GCD in the second junior group Preschool educational institution in the NGO "Cognitive Development" on the topic: "Long live fragrant soap"

Target: develop cognitive and research activities of younger children preschool age
Tasks:
Educational:
- to form cognitive interest and cognitive actions of the child in various types activities through experimentation in conditions of health protection and life safety;
- introduce children to the properties of soap;
- to consolidate and clarify children's knowledge of what people use soap for.
Developing:
- to promote the manifestation of curiosity and cognitive motivation;
- enrich vocabulary children.
Educational:
- to maintain interest in the knowledge of the diversity of the surrounding world;
- educate cultural and hygienic skills.

preliminary work
- reading, examining the book of K.I. Chukovsky "Moydodyr";
- conversation about cultural and hygienic skills;
- game activity (didactic game "Good - bad", word game"How to grow up healthy", plot - role play"Hospital", creative games with soap bubbles)
-examination of illustrations on the topic "Hygiene and health"
- solution of problem situations "Dirty hands", "In the sick house".

Object-spatial environment
- a kiosk with samples of soap: toilet, bath, laundry, liquid;
- exhibition "Cleanliness is the guarantee of health";
- "Wash your hands" algorithm;
- mini-laboratory for experimenting with soap and water;
- a laptop.
Material
parcel with a letter from Moidodyr; pieces of toilet soap according to the number of children of different shapes, sizes, colors and purposes; for the experiment: water containers for each child, straws for a cocktail, liquid soap; algorithm "Wash your hands"; flashcard with the cartoon "Moydodyr".
Types of children's activities:
playful, communicative, cognitive-research, perception fiction, motor, self-service.
Used modern educational technologies:
- gaming;
- problematic;
- ICT;
- research;
- personality - oriented.
Expected results
- shows curiosity and interest in cognitive research activities;
- actively interacts with peers and adults in the process of research and experimentation;
- can use new words and expressions in speech: fragrant, toilet soap, foam, hygiene.

Entering an occupation
Our mood is great
(showing with clenched fists and thumbs up)
And smiles are commonplace
(showing drawing a smile on the face - index fingers both hands)
Let's wish each other well
(arms to the sides above the head and lower down.)
And now, it's time to watch the cartoon!
Showing an excerpt from the cartoon "Moydodyr" and posing a problem-game situation.
- Did you know this story?
- Yes, this is Moidodyr. What did this boy do wrong? What was his name at the beginning of the story?
- Can we help the dirty boy?
- How to help him? (teach, tell, show how to take care of yourself in order to be clean and tidy.)
Surprise moment - Moidodyr sent a parcel.
- And Moidodyr sent us a parcel with a letter. Let's read:
“Children, this package is magical, to open it you need to solve the riddle and then you will find out what is inside:
- To not be dirty,
You should be friends with me.
Foamy, fragrant,
Handles will be clean.
That's right guys, it's soap. Now we can open the package... Indeed, guys, there is soap here. There's plenty of it, enough for everyone. Take each piece.
Research activity "Find out what kind of soap"
- What soap to the touch? (smooth, hard)
What kind of soap smells like? Smell it. (fragrant, fragrant, smells good ...)
- What color soap? (multi-colored: white, pink, yellow, red, blue, green…)
- What is the shape of the soap? (oval, round, rectangular…)
- What kind of soap do you have in size (large and small)
- What is soap for? (wash hands, wash, wash, bathe, wash off dirt ...)
- Why wash, bathe, wash your hands? (to be clean and tidy, to keep hygiene and cleanliness, not to get sick, to kill germs…)
Excursion to the kiosk selling soap
- And now we are going to a kiosk that sells soap.
(Children are met by a soap seller)
Soap seller:
- Hello guys!
- Look at how many different soaps there are. And each has its own purpose.
The soap used to wash hands and wash is called toilet soap. Which bathe is called bath. And the soap with which they wash is called laundry soap. And besides solid soap, there is also liquid soap.
- If we just rub the soap in our hands, will they become clean from this? (No)
And soap has a girlfriend:
"I can wash
I can spill.
I live in faucets all the time.
Well, of course, I - ... (water)
- That's right, water. Soap and water are friendly and together help us to be clean, neat and tidy.
Algorithm "Wash your hands"
- I propose to look at the pictures and show how to wash your hands correctly, in what sequence.
Fizminutka“If the children wash their faces in the morning” (song from the film “Masha and the Bear”
Soap seller:
- Children, what you good fellows! And I want to give you bubble. When you go for a walk, you can play with them outside.
Experiment with soap and water. The game "Who has the foam higher and more magnificent"
- Children, how do they get soap bubbles. What do you think? Do you want to know?
- Now we will go to our mini-laboratory and find out how people make soap bubbles and what properties soap has.
- Guys, soap and water are our friends and helpers. But soap can also be dangerous. In no case should it get into the eyes or mouth. What then can happen? (it will pinch, bite, it will be painful and unpleasant ...)
- And what should be done immediately if this happens? (Rinse quickly with girlfriend water)
- Let's play: stir the liquid soap in the water with a tube and blow air into the water with the dissolved soap to form foam and find out who has the foam higher and more magnificent.
- We came to the conclusion: soap dissolves in water, foams and a lot of bubbles form. This is how people make soap bubbles for children to play and have fun.
Relaxation. Showing an excerpt from the cartoon “Moydodyr.
- We learned a lot about the benefits, importance and necessity of soap in people's lives. And now let's remember how this is said in the fairy tale "Moidodyr"

