card index “Formation of cultural and hygienic skills” card index (junior group) on the topic

Which KGNs should be developed in the junior preschool level?

Cultural and hygienic skills (CHS), instilled in a preschool institution, are the skills of maintaining body cleanliness, eating food, and maintaining order in one’s appearance. Preschoolers must learn from the very beginning that following the simplest rules greatly affects their health, neatness and beauty of appearance, and cultural interaction with other people.

Of course, the formation of a group of children begins in the family: many caring parents teach their son or daughter to be independent and neat almost from birth. However, the role of the preschool teacher in this is very large.

During my working life in kindergarten, I came across parents who transferred all responsibility for the hygienic development of their child to the employees of the preschool educational institution. In particular, some three-year-old children did not understand what a potty was and came from home in diapers (the mother counted on the fact that the teacher and nanny would not go anywhere and would teach them everything). There were children in the younger group who did not understand how to eat on their own with a spoon or drink from a mug (at home, their parents and their grandmothers spoon-fed them and gave them water through a bottle).

Wise and caring parents teach their child independence and self-care from a very early age.

During their stay in the second junior group, children should master the following skills:

1. Wash your hands correctly and quickly: use soap, dry thoroughly with a towel, and then hang it on a hook.
2. Know how to comb your hair.
3. Be able to use an individual handkerchief: take it out of your pocket, unfold it and fold it back after use, and carefully put it back in your pocket.
4. Be able to behave in a basic way while sitting at the table while eating: use a spoon correctly (both a table spoon and a tea spoon), wipe yourself with a napkin, chew food with your mouth closed, do not talk while eating, do not crumble bread on the table or the floor.
5. Dress yourself and comb your hair in the right order with minimal assistance from an adult, carefully remove clothes, hang them on a chair or in a locker, turn things right side out, notice problems in your appearance (dirt, missing buttons on clothes, etc.) and contact an adult for help.

By the end of the school year, pupils in the junior group should master a number of skills, for example, washing their faces and hands independently

Methods and techniques of teaching relevant for work in the primary preschool level

For the successful development of CGN in preschoolers, it is necessary to use a lot of pedagogical techniques. This must be done taking into account the age of the students. So, when working with children of the fourth year of life, the following techniques will be the most relevant.

Show with detailed explanation

The teacher must demonstrate each action. At the same time, it is divided into separate operations: the most important and auxiliary ones are highlighted. For example, in the process of washing hands, the most important process will be the process of lathering and rinsing off the detergent. Everything else is just additional manipulation: take the soap from the soap dish, put it back, remove the towel, dry your hands thoroughly, then hang it on the hook.

The teacher shows and explains each action in detail.

There is no need to use prohibitions often, for example, “You can’t splash water!”, “You can’t throw clothes on a chair!” After all, many younger preschoolers are characterized by stubbornness and self-will (manifestations of the notorious crisis of three years). A child may develop the idea that an adult is preventing him from interesting activities. But children simply need to act: the teacher’s task is only to switch unnecessary manipulations to useful ones.

Exercise and control

In order for children of the younger group to develop stable cultural and hygienic skills, certain actions must be repeated many times. After all, these are the same habits, and they should become very strong.

In this regard, it is extremely important to maintain the unity of the requirements of all employees working in the group. After all, when two teachers come to children on different shifts, they often behave differently. For example, one teacher teaches children to wipe their mouths with a napkin after eating, while another does not pay special attention to this. Naturally, in this case the skill will develop much more slowly.

At the initial stage of skill creation, control is important. The teacher must check how each student performs a certain action, as well as the entire task.

Personal example of an adult

Preschoolers, especially younger ones, are very observant and always strive to imitate adults. That is why the teacher (as well as his assistant) should always be a model for children: in behavior, manner of speaking, clothing, etc. His example can be both direct (“Repeat after me”) and indirect (various methods are used to attract children’s attention ). Thus, during meals, the teacher demonstrates the beauty of etiquette, sits with a straight back, and does not discuss his problems with the assistant.

In general, eating together always promotes rapprochement and the emergence of close relationships. Children perceive the teacher as part of a family team, trust him, and follow his comments.

Similarly, after returning from a walk, the teacher carefully removes outer clothing and shoes, trying to ensure that the children notice this. You can directly focus the attention of the kids.

Obligatory Praise

It is imperative to reward preschoolers who have completed the task well. For example, “What a smart Vanya we have! I didn’t splash water, but washed my hands carefully and quickly. And he put the soap in its place.” Another example: “How beautifully and neatly Katya hung her jacket in the locker! I hope the rest of our guys can do the same.” Such encouragement of a child’s action will make other children want to do the same, because they also want to be praised. At the same time, the teacher must show his sincere interest and confidence in the children’s capabilities.

