Self-care in the younger group goals. Teaching children self-care skills

A skill is a component of a person’s action that he performs consciously, which is developed in the process of its implementation. Self-service is the ability to serve oneself, to satisfy one’s everyday needs on one’s own. .

Self-service is the process of interaction of a person with the world around him. This does not mean that it is limited only to the accumulation of ideas about reality and the enrichment of life experience; it also includes the mastery of skills that are necessary for an independent life. .

Since self-care skills are actions that are aimed at oneself, in young children this process is associated with dressing, undressing, eating and observing basic rules of personal hygiene (washing hands, etc.).

When working with younger children preschool age It is necessary to ensure that self-care skills become elementary for them, and that all the skills they acquire are improved. In the process of developing labor skills, the child’s personality itself is enriched, orientation in the environment increases, other areas of skills develop: communication, gross and fine motor skills, personal qualities are formed - independence, perseverance, initiative, neatness, neatness and others.

Self-care skills and their development in children

R.S. Bure points out that the timely emergence of self-service skills in children is a reflection of their initial socialization and adequate development.

Fostering children's independence skills, including hygiene skills, is of great importance not only for their successful socialization in society, but also their health. From birth, when these skills are formed, not only do they learn norms of behavior and rules, but also a very important process of socialization when the baby enters the world of adults. This process cannot be left for later, since the period of early and preschool age is the most favorable for the formation of hygienic skills.

According to Yu.A. Afonkina and G.A. Urunta skill is defined as a component automated to conscious action, which arises as a result of a large number of repetitions. Namely, the skill does not immediately become automated; it develops after repeated repetitions of these actions. A skill that becomes a need is a habit. It is the skill that allows the child to perform actions quickly and deftly. Habit encourages him to perform all actions without coercion, willingly.

S.A. Kozlov and T.A. Kulikov in preschool age identifies cultural and hygienic groups of skills that a child must master:

a) skills to care for your body (washing your face, washing your hands, etc.);

b) eating skills (carefully take food, chew food, use cutlery, napkin, etc.);

c) skills to maintain order in the room, use and care for clothes (get dressed and undressed quickly, keep things in order and clean, etc.).

In the variable programs of preschool educational institutions, in those sections that relate to labor education, a number of tasks are set for the formation of sanitary and hygienic skills in accordance with the age of children. Thus, the Program of Education and Training in Kindergarten, edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova:

1. First junior group (from 2 to 3 years old). Continue to teach children under the supervision of an adult, and then wash your hands yourself after contamination and before eating, wipe your face and hands dry with a personal towel. Learn to put yourself in order with the help of an adult. To develop the skill of using individual objects (handkerchief, napkin, towel, comb, pot). To make it easier for a child to learn new skills, it is necessary to make this process accessible, interesting and exciting.

2. Second younger group (from 3 to 4 years old). Teach children to take care of their appearance. Remind them how to use soap correctly. Continue to teach how to carefully wash your hands, face, ears; Wipe yourself dry after washing, hang the towel back, use a comb and a handkerchief. By the end of the year, children should have mastered the simplest skills of behavior while washing. Learn to rinse your mouth after eating.

3. Middle group (from 4 to 5 years). Continue to instill in children neatness and the habit of taking care of their appearance. Make sure that you do not lose the skills to wash yourself, wash your hands with soap before eating, when dirty, and after using the toilet. Strengthen the ability to use a comb and handkerchief. Teach children to turn away when coughing and sneezing and to cover their mouth and nose with a handkerchief. Improve the skill of rinsing your mouth after eating.

4. Senior group(from 5 to 6 years). Cultivate the habit of keeping your body clean, your clothes and hair tidy. Cultivate the habit of brushing your teeth yourself, keeping your nails clean, covering your mouth and nose with a handkerchief when coughing and sneezing, and turning away to the side.

5. School preparatory group (from 6 to 7 years old). Develop the habit of quickly and correctly washing your face, drying yourself using only an individual towel, brushing your teeth, rinsing your mouth in the morning and after meals, washing your feet before bed, using a handkerchief correctly, taking care of your appearance, using a comb, keeping your clothes and shoes clean. .

Independence skills are more successfully developed in children of early and early preschool age. After this, everything that the child has acquired must be constantly consolidated and expanded. It is in these age groups that children begin to demonstrate independence in self-care.

In children with emotional and volitional disorders, the formation of self-service skills does not occur independently and voluntarily. Such children need training in these areas of skills, the work of specialists and children is necessary, and the basis should be a special program that will take into account the child’s capabilities. Skills will not be acquired only through imitation. The reasons can be completely different: various movement disorders, disorders of visual and auditory perception, intellectual impairments, features of the emotional-volitional sphere.

Self-care is work aimed at satisfying the child’s personal needs, associated with the processes of dressing, undressing, eating, observing personal hygiene rules, and caring for one’s clothes.

For children of primary preschool age, self-care work is associated with the processes of dressing, undressing, eating, and observing basic rules of personal hygiene

The efforts of children often do not achieve results, but children try, so you should not run to the aid of a child if he is trying to do something on his own. It didn’t work out, he asks for help - help him, praise him for his hard work. Great patience and pedagogical tact are required from the teacher so as not to extinguish the child's initiative.

To train children in buttoning, unbuttoning, lacing and tying shoelaces, special aids are used: “coat” with loops and buttons, “boots” with holes for laces, “belt” with a button and loop, etc.

The teacher should pay attention to the quality of the children’s performance of already mastered skills (how the child rolled up his sleeves, whether he wiped his hands dry, whether he forgot to take wet mittens to the drying cabinet, etc.).

It is advisable to monitor the quality of children’s performance of labor activities using indirect methods. For example, the teacher uses game characters loved by children who observe how children wash themselves cleanly and whether they neatly hang their clothes on the back of a chair. On behalf of some toy, you can check the cleanliness of children’s hands and clothes, and give advice on how to get themselves in order.

In the middle preschool age group, in the process of improving self-care skills, the teacher helps children master rational methods of action, develops the ability and need to act independently (for example, wash hands when dirty, use a comb and handkerchief in a timely manner, do not forget to brush your teeth at night, etc. .).

To achieve success, it is not enough for a child to just observe and repeat the necessary actions with the teacher. They, as a rule, pay attention to the result of labor, but do not highlight the methods and techniques for achieving it (for example, a child tries to get dressed faster, but at the same time makes a lot of unnecessary movements). Therefore, it is so important to teach children rational methods of self-care.

When consolidating self-service skills, the teacher focuses children’s attention on why their work is so important and explains why it is significant for the adults around them. It is important to promote children’s understanding of the meaning of cultural and hygienic skills, their importance for health, beauty, etc.

Successful mastery of self-service is facilitated by the teacher thinking through such an organization of all routine processes, where each child is an active figure, and the teacher is an assistant and adviser.

It is also important to create a positive emotional atmosphere and maintain children’s interest in this type of work. Important pedagogical activity, encouragement, timely prevention of mistakes, negligence, constant monitoring of the quality of actions, while the teacher’s assessment should not instill in the child a feeling of self-doubt; on the contrary, it should be stimulating. It is necessary to promote the gradual acquisition by children of the ability to independently assess their achievements in self-care and correct deficiencies on their own initiative.

Since children have already mastered many self-service skills, the teacher stimulates his pupils and reminds the children what and how to do, helps and encourages them. If mutual assistance work is carried out regularly, children will begin to come to the aid of each other on their own, without reminders. At the same time, it is necessary to pay attention to ensuring that children do not abuse the kindness of their comrades. It is necessary to patiently and persistently develop self-care skills in each child.

For children of senior preschool age, self-care work becomes the responsibility of the children. The content of work is enriched. Children perform without reminders or help necessary rules when dressing, undressing, while eating, etc. The formed skills are sustainable in any, even more complex, conditions. Requirements for the quality of activity and its pace are increasing.

In the process of managing work, the teacher should help children to correctly approach the implementation of a complex task, show how it is easier and better to complete it, while petty supervision should be avoided, and children should be given the opportunity to take the initiative.

During regime processes, it is important for an adult to awaken in children not only motivation associated with personal benefit and pleasure, but also motives for social benefit (the need to show concern for the people around them, to help younger children, etc.).

Older guys can help younger ones master some rules of self-care, teach them to keep their clothes clean, notice problems in them, teach them to turn to their elders with a request to help fix them, etc.

It is important for the teacher to focus children’s attention not only on the results, but also on the sequence, rational ways of achieving the goal (for example, it is more convenient to hang things in the closet in the order in which they were removed).

The teacher encourages each child to exercise self-control: whether the tree stumps cope well with self-care responsibilities, whether they fulfill the demands of adults, whether they are slowing down too much, whether they are doing their job accurately enough, etc.

In order for children to feel the importance of rational placement of items necessary for self-care, the teacher involves them in organizing the processes of dressing and washing. You should strive to ensure that the objects with which children act in the process of self-service are not only comfortable, safe, but also attractive.

Game "Let's put the bear to sleep"

Goal: to introduce the child to object-play actions with a bear, the functional purpose of the bed, and to form imitative actions.
Equipment: soft toy- bear, crib.
Progress of the game: the adult shows the child a toy - a bear, plays with it: the bear stomps, dances, rides in the car. The adult reports that the bear is tired and wants to rest: “Let’s put the bear in his crib!” An adult demonstrates how to caress a toy bear (hug it close, pat it on the head) and put it in bed, cover it with a blanket, and sing the song: “Bay-bye, bye-bye.” The game can be repeated, giving the child more independence.

Game "Let's treat the dolls to tea"

Goal: to introduce the child to the purpose of dishes, to teach them to perform object-based play actions (arrange cups, saucers, arrange spoons).
Equipment: dolls, children's furniture and dishes (two cups, two saucers, two spoons, a kettle).
Progress of the game: the adult says to the child: “The dolls have come to visit us, we need to sit them at the table and treat them to tea. Let’s arrange the cups and saucers. Now put the spoons on the cups. Pour the tea into the cups. Give our guests tea.” If the child is experiencing difficulties, show how to act. At the end of the game, the adult sums up: “We poured tea into cups, the dolls drank tea,” and says a nursery rhyme:

We'll put the kettle on the table,
We will arrange the saucers and cups,
We will welcome guests
Treat the dolls to tea!

Game "Locomotive"

Goal: to arouse a child’s interest in a toy - a train, to teach the child how to perform object-based play actions with it.
Equipment: train, rails.
Progress of the game: an adult shows the child a toy - a train, plays with it: “Choo-choo, tu-tu! Be careful, a train is riding on the rails!”
An adult demonstrates how to operate a toy so that the train does not stop.
The game can be repeated by attaching carriages to the train, giving the child the opportunity to transport it along the rails themselves.

