Physiological and pedagogical foundations of the daily routine for preschoolers

The main components of the daily routine of children of different ages

The child’s daily routine should include the following mandatory elements:

• meal time. A child, depending on his age, must eat a certain number of times a day. The intervals between feedings are also important;
• time to sleep. The nervous system of a child, compared to an adult, is at the stage of formation, so exhaustion occurs faster, requiring recovery. Also, a small organism spends more energy on all vital processes than an adult. The need for sleep decreases as the child grows.
• time spent in the fresh air. It may include walking, sleeping, playing;
• time for compulsory educational activities. In a children's group and at home from a toddler age;
• free time. It becomes important when the baby already knows how to do something on his own. At this time, the child himself chooses his type of activity. Free time is important for processing received information and realizing creative abilities.

Topic: 4. Mode for young children

Plan:

1. The concept of “daily routine”

2.Principles of constructing a daily routine.

3.Building a regime for children.

Mode

- this is a rational distribution in time and the correct sequence in satisfying the basic physiological needs of the child’s body, as well as the correct alternation of various types of activities during wakefulness.

Regime issues have long been developed theoretically and are widely known in practice. But in kindergarten and in the family, serious mistakes are made. In order to properly build a routine, you must first establish the correct sleep and wakefulness routine.

Based on numerous studies by Professor N.M. Shchelovanova and his colleagues revealed the mechanism of wakefulness, established qualitative changes in sleep and patterns of wakefulness and the development of these processes at an early age.

Wakefulness

- this is the main active state of the cerebral cortex, which is in active influence with the subcortical parts of the brain. The vigorous state of the cortex is maintained, as defined by I.N. Pavlov, those stimuli that are supplied to the cerebral hemispheres mainly from the external world.

Dream

– also an active process. Many nerve cells are in a state of increased activity during sleep, the activity of the analyzers is “blocked”, inhibited.

Sleep is a need of the body. Alternation of sleep and wakefulness is a necessary condition for normal human mental activity. Both sleep and wakefulness are conjugate states. Active wakefulness ensures deep sleep and vice versa. In a newborn child, both sleep and wakefulness are arrhythmic; they occur chaotically, many times a day. Wakefulness in the first days of life is no more than 20-30 minutes, which indicates a low limit of performance of the cerebral cortex.

What influences the change in the duration and nature of a child’s wakefulness by the end of the 1st month of life?

1. Increasing the limit of performance of the cerebral cortex (the emergence of visual and auditory concentration and the formation of conditioned reflexes). The nature of wakefulness changes.

2. By the end of 1 month of life, the child develops a daily sleep and wakefulness pattern. This occurs under the influence of living conditions, and is not innate. The amount of stimuli enters the cerebral cortex during the day and sharply decreases at night, hence sleep at night and wakefulness during the day. If there are bright lights on in the evening, loud conversations, etc. - this affects the regime, wakes up at night, and the wrong regime is developed.

Is it so important to develop the right regime? The rhythmic alternation of sleep and wakefulness is very important for the child’s nervous system. It ensures the formation of stereotypes and saves the consumption of nervous energy.

A child is born without a ready-made regime, which is created by special conditions. The feeding regimen is developed already during the newborn period.

The next stage of development is the development of a daily routine in alternating sleep and wakefulness.

At what age and how can it be installed? The child’s daytime sleep and wakefulness should be organized according to a schedule already at the end of the 1st or at the beginning of the 2nd month of life, because at this age, a daily routine is developed in their shift, conditioned reflexes are formed from all analyzers, wakefulness becomes more stable and calm. Setting a daytime nap is actually the development of conditioned reflexes at a certain time for the occurrence of sleep and wakefulness.

To form daytime sleep, you need to create special conditions for falling asleep quickly. To do this, use the long-term action of some weak, rhythmically acting stimulus. However, families often use rocking in their arms or in a stroller, affecting the vestibular apparatus. This is a negative habit. As soon as there is no action, sleep is interrupted. The quality of sleep is low, there is no complete inhibition. This process is long and painful for both the child and the adult.

Other parents sing lullabies and clap. Same result. Negatively, using pacifiers is harmful. The sleep is superficial, disturbing, because... The child sucks all the time, the pacifier falls out - no sleep.

Special studies by N.M. Shchelovanova showed that sleep in the air is useful and advisable for daytime sleep in the first months of life. The air makes you sleepy. This is a constantly acting, weak irritant. The movement of oxygen acts on the skin, nasal mucosa and upper respiratory tract, a weak cooling stimulus. This was proven by N.I. Krasnogorsky. The peculiarity of this stimulus is constancy. This is the main tool for teaching naps during the day. It is also a health remedy. You need to get used to daytime sleep in the air gradually (20-30 minutes 2 times a day for several days).

To form active wakefulness, the following conditions are necessary:

change stimuli more often (appropriate for age and level of development); take the baby out of the crib; talk to him emotionally; hang a toy over it (after sleeping and feeding).

Under such conditions, by 2 - 2.5 months. the child can live according to a clear schedule (falls asleep quickly, wakes up at the start of feeding without signs of fatigue).

What principles should be taken as a basis when drawing up a regime?

1. Professor N.M. Shchelovanov proved that the performance of the nervous system quickly changes with age. In a newborn, the working capacity limit is 20-30 minutes, and by the first year of life it is 2.5-3 hours in a row. Reduced wakefulness also has a negative effect, because The child cannot fall asleep for a long time, and then sleeps restlessly.

2. It is necessary to ensure deep, timely sleep, during which the expended energy is restored.

As a result of research by Professor N.M. Shchelovanov, N.L. Figurin, S.M. Krivina established the daily need of a child for sleep and wakefulness. So a child from 6-9 months. sleeps 3 times, after 9 months. – 2 times, and from 1 year 6 months. - 1 time. He sleeps at night without changes throughout early childhood - 10-12 hours.

As you age, the quality of your sleep also changes. Sleep is not uniform during the day and at night. According to N.L. Figurina and N.T. Terekhova, there is an alternation of deep sleep and shallow sleep (deep sleep from 15-20 minutes to 30-40 minutes, shallow sleep from 45 minutes to 20-15 minutes).

3. When building a regimen, the rhythm of feeding the child must be determined. It varies depending on age. The rhythm of feeding at regular intervals lasts only up to 9 months. Then, due to the lengthening of wakefulness, it changes. It is very important to establish the correct sequence in satisfying the basic physiological states: feeding - sleep - wakefulness - sleep (N.M. Shchelovanov).

So, creating the right regime means:

1. Establish at each age stage the duration of wakefulness that corresponds to the limit of the nervous system’s performance.