Accompanying hygiene procedures with artistic words

It is advisable to support all hygienic manipulations of children with artistic words. It is very good to use folklore. For example, during the process of combing, it is appropriate to tell nursery rhymes: “Grow your braid to the waist,” “Cockerel, cockerel, give me a comb,” “There is no one more beautiful than our Glasha,” etc. While washing, these will be nursery rhymes “Water, water...” or “Ay.” , frets, frets, frets...” You should also actively use riddles: about bath accessories, clothes, etc.

Visibility

When working with young preschoolers, visibility (thematic pictures, posters, etc.) is extremely important, since abstract thinking has not yet been developed - it is visual and figurative. The pictures will constantly remind them of important things. Moreover, they should hang in a visible place, be in front of the children’s eyes all the time.

Photo gallery: hygienic posters for little preschoolers

The algorithm poster should always be in front of children’s eyes

The algorithm will teach children the sequence of actions when brushing their teeth and washing their feet

On the poster, kids will be able to see both familiar objects and ones that are unknown to them.

Bright pictures depicting the same children will definitely attract the attention of preschoolers

The aesthetic design of the washing area is also important. Seeing beautiful and beloved characters in front of them, children will want to spend more time in this place.

Thematic pictures (fish, little mermaid, etc.) will help to attract interest in hand washing and washing.

Visual aids include watching videos and cartoons on a relevant topic, for example, “Moidodyr”, “Winnie the Pooh is coming to visit”, “Fly Tsokotukha”, etc.

Video: Winnie the Pooh comes to visit (cartoon, 1971)

Video: Moidodyr (cartoon based on the fairy tale by K. Chukovsky, 1954)

Video: Why you need to wash your face (cartoon for kids about three little pigs)

https://youtube.com/watch?v=6z7-Orsw8Js

Simulation of game situations

Special games and exercises are a very effective means of instilling CG in working with children. They help the teacher to veil his “teaching” position and at the same time allow him to effortlessly attract the attention of children and actively influence them.

Game situations can be something like this:

1. Ability to behave during meals: “Let’s tell the Bunny how to eat properly”, “Let’s help the dolls set the table for dinner”, “Natasha’s doll’s birthday”, “Tea party with the animals”.
2. Washing and hand washing skills: “Let’s teach the Bunny to wash himself”, “Soapy gloves”.
3. Dressing and undressing skills: “Let’s pack the doll for a walk”, “Let’s help the doll Dasha get ready to visit Misha”, “Sandals quarreled and then became friends”, “Let’s show the Bunny how to fold his clothes before going to bed”, “Find a pair of socks, and then fold them.”

Cultural and hygienic values ​​are quietly reinforced during game situations

The development of dressing and undressing skills is inseparable from improving fine motor skills of the fingers (so that the child can cope with buttons, laces, and zippers). In this regard, manuals such as “Button the buttons on your shirt”, lacing exercise machines, various mosaics, and manipulations with counting sticks are indispensable. The simplest thing is to give your child multi-colored buttons and ask them to sort them into jars of the corresponding color. Alternatively, it can be cereals of different varieties.

Manipulating small objects develops fine motor skills well.

When forming the KGN, it is worth actively using finger gymnastics. It also works well on fine motor skills of the fingers. As an example, the teacher can pay attention to the following options suitable for the topic:

Table: finger gymnastics options

Developmental environment

When teaching children 3–4 years old cultural and hygienic skills, the developmental environment is of great importance. The children should always have appropriate toys and aids in their field of vision: a “Hairdresser” set, toy bath accessories, a large set of dishes, dolls with various clothes that are easy to put on and take off (including paper ones).

The subject-development environment must necessarily include toys and objects to reinforce cultural and hygienic skills

Individual work

In the second younger group, very much attention must be paid to individual work, because at this age children are still very different from each other in development. Some people grasp everything quickly (especially girls), while others complete the task slowly due to their temperament. Some came to kindergarten quite recently, others rarely attend because they are often sick. Therefore, for some children, the teacher must pay additional attention and repeat each action many times to develop a certain skill.

Interaction with family

A prerequisite for fruitful cultural and hygienic education is contact between the teacher and the family. Parents need to constantly reinforce at home the skills initially learned in kindergarten. For example, if a teacher teaches children to wash their hands on their own, then the mother should also encourage her son or daughter to be independent, and not do everything herself.

Parents must reinforce the skills acquired in kindergarten at home with their children.

In relation to KGN, the following forms of work between a teacher and a family can be distinguished:

1. Questionnaire: for example, “How independent is my child.”
2. Thematic parent meetings.
3. Folders, consultations and reminders: “How to teach your son or daughter to behave properly at the table”, “Table etiquette for the little ones”, “Take care of clothes”.
4. Individual consultations.

