Consultation for teachers “Organization of regime moments in preschool educational institutions. Preparation for sleep"
Natalya Dolmatova
Consultation for teachers “Organization of regime moments in preschool educational institutions. Preparation for sleep"
Municipal budgetary preschool educational institution "Kindergarten No. 15" of the city of Aleysk, Altai Territory
Consultation for teachers
Topic: Organization of routine moments in preschool educational institutions “Preparing for sleep and awakening gymnastics”
Completed by: N. V. Dolmatova
Organization of routine moments in the preschool educational institution “Preparing for sleep and awakening gymnastics”
Goal: To develop discipline in preschool children. Creating a calm environment and a positive mood before bed. Develop independence when undressing, accuracy when folding clothes. Cultivate kindness and respect for peers.
The period of preparation for bed should be calm and balanced. Children are not recommended to be distracted by noisy games or emotional conversations. When undressing, the teacher makes sure that the child frees his hair from bows, hairpins, etc.
Daytime sleep is one of the most important factors in the harmonious development of a child and helps to spend the rest of the day in a good mood.
The teacher promotes a calm and relaxing environment in the bedroom and a positive attitude towards daytime sleep. It is necessary to check whether the children are comfortable in their beds, or even better, approach each one, straighten the blanket, pat them on the head and wish them a restful sleep. It is best for a child to sleep on the right side with the body in an arched position. This is a natural, physiologically optimal position. Be sure to observe the child's breathing - it should be nasal. During the ritual of getting ready for bed, a calm melody or lullaby can be played in the group, setting the children up for rest. The teacher can tell them a familiar and beloved fairy tale in a quiet, calm voice. You can sing a lullaby. You should not ask children questions at this time, tell action-packed stories, or call children by name. The child falls asleep - this is a fragile phase of sleep, and it must be protected. Otherwise, the child will be artificially perked up, and then it will be very difficult for him to fall asleep.
The eyelashes droop and the eyes close. We rest peacefully, fall asleep in a magical sleep
Background music is playing, children are lying on rugs and listening to the fairy tale “Cinderella” by Charles Perrault
Carrying out the regime moment “Rising”
Goal: ensuring a smooth transition from sleep to wakefulness, a positive emotional mood, preparation for vigorous activity.
- Good afternoon! Wake up quickly! Smile wider at the sun!
With these words the teacher greets the waking children. Complexes based on a game plot and including elements of improvisation allow one to achieve maximum motor and emotional activity. The teacher accompanies the demonstration of exercises with an explanation. The number of repetitions of each movement depends on the desire and physical condition of the children. The complex is carried out within 5-7 minutes. Children do not wake up from naps all at once. And we try to ensure a smooth gradual recovery of each child from sleep. To do this, the teacher turns on quiet, calm music a few minutes before getting up. Gradually, as the children wake up, the volume of sounds increases. After the children wake up, awakening gymnastics are performed. This is a specially designed set of exercises that allows you to gradually warm up the muscles and lift the mood of children.
I. Introductory part Quiet music is turned on, to which the children gradually wake up, and gymnastics are performed.
We all woke up together, smiled, stretched (Movements corresponding to the text) Breathed deftly (Breathe through the nose) Hummed loudly (oo-oo-oo-oo) Raise your shoulders like grasshoppers in the grass. (Energetic movements of the shoulders up and down). The bear crawled out of the den and looked around at the threshold. (Lying in bed, throw the blanket to the side, turn his head to the right, left) He stretched from sleep Spring has come to us again (Hands up, stretched) To quickly gain strength, He twisted his legs (Movement “bicycle”) The bear scratched behind his ear, ( They imitate the movement of a bear) He wagged his tail slightly, (According to the text) He leaned back and forth, (Bends from a lying position) And with his legs he barely goes beyond the threshold. (Get out of bed) A bear is walking through the forest. This bear is looking for honey. (Walking in place with turning his head to the right, left) He is hungry, sad, Conversing with spring: (They walk out of the bedroom with a bearish step and growl) “Tell me, spring, Where can I get more honey? (Children move to the massage paths (prevention of flat feet): I see stumps, roots, There is no honey, no grass." (They walk, bend over, look in, “looking for honey”) The bear waved his arms, As if dispersing clouds. He drives them back and forth, Well , but he won’t find any honey. (Rotate with straight arms back and forth) He squatted lower, deeper, Found a swarm of bees (Squatted, stood up) But the bee family drove the bear away. Breathing exercises:
Theoretical foundations for organizing a routine process - morning reception of children
FROM MORNING TO EVENING.
