoon and drink from a cup. The child acquires these skills himself by imitating the actions of the adults caring for him. And subsequent skills are formed with the direct participation of adults, who provide a model of action, approve the correct result and point out mistakes, while teaching the child to control and evaluate his actions, and compare them with the model. In children with special needs, the formation of self-care skills does not occur spontaneously. Teaching such skills constitutes a whole area of ​​work for specialists and parents, which is based on a special program that takes into account the child’s current capabilities and focuses on immediate tasks. Only through imitation and assimilation of a model, such children’s skills are not formed, at least not completely. There can be many reasons: various disorders of movement, auditory and visual perception, peculiarities of the emotional-volitional sphere, low level of development of programming and control functions, disorders of intellectual development. Forming self-care skills in children with special needs is a vital necessity for them and their parents. Our task is to help these children gain independence and independence in everyday life. The goal of the program:
to develop and improve the necessary self-care skills, as well as the ability to care for clothes, clean, wash, and maintain order in linen closets. Using all the cognitive capabilities of children, develop in them vital skills so that, when they become adults, they can take care of themselves, do simple work in everyday life, and live, if possible, in a family and in a work community.

Main goals

: Development of self-service and independent life support skills, dependence on others.

Development of all mental functions and cognitive activity of children in the process of learning and correction of their deficiencies.

Developing motivation to work and improving work skills, nurturing the necessary behavioral attitudes and personal qualities.

Increasing the effectiveness of pedagogical influence on children with psychophysical disabilities, preparation for independent life and inclusion in the social environment as full members of society

Program content:

The content of training in classes on developing self-service skills is based on solving three tasks: didactic, correctional and educational. The didactic task is aimed at obtaining certain information about the subject and mastering the methods and techniques of acting with the subjects being studied. The program material is selected in such a way that it allows building the foundation of social and everyday awareness.

Methodological work of the teacher:

1. Select content that would reflect new, promising and specific educational objectives and would lead to achieving the set goal. 2. Saturate work with cognitive and creative content, reveal the social and practical significance of work. 3. Set work tasks that require students’ volitional efforts, developing in them inquisitiveness, curiosity, and the desire to overcome difficulties and achieve success. 4. Use such work tasks that require the practical application of knowledge, rational actions, and the ability to use tools, devices, and equipment.

Forms of work:

– individual (separate operations are processed);

– group (objective conditions are created for the need to implement this skill: the child’s behavior obeys a rule common to the entire group of children; in addition, the mechanism of imitation works). The success of children's learning depends on the variety of methods and techniques used in the classroom. Their choice depends on the content of the lesson and the characteristics of the psychophysical development of children.

In the process of teaching children self-service skills, it is advisable to use the following methods and techniques :

• Detailed demonstration and detailed explanation of each movement in their sequence. In this case, the active behavior of the child is of decisive importance, i.e. his practical participation in the implementation of this action.

• Keep the same method, the same sequence of actions unchanged to develop an action algorithm.

• Repeated repetition of the same actions in a certain sequence.

• Gradual transition from demonstration to detailed verbal explanations. They help consolidate skills, develop precise movements, and provide the opportunity to act in accordance with every word of the teacher.

Each skill building lesson includes the following stages of work :

1. Creating a positive emotional attitude towards the skill;

2. Demonstration of the action by the teacher (demonstration on oneself and commenting on each action);

4. Joint actions between the teacher and the child;

5. The child’s action to imitate the actions of an adult;

6. Independent actions of the child.

Mechanisms for developing key competencies of students.

Through the main forms of organizing children's work - assignments, duty, collective work - the issues of instilling industriousness in children are resolved.

Assignments are tasks that the teacher occasionally gives to one or more children, taking into account their individual characteristics, experience, and educational goals. An assignment is the first form of organizing work activity. Assignments become a means of forming a habit of work effort in children and prepare them for duty.

Duty duty is a form of organizing children’s work, which requires the child to perform work aimed at serving the team. Most assignments become group assignments, i.e. take on a collective character. At the same time, the role of familiarization with the social orientation of work, its social significance is especially emphasized, and a respectful attitude towards the work of adults is formed.

Before tasks it is important:

• tell children about the benefits of work so that they can have an idea of ​​how necessary and important work is;

• list to children the entire scope of upcoming activities, for example: “You are on duty today, what needs to be done? During children's work, the main attention should be paid to coordinating the work of individual duty officers and helping children;

• highlight tasks that would become the content of the work of individual children;

• pay attention to how children treat each other when distributing work among themselves, in what form they express their disagreement, whether they know how to correctly reprimand a friend, and prove the validity of their claims.

