Regime moments in the first half of the day in the senior group. Security moment "sleep Morning security moments will prepare the group
Regime moment "sleep" Structure: Getting ready for bed, laying down; Dream; Awakening, rise; Gymnastics after daytime sleep, tempering procedures. SanPiN requirements. Goals and objectives of conducting routine moments The daily routine is a physiologically justified rational alternation of periods of wakefulness and rest. Washing, eating and daytime sleep are the regime moments of the life of children in the Institution. The purpose of regime moments is health promotion, disease prevention, physical and mental development of children, education of cultural and hygienic skills and self-service skills, restoration of functional resources of the body reduced in the process of activity. The tasks of regime moments: to preserve and strengthen the health of children; contribute to the restoration of the child's body; have a hardening effect on the body in natural conditions; contribute to increasing the level of self-care skills of preschool children. Requirements for the preparation and holding of regime moments (daytime sleep). It is necessary to develop in a group acceptable for all (adults and children) rules of life in a group, which children can always adhere to. It is especially important that the processes of eating, putting to bed and hygiene procedures go the same way. Educators and junior caregiver must be united in their requirements for the child. All three should exchange information daily about the well-being and behavior of children, their mood. Requirements for the organization of daytime sleep: 1. Children take their chairs, put them on the carpet, undress in a certain order: take off their shoes; socks or socks are hung on a chair under the seat on both sides; shorts are placed on the chair seat; a skirt, T-shirt, dress, shirt is hung on the back of a chair; pantyhose are folded in half and placed on the seat of a chair; the last to take off the T-shirt and hang it on the back of the chair. Attention! Dressing up is not just a necessity, but the richest opportunity for the development of children. It must be emphasized that dressing rituals must be constant, both in time and in the "technology" of their implementation. 2. The child puts on shoes, goes to the toilet for hygiene procedures: satisfies the physiological needs of the body, washes his hands, clears his nose. Then he goes to the bedroom. 3. The final procedure before going to bed is the release of hair from bows, hairpins, etc. 4. In the bedroom, older preschool children make their own bed (the teacher intervenes if he sees difficulties), put on a shirt for sleeping, go to bed, taking off their shoes and placing them near the headboard at their feet). 5. At this time, one of the teachers is with the children in the bedroom, the other is in the toilet, the junior teacher is with the children in the group, escorting them to the toilet room, and then in the bedroom, helping to put the children to bed (1 junior group). 6. During the bedtime ritual, a soothing melody or lullaby may be played in the group, setting the children to rest. The teacher can tell in a quiet, calm voice a fairy tale familiar to the kids and their favorite. You can sing a lullaby. You should not ask children questions at this time, tell action stories, call babies by name. The child falls into sleep - this is a fragile phase of sleep, and it must be protected. Otherwise, the child will artificially cheer up, and then it will be very difficult for him to fall asleep. 7. It is best for a child to sleep on the right side with the body position in an arc. This is a natural, physiologically optimal posture. Be sure to observe the child's breathing - it should be nasal. 8. During sleep, one of the caregivers must always be in the bedroom with the children. 9. When the sleep time is up, a gradual rise is carried out. It is necessary to wake the children as if simultaneously, but also individually, giving the children the opportunity to sleep, lie down, and soak up. In older groups, the awakening is carried out faster so that the children do not delay the time for passive awakening (opened their eyes - smiled - stretched and stretched, but did not just lie in bed). 10. It must be remembered that awakening is the most serious moment for saturating a child's life with movements. Studies by physiologists prove that physical education in bed gives an excellent healing effect. At the same time, it is accessible and pleasant to any category of children - both couch potatoes and mobile ones. Therefore, after sleep, invigorating gymnastics is carried out. First, the teacher invites the children to do exercises in bed. After the children take off their shirts for sleeping, the teacher offers to perform a series of exercises on the way to the toilet room (walking barefoot, corrective exercises, walking along the “health paths”, physical exercises, etc.). It is important to ensure that the body wakes up, and not just the eyes open. 11. Hygiene procedures complete the transition of children from sleep to vigorous activity. They are traditional: the child frees the body from unnecessary things, washes his hands and face, and thoroughly wipes them. 12. Then the children of the older groups help to make the bed: they shake off the sheet, fold and put away the linen, cover the bed with bedspreads. 13. Go out to the group, get dressed, put your chair in its place. Requirements for the duration of regime moments (daytime sleep). The duration of daytime sleep for children of the 1st junior group is at least 3 hours, in preschool age groups - 2-2.5 hours. Organization of children's sleep Sleep, restoring the health of the body, is of great importance for maintaining health. Sleep is especially important for young children. A preschool child plays a lot, moves, gets tired quickly. To restore the efficiency of nerve cells and expended energy, as well as for growth and development, he needs a properly organized, sufficiently long sleep. It is necessary to develop a positive attitude towards sleep in children from the first days of their stay in kindergarten. The calm state necessary for the baby before falling asleep is created by the teacher at the end of the walk, and is maintained during lunch and getting ready for bed. When children fall asleep, noise, loud music and conversations should not be allowed; the room should not be brightly lit. However, there is no need for complete silence, as children can get used to such an environment and be sensitive to the slightest rustle. Putting children to bed at strictly defined hours develops in them the habit of falling asleep quickly. The baby should sleep in a well-ventilated room, where fresh air is continuously supplied. The educator, first of all, helps weak children, who especially need daytime