Game "Doll goes for a walk"

Goal: to develop the child’s ideas about clothing and the ability to perform object-based play actions.
Equipment: doll.
Progress of the game: the adult says that the doll is going for a walk: “Let’s help the doll get dressed, it’s cold outside,” invites the child to get clothes from the locker: a hat, a jacket, boots. Then the adult takes each item in turn, shows it to the child, slowly saying:
We put on a jacket, put our hands in the sleeves,
Let's fasten the buttons. Here, put on your jacket!
We put shoes on our feet,
Here are your shoelaces, I'll help you tie them
Here, the shoes are put on your feet
We put a hat on our head.
So, put on your hat
The doll is ready for a walk and can go for a walk. In order to strengthen the child’s ideas about clothing, the game is repeated with another doll, and the child is given the opportunity to act independently.

Game "Meet the cat"

Goal: to teach the child to perceive and identify living things from the environment - a cat.
Equipment: cat toy, pictures of pets.
Progress of the game: the adult organizes the child’s observation of the cat, draws attention to the fact that it walks, meows, laps, wags its tail, it has a head, a torso (body), a tail and paws. After observations, the adult shows a cat toy, gives the opportunity to play with it, sings a song about a cat “Grey Kitty”, and then the child looks for an image of a cat in the picture, highlighting it from others: “Here she is - a kitty, she can meow - meow-meow.” .

Lesson "Beautiful flower""
The goal is to teach the child to perceive and distinguish a plant - a flower - from the environment.
Equipment: flower vase, indoor plant, pictures of flowers.
Progress of the lesson: an adult organizes a child’s observation of a flower plant during a walk, draws attention to the fact that the flower grows on the ground, blooms, smells, and decorates the clearing. The adult offers to bring the flower home and put it in a vase. After observing the flowers on a walk, the adult shows the child a houseplant, offers to water it and smell it. Then he and the child look for the image of a flower in the picture.

Game "Water, water!"
Goal: to cultivate the desire for independence when performing self-service skills.
Equipment: two dolls.
Progress of the game: an adult shows the children two dolls and says that the dolls want to have lunch, but their hands and faces are dirty. An adult asks: “What needs to be done? - We need to wash the dolls’ hands! Let’s ask for some water: Water, water, wash my face so that my little eyes shine, so that my cheeks blush, so that my teeth bite, so that my mouth laughs!” Shows and tells children how to wash their dolls’ hands and faces before lunch. Next, he invites the children to wash their hands and faces, while the adult repeats the nursery rhyme “Water, water!”

Lesson "Wash your hands""
Goal: teach your child to wash their hands.
Equipment: rubber hare.
Progress of the lesson: an adult turns to a child: “We came from a walk, we need to wash our hands. The bunny will watch us wash our hands.” An adult places a toy on the edge of the washbasin and shows the child hand movements under running water. At the end of the procedure, the adult praises the child on behalf of the bunny.

Lesson "Let's make boats"
Goal: to teach the child to consistently perform actions when washing hands, to imitate the actions of an adult.
Progress of the lesson: the adult draws the child’s attention to the fact that when washing hands, the following sequence of actions must be followed:

roll up your sleeves (an adult says a nursery rhyme: “Whoever doesn’t roll up his sleeves won’t get any water!”);
open the tap;
fold your palms into a boat shape;
put your hands under the stream of water;
Close the tap;
dry your hands with a towel.
Then the child is asked to perform actions, imitating an adult, who draws the child's attention to the position of the hands.

Lesson "Soap gloves""
Goal: to teach the child to soap his hands from the outside and inside.
Equipment: baby soap, towel.
Progress of the lesson: an adult brings the child to the washbasin, stands behind him, takes soap in his hands and shows circular movements of his hands when soaping. Then he hands the child a bar of soap and asks him to repeat the soaping movements.
Movements must be made until white foam forms. The child's attention is drawn to the white hands, the adult says: “Here are the gloves we have - white!” Next, the adult helps the child wash off the foam under running water, while saying one of the nursery rhymes:
For example:

Okay, okay, wash your little ones with soap,
Clean palms, here's bread and spoons!
Water gurgles in the tap. Very cool!
Mashenka Egorova washes her hands herself
(adult says child's name).
We know, we know, yes, yes, yes! Where is the water hiding here?

At the end of the game, the adult praises the child and draws attention to his clean hands. If necessary, joint actions of an adult and a child are used.

Lesson "Washing"
Goal: teach the child to wash himself.
Equipment: mirror, towel.
Progress of the lesson: an adult brings the child (after sleep) to the bathroom, asks him to look at himself in the mirror, draws his attention to his eyes, mouth, cheeks, etc. He invites the child to wash with him, while showing how to do it. An adult says a nursery rhyme:

Come out, water, we came to wash ourselves!
Place it on your palm, say it with a knife...
No, not a little - be bolder,
Let's wash ourselves more fun!

At the end of washing, the adult teaches the child to wipe his face dry with a towel, asks him to look at himself in the mirror, says: “Ai, what a clean child, look at yourself in the mirror!”

Lesson "Doing hair""
Goal: to teach the child to hold a comb in his hand and comb his hair with top-down movements.
Equipment: mirror, comb, elegant doll.
Progress of the game: an adult shows the child a doll and draws attention to its hairstyle: “Look, the doll has a beautiful hairstyle: long, straight hair, a bow. Beautiful doll! Let’s do it for you too.” beautiful hairstyle!" An adult combs the child's hair in front of the mirror, then asks the child to try to do it himself: he gives the comb into the child's hands, while helping to hold it, move the hand with the comb from top to bottom. At the end of combing, he asks the child to look in the mirror, draws his attention to that he became as beautiful as a doll.

Lesson "Brush your teeth"
Goal: teach your child to brush their teeth.
Equipment: two toothbrushes, a glass of water, a mirror.
Progress of the lesson: the adult asks the child to look in the mirror and smile, while drawing his attention to the teeth. Then he says to keep your teeth from hurting, you need to brush them. The adult takes out two brushes: he gives one to the child, and the other shows how to brush the teeth, while saying a nursery rhyme:

Mouth, mouth! Where are you little mouth?
Teeth, teeth! Where are you teeth?
Cheek, cheek! Where are you cheek?
There will be a clean daughter!

At the end of the game, the adult and the child look in the mirror and smile, showing clean teeth. If necessary, joint actions of an adult and a child are used.

Lesson "Fountains""
Goal: teach your child to rinse his mouth.
Equipment: glass.
Progress of the lesson: an adult takes the child to the mirror in the bathroom and offers to start fountains, pronounces a nursery rhyme:
Let's put some water in our mouth and let the fountain come to life! An adult takes water into the mouth and shows how to release the water from the mouth, then how to rinse the mouth. The child is invited to do the same. At the end of the lesson, the adult praises the child.

Game "The doll is sick"
Goal: teach the child to use a handkerchief.
Equipment: doll, handkerchiefs.
Progress of the game: an adult shows the doll to the children and says: “Here is the doll Masha, she is sick, she has a runny nose, it is difficult for her to breathe through her nose. She has a handkerchief in her pocket. Let’s help Masha clean her nose!” Adult say a nursery rhyme:

Masha is sick, it’s hard for her to breathe,
We'll wipe our nose with a handkerchief!

An adult shows children how to use a handkerchief correctly, demonstrating it on a doll. Invites children to repeat the action.

Lesson "Snub Noses""
Goal: teach the child to use an individual handkerchief.
Equipment: individual handkerchiefs.
Progress of the lesson: an adult recites a nursery rhyme, demonstrating each action:

Handkerchief in pocket (takes handkerchief out of pocket),
We will wipe our nose with it (shows action with a handkerchief),
So that our nose, our snub nose, is clean again (puts the handkerchief in his pocket).

The adult asks each child to show how he knows how to use a handkerchief.

Library
materials

Formation of self-service skills

younger preschoolers

Table of contents

INTRODUCTION......................................................... ........................................................ .......3

CHAPTER 1. Theoretical aspects formation of self-service skills in younger preschoolers………………………………….7

1. Psychological and pedagogical characteristics of the child

at the age of 1 to 3 years……………………………………………………….7

1. The concept of self-service, methods, techniques, forms

self-service………………………………………………………10

1. Features of developing self-service skills in

at an early age……………………………………………………………..…………………...14

1.4 Organization of self-service inpreschool educationalinstitution………………………………………………………………………………24

Conclusion on the first chapter………………………………………………………..29

CHAPTER 2. Experimental identification of the level of formation

child's self-care skills early age…………………….31

2.1.Organization and conduct of experimental work…….…..31

2.2.Analysis of results………………………………………………….……32

Conclusion on the second chapter……………..………….…………………………….…..41

CONCLUSION………………………………………………………………………………….42

REFERENCES……………………………………………………….44

APPENDIX………………………………………………………………………………….46

INTRODUCTION

Early childhood(the second, third year of life), according to experts around the world, is a unique period in a person’s life. The baby’s desire for active independent actions at first is of a “material” nature, since such objects of the immediate environment as dishes are still understandable and quite accessible to him , furniture, toys. Moreover they have attractive force, being constantly in the hands of an adult. How excitedly a baby acts with a big chair: dragging it, turning it over, crawling, trying to sit down. It is important to provide the child with the opportunity to satisfy his desires in this way. When a child demands: “I do it myself!”, he thereby seeks to limit the guardianship of an adult.

By putting on shoes and using a spoon, the baby is doing something useful for himself. Both entertaining and useful. Items of clothing and shoes attract the child’s attention: there are laces, hooks, buttons, and zippers. The child is enthusiastic and strives to independently master actions with these objects. The child acquires these skills himself by imitating the actions of the adults caring for him. And subsequent skills are formed with the direct participation of adults, who provide an example of action and approve correct result and point out mistakes, while teaching the child to control and evaluate his actions, and compare them with a model. The main thing is not to suppress his initiative, to maintain a strong interest in the matter.

“I myself!” - the kid says decisively and here he faces certain difficulties. Everything that an adult can achieve so easily becomes unattainable for him: the button does not want to dive into the slot, the spoon flies to the floor. The kid is on the verge of despair. Now he looks pleadingly at the adult whose help he just stubbornly rejected. You should take advantage of this situation. The child has the ability to set a goal; it is necessary to teach him the ability to realize this goal in practical actions. The baby is ready to learn, he wants it. Now an adult should change the style of relationship with the baby: do everything not for him, but with him. This is how collaborative pedagogy comes into its own. The stage of activity begins when the child acts with joy and satisfaction next to the adult, carefully follows his movements, listens to explanations, and diligently imitates in everything.

