VInterdistrict pedagogical readings
on the topic: “Education and training (Traditions, innovations, performance)”
Strugi Krasnye village – Plyussa village
Fostering independence in children early age in the process of developing self-service skills
Work completed:
Voronova
Valentina Vladimirovna
teacher MBDOU
"Child Development Center - Kindergarten"
2012.
Introduction…………………………………………………………………………………….. | |
1. Theoretical part……………………………………………………………… | |
1.1. Components of becoming independent…………………………….. | |
1.2. The role of self-care in the development of a child………………………………. | |
1.3. Organization of self-service in preschool educational institutions …………………………………… | |
1.4. Methods for developing self-service skills……………………… | |
2. Practical part………………………………………………………………. | |
Conclusion ………………………………………………………………………. | |
Literature…………………………………………………………………………………. | |
Applications |
Introduction
Early childhood (second and third years of life), according to experts around the world, is a unique period in a person’s life.
For the first time, the baby discovers the purpose of objects and begins to use them functionally competently, for example; He eats with a spoon, puts a cap on his head, and shoes on his feet, etc. The child enjoys repeated repetitions, each time making sure of his capabilities and enjoying the action itself. The need for independent action is so great that scientists have called the period of early childhood (especially after 1 year 6 months) the age of “I do it myself!”
At first, the child’s desire for active independent actions is of a “material” nature, since objects in his immediate environment such as dishes, furniture, and toys are still clear and quite accessible to him. Moreover they have attractive force, being constantly in the hands of an adult. How excitedly a baby acts with a big chair: dragging it, turning it over, crawling, trying to sit down. It is important to provide the child with the opportunity to satisfy his desires in this way. When a child demands: “I myself!”, he thereby seeks to limit the guardianship of an adult.
By pulling a shoe on his foot and using a spoon, the baby is doing something useful for himself. Both entertaining and useful. Items of clothing and shoes attract the child’s attention: there are laces, hooks, buttons, and zippers. The child is enthusiastic and strives to independently master actions with these objects. The main thing is not to suppress his initiative, to maintain a strong interest in the matter.
“I myself!” - the kid says decisively and here he faces certain difficulties. Everything that an adult can achieve so easily becomes unattainable for him: the button does not want to dive into the slot, the spoon flies to the floor. The kid is on the verge of despair. Now he looks pleadingly at the adult whose help he just stubbornly rejected. You should take advantage of this situation. The child has the ability to set a goal; it is necessary to teach him the ability to realize this goal in practical actions. The baby is ready to learn, he wants it. Now an adult should change the style of relationship with the baby: do everything not for him, but with him. This is how collaborative pedagogy comes into its own. The stage of activity begins when the child acts with joy and satisfaction next to the adult, carefully follows his movements, listens to explanations, and diligently imitates in everything.
An adult enriches the child with knowledge, improves his skills. The further development of the child’s personality depends on how competently the adult guides the development of the child’s independence. If you deprive a child of active interaction with the world around him, he will not only begin to lag behind mentally, but will also forever lose his sense of belonging to it and lose the desire to comprehend new things. The rational seeds of early labor development of a person may be lost, which should be “sown” already in the second year of life, at that favorable time when children’s nature itself clearly indicates the need for action.
It is during early childhood that the child begins to master a purely human vision of the world, type of behavior, and types of activities.
Educators consider early age as the initial link in a unified system of lifelong education.
Thanks to early socialization, that is, thanks to interaction with the social environment, the child intensively masters independence, while rational pedagogy plays an important role in providing the foundation for overall development.
Organization in Preschool educational institution process with young children (from 1 year to 3 years) is determined by the nature of the social situation of development, that is, the formation of objective activity, which is carried out jointly with an adult. Therefore, one of the most important areas of work with children of this age is to teach them a variety of objective actions, including normative ones: eating with a spoon, using a cup correctly, fastening buttons, etc. In other words, the task of an early age is to form the skill of self-service - a very important skill for the full development of a child.
Therefore, the purpose of our work is: to show the role of self-service in the development of a young child, to reveal the features of a teacher’s management of the organization of self-service in a preschool educational institution, to show the results of achieving a higher degree of independence in the development of various self-service skills by young children.
1. Theoretical part
1.1. Components of becoming independent
The desire for independence, one of the valuable properties of a child’s psyche, manifests itself very early. It is important not to leave this desire unattended, to develop it, support it and stimulate the child’s attempts to perform this or that action independently.
In the desire “I myself!” the desire to actively comprehend the world and to self-affirmation is expressed. If you constantly suppress this desire, then children grow up passive, unprepared for any difficulties. They always wait for adults to do everything for them.
That is why we must make it a rule: never do for a child what he can do himself, but support every, even small, achievement.
The child constantly needs approval and advice. This helps build self-confidence. It is unacceptable to make his inept actions the subject of ridicule and irony.
What seems simple and uncomplicated for adults may require a lot of effort from a child.
Lacing a shoe, fastening a “naughty” button is for him work that requires effort and perseverance in achieving the goal.
Distinguish three components of becoming independent:
− The child acts next to the adult, carefully watches his movements, listens to his explanations, diligently imitates in everything.
− The appearance of the first elements of planning - the child performs a series of actions in a certain sequence.
− Mastering the ability to correlate the result with the intended goal.
In the first half of the year, the stage of activity begins when the child happily acts next to an adult, follows movements, and imitates everything. This stage is extremely important for babies. An adult enriches the child with knowledge, improves his skills. The methods of dealing with household items (clothing, dishes, furniture) are stable, which makes it easier to successfully assimilate them. At first, it is difficult for him to master the ability to eat with a spoon. All his attention is focused on food. Gradually he begins to establish a connection between the action and what it is aimed at. The child begins to make efforts to achieve the desired result, he knows how to do it. Motive, direct practical actions and results act as activators for the child. The baby’s inexhaustible activity becomes clear.
From the second half of the year, the child experiences a qualitative leap in speech development.
