Consultation for parents in 1st junior group

Finger games for kids

"A child's mind is at his fingertips"
V. Sukhomlinsky

Young children are characterized by increased emotional sensitivity and suggestibility. Concentration is short, attention is small and involuntary, and children cannot distribute it due to age characteristics. Short-term activities and games, accompanied by emotional speech from an adult, are acceptable for children. In our group, a lot of attention is paid to finger games.

Finger games are very useful for babies because they improve the coordination of small movements, and the development of fine motor skills stimulates the development of speech centers in the brain. Kids who regularly do finger gymnastics quickly learn to write, draw, and have a good memory. If a child has dexterous and mobile fingers, then learning to speak will not be difficult for him. After all, those words that adults pronounce in time with the movements of the baby’s fingers are easily remembered. For a childfinger games - this is a bridge between him and the outside world, because the heroes of gymnastics are usually people, animals, natural phenomena, etc.

You need to engage in finger games from birth. You can play with your child at home, in the clinic, in line, or on vacation. After all, they do not require special props. And another important point of finger games is that children quickly calm down after stress.

Stages of learning games:

1. The adult first shows the game to the baby himself.

2. An adult demonstrates the game by manipulating the child’s fingers and hand.

3. The adult and the child perform the movements at the same time, the adult pronounces the text.

4. The child performs the movements with the necessary assistance of an adult who pronounces the text.

5. The child performs movements and pronounces the text, and the adult prompts and helps.

Don't play the game with cold hands. You can warm your hands in warm water or by rubbing your palms.

If a new game contains characters or concepts that are unfamiliar to children, first introduce them using pictures or toys.

Perform finger games with children under 1.5 years old as a demonstration or as passive gymnastics for the child’s hands and fingers.

Children over 1.5 years old can be asked to perform movements together from time to time.

If the plot of the game allows, you can “run” your fingers along the child’s arm or back, tickle, stroke, etc.

Use the most expressive facial expressions.

Pause at appropriate places, speak softer and louder, determine where you can speak very slowly, repeat movements without text where possible.

Having chosen two or three games, gradually replace them with new ones.

Make classes fun, don’t notice if your child does something wrong at first, encourage success.

The children in our group really like finger games. We play with them every free minute. Here are some of them. Shall we try? Then get ready!

Ladushki

Okay, okay, (clap your hands )

Where were you at grandma's?

Grandmother baked us delicious pancakes, (slam your left palm on top of your right, then change hands)

I poured oil over it (We move our thumbs over all fingers, make circular movements with our hands)

I gave it to all the children.(hands away from you, palms up)

Bunnies

Lived once (twirl your hands in front of you - “flashlights”)

bunnies (show ears )

On the forest (straight arms up, fingers apart - “tree”) edge, (use your palms to draw a plane )

Lived once ("flashlights" )

bunnies(ears )

in a little white hut. ("house" )

Washed (run the fingers of your right hand along the index finger)

your ears, (the same for the average)

Washed (rub your left hand with your right hand )

your little paws, (rub your left hand with your right )

Dressed up (twirl your hands below )

bunnies (“ears”)

Put it on (stomp your right foot)

slippers. (stomp your left foot)

Cabbage

We chop and chop the cabbage (move our palms up and down)

We three-three carrots (rubbing one fist against the other)

We salt and salt the cabbage (collect the fingers).

We press and press the cabbage (we clench and unclench our fists)

Lock

There's a lock hanging on the wall (fingers in the lock)

Who could open it?

We knocked with the lock (fist on fist)

We turned the lock (turned the handles in one direction)

We twisted the lock (turned the handles in the other direction)

And then they opened it (opened their fingers)

Mouse

One, two, three, four, five (we move our fingers)

The mouse went out for a walk (tapping fingers on thighs)

The mouse scratches with its paws (scrape the knees with your fingers)

Find a crust of cheese.

The mouse ate the crust (move your fingers near the mouth)

She ran into the hole. (they hid their hands behind their backs)

My family

This finger is grandpa

This finger is grandma

This finger is daddy

This finger is mommy

This finger is me

That's my whole family!

(Alternately bend your fingers, starting with the thumb. When finished, twist your fist)

Orange

We shared an orange

There are many of us, but he is alone.

Form a circle in front of you with your hands,

Spread the fingers of both hands wide apart

Show one finger.

Met

Two kittens met: “Meow-meow!”

Two puppies: "Aw-aw!"

Two foals: Igo-go!",

Two tiger cubs: "Rrrrr!"

Two bulls

Look at the horns. "Moo!"

(For each line, connect the fingers of the right and left hands alternately, starting with the little finger. On the last line, show the horns, extending the index fingers and little fingers).

Finger games for young children

A game - one of the best ways to develop children's speech and thinking. They bring pleasure and joy to the child.

Finger games – this is a massage and gymnastics for the hands. They give our children health, as they affect the skin of the hands, where there are many points associated with certain organs.

There are many techniques in finger games - tapping with the pads of the fingers, rubbing, stroking the base of the fingers, circular movements on the palms - all of them bring only health to the child.

The main goal of finger games is the development in children:

Ø Attention;

Ø Affect the mental development of the child;

Ø Develop fine motor skills of the hands;

Ø Form correct sound pronunciation;

Ø Ability to speak quickly and clearly;

Ø Improve memory;

Your children will enjoy these games, give them the joy of communication and bring tangible benefits.

If you want your child to speak well, start developing his hands: hands and fingers from an early age.

It is useful to play such games daily for 5 – 10 minutes. It's fun, exciting and useful.

We wish you success!