Card index of cultural and hygienic skills in the 2nd junior group according to the standards of the Federal State Educational Standard

To facilitate and structure the work of educators on the formation of KGN in the 2nd junior group, a card index with goals is created. This is a set of cards that spell out the topic of the lesson, its purpose, basic exercises and games. All work is based on the individual psychophysiological and age characteristics of the children in the group.

Fostering a culture of behavior

Eating skills

For a card file on developing eating habits, games and exercises on the rules of behavior at the table are used: do not crumble bread, use cutlery and napkins, chew food thoroughly. Before eating, children already know how to wash their hands and dry them with a towel. The topics of the card index for eating skills will be “Dry sleeves”, “When I eat, I don’t listen to anyone”, “Table behavior”.

Learning to eat with a spoon

Eating skills include the ability to eat with a spoon. For children of 2 primary preschool ages, forks are not yet allowed at the table, so it is important to teach children to use a spoon, helping themselves with a piece of bread. To develop this skill, rhymes and nursery rhymes about animals that eat food are perfect. Illustrations depicting girls and boys eating food correctly and carefully will be interesting and memorable. Children are happy to answer questions about what a cup, spoon, plate and other utensils are for, after demonstrating with their own example or using cartoons. The demonstration must be accompanied by a detailed explanation. Also in the card index there may be role-playing games “Feed the doll”, “Treat the bear” and others.

Important! During the game, children themselves show their characters how to use cutlery correctly, and from which dishes they eat first and second. At this time, the teacher controls and helps, while participating in the game himself.

They eat the first and second

Getting used to accuracy

To develop the skill of accuracy, a personal example from an adult is also allowed. Eating together will be especially effective. The teacher becomes a role model for children: he does not put his elbows on the table, does not discuss personal problems with other team members, does not laugh and does not throw food. After eating, he wipes his hands and face with a napkin and says “Thank you.” At the same time, you can attract children's attention in various ways: direct (repeat after me) or indirect (I think I'll use a napkin, because my hands are a little dirty).

The card index may contain poems and fairy tales about heroes who behaved well or badly at the table.

Note! A good addition would be a didactic board game for choosing cultural and uncultured behavior at the table.

Food culture

Role-playing and didactic games are perfect for filing cabinets on the topic “Food Culture.”

The Table Setting game involves children practicing how to set the table correctly: where the spoon is placed, where the plate is placed and how many napkins should be placed on the table. You can ask the guys to set the table for dolls or animals.

Classes on drawing a mother's portrait in middle kindergarten groups

Game “What can you eat raw?” For visual material, plastic vegetables and fruits are used; you can choose drawings or cut out pictures. Children must cope with sorting: some vegetables and fruits can be eaten raw, while others need to be pre-cooked. These tasks must be carried out with the active participation of the teacher, since children do not yet know what dishes are prepared from and why some vegetables cannot be eaten raw.

Neatness skills. We take care of clothes

3 years is the age of first manifestation of independence. By this age, children are happy to carry out instructions from adults and imitate them, and acquire their first self-service skills. Preschoolers love to use cleanliness items and there is no need to discourage them from doing so. A child’s individual locker may contain a shoehorn, a comb, a clothes roller, wet wipes and other items that help keep their things clean and tidy.

The following games will be very relevant for the card index:

• “Let’s put the bunny to bed.” Before going to bed, the bunny undresses and carefully puts her things on a high chair;
• "The kids are going for a walk." Before the walk, children change into outerwear, and upon arrival they put on a second change of shoes, clean their shoes, wash their hands and comb their hair. Particularly interesting are the playful moments of caring for their own clothes: when spring or autumn comes, such rainy and slushy months as April and October, children enjoy using brushes and sponges for clothes. For the development of CGN, walks in seasonal weather become very important.

Important! The child is more likely to treat his things the way they do at home. The way the mother folds things, helps the child clean shoes and comb his hair will affect his neatness.

Child's neatness

Cleaning your nose

To develop the skills of keeping the nose clean, visual aids in the form of disposable or fabric handkerchiefs are used. Children learn to keep their scarves clean or change them when they get dirty. There is always a place for a handkerchief in your pocket.

An adult demonstrates the procedure for caring for the nose, saying an interesting nursery rhyme.

Learning to use a comb

Not only girls, but also boys should be able to use a comb. To do this, each child should have his own comb. Children do great at grooming when given an object to practice on. A doll with long hair, a horse with a long mane and tail.

Learning to wash your face and wash your hands

The game “Scented Soap” will teach a child to take and put soap in a soap dish, “Dry Sleeves” will help him get used to preparing clothes before washing his hands and washing his face, “Whose Towel” encourages him to independently find his towel and hang it in place.

Important! The advantages of all these games are that these exercises are repeated more than once a day and children are quickly and easily disciplined and help each other.