The program lasts 6 months. The duration of one group lesson is 30 minutes. Classes are held 2 times a month. The duration of an individual lesson is 10-20 minutes. The frequency of classes depends on the development of skills.

Requirements for knowledge and skills in accordance with the level of development of students:

Be able to distinguish and name the objects necessary for eating (spoon, fork, knife, plate, glass, mug, cup, saucer, salt shaker, napkin, oilcloth, tablecloth, etc.). Have the skills: wash your hands before eating: set the table before eating, while eating, develop the skill of using a spoon, fork, knife, be able to eat neatly, without spilling or dropping food, chew food thoroughly, eat consistently and be able to distinguish which foods are compatible and which are healthy and which are not. Know that you can’t eat green or unwashed berries, vegetables, and fruits. Be able to set the table before dinner, eat food carefully during meals, use a napkin and rinse your mouth after eating; clear dishes after eating. Identify and name parts of the body, know sanitation and hygiene items. Have the idea that being clean is beautiful and healthy, and dirt contributes to disease. Know and follow the rules for morning and evening toilet: washing hands, face, wiping dry with a towel; knowledge of where to store toiletries: soap dish, toothbrush, toothpaste, comb and towel. In the toilet room, use toilet paper, wash your hands with soap after using the toilet, wipe dry with a towel, and be able to comb your own hair. When undressing, fold clothes in a certain sequence. Dress carefully, checking all fasteners on clothing, and match clothing sets according to the range. After class, remove supplies from your desk; put away games and toys. Be able to carry out dry and wet cleaning of the room, make the bed, and change bed linen. Be able to distinguish and name items of clothing and footwear (panties, socks, tights, T-shirt, shirt, jeans, shorts, dress, sundress, skirt, vest, coat, fur coat, jacket, boots, boots, slippers, sandals, shoes, etc. .). Be able to dress and put on shoes, fold and hang up removed clothes and shoes. Be able to distinguish between shoes for the right and left feet, fasten large and small buttons, zippers, snaps, etc. Be able to dress correctly and consistently (clothes and shoes), fasten clothes independently (with buttons, zippers, snaps). Monitor your appearance, check that your clothes are fastened and not dirty; be able to use a handkerchief and wash small items of clothing. Help each other in performing certain self-care skills. Behave calmly and politely at the table, be able to treat each other and don’t forget to thank each other and wish you bon appetit while eating. Be able to let each other through in the shelter premises, express a polite request and thank you for the help provided. Sit down at the table together and leave the table together at the end of the meal. Do not litter in the boarding school or on the street, do not shout.

Thematic planning of group lessons.

Thematic planning of individual lessons.

Literature:

1. Baker, Bruce L. The Path to Independence. Teaching everyday skills to children with special needs / Bruce L. Baker, Alan J. Brightman. – M.: 1997.
2. Small steps. Program for early pedagogical assistance for children with developmental disabilities. – M.: Down Syndrome Association, 1998.
3. Maller, A. R. Social education and training of children with developmental disabilities: a practical guide / A. R. Maller. – M.: ARKTI, 2000.
4. Morzhina, E. V. Formation of self-service skills in the classroom and at home / E. V. Morzhina. – M.: Terevinf, 2006.
5. Nikolskaya, O.S. Autistic child. Ways of help / O.S. Nikolskaya, E.R. Baenskaya, M.M. Liebling. – M., 1997.
6. Novoselova, N. A. Educational programs for children with moderate and severe mental retardation / N. A. Novoselova, A. A. Shlykova. – Ekaterinburg: Educational book, 2004.
7. Shipitsyna, L. M. “Uneducable” child in the family and society. Socialization of children with intellectual disabilities / L. M. Shipitsyna. – St. Petersburg : Didactics Plus, 2002.
8. Khudenko E.D., Dedyukhina G.V. Comprehensive program for the development and socialization of a special child in the family - M., 2009 - 212 p.
9. Petrova V.G. Practical and mental activity of oligophrenic children. M.: Education, 1968
10. Maller A.R. Social education and training of children with developmental disabilities: Practical guide. - M.: ARKTI, 2000. - 124 p.
11. Program for the education and training of preschool children with intellectual disabilities / ed. L. B. Baryaeva, O. P. Gavrilushkina. – St.-Pb., 2001