State educational institution

middle vocational education

Kaliningrad region

Industrial and Pedagogical College.

Test.

Speciality " Preschool education»

course group

Students:

Discipline: "Pedagogy"

Topic: "Education of cultural and hygienic skills in children of the younger group"

Teacher:

Presentation date:

Review date:

Chernyakhovsk, 2010.

Introduction………………………………………………………………………….3

1. Cultural and hygienic skills and their importance in human life ... ..4

2. Scope and content cultural and hygienic skills in different age groups…………………………………………………………6

3. Conditions for the successful formation of cultural and hygienic skills.9

4. Features of the methodology for educating cultural and hygienic skills in the younger group………………………………………………………………..11

Conclusion……………………………………………………………………...14

List of used literature……………………………………………….15

INTRODUCTION
It is known that the strongest habits, both good and bad, are formed in childhood. That's why it's so important right from the start early age to educate a child with healthy skills, to consolidate them so that they become habits. Cultural and hygienic education is the basis of a sanitary culture, a necessary condition for the formation of a healthy lifestyle in children in the future.
Teaching children 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. During 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.
The relevance of the problem of developing cultural and hygienic skills of preschool children will always be one of the first places in the problem of educating preschoolers.

1. Cultural and hygienic skills.

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 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 .

From the first days of life, in the formation of cultural and hygienic skills, it is not just the assimilation of the rules and norms of behavior, but an extremely important process. socialization, the entry of the baby into the world of adults. You can’t leave this process for later - let the child remain a child for now, and you can accustom him to the rules later. This is the wrong opinion! 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, and the period of early and preschool childhood is the most favorable for the formation of cultural and hygienic skills. Then, on their basis, the development of other functions and qualities is built.

Cultural and hygienic skills coincide with such a line mental development, as will development. The kid still does not know how to do anything, so any action is given with great difficulty. And you don’t always want to finish what you started, especially if nothing works out. Let the mother or the teacher feed, wash her hands, because it is so difficult to hold slippery soap when it jumps out of the hands and does not obey. It is very difficult to get up early in the morning, and even dress yourself: you need to remember the entire sequence of dressing, be able to fasten buttons, tie shoelaces: mom will do it better, and faster. And if adults are in a hurry to help the child at the slightest difficulty, to free him from the need to make efforts, then very quickly he will form a passive position: "Button up", "Tie up", "Dress".

In order to complete the action, get a high-quality result, do everything in the correct sequence, beautifully and accurately, you need to make strong-willed efforts.

So for the child, the quality of the performance of the action becomes important, he learns to bring the work he has begun to the end, to keep the goal of the activity, not to be distracted. And now it is no longer an adult who reminds him of the need for this or that action, but he himself, on his own initiative, performs it himself, controls its course. At the same time, such volitional qualities of a person as purposefulness, organization, discipline, endurance, perseverance, independence are formed.

The implementation of cultural and hygienic skills creates conditions for the formation foundations of aesthetic taste.