2. Determine the required daily number of hours of sleep and correctly distribute sleep periods during the day so as to ensure timely and complete rest of the nervous system, i.e. correct change of work and rest of the nervous system.

3. Establish the correct feeding rhythm.

4. Establish the correct sequence in satisfying the child’s basic physiological conditions.

5. Ensure the correct change of different types of activities, taking into account the endurance of the nervous system, avoiding overwork from monotonous, long-term, same actions.

The structure of the regime also depends on the child’s health and the time of year.

6. It is necessary to transfer a child to the next age regimen not according to one, but according to several indicators indicating that the child is already physiologically prepared for it:

- falls asleep very slowly;

- early awakening after a nap;

- maintaining activity until the end of wakefulness;

In the first year of life, anxiety appears after feeding and signs of hunger agitation appear long before it. The sum of all these indicators, provided there is a good pace of physical development, is proof of the need to transfer to the next regime.

It is especially difficult to switch to a regime with two and then one daytime sleep, because... At the same time, not only the rhythm changes, but also the sequence of all processes. Therefore, the translation must be carried out gradually and consistently. First, the duration of sleep segments is reduced and the duration of wakefulness is increased without changing the regime itself. Then, when changing the regime, the number of daytime sleep segments is reduced, but their duration increases. At the same time, reduce the duration of the child’s wakefulness as much as possible, put him to bed first, and wake him up last. The child remains in this transitional mode until he completely gets used to it.

It is necessary to establish a close connection with the family. An indicator of a correctly designed and implemented regime is the behavior of children:

1. Children are calm and active;

2. There is no crying or agitation;

3. No food refusal;

4. Children fall asleep calmly and quickly, sleep soundly and wake up refreshed.

Let's consider the regime of children from 9-10 months. up to 1 year - 1 year 2 months in the manger

. Reception in the nursery begins at 7 a.m., for which parents wake up their children at 6-6.30 a.m. Breakfast in the nursery, depending on the start of the kitchen and breakfast for children of older groups, sample taking, etc., is given to children at 8.30 in the morning, and in nurseries and kindergartens at 9 am, i.e. 2-2.5 hours after the children wake up.

Thus, already in the morning the state of optimal excitability of children is disrupted.

The rhythm of sleep and wakefulness is also disrupted. The first period of wakefulness lasts 3 hours, and the second - the most favorable for the implementation of all educational work - only 2 hours. A child put to bed after 2 hours cannot fall asleep for a long time, because... he has not exhausted his energy, he may still be awake. But after the child fell asleep late and with great difficulty, he is woken up at 4 o'clock, because... There should be afternoon tea and his mother will come for him soon. Thus, instead of the two hours of sleep he is entitled to, he sleeps less; his sleep cannot be considered complete, because... There was a long and restless fall asleep, and during the period of deep sleep the child was woken up. Such sleep cannot provide full and prolonged wakefulness. At the same time, the third period of wakefulness in a child is the longest - 4 hours, exceeding the possible limit of the nervous system’s performance. All this inevitably leads to the fact that in the evening the child’s agitation increases, disrupting the quality of night’s sleep and the child’s behavior the next day.

Often, the schedule indicates the duration of putting children to sleep, getting up after sleep, the duration of the feeding process, etc. All this leads to unnecessary haste in serving children, to a violation of the principles of consistency and gradualism, while taking into account the individual characteristics of children completely disappears. Is it possible to predict the duration of feeding? After all, this is determined by the number of children, their appetite, mood, type of food. It is more convenient to write in the mode the start time of hygiene processes and feeding, without indicating their end.

The staff of chest groups, doctors and teachers are often dissatisfied and even afraid of the presence of several modes in the chest group. At the same time, this is absolutely necessary for children and does not make it difficult, but, on the contrary, makes it easier to serve children. The ability to separate children, to organize the sleep of some while others are awake, protects children from overwork, allows you to devote more attention and time to each child, calmly carry out feeding and other processes and games-activities. Only with such a structured regime does the sister-teacher have time to conduct individual lessons with the children of each subgroup. The teacher moves from one subgroup to another, having finished feeding some, she begins to lift and feed others, etc.

If the group is staffed correctly and the teacher knows the characteristics of the children, then these modes are performed without tension.

But in order for the regime to be strictly implemented, it is necessary to correctly distribute the responsibilities of the staff and correctly structure the work schedule so that during the waking and feeding time of a large number of children there is a meeting with the sister or nannies. Staff changes should occur during children's sleeping hours, or at least during waking hours, but not during feeding or bedtime.

The responsibilities of the teacher and nanny are distributed in such a way that children in the group are never left alone. The teacher should be where there are more children; she begins the feeding process, but the nanny finishes it, because The sister organizes the wakefulness of the already fed children and conducts classes. The nanny helps the teacher in carrying out all processes. But they don't do everything at the same time. So, the nanny brought the child from the veranda, turned him around, changed his clothes, put him in the playpen, gave him toys, prepared feeding for him and began feeding him, and at that time the sister finished feeding the other child, dried him, put him in the playpen, organized his wakefulness, gave him a toy and went to the veranda to fetch the next child.

The distribution of responsibilities is drawn up in accordance with the existing real regimes and work schedule for each hour, starting from the reception of children and until the staff leave the institution.

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Are there any disadvantages to the daily routine?

The disadvantages of a daily routine, or, more precisely, objections to following a strict daily routine, are as follows:

• kids often get out of their usual routine, disrupting the sequence and timing of events. Their sleep and nutrition are easily disrupted by external factors (weather, physical or mental discomfort, changes in the type and method of feeding);
• children can intuitively follow their needs. This is the basis of the objection to forced obedience to a schedule;
• Strict adherence to the daily routine, ignoring individual living conditions, personality traits and age can lead to rigidity of thinking, inability to adapt to changes in the environment, deprivation of individuality and also to health problems.

How is a daily routine beneficial for a child?

The benefits of a routine are determined by physiological and psychological aspects, which are the basis for creating a daily routine:

• the benefit from the physiological side is the development of conditioned reflexes, with the help of which the body adapts to existing conditions. The child is prepared to perform the necessary tasks and does them without unnecessary stress. Those. energy is saved and distributed evenly for all necessary activities;
• from a psychological point of view, the child’s nervous system needs a stable environment, which, with its predictability, gives a feeling of peace and reliability. This, in turn, creates a favorable background for the child’s development, a deeper understanding of the actions performed and the development of skills.

What should the regime be?

The importance of a daily routine for preschoolers is difficult to overestimate. It has been established that children who follow a daily routine are more balanced and productive. They gradually develop certain biorhythms, as well as a system of conditioned reflexes. All this helps the small organism physiologically switch between one or another type of activity, prepare in a timely manner for each stage: eating, walking, exercising, resting.