Children aged 2-3 years get tired quickly, they are distracted, and cannot concentrate on one subject for a long time, so classes should be short with a change in activity.

There are many interesting activities that you can do at home that will benefit your child. So, let's begin!

Developing imagination

What can you do with cotton balls?

- Make one big ball from several small balls.

- Count them.

- Hold them on different parts of the body - head, shoulder or nose.

- Walk holding balls between your toes.

- Put them on the table and try to blow them away.

Learning colors

Choose any color, for example red, and put several things of that color in a container. Name the color of the toy when you ask for this or that item to be handed to you. For example: “Please give me a red ball.”

If a child hands you a red car, say: “Thank you very much for the red car, let’s look for the red ball. And here he is."

When the child learns to recognize one color, then put objects of two colors in the container. And keep playing.

This game allows your baby to learn to recognize colors.

Learning to recognize sounds

Help your baby learn to recognize the sounds that surround him. Listen to the clock ticking, try to imitate it. Walk around the apartment and listen to different sounds. You yourself can become their source - open and close doors, knock wooden spoons against each other, pour water into a glass. Play the game with your child: “What sound do you hear now?”

You can also play this game before bed. Various sounds can disturb you during sleep. Help your baby get used to them. Birds, sirens, noise of airplanes, cars, etc. Perhaps this game will make the process of going to bed easier for you.

Help me please

There are many household chores in which the baby can be directly involved.

Help you in the kitchen, assemble spoons, while developing dexterity and finger dexterity.

Place the pans one inside the other and cover them with suitable sized lids. Wash the table. Peel a banana, or place napkins near the appliances. Unwrap a pack of margarine, etc. Whatever the child helps with, be sure to ask him “Help me, please.”

While you are preparing lunch, give your child a variety of jars and lids. Let him select the appropriate ones and screw them onto jars.

Massage. Fun entertainment

Rails, rails

(run your finger along the back as if you were drawing rails)

Sleepers, sleepers

(swipe as if drawing horizontal sleepers)

The train was late

(run your fist along the baby’s back, or rock the baby if he is sitting on your lap)

Then peas suddenly fell out of the back window.

(lightly tap your fingers on your back)

The ducks came - they pecked, they pecked

(knock on the back with three fingers)

The geese came and nibbled, nibbled

(pinch baby's back)

An elephant came and trampled, trampled

(tap your fists gently on the back)

The janitor came and swept everything, swept everything.

(pat the baby's back).

Learning to distinguish shapes

Walk around the apartment and look for only one form. You can also open a magazine and look there, for example, for circles.

This game can be played anywhere. Children get indescribable delight from such a game.

Development of coordination. Finger gymnastics

The benefits of such gymnastics are undeniable. By massaging the hand and fingers, we stimulate the functioning of the baby’s internal organs and nervous system. Mother's touch, affectionate stroking, smile, soft, friendly voice bring great joy to babies, and emotional attachment arises. The child’s mood rises, he understands his mother (father) loves him. Neither TV nor listening to audio recordings will allow you to establish a close emotional connection between the child and mom and dad. In addition, finger gymnastics develops coordination of movements.

Using the index finger of one hand, touch the fingers of the other in turn. Start with your little finger.

This little kitten lost his sweater.

This little warm kitten lost his sock.

This little kitten freezes in the cold and cold.

This little kitten froze his nose.

This little kitten is sick: "apkhchi", "apchhi".

“I’d rather sit at home and knit my own socks.”

(Hide your thumb in your fist.)

Encourage your baby to repeat the same actions after you.

Let's remember Russian folk nursery rhymes and jokes

One two three four five!

Let your fingers go for a walk!

This finger found a mushroom,

This finger was cleaning the table,

This one cut

Well, this one just looked!

The magpie-crow was cooking porridge...

Okay, okay, where were you? By Grandma...

Another fun activity that develops coordination of movements.

Take the rope and place it on the floor. Take the child by the hand and walk along it, while singing this rhyme:

Let's follow the thread, follow the thread

Let's follow the thread with you

Let's do it one more time.

We are jumping on a thread...

Let's follow the thread...

Tiptoeing along a thread.

Consultations for parents held at preschool educational institutions are one of the forms of differentiated work with families. This type of work allows the teacher to give qualified advice to the parent on the upbringing and development of the child. In this section you can find interesting topics and options for conversations with parents, notes on consultations, and ways to design visual information material.

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Consultation for parents

“Features of using cognitive-research activities in working with preschool children.”

“What I hear, I forget.

What I see - I remember.

I understand what I’m doing.”

Confucius.

The concept of modernization of Russian education states that a developing society needs modernly educated, moral, enterprising people, distinguished by mobility, dynamism, and constructive thinking, who will be able to independently make decisions in a situation of choice, predicting their possible consequences. In preschool age, such an active position presupposes the self-development of the individual precisely in cognitive activity, during which the child enters into communication and interaction with peers, the formation of the child’s worldview occurs, and his personal growth occurs. Developing a child’s research abilities is one of the most important tasks of modern education. Knowledge obtained as a result of one’s own experiment and research search is much stronger and more reliable for a child than information about the world that is obtained through reproductive means. The baby is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences.

“The more a child has seen, heard and experienced, the more he knows and has assimilated, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activity will be,” wrote the classic of Russian psychological science. science Lev Semyonovich Vygodsky.

In accordance with FGT, a child should be: inquisitive, active, interested in new things, unknown in the world around him, ask questions to an adult, love to experiment.

The development of cognitive interests of preschool children is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement. It is experimentation that is the leading activity for young children: “The fundamental fact is that the activity of experimentation permeates all areas of children’s life, all children’s activities, including play.”

