September.
- “Let’s remember how to eat properly.”
Goal: To consolidate the skills of cultural behavior at the table, sit up straight, do not put your elbows on the table, drink and chew food quietly, use a knife, fork and napkin correctly.
D/I: “Table, cover yourself!”
- “Every thing has its place.”
Goal: To consolidate the ability to put away your things and toys, and maintain order in your locker.
D/I: “Find a place for the toy.”
- "Advice from Moidodyr."
Goal: To teach children to wash themselves properly, dry themselves using an individual towel, brush their teeth, rinse their mouths after eating, take care of their appearance, and keep their clothes clean.
D/I: “Hygiene rules.”
- “Who is the duty officer?”
Purpose: To consolidate children’s knowledge about the responsibilities of those on duty in the canteen, classes, and a corner of nature.
D/I: “Good or bad.”
October.
- "Polite words."
Purpose: To recall the forms of verbal expression of politeness when meeting and parting (hello, good afternoon, goodbye, all the best, etc.). Strengthen the skills of saying hello and goodbye, politely making requests, calling adults by their first name and patronymic.
D/I: “Good or bad.”
- “How we organize our closets.”
Goal: To form in children the habit of neatly folding clothes and putting them in the closet; keep your closet tidy.
D/I: “Good or bad.”
- "Advice from Moidodyr."
Goal: To develop the habit of quickly and correctly washing your face, drying yourself with a towel, and rinsing your mouth after eating.
Cultivate the habit of taking care of your appearance.
D/I: “Hygiene rules.”
- “How to make a bed.”
Goal: To teach children to make the bed: straighten the sheet, fold the blanket, tuck in the bedspread, smoothing out the folds. Form the habit of doing everything carefully.
D/I: “Let’s put the doll to sleep.”
November.
- “Let’s remember the rules of table manners.”
Goal: To consolidate the skills of cultural behavior at the table, sit up straight, do not put your elbows on the table, drink and chew food quietly, use a knife, fork and napkin correctly.
D/I: “Feeding the doll.”
- “Every thing has its place.”
Goal: To consolidate the ability to put away your things and toys, and maintain order in your locker.
D/N: “Pick up a pair.”
- “Why do you need to rinse your mouth after eating?”
Goal: to continue to formulate the concept of “healthy lifestyle”; explain why we need to rinse our mouths after eating.
D/I: “Hygiene rules.”
- “How to dry wet clothes.”
Goal: To consolidate the ability to dress and undress independently and quickly, put clothes in a closet, put shoes in place, dry wet things if necessary, care for shoes (wash, wipe, clean).
D/N: “Pick up a pair.”
December.
- "Let's remember the rules of politeness."
Purpose: To recall the forms of verbal expression of politeness when meeting and saying goodbye (hello, good afternoon, goodbye, all the best, etc.) To consolidate the skills of saying hello and saying goodbye, politely making a request, calling adults by name and patronymic.
D/I: “We teach the bear to make a request to the teacher.”
- “How well-mannered children behave.”
Goal: To teach children to greet guests, say hello, invite them to a group, offer to sit down.
D/I: “Let’s tell the bear how to greet guests.”
- Conversation "Good and bad"
Goal: To bring awareness to some rules of culture of behavior and moral qualities: it is good to be polite; They love polite, kind and attentive people; they are good to play with and be friends with.
D/I: “Good or bad.”
- “We have guests coming.”
Goal: Remember the rules of table setting, rules of behavior at the table.
D/I: “Table, set it up.”
January.
- "Culture of behavior during eating."
Purpose: To teach children to set the table, to name the items needed for reference. Introduce the rules of etiquette (meeting guests, accepting gifts, inviting people to the table, behavior at the table).
D/N: “Get started on lunch.”
- “How we organize our clothes closet.”
Goal: To consolidate the ability to independently maintain cleanliness and order in your closet; cultivate a caring attitude towards things.
D/I: “The crocodile is neat.”
- "How to take care of your clothes."
Goal: To cultivate a caring attitude towards your clothes; Form the habit of neatly folding clothes.
D/I: “Good or bad.”
- "Patience and a little effort".
Goal: To develop a desire to work, to be able to offer one’s help to someone.
D/I: “Let’s help Mishka.”
February.
- "Politeness in conversation."
Goal: To consolidate the skills of saying hello and goodbye, politely making requests, calling adults by their patronymic name. Strengthen the ability to thank for food and help. Learn to help each other and turn to friends for help.
D/I: “Good or bad.”
- Conversation “How well-mannered children play.”
Goal: To cultivate a friendly attitude towards each other, a desire to play together, to have pity, to help; continue to teach not to take away toys from each other.
D/I: “They brought a new toy to the group, everyone wants to play with it.”
- “We have guests coming.”
Purpose: To familiarize children with the names of tea set items, to discuss the rules for setting the table for tea.