rest, to prepare for sleep. Toddlers lie in bed on the right or left side (as convenient for them). But they should not be allowed to lie on their stomach, cringe, picking up their knees, as the wrong position makes it difficult for blood circulation, breathing and affects the formation of posture. The teacher makes sure that the children's hands are on top of the blanket. During the entire period of sleep, he is in the bedroom and watches the children. Sometimes one needs to straighten the blanket, dress the other, correct the position of the third, etc. Babies who fall asleep later can wake up other children in the absence of adults. After a daytime sleep, children are raised gradually. Those who fall asleep later than others (weak or have had a disease) are the last to wake up, give them the opportunity to sleep longer, but do not stay in bed longer than the allotted time. The teacher makes sure that the children put on their clothes in a certain order, so that everyone has their hair done. The dressing process should not take much time: for older children - no more than 15 minutes, for babies 20-25 minutes. Older children make or clean their own beds. Preparation of children for sleep and the time of rise is used by the teacher to educate them in cultural and hygienic skills and develop independence. In a kindergarten with night groups or around the clock, the teacher organizes the preparation of children for a night's sleep. Returning from a walk, the children wash themselves, have dinner, play quiet games, look at books. The teacher can tell the children anything at their request. When putting the children to bed, the teacher will show special sensitivity to them: he will approach everyone, carefully cover them, since at this time the kids usually remember their home and loved ones. He then hands over the duty to the night nanny. The next day, having learned about how the children slept, and wishing them good morning, the teacher begins to rise. Then you should do morning exercises, washing, after which the children begin to dress. To establish continuity in the work of the kindergarten and the family, the teacher tells parents about the proper organization of sleep at home. It is important to explain that for sound, restful and healthy sleep, the child needs an individual bed, fresh air and certain hours of bedtime. Take a walk with him before going to bed. It is necessary to convince parents that it is harmful to overfeed children in the evening, to give them strong tea, coffee or cocoa; you can not tell scary tales, play noisy outdoor games, overload with television programs. Do not give a lot of liquid at night. RELEASE OF CHILDREN 1. Gradual lifting of children, communication of the educator with the children. 2. Individual work with children, creation of conditions for independent activity. 3. Corrective gymnastics: preparation for corrective gymnastics, attracting the attention of children. 4. Hardening measures: hardening, massage. 5. Formation of cultural and hygienic skills: attracting the attention of children to hygiene procedures; hygiene procedures; reinforcing rules for washing hands; teacher's story about cleanliness; self-control techniques; assessment of children's activities; hand washing sequence; dressing sequence; control over appearance, neatness of hair. 6. Formation of a culture of behavior; friendly relationships with peers and adults. Organization of waking up children: How is the process of waking up children organized? How is the lifting, dressing, washing of children organized? Does the teacher know how to gradually raise children, taking into account their individual characteristics? How are hardening procedures organized and carried out? The level of dressing skills and their compliance with the requirements of the program.
Organization of sleep in kindergarten
Sleep, restoring the health of the body, is of great importance for maintaining health. Sleep is especially important for young children. A preschool child plays a lot, moves, gets tired quickly. To restore the efficiency of nerve cells and expended energy, as well as for growth and development, he needs a properly organized, sufficiently long sleep.
It is necessary to develop a positive attitude towards sleep in children from the first days of their stay in kindergarten. The calm state necessary for the baby before falling asleep is created by the teacher at the end of the walk, and is maintained during lunch and getting ready for bed. When children fall asleep, noise, loud music and conversations should not be allowed; the room should not be brightly lit. However, there is no need for complete silence, as children can get used to such an environment and be sensitive to the slightest rustle.
Putting children to bed at strictly defined hours develops in them the habit of falling asleep quickly. The baby should sleep in a well-ventilated room, where fresh air is continuously supplied.
The educator, first of all, helps weak children, who especially need daytime rest, to prepare for sleep. Toddlers lie in bed on the right or left side (as convenient for them). But they should not be allowed to lie on their stomach, cringe, picking up their knees, as the wrong position makes it difficult for blood circulation, breathing and affects the formation of posture. The teacher makes sure that the children's hands are on top of the blanket. During the entire period of sleep, he is in the bedroom and watches the children. Sometimes one needs to straighten the blanket, dress the other, correct the position of the third, etc. Babies who fall asleep later can wake up other children in the absence of adults.
After a daytime sleep, children are raised gradually. Those who fall asleep later than others (weak or have had a disease) are the last to wake up, give them the opportunity to sleep longer, but do not stay in bed longer than the allotted time. The teacher makes sure that the children put on their clothes in a certain order, so that everyone has their hair done. The dressing process should not take much time: for older children - no more than 15 minutes, for babies 20-25 minutes. Older children make or clean their own beds. Preparation of children for sleep and the time of rise is used by the teacher to educate them in cultural and hygienic skills and develop independence.
In a kindergarten with night groups or around the clock, the teacher organizes the preparation of children for a night's sleep. Returning from a walk, the children wash themselves, have dinner, play quiet games, look at books. The teacher can tell the children anything at their request. When putting the children to bed, the teacher will show special sensitivity to them: he will approach everyone, carefully cover them, since at this time the kids usually remember their home and loved ones. He then hands over the duty to the night nanny.