Organization in preschool educational institution educational process with young children (from 1 year to 3 years) is determined by the nature of the social situation of development, that is, the formation of objective activity, which is carried out jointly with an adult. Therefore, one of the most important areas of work with children of this age is to teach them a variety of objective actions, including normative ones: eating with a spoon, using a cup correctly, fastening buttons, etc. In other words, the task of an early age is to form the skill of self-service - a very important skill for the full development of a child.

Teaching self-service skills allows you to effectively solve the problems of expanding children's ideas and knowledge about surrounding things, sensory education, speech development, fine motor skills and hand-eye coordination, as well as the ability to perform actions of imitation and verbal instructions, focus on a model, and follow a certain sequence of actions.

This problem was dealt with by: P.P. Blonsky, L.S. Vygotsky, N.K. Krupskaya, G.I. Pestalozzi, V.A Sukhomlinsky, L.N. Tolstoy, K.D. Ushinsky, S.T. Shatsky, D.B. Elkonin.

Purpose of the study: studying psychological and pedagogical literature, developing and conducting an experiment on developing self-service skills in younger preschoolers.

An object: self-care of younger preschoolers.

Item: formation of self-care skills in younger preschoolers.

Hypothesis: The acquisition of self-service skills by children of primary preschool age will be more successful thanks to the organization of an environment that helps maintain interest in performing self-service skills in joint work kindergarten and parents.

Tasks:

1. To study theoretical literature on the problem of developing self-care skills in young children.

2. Determine the methods, forms and techniques necessary to develop self-service skills.

3. Organize and conduct an experiment.

4. Develop recommendations for parents on developing self-care skills.

To solve the problem and achieve the goal of the research inwork The following methods are used:

Theoretical: analysis, generalization;

Empirical: experimental, survey;

Data processing techniques: quantitative and qualitative analysis.

In accordance with the stated goal and objectives, the final work consists of an introduction, two chapters, six paragraphs, a conclusion, a list of references and an appendix.

Research base: Preschool educational institution No. 7 “Talent”, Yurga

CHAPTER 1 THEORETICAL ASPECTS OF FORMATION OF SELF-CARE SKILLS IN AN EARLY CHILD

1. Psychological and pedagogical characteristics of children aged 1 to 3 years

The basis of cognition for a preschool child is sensory cognition - perception and visual thinking. It is on how perception, visual-effective and visual-figurative thinking is formed in a preschool child that his cognitive capabilities, further development of activity, as well as speech and higher, logical forms of thinking depend.

Perception is formed in preschool age thanks to the improvement of perceptual actions and the assimilation of systems of sensory standards developed by humanity throughout history ( geometric shapes, colors of the spectrum, measures of weight, quantities, time, phoneme systems of the native language, pitch sounds, etc.).

In three-year-old children, perception reaches a relatively high level. For example, they can identify the properties and relationships of objects, which can happen not only practically, but also visually with the help of perceptual actions. Children are able to work according to a model, highlighting the color, shape, size, material and other properties of objects, as well as some spatial relationships between them. Perception is actively involved in the child’s activities; it helps him to perform feasible, familiar in nature tasks presented to adults (or encountered in everyday life), and to find a solution much faster and more effectively than before.

At the end of the first year of life, the social situation of complete unity between the child and the adult explodes from within. Two people appear in it: a child and an adult. This is the essence of the crisis of the first year of life. At this age, the child acquires a certain degree of independence: the first words appear, the child begins to walk, and actions with objects develop. However, the child's range of capabilities is still very limited.

The social situation of development at an early age is as follows: “Child-OBJECT-Adult”. At this age, the child is completely absorbed in the subject.

The social situation of joint activity between a child and an adult contains a contradiction. In this situation, the method of action with an object, the pattern of action, belongs to the adult, and at the same time the child must perform an individual action. This contradiction is resolved in a new type of activity that is born during early childhood. This is an objective activity aimed at mastering socially developed ways of acting with objects. Communication at this age becomes a form of organizing objective activity

[ 3].

Thanks to an adult, a child immediately enters the world of permanent objects. He learns the permanent purpose of objects, assigned to them by society and generally not changing depending on the given moment. This, of course, does not mean at all that, having mastered this or that objective action, the child always uses the object only for its intended purpose. So, having learned to draw with a pencil on paper, he will be able to roll pencils or build a well out of them. But the important thing is that the child knows the true purpose of the object. When a two-year-old naughty boy, for example, puts his shoe on his head, he laughs because he understands the inconsistency of the action being performed with the purpose of the shoe.

At the first stages of the development of objective activity, the action and the object are very strictly connected with each other: the child is able to perform a learned action only with the object that is intended for this. If he is offered, for example, to comb his hair with a stick or drink from a cube, he is simply unable to fulfill the request - the action falls apart. Only gradually does the separation of the action from the object occur, as a result of which young children acquire the ability to perform an action with objects that do not correspond to it or to use the object for other purposes than its intended purpose.

To successfully perform a subject activity, it is necessary to say about the most important features child development from 1 year to 3 years:

Fast paced physical and mental development, the relationship between them;

Communication with adults develops, communication with peers begins;

Prerequisites for playful and productive activity arise;

Objective perception is formed as a central cognitive function;

Visual forms of thinking are mastered (visual-effective and visual-figurative);

Imagination and the sign-symbolic function of consciousness arise;

The child switches to active speech;

Personal action and personal desire arise;

A substantive attitude to reality develops;

The main new formation is pride in one’s own achievements, the consciousness of “I myself.”

Achievements.

Improving coordination of movements, mastering increasingly complex sets of actions. Familiarity with a variety of objects and mastery of specific ways to use them. The rigid attachment of actions to objects-tools and methods of acting with them are acquired by the child under the influence of an adult and transferred to other objects. The child learns to relate the tool to the object on which the action is directed (to collect sand with a spatula, or water with a bucket). Mastery of objects-tools leads to the child’s assimilation of the social way of using things and has a decisive influence on the development of the initial forms of thinking;

Improving subject activity also contributes to the intensive development of the child’s speech;

At an early age, the leading activity is play. At the end of the first - beginning of the second year of life, the beginnings of play activity are observed. Children perform the actions of adults that they observe with objects. Children at this age prefer a real object to a toy: a bowl, cup, spoon, etc. The adult’s task is to capture this moment in the child’s life and use it to begin developing self-service skills.

Thus, taking into account the psychological and physical qualities of a given age (1-3 years), we see that this is the most favorable time to develop basic self-service skills.

1.2. The concept of self-service, methods, techniques, forms of self-service

Self-service is servicing oneself, without the help of service personnel. IN in this case Children take care of themselves without the help of adults.

Self-service is carried out using various methods, techniques, and forms. Translated from Greek, “method” means a path to something, a way to achieve a goal. The self-service method is a system of consistent interconnected ways of working as a teacher (parent) of students, which are aimed at developing self-service skills. The choice of teaching method depends, first of all, on the purpose and content, as well as on the personality of the teacher (parent), on his abilities and responsibility.

Methods for developing self-service skills in young children can be divided into two groups: practical method and play method.

The practical method includes:1. Show action.

2. Example of an adult or other children (imitation activity).

3. Training method (systematic exercises).

4. Purposeful observation (nourishes childhood experience, gradually forms an attitude towards what is observed and has a positive effect on the formation of skills).

5. Game method (allows you to independently, freely use the acquired knowledge and skills while playing with a doll - dress the doll, wash it, etc.)

The gaming method consists of the following principles:

1.Usage literary works, small forms folklore genre: songs, nursery rhymes.

2. Examination of illustrations, paintings (“Children wash their hands”, “Children have lunch”, etc.).

3. Questions for children to encourage them to solve the problem (“Katya’s doll is dirty, what should I do?”)

Table 1

Methods for developing self-service skills

№ n\n

Target

Methods

Igroup of methods

Practical

Provide children with practical experience of social behavior

− Show action.

− Example of an adult or other children (imitation activity).

− Training method (systematic exercises).

− Purposeful observation (nourishes children's experience, gradually forms an attitude towards what is observed and has a positive effect on the formation of skills).

− Method of play (allows you to independently, freely use the acquired knowledge and skills while playing with a doll - dress the doll, wash it, etc.)

IIgroup of methods

Gaming

Formation emotional attitude to the self-service process

− The use of literary works, small forms of folklore genre: songs, nursery rhymes.

− Examination of illustrations, paintings (“Children wash their hands”, “Children have lunch”, etc.).

− Questions for children to encourage them to solve the problem (“Katya’s doll is dirty, what should I do?”)

Display method

A detailed demonstration and explanation of how to perform self-care tasks, combined with the direct participation of children in work, will teach them to accurately follow the required method of action and diligence.

When learning to dress and wash, it is very important to keep the same method, the same sequence of actions, unchanged.

This makes it possible to present all children with the same requirement when performing a similar self-care task and at the same time ensures the rapid formation of a lasting skill.

Method of practical action (exercises)

Self-service skills, like any other skills, are not developed immediately.

In order for children to learn how to wash, dress, and eat correctly and well, it is necessary, first of all, for children to understand well how to do this. Then you need to constantly train them in this work. After some time, the necessary skill, a lasting skill, is formed.

General reminder method

The general reminder method is used when there are established skills in performing a self-care task.

This requires the teacher to carefully monitor the children’s activities and every change in it. A signal for the need to switch to more general reminders can be a decrease in children’s interest in the processes of washing and dressing.

Children completing these tasks without additional explanations allows them to show activity and independence. It is important not only to train children in self-care, but also to check how they do this work. And also ensure that from a very early age children in kindergarten work not only to satisfy their personal needs for cleanliness and order, but also willingly help each other.

Game method

The use of toys and organization of games with them (dressing a doll, undressing it, putting it to bed, feeding it) increases children’s interest in independent activities.

Fiction

To make children want to wash themselves and make this process easy and enjoyable for them, you can use songs, poems, and nursery rhymes.

Thus, the entire system of educational work with children has a great influence on the formation of self-service and independence skills.

In order to familiarize children with the requirements for self-care, classes, examination story pictures, reading works of fiction, nursery rhymes.

Also, conditions are of great importance in the successful formation of self-service skills. And here everything is important: comfortable clothes and shoes. The most important thing is to be patient and not to do for the child what he can handle himself.

One of the characteristics of young children is the easy formation of stereotypes, so it is easier to teach them now than to reteach them later.

The gradual accustoming of children to independence in the process of self-service is practically expressed in the fact that at first he does the work, which for the child poses a certain difficulty, together with an adult, delving into the explanation. Then he begins to perform individual actions himself. And finally, completes the work, although under adult supervision.

