Cultural and hygienic skills in the middle group
Tatiana Plotnikova
Cultural and hygienic skills in the middle group
Nutrition Dressing and undressing Washing
September
Strengthen the ability to eat a main dish and side dish with a fork, separating pieces with a fork as you eat them, and do not crush them in advance.
Chew food with your mouth closed, use a napkin as needed. Improve children's ability to quickly dress and undress in a certain sequence.
Strengthen children's ability to properly place their things in the closet.
Strengthen children's ability to neatly fold and hang clothes on a chair before bed.
washing skills in children : soap your hands until foam forms, rinse thoroughly, wash your face, wipe dry with your towel, hang it up.
Strengthen children's skills
Teach children to use their handkerchief by unfolding it.
October
Strengthen the ability to eat a second dish with a fork, a casserole, separating pieces with a fork as you eat them, do not crush them in advance.
Improve children's ability to use a napkin as needed.
Strengthen children's ability to use all types of fasteners.
Teach children to recognize their things and not confuse them with the clothes of other children.
Teach children to notice disorder in their clothes and seek help from adults.
washing skills in children : soap your hands until foam forms, rinse thoroughly, wash your face, wipe dry with your towel, hang it up.
Teach children to use their handkerchief by unfolding it.
November
Learn to rinse your mouth after eating.
Strengthen children's ability to use a napkin as needed.
Teach children to verbally express requests for help.
Strengthen in children the skills of politely asking for help, thanking for the help provided.
Strengthen children's ability to put on shoes correctly.
To develop in children the ability to behave correctly in the washroom: do not make noise, do not push, do not splash water.
Teach children to roll up their sleeves before washing.
Strengthen children's ability
Strengthen children's ability to use their own towel by unrolling it, wiping first their face, then their hands, and hanging it by the buttonhole on a hanger.
December
Strengthen the ability to eat a main dish and side dish with a fork, separating pieces with a fork as you eat them, and do not crush them in advance.
Chew food with your mouth closed, use a napkin as needed. Teach children to follow basic rules of behavior in the locker room: do not run, do not knock on locker doors.
Continue to teach children to follow the rules of behavior in kindergarten: wipe their feet when entering the room.
Strengthen children’s skills independently, with the help of an adult, tidy up their appearance: pull up tights and socks, straighten their shirt, etc.
To develop in children the ability to behave correctly in the washroom: do not make noise, do not push, do not splash water.
Strengthen children's ability to use their own towel by unrolling it, wiping first their face, then their hands, and hanging it by the buttonhole on a hanger.
Teach children to turn away when coughing or sneezing, or to cover their mouth with a handkerchief, from others.
January
Learn to eat different types of food without changing the position of the fork in your hand, but only slightly turning your hand in or out.
Improve children's ability to use a napkin as needed.
Teach children to notice disorder in their clothes and take care of their appearance.
Improve children's ability to maintain order in their closet.
Teaching children to turn their things inside out on their own is obvious.
Strengthen children's ability to use an individual comb.
Teach children to turn away from others when coughing or sneezing.
Teach children to roll up their sleeves before washing.
February
Chew food with your mouth closed, use a napkin as needed.
Learn to eat different types of food without changing the position of the fork in your hand, but only slightly turning your hand in or out.
Strengthen children's ability to recognize their clothes and not confuse them with the clothes of other children.
Strengthen children's ability to clean and maintain order in their locker.
Strengthen skills in maintaining a neat appearance.
Teach children to clean each other's clothes from snow with the help of an adult.
Teach children to turn away when coughing or sneezing, or to cover their mouth with a handkerchief, from others.
Strengthen children's ability to use their own towel by unrolling it, wiping first their face, then their hands, and hanging it by the buttonhole on a hanger.
March
Strengthen the ability to eat a main dish and side dish with a fork, separating pieces with a fork as you eat them, and do not crush them in advance.
Improve children's ability to use a napkin as needed. Improve children's skills acquired throughout the year to quickly and accurately perform the necessary actions.
Teach children to lace shoes, with the help of adults, tie shoelaces, practice using different types of fasteners: buttons, zippers, Velcro.
Improve children's neatness and neatness skills
Teach children how to use a handkerchief correctly: unfold it, release the nose, alternately pinching one nostril, and roll the handkerchief with the used part inward.
Teach children to roll up their sleeves before washing.
April
Chew food with your mouth closed, use a napkin as needed. Improve children's skills acquired throughout the year to quickly and accurately perform the necessary actions.
Teach children to lace shoes, with the help of adults, tie shoelaces, practice using different types of fasteners: buttons, zippers, Velcro.
washing skills in children : soap your hands until foam forms, rinse thoroughly, wash your face, wipe dry with your towel, hang it up.
Strengthen children's ability to use their own towel by unrolling it, wiping first their face, then their hands, and hanging it by the buttonhole on a hanger.