Reception of children is the beginning of the teacher’s working day. The teacher simultaneously performs complex and multifaceted tasks: He receives children, organizes games, controls the work of the service, and meets with the parents of his students.
The reception seems to be general and constant: children gradually join the group and become involved in a variety of activities. But only the teacher’s ability to understand the state, plans, and possible excitement of each child will allow him to carry out the reception in such a way that preschoolers create a joyful mood, a desire to play and communicate with peers.
By the way the children undress and talk with their parents and friends, the teacher finds out which of them is excited or calm, excited or lethargic. If the teacher takes into account the condition of his pets and understands the cause of each child’s worries, then it is not difficult for him to decide how to eliminate them.
Vanyusha is quiet and irritable in the morning. Where did the friendly smile disappear from his face? Where is his liveliness and sociability?
And the teacher, seeing that the child is upset about something, does not seem to notice that he does not greet his friends. Therefore, the offer to say hello is addressed not to Vanya, but to the children in the group:
- Guys, Vanyusha has arrived! Say hi to him!
Natasha, who joined the group, immediately brings news: at the construction site where they went on an excursion, another floor has been built.
The teacher listens carefully to the news and engages the children in conversation. They talk about the proposal to go to a construction site together again.
A warm word from a teacher, a question, a smile, a joke, the ability to listen and give advice, praise, discuss, approve, reassure - all this helps not only to improve children’s activities, but also to solve the main task - to create an atmosphere of goodwill and trust. Understanding.
It seems like the question “What are you going to do now?” is common. But if a child feels the teacher’s genuine interest, he confidently communicates his intentions, plans, discusses emerging problems, doubts, quickly gets involved in the game or finds a place in the overall plan. Such techniques help create an atmosphere of friendliness and comfort in the group, and encourage children to engage in a variety of activities.
Morning in kindergarten. The teacher must implement the plan: check how independently the children on duty cope with their tasks and help each other; invite Alyosha to play with the horse he likes.
Behind the brief lines of the plan, certain educational tasks are hidden: to form a responsible attitude towards the task assigned in the service, to maintain children’s interest in joint activities. The teacher looks carefully at his students and tries to understand why Vitya only plays with new toys and quickly cools down (perhaps this indicates instability of interests, their surface level or inability to play with them...).
The teacher often has to quickly find the right solution, and it will be correct if you keep in mind the child’s characteristics and know about his inclinations.
To awaken a friendly attitude towards the kindergarten, to instill confidence that the child will feel good among his peers, that he will be able to work and study calmly - every kindergarten teacher solves this problem, greeting parents, answering their questions, and inquiring about the condition of their child. During the reception, the teacher always observes how his student leaves his mother, what he talks about with his grandmother, how he addresses his father or older brother, how attentive he is to them, how polite he is with peers nearby. All this will help the teacher determine tasks for the future.
In 24-hour groups, the day starts a little differently.
“Good morning,” the teacher greets the children entering the main room, “how did you sleep, what did you see in your dream?”
Today she has a new cheat ready:
- “The night has passed, the darkness has disappeared.
- The cricket was silent, the rooster sang.
- Mom got up and opened the shutter:
- “Hello, sunshine and bells!
- Hello children!
A smile on the teacher’s face, a welcoming tone, kindness and special sympathy for children - all this influences the creation of a good, joyful mood, a warm and cozy environment.
The teacher's cheerful mood is transmitted to the children. They dress, wash, and play faster.
In the older group, children also look forward to the teacher: he always tells them some news, listens to their stories. The teacher demonstrates the ability to understand the mood of children, involve them in interesting, meaningful activities and maintain a cheerful, positive emotional state. They are always there when their influence is needed most: To help children calmly part with their parents, to find a fair solution in a dispute between children, to correct a mistake made by someone else.