So, the girl begins to look at herself, to compare how much she has changed when she was combed, tied bows. It is important that an adult, when performing household processes, unobtrusively draws the child's attention to changes in his appearance. Looking in the mirror, the baby not only discovers himself, but also evaluates his appearance, correlates it with the idea of ​​a standard, eliminates slovenliness in his clothes and appearance. Thus, a critical attitude to one's appearance is formed, a correct self-esteem is born. The child gradually gains control over his appearance .

The development of cultural and hygienic skills is associated with ethical development preschooler. A three-year-old kid can already give a moral assessment of the actions of a person or a hero of a fairy tale. While it is still based on the transfer of the general emotional attitude of the child to a person or character: like it means good, don’t like it means bad.

At the age of four or five, children begin to develop moral concepts of "good" and "bad." Children refer to them the actions of other people and on this basis evaluate the behavior. It must be remembered that it is difficult for a child to evaluate complex actions, everyday behavior is much easier.

Interconnected with the formation of cultural and hygienic skills, they are formed and developed moral feelings. Toddlers up three years experience pleasure from the fact that they first perform actions, first together with an adult, and then independently. At the age of four, the child is pleased with the correct performance of the action, which is confirmed by the corresponding assessment of the adult. The desire to earn approval, praise is an incentive that encourages the baby to perform an action. And only later, when he understands that there is a rule behind every action, learns the moral norm, correlates it with the action, he begins to experience pleasure from what he acts in accordance with the moral norm. Now he is not happy that he washed his hands, but that he is neat: "I'm good, because I do everything right!"

2. Volume and content of cultural and hygienic skills in different age groups.

Doctors and teachers have developed the content and methodology of hygienic education for children, which is strictly differentiated depending on the age of the child. As children grow and develop, their independence and activity increases. This, of course, is taken into account in pedagogical methods. So, in the younger preschool age, education is based on the joint actions of an adult and a child, showing, explaining. In older preschool age, it is important to justify the requirements, control and self-control over their implementation. This can be demonstrated by the example of children learning the skill of washing hands (L.G. Niskanen's method).

Children are taught to wash their hands from an early age. Yes, in nursery group(1-2 years old) the child's hands are washed by a nanny or caregiver. In the first younger group (2-3 years old), the child tries to wash his hands himself, an adult helps him and constantly reminds him that this should be done before eating and after contamination.

In the second younger group (3-4 years old), the teacher teaches the child to wash his hands properly. The child should roll up their sleeves, moisten their hands with water and lather so that a lather forms, then rinse well and dry their hands with a towel. Along the way, the teacher explains that soap suds remove dirt well. In the next age group (4-5 years) this skill is fixed. The teacher must ensure that when washing hands, the child performs all the elements that make up this skill. By the age of 5, a child should learn to wash their hands thoroughly. By the age of 6, it should be ensured that preschoolers not only learn the correct hand washing techniques, but also realize the need to perform this hygienic procedure, both before eating and after going to the toilet, playing with animals.

The teacher in a conversation explains to the children that during washing, not only dirt is removed, but also microbes that can cause various diseases. However, even here the educator must control the sequence and quality of the implementation of all elements of the skill.

The kindergarten program provides for the formation of various cultural and hygienic skills that children of each age group should master by the end of school year(table).

List of cultural and hygienic skills in preschool children.