Now, on his own initiative, he turns to an adult: “And how?” or “Look, it worked!” He needs adult support. Parents, accompanying the demonstration with an explanation, teach the baby the first elements of planning. Washing your hands before lunch means performing a series of actions in a certain sequence. To do this, you should roll up your sleeves, hold your hands correctly under the stream so that water does not run over your elbows onto the floor, soap your hands and rinse off the soap thoroughly. After these steps, you should take off your towel, wipe your hands dry, hang the towel in place, use a mirror to check the neatness of your appearance (clothes, hairstyle) and only then go to the table.
The child’s ever-increasing independence contributes to the successful mastery of the skills of correct behavior among people. The baby learns to thank for the service rendered, not to make noise at the table, and to use a napkin or handkerchief.
The success of developing independence in self-service and communication with adults contributes to the fact that the child, on his own initiative, transfers the mastered methods of action to other objects and learns to act independently in conditions that are new to him.
As the level of skill increases, the desire to be independent from adults grows. The child no longer says: “I myself!”, but there is already a lot of rationality in his independent actions. They accumulate knowledge, abilities and skills, as well as experience from previous activities. Mastering the ability to correlate the result with the intended goal is the third component in becoming independent. This still remains to be learned.
In the meantime, the baby begins to take the initiative, strive to be on an equal footing with the adult, and act together with him. Now he washes his hands himself and climbs onto a chair.
1.2. The role of self-care in child development
Fostering independence in a child is closely related, first of all, to involving him in self-care.
Early age is difficult for a child and very intense. The little man develops a desire for independence. And if at this moment he is not supported, given or not reinforced with certain self-service skills, then later the child will not acquire such qualities as hard work and accuracy, and careful attitude to things.
Self-care plays a certain role in a child's development. It is from an early age that character traits such as will, self-confidence, desire to succeed, desire for a goal, activity and perseverance in achieving it begin to form. And this happens precisely with the inculcation of self-service skills.
Self-care is the basis for a child’s development of cultural and hygienic skills: the skills of eating, undressing and dressing, washing and washing hands.
It is formed under the influence of upbringing at a certain level of development in the child of general and fine motor skills, vision, hearing, thinking, and attention. If children develop self-service skills, the child will more easily adapt to life in modern society. The development of life skills in young children is associated with activities largely aimed at satisfying everyday personal needs.
Self-care is associated with simple operations, which makes it easier to perform the actions of washing, dressing, and eating.
Basic self-care skills
Neatness skills:
1. With a little help from adults, use:
− handkerchief;
− towel;
− a pot;
− comb;
− napkin.
2. Notice the disorder in clothes, eliminate it with a little help from adults.
Eating skills:
1. Chew with your mouth closed.
2. Use a spoon (the ability to hold a spoon, scoop food into it, bring it to your mouth).
3. Drink from a cup, holding it with both hands.
4. Take it yourself, bite off pieces of bread.
Dressing and undressing skills:
1. The ability to put on (take off) various items of clothing in a certain sequence with a little help from adults.
2. Fastening buttons, tying belts, bows on clothes with a little help from adults.
The formation of self-service skills in preschool educational institutions is carried out in two forms:
− 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 this case, the mechanism of imitation works).
If children perform basic labor duties for self-care, they feel like equal members of the children's community and family team. It is through self-service that children first establish relationships with people around them and realize their responsibilities towards them.
Self-care is the main type of work of a small child. Teaching children to dress, wash, and eat themselves creates in them independence, less dependence on adults, self-confidence, desire and ability to overcome obstacles.
1.3. Organization of self-service in preschool educational institutions
Organization, self-service in kindergarten and its educational results depend on proper pedagogical leadership.
It is the teacher who organizes self-service so that all children take part in it, so that work tasks gradually become more complex, and 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. Taking into account the real capabilities of children, it is necessary to systematically and consistently teach them everything, exercise them in practical activities until each child can take care of himself.
The child’s active behavior and his practical participation in performing this action are of decisive importance.
Of particular importance in organizing self-care is the observance of a firmly established regime in the lives of children.
A clear, measured routine is one of those cultural habits that needs to be cultivated from a very early age.
In preschool settings, self-care skills in young children can be developed using a variety of methods.
1.4. Methods for developing self-service skills
Methods for developing self-service skills in young children can be divided into two groups:
I group of methods | Provide children with practical experience of social behavior | − Show action. − Example of an adult or other children (imitation activity). − Training method (systematic exercises). − Purposeful observation (nourishes children's experience, gradually forms an attitude towards what is observed and has a positive effect on the formation of skills). − Method of play (allows you to independently, freely use the acquired knowledge and skills while playing with a doll - dress the doll, wash it, etc.) |
II group of methods | Formation of an emotional attitude towards the process of self-service | − Use of literary works, small forms of folklore genre: songs, nursery rhymes. − Examination of illustrations, paintings (“Children wash their hands”, “Children have lunch”, etc.). − Questions for children to encourage them to solve the problem (“Katya’s doll is dirty, what should I do?”) |
Display method
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 and diligence.
When learning to dress and wash, it is very important to keep the same method, the same sequence of actions, unchanged.
This makes it possible to present the same requirement to all children when performing a similar self-care task and at the same time ensures the rapid formation of a lasting skill.
Method of practical action (exercises)
Self-service skills, like any other skills, are not developed immediately.
In order for children to learn how to wash, dress, and eat correctly and well, it is necessary, first of all, for children to understand well how to do this. Then you need to constantly train them in this work. After some time, the necessary skill, a lasting skill, is formed.
General reminder method
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.
Children completing these tasks without additional explanations allows them to show activity and independence. It is important not only to train children in self-care, but also to check how they do this work. And also 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.
Game method
The use of toys and organization of games with them (dressing a doll, undressing it, putting it to bed, feeding it) increases children’s interest in independent activities.
Fiction
To make children want to wash themselves and make this process easy and enjoyable for them, you can use songs, poems, and nursery rhymes.
Thus, the entire system of educational work with children has a great influence on the formation of self-service and independence skills.
In order to familiarize children with the requirements for self-care, they use classes, looking at story pictures, reading works of art, and nursery rhymes.