May
Learn to eat different types of food without changing the position of the fork in your hand, but only slightly turning your hand in or out.
Improve children's ability to use a napkin as needed.
Teach children to notice disorder in their clothes and take care of their appearance.
Strengthen children's ability to clean and maintain order in their locker.
Improve the skills of neatness and neatness, strengthen the ability to put clothes in order.
Strengthen children's ability to use an individual comb.
Teach children to roll up their sleeves before washing and wash their hands after using the toilet.
Long-term plan for cultural and hygienic skills of middle group children
Compiled by Ovchinnikova T.V.
Teacher of the 1st qualification category
| SEPTEMBER | |
| 1st week | Personal hygiene skills. Program content: Learn to wash yourself, wash your hands with soap before eating, when dirty, after using the toilet. |
| 2nd week | Self-service. Program content: Continue to instill in children neatness and the habit of taking care of their appearance. A) Reading an excerpt from K. Chukovsky “Fedorino’s grief.” B) D/game “Dress Masha for a walk.” |
| 3rd week | Cultural food skills. Program content: Improve the skills of careful eating: Take food a little at a time, chew it well, eat quietly. A) Introduce the film - the fairy tale “Chunya”. |
| 4th week | Developing cultural behavior skills. Program content: Continue to teach children to be friendly with adults and peers, to say hello and goodbye. Address the junior teacher, teacher, manager, medical worker and other kindergarten employees by name and patronymic. A) Reading a poem by N. Gerner; memorization. "Song about a polite little siskin" |
| October | |
| 1st week | Personal hygiene skills. Program content: Learn to wash your hands correctly: do not splash water, wipe your hands dry. A) Learning nursery rhymes. “I washed my face from the tap early this morning.” “Clean water washes Vova’s face, Tanya’s face, and Antoshka’s fingers.” |
| 2nd week | Self-service. Program content: Teach children to use a comb and handkerchief. A) Story-role-playing game “Barbershop” |
| 3 - week | Cultural food skills. Program content: Teach children to properly use cutlery (spoon, fork, knife), napkin, and rinse their mouth after eating. A) Telling riddles: 1. Three little pigs with one tail (Fork) 2. I don’t eat myself, but I feed people. (Spoon) 3. Whether it’s soup or potatoes, for lunch you need (Spoon) 4. If sharpened, everything is easy to cut - bread, potatoes, beets, fish, apples and butter (Knife). |
| 4 - week | Developing cultural behavior skills. Program content: Teach children to thank adults and peers for the help provided, politely express their request: do not interfere in the conversation of elders, do not interrupt the speaker. A) Didactic game “To the land of polite words” |
| November | |
| 1 Week | Personal hygiene skills. Program content: Strengthen the ability to use a towel, hang it in its place. Teach children how to brush their teeth correctly. A) Reading of N. Naydenov’s poem “Our Towels.” B) Conversation “Teeth pain” (caries) |
| 2 - week | Self-service. Program content: Strengthen the skills of dressing and undressing. A) Telling a riddle. Who are we? On a clear day we sit at home. It’s raining – we have work to do: stomp and make noise through the swamps. (Rubber boots) |
| 3 -week | Cultural food skills. Program content: Continue to strengthen sitting calmly at the table, maintaining the correct posture. A) Learn the nursery rhyme “We have a lot of kids, they all sit on chairs and eat butter porridge.” |
| 4 - week | Developing cultural behavior skills. Program content: Develop the ability to treat toys and things with care, use them for their intended purpose, put them back in place, notice a broken toy, ask an adult to fix it. A) Manual labor in the book corner (repair of the album book.). B) Nursery rhyme “Now let’s get down to business, put away the toys together.” |
| December | |
| 1 Week | Personal hygiene skills. Program content: Teach children how to use toilet paper correctly, tear off as much as needed. And don’t forget to wash your hands with soap after using the toilet. A) Reading the work of K. Chukovsky “Moidodyr”. |
| 2 - week | Self-service. Program content: Teach children to tidy their bed after sleep, lay the pillow evenly, and carefully cover it with a blanket. A) Repeat the nursery rhymes “Early to bed,” “Time to sleep,” “Everyone is sleeping.” B) Reading the work of G. Ladonetsikov “The Doll and Katya”. |
| 3rd week | Cultural food skills. Program content: Continue to teach children to eat carefully and use a napkin after eating. After lunch, give thanks. A) Reading the fairy tale “Kolobok”. |
| 4 - week | Developing cultural behavior skills. Program content: Teach children to respect and care for the work of adults. Instill the desire to willingly carry out instructions or requests from an adult. A) Conversation “My parents’ profession” (with children). B) Reading the work of I. Tokmakova “Who to be?” |
| January | |
| 1 Week | Personal hygiene skills. Program content: Pay attention to good hand washing. A) Reading the work “Girly Girl.” B) Repeat nursery rhymes and proverbs. |