Age
	personal hygiene	self-service	culture
First junior group	When reminded with the help of adults, he washes his hands before eating and after contamination, wipes them dry. Washes face, uses individual towel, handkerchief. He wipes his feet at the entrance.	Takes off and puts on clothes in a certain order, unbuttons and fastens buttons in front, unlaces shoes, folds clothes. He notices untidiness in clothes, with the help of adults he puts himself in order.	Eats independently and neatly, holds a spoon in right hand, chews food thoroughly, uses a napkin with a reminder of adults, thanks after eating.
junior group	When washing hands and washing, rolls up sleeves, does not splash water, does not wet clothes, uses soap. He knows how to dry himself with a towel, hangs it in a certain place. He brushes his teeth, uses a handkerchief in a timely manner.	He independently dresses and undresses in a certain sequence with a little help, neatly folds and hangs up clothes, turns them on the front side. He tries to fix the problems in his clothes himself, if necessary, he turns to adults.	He chews food well with his mouth closed, uses a fork, wipes his lips with a napkin without being reminded. Leaving the table, thanks, quietly pushes the chair.
	He washes himself thoroughly, washes his hands correctly before eating, when dirty, after going to the toilet, knows how to use a comb, a handkerchief, brushes his teeth at night, closes his mouth with a handkerchief when coughing and sneezing, turns away.	Great independence in self-service (undressing, dressing, fastening buttons, lacing up boots). Protects clothes and shoes. Noticing problems in clothes, he eliminates them on his own, with the help of an adult, puts clothes in order (cleans, dries).	Independence increases, knows how to properly use cutlery (spoon, fork, knife), napkin, takes food little by little, eats silently, rinses his mouth with water after eating.
	He monitors the cleanliness of the body, knows how to wash his feet, thoroughly brushes his teeth, rinses his mouth after eating without being reminded. He asks to change his handkerchief in a timely manner, puts his hair in order. Independently conducts wet rubdowns to the waist.	Improves skills acquired earlier, cleans outerwear, learns to wash socks, cloaks. He quickly dresses and undresses, correctly and neatly puts clothes in the closet, puts shoes on, takes care of shoes (washes, cleans), sports equipment. Tactfully tells a friend about a malfunction in his suit, shoes, helps to eliminate them.	He sits at the table in a neat appearance with clean hands, combed. Eats neatly, skillfully using cutlery. Saves correct posture at the table, does not interfere with comrades, if necessary, provides assistance.
Preparatory	The habit of independent, quick and thorough implementation of skills acquired earlier has been developed.	Quickly dresses, undresses, keeps shoes clean, sews on a button, washes socks, an apron, a scarf. Must always be neat, tidy, have an attractive appearance.	Consolidation and improvement of skills acquired earlier. He sits straight at the table, does not put his elbows on the table.

3. Conditions for the successful formation of cultural and hygienic skills.

In the process of cultural and hygienic education are widely used visual aids. The child will better understand and comprehend hygienic information if the explanation and story of the educator are supported by showing pictures, photographs, illustrations. For this purpose, games, film demonstrations, and organization of holidays are also used. Instilling hygiene skills should go against a positive background. An indispensable condition is continuity of the educational process. Only in this case, the skills formed in children become a conscious action, and then a habit.

The next prerequisite for the formation of cultural and hygienic skills in children, cultivating the habit of healthy lifestyle life is high sanitary culture of the staff preschool .

Another condition necessary for successful hygienic education is unity of demands from adults. The child acquires cultural and hygienic skills in communication with the teacher, medical worker, nanny and, of course, in the family. The nanny helps the teacher to carry out hardening and hygiene procedures, participates in cleaning beds, dressing, feeding children. Therefore, there must be strict coordination in the actions of the educator and the nanny.

The duty of parents is to constantly reinforce the hygiene skills brought up in a child in a children's institution. It is important that adults set an example for the child in everything and, demanding from him to follow certain rules, they themselves always observe them, be neat, tidy in appearance, etc.

In educational work, the good deeds of adults and children should be used as an example as often as possible. The psychological and pedagogical basis of this technique is the pronounced tendency of children to imitate, as well as to act in such a way as to earn the approval of the educator.

Equally important is the example of peers, approved by the teacher. For example, wanting to prevent a possible violation of the established rule, the educator emphasizes: “What a great Seryozha we have! He did not splash with water, but washed his hands gently, quickly. Soap put in place. This approval of the boy's action makes the children want to do the same, and handwashing takes place without undue pampering. Encouraging children to show accuracy, thoroughness in work, the teacher approves of another child: “How carefully Masha hung her clothes in the closet! She didn't rush, she tried. I'm sure other guys can do the same! » The interested attitude of the teacher, his confidence that all children will do the same, encourage them to take the necessary actions.

Children 3-4 years old are just beginning to realize the rules of behavior, but they still do not see the moral norms hidden behind them, often do not attribute these rules to another. The educator must remember that the appearance of complaints-statements addressed to an adult testifies to the active development of the rules of behavior. The kid notices the violation of the rules by other children and reports it. The reason for such statements of the child is to make sure that he correctly understands the rules of behavior, to get support from an adult. Therefore, such complaints should be treated with great care. Confirm that the baby correctly understands the social requirement, and suggest what to do if he notices its violation.