Card file of conversations in the preparatory group in the morning

Independent dressing and undressing skills

Dolls and toy animals will be good objects, and the “Fashion Theater” will also be an interesting activity, where you can choose clothes for girls and boys cut out of paper.

Using poems and nursery rhymes, you can stimulate children's interest in dressing themselves. At this age, it is not yet recommended to use the competitive moment, since dressing and undressing still causes difficulties for children due to the physiological development of fine and gross motor skills.

Types of classes for the development of CGN

Cultural and hygienic skills must be practiced not only during routine moments, during game situations, but also during direct educational activities. Basically, these are classes on understanding the world around us. topic may sound like “Etiquette at the table”, “Why you need to wash your face”, “Caring for clothes”, “Dishes”.

Classes on speech development and reading fiction also help strengthen the CG. It is very useful and effective to look at thematic pictures and talk about them, for example, “Mom washes her daughter” or “Preschoolers wash their hands.” Fiction is generally a wonderful means of educating preschoolers. After all, it is very close to the life experience of children: it tells about the actions of the characters that the child himself committed many times. In addition, a short work creates a specific situation. And this brings it closer to children's thinking, which is visual and figurative in nature. A preschooler has a strong emotional response to the content of, for example, a poem. As a result, a generalization arises—a separation from a specific situation.

An activity for younger preschoolers can be built around the following works:

1. Culture of behavior at the table: Russian folk tale “The Fox and the Crane”, poems “Delicious Porridge” by Z. Aleksandrova, “Who Will Finish Drinking Most Soon”, “Masha Is Having Dinner” by S. Kaputikyan, “Dinner” by E. Blaginina, “Masha and Porridge” by E. Moshkovskaya.
2. Dressing and undressing skills: the fairy tale by N. Pavlova “Whose Shoes”, S. Prokofieva’s “The Tale of the Shoes”, poems by I. Muraveyk “I Myself”, Z. Alksandrova’s “My Teddy Bear”.
3. Washing and hand washing skills: K. Chukovsky’s fairy tale “Moidodyr”, poems by A. Barto “Greasy Girl”, S. Kaputikyan “Squish-squish”, G. Lagzdyn “Neat bunnies”, nursery rhyme “Water, water...”.

KGN can also be associated with productive activities. For example, offer preschoolers the activity “Color the saucer and cup” (ready-made templates), “Soap” (independent drawing and coloring).

We make cards according to KGN for younger children

Mastery of the surrounding world and socialization of the child are realized during educational activities and regime moments. The formation of CGN in an early age group is reflected in a card file of routine moments, which facilitates the teacher’s task when drawing up a plan. Thematic cards for KGN contain the name of the event, tasks, and content of the work.

The relevance of developing a culture of behavior in early preschool age

The child becomes familiar with hygiene items from birth. Soap, towels, napkins, handkerchiefs are used by the mother when caring for the child. A little later, children begin to instill cultural behavior skills. In preschool educational institutions, the basics of culture and hygiene are mastered by pupils in the course of continuous educational activities.

Formation of spatial thinking in preschool children

Important! The acquired skills contribute to socialization and acceptance of the child by society.

How to teach a child to wash their hands

The formulation of goals for ECD in the younger group should include the formation of a holistic handwashing process.

Result: formation of personal hygiene skills, hand washing.

Equipment: toy - rubber hare.

Contents of the work: an adult says: “We walked, we played, our hands got dirty. We need to wash our hands and teach Bunny how to wash himself. Let's show Bunny how to wash his hands." The toy is placed next to the washbasin. An adult shows how to wash your hands correctly. Then the children wash their hands. In conclusion, the Bunny praises and thanks the children.

Adults should encourage instances when a child shows independence. But what if the baby gets carried away? Many children enjoy the process of soaping their hands and are willing to do it every five minutes. Parents and teachers will need patience and ingenuity to distract the child from this activity.

How to teach a child to eat carefully

A child in a nursery group also needs to learn how to eat food, and in a younger group, children need to be taught to be neat. One of the tasks of the regime moments in a preschool educational institution is to develop self-service skills in the process of eating in children 2-3 years old.

NOD "Tea Party at Masha's"

Some exercises are used both during meals and during GCD: “Obedient spoon”, “Porridge is our strength”, “Clean mouth”. The tasks may change:

• Develop the ability to hold a spoon correctly;
• learn to carefully scoop porridge and puree;
• develop the skill of using a napkin.

Important! An adult shows with toys how Mishka wiped his mouth after eating. At home, the mother shows the baby how she scoops porridge into a spoon. Visibility plays an important role in the learning process of preschoolers.

