Basic principles of organizing the daily routine
Definition 1
Daily routine is a measured order of actions planned for the day.
While the child is in kindergarten, his life activities correspond to a regulated routine. The alternation of educational activities and outdoor games, rest and active wakefulness helps to avoid nervous fatigue in children.
Depending on their age, children are engaged in mastering certain self-service skills and learning to communicate culturally. It is important that in kindergarten the child not only develops, but also satisfies his need for active movements, nutrition, timely rest, etc.
Planning of routine moments in the middle group is based on studies of the physiology of children. Taking into account the age characteristics of the pupils. The basis of the regime are the following principles:
Are you an expert in this subject area? We invite you to become the author of the Directory Working Conditions
- rhythmicity - changing types of activities in accordance with internal cycles characteristic of children 4-5 years old;
- cyclicality – a constant schedule forms a habit and relieves nervous tension;
- alternation of rest and active pastime - throughout the day, outdoor games replace quiet activities, educational activities are replaced by artistic activities, and wakefulness is replaced by sleep;
- flexibility - when the child is tired, he should be able to retire. If he wakes up too early, he engages in quiet games with books and toys;
- gradualism - preschoolers should not be rushed, they should be given the opportunity to independently complete the work they have started;
- individual approach – some children may need additional help and special attention. The teacher must gradually include them in the general rhythm.
Consultation for teachers “Organization of regime moments in preschool educational institutions. Preparation for sleep"
Natalya Dolmatova
Consultation for teachers “Organization of regime moments in preschool educational institutions. Preparation for sleep"
Municipal budgetary preschool educational institution "Kindergarten No. 15" of the city of Aleysk, Altai Territory
Consultation for teachers
Topic: Organization of routine moments in preschool educational institutions “Preparing for sleep and awakening gymnastics”
Completed by: N. V. Dolmatova
Organization of routine moments in the preschool educational institution “Preparing for sleep and awakening gymnastics”
Goal: To develop discipline in preschool children. Creating a calm environment and a positive mood before bed. Develop independence when undressing, accuracy when folding clothes. Cultivate kindness and respect for peers.
The period of preparation for bed should be calm and balanced. Children are not recommended to be distracted by noisy games or emotional conversations. When undressing, the teacher makes sure that the child frees his hair from bows, hairpins, etc.
Daytime sleep is one of the most important factors in the harmonious development of a child and helps to spend the rest of the day in a good mood.
The teacher promotes a calm and relaxing environment in the bedroom and a positive attitude towards daytime sleep. It is necessary to check whether the children are comfortable in their beds, or even better, approach each one, straighten the blanket, pat them on the head and wish them a restful sleep. It is best for a child to sleep on the right side with the body in an arched position. This is a natural, physiologically optimal position. Be sure to observe the child's breathing - it should be nasal. During the ritual of getting ready for bed, a calm melody or lullaby can be played in the group, setting the children up for rest. The teacher can tell them a familiar and beloved fairy tale in a quiet, calm voice. You can sing a lullaby. You should not ask children questions at this time, tell action-packed stories, or call children by name. The child falls asleep - this is a fragile phase of sleep, and it must be protected. Otherwise, the child will be artificially perked up, and then it will be very difficult for him to fall asleep.
The eyelashes droop and the eyes close. We rest peacefully, fall asleep in a magical sleep
Background music is playing, children are lying on rugs and listening to the fairy tale “Cinderella” by Charles Perrault
Carrying out the regime moment “Rising”
Goal: ensuring a smooth transition from sleep to wakefulness, a positive emotional mood, preparation for vigorous activity.
- Good afternoon! Wake up quickly! Smile wider at the sun!
With these words the teacher greets the waking children. Complexes based on a game plot and including elements of improvisation allow one to achieve maximum motor and emotional activity. The teacher accompanies the demonstration of exercises with an explanation. The number of repetitions of each movement depends on the desire and physical condition of the children. The complex is carried out within 5-7 minutes. Children do not wake up from naps all at once. And we try to ensure a smooth gradual recovery of each child from sleep. To do this, the teacher turns on quiet, calm music a few minutes before getting up. Gradually, as the children wake up, the volume of sounds increases. After the children wake up, awakening gymnastics are performed. This is a specially designed set of exercises that allows you to gradually warm up the muscles and lift the mood of children.
I. Introductory part Quiet music is turned on, to which the children gradually wake up, and gymnastics are performed.
We all woke up together, smiled, stretched (Movements corresponding to the text) Breathed deftly (Breathe through the nose) Hummed loudly (oo-oo-oo-oo) Raise your shoulders like grasshoppers in the grass. (Energetic movements of the shoulders up and down). The bear crawled out of the den and looked around at the threshold. (Lying in bed, throw the blanket to the side, turn his head to the right, left) He stretched from sleep Spring has come to us again (Hands up, stretched) To quickly gain strength, He twisted his legs (Movement “bicycle”) The bear scratched behind his ear, ( They imitate the movement of a bear) He wagged his tail slightly, (According to the text) He leaned back and forth, (Bends from a lying position) And with his legs he barely goes beyond the threshold. (Get out of bed) A bear is walking through the forest. This bear is looking for honey. (Walking in place with turning his head to the right, left) He is hungry, sad, Conversing with spring: (They walk out of the bedroom with a bearish step and growl) “Tell me, spring, Where can I get more honey? (Children move to the massage paths (prevention of flat feet): I see stumps, roots, There is no honey, no grass." (They walk, bend over, look in, “looking for honey”) The bear waved his arms, As if dispersing clouds. He drives them back and forth, Well , but he won’t find any honey. (Rotate with straight arms back and forth) He squatted lower, deeper, Found a swarm of bees (Squatted, stood up) But the bee family drove the bear away. Breathing exercises:
First half of the day in the middle group of preschool educational institutions
A child’s stay in a preschool educational institution can be divided into two stages. The first half of the day is preceded by a quiet hour, after which the second half of the day begins, ending with the children going home.
