General requirements for the organization of washing, feeding, dressing a child in a doe

We all know perfectly well that it is customary to wash hands after the street, the toilet, before eating and sometimes after eating. But kids can not always correctly orient themselves with hygiene items located near the sinks - that is why a detailed algorithm for washing hands in kindergarten in pictures is compiled for children. The teacher should try to do everything so that the information is conveyed to the pupils in full and intelligibly. We'll tell you how to do it.

Talking about the benefits of hand washing

In order for children to more readily memorize the algorithm of actions during hygiene procedures, they should be told about the benefits of this process. Yes, and adults would do well to know about the danger that forgetfulness can bring in this regard. And so, with dirty hands, we have:

It would seem that it could be easier than washing your hands. But it is better for a child to show each sequential action in the form of a picture so that it is perceived easier and faster. It is important to remember that the stand with pictures about handwashing should be placed at the level of children's eyes or slightly higher. No need to hang the algorithm high (like - for parents) or imperceptibly. The ideal option is right above the sinks designed for babies.

Print the pictures large or draw them yourself, and then talk to the guys what they see. You can even play a game by correctly putting the available pictures in the right sequence. In addition to the process itself, children should learn the accompanying words: soap, foam, wash, dry, soap dish, faucet, slippery, wet, microbes and others. And so, to the algorithm:

	Roll up your sleeves so they don't get wet.
	Open the tap with water.
	Take soap.
	Lather your hands.
	Rinse foam from hands.
	Close the water tap.
	Squeeze hands.
	Wipe off with a towel.
	Pull sleeves back.

Of course, the first trial manipulations at the sink should be done by everyone together, you can even invite the children to practice on dolls. Another important point is the explanation, carried out in three ways: verbally, visually and practically. They need to be presented gradually, one by one. That is, first you tell (in the form of a game, jokes, dolls), then you show by example, and after that you all go to wash your hands together.

Additional Knowledge

Having told and shown how to wash your hands properly, do not forget to mention and explain the situations that arise:

1. Wringing water from your hands is necessary in order not to wet the floor. Otherwise, someone may slip and fall.
2. The towel needs to be hung straightened out, do not crumple it - so it will dry faster before the next arrival of the baby. And we need a loop in the middle so that the towel does not fall to the floor.
3. The water pressure in the tap should be made medium or weak so as not to splatter the floor and clothes.
4. Soap must be put back in the soap dish, and not left in the sink, otherwise it will become too soft and quickly deteriorate.
5. Rinse off the foam very carefully so that it does not accidentally get into the eyes or mouth. The soap is very stingy on the eyes.

The algorithm for washing hands in kindergarten in pictures helps kids navigate, get used to cleanliness and serves as a decoration for the toilet room. Children's hygiene in general is in many ways more important than adult hygiene, since babies are just being formed, habits are still being developed not to take hands or toys in their mouths. The teacher is responsible for ensuring that pupils within the walls of the kindergarten always have access to a sink with soap and a towel.

Preview:

STATE BUDGET

PRESCHOOL EDUCATIONAL INSTITUTION

KINDERGARTEN № 35 OF GENERAL DEVELOPMENT

NEVSKY DISTRICT OF SAINT PETERSBURG

"Formation of cultural and hygienic skills in children of primary preschool age"

Compiled by:

educator

Levchenko E.A.

Saint Petersburg

year 2014

1. Relevance, purpose, tasks for the formation of cultural and hygienic skills in younger preschoolers.
2. The content of cultural and hygienic skills of children of nursery and younger groups
3. Methodology and conditions for the formation of cultural and hygienic skills
4. Results of work, further prospects.

Application: abstracts of games, classes

List of used literature and sources

Relevance, purpose, tasks.

Cultural and hygienic skills are an important part of the culture of behavior. The need for neatness, keeping the face, body, hair, clothes, shoes clean is dictated not only by the requirements of hygiene, but also by the norms of human relations. Children should understand that respect for others is shown in observing these rules, that it is unpleasant for any person to touch a dirty hand or look at untidy clothes. A sloppy person who does not know how to take care of himself, his appearance, his actions, as a rule, is careless in his work.

The education of cultural and hygienic skills is important not only for the success of the socialization of children, but also for their health.
Caring for the health of children, their physical development begins with educating them in love for cleanliness, neatness, and order. “One of the most important tasks of a kindergarten,” wrote N.K. Krupskaya, is to instill in children skills that strengthen their health. From an early age, children should be taught to wash their hands before eating, eat from a separate plate, walk clean, cut their hair, shake out clothes, not drink raw water, eat on time, sleep on time, be more outdoors, and so on.
The basis for the full physical development of a young child is to introduce him to the basics of a healthy lifestyle. In introducing children to a healthy lifestyle, it is important for preschoolers to master the basics of hygiene culture.
However, faced with the task of educating cultural and hygienic skills in preschoolers, the educator cannot always determine the direction, sequence of his work, clearly present the result of the upbringing process, identify the most appropriate forms and methods of influence, so I consider the topic under consideration to be relevant.

Objective : Creation and implementation of a system of work and the formation of cultural and hygienic skills through the play activities of children 2-4 years old.

Tasks:

To give children an idea of ​​​​hygiene and a culture of behavior during regime moments in kindergarten.

Build a system of work, determine the degree of effectiveness of the game methods used to form personal hygiene skills.

The formation of cultural and hygienic skills is a long process, in connection with this, the same tasks can be repeated many times. The upbringing of skills is carried out by methods of direct influence, exercises, i.e. through learning, accustoming, therefore the upbringing of cultural and hygienic skills must be planned in the daily routine.

From the first days of life, during the formation of cultural and hygienic skills, there is not a simple assimilation of rules, norms of behavior, but an extremely important process of socialization, humanization of the baby, his “entry” into the world of adults. Mental development is an uneven process, its lines do not run simultaneously, there are periods of the most rapid development of certain functions, mental qualities. These periods are called sensitive - the most favorable for development. For the initial formation of cultural and hygienic skills, the sensitive period falls on early childhood.

With the help of correlative actions, objects are brought into the appropriate spatial positions: the baby closes and opens the boxes, puts the soap in the soap dish, hangs it on the hook by the loop, fastens the buttons, laces up the shoes.

The regime of the day, in the formation of cultural and hygienic skills, is of great importance. The daily routine is a clear routine of life during the day. Getting involved in the daily routine, performing everyday processes, the child masters a series of cultural and hygienic skills. These skills are one of the components of the culture of behavior in everyday life. A skill that has become a need is a habit. The habit of washing allows the child to do this deftly and quickly, and the habit of washing encourages him to do it willingly and without compulsion. As cultural and hygienic skills are mastered, they are generalized, detached from the subject corresponding to them and transferred to a game, imaginary situation, thereby influencing the formation of a new type of activity - the game.
Cultural and hygienic skills are connected not only with the game. They form the basis of the first type of labor activity available to the child - self-service labor. Self-service is characterized by the fact that the child's actions do not have a social motive, they are directed at himself. “Mastering cultural and hygienic skills affects not only play and work activities, but also the relationship of the child with adults and peers. Mastering cultural and hygienic skills makes it possible to compare yourself with other children: am I better or worse at doing this? So through comparing yourself with others, the prerequisites for the formation of self-esteem, awareness of one's capabilities and skills, as well as prerequisites for self-control, are formed. When performing household processes, the baby observes, compares, analyzes, establishes causal relationships. He thinks about where the soap went, because at first there was a large piece, and after a while it became very small, why water washes away foam and dirt from his hands, how a cutlet can be cut in half with a fork, where sugar disappears in tea, why wet scarf, etc.
Cultural and hygienic skills are aimed at the child himself. Performing sanitary and hygienic procedures, the baby is aware of himself. He has an idea about his own body. When dressing and washing, the child, looking at his reflection in the mirror, comes to understand some of the changes that occur in him during the domestic process: the face turned from dirty to clean, the hair from disheveled became beautifully combed, the legs were put on boots, put on the handles mittens. The child begins to control his appearance: he pays attention to dirty hands, notices problems in clothes, asks an adult to help put himself in order, the baby develops a need for cleanliness and neatness. That is, the actions that make them improve by themselves, change themselves, and not the object. Therefore, they form the baby's idea of ​​\u200b\u200bhis own body. When putting on shoes, the baby examines his legs, putting on gloves - pens, tying a bow or scarf - his face. When dressing, washing, the child sees his reflection in the mirror, notices the changes taking place in it.
Cultural and hygienic skills coincide with another line of mental development - the development of the will.
The kid still doesn't know how to do anything. Therefore, every action is given with great difficulty. And you don’t always want to finish what you started, especially if nothing works out. If adults rush to help the child at the slightest difficulty, free him from the need to make efforts, then very quickly he will form a passive position: “fasten”, “tie”, “dress”.
With age, as he masters cultural and hygienic skills, the baby is aware of the rules of behavior that determine them. And such rules begin to regulate the actions of the child, to control them. That is, the child's behavior becomes arbitrary. He restrains his immediate feelings and aspirations, subordinates his actions to a previously set goal, can refuse what he wants if this is required by the social rule of behavior.
Thus, the development of cultural and hygienic skills is associated with the ethical development of a preschooler.
Education in children the skills of personal and public hygiene plays an important role in protecting their health, promotes proper behavior in everyday life, in public places. Ultimately, not only their health, but also the health of other children and adults depends on the knowledge and implementation of the necessary hygiene rules and norms of behavior by children.
In the process of daily work with children, it is necessary to strive to ensure that the implementation of personal hygiene rules becomes natural for them, and hygiene skills are constantly improved with age. At the beginning, children are taught to follow elementary rules: wash their hands before eating, after using the toilet, playing, walking, etc. Children of middle and older preschool age should be more conscious of the implementation of personal hygiene rules; wash your hands with soap on your own, lathering them until foam forms and wipe them dry, use an individual towel, comb, mouthwash, make sure that all things are kept clean. The formation of personal hygiene skills also implies the ability of children to always be neat, to notice problems in their clothes, to fix them on their own or with the help of adults. Hygienic education and training is inextricably linked with the education of cultural behavior. All information on hygiene is instilled in children in everyday life in the process of various activities and recreation, i.e. in each component of the regime, one can find a favorable moment for hygienic education.
For the effective hygienic education of preschoolers, the appearance of others and adults is of great importance. We must constantly remember that children at this age are very observant and prone to imitation, so the teacher should be a model for them.

First junior group.

One of the tasks of educating children of the first youngest group is to form in them the prerequisites for moral behavior and cultural and hygienic skills. Children of the 3rd life who came to kindergarten differ from each other in the level of upbringing, have different skills and are just beginning to get used to the new environment for them. Hence, an individual approach to each child is of particular importance in working with kids.
First of all, I needed to win the trust of the child. The child of the younger group experiences a particularly great need for constant contact with adults. From how the relationship between the baby and adults will develop and develop, his relationship and culture of behavior in contacts with a wider range of people largely depend. The creation of the prerequisites for the cultural behavior of a small child is carried out in several directions. One of them is the formation of the ability to play and study, walk and eat, sleep during quiet hours, dress and wash together with a group of peers, next to comrades, i.e. in a collective. At the same time, children develop a sense of community. It is equally important to instill an interest in the work activity of adults, a desire to help them, and later independently perform simple self-service labor activities. Raising a caring attitude to toys and things, the ability to overcome small difficulties and bring things to an end, a sense of gratitude for care and care, obedience and a sense of sympathy, friendliness to children and adults - all these are the fundamental program areas of the teacher's pedagogical work in the 1st junior group of kindergarten .

An important task in working with children of the I younger groupkindergarten is the education of cultural and hygienic skills - neatness, accuracy in everyday life, food culture skills, as an integral part of the culture of behavior. To make it easier for a child to learn new skills, it is necessary to make this process accessible, interesting and exciting. And this must be done pedagogically subtly, unobtrusively. At the same time, it is important for the educator to take into account the age peculiarity of children of the 3rd year of life - the desire for independence.
For easier mastering of certain skills, the actions associated with its assimilation are divided into several operations. We must remember one more important feature of the formation of cultural behavior skills in children: as they master new actions, children want to repeat them repeatedly. In other words, kids turn these actions into a game. The teacher, seeing this, joins the game and directs the child's actions to consolidate the skill. By repeating the correct actions in this way, young children begin to perform them more carefully. First of all, you should remember: at the initial stage of mastering the skill, in no case should you rush children, you must give them the opportunity to calmly perform the mastered actions. Such an environment will allow them to maintain a positive emotional mood. However, the need to keep within the time allotted for regime processes remains. Therefore, it is necessary to skillfully direct the efforts of children to more purposeful actions. For this, indirect methods of preventive encouragement, for example, are effective.
Another, also very effective way is the use of games. With the satisfaction of the child's interest in new actions for him, with their repeated performance, the skill becomes strong. To strengthen the skill, you should also use the encouragement of the baby for a successfully completed task. The nature of the assessment of actions and deeds changes in accordance with the increasing level of consolidation in children of the skills of a culture of behavior. If at the beginning the efforts of children are constantly encouraged and evaluated positively, then in the future it is necessary to treat as a proper phenomenon, to evaluate only the quality of actions.
In order for children to learn more difficult rules of cultural behavior, it is advisable to use collective games-activities, games-exercises, games-staging. They help the teacher to equalize the level of mastery of the skills of each child of the group. Through games-classes, the educator can in a fun way not only reveal the content of the requirements in the required sequence, but also connect these requirements with the specific actions of the baby, this makes it possible to consolidate a positive attitude towards their implementation in everyday life.
Given the peculiarities in working with children of primary preschool age, classes should be given maximum importance, which ensures good activity for kids. Their interest intensifies when a child of the older group takes part in the games, shows directly the action itself (dressing, washing) or examples of polite treatment.

The actions shown and mastered in the classroom as a result of constant exercises in everyday activities develop into stable skills of cultural behavior. In the future, children begin to use these skills in a wide variety of situations. The content of various events from the life of children and their actions in these events can be included in the activity games.

At the end of the year, children take part in preparations for "moving to a new apartment" - to another group. They put toys in boxes, put dolls in various vehicles - strollers, cars. Again, a situation deliberately created by the educator, which helps him in the formation of a benevolent attitude of children towards each other, the skills of moral behavior.

The game techniques used by me evoked positive emotions in the kids, ensured a higher susceptibility of the child to the moral rules of behavior. I unobtrusively developed the intellectual and emotional attitude of children to specific rules of social behavior, fixed them in experience, prompting the kids to benevolent actions.
For the kids to master dressing techniques, dolls were also included in the game. The group had a large doll with a selection of clothes.
From the first day, I warned parents that the children's clothes should have loops sewn on, for which he could hang them in his closet. This will make it easier to develop the skill of keeping clothes neat.

Second junior group.

In children in the 4th year of life, we continued to form independence, the ability to overcome small difficulties. They made complex demands on the performance of actions during regime processes, respect for toys, and the work of elders. I paid great attention to the formation in children and their implementation of the rules of polite treatment, organized behavior in kindergarten, on the street
When planning the work, I paid special attention to the formation of such qualities as sensitivity, attentiveness, courtesy, tact, which will help the child to see and distinguish the state of a person, deciding what to do in a particular case so as not to cause trouble to others.
The evening presents great opportunities for cultivating a culture of behavior. This is a time of especially confidential communication with children, a heart-to-heart talk. Direct communication with me helped to strengthen the child's attachment, trust in him - the most important condition for moral education. For the evening hours, staging of simple stories with the help of toys was also planned. I drew the content of such scenes from observations; children perceive scenes from their lives with interest.