State Public Institution “Social shelter for children and adolescents “Gnezdyshko” in the Zelenodolsk municipal district” I APPROVED Acting Director of the GKU SPDiP "Gnezdyshko" in the ZMR _____ Ibragimova O.A. Program for developing self-service skills for preschool children “I myself” Author of the program: Educator - Abdulkhakova Venera Rashitovna

2019

Self-care and its role in the development of preschool children; methodological development on the topic

From childhood, a child - in the family, kindergarten, on the street - everywhere the child in one way or another comes into contact with the work of adults, sees it and uses its results. From early childhood, hard work and the ability to work are instilled; these much-needed qualities are not given by nature. Lately, many parents are raising their children blindly, purely intuitively. Some parents do not attach much importance to instilling independence in their children, consider them too young, and try to do everything for them themselves. Others, although they understand the importance of fostering independence in a child’s development, still show impatience and do for the child what he can handle himself. Labor education in kindergarten is introducing children to the work of adults and introducing children to work activities available to them. When developing self-service skills in children, the united work of parents and teachers is important. K.D. Ushinsky said this: “Education should not only develop the mind, equip it with knowledge, but also ignite in a person a thirst for serious work...” Therefore, in order to maintain children’s interest in activities, the work opportunities of children in kindergarten are quite diverse. In the course of teaching labor skills, the teacher creates in children the desire to do independently everything that they can do, coming to help whenever they need it. There is no need for preschoolers to feel annoyed or upset from unsuccessful attempts to cope with the proposed task on their own, otherwise they will become unsure of their abilities and will not want to work. It is necessary to remember that work should bring children joy: from the results achieved, from their usefulness to others.

Organization of different types of work in preschool age.

1. Characteristics of different types of work of a preschool child.

The main types of work in kindergarten are self-service, household work, work in nature and manual labor.

Self-care is the work of a child aimed at serving himself. This type of work activity is very important, as it teaches the child to do without the help of an adult, to independently keep himself clean and comfortable, to be able to dress, undress, eat, and perform sanitary and hygienic procedures. The educational value of this work activity is vital. First, you need to organize this activity correctly, and then, after daily repeated actions, self-service skills are firmly acquired by the children; self-care begins to be recognized as a responsibility.

Household and household work. Also a necessary type of work for preschoolers. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine moments. It is important to teach children to notice any violation of order in a group or area and, at their own request, eliminate it. This activity fosters a caring attitude towards peers.

Labor in nature is the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, in flower beds. This type of work develops observation, broadens one’s horizons, fosters a caring attitude towards all living things, and a love for one’s native nature. Children develop an interest in work activity and a conscious, responsible attitude towards it. Working in nature brings children a lot of joy and contributes to their comprehensive development.

Manual or artistic labor - making crafts from cardboard, paper, wood, natural materials, waste material. In the process of labor, children master the skills of working with tools. All this develops imagination and creativity; improves the motor skills of small muscles of the hands, helps develop endurance, perseverance, and the ability to finish a job. Children can give the results of their labor - various crafts - to family and friends. This type of activity develops creativity, imagination, invention, provides useful practical skills, and teaches one to evaluate one’s capabilities. 2. Self-care and its role in the development of preschool children. The main type of work of younger preschoolers is self-care. Self-care is the child’s mastering of cultural and hygienic skills: the skills of eating, undressing and dressing, washing and washing hands, and using the toilet. The repetition of routine processes and the persistence of demands on children ensures the strength of skills, reinforces the formation of the need for cleanliness and tidiness, and the habit of self-service. When children have developed the skill of self-service, they adapt more easily and quickly to society. Everyday fulfillment of basic work tasks accustoms children to systematic work. Thanks to self-service skills, the child understands his responsibilities towards them and becomes an equal member of the team. It is through self-care that a child gradually masters the ability to take care not only of himself, but also of his loved ones. In the process of self-service, he learns a lot of new things about things, their qualities and purpose. The algorithm for the sequence of processes of dressing, washing, undressing requires memory work, and in order to perform the actions you need to learn to be attentive and focused.

Adults replenish children's knowledge and improve their skills. And the further development of the child’s personality depends on how pedagogically correct adults will guide the development of the child’s independence. Fostering independence in a child is closely related, first of all, to involving him in self-care. Character traits such as will, self-confidence, activity and perseverance in achieving goals are also formed by instilling self-service skills.3. Methodology for self-care management in different age groups.