Also, conditions are of great importance in the successful formation of self-service skills. And here everything is important: comfortable clothes and shoes. The most important thing is to be patient and not to do for the child what he can handle himself.
One of the characteristics of young children is the easy formation of stereotypes, so it is easier to teach them now than to reteach them later.
The gradual accustoming of children to independence in the process of self-service is practically expressed in the fact that at first he does the work, which for the child presents a certain difficulty, together with an adult, delving into the explanation. Then he begins to perform individual actions himself. And finally, completes the work, although under adult supervision.
2. Practical part
When developing self-care skills in children, it is important to teach them to eat, wash, dress and undress independently. It takes a lot of time to teach children to wash themselves. Teaching children the skills of washing occurs gradually.
In the first days, the teacher shows and explains only the most simple steps(wet your hands with water, rub your palms and the back of your hands). After just two months, children develop fairly strong skills, which makes it possible to complicate the requirements, for example, teach them to roll up their sleeves.
The teacher also gradually teaches children how to use a towel correctly: shows how to hold the towel and how to dry themselves. After washing, the adult draws the children’s attention to their appearance and notes that they have become clean and neat.
Kids love it when adults notice their achievements. Therefore, educators should carefully observe children and find and note something positive in everyone.
Everyday exercises can teach children to eat faster and more neatly.
When preparing for breakfast or lunch, it’s good to draw children’s attention to how clean the tables are, remind them that they need to eat carefully, not spill, and bend over the plate. The teacher monitors every day which of the children and how they follow his instructions. If a child has forgotten any requirement, an adult at the beginning of breakfast or lunch approaches the child and reminds him how to hold a spoon correctly and how much food to take.
Children initially show great helplessness in dressing and undressing. The teacher teaches children to dress and undress, observing a certain sequence: what to take off or put on first, where to put their clothes. To teach children to consistently dress and undress and to show greater independence in this form of self-service, the teacher introduces them to this process while looking at pictures.
Introducing children to a new self-care task and consolidating the skill most effectively takes place in joint activities between the child and an adult.
In the process of targeted work, the entire arsenal of methods for developing children’s self-service skills is used. this work provides for a two-year period of study: in the early age group (from 1 year to 2 years), and then in the first junior group (from 2 to 3 years).
The experience of our work has shown that with systematic, targeted, competent pedagogical guidance in developing independence in the process of developing self-service skills, children achieve good results. Then, when moving to preschool groups, they experience fewer difficulties in adaptation, and also quickly master any other activity, since they have already laid the foundations of independence.
The main general education program implemented in our preschool educational institution is developed on the basis of the Program of a holistic, comprehensive, integrative approach to educating a preschooler as an individual “Kindergarten - House of Joy” (author). The leading position of the Program is to raise the child as an integral individual in different types activities. The core of integration is the performance of any type of activity at the level of independence. At the same time, the foundations of independence are laid at an early age.
In order to improve the quality of the educational process in raising children to be independent in the process of developing self-service skills, we monitor the levels of mastery of the necessary skills and abilities. From 2011-12 school year This monitoring is carried out in educational areas. According to the Basic General Education Program of the MDOU “Child Development Center - Kindergarten”, the formation of self-care skills is the content of the educational area “Health”.
Analysis of monitoring data on the development of self-care skills in young children shows stable positive dynamics. Thus, in September 2009, when children arrived in the early age group, they did not have self-care skills (almost 100% of children did not develop a single self-care skill). Throughout the 2009-10 school year, a lot of work was done to develop the skills of washing, dressing, eating, etc. In May 2010, results were already noticeable: 9 children (56.2%) could already take care of themselves. And by the end of the next year of study (in May 2011), 11 children (68.7%) mastered washing skills at the level of independence, 11 children (68.7%) - dressing skills, 9 children (56.2%) - reception skills food.
In September 2011 recruited a new group early age. The monitoring results again showed that almost all self-care skills in children have not been developed. Currently, targeted work is underway to form them.
Thus, the gradual accustoming of children to independence in the process of self-service is practically expressed in the fact that first the child does the work, which is a certain difficulty for him, together with an adult, delving into the explanation. Then he begins to perform individual actions himself. And finally, completes the work, although under adult supervision.
Self-service allows children to develop interest in this type of activity, the desire to do everything themselves, initiative, and efficiency.
Conclusion
Independence is important in the lives of young children. The origins of independence begin at an early age and are directly related to the development of self-care skills in children.
Mastering self-care skills (the ability to dress and undress, take care of yourself, use the toilet, eat food, wash yourself) 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.
Forming self-care skills in children is a vital necessity for them.
Literature
1. Nechaeva preschooler at work. – M.: Education, 1983
2. Telenchi basics of education. – M.: Education, 1987
3. Smirnova conditions for raising children in preschool educational institutions. – M.: Education, 1980
4. Improve self-care skills in class and at home. – M.: Terevinf, 2006
6. Eliseeva for little ones. – M.: Education, 1983
7., Eliseeva for preschoolers. – M.: AST, 1996
8. This amazing early age // Preschool education. 1991. No. 2. P.70
9. Origins of independence // Preschool education. 1991. No. 7. P.67
Second early age group (from 2 to 3 years old)
Education of cultural and hygienic skills. Form the habit (first under the supervision of an adult, and then independently) of washing your hands when dirty and before eating, wiping your face and hands dry with a personal towel.
Learn to put yourself in order with the help of an adult; use individual items (handkerchief, napkin, towel, comb, pot).
Develop the ability to hold a spoon correctly while eating.
Self-service. Teach children to dress and undress in a certain order; with a little help from an adult, remove clothes and shoes (unfasten front buttons, Velcro fasteners); Carefully fold removed clothes in a certain order. Accustom to neatness.
Socially useful work. Involve children in performing simple labor actions: together with an adult and under his control, arrange bread bins (without bread), napkin holders, lay out spoons, etc.
To teach how to maintain order in the playroom and, at the end of the games, to put the play material in its place.
