Collection of didactic games, “Learning through play” for the development of self-service skills in children 4-5 years old
Didactic game “Help the cook cook soup and compote.”
Pedagogical goal: to strengthen children’s ability to distinguish between vegetables and fruits and name them correctly.
Game goal: help the cook cook soup and compote.
Playing equipment and materials: cards with pictures of pots, one says soup, the other says compote, cards with pictures of vegetables or fruits.
Progress of the game:
Can be played by one to four players. On the table there are cards with pictures of pots, one says soup, the other says compote. The teacher explains that the cook Vanya needs help making soup and compote. Children themselves choose cards with pictures of vegetables or fruits and place them on a card with a picture of a pot (soup, compote). The task can be made more complicated, for example, what kind of soup did the cook Vanya cook - cabbage soup, borscht, fish or mushroom (depending on which card you put in). You can also lay out the cards and ask what is missing, what is superfluous, or ask riddles, and the children will guess and show a card with a picture of the answer.
Didactic game “What will come out of the products”
Pedagogical goal: to develop an interest in cooking, to cultivate a desire to help mother.
Game goal: to help prepare for the reception of guests and prepare a festive table.
Progress of the game:
Option 1. The teacher in the role of mother says that we need to prepare for receiving guests - prepare a festive dinner. But only the one who can correctly name the dish that can be prepared from the offered products and tell about it will cook it: where the product came from in the store, in which department it was bought, how it was injured, what the dish tastes like. The losing child loses the right to catch on his own and becomes “mother’s” assistant.
Option 2. The child must name as many dishes as possible that are prepared from one product in different ways (cook, stew, fry, steam, bake, simmer, etc.).
Option 3. The child must name as many ways as possible to store the product for its use for a long time (dry, salt, pickle, freeze, dry, smoke, can) and the possibilities of using preparations.
Didactic game “Setting the table”
Pedagogical goal: to develop the ability to properly set the table, name and recognize serving items (plates, cup and saucer, spoon, fork, knife). As well as the sequence of arrangement of utensils for lunch.
Game goal: help the nanny set the table.
Equipment: tableware: plates (deep, shallow), cup and saucer, spoons (small, large), fork, knife.
Progress of the game: dolls, a bear, a bunny and other fairy-tale characters are invited to dinner with the dolls. We need to help the nanny set the table for dinner. (Doll furniture and dishes are used) After the table is set, the episode of the meeting of guests is played out, animals and fairy-tale characters are seated. Children teach dolls to properly set the table, skillfully use cutlery, give thanks for food, etc. Children 5 years old can be shown object pictures depicting the items listed above and asked to put them in order, determining the sequence of table setting.
Consultation for parents “The importance of self-care skills in children 5-6 years old”
Consultation for parents
“The importance of self-care skills in children 5-6 years old”
Children of senior preschool age are assigned a number of more complex self-care responsibilities.
In the practice of raising children of senior preschool age, great importance is attached to long-term responsibilities for self-care and related household work. This is very important because constant assignments increase the sense of responsibility, enable children to feel the importance of their work for others, and develop the necessary skills for studying at school. , in life the habit of labor effort. The teacher still teaches children how to do self-care work. But now he helps them to correctly approach the implementation of a complex task, shows them how to complete it easier and better. However, in no case should this necessary help be turned into petty care, showing and explaining to children every trifle. This is a very significant indication. It is necessary to explain and advise in moderation so that there is room for the children’s own initiative. The teacher, observing the work of the children, tries to teach them to check themselves: whether they perform self-care duties well, whether they fulfill the requirements of an adult, whether they are slowing down too much, whether they are doing their job carefully and accurately enough; finds out which of the children is able to complete their task faster, with the least amount of effort. One of the forms of organizing self-care for older preschoolers is to include them in teaching elementary skills to children of younger groups. Children help kids learn some rules of self-care. The elders teach the little ones to keep their suit clean, notice problems in it, and teach them the ability to approach an adult (or older child) and ask them to fix them.
Children of older preschool age teach kids to keep toys and materials in order and keep the room clean. By teaching children certain skills, seven-year-old children significantly improve their self-care skills. Thus, at this age level, work continues to strengthen in children the habit of showing independence in self-care, and to provide assistance to peers, those around them, and younger children in this type of activity.