General methods of working on developing self-service skills:

Visual methods: Showing the implementation of each element of activity and their sequence; Algorithms (schemes) of various self-service processes; Observing the actions of an adult; Examination of illustrations, models; Watching filmstrips, cartoons. Verbal methods: Explanations of the actions of an adult during the show; Detailed verbal explanation without demonstration; General or individual reminder; Monitoring and evaluating children's activities; Reading fiction. Practical, game methods: Surprise moments; Games with dolls; Self-care skills exercises; Using special games and aids for teaching children how to fasten buttons and lacing.

How self-care will be organized in kindergarten depends on the correct leadership. All children should participate in self-care. We need systematic and consistent work to instill self-service skills and exercises in practical activities. The main methodological technique for developing skills is a detailed demonstration and detailed explanation of each movement in their sequence. It is important here that the child is active and interested in practical participation in performing the action. When teaching techniques for dressing, washing, putting away toys and materials, it is extremely important to maintain a constant sequence of actions. This ensures the rapid formation of a lasting skill. Repeating the same actions many times in a certain sequence will also help with this. Don’t be afraid to show and explain to children what and how to do over and over again. The thing is that any skills, including self-service, are not formed immediately. And in order for children to learn to wash and dress properly and well, first of all, children must clearly understand how to do this. Then you need to persistently exercise them. After some time, the necessary skill, a lasting skill, is formed. Some children quickly master certain skills, while others take much longer. A gradual transition from demonstration to detailed verbal explanations helps to consolidate skills, develop precise movements, and provide the opportunity to act in accordance with every word of the teacher. Therefore, later, the teacher, with a general reminder, can activate the children’s thoughts, encourage them to remember what method of execution needs to be used, what actions are included in it, what their sequence is. But this is possible if the skills of any self-service task are firmly established.

It is necessary not only to train children in self-care, but also to check how they do this work. It is important that children understand that they are doing the right thing for the adults and peers around them. After all, if children dress slowly, they have less time to play; If the toys are not removed in time, it is inconvenient for the nanny to wash the floor. We must try to instill in children caring, a sense of responsibility, and the desire to do everything well in order to help others. Children quickly lose interest in washing, undressing and other self-care skills if the teacher is not interested in the results of their work. Self-care is the most important type of work, especially in the younger group. Especially when the crisis of three years of age manifests itself - “I myself!” Children, having realized their independence, categorically do not accept help from adults. When developing self-care skills, it is very important to encourage children's independence. Such independence makes the child feel like an adult and skillful, i.e. assert yourself. And the habit of cleanliness, neatness and neatness introduces you to a healthy lifestyle. When teaching children labor actions, a slow demonstration with a detailed explanation of what the child should do and how to perform this or that action is necessary. Support and approval are very important for children during this period. Each method of work must be shown in detail, sequentially working out the algorithm of actions. It will take a lot of time before children learn one or another self-care skill. To make children want to wash themselves and make this process easy and enjoyable for them, it is good to use nursery rhymes and poems while naming the child’s name accordingly.

You can look at the plot pictures, which depict a child washing himself; subject pictures with images of items necessary for washing: soap, soap dish, towel on a hanger, water tap. After developing strong skills, the task can be complicated, for example, teaching children how to roll up their sleeves, of course with the help of an adult. The teacher uses the same algorithm - from simple to complex - to teach children to use a towel correctly: first, he shows how to hold the towel, how to dry himself, and rewards those who do it correctly. After washing, it is important to draw the children’s attention to their appearance, to say that they are clean, neat, and pleasant to look at. It is very important for kids that adults notice their achievements. Therefore, you need to find and note something positive in each child. It is necessary to develop self-care skills in preschoolers; it is important to help children master the skills of eating independently and carefully, following the rules of behavior at the table while eating, washing their hands and face, dressing and undressing independently, neatly folding clothes, putting away toys and books. Labor activity at this age is closely related to play. Children try to play in any activity. It is this love of play that will significantly increase children’s interest in self-care, especially if the child is stubborn and does not want to do anything. Here it will be very useful to show performances using table theater toys, didactic games, as well as playing techniques with a doll. When teaching children to take off clothes, you can and should use an algorithm for the process of dressing and undressing with pictures of the sequence (dressing, undressing, which are posted in the reception area). At the same time, kids repeat and remember the names of parts of clothing