Respect for the work of adults. Encourage children's interest in adult activities. Pay attention to what and how an adult does (how he cares for plants (waters) and animals (feeds); how a janitor sweeps the yard, removes snow; how a carpenter repairs a gazebo, etc.), why he performs certain actions . Learn to recognize and name some work actions (the teacher's assistant washes the dishes, brings food, changes towels).
Junior group (from 3 to 4 years old)
Improve cultural and hygienic skills, develop the simplest skills of behavior while eating and washing.
Teach children to take care of their appearance; teach how to use soap correctly, carefully wash your hands, face, ears; Wipe yourself dry after washing, hang the towel back, use a comb and a handkerchief.
Develop basic table behavior skills: the ability to correctly use tablespoons, teaspoons, forks, and napkins; do not crumble bread, chew food with your mouth closed, do not talk with your mouth full.
Self-service. Teach children to dress and undress independently in a certain sequence (putting on and taking off clothes, unbuttoning and fastening buttons, folding, hanging items of clothing, etc.). Develop neatness skills, the ability to notice disorder in clothing and eliminate it with a little help from adults.
Socially useful work. Develop a desire to participate in feasible work and the ability to overcome minor difficulties. Encourage children to independently carry out basic tasks: prepare materials for classes (brushes, modeling boards, etc.), after playing, put away toys and building materials.
To teach to maintain order and cleanliness in the premises and area of the kindergarten.
In the second half of the year, begin to develop in children the skills necessary for serving in the dining room (helping set the table for dinner: laying out spoons, arranging bread bins (without bread), plates, cups, etc.).
Labor in nature. Cultivate a desire to participate in caring for plants and animals in a corner of nature and on a site: with the help of an adult, feed fish, birds, water indoor plants, plants in beds, plant onions, collect vegetables, clear paths of snow, clear snow from benches.
Respect for the work of adults. Develop a positive attitude towards adult work. Tell children about professions that they understand (teacher, assistant teacher, music director, doctor, salesman, cook, driver, builder), expand and enrich their understanding of labor actions and the results of labor.
Cultivate respect for people of familiar professions. Encourage to provide assistance to adults, to cultivate a caring attitude towards the results of their work.
Middle group (from 4 to 5 years)
Continue to instill in children neatness and the habit of taking care of their appearance.
Develop the habit of washing yourself, washing your hands with soap before eating, when dirty, and after using the toilet.
Strengthen the ability to use a comb and handkerchief; When coughing and sneezing, turn away and cover your mouth and nose with a handkerchief. Improve the skills of careful eating: the ability to take food little by little, chew well, eat silently, correctly use cutlery (spoon, fork), napkin, rinse your mouth after eating.
Self-service. Improve the ability to dress and undress independently. Learn to fold and hang clothes neatly, and with the help of an adult, put them in order (clean, dry). Cultivate the desire to be neat and tidy.
Accustom yourself to preparing your workplace and cleaning it after finishing classes in drawing, modeling, appliqué (washing jars, brushes, wiping the table, etc.)
Socially useful work. To instill in children a positive attitude towards work and a desire to work. Form a responsible attitude towards the assigned task (the ability and desire to complete the task, the desire to do it well).
To develop the ability to carry out individual and collective assignments, to understand the significance of the results of one’s work for others; develop the ability to negotiate with the help of a teacher about distribution teamwork, take care of the timely completion of the joint task. Encourage initiative in helping comrades and adults.
To teach children to independently maintain order in the group room and in the kindergarten area: to put away building materials and toys; help the teacher glue books and boxes. Teach children to independently perform the duties of dining room attendants: carefully arrange bread bins, cups and saucers, deep plates, place napkin holders, lay out cutlery (spoons,
forks, knives).
Labor in nature. Encourage children's desire to care for plants and animals; water the plants, feed the fish, wash the drinking bowls, pour water into them, put food in the feeders (with the participation of the teacher).
In the spring, summer and autumn, involve children in all possible work in the garden and flower garden (sowing seeds, watering, harvesting); in winter - to clear snow.
Involve children in the work of growing greens to feed birds in winter time; for feeding wintering birds.
Develop a desire to help the teacher put in order the equipment used in work activities (clean, dry, take to a designated place).
Respect for the work of adults. Introduce children to the professions of loved ones, emphasizing the importance of their work. To form an interest in the professions of parents.
Senior group (from 5 to 6 years old)
Cultural and hygienic skills. Form in children the habit of keeping their bodies clean, their clothes and hair tidy; Brush your teeth, wash your face, and wash your hands as needed. keep your nails clean; When coughing and sneezing, cover your mouth and nose with a tissue.
Strengthen the ability to notice and independently eliminate disorder in your appearance.
Improve food culture: the ability to properly use cutlery (fork, knife); eat carefully, silently, preserving correct posture at the table; make a request, thank.
Self-service. Strengthen the ability to quickly and neatly dress and undress, maintain order in your closet (put clothes in certain places), and neatly make your bed.
To develop the ability to prepare materials and aids for class independently and in a timely manner, to teach how to independently lay out materials for classes prepared by the teacher, put them away, wash brushes, paint sockets, palettes, and wipe tables.
Socially useful work. To instill in children a positive attitude towards work and a desire to carry out feasible work assignments. Explain to children the importance of their work.
Foster a desire to participate in joint work activities. Shape required skills and skills in different types of work. Cultivate independence and responsibility, the ability to complete the work started. Develop creativity and initiative when performing various types labor.
Introduce children to the most economical working methods. Foster a work culture and respect for materials and tools.
Learn to evaluate the results of your work (with the help of an adult). Foster friendly relationships between children; habit of gambling
to fight, to work, to work together. Develop a desire to help each other. To form in children the prerequisites (elements) of educational activities. Continue to develop attention, the ability to understand the task at hand (what needs to be done), ways to achieve it (how to do it); cultivate perseverance; teach to show perseverance, purposefulness in
achieving the final result.
Continue to teach children to help adults maintain order in the group: wipe down toys, building materials, etc.
To develop the ability to clean up the kindergarten area (sweeping and clearing paths of debris, in winter - of snow, watering sand in the sandbox, etc.).
Accustom to conscientiously perform the duties of the dining room attendants: setting the table, putting it in order after eating.