D/I: “Let’s give the doll some tea.”
- “Who is a good person?”
Goal: To form ideas about kindness, honesty, justice, friendship, to cultivate a negative attitude towards immoral qualities: cunning, greed, cowardice, deceit, laziness, betrayal, vanity, etc.
Strengthen the ability to fairly evaluate your own actions and the actions of your peers.
D/I: “Good or bad.”
March.
- “Food culture is a serious matter.”
Goal: To introduce children to the culture of cooking.
D/I: “Who can name the most dishes?”
- “Cleanliness is the key to health.”
Goal: To foster a desire to lead a healthy lifestyle; form the habit of being clean and tidy.
D/I: “Hygiene rules.”
- "We are friendly guys."
Goal: Continue to strengthen children's social behavior skills: thanking for the help and care provided, politely saying goodbye, providing support to comrades in difficult times. Continue to form cooperative relationships in children when solving educational problems, and cultivate in them the ability to empathize with the successes and failures of their comrades.
D/I: “Good or bad.”
- "The way we talk to each other."
Goal: To teach children to communicate calmly, without shouting.
D/I: “It’s possible, it’s not possible.”
April.
- “We have guests coming.”
Goal: To teach how to greet guests, to cultivate a friendly attitude towards guests.
D/I: “Etiquette is a school of graceful manners.”
- "Cutlery".
Goal: To consolidate the skills of cultural behavior at the table: sit up straight, do not put your elbows on the table, drink and chew food quietly, use a knife, fork and napkin correctly.
D/I: “Let’s feed the animals salad.”
- “Every thing has its place.”
Goal: To develop the habit of quickly dressing and undressing, hanging clothes in a certain order and place.
D/I: “Good or bad.”
- "We are polite children."
Goal: To consolidate behavior skills in public places.
D/I: “It’s possible, it’s not possible.”
May.
- “We know how to behave properly at the table.”
Goal: To consolidate the skills of cultural behavior at the table: sit up straight, do not put your elbows on the table, drink and chew food quietly, use a knife, fork and napkin correctly.
D/I: “Etiquette is a school of graceful manners.”
- "We are polite."
Goal: Continue to reinforce social behavior skills in children: greet adults first, speak quietly, say goodbye politely, and do not disturb others.
D/I: “It’s possible, it’s not possible.”
- "We are careful."
Goal: Continue to develop the habit of quickly and correctly washing your face, drying yourself with a towel, rinsing your mouth after eating, and taking care of your appearance; dress and undress quickly, hang clothes in a certain order and place, keep clothes and shoes clean.
D/I: “The crocodile is neat.”
- "We are friends".
Goal: Continue to form ideas about kindness, honesty, justice, friendship.
Continue to teach children to take into account the opinions and interests of others, to protect the weak, and to help their comrades.
D/I: “Good or bad.”
Didactic games to develop cultural and hygienic skills
and culture of behavior:
- “Table, cover yourself!”
Goal: To strengthen the skills of setting a children's table.
Progress of the game: participants draw out leaves with images of dishes for different stages of nutrition (breakfast, lunch, afternoon snack, dinner) and set the tables using flat figures.
- “Find a place for the toy.”
Teach children how to properly place play materials and treat them with care.
Game tasks. 1. Play with toys (2-3 new toys) - recite a poem, ask a riddle, find out by description, etc. 2. Put toys in place. Evaluate together the correctness of the task: where is the best place for toys. The role of the leader can be played by the teacher or the child.
Equipment. Toys.
- "Rules of hygiene."
Using a counting rhyme, the driver is selected and leaves the group. The teacher and the children agree on who will portray what and what. Then the driver is invited, the children take turns demonstrating hygiene skills using gestures and facial expressions. The presenter must guess what the children are showing: washing, brushing teeth, wiping, combing their hair, bathing.
"Good or bad?"
Goal: to develop the ability to behave correctly in society, to comply with cultural and hygienic standards; learn to assess the current situation, analyze the actions of others; develop the concept of cultural behavior.
The teacher shows children plot illustrations depicting various situations. For example, the picture shows how a child throws toys around, brushes his teeth, helps an elderly person climb the stairs, etc. Preschoolers should determine and justify the answer about which situation is positive and which is negative.
- "Feeding the doll."
Goal: to teach the simplest actions with story toys (feeding), to instill hygiene skills; cause speech activity; cultivate good feelings towards the doll.
“Pick up a pair.”
Goal: to teach how to correlate objects with actions, to consolidate self-service skills.
How to play? Among the various images offered, kids should choose a logical pair. For example, clothes - closet, toothbrush - teeth, soap - hands, toys - toy basket, etc. In addition, children need to justify their choice.
- “Get started on lunch.”
Goal: to consolidate knowledge of the names and purposes of furniture and tableware for the dining room; teach how to properly and beautifully set the table, table manners; to form the basis of an attentive and caring attitude towards playing partners.
