Formation of self-care skills for children in the senior group

PC 2.3. Organize feasible work and self-service.

Labor education is one of the most important aspects of raising the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them.

The main types of work in kindergarten are self-service, household work, work in nature, manual labor, and the forms of its organization are assignments, duty and collective work of children.

Self-care is the work of a child aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures).

Children of senior preschool age are assigned a number of more complex self-care responsibilities.

During practice, I taught children how to do self-care work. But now I have helped them to correctly approach the implementation of a complex task, showing them how to complete it easier and better. Monitoring continues to ensure that each item is placed in a specific place and that children put away their toys after playing. This is achieved by presenting constant demands. In kindergarten, I continued to teach children to take care of things: clean clothes, shoes, repair toys, books. This instills neatness in children.

Household and household work. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes.

The household work of children of senior preschool age is much more meaningful and becomes collective. This makes it possible to use it more widely as a means of moral education of children: the formation of purposefulness and organization.

When working with older children, it is of great importance to involve children in helping adults. In the process of work, the adult himself is a role model. It is very important to organize work in such a way that children are not just passive performers of some task, but also see the nanny as an organizer of affairs, her hard work.

In attracting children from the older group to household work, general assignments play an important role, when the teacher asks several children to do some kind of work. Since children’s self-organization skills are not yet sufficiently formulated, I tried to discuss with the children how to complete a general task: where they will start working, what they will need, how to organize the work so as not to get dirty themselves, litter, and spill on the floor. I helped everyone agree on who would carry out what general part of the task.

The main form of organizing the economic and everyday work of children of the older group is their inclusion in collective labor activities of socially significant content.

Duty duties are a more complex form of organizing children’s work; these are the first responsibilities of preschoolers. Duty duties require children to have sufficiently developed independence and require the child to perform work aimed at serving the team. Duty involves the work of one or more children in the interests of the entire group. Duty to prepare for classes requires children to concentrate. Since the content of this duty is not as constant as the duty in the dining room, children should be helped and reminded of what should be on the tables when drawing with pencils, paints, modeling, designing. When the work was completed, I asked the people on duty to check if everything was in place. Duty in a corner of nature is organized from the senior group, since it requires a large amount of knowledge about nature.

If duty is introduced for the first time, then immediately before its introduction a special training session was conducted. I created a duty corner with the children. You can design it in different ways depending on the imagination and skills of the teacher and children. Together with the children, I noted every day who was on duty, where and when. I used photographs of children, pictures, pockets, etc. In the duty corner there were robes, scarves, caps, also rags, watering cans, sticks for loosening the earth, etc. The duration of duty varies depending on the type of work, age, educational background goals. At the end of the shift, we discussed with the children the quality of the work performed. If mistakes were made, they were discussed only with those on duty. The appointment of duty officers is carried out daily; in senior groups, appointments for 2-3 days are possible. During duty, sanitary and hygienic conditions were observed. The duties of the duty officers gradually become more complex. Thus, despite the seemingly insignificant result of labor, duty is of great importance in raising children.

Labor in nature

Varied work in nature brings children a lot of joy and contributes to their all-round development. In the process of work, a love for nature and a careful attitude towards it are cultivated. Children develop an interest in work activity and a conscious, responsible attitude towards it. Working in nature has great educational value. It broadens children's horizons and creates favorable conditions for solving problems of sensory education. Working in nature, children become familiar with the properties and qualities, states of natural objects, and learn ways to establish these properties. During practice, I taught children to focus on the properties of natural objects to perform labor actions. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a standard idea of ​​the properties, qualities, and states of natural objects.

Duties in the nature corner begin in the senior group. This form of labor organization allows one to improve labor skills and form social motives for work.

Collective work makes it possible to develop work skills and abilities simultaneously in all children in the group. These forms of labor are necessary to establish relationships in a team. Here the skills are formed to accept the common goal of work, to come to an agreement, to coordinate one’s actions, to plan work together, to help a friend, to evaluate his work; Collective responsibility for completing a task is fostered.