In the absence of a stable regime, the nervous system of a preschooler experiences great stress: the baby quickly becomes overtired or overexcited, and accumulated fatigue prevents proper sleep. Children with developmental disabilities feel this especially acutely, since their body’s reserves are often reduced.

What does a harmonious daily routine for a preschooler look like? It includes the following periods.

• Night sleep. For younger preschoolers it should last 13–14 hours a day, for older ones – about an hour less. Babies should be put to bed at night between 20 and 21 hours.
• Daytime sleep. Before 4 years of age, its duration is about 2 hours, after - about 1.5 hours.
• Meals. There should be at least 4 of them, every 3.5–4 hours.
• Stay awake for 6–6.5 hours.

How to accustom your baby to a routine?

To accustom your child to a routine, you need to follow the following simple recommendations:

• You can start accustoming your child to the regime after discharge from the maternity hospital. A parent needs to plan, first of all, his life, taking into account walks and meals. But be prepared that not everything will go smoothly right away. Most often, children enter the regime by 3 months.
• it is necessary to introduce some new stages gradually during complete health and at the moment of satisfaction from the fulfillment of urgent desires;
• it is necessary to take into account the age of the child, the nature of feeding, the time of year, state of health, personality characteristics;
• strive to maintain the regularity of events and their sequence;
• introduce rituals that prepare the child to perform a particular action. They facilitate the introduction of new components of the regime.

Regime, its meaning in a child’s life. Features of the organization of the regime in different age groups

MODE, ITS IMPORTANCE IN THE LIFE OF A CHILD. FEATURES OF ORGANIZATION OF REGIME IN DIFFERENT AGE GROUPS.

a) Children’s lifestyle, meaning, physiological basis, pedagogical requirements

A regime is a firmly established, pedagogically and physiologically sound routine for children’s lives, aimed at the full physical and mental development of each child. For each age, its own regime is established, corresponding to the characteristics of the age development of children.

The daily routine is not just a regulated pastime, but a specially organized life for children, which has health and educational significance.

The daily routine is of great importance for the health and physical development of children. A correct regimen that corresponds to the child’s age-related capabilities improves health, ensures efficiency, successful implementation of various activities, and protects against overwork.

The physiological basis that determines the nature and duration of activity is the level of performance of the cells of the cerebral cortex, therefore it is so important not to exceed the performance limit of the central nervous system, as well as to ensure its full functional recovery after work. The degree of morphofunctional maturity of the organism determines the content of the daily routine and the duration of its main elements.

When developing a daily routine for preschool children, it is necessary to take into account the characteristics of their higher nervous activity. Preschool children are distinguished by a pronounced need for movement; they are characterized by motor activity, improvement and complication of speech function and mental activity.

In this regard, the tasks of raising such children are significantly expanded.

Along with strengthening health and further improving movements (walking, running, climbing, throwing, etc.), the task is to teach children correct speech and clear pronunciation of words, develop hygienic skills, artistic taste, and familiarize themselves with objects and phenomena that children can understand. Children are accustomed to performing simple, but very necessary for their development, labor processes (cleaning up toys, helping to set the table, etc.), and to greater independence in self-care.

The main components of the regime are: mandatory organized activities, games, walks, eating, sleeping, and hygiene procedures. The structure of the regime, the sequence and alternation of individual components are the same for all age groups. The differences lie in their duration. For example, with age, the number of hours allocated for sleep and those routine elements in which the share of independent work of children increases with age (eating, preparing for classes and walks, etc.) decreases. At the same time, the time allocated for conducting organized classes increases.

Regular moments contribute to the development in children, first of all, of cultural and hygienic habits, communication skills with peers and adults, discipline pupils, help them to be active and independent

b) Construction of a regime in a preschool educational institution, features of the methodology for carrying out regime moments in different age groups.

The daily routine in kindergarten is differentiated by groups

In the daily routine for children of younger groups (2-3 and 3-4 years old), more time should be allocated for daytime sleep (2-2 1/2 hours), for dressing after sleep, in preparation for a walk, for eating, education cultural and hygienic skills, which they are already beginning to master. Staying outdoors (walking) should be at least 3-4 hours a day, preferably throughout the day in summer (including sleeping in the fresh air). An organized lesson (drawing, speech development, modeling) is provided once a day for 10-15 minutes.

With age, the time for independent self-care activities decreases, the time for walking and conducting training sessions increases.

The daily routine for children 4-5 years old differs from that in younger groups in that more time is allocated for organized activities (15-20 minutes) and the nature of these activities is somewhat more complicated.

In the daily routine of children of the senior and preparatory groups, 11/2 hours are allocated for sleep. Classes take on the nature of training and are held daily: for senior groups - two classes lasting 25-30 and 15-20 minutes; for preparatory students - at least three lessons lasting 25-30 minutes.

In all groups, in the middle of classes, physical education minutes should be held lasting 11/2-2 minutes. The duration of breaks between classes should be 10-12 minutes. During breaks, outdoor games of moderate intensity should be played.

Play activity is one of the main and effective means of educating preschool children. In the daily routine of all age groups, significant time is allocated to play activities.

The work of children is directly related to play. In younger groups, labor education consists of self-service work: the ability to independently dress, undress, wash, and eat carefully; on preparing for classes, setting the table, caring for plants, etc.

The types and content of work activities of children of senior preschool age are more diverse and complex. This is already meaningful assistance in cleaning the premises, making the beds, keeping clothes, shoes, etc. clean, setting the table, preparing for classes; washing and cleaning toys, caring for animals, plants (work on the site); manual labor aimed at improving the motor abilities of a child’s hand (making crafts from paper, natural materials, cardboard, working with fabrics, threads, knitting needles, hooks, etc.).

Children carry out various work assignments with pleasure and interest, but it tires them. Therefore, the duration of work should not exceed 20-25 minutes in the senior and preparatory groups. Work associated with intensive activity (digging beds, weeding, watering plants, clearing paths from snow, etc.) should last no more than 10 minutes in the middle group, 15 minutes in the senior group.

In a preschool educational institution, there is only one inherent feature - the children’s lifestyle changes with the changing seasons. In the summer, children study less and spend more time outdoors and playing. The routine should not be for children to constantly wait for each other - for lunch, for a walk. Some children wash their hands for lunch, others are already sitting down at the table. Only everyone starts training at the same time. For each age group, the regime should be constant. This better shapes behavioral habits in children and helps foster independence.