1.3. Features of developing self-service skills,

the role of self-care in child development

Fostering independence in a child is closely related, first of all, to involving him in self-care.

Early age is difficult for a child and very busy. U little man there is a desire for independence. And if at this moment he is not supported, given or not reinforced with certain self-service skills, then subsequently the child will not acquire such qualities as hard work and accuracy, and caring for things.

Self-care plays a certain role in a child's development. It is from an early age that character traits such as will, self-confidence, desire to succeed, desire for a goal, activity and perseverance in achieving it begin to form. And this happens precisely with the inculcation of self-service skills.

Self-care is the basis for a child’s development of cultural and hygienic skills: the skills of eating, undressing and dressing, washing and washing hands.

It is formed under the influence of upbringing at a certain level of development of the child’s general and fine motor skills, vision, hearing, thinking, attention. If children develop self-service skills, the child will more easily adapt to life in modern society. The formation of life skills in young children is associated with activities largely aimed at satisfying everyday personal needs.

Self-care is associated with simple operations, which makes it easier to perform the actions of washing, dressing, and eating.

Basic self-care skills

Neatness skills:

1. With a little help from adults, use:

− handkerchief;

− towel;

− pot;

− comb;

− napkin.

2. Notice the disorder in clothes, eliminate it with a little help from adults.

Eating skills:

1. Chew with your mouth closed.

2. Use a spoon (the ability to hold a spoon, scoop food into it, bring it to your mouth).

3. Drink from a cup, holding it with both hands.

4. Take it yourself, bite off pieces of bread.

Dressing and undressing skills:

1. Ability to dress (take off) various items clothes in a certain sequence with a little help from adults.

2. Fastening buttons, tying belts, bows on clothes with a little help from adults.

The formation of self-service skills in preschool educational institutions is carried out in two forms:

− individual (separate operations are processed);

− group (objective conditions for the need to implement this skill are created: the child’s behavior obeys a rule common to the entire group of children; in this case, the mechanism of imitation works).

If children perform basic self-care duties, they feel like equal members of the children's community and family team. It is through self-service that children first establish relationships with people around them and realize their responsibilities towards them.

Self-care is the main type of work of a small child. Teaching children to dress, wash, and eat themselves creates in them independence, less dependence on adults, self-confidence, desire and ability to overcome obstacles.

Labor education in the family begins with the development of self-service skills in children aimed at meeting their personal everyday needs. In the process of self-service, children develop independence, hard work, accuracy, careful attitude to things, and a culture of behavior. Having mastered self-service skills, a child can not only serve himself, but also learn to be neat.
Developing self-care skills in young children is a long process that requires parents to know their children and have a lot of patience. It is known that a three-year-old child, with good pedagogical guidance, can do a lot independently. Children who come from the nursery to the older group put on tights, a shirt, and leggings themselves. However, they all do not know in what order they should dress and undress. Children coming from home lack not only basic self-care skills, but also the desire to do anything on their own.
It follows from this that parents overprotect their children and do everything for them themselves. Therefore, children’s desire for independence, which manifests itself already at the beginning of the third year of life, is lost when not supported in a timely manner.
Children need to develop the simplest self-service skills: teach them to eat on their own, wash, dress and undress. An adult needs to think through all the little things, know the child and his characteristics.
Conditions are of great importance in the successful development of self-service skills. And here everything is important: comfortable clothes and shoes for children, equipment.
At the same time as creating the necessary conditions, it is necessary to teach children the rules of behavior: at the table during meals, in the bathroom when performing hygiene procedures, in the hallway when dressing and undressing. Learn to perform all actions correctly and in a certain sequence.
Typically, seventy percent of parents do not attach serious importance to instilling independence in their children and, considering them too young, try to do everything for them themselves. Others, understanding the importance of fostering independence in a child’s development, still show impatience and do for the child what he can handle himself. This happens because parents rush to work in the morning, and are tired in the evening, and the slowness of their children irritates them. Only in some families do young parents who live alone, work and also study, teach young children to work on self-care.When developing any skill, children must be taught certain actions. Without this, developing self-service skills is unthinkable. Younger children need to be taught how to fasten buttons and lace shoes. Great importance should be attached to repeated exercises of the child in performing these actions.

The main activity of young children is play. Teaching children to dress and undress independently, correctly and neatly, is not so easy. It is necessary to take into account individual characteristics each child, think through the rules of action available to children and their sequence. When teaching children self-service skills, we must not forget about this effective reception, as an encouragement. Encourages make a child feel joyful, create confidence that he can do something himself, and encourage him to show effort and become independent. However, it should be remembered that praise is a delicate matter, and if it is used often, it can negatively affect the formation of character.

While developing self-service skills, you need to cultivate a caring attitude towards things. It is necessary to teach children independence during meals, using techniques such as showing with explanation. When dining at the same table with children, show how to eat correctly, how to hold a spoon, offer to take a spoon as an adult does. Use gaming techniques. You also need to teach children to use a fork.

Parents must constantly pay attention to instilling cultural habits. Naturally, children do not learn the rules and actions taught by their parents equally quickly. But every child has proper education the desire to do everything independently is developed.

The first - third year of life is a period of intensive development of independence in a child. Delay in its formation leads to the appearance of whims, stubbornness or laziness in children: the child hopes that adults and parents should do everything for him.
Independence is manifested in all areas of the child’s life and activity: self-service skills are improved. While playing, the child independently reproduces successive episodes from his own life with toys. Independence is formed and manifested in the process of acquiring and consolidating the ability to engage (listen to a fairy tale, explanation, answer questions asked and thus convey simple content, as well as realize yourself in drawings, constructions of your plans). The child learns to independently carry out the simplest work tasks: collect his toys in a box or arrange them in places, water house flowers, feed fish and birds, wash his hands before eating, put his things in the closet, get dressed and undress.

During this period, the child develops the ability, on his own initiative, to express a positive attitude to parents and peers in the form of affection, basic help, joint actions, and observation of something interesting.

For the timely formation of independence, you must inform and constantly remind the child of his small daily responsibilities: take care of his clothes, toys, do not throw them anywhere, willingly carry out small instructions from adults, do not make noise when parents are busy or sleeping.

The task of parents is to create everything the necessary conditions so that the child can use the accumulated knowledge and experience in independent activities. When nurturing independence in their child, parents should not just say in an orderly tone what should be done, but certainly explain to the child and show by example (at the same time, you can perform natural actions, for example, when washing, or staged actions with objects and toys). If necessary, the parent should do some of the work himself, and not diligently force the child to do something that he cannot do. In the process of showing what a child can and should do independently, and after it, the baby should be asked a variety of questions in order to direct his attention to the main actions, to help him understand the content of a particular requirement, the method of fulfilling it, so that the child fully understands why you need to do exactly this and not otherwise.

As the child accumulates specific information, parents should show less and give children more opportunity to act on verbal instructions. In order for the child’s movements to be accurate and clearly conscious, at first the explanations should be detailed and gradually move on to general reminders. For example, when a child is learning to put order in the corner in which he plays, he should first be explained: “Cars, blocks and dolls should be put in a drawer, and books and pencils should be put in a closet.” In the future, it is enough just to remind the child: “Do you remember what you need to do with the toys after you finish the game?”

I must say, in three years of age Children are much more willing to do everything themselves, in contrast to the age of two, when they try to listen to what adults say and do. Parents must take into account the child's characteristics when using this inclination. For example, seeing how a mother gets dressed, a child can repeat her movements. Therefore, every time mom or dad gets dressed, going for a walk with the baby, you need to make sure that he is nearby and carefully observes how they dress, in what order they put on this or that thing. In this case, it is advisable to say something like: “You see, Olenka, how mom puts on a jacket: first she puts her hands into the sleeves, then she buttons it up, etc.”, “Let’s try to get dressed together.” Thus, the child develops not only visual memory, but also the ability to act independently, to perform basic self-service.
If it is still difficult for a child to dress completely independently at the age of three and his parents help him with this, then teaching him to put on shoes at this time is not only possible, but also necessary.

Many parents are faced with such a common problem as shoes falling off a small child’s feet (since the child’s movements while walking are not yet confident and correct enough). Naturally, adults get tired of constantly bending down and putting shoes on a child in such cases.

You can avoid this problem by teaching your child to put on his own shoes whenever necessary. It is enough each time to point out to the child that his shoe has fallen off, asking: “Where is our shoe? Well, look for it... Did you find it? Bring it here. Now let’s put it on.” And so on every time until the child begins to do it himself, without your instructions.

Having taught your child to put on and take off simple clothes, you should accustom him to one of the most basic functions of self-care - going to the toilet (potty) independently. If at two years old a child has just learned to sit on the potty and does this when he is seated, then at three years old he should learn to go to the toilet whenever he wants, and do this mainly without the help and accompaniment of his parents. When potty training a child under three years of age, parents usually put him on the potty when the time has come or when the child himself asks. After the baby has done what was required, the parents accompany his actions with praise. It affects the child positive impression, the baby is proud of his achievement every time, understands that he is doing what needs to be done. If busy parents, day after day, put their child on the potty when, in their opinion, the time has come, without encouraging any initiative in the baby for independent action, then the child is unlikely to soon begin to go to the toilet on his own. Some children themselves feel that they want to go to the toilet, so they silently sit on the potty (however, sometimes they forget to take off their panties). In order to speed up this process and teach your child to use the potty, it is important to first teach him to understand what is being said to him. It is important not only to praise the baby for his understanding (for asking to go to the potty in a timely manner), but also to constantly tell him to do it every time he wants. You should also ask the child to take off his pants himself when he sits on the potty. The affectionate and confident tone of parents allows you to achieve mutual understanding with a small child and helps teach him to be independent. In some cases, it is recommended to “bribe” a child by offering him some kind of encouragement, a gift if he does what is asked of him. For many children, it is enough to watch how other kids use the potty in order to start doing it themselves.

There are a number of problems and difficulties associated with teaching a child to self-care.

Low motivation of parents, position of complete guardianship, established stereotype of relationships. (It’s easier for parents to do everything themselves, and they don’t see the point in teaching self-care skills)

Low child motivation.

Behavioral problems associated with the child's unwillingness to obey general rules(it’s time to go home, everyone is getting dressed, but the child doesn’t want to leave, demonstrates negative behavior) or with an established behavioral stereotype (the child has no motor limitations, but does not pick up a spoon, prefers to let him still mother fed).

The family places different demands on the child regarding learning skills.

Difficulties associated with motor impairment (problems in maintaining posture, coordination, fine motor skills, etc.)