The next day, having learned about how the children slept, and wishing them good morning, the teacher begins to rise. Then you should do morning exercises, washing, after which the children begin to dress. To establish continuity in the work of the kindergarten and the family, the teacher tells parents about the proper organization of sleep at home. It is important to explain that for sound, restful and healthy sleep, the child needs an individual bed, fresh air and certain hours of bedtime. Take a walk with him before going to bed. It is necessary to convince parents that it is harmful to overfeed children in the evening, to give them strong tea, coffee or cocoa; you can not tell scary tales, play noisy outdoor games, overload with television programs. Do not give a lot of liquid at night.
It is necessary to develop rules acceptable to all (adults and children) for life in a group, which children can always adhere to. It is especially important that the processes of eating, putting to bed and hygiene procedures go the same way. Educators and the assistant teacher must be united in their requirements for the child. All three should exchange information daily about the well-being and behavior of children, their mood.
It is necessary to instill in children self-care skills, taking into account age characteristics.
Organization of washing. While washing the children, the teacher simultaneously monitors the children in the toilet room and in the group. If there are two educators in the group, then one of them is with the children in the group room, the other is in the toilet room. The teacher turns on the water, checking its temperature. It is important to remember that children have a hard time experiencing any physical discomfort. That's why:
Be careful about the temperature of the water: it should be warm;
Do not insist on carrying out such procedures that children are afraid of (washing the face with soap, etc.);
Make sure that the skin of your hands is smooth, soft and dry. Your touch should be pleasant to the child. It is unacceptable to have long nails with which you can inadvertently injure a child.
Children enter the toilet room at the rate of 1-2 people to each sink. Children need to develop certain washing skills:
Take soap from the soap dish, lather your palms, put the soap in the soap dish;
Having created soap foam, distribute it on the hands;
Rinse off the soap with water;
Wring out hands or shake off residual water from hands over the sink, preventing drops of water from falling on the floor, which creates a danger to children;
Take your towel, removing it completely from the hanger, wipe your hands dry, hang the towel in place;
If necessary (after eating, after sleeping), children wash their faces.
Catering.
Before lunch, the teacher organizes quiet activities. Children are on duty (from the middle group), individual napkins, cutlery, saucers, cups, plates, bread in bread bins, napkins in napkin holders are put on the table. The attendants (two children) wash their hands, put on special aprons and caps, and serve tables. The assistant teacher monitors the correct table setting, teaches children. Table setting requirements:
Table setting should be such that it causes a desire to be neat;
An individual napkin in one layer or folded in half in a triangle, on which a deep plate is placed (except for 1 junior group), cutlery (knife on the right (except for 1 junior group), spoon, fork on the left);
A saucer is placed above the upper corner of the napkin, a cup is placed on it, if necessary, a small spoon is placed in the saucer on the right (for compote with berries);
In the center of the table are placed bread or sandwiches in a bread box (one for 2-4 people), napkins in a napkin holder (one for 2-4 people).
The attendants are the first to sit down at the table. The teacher organizes hygiene procedures. Children wash their hands, clean their nose. After hygiene procedures, the children sit at the table in their places. It is necessary to monitor the posture of children during meals (sit straight, legs together on the floor, arm bones on the table, elbows pressed to the body). If the teacher sits down to dine with the children, he needs a full table setting. When catering, you need to pay attention to:
There should be only one dish in front of the child;
The dish should be neither too hot nor too cold;
Avoid loud conversations and music;
Do not allow prodding, hastening children;
Do not allow force-feeding of children;
Do not condemn the child for negligence, untidiness, improper use of cutlery;
Avoid unaesthetic table setting, ugly design of dishes, each dish should be beautifully decorated and served to the child with an emphasis on what it is for him;
If the child does not want to eat, you can reduce the portion by separating part of the side dish or porridge with a spoon, cut the sandwich, roll or apple into several parts;
Remember that children are very attentive, they see everything, hear everything. Watch your food cues; warn your parents. One can only speak well of food;
Do not forget to praise the child for accuracy, slowness, cultural skills;
Do not fix the children's attention on failures while eating (only in extreme cases, when it is dangerous to health), but remember that someone fails, so that later, as a lead, ask him the correct algorithm of actions.
Children need to develop eating habits:
Take food in your mouth in small pieces, chew it well;
Do not talk while eating;
Wipe hands and mouth with a paper towel;
Proper use of cutlery.
After the children have eaten the first, the teachers (in the older groups - on duty) collect the plates from the first course and distribute the second course.
After eating, children clean up the dishes after themselves: younger groups - a cup and a saucer, middle and older children - all the dishes, putting food leftovers in a waste pan; they take away the napkin, folding it by the corners and shaking off the crumbs from it into a waste pan. The attendants clean the remaining dishes from the tables: bread bins, napkin holders.
Organization of daytime sleep.
Children take their chairs, put them on the carpet, undress in a certain order:
Take off shoes;
Socks or socks are hung on a chair under the seat on both sides;
The shorts are placed on the chair seat;
A skirt, a T-shirt, a dress, a shirt are hung on the back of a chair;
Tights are folded in half and placed on the seat of a chair;
The shirt is taken off last and hung on the back of a chair.