Morning reception plays a big role in organizing a child’s positive mood. After all, his whole day depends on how a child is received in kindergarten. Often one child's bad mood affects other children. Usually the morning reception is held outdoors, only indoors in bad weather. During the reception of children, the teacher has the opportunity to communicate with parents. Such communication can be planned. Outline what to tell parents, what to ask, what to remind. It’s good when parents find out in the morning about the activities for the day and for the current week. During the morning reception, you can inform individual parents about how the development of behavioral habits is going and how the child relates to schoolwork. When talking with parents, it is necessary first of all to talk about the child’s successes, even the most insignificant ones. Against the backdrop of success, negative remarks are perceived less emotionally by parents.

During meals, children are already the teacher’s assistants. The older ones set the table on their own, and the younger ones work according to the instructions and tips of the teacher.

Walks occupy a special place in the life of children in kindergarten. In addition to the health benefits, walks contribute to the development of the child’s movements and physical activity. Before the walk, the teacher explains to the children what toys they will take with them, what they will play, and what questions they will answer after the walk. 1-2 outdoor games are planned for the walk. Work on the site is planned for spring and summer.

After lunch, the daily routine is sleep. Many children sleep willingly, especially younger children. Sleep in a well-ventilated, but not cold, room.

After afternoon tea and an evening walk, the children go home. At this time, the teacher tells the parents how the day went, what mood the child was in, what interesting things he did today, what new things he learned, how he behaved with his peers.

By the age of seven, older preschoolers show positive changes in physical and functional development; children are able to maintain and demonstrate correct posture; are able to independently carry out household tasks and have self-service skills; make volitional efforts to achieve the set goal in the game, in the manifestation of physical activity.

c) Cultural and hygienic skills and their education in children of different ages.

Cultural and hygienic skills include skills in maintaining body cleanliness, food culture, maintaining the environment and cultural relationships of children with each other and with adults.

Education of cultural and hygienic skills is aimed at strengthening the health of the child. At the same time, it includes an important task - fostering a culture of behavior. Cultural and hygienic skills are an important part of a culture of behavior.

Cultural and hygienic skills coincide with such a line of mental development as the development of will. In order to complete the action, get a high-quality result, do everything in the correct sequence, beautifully and neatly, you need to make a strong-willed effort. At the same time, such strong-willed personality qualities as determination, organization, discipline, endurance, perseverance, and independence are formed.

The implementation of cultural and hygienic skills creates conditions for the formation of the foundations of aesthetic taste. It is important that an adult, when performing everyday processes, unobtrusively draws the child’s attention to changes in his appearance. Looking in the mirror, the baby not only discovers himself, but also evaluates his appearance, correlates it with the idea of ​​the standard, and eliminates sloppiness in his clothes and appearance. Thus, a critical attitude towards one’s appearance develops, and correct self-esteem is born. The child gradually begins to control his appearance.

Moral feelings are formed and developed in conjunction with the formation of cultural and hygienic skills. Children under three years old experience pleasure from the fact that they first perform actions, first together with an adult, and then independently. At four years old, a child derives pleasure from performing an action correctly, which is confirmed by an appropriate assessment from an adult. The desire to earn approval and praise is a stimulus that encourages the baby to perform an action. And only then, when he understands that behind every action there is a rule, learns a moral norm, correlates it with the action, he begins to experience pleasure from the fact that he acts in accordance with the moral norm. Now he is happy not because he washed his hands, but because he is neat: “I’m good because I do everything right!”

The need for neatness, keeping the face, hands, body, hairstyle, clothes, shoes clean is dictated not only by hygiene requirements, but also by the norms of human relations. That is, cultural and hygienic skills and habits have a pronounced social orientation, since children are taught to follow the rules established in society that correspond to the norms of behavior.

From the first days of life, when developing cultural and hygienic skills, there is not just the assimilation of rules and norms of behavior, but an extremely important process of socialization, the child’s entry into the world of adults. This process cannot be left for later. It is very important to instill in a child the habit of cleanliness, neatness, and order in preschool age. During these years, children can master all basic cultural and hygienic skills, learn to understand their importance, and perform them easily, quickly and correctly.

Hygiene skills are most successfully developed in children of early and early preschool age, for whom “independent” washing and dressing usually brings great pleasure.

In the future, children of senior preschool age, 5 - 7 years old, should improve the already acquired skills and monitor their strict and correct implementation. Skills and habits firmly formed in preschool age will last a lifetime.

In preschool age, children should and can learn that they need to wash their hands before eating, after using the toilet, upon returning from a walk, playing with animals, and whenever they are dirty.

Feet should be washed not only before night sleep (even if it was impossible to take a general water procedure), but also before daytime sleep. It is especially important to follow this rule in the summer.

Personal hygiene skills that a child must learn in preschool include oral care. From the age of three, a child should be taught to rinse his mouth, from the age of four - to brush his teeth correctly (from top to bottom - up, from the outside and inside) before going to bed at night. In the morning after sleep, it is enough to rinse your mouth. You should also rinse your mouth with warm water after eating. Hair should be combed at least twice a day (and with your own comb!).

d) Conditions and means for developing cultural and hygienic skills;

For the successful development of cultural and hygienic skills and abilities, the following conditions are necessary ():

1) organizing an attractive and convenient environment for carrying out activities and tasks in kindergarten and at home (furniture, equipment appropriate for the growth of children, assigned storage areas available for use, etc.).

2) division of mastered actions, following in a strictly established order, into a number of operations, which contributes to the more rapid creation of strong dynamic stereotypes. Any action should be shown in such a way that individual operations are highlighted - first the most significant, then additional ones. Operations are carried out in a strict order with a small interval (no more than 5-10 seconds), otherwise a dynamic stereotype is not developed.

3) at this age, awareness of the importance of cultural and hygienic skills is of great importance; children need to be given basic knowledge about the rational rules of personal hygiene, its importance for everyone and for others, and cultivate an appropriate attitude towards hygienic procedures.

For this purpose, you can also use variable tasks, unusual situations during the game, classes, walks, etc.

First, children should be asked to think and tell what and how they will do. Then monitor the children’s actions and return to their joint discussion and assessment.

4) to develop cultural and hygienic skills, demonstration, example, explanation, explanation, encouragement, conversations, and action exercises are used. Gaming techniques are widely used: didactic games, nursery rhymes, poems (“Wash cleaner - don’t be afraid of water,” etc.). The content of cultural and hygienic skills is mastered by children, primarily in independent activities, in the learning process, in didactic games and play situations.

5) repeated exercises of children in actions, highlighting the method and order of their implementation (especially at the initial stage of training). In this case, the nature of the actions must be unchanged, but the forms must be different. One of the leading techniques is repetition of actions, exercise; without this, the skill will not become a skill and will not be formed. Only in the active activity of each child are dynamic stereotypes created and reinforced.

6) individual work with each child, taking into account the level of his development and the pace of mastering cultural and hygienic skills.