How to instill self-care skills in your child

To develop self-service skills in children 2-3 years old, play methods and reading fiction are used. Nursery rhymes are of great help: “Leisya, water, we came to wash ourselves! We’ll just drop a little bit of soap on our palm!”

Winter brings such troubles as a runny nose. The baby must be able to use a handkerchief. Try to practice hygiene skills on toys in advance.

Options for a motivating start to a lesson on the formation of a group of groups

Since the attention of children of the fourth year of life is still very unstable when conducting a lesson, it is important to create their motivation and interest them in the upcoming activity. The best option is to use your favorite toys or fairy-tale characters known to the children.

For example, a postman (one of the adults) knocks on the group’s door and brings a parcel. It contains a letter from Moidodyr (preschoolers already know a fairy tale about him). The hero tells the kids that yesterday during a walk he met a boy. She said that in their kindergarten they have a Masha doll, whose entire face and hands are dirty. Moidodyr wants the children to show her how to wash themselves.

This way, kids will be able to act as “teachers,” which they always really like, because it makes them feel like adults and important.

You can motivate kids using toys

Another example of such a “teaching”. Winnie the Pooh (toy) comes to visit the preschoolers. He reports that it took a long time to get there, is tired and wants to refresh himself with the honey he brought with him. The little bear begins to eat honey with his hands, smearing his entire face. The children's task is to explain to the character that he is doing wrong and teach him how to eat food correctly.

Another motivation option is a gift. This can also be represented as a premise. This time it is sent by some animal from the forest, for example, the bunny Styopa. The box contains several interesting items: soap, a towel, a comb, etc. The teacher examines them together with the children, talks about the purpose of each item, asks them to choose epithets (the towel is soft, fluffy, absorbs liquid, the soap is fragrant, smooth).

The theme of a surprise gift always works well, for example, a box containing hygiene items

Table: fragments of classes on the formation of the group of groups in the younger group

Cards for developing cultural and hygienic skills in the first junior group.

Oksana Serkova

Cards for developing cultural and hygienic skills in the first junior group.

Card No. 1

1. Regime process: Nutrition.

Skill content : Teach children to hold a spoon in their right hand.

Methodical techniques. Game situation: “How mom taught the bear to eat properly”

.

2. Regime process: Dressing - undressing.

Contents of skills : Learn to get outdoor shoes. Teach verbally, express a request for help, teach how to behave calmly in the locker room.

Methodical techniques. Didactic exercise: “The shoes quarreled and became friends”

.

3. Regime process: Washing.

Skill content : Learn to take soap from a soap dish and, with the help of adults, soap your hands.

Methodological techniques. Didactic exercise “How we wash our palms and wring out our hands”

.

Card No. 2

1. Regime process: Nutrition.

Contents of skills : Learn to take food with your lips.

Methodical techniques: Reading the nursery rhyme: “Okay, okay”

.

2. Regime process: Dressing-Undressing.

Content of skills : Encourage to put on socks, a jacket or sweater, a jacket, a hat.

Methodological techniques. Didactic game “Dress the doll for a walk”

. Continue to teach verbally, express a request for help, teach how to behave calmly in the locker room.

3. Regime process: Washing.

Contents of skills : Teach children to rub their palms together, put soap in place.

Methodological techniques. Looking at pictures : “Children wash their hands”

. Conversation on them.

Card No. 3

1. Regime process: Nutrition.

Skill content : Continue learning to hold a spoon in your right hand.

Methodical techniques: Reading the nursery rhyme: “Okay, okay”

2. Regime process: “Dressing-Undressing”

.

Contents of skills : Teach children to remove tights from the upper part of the body. Continue to teach verbally, express a request for help, teach how to behave calmly in the locker room.

Methodological techniques: Reading the nursery rhyme: “Our little Masha”

.

3. Regime process: Washing

Contents of skills : Teach children to wash off soap, know the location of their towel.

Methodological techniques. Looking at pictures : “Mom washes her daughter”

.
Conversation about them. Reading a nursery rhyme:
. ”

Card No. 4

1. Regime process: Nutrition.

Content of skills : Continue to teach children to take food with their lips and eat with the help of adults.

Methodical techniques. Game situation: “How mom taught the bear to eat properly”

.

2. Regime process: “Dressing-Undressing”

.

Content of skills : Accustom verbally, express a request for help, teach how to behave calmly in the locker room. Continue to teach verbally, express a request for help, teach how to behave calmly in the locker room.

Methodological techniques. Didactic exercise “Undress the doll after a walk”

.
Reading the nursery rhyme by Z. Alexandrov “Katya in the manger”
.

3. Regime process: Washing

Skill content : Teach children, with the help of an adult, to dry their hands.

Methodological techniques. Looking at pictures : Children wash their hands.” Reading a nursery rhyme: “Water, water...”

.