Equipment: doll, furniture, tableware, dinner tablecloth, tea tablecloth, table and tea napkins; an apron, a scarf, a pair of mittens - grips.
Children play with the doll independently. The teacher offers the children to feed the doll. The doll sits down at the table. But here’s the problem: there’s nothing to eat.
Children usually laugh. The doll is upset. We need to console her with the children: “Now we will set the table.”
It is necessary to prepare as many different dishes as possible in advance so that children can make the right choice and set the table for breakfast, lunch or dinner as they wish.
The doll is put on a headscarf and an apron and will help the children set the table. The teacher asks the children questions on behalf of the doll: “What should be put on the table first? What will we eat the second course and drink compote from?” Sometimes the doll makes a mistake, for example, it puts the cup on a plate rather than on the saucer. If the children themselves do not notice this, you need to attract their attention.
Finally, everything is ready: the nanny serves the doll food, and the teacher teaches her to sit at the table correctly, use cutlery, eat, and thank her for food.
The doll may ask: “Why do you need a spoon? It’s more convenient to eat with your hands, isn’t it, children?” And the teacher asks the children to tell the doll what they eat the first course, the second course, fruit from the compote. Then the doll asks: “What should you do after eating, children?” etc.
After the game is over, the children play independently, invite other dolls to visit, serve the tea table, etc.
Option. Pinocchio, Cheburashka, Khryusha, and other fairy-tale characters are invited to Malvina’s dinner. Children teach dolls to properly set the table, skillfully use cutlery, etc.
Didactic games to develop cultural and hygienic skills
and culture of behavior:
· “Table, cover yourself!”
Goal: To strengthen the skills of setting a children's table.
Progress of the game: participants draw out leaves with images of dishes for different stages of nutrition (breakfast, lunch, afternoon snack, dinner) and set the tables using flat figures.
· “Find a place for the toy.”
Teach children how to properly place play materials and treat them with care.
Game tasks. 1. Play with toys (2-3 new toys) - recite a poem, ask a riddle, find out by description, etc. 2. Put toys in place. Evaluate together the correctness of the task: where is the best place for toys. The role of the leader can be played by the teacher or the child.
Equipment. Toys.
· "Rules of hygiene."
Using a counting rhyme, the driver is selected and leaves the group. The teacher and the children agree on who will portray what and what. Then the driver is invited, the children take turns demonstrating hygiene skills using gestures and facial expressions. The presenter must guess what the children are showing: washing, brushing teeth, wiping, combing their hair, bathing.
· "Good or bad?"
Goal: to develop the ability to behave correctly in society, to comply with cultural and hygienic standards; learn to assess the current situation, analyze the actions of others; develop the concept of cultural behavior.
The teacher shows children plot illustrations depicting various situations. For example, the picture shows how a child throws toys around, brushes his teeth, helps an elderly person climb the stairs, etc. Preschoolers should determine and justify the answer about which situation is positive and which is negative.
· "Feeding the doll."
Goal: to teach the simplest actions with story toys (feeding), to instill hygiene skills; cause speech activity; cultivate good feelings towards the doll.
· “Pick up a pair.”
Goal: to teach how to correlate objects with actions, to consolidate self-service skills.
How to play? Among the various images offered, kids should choose a logical pair. For example, clothes - closet, toothbrush - teeth, soap - hands, toys - toy basket, etc. In addition, children need to justify their choice.
· “Get started on lunch.”
Goal: to consolidate knowledge of the names and purposes of furniture and tableware for the dining room; teach how to properly and beautifully set the table, table manners; to form the basis of an attentive and caring attitude towards playing partners.
Equipment: doll, furniture, tableware, dinner tablecloth, tea tablecloth, table and tea napkins; an apron, a scarf, a pair of mittens - grips.
Children play with the doll independently. The teacher offers the children to feed the doll. The doll sits down at the table. But here’s the problem: there’s nothing to eat.
Children usually laugh. The doll is upset. We need to console her with the children: “Now we will set the table.”
It is necessary to prepare as many different dishes as possible in advance so that children can make the right choice and set the table for breakfast, lunch or dinner as they wish.
The doll is put on a headscarf and an apron and will help the children set the table. The teacher asks the children questions on behalf of the doll: “What should be put on the table first? What will we eat the second course and drink compote from?” Sometimes the doll makes a mistake, for example, it puts the cup on a plate rather than on the saucer. If the children themselves do not notice this, you need to attract their attention.
Finally, everything is ready: the nanny serves the doll food, and the teacher teaches her to sit at the table correctly, use cutlery, eat, and thank her for food.
The doll may ask: “Why do you need a spoon? It’s more convenient to eat with your hands, isn’t it, children?” And the teacher asks the children to tell the doll what they eat the first course, the second course, fruit from the compote. Then the doll asks: “What should you do after eating, children?” etc.