The child does not have any disturbances in the motor sphere, but there are difficulties associated with the immaturity of the body diagram and the peculiarities of interhemispheric interaction (partial ignorance of the visual fields, the body diagram is not fully formed, the upper half of the body is “isolated” from the lower, cross movements are not formed).

For example, a child does not use his hands when putting on shoes, or does not put his legs into his trousers.

Pedagogy offers parents levels of adult assistance when teaching self-care skills:

Level 1: joint action carried out “hand in hand” with the child, accompanied step by step instructions or commentary on actions;

Level 2: partial assistance by action (the child performs the last action himself);

Level 3: an adult helps start the action, and the child continues and finishes it independently under the supervision of an adult;

Level 4: the child carries out the action himself from beginning to end, relying on step-by-step verbal instructions from an adult;

Level 5: the child carries out the action himself if the action program is brought to the subject level (for example, when dressing, there is one piece of clothing on each chair in the right order);

Level 6: the child performs the action completely independently.

There are a number of conditions for the successful development and formation of self-service skills, namely the correct organization of space, workplace, sets of household and special items:

To develop the ability to dress and undress independently - a locker with shelves for clothes and shoes, bench seats or chairs that are comfortable for children in height, the availability of necessary clothing (usually according to the season), cards with images of certain types of clothing, an illustrated dressing plan;

To develop the ability to eat independently - large waterproof aprons; spoons and forks with special attachments for the handle; suction cup plates with one higher edge (preferably); mugs with two handles; a chair and a footrest that correspond to the height of the table (so that the child does not dangle his legs while eating, but has support); cards depicting certain types of food;

To develop the ability to use the toilet - handles attached to the side wall to help the child get up and sit down; a footrest necessary for support; a set of different toilet seats; - to develop the ability to wash and take care of oneself - a set of washing accessories; easy-to-open faucet handles; the mirror is at a height corresponding to the child’s height.

1. Organization of self-service in

preschool educational institution

Organization, self-care in kindergarten and its educational results depend on proper pedagogical leadership.

It is the teacher who organizes self-service so that all children take part in it, so that work tasks gradually become more complex, and the content of self-service improves as the children grow, so that this type of work is truly one of the means of educating preschoolers. Taking into account the real capabilities of children, it is necessary to systematically and consistently teach them everything, exercise them in practical activities until each child can take care of himself.

The child’s active behavior and his practical participation in performing this action are of decisive importance.

Special meaning in the organization of self-care is the observance of a firmly established regime in the lives of children.

A clear, measured routine of life is one of those cultural habits that needs to be cultivated from a very early age.

IN conditions of the preschool educational institution Self-care skills in young children can be developed in a variety of ways.

The main methods of teaching preschoolers are practical, playful and example methods.

Practical teaching methods are those methods through which the teacher imparts cognitive activity children, learning new knowledge, skills, practical nature. This means that the activity is aimed at the real transformation of things, during which the child learns their properties and connections that are inaccessible to direct perception.

The leading practical methods of teaching are training, exercise, experiments and experimentation, modeling.

Accustoming is the organization of regular performance by pupils of actions with the aim of transforming them into habitual forms of behavior. Habituation is effective in the early stages of development.

Methodology for organizing training:

An explanation of why you need to do this;

Showing how an action is performed (clean up toys);

Reinforcement of correct actions based on direct observations of adults.

Exercise - repeated repetition by a child of mental or practical actions given content. Many exercises are objective in nature, that is, their implementation requires the use of objects, toys, didactic material. Exercises are used in teaching preschoolers different types. In some cases, children perform exercises imitating an adult (imitative exercises). These include exercises to develop the articulatory apparatus, to consolidate cultural and hygienic skills, with didactic toys and others. Exercises of another type are called constructive; the child transfers previously learned methods of action to new content.

Experiences and experimentation. Elementary experiences and experiments that are used in teaching young children in education are aimed at helping the child acquire new knowledge about a particular subject. In the course of experiments and experiments, the child acts on an object in order to learn its properties, connections, and the like. Experimentation is considered as a special form of child’s search activity. Thanks to search activities, visual and effective thinking develops. Experiments help children to better understand the phenomena that occur in the world around them and to find out the connections between them. Thanks to experiences and experimentation, the child develops observation skills, the ability to compare, contrast, make suggestions, and draw conclusions. (The child is shown a handkerchief and asked questions: “Here is a handkerchief. What do they do with it?; Is it possible to wipe your hands with a handkerchief? Why is it possible? Why not?; Is it possible to wipe your shoes with a handkerchief? Why is it possible? Why not?)

Modeling – visual and practical teaching method. A model is a generalized image of the essential properties of the modeled object. The modeling method is based on the principle of substitution: the child replaces a real object with another object, its image, or some conventional sign. The main purpose of models is to facilitate a child’s cognition, to open access to hidden, not directly perceived properties, qualities of things, their connections. These hidden properties and connections are very significant for the cognizable object. As a result, the child’s knowledge rises to more high level generalizations approach concepts. (The child is playing with a doll: The girl seems to be pouring from a bucket into a cup and saying: “Don’t touch the jelly.” She brings the doll, sits it down and says: “You sit, I’ll give you the jelly,” pours it again from vessel to vessel and says: “Eat !")

Gaming methods and techniques. The advantage of gaming methods and teaching techniques is that they arouse increased interest and positive emotions in children, and help to concentrate attention on the learning task, which becomes not imposed from the outside, but a desired, personal goal. Solution educational task during the game it involves less expenditure of nervous energy and minimal volitional efforts. These methods make it possible to guide not only mental activity children, but also motor. Motor activity contributes to the formation of rich associative connections, which facilitates the acquisition of knowledge and skills. In a game situation, perception processes occur in the child’s mind more quickly and accurately. Gaming methods and techniques are quite diverse. The most common is a didactic game. The first function is to improve and consolidate knowledge. At the same time, the child does not simply reproduce knowledge in the form in which it was learned, but transforms it, transforms it, learns to operate it, or depending on the game situation. The essence of the second function didactic game lies in the fact that children acquire new knowledge and skills of different content. As game method an imaginary situation is used in an expanded form: with roles, game actions, and appropriate gaming equipment. Important To increase the activity of children in the classroom, they use such play techniques as the sudden appearance of objects, toys, and the performance of various play actions by adults. Gaming techniques include the introduction of elements of competition (a child and an adult - one of the parents - compete to see who can dress their doll for a walk faster and more accurately, and then, after dressing the doll, the adult and the child compete).

Positive results in raising children are achieved with a skillful combination different forms cooperation, with the active involvement of all family members in this work.

Example Method.

Character traits:

A method of presenting a sample as a ready-made program of behavior, activity and communication;

A way of self-knowledge.

Kinds:

Personal example (parents, adults);

Verbal, generalized.

Stages of method implementation:

purposeful selection of a sample and its manifestation;

perception (visual or verbal) of an image, awareness of its merits;

allocation moral qualities and comparing them with the personal qualities of students;

inclusion of an example or its components in a self-education program;

analysis and introspection.

Conditions for effective use:

1. attractiveness of the image;

   the realism of its assessment;

   not imposition of example;

   the inadmissibility of “any” opposition of an image (example) to the level of children’s upbringing;

   combination with other methods of education.

Conclusion from the first chapter:

Self-service is servicing oneself, without the help of service personnel, that is, parents. This is a long, labor-intensive process for parents and teachers.

Developing self-care skills in young children is a long process that requires parents to have knowledge of their children and a lot of patience. An adult needs to think through all the little things, know the child and take into account the developmental characteristics of a child from 1 to 3 years old.

The task of parents is to create all the necessary conditions so that the child can use the accumulated knowledge and experience in independent activities.

Independence is important in the lives of young children. The origins of independence begin at an early age and are directly related to the development of self-care skills in children.

Mastering self-care skills (the ability to dress and undress, take care of yourself, use the toilet, eat food, wash yourself) directly affects the child’s self-esteem and is an important step towards his independence.

Teaching self-service skills allows you to effectively solve the problems of expanding children’s ideas and knowledge about surrounding things, sensory education, speech development, fine motor skills and hand-eye coordination, as well as the ability to perform actions of imitation and verbal instructions, focus on a model, and follow a certain sequence of actions.

Forming self-care skills in children is a vital necessity for them.

An adult enriches the child with knowledge, improves his skills. The further development of the child’s personality depends on how competently the adult guides the development of the child’s independence. If you deprive a child of active interaction with the world around him, he will not only begin to lag behind mentally, but will also forever lose his sense of belonging to it and lose the desire to comprehend new things. The rational grains of early labor development a person, which must be “sown” already in the second year of life, at that favorable time when children’s very nature clearly indicates the need for action.

It is during early childhood that the child begins to master a purely human vision of the world, type of behavior, and types of activities.

Educators consider early childhood as the initial link in a unified system of lifelong education.

Thanks to early socialization, that is, thanks to interaction with the social environment, the child intensively masters independence, while rational pedagogy plays an important role in providing the foundation for overall development.

CHAPTER 2. EXPERIMENTAL DETECTION OF THE LEVEL OF FORMATION OF SELF-CARE SKILLS IN AN EARLY CHILD

2.1. Organization and conduct of experimental work

When developing self-care skills in children, it is important to teach them to eat, wash, dress and undress independently. It takes a lot of time to teach children to wash themselves. Teaching children the skills of washing occurs gradually.

In the first days, the teacher shows and explains only the most simple steps(wet your hands with water, rub your palms and the back of your hands). After just two months, children develop fairly strong skills, which makes it possible to complicate the requirements, for example, teach them how to roll up their sleeves.

The teacher also gradually teaches children how to use a towel correctly: shows how to hold the towel and how to dry themselves. After washing, the adult draws the children’s attention to their appearance and notes that they have become clean and neat.

Kids love it when adults notice their achievements. Therefore, educators should carefully observe children and find and note something positive in everyone.

Everyday exercises help teach children to eat faster and more neatly.

When preparing for breakfast or lunch, it’s good to draw children’s attention to how clean the tables are, remind them that they need to eat carefully, not spill, and bend over the plate. The teacher monitors every day which of the children and how they follow his instructions. If a child has forgotten any requirement, an adult at the beginning of breakfast or lunch approaches the child and reminds him how to hold a spoon correctly and how much food to take.

Children initially show great helplessness in dressing and undressing. The teacher teaches children to dress and undress, observing a certain sequence: what to take off or put on first, where to put their clothes. To teach children to consistently dress and undress and to show greater independence in this form of self-service, the teacher introduces them to this process while looking at pictures.

Introducing children to a new self-care task and consolidating the skill most effectively takes place in joint activities between the child and an adult.