The importance of routine in educational work with children
What you need to know about the mode.
Routine is often understood as a scientifically based daily routine that ensures the rational distribution of time and the sequence of various activities and rest. In a child accustomed to a schedule, the need for food, sleep, and rest comes at regular intervals and is accompanied by rhythmic changes in the activity of all internal organs. The body is prepared for the upcoming work, so there is no fatigue. When performing routine procedures, the following rules should be observed.
Complete and timely satisfaction of all organic needs of children (sleep, nutrition). Careful hygienic care, cleanliness of body and clothing.
Involving children in the daily routine; encouraging independence and activity.
Formation of cultural and hygienic skills. Emotional communication during regime processes. Taking into account the needs of children and the individual characteristics of each child.
A calm and friendly tone of treatment, attentive attitude towards the child, no long waits, since the appetite and sleep of children directly depend on the state of their nervous system. The regime is a flexible and dynamic structure, but its main components (daytime sleep, wakefulness, intervals between meals, night sleep, total walking time) should remain unchanged. When choosing a regimen, it is necessary to take into account the age and individual characteristics of the child, certain conditions (recovery period after illness, adaptation to kindergarten, time of year). The transition from one mode to another should be gradual, provided that the child is physiologically ready for this transition. The need to switch to a new regime may be indicated by changes in the behavior of a healthy child: slow falling asleep; shortening or refusal of sleep; decreased appetite; inadequate reaction, negative attitude towards the adult’s proposal. When choosing a regime, the teacher must remember that activity and performance increases from 8 to 12 o’clock and from 16 to 18 o’clock and decreases from 14 to 16 o’clock. During the week, the highest values occur on Tuesday and Wednesday; from Thursday they decrease and reach their minimum value on Friday and Saturday. V. Alyamovskaya introduces the concept of “flexible mode”, which can be considered in three aspects: - dynamic mode for children; -flexible work schedule for teachers, specialists and all service personnel; - different length of stay of children in the group. V. Alyamovskaya notes the following options for a flexible regime. “Movement at a dead end,” the distribution of children’s activity depending on the tasks being solved, weather conditions, the volume and complexity of the educational material offered to children. Free attendance of children in kindergarten at the request of parents. “I feel comfortable”, creating a comfortable regime. "Attention! Danger!" , organizing children's lives during quarantine and other unfavorable periods. “We are alone,” organizing the life of children in a group in the absence of, for example, a nanny. “Vacations”, organizing children’s lives during certain periods of time, which help relieve accumulated fatigue and prevent “energy crises.” “Flexible schedules for staff and administration.”
The importance, time and place of morning reception of children
A thoughtful and well-organized morning reception for children is of great importance for the daily routine. A friendly reception from a teacher affects their mood, academic performance and discipline. When children know that they are welcome, they are more willing to go to kindergarten.
An attentive teacher sees what mood the child has in kindergarten and shows pedagogical tact: either involves the child immediately, or gives him the opportunity to be alone and calm down.
A child who comes to kindergarten for the first time needs special attention. The teacher captivates him with a toy and distracts him from sad thoughts. He tries to make the transition from home to kindergarten less painful. Reluctance to attend kindergarten sometimes occurs even among those children who have been attending preschool for a long time. The reasons may be the child’s health, overwork, failure to fulfill promises by adults, etc. Sometimes parents hastily begin to undress the child, causing his protest. Or, on the contrary, they convince him or her for a long time. The nurse must talk to these parents, convince them that all this has a negative impact on the child, affects his mood, and it is very difficult to calm him down when relatives are not at home.
To quickly distract a child. You must direct his attention to something interesting. This can be done in different ways: give a small task, watch something interesting together, etc.
For example, Denis came to kindergarten gloomy and did not say hello to anyone. The teacher addresses all the children: “Denis is here! We were waiting for him: he will help us build a beautiful ship.” Delighted by the attention, the boy joins the game.
Children who are in kindergarten around the clock need special attention and affection. Entering them in the morning, the teacher asks how they slept, distracts their thoughts from home, and talks about the upcoming interesting task. He shows the children toys, arranges an interesting game, reminds them of the construction that started yesterday, and so on. The cheerful mood of the teacher is transmitted to the children.