The development of cognitive activity in preschool children is especially relevant at the present stage, as it develops children's curiosity, an inquisitive mind and forms, on their basis, stable cognitive interests through research activities. Is it possible to organize research activities with children of primary preschool age?

The content and methods of teaching preschoolers are aimed at developing attention, memory, creative imagination, developing the ability to compare, highlight the characteristic properties of objects, generalize them according to a certain criterion, and receive satisfaction from the solution found. When a child acts with objects himself, he understands the world around him better, so priority in working with children should be given to practical teaching methods: experiments, projects, experiences.

Cognitive-research activity originates in early childhood in the depths of object-manipulative activity, representing a simple, seemingly “purposeless” experimentation with things, during which perception is differentiated, the simplest categorization of objects by color, shape, purpose arises, sensory standards, simple weapon actions. During the period of preschool childhood, “islands” of cognitive and research activity accompany play and productive activity, “woven” into them in the form of indicative actions, testing the possibilities of any new material.

In preschool age, experimentation is the leading one, and in the first three years it is practically the only way of understanding the world, rooted in the manipulation of objects, as L.S. Vygotsky repeatedly spoke about.

Children are at the mercy of the external situation, their actions depend on the things around them. Therefore, materials for educational research activities should mainly be presented as objects for research in real action, bright and attractive, which arouse the child’s interest. These objects with specially selected, as if emphasized physical properties (color, shape, size) contain the possibility of mastering the external properties of things (in the process of simple grouping with a focus on one of the properties, pairwise correlation, etc.), as well as the possibility mastering actions with simple tools that mediate human activity. Actions with such objects are necessary for sensory development and the development of visual-effective thinking, hand-eye coordination, and motor development.

The placement of material for educational and research activities should be mosaic, in several quiet places in the group room, so that children do not disturb each other. Some objects for research in action can be permanently located on a special teaching table (or a pair of ordinary tables adapted for this purpose). The remaining objects for research and figurative and symbolic material are located in the children’s field of vision immediately before the start of their free activity. It is advisable to divide all the material into several functionally equivalent sets and change them periodically throughout the year in order to arouse waves of children’s interest in new or slightly “forgotten” materials.

Experimentation is carried out in all areas of children's activity: eating, studying, playing, walking, sleeping, washing. Special conditions are created in the development environment, stimulating the enrichment of the development of research activities. During experimentation, the child learns about the object. In practical activities, it carries out and performs a cognitive, orientation and research function, creating conditions in which the content of a given object is revealed. Thanks to the experiments, children experience great joy and surprise from their small and large discoveries, which give children a feeling of satisfaction from the work done. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.

By older preschool age, the possibilities for a child’s proactive transformative activity increase noticeably. This age period is important for the development of the child’s cognitive needs, which is expressed in the form of search, research activities aimed at “discovering” new things, which develops productive forms of thinking. In this case, the main factor is the nature of the activity. As psychologists emphasize, what is crucial for a child’s development is not the abundance of knowledge, but the type of its assimilation, determined by the type of activity in which knowledge is acquired. There is no doubt that such joint activities and business communication develop children’s intelligence and personality as a whole. Children have a desire to learn new things about the properties of things and actively explore them.

A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand.” Everything is absorbed firmly and for a long time,

when the child hears, sees and does himself. This is what educational and research activities are based on!

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Children's experimentation.

Children's experimentation is one of the leading activities of a preschooler. Obviously, there is no more inquisitive researcher than a child. The little man is overwhelmed with a thirst for knowledge and exploration of a huge new world. Children's research activities can become one of the conditions for the development of children's curiosity, and ultimately the child's cognitive interests. In kindergarten, a lot of attention is paid to children's experimentation. Children's research activities are organized, special problem situations are created, and classes are conducted. The groups have created conditions for the development of children's cognitive activity: all activity centers and corners have materials for experimentation.

Simple experiments and experiments can be organized at home. This does not require much effort, just desire, a little imagination and, of course, some knowledge.

Any place in the apartment can become a place for an experiment.

Advice: never neglect your child’s opinions on any issue you discuss, even if his opinion seems naive to you. Everyone has the right to their point of view, even the wrong one. It is important to find the truth together with the child, or together prove the opposite.

Purpose of experimentation- lead children up step by step in understanding the world around them. The child will learn to determine the best way to solve problems facing him and find answers to questions that arise.

To do this, you must follow some rules:

1. Install purpose of the experiment:Why are we conducting the experiment?
2. Select materials: a list of everything needed for the experiment.
3. Discuss the process: step-by-step instructions for conducting the experiment.
4. Summarize: an accurate description of the expected result.
5. Explain why? In words accessible to a child.

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Consultation for parents

ROLE OF THE FAMILY IN RAISING A CHILD

Today, no one doubts the fact that the role of the family in raising a child occupies the main place. And it’s not even a matter of the baby’s social adaptation, although this is very important.

One of Ch. Aitmatov’s novels mentions the legend of a mankurt - a person forcibly deprived of his memory. This state, unconsciousness, says the writer, is worse than death, because the person belongs to the clan, and the traditions of his people, the past of his ancestors nourish him, saturate him with wisdom, support and inspire him in difficult times. Without this it is difficult, almost impossible to succeed in life.

The family is the cradle from which a young person emerges into the big world. How he is raised by his loved ones will largely determine how other people will greet him and how quickly he can adapt to new circumstances. And although preschool institutions and schools make their contribution to the development of young citizens, the role of the family in raising a child has been and remains the leading one.