His kind smile, a gentle, calm voice, a sensitive and caring attitude towards children endears them to oneself, helps to establish close contact with them, and instills in them trust in an adult.

In the process of targeted work, the entire arsenal of methods for developing self-service skills in children is used.

To conduct experimental work in order to collect data on the level of development of self-care skills in young children, a survey of parents was conducted in nursery group No. 1. Questionnaires were filled out by parents of eleven children. Attention was paid to such self-care skills as: feeding, dressing, personal care, neatness skills.

2.2. Analysis of the results of developing self-care skills in children aged 1.6 to 2.1

From the results of the study, it is clear that over five months of observation, the first category of children (this includes children aged from 1.6 to 1.8) increased their self-care skills by approximately 3 points, and the second category of children (this includes children aged from 1.11 to 2.1) increased her self-service skill by about 4 points. This shows the average result on a scale of five.

table 2

Table monitoring

p/p

surname, first name of the child

age

Overall score f.n. s/o for September

Changes in five months

Overall score f.n. s/o for February

Tatiana B.

1,6

Bogdan B.

1,7

Roman V.

1,11

GrigoryD.

1,11

Andrey K.

Alexander K.

1,6

Roman L.

2,1

Kira M.

1,8

Alexey P.

2,1

Evgeniy S.

1,7

Ilya T.

1,7

According to Table 2, we see changes over five months. Only two people increased their self-care skills score by 7 points in five months, three people by 5 points, one by 4 points, four by 3 points and one by only 2 points. We can say that parents whose children increased their overall score by 7 and 5 points worked with their children for five months, tried to get their child to do everything himself, and gave the child the opportunity to do what he already knows how to do. And the parents, whose children increased their overall score by only 4, 3 and 2 points, did not give the child the opportunity to do what he already knows, they rushed and urged their child.

The results of the questionnaire showed that not all parents foster independence in their child, that most families replace the child’s self-care activities with one of the parents or other family members. Therefore, it is necessary to develop recommendations for parents during the period of formation of self-care skills in the child.

Rice. 1Research data from the questionnaire for September

Rice. 2 Research data from the questionnaire for February

Figures 1 and 2 show us that between September and February, basic self-care skills increased in score. Namely, the skills: the ability to drink from a cup increased by 12 points - this is the highest level of improvement in self-service skills of all other skills; ability to use the toilet and the ability to take care of oneself, by 10 points - this is an average level of improvement in self-care skills; the ability to dress increased by 9 points, and the ability to eat with a spoon by 5 points. We can conclude that it is easier for parents to feed the child from a spoon themselves, and it is faster to dress the baby themselves. The experience of our work has shown that with systematic, targeted, competent pedagogical guidance in developing independence in the process of developing self-service skills, children achieve good results. Then, when moving to preschool groups, they experience fewer difficulties in adaptation, and also quickly master any other activity, since they have already laid the foundations of independence.

In order to improve the quality of the educational process in raising children to be independent in the process of developing self-service skills, we monitor the levels of mastery of the necessary skills and abilities. From 2011-12 school year This monitoring is carried out in educational areas. According to the Basic General Education preschool educational program the formation of self-service skills is the content educational field"Health".

Analysis of data from monitoring the development of self-care skills in young children shows stable positive dynamics. Thus, in September 2011, when children entered the early age group, they did not have self-care skills (almost 100% of children did not develop a single self-care skill). Throughout the 2011-2012 school year, a lot of work was done to develop the skills of washing, dressing, eating, etc. In May 2012, results were already noticeable: 9 children (56.2%) could already take care of themselves. And by the end next year training (in May 2011) 11 children (68.7%) mastered washing skills at the level of independence, 11 children (68.7%) - dressing skills, 9 children (56.2%) - eating skills.

In September 2012 recruited a new group early age. The monitoring results again showed that almost all self-care skills in children have not been developed. Currently, targeted work is underway to form them.

Thus, the gradual accustoming of children to independence in the process of self-service is practically expressed in the fact that first the child does the work, which is a certain difficulty for the child, together with an adult, delving into the explanation. Then he begins to perform individual actions himself. And finally, completes the work, although under adult supervision.

Self-service allows children to develop interest in this type of activity, the desire to do everything themselves, initiative, and efficiency.

Be patient;

be calm and friendly with your child;

sometimes persistence is necessary, but we must adhere to the same principles; definitely decide for yourself what to expect from the child, make sure that such behavior is acceptable for the baby and always adhere to this norm;

their feelings cannot be ignored and at the same time they must be helped to grow into self-control;

praise your child for the slightest achievement and even for the desire to do something himself, always show how much you love him;

give your child the opportunity to do what he already knows;

do not rush or push him;

children can consistently perform 2-3 simple exercises; you will have to repeat the same rules over and over again and give the same instructions;

try to follow the sequence of performing certain actions during self-service;

use during training simple words, change set expressions so that they are understandable and easy for children to remember;

provide children with the opportunity to touch objects, listen, look, smell; use activities that provide them with ample opportunity to participate;

it is necessary to give freedom and space for children to be active; we must remember that they need constant active activity, game movements fingers, moving songs with movements around the room;

it is necessary to be prepared for incidents; you need to choose chairs that match the height of little people; those who are starting to walk should sit on chairs with armrests to support their body when standing up and sitting down; You also need to make sure that the objects that children hold on to do not have sharp corners.

schedule time for free play, develop social awareness;

adults need to be careful not to frighten the child with a sudden loud voice or scary stories; don't be too dramatic; remember that children already have too much imagination - they don’t need all the details to be presented in an overly dramatic form;

self-service skills are developed gradually; do not try to get ahead of nature, do not focus on other children; Remember that your baby develops individually.

Conclusion on the second chapter

Work on developing basic self-service skills should be carried out in tandem with the kindergarten and family; this is the main key to the success of a child’s development of self-service skills

Questionnaire is one of effective methods studying. Questionnaire helps for short term get the material you are interested in.

The survey helped show that most families replace the child’s self-care activities with one of the parents or other family members. Therefore, during the period of formation of self-service skills in a child, parents need to remember that self-service skills are developed gradually, but with constant and systematic work in this direction. There is no need to try to get ahead of nature, and there is no need to focus on other children. Each child develops individually, you just need to help and support him.

Conclusion

Based on the material presented, we can conclude that the author has revealed all the assigned tasks, namely:

Theoretical literature on the problem of developing self-service skills in young children was studied;

The methods, forms and techniques necessary for developing self-service skills were identified;

The purpose of the final work was to determine the influence of the formation of self-service skills on the development of a young child.

A survey of parents of young children on the development of self-service skills showed that mastering self-service skills in young children is necessary for the child’s continued existence as an individual in society. Teaching self-service skills allows you to effectively solve the problems of expanding children's ideas and knowledge about surrounding things, sensory education, speech development, fine motor skills and hand-eye coordination, as well as the ability to perform actions by imitation and verbal instructions, focus on a model, and follow a certain sequence of actions . Therefore, parents should pay attention great attention this side of raising a child, based on physical features child, choose the best ways to develop self-service skills, methods, forms and techniques necessary for the formation of self-service skills.

BIBLIOGRAPHY

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Application

Appendix No. 1

Comparative analysis of the concept “Self-service” in reference literature.

Table 1

Reference publication

Definition

page

Ozhegov S.I. and Shvedova N.Yu.

Self-service is servicing oneself, without the help of service personnel.

695

Pedagogical encyclopedia

Kaprov I.A. And

Petrov F.N.

Self-service is a general education for all children, systematic collective work aimed at creating the most favorable conditions for the life and work of their team.

779

Russian language dictionary

Evgenieva A.P.

Self-service – servicing oneself, satisfying one’s everyday needs and needs on one’s own.

Conclusion: a more complete definition of the concept of “Self-service” is the definition written by I.A. Kaprov. and Petrov F.N. in the pedagogical encyclopedia.

Appendix No. 2

Comparative analysis of the concept “Skill” in reference literature.

table 2

Reference publication

Definition

page

Explanatory dictionary of the Russian language

Ozhegov S.I. and Shvedova N.Yu.

A skill is a skill developed through practice or habit.

377

Large psychological dictionary

Meshcheryakova B.G.

and Zinchenko V.P.

A skill is the ability to solve a work problem, acquired as a result of training and repetition, using tools with a given accuracy and speed.

320

Pedagogy of primary school. Lecture notes.

Titov V.A.

Skills are skills that have been brought to automaticity, high degree perfection.

71

Conclusion: a more complete definition of the concept “Skill” is the definition written by B.G. Meshcheryakova. and Zinchenko V.P. in a large psychological dictionary.

Appendix No. 3

Questionnaire for parents

F.I. baby

Age

Describe in as much detail as possible how feeding, dressing, and toilet training occurs at home, based on the questions below.

Self-care skills:

Feeding

a) food of what consistency the child can eat (figurative puree, food that can be picked up with your hands);

b) the child receives food from a bottle or is fed with a spoon;

c) how actively the child is involved in the process (holds the hands on the bottle, holds the spoon with help, holds the spoon independently, grasping correctly);

d) picks up and eats small pieces of food;

d) can he bite;

f) drinks from a bottle or cup (with or without assistance)).

Dressing

a) how involved the child is in the dressing process - does he help dress and undress himself with appropriate movements of his arms and legs;

b) takes off his hat;

c) takes off his socks and pulls his partially removed shirt over his head;

d) removes loose shoes;

e) puts on a hat;

f) puts on socks and loose shoes.

Neatness skills

a) uses diapers or diapers have been removed (at daytime, at all);

b) does the child control his bowel movements (every day at approximately the same time the child has bowel movements);

c) is it dry enough regularly during the day;

d) shows with gestures that he wants to go to the toilet;

e) asks to go to the toilet, expressing his desire in words;

f) does he lower his pants in the toilet;

g) goes to the toilet under the guidance of an adult.

Personal care

a) enjoys playing in the water;

b) participates in washing and drying hands;

c) allows you to brush your teeth;

d) reaches for the tap to open it, knows how to open the tap;

d) the organizational assistance of an adult is needed or the action can be carried out independently.

Appendix No. 4

Criteria for evaluation.

Ability to drink from a cup:

“5” - drinks tea from a cup carefully, without spilling it on himself, holds the handles himself;

“4” - he holds hands by himself, drinks tea from a cup not carefully, spills it;

“3” - the parents hold the cup and sing to the child in small sips;

“2” - drinks from a bottle with a nipple or sippy cup.