Card No. 5

1. Regime process: Nutrition.

Contents of skills : “To consolidate the ability to hold a spoon in the right hand.

Methodological techniques: Reading the nursery rhyme: “The cat went to market”

2. Regime process: “Dressing-Undressing”

.

Contents of skills : Encourage children to take off their dress or shirt, then their shoes, before going to bed. Continue to teach verbally, express a request for help, teach how to behave calmly in the locker room.

Methodological techniques. “My Mishka” by Z. Alexandrov

, N. Pavlova
“Whose shoes”
3. Regime process: Washing

Contents of skills : Continue learning to soap your hands and wash them with straight movements.

Methodological techniques. Looking at the illustration “Children wash their hands”

and a conversation about it.

Card No. 6

1. Regime process: Nutrition.

Skill content : Strengthen children's ability to take food with their lips.

Methodical techniques: Reading the nursery rhyme: “There comes a horned goat”

.

2. Regime process: “Dressing-Undressing”

.

Contents of skills : Teach children how to properly remove tights and hang clothes on a chair. Continue to teach the rules of behavior in the locker room.

Methodological techniques. Reading N. Pavlov “Whose Shoes”

3. Regime process: Washing

Contents of skills : Learn to wring out your hands after washing.

Methodological techniques. Didactic exercise “How we wash our palms and wring out our hands”

Card No. 7

1. Regime process: Nutrition.

Skill content : Teach children to bite off food in small pieces.

Methodological techniques: Reading nursery rhymes: “The cat went to the marketplace...”

,
“Kitsonka - purr”
2. Regime process: “Dressing-Undressing”

.

Contents of skills : Learn to fasten Velcro, practice using other types of fasteners. Continue to teach the rules of behavior in the locker room.

Methodical techniques. Game situation: “How the cockerel woke up the children in the morning”

.

3. Regime process: Washing

Contents of skills : Strengthen the ability to soap your hands and wash them with straight movements.

Methodical techniques: Reading the nursery rhyme: “Water, water...”

Card No. 8

1. Regime process: Nutrition.

Skill content : Strengthen children’s ability to chew with molars, not front teeth.”

Methodological techniques. Reading a nursery rhyme by Z. Alexandrov”, “Delicious porridge”

.

2. Regime process: “Dressing-Undressing”

.

Skill content : Learn to put on shoes, button a coat with the help of an adult, hang clothes in a closet. Continue to teach compliance with the rules of behavior in the locker room.

Methodical techniques. Didactic exercise: “Let’s put the doll to sleep”

3. Regime process: Washing

Skill content : Reinforce the ability to dry your hands with your towel and hang it in place

Methodical techniques. Didactic exercise: “Let’s show the bear how to wipe his hands and face with a towel”

.

Card No. 9

1. Regime process: Nutrition.

Contents of skills : Improve the ability to eat independently, finishing everything to the end. Develop neatness skills .

Methodical techniques. Didactic exercise: “Let's tell Winnie the Pooh how to behave correctly at the table.

2. Regime process: “Dressing-Undressing”

.

Skill content : Continue teaching children how to fasten buttons. Learn how to politely express a request for help.

Methodological techniques. Game situation “How we helped the doll get ready to visit the bear. Didactic exercise “Let’s teach little animals how to fasten buttons”

3. Regime process: Washing

Contents of skills : Teach children to roll up their sleeves before washing. Strengthen the ability to use a handkerchief.

Methodical techniques. Didactic exercise: “Let's teach a bear (bunny, doll)

wash yourself properly"

Card No. 10

1. Regime process: Nutrition.

Skill content : Improve the ability to swallow food without leaving it behind the cheek.

Methodical techniques: Reading the nursery rhyme: “I’ll bake a pie for Tanya…”

2. Regime process: “Dressing-Undressing”

.

Content of skills : Teach children to put on socks, knee socks, starting with the toe. Continue to teach, politely express a request for help.

Methodical techniques. Didactic exercise: “Let’s make an accordion out of a sock”

.

3. Regime process: Washing

Contents of skills : Teach children to wash their face without splashing water. Strengthen the ability to use a handkerchief.

Methodological techniques. Reading K. Chukovsky “Moidodyr”

, E. Blaginina
“Alyonushka”
.

Card No. 11

1. Regime process: Nutrition.

Content of skills : Continue the ability to finish eating everything independently. Learn to use a napkin

Methodological techniques. Didactic exercise “Let’s help the little animals set the table for dinner”

2. Regime process: “Dressing-Undressing”

.

Contents of skills : When undressing before going to bed, encourage him to hang a dress or shirt on the back of a chair. Continue to teach, politely express a request for help.

Methodological techniques. Didactic exercise: “Let’s show the bear how to fold clothes before going to bed”

3. Regime process: Washing

Skill content : Continue teaching children to roll up their sleeves before washing. Teaches children to comb short hair.