Attention! Dressing up is not just a necessity, but the richest opportunity for the development of children. It must be emphasized that dressing rituals must be constant, both in time and in the "technology" of their implementation. The child puts on shoes, goes to the toilet for hygienic procedures: satisfies the physiological needs of the body, washes his hands, clears his nose. Then he goes to the bedroom. The final procedure before going to bed is the release of hair from bows, hairpins, etc. In the bedroom, older preschool children make their own bed (the teacher intervenes if he sees difficulties), put on a shirt for sleeping, lie down in bed, taking off their shoes and placing them near the headboard at their feet). At this time, one of the educators is with the children in the bedroom, the other is in the toilet, the assistant teacher is with the children in the group, escorting them to the toilet, and then in the bedroom, helping to put the children to bed (1 junior group). During the bedtime ritual, a soothing melody or lullaby may be played in the group, setting the children to rest. The teacher can tell in a quiet, calm voice a fairy tale familiar to the kids and their favorite. You can sing a lullaby. You should not ask children questions at this time, tell action stories, call babies by name. The child falls into sleep - this is a fragile phase of sleep, and it must be protected. Otherwise, the child will artificially cheer up, and then it will be very difficult for him to fall asleep. It is best for a child to sleep on the right side with the body position in an arc. This is a natural, physiologically optimal posture. Be sure to observe the child's breathing - it must be nasal. During sleep, one of the educators must constantly be in the bedroom with the children.
When the sleep time is up, a gradual rise is carried out. It is necessary to wake the children as if simultaneously, but also individually, giving the children the opportunity to sleep, lie down, and soak up. In older groups, the awakening is carried out faster so that the children do not delay the time for passive awakening (opened their eyes - smiled - stretched and stretched, but did not just lie in bed). It must be remembered that awakening is the most serious moment for saturating a child's life with movements. Studies by physiologists prove that physical education in bed gives an excellent healing effect. At the same time, it is accessible and pleasant to any category of children - both couch potatoes and mobile ones. Therefore, after sleep, invigorating gymnastics is carried out. First, the teacher invites the children to do exercises in bed. After the children take off their shirts for sleeping, the teacher offers to perform a series of exercises on the way to the toilet room (walking barefoot, corrective exercises, walking along the “health paths”, physical exercises, etc.). It is important to ensure that the body wakes up, and not just the eyes open.
Hygiene procedures complete the transition of children from sleep to vigorous activity. They are traditional: the child frees the body from unnecessary things, washes his hands and face, and thoroughly wipes them.
Then the children of the older groups help to make the bed: they shake off the sheets, fold and put away the linen, cover the bed with bedspreads. They go out into the group, get dressed, put their chair in place.
Requirements for the duration of regime moments (washing, eating, daytime sleep). To prepare for a meal, hygiene procedures are given from 5 to 10 minutes, depending on the age of the children. For breakfast - from 15 to 25 minutes, for lunch and dinner - from 15 to 30 minutes, for fruit and juice - 10 minutes, depending on the age of the children.
Attention should be paid:
All skills are formed gradually;
The best role model is an adult;
The child has his own tastes and habits;
The game makes learning easier.
Avoid:
Unreasonable haste and pulling children;
Public condemnation of the child for inability;
Excessive flirting with children and entertaining them while eating, washing, dressing, etc.;
Delays in the process of eating, dressing, etc.
1 junior group:
Teach children under the supervision of an adult, and then wash their own hands as they get dirty and before eating (soap until foam forms, rinse with water, wring hands over the sink), dry face and hands with a personal towel.
To teach with the help of an adult to put oneself in order; to form the skill of using individual items (handkerchief, napkin, towel, comb, pot).
Teach the order of dressing and undressing; with a little help from an adult, learn to take off clothes, shoes (unfasten buttons in front, Velcro fasteners); neatly fold the removed clothes in a certain order; put on the right clothes and shoes. Children can: take off their own hat, scarf (if it is untied), tights, socks; put on shoes if they fit correctly; pull up tights, socks; put your hands in the sleeves; put clothes in closet.
During meals, encourage children to be independent, teach them to hold a spoon and a fork in their right hand, carefully eat soup, a second course, bite off bread, cookies, fruits, drink from a cup, wipe their mouths with a napkin.
Teach children to rinse their mouth after eating.
To teach children to take a cup, spoon, saucer to the sink, shake off the crumbs from the napkin, collecting it by the corners, take it to the pan and shake it over it.
2 junior group:
Teach children to take care of their appearance.
Continue to teach how to use soap correctly, wash your hands gently (roll up your sleeves, wet your hands with water, lather them until a foam forms and then rinse, outlive over the sink), dry yourself after washing, hang a towel in place, use a comb and handkerchief.
Teach children to carefully use the toilet, toilet paper, do not forget to drain the water from the barrel to drain.
To form elementary table behavior skills: to properly use a tablespoon and a teaspoon, a fork, a knife, a napkin; there is everything in order; do not crumble bread; correctly take food from plates and mouth from appliances; well, quietly, evenly chew, swallow, making efforts to properly sit at the table (the spoon goes to the mouth, and not the head to the plate, the elbows are not laid to the sides, but are near the body); do not take a lot of food into your mouth, chew food with your mouth closed, do not talk, do not be distracted; calmly wait for the next dish to be served; navigate where they put the remaining bones from berries, candy wrappers, used sanitary napkins, cutlery; rinse your mouth after eating.