Eating with a spoon:

“5” - holds the spoon correctly, eats carefully without getting dirty, the table remains clean;

“4” - he holds the spoon himself, eats not carefully, food remains on the table;

“3” - the child holds a spoon, and the parent helps him, does not eat carefully;

“2” - parents feed.

Dressing skills:

“5” - dresses and undresses himself without the help of his parents;

“4” - pulls off partially removed clothes by parents himself, participates in the process of dressing and undressing;

“3” - he only takes off his pants, but the parent takes off his jacket, knows how to take off loose shoes, but not put them on;

“2” - the child is not included in the process of dressing and undressing; the parents do everything for him.

Toilet skills:

“5” - goes to the potty on his own, takes off his pants, sits down, lifts his pants;

“4” - forgets to ask to go to the potty, takes off his pants, sits down, lifts his pants;

“3” - does not ask to go to the potty, does not take off his pants, knows how to sit down, does not lift his pants;

“2” - wears diapers.

Self-care skills:

“5” - participates in washing and drying hands and face, brushes his teeth himself, knows how to open the tap;

“4” - organizational help from an adult is needed, then the child does everything independently;

“3” - does not know how to open the tap, brushes teeth with the help of a parent, does not participate in washing, but wipes himself;

“2” - parents do everything completely for the child.

, illustrations with clothes

Preliminary work: Learning nursery rhymes on the topic of “dressing”, looking at pictures of “Clothing”, “Shoes”, working with children on the sequence of dressing.

Sequence of joint activities

Organizing time.

Q: Guys, we have guests today, look at them and say hello.

Now look at me and listen.

The sun is walking in the sky,
Congratulates us on a clear day
Get ready kids
It's high time to go for a walk.

(knock on the door)

Guys, it seems someone else has come to us. (opens the door, takes the doll, shows it to the children). Look, Antoshka has come to us. (addressing the doll) - Hello Antoshka. Are you upset about something? (recording of Antoshka's voice)

“I got my clothes mixed up and can’t find my things, but I really want to go for a walk.”

Q: (addressing the children) What should we do, guys? Let's help Antoshka sort out his things and get dressed for a walk.

- Is Antoshka a boy or a girl?

D: - Boy.

B: - That's right, boy. Let's figure out what boys wear and what girls wear.

(The teacher shows illustrations depicting clothes for boys and girls, the children name it.) (shirt. Who wears it? etc.)

Tell me guys, (showing in the illustration) what is all this called in one word?

D: - Clothes. (the teacher asks several children to repeat this word)

Q: - Okay, well done, I’m glad that you know how to distinguish between clothes. (shows an illustration of shoes) What is shown in this picture (children list)

What is all this called in one word?

D: - Shoes.

Q: - Correct shoes! (repeat 1-2-child)

Now let's play the game "Pick up clothes." I have boys' and girls' clothes mixed up on my desk. Who will help me figure it out? (offers to children)

Dima will choose clothes for a boy, and Dasha for a girl (children complete the task)

(if children are confused, the teacher helps them by asking other children for help)

Children hang the selected items on a high chair, the teacher draws the children’s attention to the fact that clothes need to be hung carefully so that they do not wrinkle and look neat.

Reads a quatrain:

If the girl is neat,
It's nice to look at her.
If the boy is neat
He will always be neat

- Well done, thanks for the help. Now we know what boys wear and what girls wear.

Let's dress Antoshka for a walk.

(The teacher takes the doll and, with the help of the children, begins to dress it sequentially)

Q: Guys, look what Antoshka is already wearing

D: - Pants and shirt.

Q: - Do you think Antoshka can go for a walk like that if it’s cold outside?

D: - No.

Q: That’s right, he can catch a cold and get sick. What else can we put on him?

Children's answers

Q: First we will put on tights for him. (Remove the trousers from the doll and put on the tights). (putting tights on the doll, reads a poem)

What are tights for? - (children's answers)
To keep your feet warm.
Tights have a reverse side (fix the word)
The one that hides inside.
And their face is outside, (fix the word)
Be surprised and see!

Tights have a secret:
There are no seams on the stockings
But there are three on top
Do the math, look!

One in front, two in back (fix words)
You, my friend, think about it,
Try on your tights
And then put it on.

Assemble the stocking into an accordion
And put it on your leg
Pull it to your knees
And take another stocking
That's it, now get up
And put on your pants.

How can we live without tights?
We need tights.
Here are some comfortable clothes
And stockings and pants!

Q: So we put tights on Antoshka. What will we wear next?

D: (children name their option, if it is consistent, the teacher agrees and puts it on, if the children are wrong, corrects them and puts it on consistently)

- trousers

- socks

- jacketQ: Antoshka has this sleeveless vest, let’s put it on. Is this enough to go for a walk in cold weather?

- a hat

- jacket

- scarf

Q: What is the scarf for? D: So that the neck (throat) does not freeze

Q: - Alice, tell us nursery rhymes about the scarf (Child tells)

Tie your scarf tighter
I will make a snow globe.
I'll roll the ball
I want to go for a walk.

B: - Well done. What are we going to wear to Antoshka now (children’s answers)

Q: - We will put it on Antoshkashoes . These are the boots.

- Is Antoshka ready to go for a walk?

D: - Ready.

B: - Tell him goodbye, he’ll go for a walk. (takes the doll out the door) And you and I will play.

Physical exercise. Game "The little white bunny is sitting" (movements are performed according to the text according to the text)

White bunny sitting
And he moves his ears like this, like this
It's cold for the bunny to sit
We need to warm up our little paws clap clap
It's cold for the bunny to stand
The bunny needs to jump and jump
Someone scared the bunny
The bunny jumped and ran away

(V-l draws the children’s attention to the fact that Bunny is cold, so he jumps and warms his paws.)

- Tell me, guys, what kind of shoes we wear in winter (shows felt boots)

- What is this?

D: - Valenki.

Q: That’s right, felt boots are very warm. Dasha, tell nursery rhymes about felt boots (the child tells them).

Our Katya is little,
Let's buy Katya some boots.
Let's put it on your legs,
Let's go on the path.
Katenka will walk
New felt boots.

B: (praises the child) - We wear felt boots on our feet. What do we carry on our hands in winter?

D: - Mittens.

Q: You all have mittens. Here they are lying on the benches, let's play the game "Find Your Mate" (children come to one bench, take one mitten and look for a match on another bench, then sit down)

Q: - Now put your mittens on your hands (for those who can’t help)

- In mittens, all the fingers are together in one house, only the thumb is in a separate one.

Has everyone got their thumb in their house? Well done. We will still learn how to put on mittens, but now take them off and put them on your knees.

- Show me your palms.

Finger game . (all children read the poem and follow the teacher according to the text)

Masha put on her mitten:
"Oh, what am I doing?
No finger, gone
I didn’t get to my little house
Masha took off her mitten
Look, I found it
You search, you search and you find
Hello finger
How are you?

The result of educational activities.

Q: Guys, what did we do today?

D: Dressing Antoshka for a walk (knock on the door)

Q: - Someone else came to us (opens the door, takes the Antoshka doll)

- Look, Antoshka has already returned from his walk (voice recording: “Guys, for helping me get dressed, I brought you a treat.” The children thank Antoshka, the teacher distributes the treat.

Appendix No. 6

Cooperative activity.

Topic: "Teaching the doll Dasha to wash her hands."

Goals.

Strengthen hand washing skills and the sequence of actions when doing so.

Instill in children the desire to perform the daily hand washing procedure necessary for their health.

Material and equipment.

doll

Supplies necessary for washing hands and for the d/game “To each his own house”

Bear mask for doll

Pictures of hand washing algorithm

Progress of the lesson.

There's a knock on the door. The teacher opens the door. The doll Dasha came to visit. Her hands are dirty. She greets the children and tries to shake hands with each child.

Educator. Dasha, look how dirty your hands are. Children, tell me, can you say hello with these hands?(children's answers)

Educator. Tell me what Dasha needs to do? (children's answers - Wash your hands.)

Dasha begins to spit on her palms and rub them.

Educator. Guys, tell me, is it possible to wash your hands like this?(children's answers)

Educator. How should you wash your hands? What helps us wash ourselves clean?(children's answers - Water, soap)

Educator. Look, I brought soap for Dasha. Smell it, what is it like?(fragrant)

- What is the name of the box in which the soap is?(soap box)

- Let's help Dasha wash her hands.

Game moment: one of the children washes the doll’s hands, while the hand washing algorithm is spoken out: turn on the tap, wet your hands, lather your hands with soap, thoroughly rub the soap, rinse the soap with water, turn off the tap.

While playing, ask the children: - Why do you need to wash your hands with soap?

Educator. What should Dasha do now?

(children’s answers: Dry your hands with a towel.)

Educator. So I give Dasha a towel, what is it? (soft, fluffy, clean)

Educator. Let's help Dasha dry her hands.

The willing child wipes the doll's hands.

Educator. Once again, let's remind Dasha how to wash her hands properly.

D/exercise “Boy washes his hands”

Educator. Now Dasha has clean hands and wants to say hello to you.

The doll shakes hands with children.

DollDasha. You want to play a game with me.

P/i "At the bear in the forest"

Educator. Look, Dasha has an interesting box.

D/i “To each his own house”

Need to organize supplies(soap, towel, toothbrush, toothpaste) in places (soap dish, toothbrush case, cup, towel hook)

Dasha. What a great fellow you are. But it's time for me to go home. You taught me how to wash my hands correctly and told me why they need to be washed with soap. I want to give you a book that will help you learn “Why you should brush your teeth.” Goodbye. Find material for any lesson,

Lecture 4

Section 2. Contents labor education preschooler

Topic 2.1. Contents of self-care work

PLAN

2. Methodology for developing self-service skills. Younger age.

3. Methodology for developing self-service skills. Average age.

4. Methodology for developing self-service skills. Older age.

5. Self-care management.

Questions:

1.Explain the content of self-care work in preschool age.

2. What are the main methodological techniques on developing self-service skills in each age group?

Independent work student

1. Develop a hand washing routine for children.

Literature:

1. Raising a preschooler at work. Ed. V. G. Nechaeva. Publishing house "Enlightenment", M., 1974 - pp. 28-35.

The formation of skills necessary in life in preschool children is associated with activities, largely aimed at satisfying everyday personal needs. The labor education of young children begins with self-care.

Washing, dressing, etc. can only be conditionally considered in the content of labor education, but the great educational significance and vital necessity of the skills acquired by children in the process of self-service put it forward as one of the important types of labor. Self-service is associated with simple operations characterized by great monotony, which makes it easier to perform the actions of washing and dressing.