Unobtrusive monitoring of children's activities allows you to see their successes and failures. If a mistake is made, the teacher can additionally show what does not work, what the child finds difficult. Help will also vary in different situations. Even when acting for a child, it is important to let him understand that he, too, is working, that he, too, can do something. The child must be given the opportunity to practice the action and learn it. It is useful to support the smallest glimpses of cooperation with peers; you need to work on developing empathy, emotional responsiveness, and learn to give and accept help. It is also necessary, when developing self-care skills in children, to hold conversations with parents, preventing excessive guardianship of their children on their part. For successful work in developing self-care skills, everything is of great importance - comfortable clothes and shoes for children, adherence to the regime, systematic joint systematic work of the teacher and parents. It is important for teachers and parents to support the child and notice his smallest successes. Facial expressions and intonation, glances and gestures, words of approval and affection, a kind smile, a gentle calm voice, a sensitive and caring attitude towards children will be very important here. Receiving positive emotions in support, the child will try to overcome difficulties and self-doubt. It is good to use observations of the behavior of surrounding adults, older preschoolers, looking at illustrations for books, reading works of art, watching puppet shows. Thus, children gradually become accustomed to independence. First, the work is done together with an adult, then the child begins to perform individual actions on his own. And only then does the work completely, although under the supervision of adults. The teacher develops mutual assistance techniques in children, teaches them how to ask a friend for help, how to provide it, and thank them for the service. For example, he gives the following instructions: help take off a shirt, turn out the sleeves, fasten the buttons on the back of a dress, untie a knot of ribbon, tell me how to properly hang clothes on a chair, etc. The educational value of self-care is vital. And due to daily repetition, self-care begins to be recognized as a duty. Simplicity and monotony of actions, repetition of activities leads to a decrease in interest in self-care work. Therefore, it is necessary to captivate them with the diversity of this work, creating a certain emotional atmosphere. This is how self-care skills turn into habits. In the middle group, children imitate their elders in performing self-care work, doing it more consciously. The teacher becomes an authority. Children exactly repeat his actions, imitate even in small things. The teacher teaches the children to evaluate their success in self-care and correct shortcomings at their own request. Children are already quite independent in self-care, and this type of work becomes their constant responsibility. The requirements for the quality of actions, for organized behavior in the process of self-care, and for the time spent on this are increasing. Much attention is paid to diligence, the ability to bring the job started to the end and carry it out efficiently; the child has the desire to teach a friend what he himself can do. At this age, they should feel that all work involves overcoming difficulties. Children should be taught to work together. Children of older preschool age can teach little ones to take care of their appearance, teach kids to keep their toys in order, and maintain cleanliness in the group.

Thus, older children will significantly improve their self-care skills. That is, even at this age, work continues to strengthen in children the habit of showing independence in self-care, helping peers, those around them, and younger children. The teacher still teaches children self-care, but now his task is to help them approach the task correctly, to find a simple and better way to solve it. But this help should not be turned into supervision and guardianship, or showing and explaining every trifle to children. It is necessary to explain and advise in moderation so that children can show their own initiative. Children of older preschool age perform more complex self-care responsibilities. In kindergarten, children are taught to take care of things and repair toys and books. This instills in children respect for people’s work and respect for public property.

Creating conditions for organizing this type of work in preschool age.

The conditions for organizing self-care for children include: 1. Creating motivation for work.