In the frontal organization of collective work, when all children of an age group participate in the work, we together performed one task, for example, weeding a garden. When cleaning a corner of nature, some wash plants, others clean animal cages, others wash trays and wipe down window sills. In this case, the children were divided into subgroups. Collective work can be organized for one small subgroup (for example, 5-6 children watering a flower garden or picking fruits).

At the beginning of the school year, children of senior preschool age in a preschool educational institution carried out daily tasks to care for plants in a corner of nature. Duties around the nature corner are introduced at the end of September - beginning of October. Previously, conversations were held about the indoor plants that are there, about methods of caring for them, about the conditions necessary for their growth and development; talk about the daily duties of the duty officers. Duties were appointed daily. Their number depends on the number of objects in the corner of nature. I helped the duty officers distribute the work. My constant, friendly attention to the work of the duty officers, timely help and support are very necessary for children, especially in the first weeks of their work. In the spring, children were involved in replanting and propagating indoor plants. It is necessary to prepare for this work in advance. We examined all the plants together with the children and selected those that needed replanting; prepares soil, sand, pots of different sizes, shards, scoops, pointed sticks, manganese solution. The main work on transplantation is performed by the teacher himself. Children help clear the ground from pebbles and wood chips and sift it. At this time, the teacher consolidates the students’ ideas about the parts of the plant (root, stem, leaf, flower, bud).

So, the main form of work in a corner of nature for pupils of senior preschool age is systematic duty, which is introduced from the very beginning of the year. In order to interest children in the older group with targeted observations, you need to introduce a “Diary of a Corner of Nature”, where those on duty will sketch the changes they noticed in the development of plants and the habits of animals. It’s interesting from time to time for everyone to look at these sketches together, to remember what was grown and how, what they observed. In the Diary, only those on duty can draw and only what they did and what they noticed - such a rule must be established. Watching the children while they were on duty in a corner of nature, I noticed how they work. How they approach their responsibilities, what business interests them most.

I carried out most of my observations and work in the corner of nature in the morning, before breakfast, or after a nap.

She carried out her work activities regularly. I tried to involve every child in it. The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork. Otherwise, he develops a negative attitude towards work assignments.

Varied work in nature brings children a lot of joy and contributes to their all-round development.

Manual and artistic labor, by its purpose, is labor aimed at satisfying the aesthetic needs of a person. Its content includes the production of fakes from natural materials, paper, cardboard, fabric, wood. This work contributes to the development of imagination and creative abilities; develops small arm muscles, promotes endurance, perseverance, and the ability to finish a job. Children delight other people with the results of their work by creating gifts for them.

The importance of developing self-care skills from childhood

Genetically, the child is the first to master self-service labor, the ability to serve himself. Gradually freed from the care of adults, the baby begins to believe in himself and perform all the necessary actions on his own.

By accepting the care of adults, the child receives an example of how to take care of himself and others, and strives to follow this example.

It is important that adults create conditions for the realization of such independent impulses, and also that they purposefully teach how to perform hygienic and practical actions. This is the only way to gradually transform the first inept attempts into useful habits.

Teaching children to serve themselves is valuable because it develops their practical skills and has an impact on personal development.

Formation of self-service skills contributes to:

• development of independence;
• formation of labor skills;
• instilling healthy habits;
• laying the foundation for a healthy lifestyle;
• development of strong-willed personality traits;
• formation of desire to achieve goals;
• development of accuracy;
• gaining confidence in yourself and your actions.

All these are interrelated skills that help the child adapt to life situations and the surrounding society.

What are self-care skills?

First, let's understand what is included in the concept of self-care skills. In general, this is the child’s ability to independently maintain hygiene and perform necessary self-care procedures. Self-care skills include the habit of regularly brushing your teeth and combing your hair, going to the toilet on your own, dressing and undressing, using cutlery accepted in society, and so on. Sometimes self-care skills also include basic communication skills with others.