When properly organized pedagogical process The daily routine of self-care work creates, in comparison with all other types of work, the most favorable conditions for the child to actively learn the necessary skills and gain practical experience of independent behavior. This is one of the reasons for the use of this type of work to a greater extent in the younger groups of kindergarten.

Assessing the educational significance of self-service, first of all, one should note its vital necessity, its focus on satisfying the child’s everyday personal needs. Doing basic work tasks every day accustoms children to systematic work. Children begin to understand that everyone has certain job responsibilities related to their daily life needs. This helps to cultivate a negative attitude towards idleness and laziness.

If children perform basic labor responsibilities for self-care, they feel like equal members of the children's community and family team and recognize themselves as part of this team. It is through self-service that the child first establishes certain relationships with the people around him and realizes his responsibilities towards them. Through it, the child learns the value of caring for himself and acquires the ability to effectively care for his loved ones and relatives. Therefore, self-care work complements, to a certain extent, the child’s internal culture: the child strives to be useful, not to burden others, and helps them get by on their own in big and small things.

Self-care is a constant concern for the cleanliness of the body, the order in the suit, the willingness to do everything necessary for this and to do it without external demands, out of internal need, to observe hygiene rules. It is clear that such an attitude of children towards self-care work can only be achieved through painstaking, systematic work of the kindergarten and family.

In self-care, a child is always given a specific goal, the achievement of which is understandable to the child and vital for him.

The result that he achieves in self-care is clear and opens up certain prospects for his future activities: he gets dressed - he can go for a walk, put away his toys - he can sit down to study.

While serving himself, the child exhibits certain physical and mental efforts; They become more noticeable in the child’s activities, the younger he is and the less he has the skills of dressing, washing, and eating independently.

For a 3-year-old child, each of these processes is attractive, as it provides an opportunity to show independence, satisfies his need for activity, and acts as a task that he must solve himself: put on shoes, lace them correctly, fasten buttons on a coat, fasten an elastic band. Performing these actions, the child strains his willpower, all his attention is absorbed in this process.

Three-year-old Galya wipes her hands after washing, vigorously rubs her palms with a towel, then wipes each finger. She carefully watches what she does, does not talk, does not look around. When the teacher draws Galya's attention to the fact that one end of the towel has dropped to the floor, Galya stops drying her hands, picks up the towel, and then continues to dry her hands with the same concentration.

“Slava, an excitable, absent-minded boy, puts on stockings. He is absorbed in this work, does not pay attention to how Sasha, sitting next to him, is knocking his shoes, he does not answer the question of Larisa, who stands in front of him and asks him several times: “And Do you know our Tanya?”

Children behave completely differently middle group. While getting dressed, they talk to each other and notice what others are doing.

Valya, getting ready for a walk, laces up her shoes, while talking to Lyuba sitting next to her, notices that the scarf sitting opposite Vitalik has fallen off, and tells him about it, then asks the teacher if she can open the shed with toys today. She acts freely and confidently. Habitual actions do not require attention.

Children 6-7 years old, taking part in everyday processes, feel very confident. So, Tolya, without being distracted, quickly got dressed himself and helped younger sister get dressed. At the same time, he taught her all the time: “ You have to do everything yourself. You're already big. Put on a dress like this. The dress should have a clasp in the front. Right". His movements are fast, his skills are strong, his actions are conscious.

Self-care is the main type of work small child . Teaching children to dress themselves, wash themselves, eat, and put toys away after themselves creates independence, less dependence on an adult, self-confidence, desire and ability to overcome obstacles. Being the main content of the labor education of children of primary preschool age, self-service gradually gives way to other types of labor, but its importance is also great at the stage of senior preschool age.

Methodology for developing self-service skills.

Younger age

When developing self-service skills in children of younger groups, it is important to teach them to eat, wash, dress and undress independently. Children accustomed to overprotectiveness, cause a lot of trouble for the teacher. However, if the teacher patiently achieves the goal and helps the child when he is not able to cope on his own, then it is possible to achieve significant results within one and a half to two months.

It takes a lot of time to teach children to wash themselves. The teacher teaches children to perform actions in a certain sequence. An adult shows one or two children how this is done: “Look, children, how I wash my face, cleanly and neatly,” says the teacher, accompanying each action with an explanation.

When developing washing skills, it is important not to hamper children’s independence. At first, the teacher is more active than the child. Taking the child to the washbasin, the teacher says: “You wash yourself, and I’ll help you, otherwise your hands are very dirty.” At the same time, the adult, unnoticed by the child, helps him wash himself carefully and cleanly.

Teaching children the skills of washing occurs gradually. In the first days, the teacher shows and explains only the simplest actions (wet your hands with water, rub your palms and the back of your hands). After just two months, children develop fairly strong skills, which makes it possible to complicate the requirements, for example, teach them how to roll up sleeves (first with the help of an adult). As individual children master this skill, the teacher involves them in helping their peers and places higher demands on the quality of washing.

Also, the teacher gradually teaches children how to use a towel correctly: he shows how to hold a towel, how to dry himself, and encourages those who do it correctly.

After washing, the adult draws the children’s attention to their appearance, notes that they are clean, neat, and pleasant to look at.

Kids love it when adults notice their achievements. Therefore, educators should carefully observe children and find and note something positive in everyone.

It is very important that young children practice good hygiene in a meaningful way. To do this, it is necessary that the teacher’s techniques be accompanied by a word and an explanation.

The teacher reinforces in children the habit of sitting at the table only with clean hands: “Why didn’t you wash your hands after the game? How will you hold the bread, spoon, napkin? You'll get everything dirty right away. Hurry up, wash your hands, and we’ll all see how clean they are.” By the age of 3, this habit can be formed.

To reach positive result In educating children to be independent when washing, it is necessary to take into account the experience accumulated by each child. Some children, coming to the first junior group from the nursery, already have self-care skills. This greatly facilitates the teacher's work. Of course, these children also need adult help, control, and reminders. Their teachers set an example: “Look how Tolya washes and wipes herself well.” Other children try to imitate him.

Cultural and hygienic skills are also developed in children during the feeding process: the ability to eat independently and carefully, to hold a spoon correctly and accurately, etc.

Everyday exercises and encouragement of independence make it possible to teach children by the age of 3 to eat faster and more neatly. When preparing for lunch or breakfast, it’s good to draw children’s attention to how clean the tables are, remind them that they need to eat carefully, not spill, and lean over the plate. The teacher shows how to use bread when eating the second course.

The teacher monitors every day which of the children and how they follow his instructions. If the child has forgotten any requirement, an adult at the beginning of breakfast or lunch approaches the baby and reminds him how to hold a spoon correctly and how much food to take. All this must be done quietly, without distracting other children from eating. And here the teacher sets as an example children who behave correctly at the table, eat carefully, and eat independently.

The teacher organizes systematic monitoring of the correct use of the napkin.

In dressing and undressing, children of the 3rd year of life initially show great helplessness. It takes a lot of time for teachers and nannies before children learn to be independent. The teacher explains to the nanny how to teach children to dress and undress, while observing a certain sequence: what to take off or put on first, where to put their clothes.

While teaching the child all this, the adult at the same time encourages him to actively participate in the process of getting dressed: putting on socks, leggings, felt boots, getting a coat out of the closet, etc. Those children who need it most should be helped to undress first of all.

The child listens to what the adult says and gradually begins to do the same. Next time, the teacher helps another child more, and checks on yesterday’s ward. When the children become more independent, the adult invites them to help each other unbutton the back buttons, lace their shoes, and put the shoes in place.

To teach children to consistently dress and undress and to show greater independence in this form of self-service, the teacher introduces them to this process when looking at story pictures(for example, the picture “For a walk”).

As children master the skills of dressing and undressing, the teacher gradually moves from directly helping them to reminding them of actions. The main thing is that the teacher constantly notes the children’s successes: “Vitya got dressed first today, and look how neatly he is.”

Increases children's interest in independent activities using toys, organizing games with them(dress the doll, undress it, put it to bed, feed it) and to the puppet theater. Teachers can come up with the content of such games themselves, using facts from the lives of the children in the group. Kids watch what dolls and animals do, remember how they do it all themselves; “I know how to dress myself”, “I wash myself properly, don’t pour water on the floor”, etc.

Children have a special impact on the feelings of works of art ( A. Barto “The Dirty Girl”, etc.). To make children want to wash themselves and make this process easy and enjoyable for them, you can use songs and nursery rhymes.

Introducing children to a new self-care task and consolidating the skill most effectively takes place in joint activities between the child and an adult. His kind smile, gentle, calm voice, sensitive and caring attitude towards children endear him to him, help him establish close contact with them, and inspire confidence in the adult.

The entire system of educational work with children has a great influence on the formation of self-service and independence skills. In order to familiarize children with the requirements for self-care, they use classes, daily observations of the behavior of surrounding adults, older preschoolers, looking at illustrations for books, reading works of art, and watching puppet shows.

The teacher, together with Vera (2 years 1 month) and Sasha (2 years 2 months), are looking at a picture depicting a boy while washing his face.

Educator. Who is this? (Points to actor.) That's right, boy. What is he doing?

Sasha. He washes... here... his hands.

Educator. Yes, the boy washes his hands. Look, he put his palms under the water and rubs them like this (makes circular movements with his hands). Show how the boy washes his hands.

Children slap the backs of their hands with their palms and say: “Like this, like this.”

Educator. The boy washes his hands and they will be clean. And his mother will praise him: “Oh, what a good son I have! He washes his hands himself!”

Watching others perform a particular self-care task, The teacher asks questions that encourage children to pay attention to the way the work task is accomplished. For example, a show of the tabletop puppet theater “Tanya’s Doll’s Toys” (The content is simple. Tanya has a lot of toys: blocks, dishes, animals. She takes care of them and puts them back in their place after playing.) the teacher ended with questions (on behalf of the doll): “Are there Do you children have toys? Do you put them away after the game like you do?” In conclusion, the teacher summarizes the children’s answers - take care of the toys, put things in order themselves.
It is important to develop self-service and independence skills observing this type of work of other children.

The teacher attracts the children's attention to appearance Sony (2 years 4 months):

- Children, look at Sonya’s feet and tell me, are her shoes unfastened?
“No,” the children’s voices are heard.
“Let’s ask Sonya who helped her fasten her buttons,” the teacher continues.
- Polina Ivanovna (nanny), - Sonya answers.
“We have a nice nanny, kind, attentive,” the teacher concludes. “She helps us.”

Thus, the gradual accustoming of children to independence in the process of self-service is practically expressed in the fact that first the child does the work, which is a certain difficulty for him, together with an adult, delving into the explanation. Then he begins to perform individual actions himself. And finally, completes the work, although under adult supervision.

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