The level of development of children of the 4th year of lifemakes it possible to somewhat complicate the program requirements for morally directed games, exercises, dramatizations. Now they are built so that each subsequent exercise is based on the previously acquired experience of children. This ensures faster and more lasting mastering of the skill.
The principle of conducting games is a wider, complex impact on the consciousness and moral feelings of children, as well as providing them with the opportunity to exercise in performing the necessary actions and deeds. Gradually, children were given more and more independence, bypassing the demonstration of actions, creating the opportunity for independent exercises in cultural behavior.
In order to achieve unity between ideas about how to behave and the specific behavior of the child, I made extensive use of game-based exercises. Children are very fascinated, for example, with games-exercises to consolidate the rules of etiquette in communication with surrounding adults and children.
Exercises in performing actions to show the educator are a kind and necessary for the formation of the skill of training the behavior of children. For example: in the lesson “Visiting Matryoshka”, it was clearly shown how to politely greet, bowing your head. In the following days, when meeting with children, it is necessary not only to greet them affably, but, if necessary, to remind them how to greet Matryoshka in class.
Such exercises allow you to generalize individual actions, show children in a complex, for example, the process of washing. They take an active interest, they name the parts that should be washed, and so on.
Gradually, I introduced new attributes into the play corners, allowing the content of the games to develop in accordance with the acquired skills of cultural behavior.

The system of work on the formation of cultural and hygienic skills.

Creation of conditions.

The main conditions for the successful formation of cultural and hygienic skills include a rationally organized environment, a clear daily routine and adult guidance. A rationally organized environment means the presence of a clean, fairly spacious room with the necessary equipment to ensure all regime elements (washing, eating, sleeping, classes and games).
Long-term planning for the formation of cultural and hygienic skills was written in advance for the nursery group and the 2nd junior group for the entire academic year.

Therefore, the work was purposeful and systematic.
Cultural and hygienic skills need constant reinforcement. Changes in the system of educational work, lack of attention to the formation and use of skills can lead to their rapid loss. Everyday work on the formation of cultural and hygienic skills is always reflected in the calendar plans, this is very important for concretization in planning. However, it takes a long time to implement them.

For the formation of cultural and hygienic skills, it was also important to develop general criteria for evaluating individual actions, to clearly determine the location of things, toys, the order of their cleaning and storage. For kids, the constancy of conditions, knowledge of the purpose and place of each thing he needs during the day is of particular importance. For example, in the washroom, a sufficient number of sinks of the required size were placed, each of which contains soap; sinks and towels are placed taking into account the growth of children; there is a picture on the hanger above each towel. This increases the interest of children in washing. The daily routine ensures the daily repetition of hygiene procedures at the same time - this contributes to the gradual formation of skills and habits of a culture of behavior. Their formation occurs in games, work, classes, in everyday life. Repeating daily, the daily routine accustoms the child's body to a certain rhythm, provides a change of activity, thereby protecting the nervous system of children from overwork. The implementation of the daily routine contributes to the formation of cultural and hygienic skills, education, organization and discipline. The formation of cultural and hygienic skills is carried out under the guidance of adults - parents, educator. Therefore, the basic requirements of the preschool institution and the family were developed and agreed upon. Among the many classifications of methods, a classification has been adopted in preschool pedagogy, which is based on the main forms of thinking that determine the nature of the methods of children's activities in the learning process. These forms include visual-effective and visual-figurative thinking. In this regard, the main methods of teaching preschoolers are visual, verbal, game and practical methods.
Preparation for the formation of skills for independent self-service movements is the creation of a positive attitude in the child to dressing, washing, feeding. Learning some skills, for example, cultural eating, requires considerable work, since for this children must master a number of actions carried out in a certain sequence (sit correctly at the table, use eating utensils, a napkin, etc.). At preschool age, children are especially prone to imitate, so the personal example of adults plays an important role in the formation of skills.
For preschool children, awareness of the importance of cultural and hygienic skills was of great importance, they needed to be informed of elementary knowledge about the rational rules of personal hygiene, its significance for everyone and for others, and to cultivate an appropriate attitude towards hygiene procedures. All this contributed to the strength and flexibility of skills, and this is very important for creating lasting habits. For this purpose, variable tasks, unusual situations during the game, classes, walks were used.
To instill cultural and hygienic skills, I use a show, an example, an explanation, an explanation, encouragement, conversations, exercises in actions. Playing techniques are widely used, at a younger preschool age: didactic games, nursery rhymes, poems (“Wash cleaner - do not be afraid of water”; “Early in the morning at dawn, mice, and kittens, and ducklings, and bugs, and spiders ... ", etc. .P.).
The display is accompanied by an explanation. The display of any action was given in such a way that individual operations were singled out - first the most significant, and then additional ones. The operations are carried out in a strict order with a small interval (no more than 5-10 seconds), otherwise a dynamic stereotype is not generated. Showing the action to the kids is necessarily accompanied by pronunciation (“Now take a towel and wipe each finger”). Then I act together with the baby, performing associated actions. For example, I take his hands in mine, lather him up and put him under running water. Thus, the child develops a sensorimotor pattern of action, as well as an image of the operations that make up the action and the conditions in which it takes place. Gradually, we provide the baby with greater independence, controlling the execution of operations and the result, and then only the result. When developing skills, the child learns to keep the goal of the activity, not to be distracted. She also drew the attention of children to the rationality of certain methods of action. For example, after use, a towel must first be straightened, and then hung up - this way it dries better, does not fall to the floor. The demonstration of actions and the children's attempts to perform them on their own were accompanied not only by explanations, but also by questions directing the child's attention to the need to act in a certain way. This helped him to quickly learn the way to do it, to understand why it was necessary to do it that way.
In the education of cultural and hygienic skills, it is important to work with parents. The kid does not immediately and with great difficulty acquire the necessary skills, he will need the help of adults. First of all, it is necessary to create the necessary conditions in the family: adapt a clothes hanger to the growth of the child, allocate an individual shelf or place on the shelf for storing toilet items (handkerchiefs, ribbons, socks), a permanent and convenient place for a towel, etc. This was discussed in a confidential conversation with the fathers of the children.
Teaching children took into account their experience. It is impossible, for example, to start teaching a child to use a fork if he has not yet learned how to eat with a spoon correctly. Consistency in learning is very important. Thus, the actions associated with undressing were mastered by children faster than the actions with dressing; it is easier for a child to first learn to wash his hands, and then his face. The gradual complication of requirements takes the child to a new level of independence, maintains his interest in self-service, and allows him to improve his skills.
“The methodological techniques used by the teacher must be changed, and the conditions must be constant,” R.S. Bure and A.F. Ostrovskaya. “We will wash ourselves,” they said at the beginning of the year and showed how to wrap up the sleeves, how to lather our hands, wash them, and then wipe them off. All children act under the supervision and control of the teacher. But children are getting older, and we gradually gave them more and more independence, moved from direct instructions to reminders, from showing to advice, from example to methods that allow children to develop a conscious attitude to the rules - persuasion, clarification of the meaning of the rules.Only when we took into account the ever-increasing experience of children, the improvement of their skills, the ability to more and more independently fulfill the established rules, only then did they develop stable habits that did not collapse during the transition to new conditions. If this is not taken into account, then children develop only the ability to obey the demand of an adult».

Usually the quality and the correct sequence of actions is out of the attention of an adult. In this case, it is often considered unimportant to monitor whether the skill has become a habit. This situation leads to the fact that even seven-year-old children need to perform cultural and hygienic skills based only on the requirements of an adult. This can lead to the loss of a seemingly already formed skill. Therefore, in preschool age, it is necessary to re-learn skills on a different basis than in childhood. The child should be helped to realize the methods and conditions for the implementation of cultural and hygienic skills, as well as their necessity. Based on the expansion and complication of his practical experience. And for this, a specially organized activity of the baby under the guidance of an adult is necessary, then the children understand the expediency of the requirements of the educator (wash hands cleanly, do not pour water on the floor, etc.). To consolidate the rules and assimilate them, it is advisable to conduct a conversation about hygiene in middle and older groups. It is built in such a way that children not only name, list actions and their order, but also make generalizations that help to understand the expediency of actions, convince children of their necessity. It is important that older preschoolers independently use cultural and hygienic skills.

Therefore, it is advisable to move from direct instructions to indirect ones, for example, instead of reminding “children, go wash your hands,” say: “We are starting to prepare for dinner,” etc.
In the work of self-service, the child is taught to complete what he has begun, to do the work with high quality. For example, they teach not only to take off clothes, but also to turn each item on the front side, fold it neatly, and hang it up. Of course we use the method of encouragement. It is important to praise the child in time, but you need not to abuse it so that he does not expect praise all the time. Fulfillment of requirements has become the norm of behavior, the need of the child.

One of the leading techniques in all age groups is the repetition of actions, an exercise, without which a skill cannot be formed.. At the first stages of skill formation, one should check how individual actions or the task as a whole were performed, for example, ask before washing: “Show how you rolled up your sleeves” or after washing, see how clean and dry your hands are.Didactic games are a good form of exercise in mastering cultural and hygienic skills.
A special role in the education of cultural and hygienic skills belongs to playing techniques. Using them, the educator reinforces the skills that are developed in everyday life in children.
Particular attention should be paid to the game method, because the game is the leading activity of a preschool child, through the game the child remembers better and establishes causal relationships. The game allows the child to better understand the world around them.

Results of work:

A system of work on the formation of cultural and hygienic skills in children of the nursery and younger groups was created and implemented, as a result of which the pupils formed a positive attitude towards dressing, washing, feeding, initial self-service skills, and developed a conscious attitude to the rules of hygiene.

Job prospects:

In the future, work with children will continue when they move to the middle, and then to the senior group.

To consolidate the rules and assimilate them, in middle and older groups it would be advisable to pay more attention to conversations about hygiene, which will be structured so that children not only name, list actions and their order, but also make generalizations that help understand the appropriateness of actions, convince children in their need.

An important task will be that older preschoolers independently use cultural and hygienic skills.

Appendix

1. Game educational situations, didactic exercises, didactic games, games - classes, musical entertainment

Game educational situation "Journey with Petrushka". Introduction to the dressing room.

Target : enrichment of positive emotional experience when children master the first rules of behavior and the ability to navigate in the subject space; acquaintance with the equipment of the locker room (lockers for clothes, a bench, a large mirror on the wall, a shelf for shoes), the purpose and methods of its use by the child; enrichment and activation of the vocabulary due to the words: locker room, dress, undress, locker, door, shelf, open, close, put, fold, hang, bench, long, low, comfortable, mirror, look, big. Equipment : play character doll - bibabo Parsley. During the morning reception, Petrushka, together with the teacher, meets each child, making it easier for him to part with his parents. The course of the situation . Cheerful Petrushka invites several children, calling them by their names, on an exciting journey. “I will be a locomotive, and you will be trailers. Let's go for a ride!" he says. Parsley : Oh, where did we come to? What is the name of this room? (The teacher picks up the correct answers of the children and uses the technique of choral pronunciation.)

Get out of the cars, sit down on the bench. What did Anya sit on? (On a bench.) Who sat next to Anya? (Zhenya.) And you, Kolya, sit down next to me. What did Kolya sit on? (On a bench.) There was enough space for everyone, because what kind of bench? (Shows with his hand, making a long smooth movement to the side.) A long bench. What bench? (Encourages pronunciation.) Look, what is this? (Lockers.) How many lockers are there? (Many, many.) Why are there so many? That's right, everyone has their own locker. Do you remember your lockers? Show me your lockers. Well done, Kolya, I found my first locker. How did you know it was your locker? (There is a typewriter on the locker.) What a beautiful car. Like dad's car, in which dad brings Kolya to kindergarten. Now, Anechka, show us where your locker is. How do you recognize him? What is the picture on it? Similarly, a dialogue is built with other children. Parsley: What's in those cabinets? Open the doors. What did Zhenya discover? (Door.) Let's look in the locker. What's in the locker upstairs? (Shelf.) What is this shelf for? What is stored on it? (Takes out objects in turn and calls them a chorus: a hat, a scarf.) And what about the locker below? (Shows.) Yes, one more shelf. What is this shelf for? What is on it? (Pantyhose, panties, blouse are on it.) And what is this? That's right, it's a hook. What is hanging on the hook? (Jacket.) Why do we need hooks? (The teacher summarizes: “To hang clothes, so that they hang neatly so that they don’t wrinkle.”) Now close the doors. So why do we need lockers in the locker room?summarizes children's responses: “The lockers store children's clothes for the street. And when the children go home, their dresses, suits, sandals remain in the lockers. Will these clothes and shoes be a little bored and wait for their owners when they come back to their kindergarten?!”

Petrushka offers to take seats on the merry train again. The locomotive honks and everyone sets off. "Choo, choo, choo!" - wheels knock, and here is a small stop. Parsley : Station Mirror. See where we've come? What is hanging on the wall here? (Mirror.) Show with your hands how big it is. Take a look in the mirror. Who's there? Anya, who did you see in the mirror? And you, Zhenya? Smile, our mirror loves it when people smile. Who can guess why we have a mirror in the locker room? Educator with Petrushka summarizes the children's answers: “Look in the mirror - and you will immediately see if everything is in order, if you are dirty, if your hair is beautiful, if everything is neat in clothes. When you come to the kindergarten, do not forget to stop by the Zerkalnaya station!”

The mirror loves clean faces.

The mirror will say: - We must wash.

The mirror ohnet: - Where is the comb?

Why wouldn't she comb the baby?!

The mirror even darkens with fear

If a slut looks at him! (A. Kondratiev)

The children return to the group room. The teacher offers to tell how fun it was to travel, and Petrushka invites the next subgroup of children on the trip.

Didactic exercise "Find your locker"

Target : to acquaint with the purpose and methods of using the locker for clothes; to form the ability to navigate in the subject space; enrich and activate the vocabulary of children through the words: locker, door, shelf, open, close, put, fold, hang. The course of the situation . In the locker room, the teacher asks the children to show their lockers. “Well done, Anechka, she was the first to find her locker. How did you know it was your locker? Yes, your locker is in the corner. What's the picture on your locker? (Fox) Now, Cyril, show us where your locker is. How do you recognize him? What picture is on it? Similarly, a dialogue is built with other children. The teacher tells the children (and shows) where each thing lies (hangs) in the locker, teaches the children how to fold (hang) it.

Complications . Helping the children to remember where what thing “lives” in the locker, the teacher, together with the children, sticks subject pictures on the inside of the door (“hat and scarf”, “coat, trousers, tights, jacket or sweater”, “socks, sandals or shoes” ), the location of which should correspond to the place where these things are stored.

Didactic game "Pick up clothes for dolls"

Target : learn to name items of clothing, differentiate clothes for boys and girls, dress the doll in sequence. Materials: two dolls - Katya and Kolya. Clothing sets for Katya and Kolya: dress, jacket, skirt; shirt, pants, sweater. Game progress. teacher . The guys, dolls Kolya and Katya were going to come to visit us, but they can’t get dressed because they mixed up their clothes and can’t find their things. Let's help them figure out where, whose things. Next, the teacher invites the children to allocate pre-prepared clothes for the boy Kolya and for the girl Katya. teacher . What do girls wear and what do boys wear? After the children choose clothes for the dolls, one child begins to dress Kolya, and the other - Katya.

The teacher at this time focuses the attention of children on the sequence of dressing. If the child cannot cope on his own, an adult helps him with joint actions. The teacher always praises the children for the fact that the dolls are dressed correctly and beautifully. teacher . Invite, children, dolls to the table, we will drink tea.The game "Let's treat the guests with tea" is organized. Target: we consolidate the ability to set the table for tea drinking. We form the skill of adequate behavior: behave calmly at the table, be able to treat each other and do not forget to thank. In subsequent versions, the game is played with a change of dolls and clothes and helps to consolidate the choice of clothes for boys and girls.