Household work in the senior group

-Guys, what kind of constructor do we have in our group? (large, medium, small). How are they different from each other? (varies in size).

-Guys, how are we going to wash the construction set? What will we do first? What will we do next?

The teacher listens to the children's answers and offers to tell the sequence of actions.

-Guys. Let's show and tell you how we will wash our constructor.

The teacher offers to talk and show one child a sample action for washing toys (1 child - 1 piece of construction set).

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Guys, what tools will we use?

The teacher draws the children's attention to the table.

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What tools do you see? (rag, container with water - basin, detergent - soap, watering can). What are they for?

- Guys, do we need all the tools to wash the toys?

-What's extra? Why?

-Where can we use the watering can?

-That's right, we can use the watering can in caring for plants, but we won't need it for washing toys, let's put it away.

-Do we need all the other tools? Do we leave them?

- Guys, but in order to operate with tools, we must remember the safety rules.

A bowl of water - you can spill water, but what happens if we spill water?

The teacher listens to the children's answers.

Soap, soapy rag - what will happen if we throw them?

The teacher listens to the children's answers.

-Guys, everything will be fine if we follow the rules of behavior and help each other.

-Guys, we need to wash several types of construction sets, and to do this faster, I suggest you unite in teams. Look, multi-colored cards are attached to our construction sets, and on my table there are multi-colored cards, but turned over with the colored side down. I suggest you take turns choosing a card and going to the constructor on which the designation is the same color as yours. The teacher observes the unification of children using lots.

Guys, look carefully, your cards indicate not only the construction set, but also the tool with which you will work, find and put it next to your workplace.

- Guys, we looked at what construction sets we have in our group, remembered how to wash them, chose tools, remembered safety precautions, united into teams and distributed responsibilities among ourselves, we are ready to work, all we have to do is put on our aprons.

conclusions

Despite the fact that self-service skills include a fairly significant number of mastered operations, in general, children who do not experience developmental delays cope with these tasks without difficulty. However, parents should remember to set aside time to master these skills through games and lots of repetition.

If a child systematically fails to cope with one or more self-care skills, parents should be wary and, if possible, seek advice from a child psychologist, because such a picture can be associated both with harmless individual characteristics of the child’s upbringing and development, and with more serious problems, for example, attention deficit hyperactivity disorder, and can also be an indicator of the child’s emotional distress.

How to help your child develop his skills?

Of course, the question arises, how to help a child master all these numerous and sometimes complex skills? Having collected the experience of other parents and recommendations from teachers, we have identified five tips for instilling independence in children in everyday matters:

• Create colorful step-by-step instructions or checklists and hang them on the wall. Such cards will help kids remember the order of actions, which is especially important when getting dressed, when the child has to keep a long chain of operations in his head.
• Divide complex actions into small steps. Don’t try to teach your child everything at once; break down entire tasks into a sequence of individual operations. Today we learn to pull on socks, tomorrow we learn to put our foot into a shoe, and the day after tomorrow we focus on Velcro.
• Be consistent. Make it a rule that while the child is small, he solves one everyday problem in one way, this will allow him to quickly learn the necessary actions. You will expand your repertoire and work on creativity after mastering the basic skill, but for now try to keep things in their place, personal care procedures have their own routine, and a new hygiene item or item of clothing is not too different from its predecessor.
• Use short and clear instructions. What to take, what actions to take. Repeat instructions without changing the sequence of actions and use the same words and wording, this promotes memorization.
• Allow enough time. “We don’t have time to wait while he digs around!” — parents are indignant when we begin to understand the reasons for the child’s lack of independence. This approach not only does not allow the child to develop, but also exposes him to constant stress. Imagine if, after a couple of demonstrations, you were forced to quickly tie special sea knots or play some melody without mistakes. This is exactly how the child sees the situation. There are two options: initially allocate twice as much time for the necessary procedures or, as a last resort, help him complete the task.