After the game is over, the children play independently, invite other dolls to visit, serve the tea table, etc.
Option. Pinocchio, Cheburashka, Khryusha, and other fairy-tale characters are invited to Malvina’s dinner. Children teach dolls to properly set the table, skillfully use cutlery, etc.
· “Clean crocodile.”
Purpose of the game: to develop self-care skills, reinforce the rules of personal hygiene; cultivate neatness and a thrifty attitude towards health.
The rules of the game are as follows: the leader (selected using a counting rhyme) shows with gestures and facial expressions any action related to the observance of hygiene rules, for example, brushing your teeth, washing your face, getting dressed, etc. The rest of the participants guess the action.
· “Let’s give the doll some tea.”
Purpose: to introduce the names of items from a tea set; practice proper table setting for tea drinking (sequence of arrangement of cutlery for tea drinking).
Equipment: tea set (saucers, cups, teapot, sugar bowl, dessert plates, cookie bowl), teaspoons.
Progress of the game.
The teacher turns to the children: “Guys, do you like it when guests come to you?” Today our favorite toys will come to visit us. Let's set the table for the guests. What will we treat them to? (Tea and cookies.)
The teacher explains to the children the sequence of arrangement of tea drinking utensils. First you need to place the bowl of cookies in the middle of the table.
Place saucers around the vase, and a cup on each saucer. A dessert plate should be placed next to each saucer. Each guest will put cookies on the dessert plate. Place a teaspoon to the right of each saucer. Place the sugar bowl and teapot last. They should also stand in the middle of the table so that each guest can conveniently take sugar and pour tea.
Then each child is given a short instruction such as: “Andrey, put the bowl of cookies in the middle of the table.” All children carry out assignments, placing tea utensils on the table. The teacher comments on their actions: “Andrey puts a vase of cookies on the table.” And so on.
Which vase is large or small? (The vase is large.)
After the table is set, the teacher summarizes the children’s statements.
Look, all that is on the table are dishes. Tea is drunk from this container. Such utensils are called “tea utensils”.
In conclusion, the children seat their favorite toys at the table and “treat” them to tea.
After the game, the teacher invites the children to help their mother set the table for evening tea in the evening.
· “Who can name more dishes?”
Goal: to develop speed of reaction to questions, attention; cultivate endurance and patience.
Progress of the game. The teacher names a vegetable or fruit and asks them to remember the dish that can be prepared from it. The one to whom the ball is thrown must name the dish without repeating itself. A child who makes a mistake or does not say anything misses the game. The teacher can set a dish, and the children must remember its components and agree on what component each of them will be. The host shouts out what he wants to put in the pan, and the one who recognizes himself jumps into the circle. The next one jumps up and takes the hand of the previous one. Until all the components are in the circle, the game continues. You can use mask caps, medallions with images of vegetables and fruits.
· “Etiquette is the school of graceful manners.”
Goals: teach the child table manners; tell what dishes and foods are eaten using cutlery; learn how to use cutlery.
Equipment:
subject pictures.
The ability to behave at the table and to handle cutlery correctly characterizes the level of education and cultural behavior of a person. Here are the rules to remember.
All soups and broths, porridges, as well as desserts (jam, ice cream, cake, compotes) are eaten with a spoon. The fork is used when eating salads, vegetable side dishes, scrambled eggs, pasta, dumplings, and meat products. A fork and a knife are needed when you eat foods and dishes that are difficult to separate with a fork: complex sandwiches, cheeses, sausages, pancakes, fish and meat dishes. You can take small sandwiches, pies, buns, grapes, cherries, cookies, and candies with your hands.
· “Let’s feed the animals salad.”
Goal: to consolidate the skill of proper eating - hold a spoon correctly (with three fingers - index, middle, thumb); cut plasticine vegetables with a plastic knife; use a large spoon to mix the salad in a bowl; feed the dolls salad.
Vocabulary: cucumber, tomato, onion; salad bowl, spoon; I hold, cut, mix, feed.
Equipment: toy animals; plasticine vegetables, plastic knife, fork.
How to play: bring a beautifully decorated box and invite the child to see what’s in it (toy animals). Say: “The animals came to visit you from the forest.
It's cold and hungry in the forest now. We should treat them with something.” Invite your child to make a vegetable salad and treat the animals.
Rhyme: I don't miss you today
I treat everyone to salad.
Animals sit on a stump
And they eat my salad.
The child must prepare a “salad”: cut plasticine vegetables; put them in a salad bowl;
Using a large spoon, stir the salad in a salad bowl in a circular motion; Place a large spoonful of salad on a plate for each guest; treat the animals with salad.
Thematic planning of conversations
in education
cultural and hygienic skills
and culture of behavior.
Preparatory group.