2. Creating a working atmosphere in the group, constant employment, and the desire for useful things.

3. Taking into account the workload, health status, interests, and abilities of the child.

4. Systematic inclusion of each child in labor as a partner.

5. Creating an emotionally positive environment during the work process.

6. Demonstration of teacher interest.

7. Selection of equipment for work.

8. Incentives in the process and based on the results of work.

Success in self-care also depends on how the relationships develop between teachers, children and parents. It is important to think through the joint activities of teachers, parents and children. It is very important that educators and parents support children’s desire for independence, do not destroy self-confidence, and do not criticize the child’s inept actions or slowness. Let the baby tinker with his tights and sandals - give him time. Over time, the child will acquire skills and will not need to put in so much effort, interest will switch to something else, and the habit of doing everything himself will remain. If you don’t cultivate this habit, then later it will be difficult to teach him, to force him. Adults should help the child see his achievements and feel the joy of experiencing success in self-care activities. It is important to remember that teaching self-care to children requires a lot of patience, calm, and understanding of the child from the teacher and parents. When teaching a child to self-care, educators and parents must take into account his individual characteristics. It is enough to talk to one, give an example of a brother, sister, friend, remind him that he should be an example for the younger one; on the other hand, it is necessary to more strictly and decisively demand the fulfillment of an assignment, a duty. The necessary conditions must be created in the family to develop self-service skills: a designated place for a towel, toothbrush, soap; Comfortable clothing with easy-to-fasten buttons and laces with shoe tips are provided. But this is not enough; proper guidance of children’s actions is necessary from all adult family members. The demands of one family member must be supported by others, since disagreements complicate the upbringing process and undermine the authority of adults in the eyes of children. Adults must ensure that every item, toy, book the child uses is put back in its place by the child himself after playing. There should be no concessions here. Fulfilling these requirements accustoms him to independence, order, neatness, and develops respect for the work of adults. To develop basic self-control and self-esteem in younger preschoolers, it is important for the teacher to be able to use a variety of techniques to encourage the child to become interested in independence, master methods of self-control, evaluate the result and correct it to achieve satisfactory quality. No less important is the tactfulness of the teacher in relation to a particular child, regardless of his skill, emotional mood, or individual characteristics. Short poems and nursery rhymes can evoke a positive emotional mood in children. (“Wash cleaner - don’t be afraid of water”; “Early in the morning at dawn, little mice, and kittens, and ducklings, and bugs, and spiders ...”, etc.), play massages (finger massage “Washing”, hand massage “ Soap", facial massage "Wash"). Works of art have a special impact on children: A. Barto “The Dirty Girl”, K. Chukovsky “Moidodyr”, V. Mayakovsky “What is good and what is bad”, Z. Alexandrova “What did you put your luggage in its place”, I. Muraveyka “I myself”, stories by L. Voronkova “Masha the Confused”, gaming techniques include asking riddles. It is good to use games that need to be played in small subgroups (3-5 people each) using a game character, which will allow you to form ideas about the sequence of actions and methods of self-control (games “Let's teach the doll Tanya to wash her hands”, “Teach Katya to put things on correctly” and etc.). The essence of the games is the problematic situations in which the game character finds himself.

When teaching children, their experience must be taken into account. Consistency in training is important. Thus, actions associated with undressing are mastered by children faster than actions with dressing; It is easier for a child to learn to wash his hands first and then his face. Step-by-step complication of requirements supports the child’s interest in self-care and allows him to improve skills. For the development of fine motor skills, didactic aids that provide playful exercises in fastening, lacing, and tying are appropriate. Pasted pictures and diagrams depicting clothes and shoes help children control the sequence of actions in the process of dressing for a walk, ensuring a rational sequence of actions. Looking at these diagrams, every child sees what needs to be done first, what needs to be done next, and how this or that process ends, i.e. the child can control the sequence of his actions. In kindergarten, the basic conditions for the successful development of self-service skills have been created: a rationally organized environment, a clear daily routine and adult guidance. For example, a sufficient number of sinks of the required size, each with soap on it; sinks and towels are placed taking into account the height of children; There is a picture on the hanger above each towel. This increases children's interest in washing. The daily routine ensures daily repetition of hygiene procedures at the same time - this contributes to the gradual formation of skills and habits of a culture of behavior. Their formation occurs in games, work, activities, and in everyday life. Repeated daily, the daily routine accustoms the child’s body to a certain rhythm, ensures a change in activity, thereby protecting the children’s nervous system from overwork.

The teacher needs to set himself the following tasks:

1. Help the child master simple actions (putting on or taking off socks, tights, a T-shirt, etc.) that make up self-care processes (dressing, undressing, washing, etc.).

2. Teach to follow hygiene rules and rules of behavior at the table while eating.

3. Form clear ideas about items of clothing and footwear, as well as their purpose and methods of use; rules for handling items for children's self-service (soap, towel, water tap, toilet equipment, cutlery).

4. Maintain and develop a feeling of joy from clean and beautiful clothes, a neat appearance, and independence in self-care.

5. Support the first manifestations of cooperation with peers, developing empathy, emotional responsiveness, the ability to use generally accepted methods of providing and accepting help (tie a scarf at the back, help pull a fur coat off your shoulders, take off boots, felt boots, etc.)