Labor in nature. Encourage the desire to carry out various tasks related to caring for animals and plants in a corner of nature; duties of an attendant in a corner of nature (watering indoor plants, loosening the soil, etc.).
Involve children in helping adults and doing hard work in nature: in the fall - in harvesting vegetables in the garden, collecting seeds, replanting flowering plants from the ground into a corner of nature; in winter - shoveling snow towards tree trunks and bushes, growing green food for birds and animals (inhabitants of a corner of nature), planting root crops, creating figures and buildings from snow; in the spring - sowing seeds of vegetables, flowers, planting seedlings; in summer - to loosen the soil, watering beds and flower beds.
Respect for the work of adults. Expand children's understanding of the work of adults, the results of work, and its social significance. Develop a caring attitude towards what is made by human hands. Instill in children a sense of gratitude towards people for their work.
Preparatory group for school (from 6 to 7 years old)
Cultural and hygienic skills. Develop the habit of quickly and correctly washing your face, drying yourself using an individual towel, brushing your teeth properly, rinsing your mouth after eating, using a handkerchief and a comb.
Strengthen children's ability to use cutlery carefully; behave correctly at the table; make a request, thank.
Strengthen the ability to monitor the cleanliness of clothes and shoes, notice and eliminate disorder in one’s appearance, tactfully inform a friend about the need to correct something in a suit or hairstyle.
Self-service. Strengthen the ability to dress and undress independently and quickly, put clothes in a closet, put shoes in place, dry wet things if necessary, care for shoes (wash, wipe, clean).
Strengthen the ability to independently, quickly and accurately clean your bed after sleep.
Strengthen the ability to prepare materials and aids for class independently and in a timely manner, without being reminded to clean your workplace.
Socially useful work. Continue to develop labor skills and abilities, cultivate diligence. Teach children to diligently and carefully carry out assignments, take care of materials and objects, and put them back in their place after work.
To cultivate a desire to participate in joint work activities on an equal basis with everyone else, the desire to be useful to others, and to enjoy the results of collective work. Develop the ability to independently unite for joint play and work, to help each other.
Strengthen the ability to plan work activities, select the necessary materials, and make simple preparations.
Continue to teach children to maintain order in the group and on the site: wipe and wash toys, building materials, together with the teacher
repair books, toys (including books and toys of pupils junior groups kindergarten).
Continue to teach how to independently restore order in the kindergarten area: sweep and clear paths of debris, in winter - of snow, water sand in the sandbox; decorate the area for the holidays.
Teach children to conscientiously perform the duties of the dining room attendants: fully setting the tables and wiping them after meals, sweeping the floor. Instill interest in educational activities and a desire to study at school.
To develop skills in educational activities (the ability to listen carefully to the teacher, act according to the plan proposed by him, as well as independently plan one’s actions, carry out the assigned task, and correctly evaluate the results of one’s activities).
Labor in nature. Strengthen the ability to independently and responsibly perform the duties of an attendant in a corner of nature: watering indoor plants, loosening the soil, washing feeders, preparing food for fish, birds, guinea pigs, etc.
Instill in children an interest in working in nature, involve them in participating as much as possible: in the fall - in harvesting vegetables from the garden, collecting seeds, digging up bulbs, flower tubers, digging up beds, replanting flowering plants from the ground into a corner of nature; in winter - shoveling snow towards tree trunks and bushes, growing green food for birds and animals (inhabitants of a corner of nature), planting root crops, growing flowers for the holidays with the help of a teacher; in the spring—to digging up soil in the garden and flower garden, to sowing seeds (vegetables, flowers), and planting seedlings; in summer - to participate in loosening the soil, weeding and hilling, watering beds and flower beds.
Respect for the work of adults. Expand ideas about the work of adults, about the significance of their work for society. Foster respect for working people. Continue to introduce children to professions related to the specifics of their hometown (village).
Develop interest in various professions, in particular the professions of parents and their place of work.
Organization of self-service in preschool educational institutions.
The desire for independence, one of the valuable properties of a child’s psyche, manifests itself very early. It is important not to leave this desire unattended, to develop it, support it and stimulate the child’s attempts to perform this or that action independently.
In the desire “I myself!” the desire to actively comprehend the world and to self-affirmation is expressed. If you constantly suppress this desire, then children grow up passive, unprepared for any difficulties. They always wait for adults to do everything for them.
That’s why you need to make it a rule: never do for a child what he can do for himself:
· Remove your hat, scarf, tights, slippers, socks;
· Put on slippers and boots;
· Put your hands into the sleeves of your coat, jacket, shirt;
· Give you a hat, scarf, scarf;
· Put your scarf, hat, handkerchief in the locker, put your shoes away;
· Put any clothes;
· Hold a spoon and fork; eat soup from a plate;
· Bite off bread;
· Drink from a cup;
· Wipe your mouth with a napkin;
The child constantly needs approval and advice. This helps build self-confidence. It is unacceptable to make his inept actions the subject of ridicule and irony.
What seems simple and uncomplicated for adults may require a lot of effort from a child.
Lacing a shoe, fastening a “naughty” button is for him work that requires effort and perseverance in achieving the goal.
Fostering independence in a child is closely related, first of all, to involving him in self-service.
Early age is difficult for a child and very intense. The little man develops a desire for independence. And if at this moment he is not supported, given or not reinforced with certain self-service skills, then later the child will not acquire such qualities as hard work and accuracy, and careful attitude to things.
Self-care plays a certain role in a child's development. It is from an early age that character traits such as will, self-confidence, desire to succeed, desire for a goal, activity and perseverance in achieving it begin to form. And this happens precisely with the inculcation of self-service skills.
Self-care is the basis for a child’s development of cultural and hygienic skills: the skills of eating, undressing and dressing, washing and washing hands.
It is formed under the influence of upbringing at a certain level of development in the child of general and fine motor skills, vision, hearing, thinking, and attention. If children develop self-service skills, the child will more easily adapt to life in modern society. The development of life skills in young children is associated with activities largely aimed at satisfying everyday personal needs.