What preschoolers should be able to do

Every year, more and more self-service activities are feasible for preschoolers. Gradually, it is necessary to develop in the child the skills of dressing and undressing, eating, using a handkerchief, comb, napkin, cultural and hygienic procedures, and independently putting away play equipment or materials for activities.

If a preschooler is taught to take care of himself from an early age, it will be possible to promptly introduce him to household chores: What children should do around the house.

Teaching simple self-care to children 3-4 years old

Self-care skills in children 3-4 years old are the basis for future independence. At this age, children can and should cope quite successfully:

• eat independently with a spoon (by the age of 4 with a fork);
• dress and undress with the help of an adult (they already know how to put on some types of clothing and fasten buttons);
• hang clothes neatly;
• wash, wash hands;
• use a hand towel;
• put away toys.

Teaching children is the responsibility of the adults around them. The process takes place using explanations, demonstrations, playful motivation, small nursery rhymes or poems.

For example, when teaching hand washing, you need to show step by step how to roll up your sleeves so that they don’t get wet, how to soap your hands and how to rinse them with water. Then repeat all the steps, helping the baby. It is possible to use game motivation: “Show Mishutka how to wash her hands.”

Teach your preschooler a fun nursery rhyme that resembles the sequence of steps of a hygiene procedure. This will make the child more interested in the necessary skills.

Self-care skills in children 4-5 years old

At 4-5 years old, acquired skills become more complex. The child realizes the age-related desire for independence, which helps him keep his attention on the action, even if it does not work out at first. Persistent attempts over time develop automaticity, which is the main thing in the formation of skills.

A five-year-old preschooler copes with the following actions and procedures:

• dresses and undresses independently (an adult only controls quality);
• ties his own shoelaces;
• follows the algorithm when washing;
• pats his face dry with a towel;
• uses cutlery and responds to table manners for children;
• uses a napkin after eating;
• rinses the mouth after eating;
• skillfully uses a comb;
• masters teeth brushing skills.

At this age, children begin to perceive cultural and hygienic behavior in a more general way. You don’t just need to wash your hands, but do it in such a way as not to spill water around. It is necessary not only to eat the second dish with a fork, but also not to throw food around the plate.

Development of skills and habits of self-care at 6-7 years old

6-7 years is the period of preparation for school. By the first grade, a preschooler should have mastered the ability to take care of himself, as this will help him more easily adapt to the school learning process.

The self-care skills acquired by children aged 6-7 years are improved. The older preschooler, in addition to performing sanitary and hygienic procedures, controls his appearance - pays attention to dirty clothes, goes to brush his teeth or wash his hands without a reminder.

In six-year-olds, disparate hygiene and household skills are combined into a system that forms the correct way of behavior. With the right style of upbringing in the family, the senior preschooler is accustomed to taking care of himself in everyday life:

• Knows how to not only dress independently and neatly, but also decide on clothes based on temperature conditions and place of visit (to kindergarten, on a visit, for a walk, etc.).
• Knows how to put clothes away on a chair or in a closet.
• Has good hygiene skills (washing, oral hygiene, hair care).
• Uses a spoon, fork and knife, eats food carefully.
• Makes the bed.
• Able to independently maintain order in his room (tips from parents are necessary in the first stages).

All the actions that a child has learned in previous years are performed much faster and with better quality in older preschool age.

Memo for parents

In order to patiently and consistently teach their children everyday culture, parents should adopt 7 golden rules:

• Encourage your child's desire for independence.
• Show the algorithm for correct actions using your own example.
• Do not rush, let you complete all the actions yourself.
• Don’t rush to help, understanding that the preschooler is just mastering these skills.
• Use game situations, nursery rhymes, and short poems in the learning process.
• Maintain your positive emotional attitude and positive attitude towards your child’s actions.
• Praise the child for each completed step in the process of performing procedures.

If parents adhere to the listed rules, children develop stable self-care skills. Subsequently, skills will turn into habits - actions, the implementation of which becomes a natural need.