ROLE OF PARENTAL LOVE

The basis of family education is the mutual love of parents and children. Not a blind feeling that borders on “deification” and justification of all the baby’s actions, but deep, understanding and forgiving love, based on respect for the personality of the little person.

Children are a great happiness, the joy of parents. But in order for them to be proud of the child’s successes in the future, they need to patiently and calmly, day after day, support in him all the best inherent in nature, and help him work on himself, getting rid of selfishness, rudeness, and disorganization.

Loving a child does not literally mean “living in his interests,” because adults have their own lives. But it is important to understand what is dear to him, what he strives for, to support and encourage him in moments of failure. And don’t expect gratitude at the same time - parental feeling is selfless.

Even if the child’s actions seem to be a manifestation of terrible callousness and injustice, do not break down and do not blame him. Believe me, your grandchildren will avenge you. But seriously, you need to talk about all negative emotional manifestations only after calming down and not remembering all the grievances “in bulk.”

“I love you, and it hurts me to hear your rudeness, because I know that my son (my daughter) does not enjoy insulting another person. Let's agree that the next time you want to get your way, you will give me three important reasons why dad and I should fulfill your wish, and not start screaming and swearing. In turn, we will behave the same way. And if we can’t help you, then together we’ll figure out what to do, okay?” - by saying this, you convey important information to the child: you are important to us, we hear you, we are ready to help you if it is really necessary.

Psychologists say that in 90% of cases in his own family a person behaves the same way his parents behaved with him.

FAMILY RELATIONS AND THE FATE OF THE CHILD

When we talk about gender differences in people, we often rely on the role of the family in raising a child, because the first correct (or incorrect?) model he observes is in the relationship between parents.

You can declare deep truths, but you may not always be able to demonstrate following them by your own example. Thus, speaking about the need for respect for elders, parents can openly or “behind the scenes” scold the mother-in-law or mother-in-law in the presence of the child, forgetting that they are their child’s grandmothers.

Being offended by their parents, not maintaining relationships with them, condemning them, adults may think: “Well, I’m different! I will never treat my child as unfairly as they treated me!” It seems natural to them that the child treats one of the grandmothers with contempt, accusing her of “offending mom (dad).” They can even support these feelings in the child, without thinking that in the future they will turn him against themselves and their “unpopular” decisions regarding him.

The relationship between spouses is a school of life for children, especially teenagers. It has been proven by numerous studies since the days of Freud that girls subconsciously look for a husband who is similar to their father, and boys, a wife who is similar to their mother. Even if one of the parents was not an exemplary family man, the child’s preference remains. A daughter can choose a rowdy and rude man as her husband, and a son can choose a loud, touchy woman who strives to dominate in everything.

Whatever the family is, for a child this is a kind of “bar”, a level according to which he will “measure” his life goals, plans, aspirations. Everything that his family upbringing gives him, he implements in his own life. It is important that the little person’s personality develops surrounded by people who love and respect him. This is precisely the main role of the family in raising a child.

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Consultation for parents

“Soon to school!”

Psychologists note that the age factor is not always decisive. Just as not all the apples on one tree ripen at the same time, so our children - for some it is not too early to go to school even at 6 years old, and for others it is too early at 8 years old.

The fact that the child has already physically, so to speak, “matured” can be seen from the outside: he reaches the opposite ear with his hand through the middle of his head, permanent teeth have appeared. But that is not all.

It is often believed that if you teach a preschooler to read, count, perform addition and subtraction, and familiarize him with the phenomena of the surrounding world, he will study well, although he will only be 5 years old. And in the garden, they say, he is already bored. Such parents do not take into account that at this age the baby’s finger motor skills are not yet sufficiently developed, which means that he will not be able to write normally, he has not yet fully developed the psychological qualities necessary for learning, and it is still difficult for him to work hard in a children’s team, he gets tired quickly.

Why don’t children always live up to their parents’ hopes for good academic success?

Let's try to analyze, for example, the following moment: parents are delighted with the abilities and talents of their child and praise him. And the child begins to feel superior to others, so he no longer listens too carefully to the teacher, because he is sure that he himself knows everything and is ahead of his peers with his preparedness. Over time, such a know-it-all begins to be surpassed by less prepared classmates, and this hurts his pride. He loses self-confidence and begins to study worse. Then the parents, who did not expect such a turn, sigh sadly: “Probably, it was too early for us to go to school.”

Attention! A child can be considered ready to learn when he knows how to listen and hear, answer questions posed, and therefore carry out tasks, identify subtasks in them - that is, perform certain mental operations.

For example, children are offered the following task: “Look at the drawing. Find living creatures on it and color the flying ones.” A child who is not used to listening and thinking about what is said immediately begins to draw the whole picture; he only perceived the word “color.” And those who know how to listen carefully and thoughtfully approach a task will identify four subtasks for themselves:

1) look at the drawing;

2) find living beings;

3) select flying ones;

4) color them.

After completing this task, a thoughtful student is able to justify and prove the correctness of what was done.

It is very important that the child’s attention is formed, of course, within the limits of age. Quite often, kids lack the ability to concentrate on a task for at least 3 to 5 minutes.

A first-grader must be able to navigate well in space. After all, if he has not formed such concepts as “up”, “down”, “right”, “left”, problems may arise when working with a notebook. The child will not be able to complete tasks correctly, or quickly respond to the teacher’s commands, such as: “Three cells to the right, two cells up” and others.

A developed memory will help you study well, which can and should be trained by learning poetry, asking the child to remember in what order objects or pictures are placed, etc.

Developed speech is also important: the child must be able to retell the text, ask questions, make sentences or short stories.

Another important point: do you, dear parents, teach your children to follow your requests or instructions the first time?