Educational situation "Each leg is in its own house"

Target : to teach a child to put on tights on his own, to see parts of clothing and to act correctly in accordance with the goal. Take the tights by the elastic, focusing on the mark - a piece of brightly colored fabric or embroidery; look for holes for each leg; stick your legs alternately into the holes; put on tights from the toe, having previously gathered them into an "accordion" so that the heel is in place; pull tights so that the elastic is on the belt. Fix the child's attention on the sequence of actions and methods of control. To evoke positive emotions in the baby associated with achieving success in self-service activities. materials : dressing room equipment; children's tights with a label indicating "front". The course of the situation. The teacher invites the child to get tights from the locker, sit on a bench, attach the tights to himself and find the mark: “Make the letters in front. Found? Well done. Now put it on: each leg - in your house, and so that the heel immediately gets into its place, let's make an "accordion" with you.

Provides assistance in case of difficulty, using the technique of joint performance of actions with the child so that he gets the necessary muscle sensation. “Hid your right leg in the house? Now make an "accordion" for the left leg. Each leg - to its own ... (encourages the child to complete the phrase) house. Check: are both legs in their houses? Now hide your legs in the houses, pull up the tights to the knees. Okay, now get up and grab the rubber band. Pull your tights up. Check: was there an elastic band on the belt? Hey, yes Maxim! Oh, well done, he put on tights! Complications. Didactic games with pictures that involve tasks: arrange them in the sequence of dressing (pictures depict items of clothing, correspond to the season).

Games - exercises for the development of fine motor skills for exercises in fastening, lacing, tying

Game - lesson "Let's dress the doll for a walk"

Target : to form the skill of successive actions of dressing for a walk; continue to teach children to remember and name items of winter (demi-season) clothing, to know its purpose; to cultivate accuracy, respect for clothing; desire to take care of the doll. Material : a set of doll clothes; doll. The course of the situation 1. The teacher informs the children that the Katya doll has already had breakfast and wants to go for a walk. Leads the children to the conclusion: "We need to put the doll on a walk." caregiver . It's winter now. It's cold outside. Doll Katya should be dressed warmly. What clothes should the doll wear? (Warm, winter.) 2. Display and examination of clothes. The teacher shows the children winter clothes, names them, talks about the color, the material from which the clothes are sewn, pays attention to the details of the clothes (pockets, sleeves, collar, trim). Emphasizes that winter clothes are very warm, because it is cold in winter. 3. Joint activities: dressing the doll for a walk in sequence. caregiver . Kolya puts pants on the doll. What did Kolya put on Katya? Now you need to put on a warm jacket, fasten all the buttons. Where is the button on the jacket? And this is a loop. Masha, Zhenya, Alina, show me where the loop is? Here is the button on the jacket, and this is the loop. You need to fasten the button in a loop. Like this (shows and explains several times). What is Masha wearing? In conclusion, the teacher reads a nursery rhyme to the children:

Our Katya is small, she is wearing a scarlet fur coat, Beaver edge, Katya black-browed.

Didactic game "Let's teach the doll Katya to undress"

Target : help children remember the sequence of undressing, teach them to carefully hang and fold clothes, continue to cultivate a caring attitude towards the doll. Material : a set of doll clothes; Katya doll. Game progress 1. Children return from a walk with Katya doll. When the children have undressed, the teacher draws their attention to the fact that the doll is hot in warm clothes. She is still small and cannot undress herself. Leads the children to the conclusion: "Katya's doll needs help to undress." 2. Encourage the children to tell the doll in what order to undress, put things in the closet. Children help to undress the doll. The educator accompanies undressing by reading A. Barto's poem "Masha is a confusion."

Educational situation “We now know how to dress ourselves for a walk” Target: fixing the sequence and methods of rational performance of dressing actions; teaching elementary self-control according to a subject-schematic model of the sequence of dressing for a walk; the formation of humane ways of behavior in joint activities with peers (the ability to offer help, to thank). Material : dressing room equipment; a subject - schematic model of the sequence of dressing for a walk (subject pictures depicting items of clothing: 1) tights, 2) socks and boots, 3) sweater, 4) hat, 5) jacket and scarf); game character Parsley. Organization . The educational situation is constructed during the gathering of children for a walk. The course of the situation. Children go to the locker room, sit near their lockers. The playable character Petrushka appears. Parsley . Hi guys! Where are you going? To the walk? This is good. Today is wonderful weather. Tell me, which of you dresses for a walk yourself? caregiver . Parsley, all the guys here already know how to dress themselves. And if, suddenly, someone forgets what to wear next, then he will look at the pictures that will help him remember the sequence of dressing.The teacher draws the attention of Petrushka and the children to the subject-schematic model of the sequence of dressing for a walk.Leading children's activities, the teacher uses a game character who actively empathizes with the child, but, as a rule, only notices mistakes, not knowing how to correct them: “Your shoes quarreled, your socks look in different directions. How to reconcile them? (The child put the right shoe on the left, and the left shoe on the right foot). “I put on a sweater, and then what to wear? Oh, I don't remember! How to find out?"Constructing the educational situation that has arisen, the educator on behalf of the doll asks questions that activate the child and allow him to realize the ways of self-control.Parsley encourages children to help each other, stimulates their emotional responsiveness, paying attention to the manifestation of attention to a friend, responsiveness, desire to help, ability to thank. At the same time, praise should be well-deserved, cause a desire to overcome difficulties, achieve results.

Game - lesson "Let's put Katya's doll to sleep"

Target : introduce children to a new game chain of actions: put the mattress on the bed, cover it with a sheet, put a pillow, lay the doll with its head on the pillow, cover with a blanket; learn to treat the doll affectionately. Material : cribs, blankets, duvet covers, pillows, pillowcases, sheets, mattresses, dolls according to the number of children, chairs. At first, it is easier to give dolls naked: “as if they had already undressed”, later undressing can be included in the chain of game actions.Game content.On the tables - "apartments", and preferably on the carpet, but so that each participant has his own "bedroom", there are beds and doll chairs. The teacher addresses the children: “Today we will ... (children suggest) ... that's right, put our Katya to bed. Where will we put Katya? That's right, on the bed. Sit, Katyusha, while on a chair, we will prepare everything for you. An adult takes out in turn (according to the logic of the sequence of actions) the necessary items, slowly and clearly acts, commenting with a short phrase: “This is ... a mattress. What's this? Why a mattress? That's right, to sleep softly. Let's put on the mattress ... that's right, a sheet. Sheets so that the mattress does not get dirty. Why a sheet? Let's put a pillow under the head. Why a pillow? And how will we cover Katya? That's right, a blanket. Why a blanket? If the children can name a pillowcase and a duvet cover, then the teacher names these items as well. Later, children learn to put them on on their own.

The teacher continues: “Lie down, Katya, put your head on the pillow. I'll cover you with a blanket to keep you warm. Sleep. I'll sing you a song." An adult sings a lullaby, attracting children to sing along: “Bayu-byu-bye!” The text of "Lullaby" by Y. Garey can be used.

Sleep, my dear, bye - bye - bye!

Baby doll, close your eyes.

I'll undress you, make your bed.

Tomorrow we will get up together, we will play again.

Musical entertainment "About how the bear was put to sleep"

Target: consolidation of the acquired cultural and hygienic skills; activating children's initiative and creativity. Equipment : toys - bear, cat; toy sled, winter clothes, potty, table, spoon, bed, clock, mirror; cubes; book. Leading: You listen, little ones, I will tell you about the bear. (Shows a bear.) Now it's winter outside, the cold has come. The bear loves our walks, we need to dress the bear. Guys, what clothes should a bear wear in order not to freeze? (Children answer.) Exercise "Mishutka" by O. Boromykova. Children, together with the leader, dress the bear. A hat and a fur coat (Children touch their heads with their hands. Run their palms along the sides from top to bottom). That's the whole Mishutka, (They stretch their arms forward). He waves his paws, (Raise and lower his hands). Dancing merrily. They stomp their feet.

Leading . Mishka went out for a walk.

On a snowy meadow

Our bear, winter and sled.

Song "Winter" by V. Karaseva.

Leading. It's cold outside, but the bear is not afraid of frost - he claps his paws, stomps his paws. Dance "In the yard frost and wind"

There is frost and wind in the yard, (Children go in a free direction),

Children are walking in the yard. Handles, handles rub,

Handles, handles warm (Rubbing hands).

Pens - crumbs will not freeze, (clap their hands).

We clap our hands. This is how we can clap

This is how we warm our hands.

So that our legs do not chill, (Stomp their feet).

We sink a little. This is how we know how to stomp

This is how we keep our feet warm. (A. Anufrieva)

Leading: The evening has come.There is a bear from the yard.Mom meets a teddy bear.Delicious porridge treats.

Song "Cook, cook, porridge" B. Tumanyan

Boil, cook, porridge, in a blue cup,

Cook faster, gurgle more fun! (Children move their index finger along the palm of their second hand (“cook porridge”)

Losing. They squeeze and unclench their fingers and say: “Bul! Bull!.."

Boil, porridge, sweet from thick milk,

From thick milk and from small grains ...

("They cook porridge").

The one who eats the porridge, (They threaten with a finger).

All teeth will grow! (Clicking teeth). (A. Rozhdestvenskaya)

Leading. Honey, it's time for bed.How to find your way to sleep?

How to find his lair? Maybe the cubes know - this is a fabulous place? (V. Stepanov)

Before going to bed, the bear decided to build a house out of cubes. The song "We are building a house" by M. Krasev. The leader builds a house together with the children.

bear . I don't want to go to bed! Mishenka wants to play!

Leading . Okay, bear, play with the guys.

"Game with a bear." The bear calls the children to him, they come up to him and sing: The clubfoot bear beckons the children with his paw,

Invites everyone to walk, to play catch-up. (V. Antonova)

In conclusion, the guys run away from the bear to the chairs.

Leading. Someone was crying outside the door.

A bow around the neck, a bowl next to it.

Well guess what? It's... (pussy). (V. Gudimov)

Song "Kisonka" by L. Emelyanova.

Leading . Opened the door, let the pussy get warm.

The cat purrs in his mustache, mom looks at her watch. (V. Stepanov)

The clock also tells the bear to sleep.

Exercise "Clock"

Tick-tock! - the clock is ticking. Tick-tock! - the clock does not sleep.

Tick-tock! - it's time, it's time. Sleep until morning.

I. p. - standing, legs slightly apart, arms bent at the elbows, fingers straightened and pressed to each other ("arrows") Shake their arms and head to the right - to the left.

Leading . And the bear does not obey the clock, does not want to sleep.

Where is she hiding - this very country?

Maybe you can find out about this bear in a book? (V. Stepanov)

Who is this book about? (Shows the book.) Well, of course, about the bear. In this book, a story about a bear with a clubfoot and a bump. We know this story, we will sing it and show it.

Song " The bear is clumsy."

Leading . The bear read a book, but still does not sleep. He went to wash in the bathroom, looks in the mirror.

Maybe in the country of the mirror dream lives, shrouded in mystery?

As other people's paws have become, they do not want to go.

Maybe ask your mom. Where to find the missing dream? (V. Stepanov)

The bear went to mom.

Song “Smiling at Mom” by V. Agafonnikov

Oh okay, okay, okay! (Children clap their hands).

We are not afraid of water. (Tilt their heads to the right - to the left).

We cleanly wash ourselves - like this (Pass palms over the face).

We smile at mom - like that! (Put palms out in front of them and smile.)

Leading (putting the bear into bed). Mom kissed her baby and laid him in the crib.

Hush ... It seems like a pillow

Something whispers in my ear: “Bear, your dream lives here,

He's coming to you now." (V. Stepanov)

Lullaby"Sleep, my bear" E. Tilicheeva

The Brown Mishka does not want to sleep - he is such a rascal. (threaten with finger)

I'll shake Toptyzhka: - bye - bye, bye - bye!

(Put hands on top of each other and shake them from side to side).

You lie down on the bed, sleep, my Mishka, sweetly - sweetly.

I, too, fall asleep: - bye - bye, bye - bye!

(They put their palms under their cheeks) (Yu. Ostrovsky)

Games and exercises aimed at developing fine motor skills of the hands, contributing to the successful development of self-service skills and cultural and hygienic skills

Developing the habit of dressing yourself

"Stringing large balls on a string with a wooden tip"

Target: continue to develop the ability to grasp objects with a pinch, continue to develop the coordination of the work of both hands.

Dictionary : beads, laces; I string, I stretch.

Material: a white tray, a white salad bowl with large wooden beads with through holes, a plastic cord attached to a wooden needle.

Game progress . Invite the child to make beads for ... Show how to properly string beads on a string: take a large bead with three fingers; thread the string through the hole; stretch it with three fingers of the left hand; Right pull them to the knot at the end of the lace. Invite the child to collect the rest of the beads on the string. When the work is completed, tie the ends of the lace, put the beads on yourself or the child. Admire yourself in the mirror in the beads, remove the beads, untie the lace. Remove the beads one at a time, putting them in a salad bowl. Invite the child to collect the beads again and put them on (Ole, Kolya ...)

"Pick up a bead to the lace"

Target : continue to develop the ability to act with fingers - grab with a pinch; string beads on a string; match the color of the bead and the lace. Equipment : a transparent tray, a transparent bowl with beads of primary colors (blue, red, yellow), made from old cylinder felt-tip pens, no more than 1 cm; laces of the same colors. Game progress . Invite your child to play with beads. Show how to put beads on a string: take the string with two fingers of your dominant hand; take the beads with two fingers of your left hand; insert the tip of the lace into the hole of the bead; push the tip into the hole: take it with your index and thumb; pull the end of the lace forward through the bead. Encourage your child to continue playing on their own.

"Money box"

Target : improves "tweezer (plucked) grip"; continues to develop hand-eye coordination; put small coins in the narrow opening of the piggy bank. Equipment: a tray, a piggy bank, a small salad bowl with a set of small coins. Game progress. Show the child how to take a coin: put the coin into the piggy bank, offer to listen to how it rattles, sinking to the bottom; invite the child to collect all the coins in the piggy bank. When all the coins have been collected, invite the child to shake it and listen to the coins rattling in it.

Formation of the ability to fasten the "lightning"

"What's in the wallet?"

Target : fold your fingers in a certain way, convenient for grabbing the "lightning" tongue; unfasten and fasten zippers, button; develop memory (put things in their place).

Equipment : a transparent cosmetic bag, two wallets with different types of fasteners ("zipper", button); each wallet contains a small item.

Location of items: two purses with small items lying in them; purses are in a cosmetic bag. Game progress : Invite the child to play. Show how to play with wallets: take the cosmetic bag by the top corner; pull the tongue to the left until it stops; take out a wallet with a button fastener from a cosmetic bag; take the strap with the button with your fingers; squeeze your fingers and pull the strap up; open wallet; take out the object in it; ask the child to name it, put the object in front of the child; zip up your wallet; put the wallet to your right; with your right hand, pull out the second wallet from the cosmetic bag - with the zipper. Open it the same way you opened a makeup bag. When the child completes the task, offer to put both wallets in the cosmetic bag and close it.

“What did Manya forget to wear?”

Target : fasten the "zipper" on the doll's blouse, fix the dressing algorithm, develop memory and imagination, improve thought processes - analysis and synthesis. Equipment : dressed doll, jacket with a zipper. Game progress . The doll is frozen! It's cold to play.

We must quickly give our Mana a jacket.

Invite the child to help the doll. Ask what needs to be done to make Manya warm? Listen to the child's response. Offer to put on a warm knitted blouse for the doll. When the child puts on a sweater for the doll, pay attention to the fact that the “zipper” is not fastened. Ask your child to fasten the zipper. If the child does not succeed, remember with him how to fasten the zipper. Give your child tasks that will be step-by-step (small, step-by-step) as described in step 2.