To form in children the skills necessary for duty: help set the table (lay napkins, lay out cutlery, arrange bread bins, saucers, cups), clear dishes from the table.
Middle group:
Refine previously acquired skills.
Continue to educate children in neatness, the habit of monitoring their appearance.
Cultivate the habit of self-washing, washing hands with soap before eating, as they get dirty, after using the toilet.
To consolidate the ability to use a comb, a handkerchief. Teach children to turn away when coughing and sneezing, cover their mouth and nose with a handkerchief.
Improve the skills of careful eating: take food little by little, chew well, eat silently, use cutlery (spoon, fork, knife), napkin, rinse your mouth after eating.
To teach children to independently perform the duties of attendants: carefully lay napkins, arrange bread bins, cups and saucers, deep plates, put napkin holders, lay out cutlery (spoons, forks, knives, teaspoons). Collect plates from under the first course, clean the dishes after eating.
Senior group:
It is necessary to improve the technique of existing skills.
Continue to teach children to notice problems in clothes, in their appearance and to do what they can, to eliminate them, to help each other.
Cultivate the habit of keeping your body clean, neat clothes, hairstyles; brush your teeth, keep your nails clean; when coughing and sneezing, cover your mouth and nose with a handkerchief, turn away.
Learn to dress and undress quickly, neatly, keep order in your closet (put clothes in certain places), clean the bed neatly.
Continue to improve eating skills: use cutlery correctly; eat neatly, silently, maintaining the correct posture at the table.
Teach children to independently and conscientiously fulfill the duties of attendants: set the table, distribute the second course, having previously collected plates from the first course and spoons, and clean up the dishes after eating.
To consolidate in children a conscious attitude to the procedures performed, to form the constancy of skills, so that, regardless of where the need for this or that action arose (at home, in kindergarten, at a party), the child acted as it should.
Teach children in cases where someone lacks something to complete the procedure in full (no toilet paper, no soap, forgot to put a knife, etc.), contact an adult with a request to provide the missing.
Learn to notice and independently eliminate the disorder in your appearance, tactfully talk to a friend about the disorder in his suit, shoes, and help eliminate it. To form such qualities as responsiveness, mutual assistance.
Supervise the implementation of basic rules of personal hygiene by children. Support the improvement of children's independence skills; the formation and consolidation of useful habits in them that contribute to good health, a cheerful mood and the assimilation of the basics of a healthy lifestyle.
Summary of regime processes
Synopsis of regime processes in the 1st half of the day in the 1st junior group: morning reception, washing, feeding, preparing for a walk (dressing), returning from a walk (undressing), getting ready for bed and going to bed.
morning reception
Purpose: to create a cheerful emotional state for the whole day, to ensure a calm separation of children from their parents.
Conduct:
In 10-15 minutes I come to the group, ventilate the room, prepare toys.
I welcome each child with a smile, greet him and his parents with a smile. I ask the parents: “How did the child sleep?”, “How does he feel?”, “What mood did you go to kindergarten with?” or I ask the child himself: “Well, how are you? Will you play with us today?"
Then I bring the child into the group and offer him an activity (dolls, cars, cubes, mosaics). During the reception, if the child does not want to part with his parents, I use musical and clockwork toys ("Look where our toy went, but let's go after it").
washing
Purpose: to teach children to smoothly put their hands under a stream of water, rub their hands, use soap, find their own towel, wipe their hands on their own, teach them not to be afraid of water.
Conduct:
At the time when the nanny puts breakfast on the tables, I call 2-3 children to me, who eat slowly and say: “Guys, do you want your hands to be clean? Let's wash them."
I lead the children to the washbasin and say: “We roll up our sleeves so as not to wet them, and now we open the tap with warm water. I watch (if necessary, I help) so that the children open the tap. When water has flowed in all the taps, I use an artistic word:
Pure water flows
We can wash with you
- We put the handles under the water with a boat (I show the children). Now take the soap and lather your hands in a circular motion.
Washed ears with soap
Washed hands with soap
Here are some goodies
Palms - palms.
- Again, we substitute the handles under the water and wash off the soap well. Shake off the remaining water in the sink and turn off the faucet. Now everyone comes to the towel and wipes the handles dry from all sides, we hang the towel back in its place. So our hands are clean!
Feeding
Purpose: To provide rational nutrition for all children, teach them how to eat properly, cultivate cultural and hygienic eating habits (eat independently and carefully, use a napkin, do not crumble bread, push a chair, give thanks after eating, rinse your mouth), cultivate a favorable attitude to food intake.
Conduct:
- “Children, everyone who washed their hands, sit down at the tables. Sit straight, put your legs straight, do not put your elbows on the table.
Everyone sits straight
Legs stand together
Eyes look into the plate
Elbows are off the table
The child eats quietly.
Children! Came to visit today
Not Dr. Aibolit
Came to visit today
A good appetite!
Bon Appetit everyone!"
During meals, I make sure that the children hold the spoon correctly, sit evenly, and eat silently.
I tell you how useful it is when children eat: they grow quickly, they never get sick.
I try to convince children who do not eat that they need to eat at least a little (if they have no reason not to eat).
Those guys who eat slowly or do not know how to eat, I supplement with a separate spoon.