Self-care is associated with simple operations, which makes it easier to perform the actions of washing, dressing, and eating.
Basic self-care skills
Neatness skills:
1. With a little help from adults, use:
− handkerchief;
− towel;
− a pot;
− comb;
− napkin.
2. Notice the disorder in clothes, eliminate it with a little help from adults.
Eating skills:
1. Chew with your mouth closed.
2. Use a spoon (the ability to hold a spoon, scoop food into it, bring it to your mouth).
3. Drink from a cup, holding it with both hands.
4. Take it yourself, bite off pieces of bread.
Dressing and undressing skills:
1. The ability to put on (take off) various items of clothing in a certain sequence with a little help from adults.
2. Fastening buttons, tying belts, bows on clothes with a little help from adults.
The formation of self-service skills in preschool educational institutions is carried out in two forms:
− individual(separate operations are processed);
− group(objective conditions for the need to implement this skill are created: the child’s behavior obeys a rule common to the entire group of children; at the same time, the mechanism of imitation works).
If children perform basic self-care duties, they feel like equal members of the children's community and family team. It is through self-service that children first establish relationships with people around them and realize their responsibilities towards them.
Self-care is the main type of work of a small child. Teaching children to dress, wash, and eat themselves creates in them independence, less dependence on adults, self-confidence, desire and ability to overcome obstacles.
Organization of self-service in preschool educational institutions
Organization, self-care in kindergarten and its educational results depend on proper pedagogical leadership.
It is the teacher who organizes self-service so that all children take part in it, so that work tasks gradually become more complex, and 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. Taking into account the real capabilities of children, it is necessary to systematically and consistently teach them everything, exercise them in practical activities until each child can take care of himself.
The child’s active behavior and his practical participation in performing this action are of decisive importance.
Of particular importance in organizing self-care is the observance of a firmly established regime in the lives of children.
A clear, measured routine is one of those cultural habits that needs to be cultivated from a very early age.
In preschool settings, self-care skills in young children can be developed using a variety of methods.
Methods for developing self-service skills
Methods for developing self-service skills in young children can be divided into two groups:
I group of methods | Provide children with practical experience of social behavior | − Show action. − Example of an adult or other children (imitation activity). − Training method (systematic exercises). − Purposeful observation (nourishes children's experience, gradually forms an attitude towards what is observed and has a positive effect on the formation of skills). − Play method (allows you to independently, freely use the acquired knowledge and skills while playing with a doll - dress the doll, wash it, etc.) |
II group of methods | Formation of an emotional attitude towards the process of self-service | − Use of literary works, small forms of folklore genre: songs, nursery rhymes. − Examination of illustrations, paintings (“Children wash their hands”, “Children have lunch”, etc.). − Questions for children to encourage them to solve the problem (“Katya’s doll is dirty, what should I do?”) |
Display method
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 and diligence.
It is very important when learning to dress and wash, to keep the same method and the same sequence of actions unchanged.
This makes it possible to present the same requirement to all children when performing a similar self-care task and at the same time ensures the rapid formation of a lasting skill.
Method of practical action (exercises)
Self-service skills, like any other skills, are not developed immediately.
In order for children to learn how to wash, dress, and eat correctly and well, it is necessary, first of all, for children to understand well how to do this. Then you need to constantly train them in this work. After some time, the necessary skill, a lasting skill, is formed.
General reminder method
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.
Children completing these tasks without additional explanations allows them to show activity and independence. It is important not only to train children in self-care, but also to check how they do this work. And also 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.
Game method
The use of toys and organization of games with them (dressing a doll, undressing it, putting it to bed, feeding it) increases children’s interest in independent activities.
Fiction
To make children want to wash themselves and make this process easy and enjoyable for them, you can use songs, poems, and nursery rhymes.
Thus, the entire system of educational work with children has a great influence on the formation of self-service and independence skills.
In order to familiarize children with the requirements for self-care, they use classes, looking at story pictures, reading works of art, and nursery rhymes.
Also, conditions are of great importance in the successful formation of self-service skills. And here everything is important: comfortable clothes and shoes. The most important thing is to be patient and not to do for the child what he can handle himself.
One of the characteristics of young children is the easy formation of stereotypes, so it is easier to teach them now than to reteach them later.
The gradual accustoming of children to independence in the process of self-service is practically expressed in the fact that at first he does the work, which for the child presents a certain difficulty, together with an adult, delving into the explanation. Then he begins to perform individual actions himself. And finally, completes the work, although under adult supervision.
Self-service allows children to develop interest in this type of activity, the desire to do everything themselves, initiative, and efficiency.
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Development of self-care skills as a means of labor education in young children.
Early age is difficult for a child and very intense. The little man develops a desire for independence. And if at this moment he is not supported, given or not reinforced with certain self-service skills, then later the child will not acquire such qualities as hard work and accuracy, and careful attitude to things. Self-care plays a certain role in a child's development. It is from an early age that character traits such as will, self-confidence, desire to succeed, desire for a goal, activity and perseverance in achieving it begin to form. And this happens precisely with the inculcation of self-service skills.
Self-care is the basis for a child’s development of cultural and hygienic skills: the skills of eating, undressing and dressing, washing and washing hands.
Basic self-care skills Neatness skills: 1. With a little help from adults, use: − a handkerchief; − towel; − a pot; − comb; − napkin. 2. Notice the disorder in clothes, eliminate it with a little help from adults.
Eating skills: 1. Chew with your mouth closed. 2. Use a spoon (the ability to hold a spoon, scoop food into it, bring it to your mouth). 3. Drink from a cup, holding it with both hands. 4 . Take it yourself, bite off pieces of bread.
Dressing and undressing skills: 1. The ability to put on (take off) various items of clothing in a certain sequence with a little help from adults. 2. Fastening buttons, tying belts, bows on clothes with a little help from adults.
The formation of self-service skills in preschool educational institutions is carried out in two forms: − individual (separate operations are practiced); − 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 this case, the mechanism of imitation works).