Children's reception usually starts at 7 o'clock and lasts until 8-9. 30 min (depending on age). However, it may start earlier, taking into account the start time of parents.
To prepare for their arrival, the teacher must arrive at the kindergarten on time. Babies can be taken indoors or outdoors. If the weather is good, it is better to receive children outdoors at any time of the year. Of course, there may be exceptions to this. For example, if a teacher begins to work with a new group and does not yet know or accept children so well, who at first find it difficult to part with loved ones, it is advisable to organize the reception in a room where it is easier to distract the children’s attention.
When welcoming children, you should pay attention to their appearance. The teacher notices problems and asks the child to put himself in order, helps him. He teaches children to use a mirror, check their appearance, correct flaws in a suit or hairstyle, and develop the habit of always being neat and tidy.
In the lower grades, teachers encourage children to say hello to everyone they meet and to ensure that they are polite and friendly to each other.
Morning admission to kindergarten begins with a preventive examination of children by a nurse or doctor. In their absence, the teacher monitors the health of the children. If the teacher is attentive and knows well the individual characteristics of children, he can determine by the child’s appearance whether he is healthy or not. As a rule, when healthy children come to kindergarten, they begin to play, willingly communicate with each other, and move a lot.
If the teacher suspects that the child is not healthy, he talks with the parents, asks how the child slept, whether he complained about anything, and takes the temperature. If a child gets sick after his parents leave, the teacher isolates him from other children, puts him to bed and reports what happened to the family. If for some reason they cannot pick up the child, the caregiver should call the doctor.
A child who has not attended kindergarten for a long time cannot be admitted without being examined by a doctor or nurse.
If the reception takes place on the territory, then upon entering the premises, children should be asked to thoroughly wipe their feet or use a brush. In the dressing room, children undress, carefully put excess clothes in a locker and change their shoes.
First half of the day in the middle group of preschool educational institutions
A child’s stay in a preschool educational institution can be divided into two stages. The first half of the day is preceded by a quiet hour, after which the second half of the day begins, ending with the children going home.
Finished works on a similar topic
Course work Regime moments of the middle group 460 ₽ Abstract Regime moments of the middle group 280 ₽ Test work Regime moments of the middle group 210 ₽
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In the middle group, the following routine moments occur in the first half of the day:
- welcoming children and independent play;
- charger;
- breakfast;
- educational activities;
- walk;
- return to the group;
- dinner;
- daytime nap.
In accordance with the plan of routine moments, in the middle group the day begins with the arrival of children at the preschool educational institution. The teacher’s task is to joyfully welcome children and include them in interesting games with classmates. Some children find it difficult to part with their parents, then they need to be distracted: play out a scene with toys, show a flowering plant, offer to look after it.
In order for the children to finally wake up, get a boost of vigor and activity, they do morning exercises. This regime moment in the middle group provides for the mandatory inclusion of running and walking with different formations, jumping, etc. Usually the lesson is conducted to music.
In the middle group, children already have developed basic self-care skills. They know how to wash their face and arms up to the elbow. The teacher needs to ensure that children do not jostle near the washbasins. Great attention should be paid to accuracy.
The teacher strives to create a calm, friendly atmosphere during routine moments. Pupils in the middle group should not be rushed when they are going for a walk and going to bed. At the same time, they are not allowed to be distracted by games and conversations.
Children are taught the following points:
- be located close to a personal locker;
- remember the order of putting on things, which may be hanging on the wall in the locker room;
- fasten buttons yourself;
- turn clothes right side out;
- put on shoes using a special spoon;
- neatly put things in the locker.
Being on duty in the canteen instills in children a responsible attitude towards assignments and a desire to take care of their comrades. The attendants are dressed in aprons and chef's hats, creating additional motivation for them.
Eating presupposes a positive attitude towards routine moments. In the middle group, before meals, children play quiet games or put away toys. The teacher teaches children the culture of behavior at the dinner table. You can learn these rules with the help of special fairy tales, poems, and acting out stories about an ill-mannered bear who does not know how to eat neatly. Correct behavior is reinforced by praise and encouragement from the teacher.