To the child who ate, I say: “Dasha, take a napkin and wipe your mouth, do not forget to say “thank you” and push the high chair.”
Preparing for a walk (dressing)
Purpose: to ensure the timely collection of all children for a walk; form the correct sequence when dressing, develop children's speech (fix the name of clothing items, actions).
Conduct:
Before going for a walk, remind the children to visit the toilet. Then I take a subgroup of children and together we go to the locker room.
I start to dress the children for a walk, observing the principle of gradualness: tights, socks, pants, boots., jacket, hat, jacket, mittens, scarf. During this, I use the artistic word:
We dress in order
We get used to order.
I ask the children:
- Danila, what color are your pants?
- Vanya, what do we put on our heads?
If the children cannot answer, I help them.
I encourage children to dress themselves: "Kolya, show me how you can put on your pants."
- Children, in order for the clothes to be clean, we need to walk carefully, not run through puddles.
Return from a walk (undressing).
Purpose: to ensure timely arrival from a walk, to form cultural and hygienic undressing skills (neatly fold things and put them in a closet, do not push around closets), develop speech (fix the names of items of clothing, actions).
Conduct:
I ask all children to wipe their feet at the entrance to the kindergarten (I show how to do this)
- How cheerful you all came from a walk! Do you want to join a group to play? Let's undress carefully.
I take off scarves from all the children and untie their hats, then I suggest that they undress themselves.
- First we take off the jacket, then the hat, sweater, pants, boots, tights and finally socks.
I follow the neatness of the children after a walk: “Dasha, look at your dirty pants! What pants did you wear?" (clean).
I appeal to other children: “Julia, what are you filming now? Christina, where are you going to hang your jacket?
Preparation for sleep.
Purpose: to create a calm atmosphere in the room, to consolidate cultural and hygienic skills (neatly fold clothes: hang them on a chair, do not push around chairs, ensure a restful sleep).
Conduct: I lead the children in turn to the toilet, then to the bedroom.
- Guys, today we played so well and our hands, eyes and legs are tired and want to rest. Grab your chairs and let's get undressed. Children, but everyone remembers how to put their clothes on high chairs?
I help the children undress. I put the first children in the crib, who fall asleep longer.
We put a soft feather bed under the back
On top of the feather bed, a clean sheet
Put white pillows under the ears.
And cover with a blanket
For the children to sleep soundly.
- Guys, who undressed, go to bed and cover yourself with a blanket.
When all the children are in their beds, I say in a calm, quiet voice:
Here people sleep
And the animals are sleeping.
Birds sleep on branches
Foxes sleep on hills
Hares sleep on the grass
Ducks - on an ant,
Children are all in their cradles ...
They sleep, they sleep, they tell the whole world to sleep.
Now lie down on the side and close your eyes.
Pleasant dreams!
During the sleep of the children, I watch them (so that they do not open, so that they do not fall).
Summary of regime processes in the 2nd half of the day in the 1st junior group
Lifting and hardening
Purpose: to provide a joyful and cheerful emotional mood of children after sleep. Cultivate a positive attitude towards the recovery process.
Holding.
I go into the bedroom, I say in a calm voice:
- Children, now you have slept, but it's time to get up. I think you all had interesting dreams.
I go up to the children who have not woken up and quietly say that it is time to get up.
- Guys, now let's each stand near his bed.
I carry out hardening procedures:
- Children, show your hands - “here they are”, and now let's hide our hands behind our backs - “where are the hands”? "Here they are!" (Show hands) Well done! Children, now look into this window (I show the window), there is nothing there. And now look out the other window, there we see the car. Let's look again at the first window - there is nothing, and now at the second. Guys, let's hide behind the cribs (squat near the bed), and now let's show how big we are (stand up). What good fellows you are! The big ones are already grown. Now let's take sandals with you in our hands and go to our chairs with clothes.
Dressing
Purpose: to learn to dress in the correct sequence; to encourage independence in the process of dressing, to teach to notice and correct untidiness in clothes, to cultivate a friendly attitude towards each other.
Conduct:
Children sit on their chairs, I help the children to dress, observing the principle of gradualness: tights, skirts and panties, sandals, a jacket. While dressing, I use an artistic word:
We dress in order
We get used to order.
I ask the children
- Vanya, what are you wearing now?
- Katya, who bought you such a beautiful dress?
- Olya, tell me, please, what color is your jacket?
If the children themselves cannot answer, I help them. Encourage children to dress themselves.
Washing:
Purpose: to continue to teach children the skills of proper washing: roll up sleeves, wash hands with soap in a circular motion, dry them with a towel, cultivate accuracy and organization.
Holding
I take the children who eat more slowly, I take them to the washbasin and I say:
- We roll up our sleeves so as not to wet them, and now open the tap with warm water. I watch (if necessary, I help) so that the children open the tap. When water has flowed in all the taps, I use an artistic word:
Oh alright alright alright
We are not afraid of water
We wash clean
We smile friendly.
We put the handles under the water, wet them. Now take the soap and lather your hands in a circular motion (showing). We put our hands under the water again and wash off the soap. Shake off the remaining water and turn off the tap. Now everyone goes to the towel and wipes his hands dry from all sides.
Catino towel
Dasha won't take it.
Not to be confused with a bird
Blue plane.