"Doors are closing»

Target : improve the skill of fastening and unfastening the zipper; improves coordination of fine motor skills of the fingers of both hands. Dictionary: understand and name the parts of the machine: “doors”, “cabin”; use in the active dictionary the verbs of the present and past tenses “I unfasten - unfastened”, “I open - opened”. Equipment : a bus made of dense fabric, the bus has three doors, consisting of two halves, interconnected by a zipper. Game progress . Show the child the bus. Review and name all of its parts. Read the rhyme, following the steps for its content. On the word “closed”, fasten the “zippers” sewn to the doors of the bus. Unfasten the "zippers" on the words: "He is standing at the bus stop."

The bus leaves - the doors close.

He stands at the stop

Come in everyone - the passage is open.

If you have a desire, and a child has a need, sew other modes of transport - a car, a truck. We hope that your imagination and desire to teach your child to do everything himself are limitless.

"Butterflies"

Target : improve the ability to fasten various types of fasteners: zipper, buttons, Velcro; match the color of the insect to the button. Dictionary : understand, know, name insects, designate them with nouns "butterfly", "dragonfly", "caterpillar". Equipment : a rug with buttons of primary colors sewn to it, Velcro, half a detachable “zipper”; butterflies made from the fabric of primary colors, with loops cut into them; dragonfly with the second part of the “lightning” sewn on; caterpillar with the second part of Velcro sewn to it. Game progress. Consider insects with your child. Name them.

On a clearing on a hot day insects crawled,

They lay in the sun, sunbathed in a sun lounger!

Tell your child a short story: “Insects crawled across the meadow, sunbathed in the sun, but suddenly it started to rain. Everyone quickly flew away, crawled away, ran away from the clearing, hid in all directions. But then the rain stopped and the sun came out again. It called the insects back to the clearing, but they forgot the way to it.” Offer to help the “insects” return to the “clearing” and find their place on it.

Formation of the ability to fasten Velcro on shoes

"Pin up the fox's tail"

Target : improving the ability to fasten Velcro; consolidate knowledge of the body parts of the fox; continue to develop orientation in space (behind). Equipment: a fox cut out of dense fabric, with the first half of Velcro sewn on the back; tail, with the second half of Velcro sewn on.

Game progress

The cheating fox was chasing the bunny!

She caught up with the bunny - she lost her tail!

The tail is fluffy, red, look what!

And the fox cries: Oh, oh, oh!

How can I run home without a tail!

Invite the child to consider a fox without a tail and name all parts of the fox's body, say and show what the fox lacks? Offer to help the fox's grief - to return her wonderful fluffy, red tail. Have your child attach the tail with Velcro.

"Hedgehog with fruits"

Target : to consolidate the ability to fasten Velcro fasteners, attach fruits to the hedgehog's back; navigate in space - from above; fix the name of the fruit; empathize and help those in need. Equipment : a hedgehog cut out of dense fabric with Velcro sewn on the back (two on top, one on the bottom); a toy basket with fruits, also cut out of a dense fabric of the corresponding color, and with the second halves of Velcro sewn to them.

Game progress

Fast, fast: Oh, oh! The prickly hedgehog hurried home.

He stomped, puffed, ran, lost fruit somewhere.

Our hedgehog sits on a stump, thoughtful, sad:

What will I bring the kids? I lost everything in the forest!

Offer to help the hedgehog and give him fruits for his babies. The child must name each fruit, identify and name the place where he will attach it. Do not forget to praise the child and admire his kindness!

Formation of the ability to fasten buttons

"Dry laundry"

Target: take the object with a “tweezer grip”; continues to develop finger strength; open the clothespin, attach with it "underwear to the rope." Dictionary: understand and use singular and plural nouns "clothespin - clothespins"; Present tense verbs of the indicative mood: “I open”, “I close”, “I hang out”, “land”. Equipment : three ropes, a rack for clothespins, 10 clothespins, a basket for doll clothes, doll clothes, handkerchiefs.Location of items: attach three ropes at different heights (three levels for children of different heights). The rope should be at the level of the child's eyes. Clothespins hang on a stand. Game progress: invite your child to play. Read the rhyme and ask the child to do the actions in accordance with the text.

I adore my mother and always help her.

Here I will wash the laundry, and then I will rinse it.

I'll hang it on a string and attach it with a clothespin!

Take a handkerchief from the laundry basket. Throw it over the rope. Show your child how to hold the clothespin: hold the clothespin with your thumb and forefinger; squeeze your fingers and say that the clothespin is "open"; bring an open clothespin to a handkerchief, put it on it; open your fingers and say that the clothespin is “closed”.

"Spread the Buttons"

Target : continues to improve correlative movements; the ability to take objects with a “tweezer grip” (two fingers - thumb and forefinger); to distinguish and designate the size of an object with a word (large, small button). Dictionary : understand and use diminutive - petting forms of nouns "button - button"; present and past tense verbs "took", "lowered", "fell". Equipment: four large and four small buttons of the same color; two funnels made from plastic bottles for drinking water (five-liter and half-liter).Location of items: tray, bowl (or small bowl) with buttons on the right; on the left are two funnels. Game progress. Put the tray on the table and invite the child to play. Sit to the right of the child and show the child how to play: take a large button, bring it to the funnel with a small hole; try to push a large button through the small hole - the button does not go through. Bring a large button to a funnel with a large hole, put a button in it - it will fall into the funnel; now take a small button and put it in a funnel with a small hole - it will fail. Invite the child to continue the game and put the remaining buttons into funnels. When all the buttons are laid out, draw the attention of the child to the fact that the bowl is empty. Raise the funnels in turn, fold the buttons back into the bowl. Pay attention to the child that the bowl has become full. The game can be repeated at the request of the child. Complication : change the funnels (made of plastic of a different quality, color); change the buttons (of a different color).

What tree did the leaf fall from?

Target : fasten small buttons; group leaves by color - yellow, red. Dictionary : understand, use singular and plural nouns in active speech: “leaf - leaves”, “branch - branches”; present and past tense verbs: “hanging”, “fell”. Equipment: flannelograph; two trees with buttons sewn on the branches, corresponding to the color of the leaf hanging on it (the first tree has a yellow leaf, the second has a red leaf); red and yellow leaves with loops cut into them, lying in a basket. Game progress. The wind is blowing, the wind is blowing, the wind is blowing.

Throws leaves from the tree cheerfully.

Say that the tree is bored standing with one leaf. Invite the child to become a wizard and give each tree its leaves (yellow leaves for a tree with yellow leaves, and red leaves for a tree with red ones). When the work is completed, admire the beauty of the autumn park. Thank your baby for the joy you get from looking at trees with colorful autumn leaves. The game can be played multiple times by adding other trees or bushes in your park (on the flannelgraph).

Formation of the ability to tie the first knot

"Tie your shoelaces"

Target : teach children how to tie a knot.

Equipment: doll in shoes with untied laces.

Game progress . Show your child the doll. Read the rhyme:

Like a doll - crumbs on the feet of boots,

Shoes have laces. Who will tie these laces for my daughter?

Maybe mom? No, no, me!

This is my daughter!

Ah, laces! Oh, laces!

Tie knots!

Invite the child to tie the shoelaces on the doll's shoes. Remember with your child how to tie the first knot on the shoelace. Continue the work begun by the child and tie bows on the laces. When the laces are tied, take the doll with you for a walk. Don't forget to praise and encourage your child. Emphasize the significance of the action performed by the child (if he had not tied the lace on the doll’s shoe, she could have stepped on it and fallen. And falling always hurts.) The skill is considered formed when the child can easily tie a knot on any lace: on a didactic manual; on any type of footwear; without the help of an adult.

"Let's tie a bow to the doll"

Target : will consolidate the ability to tie a knot, empathize with other people, rejoice with them. Dictionary : understand and use nouns “I tie” in active speech; adjectives denoting the color of the bow.

Equipment : a doll with long hair, a box with a set of ribbons in primary colors (red, blue, yellow). Game progress : Ask the child to bring a doll - a daughter. Draw the child's attention to the doll's hairstyle. Read the rhyme:

Mom dressed her daughter, Mom sang a song:

Let's tie a bow and go for a walk.

This bow will shine like a star.

Everyone will see the bow, they will say: “That's it!

Where did the beautiful girl get the bow?”

Ask your child to help you tie the doll's bow. Invite him to open the box and choose the bow he likes. Ask the child: “What color ribbon did you choose?” The child must independently tie a knot on the ribbon. Braid the doll in a pigtail, and the child will tie a knot on the ribbon. You will continue to work and tie a bow. Do not forget to praise the child and admire the result of joint work. The game can be played several times, changing bows for others (by quality, width, texture).

Appendix

2. A series of activities for the formation of cultural and hygienic skills in children of primary preschool age on the topic "We are having lunch."

1. Artistic works used to form cultural and hygienic skills in children

The purpose of the training cycle:

1. - enrich the positive emotional experience of children when mastering the first rules of behavior at the table.

1. Game educational situations, didactic exercises, didactic games, games - classes.

Situation "We're getting ready for dinner"

Target:

1. introduce the names of tableware, their shape, color;
2. explain to children the sequence of arranging cutlery for lunch

Equipment: tableware items: plates (deep, shallow), mug, spoons (small, large).

The situation unfolds naturally. The teacher draws the attention of the children to the nanny who is preparing the dishes for table setting for dinner.

The teacher shows the children tableware in pairs: a deep and shallow plate, a small and large spoon, a mug. The general and distinctive signs are allocated. For example: “These plates are round. This plate is shallow, and this one is deep.

The teacher explains to the children the purpose of each item of tableware. He further explains that all these items are also called dishes. They are placed on the table to be set for dinner.

“First you need to put a bread box in the middle of the table. Place deep plates around the breadbasket. To the right of the plate you need to put a large spoon with which we will eat the soup. Place a fork next to the spoon. We will need it when we eat the second course. Between a deep plate and a breadbasket, we need to put a mug from which we will drink compote.

After the table is laid, the teacher makes a generalization: “Look, everything that is on the table is dishes. Such dishes are called tableware.

The nanny tells the children what the cook has prepared for the children's lunch today.

In his free time, the teacher organizes with the children the game “Let's set the table for dinner for our favorite toys”, during which the names of tableware items are fixed, cultural and hygienic skills, culture of behavior at the table are improved, children practice proper table setting.

Game educational situation "Take to lunch"

Goals:

1. consolidate knowledge of the names and purpose of furniture and utensils for the dining room;
2. to teach correctly and beautifully to set the table, the culture of behavior at the table;
3. to form the basis of an attentive and caring attitude towards partners in the game.

Equipment: doll, furniture, tableware; dinner tablecloth, tea tablecloth, table and tea napkins; apron, scarf, a pair of mittens - grips.

The children play with the doll on their own. The teacher invites the children to feed the doll. The doll sits at the table. But here's the problem: there is something out of nothing. Children usually laugh. The doll is upset. It is necessary, together with the children, to console her: “Now we will set the table.” It is necessary to prepare as many different dishes as possible in advance so that the children can make the right choice and set the table for breakfast, lunch or dinner, as they wish.

A scarf and an apron are put on the doll, she will help the children set the table. The teacher asks the children questions on behalf of the doll: “What should be put on the table first of all? And from what will we eat the main dish, drink compote? Sometimes the doll makes a mistake, for example, puts the cup not on the saucer, but on the plate. If the children themselves do not notice this, it is necessary to attract their attention.

Finally, everything is ready: the nanny serves food to the doll, and the teacher teaches her to sit at the table correctly, use cutlery, eat, thank for the food.

The doll may ask: “What is the spoon for? After all, it’s more convenient to eat with your hands, isn’t it, children?” And the teacher asks the children to tell the doll what to eat the first course, the second, fruits from the compote. Then the doll asks: "And what should be done after eating, children?" etc.

After the game is over, the children play on their own, invite other dolls to visit, serve a tea table, etc.

Option. Pinocchio, Cheburashka, Khryusha, and other fairy-tale characters are invited to Malvina for lunch.

Children teach dolls how to properly set the table, skillfully use cutlery, etc.

Game - lesson "Let's drink Anya's doll with tea"

Didactic task:

1. to teach children to give tea to a doll (later other toys: a bear, a bunny, etc.)
2. to form the ability to consistently perform actions, name objects and actions with them;

1. develop an affectionate, caring attitude towards the doll.

Material: dolls, cups, saucers, spoons, sugar bowl and teapot from the tea set, toy cookies.

The teacher - mother sets the table for children, shows and names each action. At the first lesson, it is advisable to set a common table according to the number of children playing. An adult invites children to the table, once again clarifies what is on the table, what each item is called and what it is for, how it can be used. The teacher tells the children that at this table the children will give tea to their daughters (dolls). Dolls appear from behind the screen, the children choose them at will, sit them on their left knees and hold them with their left hands (the teacher gives a demonstration on his doll, helps each child to take the doll correctly if the need arises). An adult talks to his doll and invites each child to also talk to his doll: “Now let's drink tea, Anechka. Here I am pouring tea into a cup... put sugar... stir with a spoon... take a cookie... bite the cookie... drink tea... Take your time, the tea is hot..."

In subsequent lessons, the children themselves will give tea to the dolls, the game action is gradually becoming more complicated due to the introduction of jam into the game, etc. Where possible, speech accompaniment becomes more complicated, for example: “Do not drink tea from a spoon. Hold your cup tight. Well done, eat cookies carefully, do not crumble ... "

Didactic game "Let's drink tea to the doll"

Didactic task:

1. introduce the name of items from the tea service;
2. exercise in the correct table setting for tea drinking (sequence of arranging appliances for tea drinking).

Equipment: tea set (saucers, cups, teapot, sugar bowl, dessert plates, cookie jar), teaspoons.

Game progress

The teacher turns to the children: “Guys, do you like it when guests come to you?” Today our favorite toys will come to visit us. Let's set the table for the guests. What will we feed them? (Tea and biscuits.)

The teacher explains to the children the sequence of arrangement of devices for tea drinking. First you need to put a vase with cookies in the middle of the table. Saucers should be placed around the vase, and a cup should be placed on each saucer. Place a dessert plate next to each saucer. Each guest will put a cookie on the dessert plate. Place a teaspoon to the right of each saucer. Last we put the sugar bowl and teapot. They should also be placed in the middle of the table so that it is convenient for each guest to take sugar and pour tea.

Then each child is given a short instruction like: "Sasha, put the bowl of cookies in the middle of the table." All children carry out instructions, arranging tea utensils on the table. The teacher comments on their actions: "Sasha puts a vase of cookies on the table." Etc.

Which vase - big or small? (The vase is large.)

After the table is laid, the teacher summarizes the statements of the children.

Look, everything on the table is dishes. Tea is drunk from this dish. Such utensils are called "tea utensils".

In conclusion, the children sit down at the table with their favorite toys and “treat” them with tea.

After the game, the teacher invites the children to help their mother set the table for evening tea in the evening.

A tour of the kitchen.

Target:

1. acquaintance with the names of items of kitchen utensils, clarification and consolidation of the purpose of items of kitchen utensils;
2. to give an idea to children about the profession of a cook;
3. develop observation; to cultivate respect for the work of adults, the desire to call kindergarten employees by name and patronymic.

Equipment: kitchen utensils (pot, frying pan, ladle, etc.)

Lesson progress

1. Organizational moment.

Guys, how many of you know where food is prepared in kindergarten? (In the kitchen.) Today we will go on a tour of the kitchen.

The teacher reminds the children how to say hello and get to know other people.

2. Excursion to the kitchen.

The teacher leads the children to the kitchen and introduces the cook.

What cuisine? (Large, bright, clean.)

Why such a big kitchen? (There are a lot of children in kindergarten, a lot of food needs to be prepared.)

Who cooks delicious meals for us? (Cook.)

Yes, it's a chef. Her name is (…..). The cook prepares food. See how many different utensils are in the kitchen.

Draws children's attention to kitchen utensils.

What's this? (Pan.)