Methodological techniques. Looking at the illustration “Children wash their hands”

and a conversation about it. Reading nursery rhymes.

Card No. 12

1. Regime process: Nutrition.

Content of skills : Continue children's ability to swallow food without leaving it behind the cheek. Continue learning how to use a napkin.

Methodological techniques. Game situation “How the bunny learned to eat”

Reading the nursery rhyme by E. Blaginina
“Alyonushka”
.

2. Regime process: “Dressing-Undressing”

.

Contents of skills : When undressing, encourage children to put tights and shorts on the seat. Continue to teach, politely express a request for help.

Methodological techniques. Didactic exercise: “Let’s show the bear how to fold clothes before going to bed”

3. Regime process: Washing

Contents of skills : Teach children not to wet their clothes while washing. Strengthen the ability to use a handkerchief.

Methodological techniques. Looking at the illustration “Children wash their hands”

and a conversation about it. Reading Nursery Rhymes.

Card No. 13

1. Regime process: Nutrition.

Contents of skills : Teach children to hold a spoon correctly with three fingers.

Methodological techniques. Didactic exercise: “Let’s tell Khryusha how to eat properly”

2. Regime process: “Dressing-Undressing”

.

Content of skills : Strengthen the ability to dress and undress correctly with a little help from adults.

Methodical techniques. Didactic exercise: “Let's show the bear how to fold clothes before going to bed.

3. Regime process: Washing

Contents of skills : Strengthen children's ability to wring out their hands after washing.

Methodological techniques. Didactic exercise “How we wash our palms and wring out our hands”

Card No. 14

1. Regime process: Nutrition.

Contents of skills : Teach children to eat the broth of the first course along with dressing, the main dish and a side dish. Continue to develop neatness skills .

Methodological techniques. Reading by S. Kaputikyan “Who is most likely to finish drinking, “Masha is having lunch”

.

2. Regime process: “Dressing-Undressing”

.

Content of skills : Strengthen children's ability to place their things in the closet, fold and hang clothes on a chair before bed.

Methodical techniques. Didactic exercise: “Let’s teach the bear to fold things in the locker”

3. Regime process: Washing

Contents of skills : Ensure that children do not get their clothes wet while washing.

Methodological techniques. Looking at pictures : “Greasy girl”

,
"Neat girl"
.

Card No. 15

1. Regime process: Nutrition.

Contents of skills : Teach children to hold a spoon correctly with three fingers. Continue learning how to use a napkin.

Methodological techniques. Game situation “The bear invited a bunny and a hedgehog to visit”

2. Regime process: “Dressing-Undressing”

.

Skill content : Continue teaching children how to use different types of fasteners.

Methodical techniques. Reading: And Ant “I myself”

.Didactic exercise:
“Let’s teach the little animals how to fasten buttons”
3. Routine process: Washing

Contents of skills : Strengthen hand washing and washing skills

Methodological techniques. Looking at pictures : “Mom washes her daughter”

Card No. 16

1. Regime process: Nutrition.

Contents of skills : consolidate the ability to eat carefully, improve food culture skills .

Methodical techniques. Reading: S. Kaputikyan “Who is most likely to finish drinking”

,
“Masha is having lunch”
2. Regime process: “Dressing-Undressing”

.

Content of skills : Continue to strengthen the ability to dress and undress correctly.

Methodological techniques. Reading I. Muraveyk “I myself”

, N. Pavlova
“Whose shoes”
3. Regime process: Washing

Skill content : Continue to reinforce skills . Continue combing your short hair.

Methodological techniques. Reading familiar nursery rhymes ( “Water-water...”

etc.)

Planning of KGN in the second junior group: topics, tasks and forms of work

Before the start of the school year, the teacher must plan in advance activities for the formation of CGN in preschoolers. As an example, we can consider long-term planning for the second junior group of teacher E. Yu. Mosienko (MKDOU No. 16, Novosibirsk).

Table: fragment of a long-term plan for the formation of KGN in the junior group of teacher E. Yu. Mosienko

The full version of the long-term plan can be found at the link https://detstvogid.ru/formirovanie-kulturno-gigienicheskih-navyikov-mladshih-doshkolnikov/.html

Methods and techniques for the formation of CGN in children 2-3 years old

The baby receives initial ideas about CGN in the family. By developing cultural and hygienic skills in the nursery group, the teacher forms the foundations of a healthy lifestyle in the pupils’ minds. The formation of the group of groups of people in preschool educational institutions is implemented in accordance with the Federal State Educational Standard, with health protection as the final result. The unity of requirements in preschool educational institutions and in the family leads to the consolidation of useful habits.