The inability, or rather unwillingness, to fulfill the requests and demands of adults in the family transfers to kindergarten, and from there to school. Children cannot dress properly, eat on time, and do not have time to do anything because they are always distracted. Later, they are late for lessons and do not know how to switch to completing the teacher’s tasks. Therefore, they often become the subject of ridicule from classmates.

Another very important factor is the culture of behavior. A child who has developed it knows how to behave in a team and communicate with both adults and peers. This is very important; you should not assume that the child is still small and everything will come by itself when he grows up.

Some parents surround their children with hyperprotection, try to do everything for them and expect the same from educators, and then from the teacher. We should remember the words from the parable that you cannot provide fish for your entire life; you need to teach your child to fish on his own.

Such seemingly little things are important, such as the ability to sit correctly at the table while writing, drawing, or to properly hold a pen or pencil. Parents generally do not pay attention to this. So the child gets used to sitting sideways, with his leg tucked under him, the pen clutched in his crooked fingers, and also tries to sit down at his desk. This spoils his posture and vision, which means it harms his health and prevents him from writing correctly.

It is not always possible to retrain a child. By the way, you should not teach children to write at home, because parents, in the end, very often themselves do not know how to hold a pen without stress, write letters correctly and connect them together. You have to re-teach at school, and as you know, it’s easier to teach than to re-teach.

So, as you can see, for a child who goes to school, it is important not so much to have some specific knowledge, but rather to have a developed readiness and ability to learn and perceive new things. Observe whether your son or daughter is actively interested in others, whether they can concentrate, whether they remember material quickly and firmly, whether their speech is well developed, whether they have diverse interests and how persistently they pursue them, whether they are inclined to creative work. Stimulate these manifestations and help them develop.

How to prepare your child for school:

Preparations should begin long before the birth of the child, trying to ensure that the pregnancy proceeds without complications.

You must know the age norms and characteristics of your child, and set requirements and tasks according to age.

Do not criticize your child under any circumstances or lower his self-esteem.

Create a favorable climate in the family. Give your child the opportunity to feel that you love him more than usual.

Find out in advance about the components of your child’s school maturity and develop them in a timely manner.

Monitor your child's mental development. Create conditions for intelligence to develop without delay.

Read fairy tales and poems to your child. Learn songs, listen to music together. - Watch cartoons, children's films.

Praise them for their first drawings, take them to museums, theaters, the circus, and the zoo.

Buy toys that are appropriate for your child's age.

By any means, encourage communication with peers. Nurture the world of feelings, learn to manage emotions. Try to reduce anxiety.

Monitor your health and rehabilitate any identified abnormalities.

Ask how ready your child is for school.

How parents should not behave when their child is getting ready for school:

Don’t leave your child’s preparation for school to chance.

Do not take measures regarding immaturity or lack of formation of any abilities identified in advance.

Trying to enroll him in a class with advanced study of mathematics or English, knowing full well that he will not cope with the load in it.

Maintain low self-esteem and inferiority complexes in him.

Show that he is incapable both at home and at school.

Do not be interested in the development and abilities of your child, and be indifferent to his future.

We wish you success in our common, difficult, but at the same time joyful work!

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Consultation for parents

How to properly dress a child in winter?

Any mother knows a simple truth - for a child to be healthy, he needs to be in the fresh air more often. A daily walk, or better yet two, should be planned no matter what the weather is like outside.

If it is too cold outside, you will most likely send your baby for a walk, certainly wrapping him in a hundred clothes. This is fundamentally wrong!

And one more important BUT: clothes for a child should not hinder his movements, should not interfere with games - otherwise, a rosy-cheeked baby will grow up to be lethargic and overweight.

We will talk further about how much clothing a child needs in the cold season.

Why shouldn't children be bundled up?

Unfortunately, not all young mothers know how to properly dress a child. Many continue to overdress their children until they learn to convincingly describe their condition with the words “I’m cold!” and "I'm hot!" And even then they continue to wrap him up, doubting that the child can correctly assess his feelings.

Someone will say that grandparents are to blame for everything - eternal lovers of dressing the child warmer. However, often the whole reason lies in the personal doubts of mothers.

Experienced pediatricians can and should dispel them. After all, when it comes to children’s health, who else but the doctor should you listen to?

Layers of clothing

How to dress a child is not only a matter of fashion. And it’s not about the frills and bows, but about the number of layers of clothing on the child.

Pediatricians formulate the golden rule for dressing babies as follows: dress your child the same way you dress yourself, plus one layer. If there are more layers than necessary, this threatens: overheating - a small child’s thermoregulation system is not yet sufficiently developed. A baby can react to an excessive amount of warm clothes by increasing body temperature to 39C, breathing problems, apnea (temporary cessation of breathing movements), heat stroke, dizziness and headache. And ultimately, improper child care can even result in tragedy; hypothermia – wearing too much warm clothing, a child can quickly sweat. After which even a small draft will lead to freezing and subsequently, possibly even a cold; the inability of the body to adapt to environmental conditions - the body will adapt to the heat so much that it will not be able to cope with the cold. And a child who was wrapped up all the time in childhood will feel cold throughout his entire life even at the slightest cold snap;

neuroses, irritability and aggression - to overheating (for example, sweating in transport) both adults and children react the same way: they become uncomfortable, and if there is no opportunity to change the situation, then irritation appears. And children, as a rule, cannot change anything - who will give them, sweating, the opportunity to undress? Never! And, trapped in the heat, they will be capricious, whine, cry, get irritated, fight... (by the way, when a child begins to behave inappropriately in a store, it may not be that he desperately needs a new doll or car) ;

psychological problems - including low self-esteem (this conclusion was reached by psychologists who determined the connection between dressing up in childhood and shyness, timidity and inadequate self-esteem in adulthood).