Well done, children, everyone is so clean, beautiful!
Feeding
Purpose: to form cultural and hygienic eating habits, eat carefully, chew food thoroughly, learn to use a napkin, push a chair, thank for food.
Conduct:
- Children, all who washed their hands, sit down at the tables. Sit straight, do not stoop, put your legs straight, do not put your elbows on the table.
Everyone sits straight
Legs stand together
Elbows are off the table
The child eats quietly.
Bon Appetit everyone!
During meals, I make sure that the children sit evenly, eat silently.
At the end of the meal, I remind each child to wipe their mouth and hands with a napkin. I remind the children to move the chairs behind them, to thank, not to interfere with eating others.
Municipal budgetary preschool educational institution kindergarten No. 72
Synopsis of the regime moment
"Preparing for dinner, lunch in the senior group No. 11"
Designed by:
teacher of group No. 11
Bazhanova T.P.
Saransk
Tasks:
Educational task:
Teach children to conscientiously fulfill the duties of dining room attendants: set the table. Learn to express your thoughts coherently and consistently, based on a diagram. Learn to evaluate the result of your work with the help of an adult.
Development task:
Develop dialogic speech.
3. Educational task :
1. Raise in children the desire to participate in joint labor activities.
2. Improve cultural and hygienic skills: gently wash and dry your hands, hang a towel in place.
3. To create conditions for improving the quality of children's self-service activities during preparation for meals.
4. Form the habit of a healthy lifestyle (prevention of postural disorders during meals);
5. Continue to form a culture of behavior while eating: use cutlery correctly (tablespoon, teaspoon, fork); the ability to carefully use a napkin; do not crumble bread, chew food with your mouth closed, do not talk while eating.
6. Follow medical prescriptions for individual nutrition.
7. Cultivate the ability to calmly wait for the next dish to be served), politeness (thanks for the food), the need for cleanliness and tidiness.
8. Introduce children to a set of exercises to optimize the functioning of the digestive system.
9. To educate a conscious attitude to health through the practical mastery of the gymnastics complex.
10. Table setting: conversation with the attendants; getting acquainted with the menu, announcing it to children; attracting children's attention to the aesthetic design of the tables.
11. Attraction of children's attention to food; individual work on the education of food culture; rules of etiquette; activity evaluation.
12. Preparation for sleep: hygiene procedures; creating conditions for organizing sleep; laying to sleep.
Preliminary work:
Examining dishes while eating;
Guessing and learning riddles about dishes;
Games: "What's in what" (word formation), "On the contrary" (selection of antonyms),
"What dishes are hidden?" and etc.
Reading fairy tales by K. Chukovsky "Fly-Tsokotuha", "Fedorino grief", Russian folk tale "The Fox and the Jug"
Equipment: tablecloth, napkins, cutlery (spoons, forks, knife), tableware (deep plate, small plate, cup, bread box), napkin holder, paper napkins for table setting.
Methods and techniques: surprise moment, riddles, didactic games: "The fourth extra", "Clear the table"
Vocabulary work: serve, cutlery.
The course of the regime moment:
The attendants return earlier from a walk and take part in the table setting, accompanying the table setting with verses:
We are on duty today.
Let's help quickly
Neat and beautiful
All tables set.
What needs to be done first?
We will wash our hands cleanly.
Then we put on aprons,
Let's start laying the tablecloths.
We will put napkin holders
And in the very center of the table -
The bread is fragrant, fresh and tasty.
Bread is the “head” of everything.
Around the breadbaskets in a round dance
There are saucers with cups.
Cup handles point to the right
There are spoons in saucers.
We will put plates for everyone,
Forks, spoons and knives.
Do not rush, think how to put
And then spread it out.
From the plate to the right is a knife,
The spoon is next to it.
The knife turned away from the spoon
He looks at the plate.
Well, to the left of the plate
You need to put the fork down.
When we eat the second
A knife will be friends with a fork.
20-30 minutes before the next meal, children are returned from a walk or stop classes and games. This time is used to create a certain mood in children, conducive to eating.
The organization of hygiene procedures after a walk is carried out gradually, in small groups of children. Children should be reminded of the rules of behavior in the washroom - children should not splash water, should maintain order and cleanliness, turn off the water immediately after washing their hands and in no case leave the taps open. It is also necessary to pay attention to the actions of children - they must roll up their sleeves, soap their hands and perform other procedures over the sink. Children should know that you can only use your own towel, and after washing, you need to carefully hang it in its place. These procedures should be carried out in a calm, friendly environment, which will ensure a good mood for children during meals.
They come out of the washbasin and stand in front of the guests like a rainbow.
V-l : What are we doing now?
Children: Washed their hands.
V-l: Why do you need to wash your hands?
Children: Need to wash
Morning, evening and afternoon
Before every meal
After sleep and before sleep.
My hands before eating
Dirty hands are a disaster.
V-l: What trouble?
Children: Various diseases.
All diseases in children
From microbes, they say.
To always be healthy.
We must wash our hands with soap!
V-l: While our attendants are setting the table, we will remember the rules of behavior at the table.
Children:
BE ABLE TO EAT SLOWLY AND CAREFULLY.
Teddy bear chewed bread -
He dropped bread crumbs.
Spoke with a full mouth
What? Nobody could understand.
Then he took up the compote -
The table was doused with his stomach!