Guys, what pots does your mom cook in at home? (In small ones.)

And here in the kitchen, what pots? (Large.)

Compares several pans, shows the children small, large and very large pans.

Guys, let's ask the chef (……) what items help him in his work.

The first question is asked by the teacher, giving a sample.

1. What should be done with knives? (Cut, clean.)
2. What do they do as a ladle? (They stir, pour.)
3. What are the frying pans for? (To fry them.)
4. What is the meat grinder for? (Chop meat, vegetables.)

(The teacher turns to the cook.) And what kind of dinner will you cook today?

The cook tells.

3. Final conversation on the topic of the excursion.

Where we were? (In the kitchen.) Who did you meet? (With the cook (…….).

What did you see in the kitchen? (Children list the items they remember.) These dishes are called kitchen utensils because they are used only in the kitchen, for cooking.

Topic: "Katya doll has lunch"

Tasks:

1. To consolidate the idea of ​​\u200b\u200bchildren about the use of utensils.
2. Encourage children to remember and name familiar words, to make simple sentences.
3. Develop children's speech, memory.
4. Cultivate perseverance

Course progress.

Children sit on chairs, in front of them is a puppet table, a chair, and dishes covered with a napkin are brought on.

The teacher says: Today the Katya doll came to visit us. Say hello to Katya with the guys: - Hello guys. Hello Katya.

Educator: Guys, we have already had breakfast, but Katya has not yet. Let's give her some porridge.

The teacher sits the doll at the table, while saying:

Cyril, what is it? (points to the table)

This is a table, Katya's doll will eat at the table.

Karina, what is it? (points to a chair)

This is a chair, Katya will sit on the chair.

Seryozha, what is it? (puts napkin on table)

This is a napkin. Here is Katya's napkin.

Sasha, what is it? (shows plate)

This is a plate - what's in the plate?

There is porridge in a bowl.

Artistic words.

Buckwheat porridge.

Where did you cook?

In the oven.

Welded, got ahead,

So that Katya eats.

Tanya, what is it? (shows a spoon).

This is a spoon.

Seryozha, say: Katya eat porridge with a spoon from a plate.

1. Vlad, say: Eat Katya's porridge, it's delicious.
2. Katya, delicious porridge? - Delicious.

Educator: - Well done Katya sat down all the porridge.

Tanya, say:

Well done, Katya, she sat down all the porridge.

Katya, say thank you.

Educator: Let's play ok with Katya.

Sweeties, sweeties

Where were you?

By Grandma

What did they eat?

Kashka

What did they drink?

Brazhka

Fizminutka.

Butter porridge.

Brazhka sweetie

Grandmother kind

Drank on spruce

Shu - flew

sat on the head

The doll says goodbye to the children and leaves.

Guys, I need to go, but I'll be back to you.

Katya has a birthday ”(final lesson)

Tasks:

1. to summarize the knowledge of children about table setting, about some food products;
2. consolidate the skills of food culture, use of tea utensils;
3. to cultivate the ability to be hospitable when meeting guests, rejoice at their arrival, express words of gratitude, show attention during treats;
4. cultivate positive emotions. Develop independent initiative conversational speech of children

Equipment: toys: a doll in an elegant dress, a doll - a boy, a bear, a hare; a set of products: carrot, banana, orange, raspberry, apple; tea items.

Lesson progress

The teacher informs the children that Katya's doll has a birthday today and she invites all of us to visit.

Discussion: "What can I give a Katya doll?"

Children gather for a birthday, take prepared gifts with them.

Children come to visit Katya, greet warmly, give Katya their gifts. Katya thanks the children.

Educator: Look, children, how beautiful and elegant Katya is today. What is she wearing? (Children name the color of the dress, bow, shoes.)

Katya: My friends also came to my birthday party. Here they are sitting on the couch.

Educator: Let's see who came to Katya's birthday.

Children call the characters they know: a bunny - a jumper, a Mishka - Toptyzhka, a boy Kolya.

Educator: Katya wants to treat her guests. Let's seat the guests at the table. Masha, put a bunny at the table. (The child puts the toy, and the teacher activates the speech of the other children: “Who does Masha help to sit at the table? Masha puts the bunny at the table.”)

Let's help Katya set the table. Here in the basket Katya prepared a treat for the guests (carrots, banana, orange, raspberry, apple in the basket). Let's put everything on a plate.

Children take out familiar products from the basket and answer the questions of the teacher: what is it? What colour? How can it be eaten? Do I need to remove the skin?

Then each child is given a short instruction like: “Maxim, put the bowl of cookies in the middle of the table. Inna will put saucers around the vase, and Zhenya will put a cup on each saucer. All children carry out instructions, arranging tea utensils on the table.

Educator: The table is set, the guests sat down at the table. Now they will choose their own treat.

What do you think the jumping bunny will choose?

Why do you think he will choose the carrot? (A bunny jumper will choose a carrot because he loves it.)

This is how all products are distributed. The little bear loves berries - let's treat him to raspberries. Boy Kolya loves apples. Katya gets an orange.

Katya: Guys, you also came to visit me. I want to treat you to tea and cookies.

Children sit at the table and eat.

Then the guests thank Katya for the delicious treat.

They play the round dance game "Loaf".

Politely say goodbye.

Game - lesson "Let's feed the doll Katya lunch"

Didactic task:

1. teach children to pour soup with a ladle from a pan;
2. teach to feed the doll with a spoon from a deep plate, put the second in a shallow plate (pasta sticks, mugs, cutlets, etc.), drink compote;
3. to form elementary skills to convey the attitude towards the doll as to a child: to understand the state of the doll: wants to eat, hungry, etc.
4. to teach children cultural and hygienic skills that need to be performed before eating.

Material: saucepan, ladle, frying pan, spoon, fork, deep and shallow plates, cup - for each participant in the game. It is advisable to use large play sets so that it is convenient for children to use during the game.

The adult says that the dolls want to have dinner, they need to cook dinner and feed them. Clarifies with the children what is needed for this. Asks questions about what each item is needed for: a stove, a saucepan, a ladle; in what dishes should soup be poured, etc. Next, the adult shows how to cook the soup on the stove: “I put the pot on the stove, the soup is cooked in it. The soup is cooked. I open the lid and pour in the soup. Be careful, the soup is hot, do not spill. So I poured the soup into a bowl.

The teacher puts the doll on his left knee, holds it with his left hand and then acts with his right. The kids will do the same. If it is difficult for them, then you can put the doll on a chair, and by yourself, sitting or standing, as it suits you, sit nearby, acting with both hands. The teacher shows a speech pattern addressed to the doll, for example: “Eat, Katya. Keep the spoon steady...don't spill the soup, okay! Well done! She ate everything."

After demonstrating the game action, the children are given plates, pots, plates, spoons, ladles; the name and purpose of these objects is clarified along the way; the play action is performed by the children themselves. If necessary, the teacher helps the children.

If this stage did not cause difficulties for children, you can continue the lesson by feeding the doll with the second course. Or this is done in a separate lesson, and then combined into a single chain of game actions.

The teacher gives examples of actions and speech accompaniment: “Well done, Katya, she ate soup well. Now I'll give you the second one. Here is the frying pan. On it cutlets and pasta ("pretend"). I put the cutlet and pasta in a small plate. Take a fork, eat a cutlet and pasta. Take a cup ... hold tight ... drink compote! If the children want to feed their “children” second, then they ask for everything they need: a frying pan, a small plate, a fork, and then a cup for compote, figuring out along the way what each item is for.

When the children have learned to feed the dolls with dinner and the play actions do not cause difficulties, you can complicate the game by introducing new “products”: small red squares - meat for soup, plastic small vegetables for soup and fruits for compote, etc. depending on the available material and the imagination of both the teacher and the children.

The complication is due to the connection of chains of different game actions: washing hands and having lunch; lunch and washing dishes; going to the grocery store, cooking dinner and feeding the dolls. At first, an adult works as a seller in the “store”, he prompts and directs the actions of the children: “Here, buy eggs (yellow or white balls, ovals), fry in a pan with cutlets” or “Buy potatoes, here it is. Peel and put in a pot along with carrots and meat, it will be an excellent soup.

Later you will add "saltcellar", "grater", "knives", etc. Children themselves will offer more and more new details of the game, if played with them systematically and with love.

1. Games and exercises aimed at developing fine motor skills of the hands, contributing to the successful development of self-service skills and cultural and hygienic skills.

Formation of the ability to independently use a knife

"Let's feed the animals with salad"

Target:

1. to consolidate the skill of proper eating - to hold the spoon correctly (with three fingers - forefinger, middle, large);
2. cut plasticine vegetables with a plastic knife;
3. mix the salad in a bowl with a large spoon; feed the dolls salad.

Vocabulary: cucumber, tomato, onion; salad bowl, spoon; I hold, cut, mix, feed.

Equipment: toy animals; plasticine vegetables, plastic knife, fork.

How to play: bring a beautifully decorated box and invite the child to see what is in it (toy animals). Say: “The animals came to visit you from the forest. The forest is now cold and hungry. We should give them something to eat." Invite your child to make a vegetable salad and treat the animals.

Rhyme: I don't miss you today

I treat everyone with a salad.

Animals sit on a stump

And they eat my salad.

The child must prepare a "salad":

1. cut plasticine vegetables;
2. put them in a salad bowl;
3. in a circular motion with a large spoon, mix the salad in a salad bowl;
4. put a salad with a large spoon for each guest on a plate;
5. treat the animals with salad.

Tea for dolls»

Target:

1. to consolidate the skills of using a cup - to hold the cup by the handle;
2. enrich game actions - teach dolls to drink tea from a cup;
3. to consolidate the knowledge of the “tea ceremony”: boil water, brew tea, pour boiling water into a cup and tea leaves.

Dictionary: tea, boiling water, tea leaves, cup, teapot; pour, brew, treat; hot, strong, delicious.

Equipment: toy tea set, doll.

Game progress: place a tea set in front of the child. Look at the utensils together. Ask the child to name each item. Show the doll, say that the doll came to visit the child, and it is customary to treat guests.

Rhyme: I invite Tanya to visit,

I treat you to tea with a bun.

Drink, Tanya, tea!

Drink and don't be bored!

Invite the child to make tea (put a mnemonic card in front of him with drawings depicting the sequence of actions when making tea). When the tea is ready, invite the child to drink the dolls and adults playing with him.

1. Games and exercises aimed at developing the habit of eating

D / and "Feeding the Doll"

Target:

1. teach the simplest actions with plot toys (feeding), instill hygiene skills;
2. induce speech activity; cultivate good feelings for the doll.

1. D / and "Bear visiting children"
2. D / and "Let's drink tea to the doll"
3. D / and "Let's set the table for tea"
4. D / and "Doll Masha is preparing to welcome guests"
5. D / and "Guests came to the doll"
6. D / and "Meeting the guests"
7. Plot-representative game "Meeting the doll's girlfriends, treating them to tea"

Target:

1. to acquaint children with utensils: teach them to name them, recognize them by the word, use them for their intended purpose; learn to set the table for tea drinking;
2. cultivate the desire to take care of the doll.

D / and "Let's feed the doll with porridge"

Purpose: examining a plate, a tablespoon, napkins. Teaching cultural and hygienic skills.

"We're getting ready for dinner"

Target:

1. acquaintance with the names of items of tableware, appliances, their shape, color;
2. learn how to properly and beautifully set the table;
3. teach dolls the culture of behavior at the table.

1. "Teach the doll to cook." ("Cooking Dinner for the Dolls"; "Little Housewives")

Target:

1. fixing the names of items of kitchen utensils, their purpose;
2. to teach to distinguish food, to determine what dishes are prepared from, how many dishes the dinner consists of;
3. strengthening the skill of differentiation according to the purpose of kitchen and tableware.

1. "Let's Treat Katya to Lunch"

Target:

1. table setting for Katya's doll dinner;
2. comparison of deep and shallow plates; familiarity with the names of devices and their purpose: table and teaspoon, fork, knife.

1. "Katya's doll has a birthday." (We set the table for dinner and feed the dolls.)

1. Purpose: generalization of knowledge about tableware and food items, activation of vocabulary, coherent speech.

1. D / and "Dinner for three bears." ("Three bears are preparing dinner")

1. Purpose: clarification of the concepts "small" - "large" - "very large" in relation to items of kitchen utensils.
2. "The fourth extra" (classification of dishes according to purpose, use.)

1. D / and "Katin's garden"
2. "Bunny Gift"
3. What has grown in the garden.

Target:

1. looking at vegetables introduce the names of some vegetables;
2. learn to recognize them by name and call them yourself;
3. activate the dictionary, develop coherent speech (the ability to express an idea in the form of a 3 - 4-word sentence).

1. D / and “Oh, what apples and pears!”
2. "Katino's treat" (consideration of banana, orange)
3. "What grew in the garden"

Target:

1. introduce children to the names of some fruits;
2. to teach to recognize them by name, to call them independently;
3. make generalizations, activate vocabulary, develop forms of coherent speech.

1. D / and to distinguish between items of utensils.
2. D / and to distinguish between utensils from different materials.
3. D / and "Shop". (Purchase of food for cooking dinner. Purchase of dishes)
4. “Let's visit a sick doll. Let's prepare treats for her ”(sculpting round-shaped objects - sweets, cherries.)
5. "We bake pies for the doll" (sand games)

Target:

to learn to act with a scoop - to collect wet sand, fill the molds with it, tamp the sand into the molds with the back of the scoop, turn the mold over on the table, hold the sand with your hand4 knock on the bottom of the mold, remove it; feed the doll.

Actions with objects - tools. Fritters for Katya.

Target:

1. develop an eye, coordination of movements of the right hand;
2. exercise in the ability to pick up a round disk with the end of a shoulder blade;
3. to cultivate dexterity, dexterity, the desire to bring the matter to the end.

D / and "Let's teach the doll to wash the dishes"

Target:

1. develop the skills to use dishes, keep them clean;
2. to teach to use the dishes for their intended purpose, to treat them with care;
3. name the items of utensils while feeding the doll; name actions (wipe, put).

Appendix

3. Artistic works used to form cultural and hygienic skills in children

Tasty porridge is smoking,
Lyosha sits down to eat porridge,
Very good porridge
Eat porridge slowly.
Spoon by spoon
Ate a little.

This is a spoon
This is a cup.
In a cup - buckwheat.
The spoon has been in the cup -
Buckwheat porridge is gone!

duck duck,
kitten cat,
mouse mouse
Calling for lunch.
The ducks have eaten
The cats have eaten
The mice ate.
Are you not yet?
Where is your spoon?
Eat a little!

Donut, flatbread
Sitting in the oven
looked at us,
I wanted it in my mouth.

Our Seryozha fidget,
Doesn't eat lunch.
Sit down, get up, sit down again
And then they ate all the porridge.

Oh, lyuli, lyuli, lyuli,
Ships sailed in the sea
They brought porridge to Nastya.
Kashenka milk
For my beloved daughter.
Nastya, open your mouth,
Swallow sweet porridge.
Who eats porridge
Listening to mom and dad
Grows up strong
Healthy and beautiful.

Who is our favorite?
- The first spoon for mom,
And the second for whom?
- Yes, for your dad,
For whom is the third spoonful?
- For a cheerful matryoshka,
Eat for a grandmother
Eat for your grandfather
For the boy - for the neighbor,
For girlfriends and friends
Eat more don't be sorry!
Eat for a holiday, noisy, bright,
For guests and for gifts,
For a kitten, for Timoshka
This little spoon
And for the red cat
Here is the empty plate!

Saucepan - cunning
Slava cooked porridge
Covered with a scarf.
And waiting, waiting
Glory will come first?

Tili - hour, tili - hour
now we have lunch
We eat a spoon for mom
We eat a spoon for dad,
For a dog and a cat
the sparrow knocks on the window,
give me a spoon...
Here is the end of lunch.