Movement = heat. I think no one will argue that it is difficult to keep children in one place. They are "lost everywhere and found everywhere." True, in the winter outside this applies only to properly dressed children.

The same babies who are dressed too warmly are inactive, lethargic and capricious. In order not to spoil the mood and not undermine the health of children, mothers need to remember that while they are standing motionless on the playground, children are always on the move. This means they are much warmer, because heat production doubles when walking and four (!) times when running.

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Working with parents

Consultations for parents

Whims and stubbornness

Before we begin to consider the topic “Whims, stubbornness and ways to overcome them,” it is necessary to determine the area of ​​this topic, i.e. put it within a certain framework. Whims and stubbornness are considered components of deviant behavior, along with:

1. Disobedience, expressed in disobedience and mischief
2. Children's negativism, i.e. not accepting something without specific reasons.
3. Self-will
4. Indiscipline

All of the above forms of deviant behavior differ only in the degree of social danger, and also depend on the age and individual characteristics of the child’s personality.

The concepts of “whims and stubbornness” are very related and it is impossible to draw a clear boundary between them. And the ways to overcome whims and stubbornness are the same, but more on that later.

STABILITY – This is a psychological state very close to negativism. This is a negative feature of human behavior, expressed in unreasonable and irrational opposition to the requests, advice, and demands of other people. A type of persistent disobedience for which there is no apparent motive.

Manifestations of stubbornness:

• acts as a psychological defense and is selective in nature, i.e. the child realized that he made a mistake, but does not want to admit it, and therefore “stands his ground.”

Stubbornness can become a personality trait if steps are not taken to overcome it. Over time, it gives rise to children's deceit and can lead to nervous system disorders, neuroses, and irritability. If such manifestations, even in preschool age, turn from reactive states into chronic ones, then the initial stage of pedagogical neglect occurs.

We won’t talk much about whims, because... all information largely overlaps with the above.

WAIMS - These are actions that lack a reasonable basis, i.e. "That's all I want!!!" They are caused by the child’s weakness and, to a certain extent, also act as a form of self-defense.

Manifestations of whims:

• in the desire to continue the action started even in cases where it is clear that it is meaningless and does not bring benefit.
• in dissatisfaction, irritability, crying.
• in motor overexcitation.

The development of whims is facilitated by an immature nervous system.

What parents need to know about children's stubbornness and capriciousness:

1. The period of stubbornness and capriciousness begins at about 18 months.
2. As a rule, this phase ends by 3.5-4 years. Random seizures
3. stubbornness in older age is also quite normal.
4. The peak of stubbornness occurs at 2.5-3 years of age.
5. Boys are more stubborn than girls.
6. Girls are capricious more often than boys.
7. During a crisis period, attacks of stubbornness and capriciousness occur in children 5 times a day. For some children - up to 19 times!
8. If children, upon reaching 4 years of age, still often continue to be stubborn and capricious, then most likely we are talking about “fixed stubbornness”, hysteria, as convenient ways for a child to manipulate their parents. Most often, this is the result of the conciliatory behavior of parents who succumbed to pressure from the child, often for the sake of their peace of mind.

What parents can do to overcome stubbornness and capriciousness in children:

1. Don't give too much importance to stubbornness and capriciousness. Take note of the attack, but don't worry too much about your child.
2. During an attack, stay close to him and let him feel that you understand him.
3. Do not try to instill anything in your child at this time - it is useless. Swearing makes no sense, spanking excites him even more.
4. Be persistent in your behavior with your child; if you say “no,” remain with this opinion.
5. Don’t give up even when your child has a seizure in a public place. Most often, only one thing helps - to take him by the hand and lead him away.
6. Hysteria and capriciousness require an audience, do not resort to the help of strangers: “Look, what a bad girl, ay-ay-ay!” This is all the child needs.
7. Try to cheat: “Oh, what an interesting toy (book, little thing) I have!” Such distracting maneuvers will interest the capricious person and he will calm down.
8. Eliminate from your arsenal a rude tone, harshness, and the desire to “break with the power of authority.”
9. Calm tone of communication, without irritability.
10. Concessions take place if they are pedagogically appropriate and justified by the logic of the educational process.

The following points are very important in preventing and combating stubbornness and whims. We will talk about the humanization of relations between parents and children, namely, in what cases a child should not be punished and scolded, when it is possible and necessary to praise:

1. YOU CANNOT PRAISE FOR THE FACT THAT:

• not achieved through our own labor.
• not subject to praise (beauty, strength, dexterity, intelligence).
• out of pity or a desire to please.

2. WE NEED TO PRAISE:

• for an action, for an action accomplished.
• Always start cooperating with your child with praise and approval.
• It is very important to praise the child in the morning, as early as possible and at night too.
• be able to praise without praising ( example: ask for help, advice, like an adult). It is necessary to dwell on punishments in more detail.

1. YOU CANNOT PUNISH OR SCORE WHEN:

1. the child is sick, unwell or has recovered from an illness because At this time, the child’s psyche is vulnerable and the reaction is unpredictable.
2. when the child eats, immediately after sleep and before bedtime.
3. in all cases when something does not work out ( example: when you are in a hurry and your child cannot tie his shoelaces).
4. after physical or mental trauma ( example: the child fell, you scold him for it, believing that he is to blame).
5. when the child could not cope with fear, inattention, mobility, etc., but tried very hard.
6. when the internal motives of his action are not clear to you.
7. when you are not yourself.