7) organization of situations that provide control over the implementation of skills mastered by children in an unusual environment of action. The indirect form is especially successful, when the teacher expresses confidence in advance that the children will correctly follow his instructions, and casually reminds them of the requirements. For example, the teacher says: “Now I’ll see how the children put their chairs in place. They will probably all do it silently.”

impeccable fulfillment by adults of all hygienic and cultural requirements. The example of a teacher can be direct or indirect. In the first case, the teacher simply invites the children to watch what he does; in the second, he uses different forms that arouse the children’s interest and attract their attention. The example of the teacher’s behavior must necessarily show his personal attitude, then he becomes convincing to the children.

9) to consolidate the rules and more consciously assimilate them, a conversation can be held. It is structured so that children not only name and list actions and their order, but also make generalizations that help to understand the appropriateness of actions and convince children of the need to perform them.

10) the technique of encouragement is widely used. It is important to praise your child on time, but you should not overuse it so that he does not constantly expect praise. Fulfilling the demands of adults should become the norm of behavior, the child’s need. Encouragement is sometimes given in such a form as to remind the rules of execution. In some cases, the teacher uses reprimand, but it is better to do this in an indirect form, without naming the children’s names.

11) in the development of cultural and hygienic skills, as well as in any other type of pedagogical activity, the unity of the requirements of the employees of the child care institution and parents is important. Therefore, it is necessary to develop general criteria for evaluating individual actions, establish a general procedure for performing these actions, clearly define the location of things, toys, and the procedure for their cleaning and storage.

The main conditions for the successful formation of cultural and hygienic skills include a rationally clear daily routine and adult guidance.

A prerequisite for the formation of hygiene skills in children is a high sanitary culture of the staff and the preschool institution itself. Where the necessary conditions must be created to preserve children’s health and full physical and hygienic development.

Cultural and hygienic education carried out in a preschool institution should not be interrupted at home. If in kindergarten the teacher accustoms each pupil to independence when dressing, undressing, eating, during other everyday processes, and at home adults do all this for the child, then the child does not develop stable habits, skills, abilities, he often turns out to be helpless when the need to perform even the simplest actions.

An important factor in development is a group of peers, where children observe positive examples, can make comparisons, and get help with difficulties.

e) Objectives of the work and methods of education for Ph.D. in children of different ages.

In the work of the preschool institution, much attention is paid to the development of cultural and hygienic skills in children. In each age group, this task is carried out in accordance with the “Education Program in Kindergarten”.

The method of appropriate work of the teacher is determined by the program requirements and age characteristics of preschool children.

In the process of everyday work with children, it is necessary to strive to ensure that following the rules of personal hygiene becomes natural for them, and that hygiene skills are constantly improved with age.

First, children are taught to follow basic rules: wash their hands before eating, after using the toilet, playing, walking, etc.

A child over two years old is taught the habit of rinsing his mouth with drinking water after eating, having previously taught him this.

Children of middle and senior preschool age should be more conscious of following the rules of personal hygiene; Wash your hands yourself with soap, lathering them until foam forms and wipe them dry, use an individual towel, comb, glass for rinsing your mouth, make sure that all things are kept clean.

The formation of personal hygiene skills also presupposes the ability of children to always be neat, to notice problems in their clothes, and to correct them independently or with the help of adults.

Hygienic education and training are inextricably linked with the education of cultural behavior. From a very young age, children are taught to sit correctly at the table while eating, eat carefully, chew food thoroughly and silently, and know how to use cutlery and a napkin.

Children who are on duty in the dining room need not only to be able to properly set the table and place the dishes, but also to firmly understand that, before starting to perform their duties, they must thoroughly wash their hands with soap, put themselves in order, and comb their hair.

At preschool age, children are especially prone to imitation, therefore, the personal example of adults plays an important role in the formation of cultural and hygienic skills. The appearance of adults and their behavior serve as a model for children; their instructions should not contradict their own behavior, since nothing passes by the attentive eyes of children. In a family where parents and older brothers and sisters will not sit down at the table without first washing their hands, this becomes a law for the child. But the general correct way of life in the family does not guarantee that the child will master all the skills available to him.

Special attention must be paid to the development of cultural and hygienic skills.

The formation of cultural and hygienic skills is a long process, and therefore the same tasks can be repeated many times.

The development of skills is carried out by methods of direct influence, exercise, i.e. through teaching, habituation. The daily routine ensures daily repetition of hygiene procedures at the same time, which contributes to the gradual formation of cultural and hygienic skills.

First of all, it is necessary to ensure that the child constantly, without any exceptions, follows the established hygiene rules. Their meaning is explained to him. But it is equally important to help the child, especially at first, correctly learn the required skill. So, for example, before you start washing your hands, you need to roll up your sleeves and soap your hands well. After washing your hands, rinse off the soap thoroughly, take your towel, and dry your hands.

You should not rush your baby if he is concentrating on repeating the same action (for example, washing his hands). Moreover, you should not perform this action for him. When mastering a skill, a child usually strives to perform a certain movement repeatedly.

Gradually, he learns to cope with the task more independently and quickly. The adult only reminds or asks if the child has forgotten to do this or that, and then gives him almost complete independence. But you have to check whether the child did everything correctly throughout the entire preschool age.

In the education of cultural and hygienic skills, assessment plays a huge role, that is, a positive or negative judgment of an adult about the individual actions and behavior of a child. It is necessary to use positive assessment more widely: approval, encouragement, praise. Approval supports in children the desire to do the same in the future, to do even better. If children make mistakes when following certain rules, you can remind them what and how to do, without rushing to remark or condemn.

Well-formed skills are performed by the child easily and quickly, on his own initiative, without reminders. If he forgets about any of them, for example, he comes running and sits down at the table without washing his hands, then the slightest hint, a reminder is enough for him (even somewhat embarrassed) to correct his mistake.

Education of cultural and hygienic skills includes a wide range of tasks, and for their successful solution it is recommended to use a number of pedagogical techniques taking into account the age of children: direct teaching, demonstration, exercises with performing actions during didactic games, systematically reminding children of the need to observe hygiene rules and gradual increasing demands on them. It is necessary to get preschoolers to perform actions accurately and clearly, in the correct sequence.

At a young age, the necessary skills are best acquired by children in games with specially targeted content. It is important that these games are interesting, able to captivate children, and activate their initiative and creativity. Didactic and role-playing games are widely used: “Doll Katya woke up”, “Doll Katya is having lunch”, “Pick up dishes for the doll”, etc. Poems, nursery rhymes, sayings, proverbs will help children maintain a good mood, for example:

Clean water

Washing Vova's face.

Tanya, clap your hands,

Antosha's fingers.