6. Work with parents is obligatory - meetings, consultations, conversations, lectures, seminars, open days, thematic stands, exhibitions, etc. A special conversation can be devoted to the issues of developing independence through introducing preschoolers to work, to which parents, especially those in need, are invited teacher's advice.

Self-Care Guide

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Detsky sad.Ru >> Electronic library >> Family and children >> Labor education >> “Educating a preschooler at work.” Ed. V. G. Nechaeva Publishing house "Prosveshchenie", M., 1974 OCR Detskiysad.Ru Given with some abbreviations.
The organization of self-service in kindergarten and its educational results depend on the correct pedagogical leadership.
After all, it is the adult who organizes self-service so that all children take part in it, so that work tasks gradually become more complex, the content of self-service improves as the children grow, so that this type of work is truly one of the means of educating preschoolers. This requires serious, persistent work to teach children the skills of self-service work, the methods of its most correct organization, and the cultivation of positive qualities and habits: thrift, accuracy, independence, hard work, activity, etc. Taking into account the real capabilities of children, it is necessary to systematically and consistently teach them everything This means practicing in practical activities until each child can take care of himself and take care of his appearance. But this, of course, does not mean that this is where self-care guidance in kindergarten ends. Further control and activity planning are required. The main methodological technique for developing skills is to demonstrate the implementation of each elementary action and their sequence. “Look, Tanya, how I will wash myself - clean and neat. I'll roll up my sleeves first, then wet my hands with water. That’s it,” says the teacher and accompanies his actions with explanations. Introducing children to the method of performing a new action always requires a detailed demonstration and detailed explanation of each movement in their sequence. In this case, the child’s active behavior, i.e., his practical participation in performing this action, is of decisive importance. Without this, any mastery of skills is unthinkable. You can show and explain to children how to dress as much as you like, but all this will remain to no avail. A detailed demonstration and explanation of how to perform self-care tasks, combined with the direct participation of children in work, will teach them to accurately follow the required method of action, i.e. diligence. It is very important when teaching the techniques of dressing, washing, putting away toys and materials to keep the same method, the same sequence of actions unchanged. This makes it possible to present all children with the same requirement when performing a similar self-care task and at the same time ensures the rapid development of a lasting skill. The latter is also achieved through repeated repetition of the same actions in a certain sequence. There is no need to be afraid to show and explain to children again and again what and how to do. The fact is that self-service skills, like any other skills, are not developed immediately. In order for children to learn to wash and dress properly and well, it is necessary, first of all, for children to understand well how this should be done. Then you need to constantly train them in this work. After some time, the necessary skill, a lasting skill, is formed. Some children need less time to learn a particular skill, others more. As skills develop, the teacher gradually moves from demonstration to detailed verbal explanations. They help consolidate skills, develop precise movements, and provide the opportunity to act in accordance with every word of the teacher. Later, the adult can give his explanation a more general character: “I’ll now see who hung the clothes in the closet correctly”; “Tie the scarf well, as I taught you”; “Remember how to put away building materials in a box.” Such a general reminder activates the children’s thoughts, encourages them to remember which method of execution needs to be used, what actions are included in it, and what their sequence is. The general reminder method is used when there are reinforced skills in performing a self-care task. This requires the teacher to carefully monitor the children’s activities and every change in it. A signal for the need to switch to more general reminders can be a decrease in children’s interest in the processes of washing and dressing. However, these are already alarming facts. The teacher strives to prevent them and promptly change the methodology for developing self-service skills. In choosing methodological techniques for managing this process, one must constantly take into account the degree of novelty of the task assigned to the children and the method of its implementation. If the task is unfamiliar or little familiar to children, an explanation and practical demonstration of how to implement it should be used. This need for demonstration and detailed explanation of methods of action arises constantly, with an increase in the range of self-service tasks. Completing these tasks without additional explanations allows children to show activity, independence, and avoid unnecessary care and help from others. But it is important not only to train children in self-care, but also to check how they do this work. Adults make sure that children understand that they are doing the right thing for the adults and peers around them. If children take a long time to get dressed, their time for playing is reduced; toys were left uncleaned - it is difficult and inconvenient for the nanny to wash the floor. This allows us to cultivate in children caring, a sense of responsibility, and the desire to do everything well in order to help others. It is not uncommon to see children putting