7 PUNISHMENT RULES:

1. punishment should not harm health.
2. if there are doubts, then it is better not to punish (example: you are not sure that it was your child who committed the offense, or you doubt that the action committed is generally worthy of punishment, i.e. you cannot punish “just in case.”
3. for 1 offense - one punishment (you cannot remember old sins).
4. It is better not to punish than to punish late.
5. must be punished and soon forgiven.
6. if the child believes that you are unfair, there will be no effect, so it is important to explain to the child why and why he is being punished.
7. A child should not be afraid of punishment.

Of course, it is very difficult to use all the rules and necessary conditions in your family upbringing, but probably each parent will choose the missing part from all of the above, thereby complementing the already developed education strategy in your family.

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Consultations for parents

The first team in my life.

Adaptation rules

The period of getting used to kindergarten is not the easiest in the life of a baby and his mother. You will probably worry about how your child is doing, and at first he will miss his mother a lot. Don't worry - everything will get better with time.

The choice is in favor of kindergarten

So, you have decided to send your child to kindergarten. Your family is now on the threshold of another life. We will assume that you have already found a suitable kindergarten and agreed to accept your child. Now comes the next important stage - the adaptation of your baby. In order for the child’s adaptation to be less painful, it is very important in advance - 3-4 months in advance - to independently prepare the child for kindergarten:

1. Tell your child what a kindergarten is, why children go there, why you want your child to go to kindergarten. For example: “A kindergarten is such a big house with a beautiful garden, where mothers and fathers bring their children. You will really like it there: there are many other children there who do everything together - eat, play, walk. Instead of me, your aunt will be there with you "a teacher who will take care of you, as well as other kids. There are a lot of toys in the kindergarten, there is a wonderful playground, you can play different games with other children, etc."

Another option: “In kindergarten, children play with each other and eat together. I really want to go to work because it’s interesting to me. And I really want you to go to kindergarten - because you’ll like it there. In the morning I’ll take to kindergarten, and I'll pick you up in the evening. You tell me what interesting things happened to you in kindergarten, and I'll tell you what happened during the day at work. Many parents would like to send their children to this kindergarten, but they take not everyone. You're lucky - I'll start taking you there in the fall."

2. When you walk past the kindergarten, happily remind your child how lucky he is - he will be able to go here in the fall. Tell your family and friends in the presence of your baby about your luck, say that you are proud of your child, because he was accepted into kindergarten. And after a while, your child will proudly tell others that he will soon go to kindergarten.

3. Tell your child in detail about the kindergarten regime: what, how and in what sequence he will do there. The more detailed your story is, the calmer and more confident your baby will feel when he goes to kindergarten. Ask your child if he remembers what he will do in the garden after a walk, where he will put his things, who will help him undress, and what he will do after lunch. By asking these questions, you can check whether the child remembers the sequence of actions well. In kindergarten, children are usually frightened by the unknown. When a child sees that the expected event occurs as it was “promised” in advance, he feels more confident.

4. Talk to your child about the difficulties that he may have in kindergarten. Discuss who he can turn to for help in this case, and how he will do it. For example: “If you want to drink, go to the teacher and say: “I’m thirsty,” and the teacher will pour you water. If you want to go to the toilet, tell the teacher about it.” Do not create illusions in your child that everything will be done according to his first request and the way he wants. Explain that there will be many children in the group and sometimes he will have to wait his turn. You can tell your child: “The teacher will not be able to help all the children get dressed at once, so you will have to wait a little.”

5. Teach your child to get to know other children, address them by name, ask for toys rather than take them away, and, in turn, offer toys to other children.

6. Let the baby choose his favorite toy as a companion, with which he can go to kindergarten - after all, it’s much more fun together!

7. There are different opinions about whether the mother should be near the baby during the initial period of adaptation to kindergarten. It would seem that what’s wrong if a mother attends kindergarten with her child? Everyone is happy, the baby is not crying, the mother is calm. But this only prolongs the inevitable separation. And other children, looking at someone else’s mother, cannot understand - where is mine in this case? Therefore, it will be better for everyone if from the very first day the child tries to remain in the group alone, without the care of his mother. And experienced teachers will take care of the baby into their own hands.

8. Together with your child, develop a simple system of farewell signs of attention - this will make it easier for him to let you go. For example, kiss him on one cheek, on the other, wave your hand, after which he calmly goes to kindergarten.

9. Remember that it may take up to six months for your baby to get used to kindergarten, so carefully calculate your strengths, capabilities and plans. It is better if during this period the family has the opportunity to “adapt” to the baby’s adaptation features.

10. A child feels very well when parents doubt the advisability of kindergarten education. The cunning kid will be able to use any of your hesitations in order to stay at home and prevent separation from his parents. Children for whose parents kindergarten is the only alternative get used to it easier and faster.

11. The child will get used to kindergarten the faster the more children and adults he can build relationships with. Help him with this. Meet other parents and their children. Call other children by name in front of your baby. Ask him at home about new friends. Encourage your child to seek help and support from other people. The better your relationship with teachers, with other parents and their children, the easier it will be for your child.

12. There are no perfect people. Be lenient and tolerant of others. However, it is necessary to clarify the situation that worries you. Do this softly or through specialists.

13. In the presence of a child, avoid making critical remarks about the kindergarten and its employees. Attention - never scare your child in kindergarten!

14. During the adaptation period, emotionally support the baby. Hug and kiss him more often.

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Consultation for parents.

“What are fine motor skills and why is it important to develop them.”

Recently, modern parents often hear about fine motor skills and the need to develop them.

What are fine motor skills and why are they so important?