Lyuli, lyuli, lyulenki,
The gulls have arrived
The ghouls began to say:
“What should we feed Mashenka with?”
One will say: "porridge",
The other - "yogurt",
The third will say - "milk,
And a ruddy pie.

Ay, tu - tu, ah, tu - tu,
Cook the porridge cool
Pour the milk
Feed the Cossack.

Vanechka, Vanyusha,
Eat all the porridge.
Hit with a spoon
Tap your foot.
Clap your hands
And pet your cat.

Kitten in a cup
There was a lot of porridge.

Two grouse flew
Two black grouse ate porridge.
And they shout to the kitten:
- Rotozey you, rotozey!
If they gave you porridge,
you need to eat it soon!

The cat went along the path,
I bought Mashenka boots,
The cat went to the market,
I bought a cat pie
The cat went to the street
I bought a bun for a cat.
Do you have yourself
Or take down Mashenka?
I'll bite myself
Yes, I'll take Mashenka too.

Folk songs, rhymes

1. "Oh, patties, patties, let's bake pancakes!";
2. “Good girl, Katenka, eat sweet porridge ...”;
3. “I’ll bake a pie for Tanya ...”;
4. “The grass-ant has risen from sleep ...”;
5. "Forty - forty";
6. “Give, milk, cow ...” (Czech folk song);
7. “You graze, cow, longer ...” (Lithuanian folk dog);
8. "Excellent wheat" (Swedish nar. dog);
9. "At the mill" (German national dog);
10. "Pie" (Hungarian)

1. Writers for children

1. “Who will rather finish drinking” S. Kaputikyan”
2. "Hostess" by V. Donnikov;
3. "Bears" G. Boyko;
4. "Delicious porridge" 3. Alexandrova;
5. "Three loaves" I. Druzhnikov;
6. "Masha has lunch" S. Kaputikyan;
7. "The ABC of Health" S. Volkov;
8. "Alyonushka" by E. Blaginin.

Bibliography:

1. Bondarenko A.K. Didactic games in kindergarten. - M .: Education, 1991.
2. Bure R.S., Ostrovskaya A.F. Educator and children. – M.: Enlightenment, 2006.
6. Kulik G.I., Sergienko N.N. School of a healthy person. - M: TC Sphere, 2006. - (Development program).
7. Likhacheva A.A. Meeting with Moidodyr. // Preschool education No. 9 - 2004. p.56
8. Mchedlidze N.B., Lebedenko A.A., Grebenshchikova E.A. History of preschool foreign pedagogy. – M.: Enlightenment, 1980.
9. Mikhailenko N.Ya., Korotkova N.A. How to play with a child - M., Pedagogy, 1990.
10. Mukhina V.S. Age-related psychology. – M.: Academy, 2006.
11. Ostrovskaya L.F. Pedagogical situations in family education of preschool children. – M.: Enlightenment, 1990.
12. Pechora A.V. Educational games for preschoolers. M.: VAKO, 2008.
13. The program of education and training in kindergarten / Ed. M.A. Vasilyeva and others - M .: Mosaic - Synthesis, 2007.
14. Sorokina A.I. Didactic games in kindergarten. M., 1982.
16. Uruntaeva G.A. Diagnosis of the psychological characteristics of a preschooler - M., 1996.

Conclusion
As a result of the work, I learned that even the classics of Russian pedagogy (N.K. Krupskaya, A.S. Makarenko, K.D. Ushinsky) wrote that the formation of cultural and hygienic skills is one of the most important areas in working with children. Modern pedagogical research and work experience has shown that the main thing is not to miss the favorable period when skills and habits are formed quickly, i.e. sensitive period. Work on the formation of cultural and hygienic skills should be carried out in direct contact with the family.
The study of primary sources made it possible to deepen knowledge about the importance of cultural and hygienic skills in the upbringing of a preschool child.
Most often, children learn cultural and hygienic skills in the process of games or with the help of a literary word.
Studying the experience of working on the formation of cultural and hygienic skills in children of primary preschool age, I became aware that various game techniques and methods help in this. The need for neatness, keeping the face, hands, hair, etc. clean is dictated not only by the requirements of hygiene, but also by the norms of human relations. A small child embodies human relations, first of all, in the game. Therefore, in our experimental work, we will give preference to different game techniques and methods.
Cultural and hygienic skills are an important part of the culture of behavior. Teachers and parents should always remember that the skills instilled in childhood, including cultural and hygienic ones, bring great benefits to a person throughout his subsequent life. Forming cultural and hygienic skills in preschool children, we simultaneously influence many mental processes in the development of the child, while the teacher must have great patience and understanding

Clist of literature

1. Belostotskaya E.M., Vinogradova T.F. et al. Hygienic foundations for raising children from 3 to 7. - M .: Education, 1991.
2. Bondarenko A.K. Didactic games in kindergarten. - M .: Education, 1991.
3. Bondarenko A.K. Didactic games in d / s: A manual for a kindergarten teacher. - M .: Education, 1985.
4. Bure R.S., Ostrovskaya A.F. Educator and children. – M.: Enlightenment, 2006.
5. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age. – M.: 1991.
6. To the educator about working with the family / Ed. N.F. Vinogradova. – M.: Enlightenment, 1989.
7. Golitsina N.S. Perspective planning of the educational process in a preschool institution. – Scriptorium 2003, 2007.
8. Gurina IV First steps from 0 to 3 years. We fall asleep, we eat, we listen to mom and dad. - St. Petersburg, 2007.
9. Dubrova V.P., Milashevich E.P. Pedagogical practice in kindergarten. – M.: publishing house. center "Academy", 1998.
10. Childhood \ Ed. IN AND. Loginova and others - St. Petersburg: Accident, 2008.
11. Zaporozhets A.V. Psychology and pedagogy of the game of a preschooler. M., 1966.
12. Zebzeeva V.A. Organization of regime processes in preschool educational institutions. – M.: Sfera, 2007.
13. The game of a preschooler / Ed. S.A. Novosyolova. – M.: Enlightenment, 1989.
14. History of preschool pedagogy in Russia: Reader. S.V. Lykov, L.M. Volobuev; Ed. S.F. Egorova. - M .: Publishing Center "Academy", 1990.
15. Komarova T.S., Kutsakova L.V., Pavlova L.Yu. Labor education in kindergarten. – M.: 2005/
16. Krupskaya N.K. About preschool education. - M .: Education, 1973.
17. Uruntaeva G.A., Afonkina Yu.A. How to introduce your baby to hygiene and self-care. – M.: Enlightenment, 1997.

Synopsis of the routine moment "Washing" in the early age group

Target: learning to wash their own hands

Tasks:

Tutorials:

• Improve your skills in washing your hands and face.
• Teach children the correct names for toilet items.
• Continue to develop the habit of using an individual towel and comb.
• Continue to teach children to answer simple questions.
• Activate words denoting action in children's speech: wash, roll up sleeves, lather, wash off soap, comb your hair.

Developing:

• Develop memory, thinking
• Develop independence, tactile sensations.
• Develop vocabulary

Educators:

• To develop cultural and hygienic skills.

Enrich vocabulary:fragrant, smooth soap, towel.

Methodical methods:

Game situation, showing the educator, the actions of the educator together with the children, the questions of the educator and the answers of the children, explanation, showing toilet items, reading nursery rhymes, excerpts from poems, provide children with the opportunity to finish words and phrases when reading familiar nursery rhymes and poems.

Preliminary work:

Conversations about the purpose of soap, about how it happens; examining plot pictures depicting objects used for washing, using the didactic games “Wonderful bag”, “Let's teach Katya to wash”, “Misha visiting Masha”, “Bathing dolls” for this. We got acquainted with water, its properties, where it can be found . We learned new sedentary games “We woke up ...”, “Washer” (a gray bunny washes up, it’s apparently going to visit ....). Learning nursery rhymes, finger games, reading excerpts from K.I. "Dirty Girl" and other works.

GCD progress

Stages	The activities of the educator	Children activities	Methodological techniques
introductory	Guys, what you are beautiful, neat, neat. I see you are in a good mood today.” Let's play a little with you. Hello sun! (hands up) Hello me! (handles to yourself) Hello my teacher! (handles in front of you) Hello, grass and meadow! (swing arms down) Hello my dear friend! (spreading arms to the sides) Here are some good fellows! We greeted each other. Guys, today I didn’t come to you alone, Dr. Aibolit came with me. (shows Aibolit's toy) He wants to see if we can wash our hands. Well, what will the guys show the doctor how we wash ourselves?	Children stand in a circle on the carpet Repeat the movements after the teacher Yes	Organizing time Emotional mood surprise moment Topic message
Main	The teacher, together with the children, goes to the washroom. What should we do before washing our hands? That's right, you need to roll up your sleeves so as not to wet your clothes. Vanya, show me how to roll up your sleeves. Who does not roll up his sleeve, He won't get any water! Well, the sleeves are rolled up. And now, let's show how to wash your hands, one palm washes the other. Finger gymnastics: "Washing hands" “Oh, water, water, water! (we rub our hands rhythmically, imitating “washing hands”) Let's always be clean! Spray to the right, spray to the left! (squeeze your fingers into a fist, then straighten your fingers with force, as if shaking off water) Our body has become wet! Fluffy towel (energetic movements imitate alternately wiping each hand with a towel) Let's wipe the hands very quickly! The teacher goes to the tap and reads a nursery rhyme: "We know, we know, yes, yes, yes, Where is the water hiding? Come out Voditsa, we came to wash, Palms, palms Wash the crumbs with soap First we wet our hands with water, then we lather our hands with soap and rub one palm against the other. And after that, wash off the foam with water and do not forget to shake your hands. Look guys what pens have become? It's like wearing white gloves. Well, now wash off the foam from your hands and wash your face. Rhyme Reading: Water, water, Wash my face! To make your eyes sparkle To make cheeks blush To laugh mouth, And he bit his teeth. Well done boys! Let's show our pens to Dr. Aibolit. Game for the development of sound pronunciation How does tap water flow? How does water hiss in a teapot? How does it rain? Well done guys, Aibolit was pleased with you. Let's say goodbye to him until we meet again	The children go to the washroom. Roll up your sleeves all children roll up their sleeves. Do finger exercises Children wash their hands with soap. Soap After washing, the children come up to Aibolit's toy and show him clean hands and face. (s-s-s) (sh-sh-sh)

Tasks for the formation of cultural and hygienic skills in children

GKP (from 3 to 4 years)
1. Teach children to wash their hands, face, hang a towel in their place.
2. Form food skills: do not crumble bread, do not spill food, chew food with your mouth closed.
3. Teach children how to properly use a spoon, fork, napkin.

Middle group (from 4 to 5 years).
1. Improve neat eating skills: take food little by little, chew well, eat silently,
2. Continue to teach how to use cutlery (spoon, fork, knife), napkin,
3. Learn to rinse your mouth after eating.

Senior group (from 5 to 6 years).
1. Improve food skills: use cutlery (fork, knife) correctly
2.Eat neatly, silently, while maintaining the correct posture at the table
3. Continue to cultivate the skills of cultural behavior: leaving the table, quietly push the chair, thank adults.

Preparatory group (from 6 to 7 years).
1. To consolidate the skills of cultural behavior at the table: sit straight, do not put your elbows on the table, drink and chew food silently
2. Correctly use a knife, fork, napkin

Cultural and hygienic skills- an important component of the culture of behavior. The need for neatness, keeping the face, body, hair, clothes, shoes clean is dictated not only by the requirements of hygiene, but also by the norms of human relations. Children should understand that respect for others is shown in observing these rules, that it is unpleasant for any person to touch a dirty hand or look at untidy clothes. A sloppy person who does not know how to take care of himself, his appearance, his actions, as a rule, is careless in his work.

The education of cultural and hygienic skills is important not only for the success of the socialization of children, but also for their health.

Caring for the health of children, their physical development begins with educating them in love for cleanliness, neatness, and order. “One of the most important tasks of a kindergarten,” wrote N.K. Krupskaya, “is to instill in children skills that strengthen their health. From an early age, children should be taught to wash their hands before eating, eat from a separate plate, walk clean, cut their hair, shake out clothes, not drink raw water, eat on time, sleep on time, be more outdoors, and so on.
The basis for the full physical development of a young child is to introduce him to the basics of a healthy lifestyle. In introducing children to a healthy lifestyle, it is important for preschoolers to master the basics of hygiene culture.

The formation of cultural and hygienic skills is a long process, in connection with this, the same tasks can be repeated many times. The upbringing of skills is carried out by methods of direct influence, exercises, i.e., by teaching, accustoming, therefore, the upbringing of cultural and hygienic skills must be planned in the daily routine.

From the first days of life, during the formation of cultural and hygienic skills, there is not a simple assimilation of rules, norms of behavior, but an extremely important process of socialization, humanization of the baby, his “entry” into the world of adults. Mental development is an uneven process, its lines do not go simultaneously, there are periods of the most rapid development of certain functions, mental qualities. These periods are called sensitive - the most favorable for development. For the initial formation of cultural and hygienic skills, the sensitive period falls on early childhood.

With the help of correlative actions, objects are brought into the appropriate spatial positions: the baby closes and opens the boxes, puts the soap in the soap dish, hangs it on the hook by the loop, fastens the buttons, laces up the shoes.

The daily routine, in the formation of cultural and hygienic skills, is of great importance. The daily routine is a clear routine of life during the day. Getting involved in the daily routine, performing everyday processes, the child masters a series of cultural and hygienic skills. These skills are one of the components of the culture of behavior in everyday life. A skill that has become a need is a habit. The habit of washing allows the child to do this deftly and quickly, and the habit of washing encourages him to do it willingly and without compulsion. As they are mastered, cultural and hygienic skills are generalized, detached from the corresponding subject and transferred to a game, imaginary situation, thereby influencing the formation of a new type of activity - the game.

Cultural and hygienic skills are associated not only with the game. They form the basis of the first type of labor activity available to the child - self-service labor. Self-service is characterized by the fact that the child's actions do not have a social motive, they are directed at himself. “Mastering cultural and hygienic skills affects not only play and work activities, but also the relationship of the child with adults and peers. Mastering cultural and hygienic skills makes it possible to compare yourself with other children: am I better or worse at doing this? So through comparing yourself with others, the prerequisites for the formation of self-esteem, awareness of one's capabilities and skills, as well as prerequisites for self-control, are formed. When performing everyday processes, the baby observes, compares, analyzes, establishes cause-and-effect relationships. He thinks about where the soap went, because at first there was a large piece, and after a while it became very small, why water washes away foam and dirt from his hands, how a cutlet can be cut in half with a fork, where sugar disappears in tea, why wet scarf, etc.

Cultural and hygienic skills are aimed at the child himself. Performing sanitary and hygienic procedures, the baby is aware of himself. He has an idea about his own body. When dressing and washing, the child, looking at his reflection in the mirror, comes to understand some of the changes that occur in him during the domestic process: the face turned from dirty to clean, the hair from disheveled became beautifully combed, the legs were put on boots, put on the handles mittens. The child begins to control his appearance: he pays attention to dirty hands, notices problems in clothes, asks an adult to help put himself in order, the baby develops a need for cleanliness and neatness. That is, the actions that make them improve by themselves, change themselves, and not the object. Therefore, they form the baby's idea of ​​\u200b\u200bhis own body. When putting on shoes, the baby examines his legs, putting on gloves - pens, tying a bow or scarf - his face. When dressing, washing, the child sees his reflection in the mirror, notices the changes taking place in it.

Cultural and hygienic skills coincide with another line of mental development - the development of the will.