4. Features of the methodology for educating cultural and hygienic skills in the younger group.

In the third year of life, the baby can not only dress, undress, etc. more independently, but also knows a certain order of actions included in each process, methods for their implementation.

For the initial actions of the child, remembering the place for individual things, his place at the table, etc. is essential. This is especially important when the child comes to kindergarten from home. In such cases, the teacher, together with the baby, selects a label, examines it, and offers to remember a friend sitting next to him.

At active formation self-service skills, it is important first of all to work out those that are associated with the organization of the entire team.

Children are highly imitative, so an adult needs to be repeatedly shown how to perform a new action, accompanying the show with explanations in order to highlight the most significant moments of this action, the sequence of individual operations.

Starting from the second year of life, for this purpose, special didactic games are held with children, game techniques are used.

Children of the third year of life perform all actions faster. During this period, it is necessary to accustom children to mutual assistance more often, to entrust them with simple tasks that prepare them for duty. The help of the educator is expressed less in actions, more in constant monitoring, verbal instructions, and encouragement.

You should not constantly use the ban: “You can’t splash water, you can’t touch things, you can’t throw a doll,” then a baby at this age may develop stubbornness and self-will. After all, there is a concept that adults “prevent” the child from acting interestingly: twirling, twisting, moving, knocking. And he simply needs to act, and therefore you need to switch the baby from an unnecessary action to a useful one.

By the fourth year of life, children should be able to properly wash their hands (lather the brush in a circular motion, rinse off the soap and wipe each finger), brush their teeth (at first just with a damp brush, and from 4 years old with powder or paste specially designed for children), rinse their mouth after dinner, use a handkerchief, observe the rules of cultural behavior at the table (use a spoon, fork, do not spill food on the table). Children learn to handle toys with care, maintain cleanliness and order.

To instill cultural and hygienic skills in all age groups, a demonstration, an example, an explanation, an explanation, encouragement, conversations, exercises in actions are used. Playing techniques are widely used, especially at a younger age: didactic games, nursery rhymes, poems. The content of cultural and hygienic skills is mastered by children, primarily in independent activity, in the learning process, in didactic games and game situations.

In the education of cultural and hygienic skills, as well as in any other form pedagogical activity, the unity of requirements of the employees of the children's institution and parents is important. Therefore, it is necessary to develop general criteria in evaluating individual actions, establish a general procedure for performing these actions, clearly determine the location of things, toys, the order of their cleaning and storage.

Cultural and hygienic skills need constant reinforcement. System change educational work, lack of attention to the formation and use of skills can lead to their rapid loss.

Conclusion

The formation of cultural and hygienic skills in children is one of the most important tasks of education. In order for it to be implemented successfully, the following conditions are required: the continuity of the educational process,

high sanitary culture of the personnel of the preschool institution, the unity of requirements from adults, the active participation of parents in the process of education and consolidation obtained in kindergarten, skills.

Children tend to imitate adults, to behave as the people around them behave. They easily learn not only positive examples, but also negative ones. Therefore, the educator in a conversation with parents should emphasize that the manner of behavior, conversation, bad habits children try to copy from them and they themselves need to monitor their behavior in communicating with children.

It is necessary to cultivate cultural and hygienic skills in children from an early age for the development of such important qualities as will, morality, independence, the basics of aesthetic taste, ethical development, as well as for such an important process as socialization .

The basis of a full physical development child younger age is to introduce him to the basics of a healthy lifestyle. Introducing children to a healthy lifestyle great importance acquires the development of the basics of hygiene culture by preschoolers.

Bibliography:

1. Belostotskaya E.M., Vinogradova T.F., Hygienic Basics children from three to seven years old. - M., 1987.

2. Barkhatova L. Education of a culture of behavior. - Preschool education. 1989.

3. Consultations for educators http://www.ivalex.vistcom.ru/konsultac60.htm

4. Peterina S.V. "Educating a culture of behavior in preschool children" - M. Education 1986.

5. Yadeshko V.I., Sokhina F.A., Preschool pedagogy - M. Education, 1978.