Methods for developing self-service skills Goal Methods I group of methods To ensure that children develop practical experience of social behavior - Demonstration of action. − Example of an adult or other children (imitation activity). − Training method (systematic exercises). − Purposeful observation (nourishes children's experience, gradually forms an attitude towards what is observed and has a positive effect on the formation of skills). − Game method (makes it possible to independently, freely use acquired knowledge and skills in the process of playing with a doll - dress the doll, wash it, etc.) Group II of methods Formation of an emotional attitude to the process of self-service − Use of literary works, small forms of folklore genre: songs , nursery rhymes. − Examination of illustrations, paintings (“Children wash their hands”, “Children have lunch”, etc.). − Questions for children to encourage them to solve the problem (“Katya’s doll is dirty, what should I do?”)
Neatness skills: Roll up your sleeves, Open the water tap. Wash your eyes, wash your cheeks, wash your ears and palms!
Look, little ones, at your palms. Oh, what palms! Clean palms!
Eating skills: Clever Katenka, eat sweet porridge, tasty, fluffy, sweet, fragrant.
Dressing and undressing skills: We will put panties on my baby. Repeat after me the words: leg - one, and leg - two! Now let's go for a walk. Let's play with the kids.
Consolidating self-service skills in the game.
Self-care is the main type of work of a small child. Teaching children to dress, wash, and eat themselves creates in them independence, less dependence on adults, self-confidence, desire and ability to overcome obstacles.
Self-care is work aimed at satisfying the child’s personal needs, associated with the processes of dressing, undressing, eating, observing personal hygiene rules, and caring for one’s clothes.
For children of primary preschool age, self-care work is associated with the processes of dressing, undressing, eating, and observing basic rules of personal hygiene
The efforts of children often do not achieve results, but children try, so you should not run to the aid of a child if he is trying to do something on his own. It didn’t work out, he asks for help - help him, praise him for his hard work. Great patience and pedagogical tact are required from the teacher so as not to extinguish the child's initiative.
To train children in buttoning, unbuttoning, lacing and tying shoelaces, special aids are used: “coat” with loops and buttons, “boots” with holes for laces, “belt” with a button and loop, etc.
The teacher should pay attention to the quality of the children’s performance of already mastered skills (how the child rolled up his sleeves, whether he wiped his hands dry, whether he forgot to take wet mittens to the drying cabinet, etc.).
It is advisable to monitor the quality of children’s performance of labor activities using indirect methods. For example, the teacher uses game characters loved by children who observe how children wash themselves cleanly and whether they carefully hang their clothes on the back of a chair. On behalf of some toy, you can check the cleanliness of children’s hands and clothes, and give advice on how to get themselves in order.
In the middle preschool age group, in the process of improving self-care skills, the teacher helps children master rational methods of action, develops the ability and need to act independently (for example, wash hands when dirty, use a comb and handkerchief in a timely manner, do not forget to brush your teeth at night, etc. .).
To achieve success, it is not enough for a child to just observe and repeat the necessary actions with the teacher. They, as a rule, pay attention to the result of labor, but do not highlight the methods and techniques for achieving it (for example, a child tries to get dressed faster, but at the same time makes a lot of unnecessary movements). Therefore, it is so important to teach children rational methods of self-care.
When reinforcing self-care skills, the teacher focuses children’s attention on why their work is so important and explains why it is significant for the adults around them. It is important to promote children’s understanding of the meaning of cultural and hygienic skills, their importance for health, beauty, etc.
Successful mastery of self-service is facilitated by the teacher thinking through such an organization of all routine processes, where each child is an active figure, and the teacher is an assistant and adviser.
It is also important to create a positive emotional atmosphere and maintain children’s interest in this type of work. Pedagogical activity, encouragement, timely prevention of mistakes, carelessness, constant monitoring of the quality of actions are important, while the teacher’s assessment should not instill in the child a feeling of self-doubt; on the contrary, it should be stimulating. It is necessary to promote the gradual acquisition by children of the ability to independently assess their achievements in self-care and correct deficiencies on their own initiative.
Since children have already mastered many self-service skills, the teacher stimulates his pupils and reminds the children what and how to do, helps and encourages them. If mutual assistance work is carried out regularly, children will begin to come to the aid of each other on their own, without reminders. At the same time, it is necessary to pay attention to ensuring that children do not abuse the kindness of their comrades. It is necessary to patiently and persistently develop self-care skills in each child.
For children of senior preschool age, self-care work becomes the responsibility of the children. The content of work is enriched. Children, without reminders or help, follow the necessary rules when dressing, undressing, while eating, etc. The skills they have developed are sustainable in any, even more complex, conditions. Requirements for the quality of activity and its pace are increasing.
In the process of managing work, the teacher should help children to correctly approach the implementation of a complex task, show how it is easier and better to complete it, while petty supervision should be avoided, and children should be given the opportunity to take the initiative.
During regime processes, it is important for an adult to awaken in children not only motivation associated with personal benefit and pleasure, but also motives for social benefit (the need to show concern for the people around them, to help younger children, etc.).
Older guys can help younger ones master some rules of self-care, teach them to keep their clothes clean, notice problems in them, teach them to turn to their elders with a request to help fix them, etc.
It is important for the teacher to focus children’s attention not only on the results, but also on the sequence, rational ways of achieving the goal (for example, it is more convenient to hang things in the closet in the order in which they were removed).
The teacher encourages each child to exercise self-control: whether the tree stumps cope well with self-care responsibilities, whether they fulfill the demands of adults, whether they are slowing down too much, whether they are doing their job accurately enough, etc.
In order for children to feel the importance of rational placement of items necessary for self-care, the teacher involves them in organizing the processes of dressing and washing. You should strive to ensure that the objects with which children act in the process of self-service are not only comfortable, safe, but also attractive.
Labor education is one of the most important aspects of raising the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them.
The main types of work in kindergarten are self-service, household work, work in nature, manual labor, and the forms of its organization are assignments, duty and collective work of children.
Self-service- this is the child’s work aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures).
Children of senior preschool age are assigned a number of more complex self-care responsibilities.