Formation of cultural and hygienic skills in preschool educational institutions

The most important method of education was and remains the example of an adult. At an early age, children often copy their behavior. If a child sees that mom and dad wash their face and brush their teeth in the morning, then he will also want to do this.

An explanation can be used. At 2-3 years old, not all children can formulate questions, so adults themselves can explain the reasons for actions. “You need to wash your hands to be healthy. Germs live on dirty hands, they are bad.”

Adult showing how to wash hands

To develop self-service skills, educational game situations are used. Having started to tell the child a fairy tale, they perform hygiene procedures along the way. “Once upon a time there were legs, they ran along the path and got dirty. The legs came running to the crib, they wanted to rest, but the crib does not allow dirty feet to lie on a clean sheet.” A child who is captivated by the story will be happy to go for a swim before bed.

Stimulating a preschooler to explain and consolidate knowledge is a good method. An exercise such as “Let’s teach the Bunny to wipe his mouth with a napkin” will reinforce table behavior skills. If adults notice that the child undressed himself and put his clothes in the right place, he should be praised. Encouragement is a powerful engine of educational activity.

Unobtrusive control is necessary at first. “Someone’s blouse is crying. She probably fell out of her chair.” Children still treat everything as if it were a fairy tale and tend to support the adult’s play.

Project activities

The formation of the KGN is carried out by implementing the game project “Moidodyr” in the junior group. Thanks to the activities included in the work plan, students will receive basic concepts about cleanliness, beauty and health. The joint actions of teachers and parents will lead to the fact that children will learn to take care of their appearance. One of the products will be a presentation telling about past events and the results of joint activities.

Features of the formation of cultural and hygienic skills in toddlers and 1st junior group

People have always taken care of their health; a caring attitude is contained in proverbs and sayings: “Sleep is more valuable than a doctor,” “Clean water is a disaster for illness.”

Note! Toddlers have a better understanding of illness than health.

The formation of self-care skills in young children begins with adherence to a daily routine. Observations show that children who follow a daily routine are more cheerful, efficient and developed. The body of a child, accustomed to eating, sleeping, and playing at the same time, after a certain period of time begins to prepare for the upcoming activity.

Drawing classes on the theme “Tank” in middle groups of preschool educational institutions

In terms of work, the 1st junior group should devote a lot of time to developing hygiene and self-care skills; these are actions that are little familiar to them. Among the methods and techniques used, the most applicable to this age are demonstration, game situation, and encouragement.

Features of the organization of educational work

Preschoolers learn through specially organized play activities. Educational work is structured taking into account developmental characteristics.

Note! The duration of a CGN class for children does not exceed 10 minutes and depends on the emotional state of the children.

In preschool educational institutions, monitoring the level of development of skills of individual pupils and the group as a whole is carried out by teachers, a nurse and the head. Teachers keep individual cards that allow them to detect deviations and correct pedagogical actions.

Cultural and hygienic skills in the 1st junior group are practiced by repeating one topic many times. They taught the doll Dasha that she needs to wipe her nose with a handkerchief, then let them teach Mishka, then Cheburashka. You can try paired forms of learning. Children tell and show each other how to wash their hands.

Working with parents

Work with parents begins before the child arrives in kindergarten. Teachers invite parents to get acquainted or visit the family themselves to see in what conditions the child is growing up. The formation of KGN in a nursery group is impossible without pedagogical education. Parents' participation in entertainment and parent-teacher meetings teach them new forms of activities with children.

Parents are encouraged to use the “me time” period to teach useful skills. It is necessary to encourage independence, not to do everything for the baby, to prepare him for adult life. If the baby took the initiative and pulled on his hat himself, it is better to praise him, even when it is worn backwards. You can’t say that he dressed incorrectly; you need to come up with a reason to turn the headdress upside down: attach a brooch or badge to the front so that the baby can better navigate.

How to create a project on KGN in a junior group

The formation of CGN is an interesting and multifaceted topic for project activities. As an example, we can consider the project of teacher Zelenkova D. Yu. “Formation of cultural and hygienic eating habits in children.”

The project is short-term (designed for two months).

Table: fragment of planning and organization of activities within the framework of the project by D. Yu. Zelenkova “Formation of cultural and hygienic eating habits in children”

The full version of project activity planning can be found at the link https://zelenkova-ppds44.edumsko.ru/articles/proekt_vo_vtoroj_mladshej_gruppe_na_temu_formirovanie_kul_turno-gigienicheskih_navykov_priema_piwi_u_detej

Cultural and hygienic skills are the most important condition for the harmonious development of a preschooler. The sooner they are formed in a child, the better for the development of his personality. When working with children in this direction, the teacher of the second junior group must show maximum patience and sensitivity, use all his imagination, and use more game techniques. And then following simple rules will become a habit for the children, and their stay in kindergarten will become more comfortable.