To speed up the formation of cultural and hygienic skills, it is necessary to remind the child during games: “You always wash your hands before eating. Did you remember to wash your daughter’s hands?” Thus, acquired cultural and hygienic skills enrich the content of children's games, and games, in turn, become an indicator of the assimilation of cultural and hygienic skills. Play techniques used by the teacher and evoking positive emotions in children ensure a higher sensitivity of the child to cultural and hygienic skills.

In older groups, educational motives become of great importance. However, for more successful formation and consolidation of hygiene skills throughout the period of preschool childhood, it is advisable to combine verbal and visual methods, using special sets of materials on hygienic education in kindergarten, a variety of plot pictures, and symbols. In the process of hygienic education and training of children, the teacher informs them of various information: about the importance of hygienic skills for health, about the sequence of hygienic procedures in the daily routine, and forms in children an idea of ​​​​the benefits of physical exercise.

Hygienic knowledge is also advisable in classes on physical education, labor, familiarization with the environment, with nature. For this purpose, some didactic and role-playing games are used. Children are also interested in the literary plots “Moidodyr”, “Fedorino’s Grief”, etc. Based on them, you can act out small scenes, distributing the roles between the children.

During physical education classes, during general developmental exercises, you can tell children about the benefits of certain movements for health and development, how important it is to perform them in a well-ventilated room or in the air, about the need to keep your physical fitness form in order, and after finishing classes, carefully fold and wash your hands with soap up to the elbows (wet wipe down to the waist).

While working indoors or on site, there are also many opportunities for strengthening hygiene skills in children. For example, the teacher explains that you need to not only do the job well, but also try not to hurt your hands. And for this it is important to use labor items and equipment correctly. Children should also be reminded of the need to keep their work area clean.

It is very important that already in preschool age children know the basic rules of public hygiene, which are inextricably linked with personal hygiene, for example: keeping public places clean, washing dirty hands is necessary in order not to get sick themselves and not to infect other people.

Children's mastery of the rules of personal and public hygiene presupposes the child's ability to behave in different places where he visits. Children must firmly understand that they should not litter not only in an apartment, group room, or public buildings, but also on the streets, in public gardens, in courtyards, and in transport.

All information on hygiene is instilled in children in everyday life in the process of various types of activities and recreation, i.e. in each component of the regime one can find a favorable moment for hygienic education. To consolidate knowledge and skills of personal hygiene, it is advisable to give children various instructions, for example, assign orderlies to systematically check their peers for the condition of their nails, hands, clothes, and the contents of personal belongings in the closet.

Children's skills quickly become strong if they are constantly reinforced in different situations. The main thing is that the children are interested and that they can see the results of their actions (someone has become much neater, etc.).

f) Complication of the volume of cultural and hygienic skills with age.

At the beginning of the second year of life, the child should be able to eat independently, using a spoon, eat bread with the first course, and wipe his mouth.

At 1.5-2 years old, a child can take off almost everything, fold it and put on most of his clothes. To a large extent, children wash and dry themselves.

In the second year of a child’s life, it is necessary to systematically instill in him the skills of a culture of behavior: sit calmly at the table, talk quietly when going to bed, thank him for the help provided.

In the third year of life, the baby can not only dress, undress, etc. more independently, but also knows a certain order of actions included in each process and how to perform them.

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

Children of senior preschool age 5 - 7 years old improve their already acquired skills.

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Child's daily routine

A child’s daily routine depends primarily on his age.

Up to a year

When starting to talk about the regime of children under 1 year old, it would be correct to separately highlight the newborn period.

A newborn's daily routine consists of alternating periods of feeding and sleeping. Ideally, only hygienic procedures are wedged between them: washing, bathing, dressing.

Natural feeding

Natural feeding occurs at the request of the baby. This is important because the baby and mother adapt to each other during this period.

There are important points:

• It is impossible to limit the time spent at the baby’s breast, because The pace of sucking in babies is different and in the case of a slow “suckling”, with a reduction in feeding time, there is a risk of depriving him of his portion of “hind” milk, rich in protein and lactase. The result is weight loss, abdominal cramps, foamy stools with all the ensuing consequences. The average feeding time is 30-40 minutes (in hot climates, the baby can reduce the feeding time himself, consuming only foremilk, rich in water, and thus quenching his thirst). Valuable hind milk is produced approximately 20 minutes into feeding;

The mother should pay attention to the baby’s correct latching of the nipple so that during prolonged feeding the breast is not injured. Also, there is no need to dry out the skin of the areola with excessive washing and various antiseptics, because... This contributes to the formation of cracks and infection.

• Feeding by the hour during breastfeeding is a thing of the Soviet past, but you should pay attention to a baby that sleeps “too” well. It is advisable that regular sleep breaks between feedings should not exceed three hours. This is very important in the first month, because... Frequent feeding every 2-3 hours contributes to the good development of lactation in the mother, which, in turn, ensures the growth and development of the child and the prevention of mastitis in nursing mothers.

Night feedings must be mandatory, because... they stimulate the production of prolactin, which, in turn, supports daily lactation.

Therefore, if necessary, to comply with these conditions for successful feeding, it is sometimes necessary to even wake up the baby.

Feeding by the hour

When artificial feeding, it is necessary to adhere to feeding by the hour to avoid overfeeding, because... Formulas take longer to digest than breast milk.

The intervals between feedings are 2.5-3 hours, after 5 months - 4-4.5 hours.

Frequency of feedings: from 8 times a day in the first month and 5 meals by the year.

Age difference

The pattern of sleep and wakefulness in a newborn child differs from that of an older child due to a very short period of wakefulness. At this time, in addition to hygiene measures, the child can be given gymnastics and a light massage.

Time for walking and being outdoors

It coincides with sleep time. Once the newborn period has passed, the child's daily routine begins to change towards longer waking hours and shorter sleep times.

A child's waking time by month: at the age of 1-3 months, the total waking time is approximately 6-7 hours (the duration of a single period is 1-1.5 hours). From 3-6 months this time extends to 8.5 hours, while the child is in an active state for up to 2 hours. In the second half of the year, the daily waking time increases to 10 hours, with 2.5-3.5 hours in between sleep periods.

Approximate sleep schedule for a child up to one year: in the first half of the year, from the age of 1-2 months, a child can ideally sleep up to 3-4 times a day for 1.5-2 hours, in the second half of the year the frequency of sleep is 2 times 2.5-3 hours.

The outdoor routine for babies in the first months of life replaces sleeping on the street.

1 year old child's daily routine

“Yearlings,” despite the fact that they have successfully passed the age limit of 1 year, continue to follow the regimen of 9-10-month-old infants:

• night sleep - 10-11 hours;
• daytime sleep - 2 times for 2.5 hours;

Usually, by the age of one year, parents have an idea of ​​what type their beloved child belongs to: a “night owl” or a “lark.” So, “owls,” that is, those children who like to get up closer to noon and go to bed by midnight, can sleep once a day.