During practice, I taught children how to do self-care work. But now I have helped them to correctly approach the implementation of a complex task, showing them how to complete it easier and better. Monitoring continues to ensure that each item is placed in a specific place and that children put away their toys after playing. This is achieved by presenting constant demands. In kindergarten, I continued to teach children to take care of things: clean clothes, shoes, repair toys, books. This instills neatness in children.
Household and household work. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes.
The household work of children of senior preschool age is much more meaningful and becomes collective. This allows for wider use of it as a means moral education children: formation of purposefulness, organization.
When working with older children, it is of great importance to involve children in helping adults. In the process of work, the adult himself is a role model. It is very important to organize work in such a way that children are not just passive performers of some task, but also see the nanny as an organizer of affairs, her hard work.
In attracting guys senior group General assignments play an important role in household work, when the teacher asks several children to do some kind of work. Since children’s self-organization skills are not yet sufficiently formulated, I tried to discuss with the children how to complete a general task: where they will start working, what they will need, how to organize the work so as not to get dirty themselves, litter, and spill on the floor. I helped everyone agree on who would carry out what general part of the task.
The main form of organizing the household work of children of the older group is their inclusion in collective labor activities of socially significant content.
Duty roster - a more complex form of organizing children's work; these are the first responsibilities of preschoolers. Duty duties require children to have sufficiently developed independence and require the child to perform work aimed at serving the team. Duty involves the work of one or more children in the interests of the entire group. Duty to prepare for classes requires children to concentrate. Since the content of this duty is not as constant as the duty in the dining room, children should be helped and reminded of what should be on the tables when drawing with pencils, paints, modeling, designing. When the work was completed, I asked the people on duty to check if everything was in place. Duty in a corner of nature is organized from the senior group, since it requires a large amount of knowledge about nature.
If duty is introduced for the first time, then immediately before its introduction a special training session was conducted. I created a duty corner with the children. You can design it in different ways depending on the imagination and skills of the teacher and children. Together with the children, I noted every day who was on duty, where and when. I used photographs of children, pictures, pockets, etc. In the duty corner there were robes, scarves, caps, also rags, watering cans, sticks for loosening the earth, etc. The duration of duty varies depending on the type of work, age, educational purpose. At the end of the shift, we discussed with the children the quality of the work performed. If mistakes were made, they were discussed only with those on duty. The appointment of duty officers is carried out daily; in senior groups, appointments for 2-3 days are possible. During duty, sanitary and hygienic conditions were observed. The duties of the duty officers gradually become more complex. Thus, despite the seemingly insignificant result of labor, duty is of great importance in raising children.
Labor in nature
Varied work in nature brings children a lot of joy and contributes to their all-round development. In the process of work, a love for nature and a careful attitude towards it are cultivated. Children develop an interest in work activity and a conscious, responsible attitude towards it. Working in nature has great educational value. It broadens children's horizons, creates favorable conditions to solve problems of sensory education. Working in nature, children become familiar with the properties and qualities, states of natural objects, and learn ways to establish these properties. During practice, I taught children to focus on the properties of natural objects to perform labor actions. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a standard idea of the properties, qualities, and states of natural objects.
Duties in the nature corner begin in the senior group. This form of labor organization allows one to improve labor skills and form social motives for work.
Teamwork makes it possible to develop labor skills and abilities simultaneously in all children in the group. These forms of labor are necessary to establish relationships in a team. Here the skills are formed to accept the common goal of work, to come to an agreement, to coordinate one’s actions, to plan work together, to help a friend, to evaluate his work; Collective responsibility for completing a task is fostered.
With the frontal organization of collective work, when all children participate in the work age group, we did one task together, for example, weeding a garden. When cleaning a corner of nature, some wash plants, others clean animal cages, others wash trays and wipe down window sills. In this case, the children were divided into subgroups. Collective work can be organized for one small subgroup (for example, 5-6 children watering a flower garden or picking fruits).
At the beginning of the school year, children of senior preschool age in a preschool educational institution carried out daily tasks to care for plants in a corner of nature. Duties around the nature corner are introduced at the end of September - beginning of October. Previously, conversations were held about the indoor plants that are there, about methods of caring for them, about the conditions necessary for their growth and development; talk about the daily duties of the duty officers. Duties were appointed daily. Their number depends on the number of objects in the corner of nature. I helped the duty officers distribute the work. My constant, friendly attention to the work of the duty officers, timely help and support are very necessary for children, especially in the first weeks of their work. In the spring, children were involved in replanting and propagating indoor plants. It is necessary to prepare for this work in advance. We examined all the plants together with the children and selected those that needed replanting; prepares soil, sand, pots of different sizes, shards, scoops, pointed sticks, manganese solution. The main work on transplantation is performed by the teacher himself. Children help clear the ground from pebbles and wood chips and sift it. At this time, the teacher consolidates the students’ ideas about the parts of the plant (root, stem, leaf, flower, bud).
So, the main form of work in a corner of nature for pupils of senior preschool age is systematic duty, which is introduced from the very beginning of the year. In order to interest children in the older group with targeted observations, you need to introduce a “Diary of a Corner of Nature”, where those on duty will sketch the changes they noticed in the development of plants and the habits of animals. It’s interesting from time to time for everyone to look at these sketches together, to remember what was grown and how, what they observed. In the Diary, only those on duty can draw and only what they did and what they noticed - such a rule must be established. Watching the children while they were on duty in a corner of nature, I noticed how they work. How they approach their responsibilities, what business interests them most.
Most of I carried out observations and work in a corner of nature in the morning, before breakfast, or after an afternoon nap.
Labor activity carried out regularly. I tried to involve every child in it. The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork. Otherwise, he develops a negative attitude towards work assignments.
Varied work in nature brings children a lot of joy and contributes to their all-round development.
Handmade and artistic work by its purpose it is work aimed at satisfying the aesthetic needs of a person. Its contents include the production of counterfeits from natural material, paper, cardboard, fabric, wood. This work contributes to the development of imagination and creative abilities; develops small arm muscles, promotes endurance, perseverance, and the ability to finish a job. Children delight other people with the results of their work by creating gifts for them.