on a dress or putting away toys and making a lot of unnecessary, disorderly movements. They waste a lot of energy and the quality of work remains poor. Therefore, when checking how children cope with self-care, you need to teach them to avoid unnecessary movements: “Why do you pull on their elastic band when taking off your tights? Look, they always turn out to be inside out. So you will never learn to put them on quickly. If you pull the tights by the toes, it will be good: you won’t need to turn the tights out.” Those educators who constantly make sure that in the process of self-service children show attention, care, and help do the right thing. Sometimes it happens like this: a child knows how to dress quickly and well, but does not want to help anyone with this. It is important to ensure that from a very early age children in kindergarten work not only to satisfy their personal needs for cleanliness and order, but also willingly help each other. Proper education of children in the process of self-service is unthinkable if educators are not interested in the results of their work. In this case, children quickly lose interest in washing, undressing, etc. Adults should be attentive to how children work, and work with them to figure out what is good, what is bad, and why. Then children will quickly understand their mistakes, be confirmed in what they have achieved and be able to do better next time. When assessing how a child washed himself, put away his toys, or how he hung up his laundry, it is not enough to tell him: “Well done” or “Wrong.” The assessment of work activity should contain an emphasis on the child’s current achievements and what is still not working well (in older preschool age). Children should not be praised for things that do not deserve praise. It must be borne in mind that objective assessment helps strengthen children’s desire to do everything themselves, the desire to work better, the ability to overcome difficulties, and achieve results. “It’s so good, Lyuba, that you thought of reminding Olya to tie her shoelace. Otherwise she could step on it and fall,” says the teacher. Lyuba was very pleased to hear that she did the right thing. She had a desire to do something more useful. “Can I remove the books on the shelf?” - asks Lyuba. "Well, of course. And at this time I’ll watch how the others put away the toys,” the teacher answers with a satisfied smile. Self-care work requires simple but clear organization. The labor process itself dictates here such an organizational form as the daily, long-term systematic participation of children in fulfilling their duties related to the satisfaction of personal needs. For their implementation, they are responsible to the teacher and peers. Long-term performance of the same self-service task ensures mastery of the method, speed and quality of its implementation. Only after this the range of responsibilities for self-care expands, and children are presented with higher demands. Taking into account the timeliness and quality of work is an indispensable condition for the successful organization of self-care activities both in kindergarten and at home. In organizing self-service for preschoolers, it is necessary to have unity of requirements on the part of the teaching staff. For example, the teacher of the first junior group dresses the children after sleep. He’s not in a hurry, he talks all the time: “Now let’s put on the shoes and fasten the buttons. Well, how do you put on your shoes yourself? Fine. I’ll fix your heel here, otherwise it’s wrinkled. Now put on your shirt, while I help Sasha get dressed.” Yura works, but not everything works out for him. The teacher will help a little, and then gives the opportunity to act on his own. It’s bad when another teacher in the same group does the work mechanically, just to get them dressed faster. As a result, children, taking advantage of the adult’s haste, avoid self-service. Of particular importance in organizing self-care is the observance of a firmly established regime in the lives of children, the consistent implementation of everyday processes: washing, dressing, eating. A clear, measured routine of life is one of those cultural habits that needs to be instilled in a child from a very early age. When dressing and undressing, eating, cleaning toys and materials, an expedient and clear order must be introduced everywhere, not requiring unnecessary movements and energy expenditure. Random scattering of clothes and things, lack of system and consistency in requirements lead to sloppiness, sloppiness, and reduce the responsibility of children. It is important for the teacher to standardize self-care work. Five-year-old Gena came to kindergarten for the first time; he was not accustomed to work. The teacher immediately demanded that he clean his bed after sleep. The boy resisted, took on the job reluctantly, and ultimately failed to complete it. The child does not yet have even the simplest skills. He doesn’t really know how to put on a hat or coat, but they tell him: “Get dressed.” It is understandable that it is difficult for a child to immediately cope with such complex work. Nothing works out for him, he loses faith in his own strength. That is why it is necessary to constantly teach children to work on self-care, starting with simple, easy tasks. At the same time, from the very beginning you need to make sure that the children perform them well. It’s not enough to just put away the toys - you need to do it well, correctly, quickly. When organizing self-care, educators must reasonably monitor compliance with hygiene requirements. Strict control is needed here: so that dressing and sewing on buttons do not last too long, otherwise the children, without noticing it, become overtired from the monotonous activity; so that the work of older preschoolers with scissors and a needle takes place in sufficient lighting and that these items are stored in places that are inaccessible to children. continuation of the book...