Finished works on a similar topic
Course work Regime moments of the middle group 440 ₽ Abstract Regime moments of the middle group 280 ₽ Test work Regime moments of the middle group 210 ₽
Receive completed work or specialist advice on your educational project Find out the cost
In the middle group, the following routine moments occur in the first half of the day:
- welcoming children and independent play;
- charger;
- breakfast;
- educational activities;
- walk;
- return to the group;
- dinner;
- daytime nap.
In accordance with the plan of routine moments, in the middle group the day begins with the arrival of children at the preschool educational institution. The teacher’s task is to joyfully welcome children and include them in interesting games with classmates. Some children find it difficult to part with their parents, then they need to be distracted: play out a scene with toys, show a flowering plant, offer to look after it.
In order for the children to finally wake up, get a boost of vigor and activity, they do morning exercises. This regime moment in the middle group provides for the mandatory inclusion of running and walking with different formations, jumping, etc. Usually the lesson is conducted to music.
In the middle group, children already have developed basic self-care skills. They know how to wash their face and arms up to the elbow. The teacher needs to ensure that children do not jostle near the washbasins. Great attention should be paid to accuracy.
The teacher strives to create a calm, friendly atmosphere during routine moments. Pupils in the middle group should not be rushed when they are going for a walk and going to bed. At the same time, they are not allowed to be distracted by games and conversations.
Children are taught the following points:
- be located close to a personal locker;
- remember the order of putting on things, which may be hanging on the wall in the locker room;
- fasten buttons yourself;
- turn clothes right side out;
- put on shoes using a special spoon;
- neatly put things in the locker.
Being on duty in the canteen instills in children a responsible attitude towards assignments and a desire to take care of their comrades. The attendants are dressed in aprons and chef's hats, creating additional motivation for them.
Eating presupposes a positive attitude towards routine moments. In the middle group, before meals, children play quiet games or put away toys. The teacher teaches children the culture of behavior at the dinner table. You can learn these rules with the help of special fairy tales, poems, and acting out stories about an ill-mannered bear who does not know how to eat neatly. Correct behavior is reinforced by praise and encouragement from the teacher.
Analysis of regime processes
I analyzed the activities of the teacher in the 2nd junior group after a lunch nap.The children woke up on their own. The teacher woke up those who did not wake up with a gentle word and touch. Gradual ascent, aerial procedures. The rise was observed with the condition of the children’s health: the teacher invited the children to understand: “arms woke up, legs woke up.”
The children were getting dressed. The teacher helped them with this and read poems about the cockerel.
The teacher taught the children to dress neatly and fold their clothes.
After getting dressed, the teacher suggested that the children go to the toilet and wash themselves.
When washing, the teacher drew the children’s attention to a visual diagram: “We wash ourselves after sleep.”
The teacher encouraged independence skills, developed politeness in children, mutual assistance, and formed the rules of disciplined behavior.
The teacher used this routine moment to broaden the children’s horizons, telling them that bears sleep all winter, and it’s time for us to wake up.
Next, the teacher offered the children gymnastics on the floor with game elements (“Let’s jump like bunnies”, breathing exercises, outdoor exercise equipment (for the muscles of the shoulder girdle, squats, etc.) – 6 minutes.
The hardening event was breathing exercises with game elements. Calm music was used as a background throughout the entire regime, performing a relaxation function.
Then the teacher offered the children a role-playing game with a bear: the bear woke up, washed itself, and did not want to eat the porridge.
The children taught Mishka to eat porridge carefully and use a napkin.
Afterwards the afternoon tea was organized and held. Children in subgroups washed their hands. The teacher encouraged those who did not forget to take soap, taught them to soap their hands and dry them with a towel. She invited the children to look in the mirror and evaluate their appearance.
After afternoon tea, the teacher invited the children to get ready for a walk and choose toys.
When dressing for a walk, the teacher read the poem: “This is from the left leg,” and paid attention to the right and left legs. The teacher talked to many preschoolers individually, taught them how to dress, and praised them.
Games were organized during the walk. The teacher invited the children to play the active game “Geese-geese”, “Colors”.
The children had fun during the walk. They moved merrily, played, communicated with the teacher, and waited for their parents.
In the evening, the children were more active, cheerful, and played independently. The teacher met the parents and had individual conversations with them.
Analysis of gymnastics after a nap
1. Conditions for performing gymnastics after a nap. 2. Selection of exercises in a complex, their appropriateness, compliance with the age and physical capabilities of children. 3. Specifics of performing gymnastics after a nap in different age groups. 4. The duration of gymnastics after a nap, the mood and emotions of children during it. 5. The teacher’s tone, the nature of communication with children.
analysis of hardening measures
1. What hardening procedures were carried out?
2. Conditions for carrying out these procedures.
3. Specifics of hardening in different age groups.
4 Duration of procedures, taking into account the health status of each child.
5. The role of the teacher in conducting hardening.