The teacher pays attention to who was the first of the children to come to the rescue and explains the meaning of a good deed. In order for the explanations to have a pedagogical impact on the behavior of children, it is necessary to acquaint them with a number of specific rules for organizing the help to which children are taught. Older preschoolers must put their clothes and shoes in order in a timely manner. The requirement “Be a helper to your peers and kids” can be explained in approximately the following rules: 1. Provide all possible assistance to another in self-care activities if he asks you for it (it is difficult for him to cope on his own, or he does not know how to do something). 2. Be attentive to others, notice who needs help (he is pleased, he is happy; he cannot cope alone). 3. Be kind to kids and peers (they will treat you the same). 4. Try to be independent in everything, but if you feel that you can’t handle it alone, gratefully accept the help of another (but never rely on it). In order to more fully use children’s capabilities in self-service for the purpose of their moral development, the teacher must resort to the method of indirect influence on children. So, instead of saying: “Help Tolya put away the construction set,” the teacher says: “Ask Tolya, maybe you can help him put away the construction set?” Children's mastery of self-service skills turns out to be very important for bringing children together and achieving better results in other activities on their own. Monitoring continues to ensure that each item is placed in a specific place and that children put away their toys after playing. This is achieved by presenting constant demands. They help teach children order and independence. In kindergarten, children continue to be taught to take care of things: clean clothes, shoes, repair toys, books. This instills neatness in children. Adults constantly emphasize that one should take care of clothes and shoes not only because one must always be neat, but also out of a feeling of gratitude to the parents who bought them. things. This begins the education in children of respect for the objects of human labor, and later - a careful attitude towards public property. Self-care work allows children to develop interest in this type of activity, the desire to do everything themselves, initiative, and efficiency.
Self-care for children 5-6 years old consultation (senior group) on the topic
Self service,
independence labor education
Cultural and hygienic skills. Form a habit in children
monitor the cleanliness of the body, neatness of clothing, hairstyle; Brush your teeth, wash your face, and wash your hands as needed. Keep your nails clean; When coughing and sneezing, cover your mouth and nose with a tissue.
Strengthen the ability to notice and independently eliminate disorder
in its appearance.
Improve food culture: the ability to properly use cutlery (fork, knife); eat carefully, quietly, maintaining correct posture at the table; make a request, thank.
Self-service. Strengthen the ability to quickly and neatly dress and undress, maintain order in your closet (put clothes in certain places), and neatly make your bed.
To develop the ability to prepare materials and aids for class independently and in a timely manner, to teach how to independently lay out materials for classes prepared by the teacher, put them away, wash brushes, paint sockets, palettes, and wipe tables.
Socially useful work. Nurture positive behavior in children
attitude towards work, desire to carry out feasible work assignments.
Explain to children the importance of their work.
Foster a desire to participate in joint work activities. Develop the necessary skills and abilities in different types of work. Foster independence and responsibility, the ability to bring
a job started to completion. Develop creativity and initiative when performing various types of work.
Introduce children to the most economical working methods. Foster a work culture and respect for materials and tools.
Learn to evaluate the results of your work (with the help of an adult).
Foster friendly relationships between children; habit
play, work, study together. Develop a desire to help each other.
To form in children the prerequisites (elements) of educational activities. Continue to develop attention, the ability to understand the task at hand (what needs to be done), ways to achieve it (how to do it); cultivate perseverance; teach persistence and determination in achieving the final result.
Continue to teach children to help adults maintain order in the group: wipe down toys, building materials, etc.
To develop the ability to clean up the kindergarten area
(sweep and clear paths of debris, in winter - of snow, water the sand in the sandbox, etc.).
Accustom to conscientiously perform the duties of the dining room attendants: setting the table, putting it in order after eating.
Labor in nature. Encourage the desire to carry out various tasks related to caring for animals and plants in a corner of nature;
duties of an attendant in a corner of nature (watering indoor plants, loosening the soil, etc.).
Involve children in helping adults and doing hard work in nature: in the fall - in harvesting vegetables in the garden, collecting seeds, replanting flowering plants from the ground into a corner of nature; in winter - shoveling snow towards tree trunks and bushes, growing green food for birds and animals (inhabitants of a corner of nature), planting root crops, creating figures and buildings from snow; in the spring - sowing seeds of vegetables, flowers, planting seedlings; in summer - to loosen the soil, watering beds and flower beds.
Respect for the work of adults. Expand children's understanding of work
adults, the results of labor, its social significance. Develop a caring attitude towards what is made by human hands. Instill in children a sense of gratitude towards people for their work.