| 2 - week | Self-service. Program content: Continue teaching children to fold neatly before bed. A) Didactic game “Put the doll Masha to sleep.” |
| 3 -week | Cultural food skills. Program content: Pay attention to how children treat bread (repeat to them that they should not crumble the bread or throw it on the floor.) A) Learn the proverb “When there is no bread.” B) Didactic game “Treat your friends” |
| 4 - week | Developing cultural behavior skills. Program content: To teach to follow basic rules in the dressing room and washroom. A) One, two, three, four, five, we’re going for a walk. (Memorize a proverb - a nursery rhyme.) |
| February | |
| 1 Week | Personal hygiene skills. Program content: Repeat the hand washing sequence with the children. Cultivate neatness in children. A) Didactic game “Let’s teach Masha how to wash her hands correctly.” |
| 2 - week | Self-service. Program content: Teach children to help each other (get dressed, tie scarves, shoelaces, fasten buttons). A) Conduct the lesson “Let’s get dressed for a walk.” B) Reading the work of O. Krieger “For a Walk”. |
| 3 -week | Cultural food skills. Program content: Continue teaching children to use forks. When leaving the table, quietly push your chair back and thank the adult. A) Didactic game “Seat the guests at a table.” |
| 4 -week | Developing cultural behavior skills. Program content: Teach children to behave in accordance with the rules of conduct in public places: behave with restraint, not attract undue attention, speak quietly. |
| March | |
| 1 Week | Personal hygiene skills. Program content: To consolidate children's knowledge of the rules (sequence) of hand washing, knowledge of their own towels. A) Repeat proverbs and sayings. |
| 2 - week | Self-service. Program content: Teach children to rinse their mouths after eating (after lunch), and take care of their nails. |
| 3 -week | Cultural food skills. Program content: Pay attention to how clean the table is, cultivate neatness. A) Reading the poem “I put the cutlery for everyone, I poured soup for you.” |
| 4 - week | Developing cultural behavior skills. Program content: Observe the basic rules of behavior on the street: behave calmly, do not shout, do not disturb others. A) Reading the poem by E. Blaginin “Let’s sit in silence.” |
| April | |
| 1 Week | Personal hygiene skills. Program content: Continue to teach children to keep their clothes neat (shirt tucked into shorts, sandals fastened). A) Reading the work of V. Mayakovsky “What is good..” B) Nursery rhymes, poems. |
| 2 - week | Self-service. Program content: Teach children to play in corners together, after playing, put toys back in their place. Tidy up your corners. |
| 3 -week | Cultural food skills. Program content: Strengthen the skills of cultural behavior at the table, do not put your elbows on the table, drink and eat quietly, chew food with your mouth closed. A) Learn the nursery rhyme “Delicious porridge.” |
| 4 - week | Developing cultural behavior skills. Program content: Continue to teach children to greet adults first. Maintain order and cleanliness in the group. A) Didactic game “The Best Housewife”. B) Nursery rhymes: 1. Olenka knows that she took the luggage back to its place. 2. Who is our good guy? Who is our handsomest? Vovochka is good! Vovochka is handsome! |
| May | |
| 1 Week | Personal hygiene skills. Program content: Test children's knowledge about personal hygiene items and their purpose. A) Show of the puppet theater “Moidodyr”. |
| 2 - week | Self-service. Program content: Teach children to take care of their appearance and maintain order in the group. A) Demonstration of the game - exercises “Every thing has its place.” |
| 3 -week | Cultural food skills. Program content: Continue to teach children how to use cutlery (teach how to hold a fork correctly). A) Lesson “Set the table for dinner.” B) Riddles. |
| 4 - week | Developing cultural behavior skills. Program content: Continue to teach children to politely make requests to others and thank them for the service provided. A) repetition of nursery rhymes. B) Reading the work “Everything is Alright” by O. Serdobolsky. |
Instilling cultural and hygienic skills in the senior group at preschool educational institutions
Dear Colleagues! My name is Svetlana Viktorovna Popryadukhina, I want to share my experience of working in a preschool educational institution on the topic “Instilling cultural and hygienic skills in children of the senior group.” This topic is relevant. We carry out our work in three areas:
1. Organization of a developmental environment in the group.
2. Organized educational activities with children.
3. Interaction with children's families.
A child spends most of his life in kindergarten. Therefore, special attention is paid to organizing the developmental environment in the group. To instill cultural and hygienic skills in children, we created zones: “We are on duty”, “Hygienic corner” with individual feeders for combs. “Hairdresser” and “Mood Corner” where children comb their hair after sleep and play role-playing and other games. In the book corner we have books, including literature on instilling cultural and hygienic skills. The guys look at and discuss with interest various situations related to CGN.