The kid still doesn't know how to do anything. Therefore, every action is given with great difficulty. And you don’t always want to finish what you started, especially if nothing works out. If adults rush to help the child at the slightest difficulty, free him from the need to make efforts, then very quickly he will form a passive position: “fasten”, “tie”, “dress”.
With age, as he masters cultural and hygienic skills, the baby is aware of the rules of behavior that determine them. And such rules begin to regulate the actions of the child, to control them. That is, the child's behavior becomes arbitrary. He restrains his immediate feelings and aspirations, subordinates his actions to a previously set goal, can refuse what he wants if this is required by the social rule of behavior.

Thus, the development of cultural and hygienic skills is associated with the ethical development of a preschooler.

Education in children the skills of personal and public hygiene plays an important role in protecting their health, promotes proper behavior in everyday life, in public places. Ultimately, not only their health, but also the health of other children and adults depends on the knowledge and implementation of the necessary hygiene rules and norms of behavior by children.

In the process of daily work with children, it is necessary to strive to ensure that the implementation of personal hygiene rules becomes natural for them, and hygiene skills are constantly improved with age. At the beginning, children are taught to follow elementary rules: wash their hands before eating, after using the toilet, playing, walking, etc. Children of middle and older preschool age should be more conscious of the implementation of personal hygiene rules; wash your hands with soap on your own, lathering them until foam forms and wipe them dry, use an individual towel, comb, mouthwash, make sure that all things are kept clean. The formation of personal hygiene skills also implies the ability of children to always be neat, to notice problems in their clothes, to fix them on their own or with the help of adults. Hygienic education and training is inextricably linked with the education of cultural behavior. All information on hygiene is instilled in children in everyday life in the process of various activities and recreation, i.e. in each component of the regime, one can find a favorable moment for hygienic education.

For the effective hygienic education of preschoolers, the appearance of others and adults is of great importance. We must constantly remember that children at this age are very observant and prone to imitation, so the teacher should be a model for them.

First junior group.

One of the tasks of educating children of the first youngest group is to form in them the prerequisites for moral behavior and cultural and hygienic skills. Children of the 3rd life who came to kindergarten differ from each other in the level of upbringing, have different skills and are just beginning to get used to the new environment for them. Hence, an individual approach to each child is of particular importance in working with kids.

First of all, I needed to win the trust of the child. The child of the younger group experiences a particularly great need for constant contact with adults. From how the relationship between the baby and adults will develop and develop, his relationship and culture of behavior in contacts with a wider range of people largely depend. The creation of the prerequisites for the cultural behavior of a small child is carried out in several directions. One of them is the formation of the ability to play and study, walk and eat, sleep during quiet hours, dress and wash together with a group of peers, next to comrades, i.e. in a collective. At the same time, children develop a sense of community. It is equally important to instill an interest in the work activity of adults, a desire to help them, and later independently perform simple self-service labor activities. Raising a caring attitude to toys and things, the ability to overcome small difficulties and bring things to an end, a sense of gratitude for care and care, obedience and a sense of sympathy, friendliness to children and adults - all these are the fundamental program areas of the teacher's pedagogical work in the 1st junior group of kindergarten .
An important task in working with children of the I younger group kindergarten is the education of cultural and hygienic skills - neatness, accuracy in everyday life, food culture skills, as an integral part of the culture of behavior. To make it easier for a child to learn new skills, it is necessary to make this process accessible, interesting and exciting. And this must be done pedagogically subtly, unobtrusively. At the same time, it is important for the educator to take into account the age peculiarity of children of the 3rd year of life - the desire for independence.

For easier mastering of certain skills, the actions associated with its assimilation are divided into several operations. We must remember one more important feature of the formation of cultural behavior skills in children: as they master new actions, children want to repeat them repeatedly. In other words, kids turn these actions into a game. The teacher, seeing this, joins the game and directs the child's actions to consolidate the skill. By repeating the correct actions in this way, young children begin to perform them more carefully. First of all, you should remember: at the initial stage of mastering the skill, in no case should you rush children, you must give them the opportunity to calmly perform the mastered actions. Such an environment will allow them to maintain a positive emotional mood. However, the need to keep within the time allotted for regime processes remains. Therefore, it is necessary to skillfully direct the efforts of children to more purposeful actions. For this, indirect methods of preventive encouragement, for example, are effective.

Another, also very effective way is the use of games. With the satisfaction of the child's interest in new actions for him, with their repeated performance, the skill becomes strong. To strengthen the skill, you should also use the encouragement of the baby for a successfully completed task. The nature of the assessment of actions and deeds changes in accordance with the increasing level of consolidation in children of the skills of a culture of behavior. If at the beginning the efforts of children are constantly encouraged and evaluated positively, then in the future it is necessary to treat as a proper phenomenon, to evaluate only the quality of actions.
In order for children to learn more difficult rules of cultural behavior, it is advisable to use collective games-activities, games-exercises, games-staging. They help the teacher to equalize the level of mastery of the skills of each child of the group. Through games-classes, the educator can in a fun way not only reveal the content of the requirements in the required sequence, but also connect these requirements with the specific actions of the baby, this makes it possible to consolidate a positive attitude towards their implementation in everyday life.

Given the peculiarities in working with children of primary preschool age, classes should be given maximum importance, which ensures good activity for kids. Their interest intensifies when a child of the older group takes part in the games, shows directly the action itself (dressing, washing) or examples of polite treatment.

The actions shown and mastered in the classroom as a result of constant exercises in everyday activities develop into stable skills of cultural behavior. In the future, children begin to use these skills in a wide variety of situations. The content of various events from the life of children and their actions in these events can be included in the activity games.

At the end of the year, children take part in preparations for "moving to a new apartment" - to another group. They put toys in boxes, put dolls in various vehicles - strollers, cars. Again, a situation deliberately created by the educator, which helps him in the formation of a benevolent attitude of children towards each other, the skills of moral behavior.
The game techniques used by me evoked positive emotions in the kids, ensured a higher susceptibility of the child to the moral rules of behavior. I unobtrusively developed the intellectual and emotional attitude of children to specific rules of social behavior, fixed them in experience, encouraging the kids to benevolent actions.

For the kids to master dressing techniques, dolls were also included in the game. The group had a large doll with a selection of clothes.

From the first day, I warned parents that the children's clothes should have loops sewn on, for which he could hang them in his closet. This will make it easier to develop the skill of keeping clothes neat.

Second junior group.

In children in the 4th year of life, we continued to form independence, the ability to overcome small difficulties. They made complex demands on the performance of actions during regime processes, respect for toys, and the work of elders. I paid great attention to the formation in children and their implementation of the rules of polite treatment, organized behavior in kindergarten, on the street.

When planning the work, I paid special attention to the formation of such qualities as sensitivity, attentiveness, courtesy, tact, which will help the child to see and distinguish the state of a person, deciding what to do in a particular case so as not to cause trouble to others.
The evening presents great opportunities for cultivating a culture of behavior. This is a time of especially confidential communication with children, a heart-to-heart talk. Direct communication with me helped to strengthen the child's attachment and trust in him - the most important condition for moral education. For the evening hours, staging of simple stories with the help of toys was also planned. I drew the content of such scenes from observations; children perceive scenes from their lives with interest.
The level of development of children of the 4th year of life makes it possible to somewhat complicate the program requirements for morally directed games, exercises, dramatizations. Now they are built so that each subsequent exercise is based on the previously acquired experience of children. This ensures faster and more lasting mastering of the skill.

The principle of conducting games is a wider, complex impact on the consciousness and moral feelings of children, as well as providing them with the opportunity to exercise in performing the necessary actions and deeds. Gradually, children were given more and more independence, bypassing the demonstration of actions, creating the opportunity for independent exercises in cultural behavior.
In order to achieve unity between ideas about how to behave and the specific behavior of the child, I made extensive use of game-based exercises. Children are very fascinated, for example, with games-exercises to consolidate the rules of etiquette in communication with surrounding adults and children.
Exercises in performing actions to show the educator are a kind and necessary for the formation of the skill of training the behavior of children. For example: in the lesson “Visiting Matryoshka”, it was clearly shown how to politely greet, bowing your head. In the following days, when meeting with children, it is necessary not only to greet them affably, but, if necessary, to remind them how to greet Matryoshka in class.

Such exercises allow you to generalize individual actions, show children in a complex, for example, the process of washing. They take an active interest, they name the parts that should be washed, and so on.

Gradually, I introduced new attributes into the play corners, allowing the content of the games to develop in accordance with the acquired skills of cultural behavior.

3. The system of work on the formation of cultural and hygienic skills.

Creation of conditions.

The main conditions for the successful formation of cultural and hygienic skills include a rationally organized environment, a clear daily routine and adult guidance. A rationally organized environment means the presence of a clean, fairly spacious room with the necessary equipment to ensure all regime elements (washing, eating, sleeping, classes and games).

For the formation of cultural and hygienic skills, it was also important to develop general criteria for evaluating individual actions, to clearly determine the location of things, toys, the order of their cleaning and storage. For kids, the constancy of conditions, knowledge of the purpose and place of each thing he needs during the day is of particular importance. For example, in the washroom, a sufficient number of sinks of the required size were placed, each of which contains soap; sinks and towels are placed taking into account the growth of children; there is a picture on the hanger above each towel. This increases the interest of children in washing. The daily routine ensures the daily repetition of hygiene procedures at the same time - this contributes to the gradual formation of skills and habits of a culture of behavior. Their formation occurs in games, work, classes, in everyday life. Repeating daily, the daily routine accustoms the child's body to a certain rhythm, provides a change of activity, thereby protecting the nervous system of children from overwork. The implementation of the daily routine contributes to the formation of cultural and hygienic skills, education, organization and discipline. The formation of cultural and hygienic skills is carried out under the guidance of adults - parents, educator. Therefore, the basic requirements of the preschool institution and the family were developed and agreed upon. Among the many classifications of methods, a classification has been adopted in preschool pedagogy, which is based on the main forms of thinking that determine the nature of the methods of children's activities in the learning process. These forms include visual - effective and visual - figurative thinking. In this regard, the main methods of teaching preschoolers are visual, verbal, game and practical methods.

Preparation for the formation of skills for independent self-service movements is the creation of a positive attitude in the child to dressing, washing, feeding. Learning some skills, for example, cultural eating, requires considerable work, since for this children must master a number of actions carried out in a certain sequence (sit correctly at the table, use eating utensils, a napkin, etc.). At preschool age, children are especially prone to imitate, so the personal example of adults plays an important role in the formation of skills.
For preschool children, awareness of the importance of cultural and hygienic skills was of great importance, they needed to be informed of elementary knowledge about the rational rules of personal hygiene, its significance for everyone and for others, and to cultivate an appropriate attitude towards hygiene procedures. All this contributed to the strength and flexibility of skills, and this is very important for creating lasting habits. For this purpose, variable tasks, unusual situations during the game, classes, walks were used.
To instill cultural and hygienic skills, I use a show, an example, an explanation, an explanation, encouragement, conversations, exercises in actions. Playing techniques are widely used, at a younger preschool age: didactic games, nursery rhymes, poems (“Wash cleaner - do not be afraid of water”; “Early in the morning at dawn, mice, and kittens, and ducklings, and bugs, and spiders ... ", etc. .P.).
The display is accompanied by an explanation. The display of any action was given in such a way that individual operations were singled out - first the most significant, and then additional ones. The operations are carried out in a strict order with a small interval (no more than 5-10 seconds), otherwise a dynamic stereotype is not generated. Showing the action to the kids is necessarily accompanied by pronunciation (“Now take a towel and wipe each finger”). Then I act together with the baby, performing associated actions. For example, I take his hands in mine, lather him up and put him under running water. Thus, the child develops a sensorimotor pattern of action, as well as an image of the operations that make up the action and the conditions in which it takes place. Gradually, we provide the baby with greater independence, controlling the execution of operations and the result, and then only the result. When developing skills, the child learns to keep the goal of the activity, not to be distracted. She also drew the attention of children to the rationality of certain methods of action. For example, after use, a towel must first be straightened, and then hung up - this way it dries better, does not fall to the floor. The demonstration of actions and the children's attempts to perform them on their own were accompanied not only by explanations, but also by questions directing the child's attention to the need to act in a certain way. This helped him to quickly learn the way to do it, to understand why it was necessary to do it that way.
In the education of cultural and hygienic skills, it is important to work with parents. The kid does not immediately and with great difficulty acquire the necessary skills, he will need the help of adults. First of all, it is necessary to create the necessary conditions in the family: adapt a clothes hanger to the growth of the child, allocate an individual shelf or place on the shelf for storing toilet items (handkerchiefs, ribbons, socks), a permanent and convenient place for a towel, etc. This was discussed in a confidential conversation with the fathers of the children.
Teaching children, taking into account their experience. It is impossible, for example, to start teaching a child to use a fork if he has not yet learned how to eat with a spoon correctly. Consistency in learning is very important. Thus, the actions associated with undressing were mastered by children faster than the actions with dressing; it is easier for a child to first learn to wash his hands, and then his face. The gradual complication of requirements takes the child to a new level of independence, maintains his interest in self-service, and allows him to improve his skills.

“The methodological techniques used by the teacher must be changed, and the conditions must be constant,” R.S. Bure and A.F. Ostrovskaya. “We will wash ourselves,” they said at the beginning of the year and showed how to wrap up the sleeves, how to lather our hands, wash them, and then wipe them off. All children act under the supervision and control of the teacher. But children are getting older, and we gradually gave them more and more independence, moved from direct instructions to reminders, from showing to advice, from example to methods that allow children to develop a conscious attitude to the rules - persuasion, clarification of the meaning of the rules. Only when we took into account the ever-increasing experience of children, the improvement of their skills, the ability to more and more independently fulfill the established rules, only then did they develop stable habits that did not collapse during the transition to new conditions. If this is not taken into account, then children develop only the ability to obey the demand of an adult.

Usually the quality and the correct sequence of actions is out of the attention of an adult. In this case, it is often considered unimportant to monitor whether the skill has become a habit. This situation leads to the fact that even seven-year-old children need to perform cultural and hygienic skills based only on the requirements of an adult. This can lead to the loss of a seemingly already formed skill. Therefore, in preschool age, it is necessary to re-learn skills on a different basis than in childhood. The child should be helped to realize the methods and conditions for the implementation of cultural and hygienic skills, as well as their necessity. Based on the expansion and complication of his practical experience. And for this, a specially organized activity of the baby under the guidance of an adult is necessary, then the children understand the expediency of the requirements of the educator (wash hands cleanly, do not pour water on the floor, etc.). To consolidate the rules and assimilate them, it is advisable to conduct a conversation about hygiene in middle and older groups. It is built in such a way that children not only name, list actions and their order, but also make generalizations that help to understand the expediency of actions, convince children of their necessity. It is important that older preschoolers independently use cultural and hygienic skills.

Therefore, it is advisable to move from direct instructions to indirect ones, for example, instead of reminding “children, go wash your hands,” say: “We are starting to prepare for dinner,” etc.

In the work of self-service, the child is taught to complete what he has begun, to do the work with high quality. For example, they teach not only to take off clothes, but also to turn each item on the front side, fold it neatly, and hang it up. Of course, we use the method of encouragement. It is important to praise the child in time, but you need not to abuse it so that he does not expect praise all the time. Fulfillment of requirements has become the norm of behavior, the need of the child.

One of the leading techniques in all age groups is the repetition of actions, an exercise, without which a skill cannot be formed. At the first stages of skill formation, one should check how individual actions or the task as a whole were performed, for example, ask before washing: “Show how you rolled up your sleeves” or after washing, see how clean and dry your hands are. Didactic games are a good form of exercise in mastering cultural and hygienic skills.

A special role in the education of cultural and hygienic skills belongs to playing techniques. Using them, the educator reinforces the skills that are developed in everyday life in children.

Particular attention should be paid to the game method, because the game is the leading activity of a preschool child, through the game the child remembers better and establishes causal relationships. The game allows the child to better understand the world around them.