• 5 meals a day;
• the period of total daily wakefulness is 10-11 hours;
• the period of stay in the fresh air can be up to 5-6 hours a day, depending on the time of year and weather conditions, but not less than 2 hours per day.

When organizing walks, it is necessary to provide for the child’s physical motor activity, as an important link in the development of physical and mental health.

Toddlers

For toddlers (1 year 6 months - 3 years), a regimen is built in such a way that it contributes to the proper development of the muscular and skeletal system, the development of speech function, strengthening the immune system, and improving existing basic motor skills. You need 4 meals a day, active walks in the fresh air at least twice a day for 2-3 hours.

There are classes devoted to the development of speech, self-care skills, and fine motor skills. They are carried out in a playful way. Children at this age can hold their attention for up to 10 minutes. These games are best played in the first half of the day, at least 30-40 minutes before rest. During the day, children over the age of one and a half years sleep, as a rule, once for 2-2.5 hours. The daily amount of sleep is 12-12.5 hours. The periods of wakefulness are approximately 4.5-5 hours.

If parents plan to send their child to kindergarten, then the daily routine should be as close as possible to the nursery routine. You should help your child in advance to adjust to waking up early and going to bed the same way in the evening if the child adhered to the opposite routine. Such an event will contribute to a faster and more successful adaptation to the life of the children's group.

Preschool children

The routines of preschool children vary by age. In kindergarten they are divided into groups.

Thus, with age, the time spent practicing for the development of higher nervous activity increases, and the need for daytime sleep decreases.

Night sleep remains 10-11 hours long until the end of primary school.

The time for walks and games remains unchanged, which, as they grow older (from the age of 5 years), begins to include, and then become more complex, the main work activity (sweeping paths, cleaning the room, watering, etc.) lasting from 10 to 15 minutes a day.

Physiological and pedagogical foundations of the daily routine for preschoolers

Physiological and pedagogical foundations of the daily routine of preschool children

The foundation of human health is laid in early childhood.
Therefore, for the upbringing of a healthy person and the correct formation of personality, his living conditions are of great importance, especially during preschool childhood. One of the conditions for the successful development of a child is a well-thought-out daily routine, that is, a properly organized regime. The rational regime has one of the leading places among the conditions that ensure the necessary level of physical and mental development of the child. This is facilitated by a properly structured regime, which presupposes an optimal ratio of periods of wakefulness and sleep during the day, the appropriate alternation of various types of activities and rest during wakefulness: • a certain duration of activities and a rational combination of them with rest; - regular meals; - good sleep; • sufficient exposure to air. The importance of the regime is that it promotes the normal functioning of the internal organs and physiological systems of the body, ensures a balanced, alert state of the child, protects the nervous system from overwork, and develops a conditioned reflex for time: eat, sleep, walk at the same time. Timely rest, proper change of different types of activities are the main and favorable conditions for the normal and timely development of a child. Conditions and features of the organization of the regime in early age groups. To strengthen the health and normal development of the child, it is important that the daily routine be followed throughout the entire period of raising children in a preschool institution, starting from an early age, maintaining constancy, consistency and gradualness in the implementation of routine processes. When organizing the lives of children in early age groups, adults should be guided by the basic principles: 1. Ensure the unity of health and educational work. 2. Ensure a unified approach on the part of all educators, namely: kindergarten, family, continuity in the work of group educators. 3. It is also necessary to ensure frequent and predominantly individual communication between the child and adults, especially during the adaptation period. 4. Create a favorable emotional environment, because In the behavior of a small child, his mood and emotionality play a big role. 5. Friendly communication between an adult and a child, which should be predominantly smooth, calm, affectionate and emotional. You should not be afraid of affectionate addresses to children, but remember at the same time that they come from a pure heart. 6. Remember the golden rule: the behavior of an adult is a role model for a child. 7. Ensure that children in the group are in an active, cheerful state. An important condition is the methodologically correct organization of routine moments, during which it is necessary to observe the basic principles: • The principle of consistency. • The principle of gradualism. Methodological techniques and rules for organizing regime processes When organizing a regime, it is necessary to follow certain rules: 1. Each of the regime moments must take place against the background of the game. 2. When conducting regime processes, we first take a subgroup of the smallest and most weakened children, and we can also take easily excitable children who have poor skills and who are slow. 3. Implementing the principle of consistency and gradualism, we provide for the unity of requirements on the part of adults raising a child in a child care institution and at home. 4. We create a certain mood in children to carry out this or that process (not to injure the nervous system). 5. The implementation of any regime process should proceed without fuss, without causing unpleasant sensations to children. Adults should accompany their actions with gentle, unhurried speech. 6. When carrying out any routine process, we build the child’s confidence that everything will work out, he will be able to complete this or that action to the end, it is necessary to notice something new that the child has learned, etc. 7. It is necessary to monitor the regularity of physiological procedures, but remember that no more than 3-4 children should be in the toilet room at the same time and no more than 3-4 minutes. Mass planting is carried out before the start of the walk, after its completion - before bedtime and after getting up (but not at the same time, but gradually drop off all the children). 8. It is necessary to remember the hygienic requirements: for premises (compliance with the wet cleaning schedule, ventilation); to the size of furniture in accordance with height; to the appearance of children and adults; to the feeding process. 9. When conducting routine moments, it is necessary to use such a method of relationship between an adult and a child as mother therapy. 10. Individual communication and approach to children must be observed. Methodology for carrying out regime moments First of all, it is necessary to cultivate activity and independence. Much attention should be paid to the formation of cultural and hygienic skills. What skills should we develop? By the age of one year, the child should have developed a sense of cleanliness of his body. By the age of 1 year, a child should be able to drink from a cup on his own. Formation of eating skills. By 1 year 6 months we learn to eat on our own. Hand washing skill. Up to 1 year. 6 months. – we teach how to take part in washing – put your hands under the stream of water. From 1 year 6 months - we teach how to wash hands; by 2 years, with the help of an adult (who rolls up his sleeves, tells him how to wash his hands, and also dry himself), the child can wash his hands himself. In the 3rd year, this skill is improved and we begin to teach the child, also with the help and under the supervision of an adult, to wash himself: wash his hands, face, dry with a towel. We teach how to use a napkin, handkerchief, and individual towel. Dressing and undressing skills. Up to 1 year. 6 months. – the child must take part in undressing: take off shoes, socks, hat (at the request of an adult, the child bends his head and extends his hand). By the age of 2, he should learn to take off parts of clothing unbuttoned by adults (boots, tights) and, with a little help from him, put on (pull) individual parts of his clothes, understand the purpose of clothes, and name them. By the age of 3, a child should dress and undress with a little help from adults: take off and put on clothes in a certain sequence, untie laces, unfasten and fasten buttons in front, fold clothes, notice problems (lowered socks, unbuttoned buttons, etc.), etc. with the help of an adult to put yourself in order. To successfully develop cultural and hygienic skills, their systematic reinforcement is necessary. Specifics of organizing routine processes Organizing a walk Staying in the fresh air strengthens health and hardens the body, comprehensively develops children, activates their motor activity and cognitive abilities. A preschool child should walk (even in the cold season) up to 4-4.5 hours a day. In summer, all children's activities can take place outdoors. The walk can be carried out in any weather, with the exception of unfavorable conditions (up to –15 degrees in winter). The walk is not carried out when the air temperature is below –15 and the wind speed is more than 15 m/sec. It is important to remember that a day spent without a walk is lost to health (G.N. Speransky). Getting the kids ready for a walk (as well as returning) is a particular challenge in the daily routine. Every day, staff spend about 15% of their working time on dressing children. Therefore, it is important to rationally organize this moment. In early age groups, classes are conducted in subgroups and, therefore, children gather for a walk as well. To speed up this process, you can use the so-called frontal method of dressing children, when they simultaneously put on leggings, shoes, sweaters, hats, and lastly coats (jackets). At the same time, we should not forget about maintaining consistency and gradualism, as well as an individual approach to children. Of particular importance in the regime is the methodologically correct organization of the feeding process . During meals, the teacher imparts knowledge to the children and expands their understanding and vocabulary. Gently addressing the children, he tells them the names of the dishes, their quality and condition: sweet, tasty, hot, salty, etc. We pay attention to moral education, based on imitation, we develop the children’s skills in accordance with the requirements of the program. From early childhood, it is necessary to cultivate correct behavior while eating: eat silently, do not disturb others, be careful, etc. We form a positive attitude towards the process of eating, towards food. Children should not be force-fed. Children who are force-fed lose their appetite. A positive example from an adult is of great importance. The child is a mirror; in play he copies the actions of adults, especially the negative aspects (this is how parents find out what is happening in the kindergarten). Classes in early age groups are held 2 times a day (morning and evening), lasting 10-15 minutes in subgroups. The assistant teacher plays a big role here, because the rest of the children are under her supervision. Coherence in the work of group personnel During security processes, a clear distribution of responsibilities between group personnel is necessary. The principle of distribution is as follows: the teacher works in the area where the pedagogical requirements are more complex and responsible, in particular, he performs the bulk of the work in the initial period of developing independence skills: he teaches him to eat, wash his hands, and undress independently. The nanny serves children who have already partially mastered the skill. During feeding, the tables at which the children sit should be divided between the teacher and the assistant teacher to observe and provide the necessary assistance so that the children who sit down first finish eating earlier. Otherwise, the rule according to which younger and weaker children are put to bed first is violated. (Babies' sleep should last 2.5-3 hours). Table setting Requirements: in the 2nd year group - the table should be clean; in the 3rd year of life - napkins (paper, cloth) and bread bins are required. Where possible - tablecloths, individual napkins. From the second half of the year we put on the table the 3rd dish (compote). Children quickly get used to it and eat carefully. (Tables and chairs must be marked.) Adults must be able to properly feed children: take a high chair, sit next to them, with a clean spoon (another). When organizing and implementing routine processes, group staff must always remember that the main task here is to take care of the health and physical well-being of the child, so that he is fed on time, put to bed, eats the food he is entitled to with appetite and sleeps soundly for the time prescribed by the regime, so that he was dressed in accordance with the season and microclimate (air temperature, humidity) of the room. In the process of methodically correct implementation of regime moments, the most important task of physical development at an early age is solved.