Everyone laughs loudly at him,
Embarrassed the teddy bear:
You do not know? At the table
You have to eat with your mouth closed
Don't rush, don't talk
Do not litter crumbs on the floor.
After getting up from the table
In a fur coat as clean as it was.
V-l: What you need to remember not to look like a bear cub?
V-l: What else can not be done at the table while eating?
Children : DO NOT PLAY AT THE TABLE.
Squirrel was sitting at the table,
In front of her was a plate
In it from bread, butter, lard
The squirrel was building a house.
So, friends, do not act
And they don't play with food.
Eat at the table, friends,
You can't mess around here!
And eat - you are free,
And play however you like.
Q: What do you need remember not to look like a squirrel?
V-l: DON'T PICK AND EAT EVERYTHING YOU HAVE IN KINDERGARTENnot to look like moles.
Children: Moles are sitting at the table,
The nose is turned up, they do not eat:
We don't want this mess!
We don't eat black bread!
Give us some tea
Poor little Moles!
I will remind you of one thing:
Don't make faces at the table
Do not be capricious here -
Eat whatever they give you!
Q: what canteens should be used at the table while eating?
Children: LEARN TO USE THE FORK AND SPOON.
At the table puppy Antoshka
Eating fish with a tablespoon
I tried to eat soup with a fork -
I didn't want to listen to advice.
And although I tried my best,
So he remained hungry.
Well, where does it fit!
It's time for everyone to learn
And not to do like Antoshka.
Q: And who should help set the table?
Children: On duty, themselves.
HELP THE NANNY SET THE TABLE.
The group wants to have breakfast,
Everyone around is in a hurry to help
Bring dishes to tables.
Only the Hedgehog said: - I won't!
I won't go, I'll sit
And I will look at you
I don't want to help
Better to just wait.
It's unpleasant for everyone.
Everyone does not respect Hedgehog.
He himself is quite small,
And what a big laziness!
Q: How else can you help?
Children: Come on, quickly, without words,
We're clearing the tables!
And with dishes, as we can,
Let's help our babysitter!
At the table puppy Antoshka
Eating fish with a tablespoon
I tried to eat soup with a fork -
I didn't want to listen to advice.
And although I tried my best,
So he remained hungry.
Well, where does it fit!
It's time for everyone to learn
Eat with a fork, eat with a spoon
And not to do like Antoshka.
LEARN TO USE THE FORK AND SPOON.
At the table puppy Antoshka
Eating fish with a tablespoon
I tried to eat soup with a fork -
I didn't want to listen to advice.
And although I tried my best,
So he remained hungry.
Well, where does it fit!
It's time for everyone to learn
Eat with a fork, eat with a spoon
And not to do like Antoshka.
LEARN TO USE THE FORK AND SPOON.
At the table puppy Antoshka
Eating fish with a tablespoon
I tried to eat soup with a fork -
I didn't want to listen to advice.
And although I tried my best,
So he remained hungry.
Well, where does it fit!
It's time for everyone to learn
Eat with a fork, eat with a spoon
And not to do like Antoshka.
LEARN TO USE THE FORK AND SPOON.
At the table puppy Antoshka
Eating fish with a tablespoon
I tried to eat soup with a fork -
I didn't want to listen to advice.
And although I tried my best,
So he remained hungry.
Well, where does it fit!
It's time for everyone to learn
Eat with a fork, eat with a spoon
And not to do like Antoshka.
V-l : In order for the body to receive all the nutrients and vitamins from food for our health and growth, there is a digestive gymnastics. I want to teach you this gymnastics.
The teacher introduces children to a set of exercises to optimize the work of the digestive system Rudenko A.S.
Psychophysical complex for work optimization
digestive system (Rudenko A.S.)
Performed before meals.
Reach up (connect the palms with a “lock” above the head).
Stroke the belly (clockwise).
Sit at the table with a straight back on the edge of the chair, the mortars are on the floor.
Click your teeth 24 times.
Smell the food. Roll your tongue in your mouth.
Swallow the accumulated saliva slowly.
Eat slowly, feeling the taste, chewing food thoroughly.
Teacher: Guys, what have we done now?
Children's answers.
Why did we do this gymnastics?
Children's answers.
Is our body ready to eat now?
Having placed the children at the tables, the teacher talks about what is offered to the children for lunch today, (lunch menu) wishes them a bon appetit and once again repeats the proverb “Appetite comes with eating”.
V-l:
On my plate
red squirrel
To make her visible
I eat everything to the bottom.
The teacher pays attention to the position of the posture of children during meals, carries out individual work to consolidate the skills of using cutlery.
The teacher reminds about the correct use of cutlery:
“Children, do not forget that we hold a spoon in our right hand, and bread in our left. We sit straight at the table, the back is straight, the legs are also straight, our fork always “looks” down”.
During the meal, the teacher conducts individual work with the children: he praises the children for their accuracy, slowness, cultural skills (using a napkin after eating).
And also sets the correct algorithm of actions if he sees that someone is at a loss in something.
(The assistant educator organizes a gradual change of dishes).
Children who have finished eating get up from the table, go to the washroom to take cultural and hygienic procedures before going to bed.
When the rest of the children have left the table, the teacher helps the children get ready for bed.
Algorithm "Digestive gymnastics"