To learn through play, we use games with a doll: “Our Katya has woken up,” “Let’s dress Katya for a walk,” “Bathing the doll Katya.” Plot-role-playing games: “Hospital”, “Barbershop”, “Family”. Games with puzzles "Moidodyr".
- Schemes - models of the sequence of stages of dressing and undressing, rules of behavior at the table, good manners.
— Didactic exercise “Who has a tidy closet.”
During the implementation of the program for the education of cultural and hygienic skills, we use the following educational technologies: health-saving
— Sleeping in the summer with open transoms;
— Gymnastics after sleep;
— “Dry massage with a mitten”;
— Walking along health paths;
- Outdoor games.
We implemented projects to educate cultural and hygienic skills: “Long live scented soap and fluffy towels!” and “Food Culture.” We conducted classes on “Microbes and Viruses”, “Edible and Inedible Mushrooms”, and drew pictures on the topic “Beautiful Towel”. In the education of cultural and hygienic skills, the unity of the requirements of educators and parents is important. The parents of our group listen to our advice. At parent meetings we hold discussions on “Clothing for the season”, introduce the results of children’s development, and work together with parents to improve the health of pupils. Information for parents is located in the reception area: the corner “To you, parents”, “Aibolit” - which contains information on instilling cultural and hygienic skills in children. Thus, the integrated use of all available means and joint targeted work with parents, relying on new technologies, increase the effectiveness of educational work.
Formation of cultural and hygienic skills in preschool children
(From work experience)
Formation of cultural and hygienic skills in the middle group, the task was to consolidate previously acquired knowledge with children and acquire new cultural and hygienic skills.
At this age, children are already quite independent, but strengthening cultural and hygienic skills is necessary.
Every day in kindergarten begins with the reception of children by the teacher. What is necessary for successful hygienic education is unity of requirements on the part of adults.
The educator has a big task to help parents correctly instill in their children cultural and hygienic skills. To do this, I systematically carried out sanitary and educational work among parents. She explained the importance of following the daily routine established in the children's institution. The work was carried out in the form of conversations and during the reception of children. I conducted a survey to find out: “Does the child have his own room, does he have toys, where are they stored in the house, how does the child help in the house, what do the parents say to the child for the help provided.”
I constantly asked parents whether they forgot to provide their child with a handkerchief, in the summer - a towel for his feet, spare underpants, T-shirts, socks, tights, and a personal comb.
She conducted individual conversations, observations, entertainment, and games with the children. Individual conversations - the main goal of these conversations is to consolidate children’s knowledge of how to properly wash their hands, care for their hair and things, to consolidate the ability to use soap, a comb not only for girls, but also for boys, and a handkerchief.
Together with the children, we watched the work of the assistant teacher, how she straightened and tidied up the bed, in what order, and taught the children this too. Together with the children, they looked at the results of their work and assessed how the children’s bedroom would look cozy.
We observed how the people around us were dressed. The main purpose of observations is to help children see how to perform actions correctly, to teach them to see problems, sloppiness, and to direct children’s actions in the right direction.
Manuals were used to reinforce these skills. These manuals helped children learn how to lace their shoes correctly, and subsequently do it independently and carefully.
The training took place in a playful way; through play, cultural and hygienic skills are learned better and faster. Children were offered role-playing games.
In the role-playing game “Barbershop,” children consolidated their skills in communicating with each other, combing, and tying bows.
In the “Family” and “Kindergarten” games, children consolidated behavioral skills, routine moments: sleep, washing, lunch, activities, how to set the table, how to behave properly at the table, neatly fold things, etc.
Didactic games were organized, the games reinforced children's knowledge about items to use in the bathroom: find items for brushing teeth, washing hands, face with soap, combing hair.
The children were told that it is very important to be a clean, neat, neat, combed, polite person.
Together with the children, we cleaned the dolls' corners and washed the dolls' clothes. After all, it is very important for children to be in beautifully decorated rooms.
Beautiful soap dishes were placed in the washroom, beautiful towels with children's drawings were used, and corresponding visual images were used in the washroom.
The children really enjoyed washing their hands and taking soap from beautiful soap dishes and drying their hands with beautiful towels.
In order for children to instill cultural and hygienic skills, it is necessary to create all possible conditions for this, to increase the interest of children through works of art, role-playing games, didactic, visual aids, and of course, to apply the skill correctly and consciously in various forms available to children to instill cultural and hygienic skills.
Conclusion
In the course of such a big work on teaching cultural and hygienic skills in the senior group, the children mastered the skills of personal hygiene and culture of behavior.
Efficiency of work is achieved through a rational selection of methods and techniques. This was mainly achieved using visual methods, as this attracted the attention of children more.
In my work I achieved a certain goal that was set for working with children. There were also failures in personal hygiene and communication culture; we had to help. In the work carried out with children, the necessary materials and manuals were used.