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Baby's daily routine - parents' work

If everything is more or less clear with feeding (you need to feed, you can’t overfeed), educational games are also in perfect order (young people start going to early development centers at the age of one and a half years), then such important components as proper sleep and physical activity in the fresh air are often omitted air. Namely, these two aspects provide a solid foundation for the development and health of the child.

To provide the child with adequate physical activity, the parent must:

• schedule time;
• overcome fear of weather and colds and try to walk with your child in any climatic conditions (with the exception of frost minus 15 (minus 20 for children over 5 years old) and wind over 15 m/s);
• choose clothes that will simultaneously protect from weather conditions and provide the child with the opportunity to actively move.

To ensure proper rest for the child’s nervous system (and the parent’s as well), you need:

• do not wait until the child goes to bed on his own (fatigue in children often manifests itself as overexcitement, which leads to motor and emotional disinhibition), but gently prepare the child for rest, taking into account the time required by age for wakefulness. To do this, you can introduce so-called rituals (certain sequential actions, quiet games, reading books, bathing, singing);
• exclude active types of games and gadgets before bedtime;
• provide adequate physical activity during the day so that the child does not become overtired or tired;
• try to ensure that going to bed and getting up in the morning are not too different on weekends and weekdays;
• try not to skip daytime sleep;
• avoid turning on the TV in the background during the day
• limiting the time spent using a computer and TV to 15 minutes a day for children over 3 years old.

Approximate schedule

The daily routine of preschool children who go to kindergarten is subject to the work program of a particular institution. It might look something like this:

• 7:00 – 8:00 – getting up, exercising, morning hygiene, going to kindergarten;
• 8:00 – 8:30 - breakfast;
• 8:40 – 10:00 – gaming and educational activities;
• 10:10 – 12:10 – walk, games;
• 12:30 – 13:10 - dinner;
• 13:10 – 13:30 – preparation for daytime sleep;
• 13:30 – 15:30 - dream;
• 15:30 – 16:00 – awakening, quiet games;
• 16:00 – 16:30 – afternoon snack;
• 16:30 – 17:30 – educational activities, games;
• 17:30 – 19:00 – a walk, the way home, playing outside;
• 19:00 – 19:30 - dinner;
• 19:30 – 20:30 – quiet games;
• 20:30 – 21:00 – bathing, preparation for bed;
• 21:00 – 7:00 - night sleep.

The child spends the evening at home. Therefore, it is important for parents to remember that the child’s activities before bed should not be too noisy or active. You can read books, draw, play with blocks or construction sets, and discuss the past day.

If your preschooler attends kindergarten, try to adhere to the routine established at the preschool on weekends. This will allow the child to be more productive in activities by the beginning of the next week. If your child does not yet attend preschool, but you plan to send him there in the foreseeable future, find out the schedule of a particular kindergarten and teach your child to it while he is at home. Then it will be much easier for him to adapt to life in a children's group.