In the future, work with children should continue when they move into the middle, and then into the senior group.

To consolidate the rules and assimilate them, in middle and older groups it would be advisable to pay more attention to conversations about hygiene, which will be structured so that children not only name, list actions and their order, but also make generalizations that help understand the appropriateness of actions, convince children in their need.

An important task will be that older preschoolers independently use cultural and hygienic skills.

Topic 6. Methods for organizing and conducting washing, dressing, eating, walking, sleeping in accordance with the age of preschool children

Independent work No. 5

Based on the analysis of the Exemplary Basic General Educational Program of Preschool Education “FROM BIRTH TO SCHOOL”, draw up a table “Formation of cultural and hygienic skills”

Exercise.

1. 
   Recall the content of the structure of the “Exemplary basic general educational program of preschool education “FROM BIRTH TO SCHOOL” (hereinafter referred to as the Program), edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva - M.: Mosaic-Synthesis, 2012.
2. 
   In the section "Content of psychological and pedagogical work" in each age group, analyze the content of the educational area "Health", study the tasks for the formation of cultural and hygienic skills, fill in the table. Track the change in the leading tasks by filling in the table:

Age group Types of CGT	1 junior group	2 junior group	middle group	Senior group
Tasks for the formation of cultural and hygienic skills
washing
Teeth cleaning
Combing
Dressing
Shoe cleaning and washing
outerwear care
Bed making
Eating, drinking
in the toilet
Keeping the nose clean
Keeping personal belongings clean

Recommended literature:

1. 
   

Independent work No. 6

Making an album of small art forms (rhymes) aimed at the formation of cultural and hygienic skills

1. 
   Pick up nursery rhymes for holding regime moments:

• 
  washing
• 
  Combing
• 
  dressing, undressing
• 
  Eating, drinking
• 
  Sleeping

1. 
   Design an album that you can use in spending regime moments and learning with children.

1. 
   Zebzeeva V.A. Organization of regime processes in preschool educational institutions. - M.: TC Sphere, 2008. - 80 p.
2. 
   Astashina M.P., Treshcheeva O.L. Folklore in the physical education of preschool children. // Preschool education. 1997. No. 3.

Independent work No. 7
Drawing up a thesis summary "Development of psychophysical qualities in preschool children"
Exercise:

1. 
   Using the tutorials below, read the contents of the relevant study material.
2. 
   Make up thesis summary"Development of psychophysical qualities" according to the plan:

1. 
   Definition of "psychophysical qualities".
2. 
   Brief description of psychophysical qualities:

• 
  Power
• 
  Agility
• 
  Flexibility
• 
  Endurance
• 
  Equilibrium

1. 
   Methodology for the development of psychophysical qualities in preschool children.

1. 
   Physical education teacher in preschool institutions: Proc. Allowance for students. Higher And Wednesday. Ped. Proc. Institutions / Kozhukhova N.N., Ryzhkova L.A., Samodurova M.M.; ed. S.A. Kozlova. - M.: Publishing Center "Academy", 2002. - S.70-71.
2. 
   Stepanenkova E.Ya. Theory and methods of physical education and development of the child: Proc. Allowance for students. Higher And Wednesday. Ped. Proc. Institutions. - M.: Mosaic-Sintez, 2001. - S. 102-128.
3. 
   Theoretical and methodological foundations of physical education and development of children of early and preschool age: a textbook for students. Institutions Prof. Education / [S.O. Filippova, T.V. Volosnikova, O.A. Kaminsky and others]; ed. S.O. Filippova. - 3rd ed., Rev. And extra. - M.: Publishing Center "Academy", 2011. - 101-112 p.

Independent work No. 8

Make a card index of outdoor games (at least 20 cards).

Exercise.

1. 
   Analyze the content of the educational area "Physical culture" in the section "Mobile games" classifying games by types of movements, degree of mobility and fill in the table:

Types of games	1 junior group	2 junior group	middle group	Senior group	preschool group
With walking and running
Crawling, crawling, climbing
With throwing and catching, throwing
With bouncing, jumping
For orientation in space
relay races
With competition elements
Folk games

1. 
   Make a card index of outdoor games: five cards for each age group, at least 20 cards in four envelopes.

The size of the cards is 7.5 - 12.5 cm. Insert the cards into an envelope designed for the age group.
Card example:

1 side 2 side

1. 
   Approximate basic general educational program of preschool education "FROM BIRTH TO SCHOOL", edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva - M.: Mosaic-Synthesis, 2012.
2. 
   
3. 
   
4. 
   
5. 
   
6. 
   
7. 
   
8. 
   

Independent work No. 9

Making an album of physical education minutes, counting rhymes

To develop an album, please read carefully.

Physical education minutes- short-term physical exercises aimed at preventing fatigue, restoring mental performance (excite areas of the cerebral cortex that were not involved in previous activities, and give rest to those who worked). They improve blood circulation, relieve fatigue of the nervous system, activate the thinking of children, create positive emotions and increase interest in classes. Based on this, for a physical training minute they make up a complex that includes 3-4 simple exercises for large muscle groups (legs, arms, shoulder girdle, torso), which activate breathing and blood circulation. They are performed within 1.5-2 minutes from the middle group. The term "physical minute" is not used with children.

The main forms of physical education

In the form of general developmental exercises. 3-4 exercises are used for different muscle groups, jumping, running in place or walking.

In the form of a mobile game medium mobility, not requiring a lot of space, with simple, well-known rules for children.

V the form of a didactic game with movement, which fits well into classes on familiarization with nature, on the sound (phonetic) culture of speech, and mathematics.

A form of guessing riddles that children Guesses are represented by movements. N- p: bunny, bear, frog, tree, mushroom, etc. Their value is that the child is looking for a motor image for a guess, and this, in turn, contributes to the intensification of thinking processes, the search for the most expressive movements.

In the form of dance moves under the sound recording, the singing of the teacher or the children themselves. Melodies should be of moderate rhythm, not loud, sometimes smooth.

In the form of performing movements to the text of the poem: t the text of poems should be highly artistic, preference is given to poems with a clear rhythm; the content of the text of the poem should be combined with the theme of the lesson, its program task.

In the form of any motor action and task: imitation movements, labor actions (chopping firewood, starting the engine, driving a car).

Requirements for physical education

Carried out at the initial stage of fatigue (8-I, 13th 15th minutes of the lesson - depending on the age of the children, the type of activity, the complexity of the educational material).

Exercises should be simple in structure, interesting and familiar to children.

Exercises should be comfortable to perform in a limited area.

Exercises should include movements that affect large muscle groups that improve the functional activity of all organs and systems.

Preference should be given to exercises for tired muscle groups.

Rhymes- short rhyming verses used by children to determine the leader or the distribution of roles in the game. The counting book leads the child into the game, serves the self-organization of children, promotes the development of honesty, a sense of camaraderie, and has cognitive, aesthetic and ethical functions. Children develop fantasy, creativity, observation, as children take the topics of counting rhymes from the life of people, animals, observations of natural phenomena.

Classification of counting rhymes: rhymes - numbers, abstruse rhymes, rhymes - substitutions.

1. 
   Design an album physical education minutes, counting rhymes. The album consists of cards in two sections: "Physical minutes", "Counting". The size of the cards is 7.5 - 12.5 cm. Insert the cards into an envelope designed for each section.

Each envelope contains at least 10 cards. Card example:

Physical education counting

Eniki-beniki

Ate dumplings

Eniki-Beniki-Clops.

Came out on deck

Fast sailor.

Hands raised and shook

These are the trees in the forest.

Hands bent, brushes shaken

The wind knocks down the dew.

To the side of the hand, gently wave -

The birds are flying towards us.

How they sit down, we will also show

1. 
   Approximate basic general educational program of preschool education "FROM BIRTH TO SCHOOL", edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva - M.: Mosaic-Synthesis, 2012.
2. 
   Averina I.E. Physical culture minutes and dynamic pauses in the preschool educational institution - M., 2007.
3. 
   Astashina M.P., Treshcheeva O.L. Folklore in the physical education of preschool children. // preschool education. 1997. No. 3.
4. 
   Educator for physical culture in preschool institutions: textbook. allowance for students. higher and avg. ped. textbook institutions / Kozhukhova N.N., Ryzhkova L.A., Samodurova M.M.; ed. S.A. Kozlova. - M.: Publishing Center "Academy", 2002. - S.196., S.274-278.
5. 
   Kovalko V.I. ABC of physical education minutes for preschoolers: Middle, senior, preparatory groups. M., 2008
6. 
   Stepanenkova E.Ya. Theory and methods of physical education and development of the child: textbook. allowance for students. higher and avg. ped. textbook establishments. - M.: Mosaic-Sintez, 2001. - S. 78-85., S. 295.
7. 
   Theoretical and methodological foundations of physical education and development of children of early and preschool age: a textbook for students. medium institutions. prof. education / [S.O. Filippova, T.V. Volosnikova, O.A. Kaminsky and others]; ed. S.O. Filippova. - 3rd ed., Rev. and additional - M.: Publishing Center "Academy", 2011. - 224 p.
8. 
   Shebeko V.N. Physical Education of Preschoolers: Textbook for Students of Secondary Pedagogical Educational Institutions. / V.N. Shebeko, N.N. Ermak, V.A. Shishkin. – M.: Academy, 2007. – 192.

Independent work No. 1o

Development of a scenario for physical culture leisure (holiday) in one age group (age group at the student's choice)

Exercise:

1. 
   From the section "Cultural and leisure activities" of the program "FROM BIRTH TO SCHOOL" write out an approximate list of sports entertainment. Filling in the table, trace the change in the leading tasks:

Age group	Tasks of the KDD	Approximate list of sports entertainment
2 junior group
middle group
Senior group
preschool group

1. 
   To develop a plan-outline of physical education, carefully read

Recommendations for the preparation and conduct of physical education

1. 
   Synopsis principles:

• 
  Correspondence of motor tasks the age of children, their level of physical fitness;
• 
  The principle of health-improving, developing and educating nature- fulfillment of tasks that require children to develop physical qualities, moral and volitional qualities, the ability to act in a team, increase motor activity;
• 
  The principle of visibility. Using the surprise moment;
• 
  Consciousness principle. It involves understanding by children the essence of the proposed topic of entertainment, the content of the motor tasks that they produce, as well as understanding the content of the literary accompaniment of these tasks;
• 
  The principle of accessibility. When selecting motor tasks, the age of children, the state of health, the level of their physical fitness are taken into account. One of the main conditions for accessibility is the gradual complication of tasks, their continuity;
• 
  The principle of systematic. In the alternation of load and rest, in physical education, some tasks are performed together, others in turn.

1. 
   Option for physical culture leisure (holiday):

• 
  Built on familiar outdoor games and game exercises;
• 
  Built on the elements of one of the sports games;
• 
  Built on relay race games;
• 
  Built on one of the sports exercises or basic movements (skiing, swimming pool, throwing, cycling, etc.);
• 
  Sports and musical (compete in the quality of performing movements to the music).

1. 
   Participation of children in the performance of tasks (frontal forms of organization, subgroups, individual).
2. 
   A variety of proposed motor tasks (with running, jumping, etc.)
3. 
   Accounting for the educator of the individual characteristics of children.
4. 
   Participation of the educator in leisure activities:

• 
  Only explains tasks;
• 
  Participates in judging;
• 
  Helps those who cannot organize their actions;
• 
  Helps weak children;
• 
  Summarizes the results taking into account the characteristics of the team or group.

1. 
   Attributes of leisure, its aesthetic, practical educational values.
2. 
   Use of musical accompaniment.

Entertainment structure:

1. 
   Opening of the holiday - exit of participants, formation, parade of participants, their greeting. Presentation of the panel of judges, the order of scoring.
2. 
   Demonstration performances from a complex of general developmental exercises with large objects accompanied by musical accompaniment or musical and rhythmic movements.
3. 
   Conducting games with elements of competitions, relay races, various types of sports exercises and games.
4. 
   "Surprise moment", rides, riddles.
5. 
   Summing up, rewarding children. General dance, parade of participants, general photography.

1. 
   Using the recommended list of methodological sources, select scenarios for physical education for the winter and summer seasons (2 pieces).

1. 
   Using the selected scenario, develop a plan - a summary of physical education in one age group (age group at the student's choice) adhering to the following plan:

• 
  Topic:
• 
  Age group:
• 
  Target:

Tasks: consolidation and improvement of motor skills ... .., educational and developing.

• 
  Preliminary work:
• 
  Hall decoration:
• 
  Equipment and inventory:
• 
  Children's dress code:
• 
  Entertainment progress:

1 part	Children enter the hall to the music, rebuilding in two columns.
	Greeting teams, introduction of the jury.
	Warm-up is a set of general developmental exercises to music.
part 2	Surprise moment, rides, riddles.
	Games are relay races.
part 3	Summing up and rewarding, leaving children to music.

1. 
   When developing an abstract, consider the requirements for organizing leisure:

• 
  Careful preliminary preparation and development of the program;
• 
  Creation of a creative team to develop a scenario and conduct an event;
• 
  Repetition of exercises, outdoor games, relay races in physical education classes, a walk, in independent activity.
• 
  Alternation of venues (sports ground, forest clearing, park, sports facility, etc.), its design.
• 
  Ensuring a sufficiently high motor activity through the correct selection of exercises, alternate performance of tasks - outdoor and sports games, relay races, dances, exercises with elements of acrobatics and rhythmic gymnastics, demonstration performances from general developmental exercises, etc.
• 
  Wide use of the artistic word - poems, riddles, game exercises. Surprise moment.
• 
  Maximum and rational use of physical culture equipment.
• 
  Musical accompaniment.
• 
  Compliance of children's clothing with the theme of the event, air temperature, weather conditions.

Recommended literature:

1. 
   Approximate basic general educational program of preschool education "FROM BIRTH TO SCHOOL", edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva - M.: Mosaic-Synthesis, 2012.
2. 
   Physical education teacher in preschool institutions: Proc. Allowance for students. Higher And Wednesday. Ped. Proc. Institutions / Kozhukhova N.N., Ryzhkova L.A., Samodurova M.M.; ed. S.A. Kozlova. - M.: Publishing Center "Academy", 2002. - S.198-201.
3. 
   Karneichik V. Holidays in kindergarten. // Health of a preschooler. 2012. No. 6. S. 3-6.
4. 
   Lysova V.Ya., Yakovleva T.S., Zatsepina M.B., Vorobieva
   Sports holidays and entertainment. - M., 2001.
5. 
   Nechitailova A., Polunina N., Arkhipova M. Children's Olympic Games // Preschooler's health. 2013. No. 2. S. 10-15.
6. 
   Stepanenkova E.Ya. Theory and methods of physical education and development of the child: Proc. Allowance for students. Higher And Wednesday. Ped. Proc. Institutions. - M.: Mosaic-Sintez, 2001. - S. 297-301.
7. 
   Poyarkova T.Yu. Olympic games in kindergarten. // Physical education instructor. 2013. No. 6. P. 106-113.
8. 
   Privezentseva E. School of a young defender // Health of a preschooler. 2013. No. 2. S. 2-4.
9. 
   Theoretical and methodological foundations of physical education and development of children of early and preschool age: a textbook for students. Institutions Prof. Education / [S.O. Filippova, T.V. Volosnikova, O.A. Kaminsky and others]; ed. S.O. Filippova. - 3rd ed., Rev. And extra. - M.: Publishing Center "Academy", 2011. - 224 p.
10. 
    Shebeko V.N., Ermak N.N. Physical culture holidays in kindergarten M., 2001.
11. 
    Shebeko V.N. Physical Education of Preschoolers: Textbook for Students of Secondary Pedagogical Educational Institutions. / V.N. Shebeko, N.N. Ermak, V.A. Shishkin. – M.: Academy, 2007. – 192.