Experts in the field of child psychology and speech therapy have long established that the level of development of children's speech is directly dependent on the degree of development of fine motor skills of the hand. If the movements of the fingers develop “according to plan,” then the development of speech is also within normal limits. If the development of fingers lags behind, the development of speech also lags behind.

Why are these two components so interconnected?The fact is that our ancestors communicated using gestures, gradually adding exclamations and shouts. Finger movements gradually improved. In connection with this, there was an increase in the area of ​​the motor projection of the hand in the human brain. Speech developed in parallel. Speech and fine motor skills develop in approximately the same way in a child, that is, first the movements of the fingers begin to develop, and when they reach sufficient subtlety, the development of verbal speech begins. The development of finger movements, as it were, prepares the ground for the subsequent formation of speech.

Scientists have proven that from an anatomical point of view, about a third of the total area of ​​the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. It is the size of the projection of the hand and its proximity to the motor zone that givesbase consider brush hands like " organ speech", the same as the articulatory apparatus. In this regard, it was suggested that subtle movements of the fingers have a significant influence on the formation and development of the child’s speech function. Therefore, in order to teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also to develop finger movements, or fine motor skills.

Fine motor skills of the hands interact with such higher properties of consciousness as attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory, speech. The development of fine motor skills is also important because the child’s entire future life will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform a wide variety of everyday and educational activities.

What is the best way to develop fine motor skills?You can massage the baby's fingers and hands, let him touch large and then smaller objects - buttons, beads, cereals. A good helper in developing fine motor skills will be various educational toys that parents can make themselves.

While developing your fingers, you can use the following nursery rhymes:

(bend your fingers one by one)

This finger went into the forest,

I found this finger - a mushroom,

This finger has taken its place

This finger will fit tightly,

This finger has eaten a lot,

That's why I got fat.

(we move our fingers and say sentences)

This finger is grandpa

This finger is grandma

This finger is daddy

This finger is mommy's

This finger is Vanechka.

(we bend our fingers)

It is useful to do finger exercises once a day.

Gymnastics for fingers (according to N.P. Butova)

Put your hands on, rotate your hands in different directions.

Place your palms and spread your fingers.

Close your fingers and rotate your thumbs around each other.

Forcefully squeeze the fingers of your left and right hands in turn.

Take turns rotating your fingers in different directions.

Slow and smooth clenching of outstretched fingers into a fist; the pace of the exercise gradually increases to maximum, then decreases again.

Tapping with bent fingers on the table, first together, and then with each finger separately.

Quickly alternately bend the fingers of one hand with the index finger of the other hand.

Extend your arms, shake your hands slightly, stretchbrush one hand with the fingers of the other hand.

Fine motor skills of the hands are also developed by the following activities:

weaving;

modeling (from plasticine, clay);

stringing beads on a thread, beading;

various games - lacing;

constructors (the older the child, the smaller the details of the constructor should be);

mosaics;

cutting from paper and cardboard;

drawing various patterns;

To form fine movements of the fingers, finger games can be used, accompanied by reading folk poems.

“The squirrel is sitting...”

A squirrel sits on a cart

She sells nuts:

To my little fox sister,

Sparrow, titmouse,

To the fat-fifted bear,

Bunny with a mustache.

An adult and a child, using their left hands, bend the fingers of their right hand in turn, starting with the thumb.

"Friendship"

Boys and girls are friends in our group

(fingers are joined into a “lock”).

You and I will make friends little fingers

(rhythmic touching of the same fingers of both hands).

One two three four five

(alternately touching the fingers of the same name, starting with the little fingers),

One two three four five.

(hands down, shake hands).

"House and Gate"

There is a house in a clearing (“house”),

Well, the path to the house is closed (“gate”).

We open the gate (palms turn parallel to each other),

In that we invite (“home”).

Along with similar games, a variety of exercises without speech accompaniment can be used:

"Ring"

the tip of the thumb of the right hand alternately touches the tips of the index, middle, ring and little fingers; Perform the same exercise with the fingers of your left hand; perform the same movements simultaneously with the fingers of the right and left hands;

"Fingers say hello"

Connect the fingers of both hands in a “house”. The tips of the fingers take turns clapping each other, greeting the thumb with the thumb, then the index with the index, etc.

"Wasp"

Straighten the index finger of your right hand and rotate it; the same with the left hand; the same with both hands;

Classes to develop fine motor skills must be carried out systematically for 2-5 minutes daily. Despite the fact that at first many exercises are difficult for the child, they bring him a lot of joy, both from the results achieved and from simple communication with his mother. Finger gymnastics promotes the development of fine motor skills, speech, basic mental processes, as well as communication. By the end of preschool age, the child's hands become more mobile and flexible, which contributes to the successful mastery of writing skills in the future.

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Consultation for parents

"Family Education"

Family education of preschool children.

A family is an initial organization of members of society that arises on the basis of a marriage, connected by kinship and economic relations, living together and bearing moral responsibility for each other. Throughout human history, the family has been the economic unit of society and has served the purpose of preparing children for certain roles in society.

The following characteristic features of the family have a direct influence on the process of raising children: structure, living conditions and environment, cultural potential, sphere of activity, intrafamily relations, civic position. The level of pedagogical culture of parents is also of great importance.

The shortcomings of family education are the result of incorrect relationships between parents and children: excessive severity or excessive love for the child, lack or insufficient supervision over him, low general culture of parents, bad example on their part in everyday life, etc.

Conditions for proper upbringing of children in the family.

The educational influence of the family on children is most effective under certain conditions.

Authority should be understood as children’s deep respect for their parents, voluntary and conscious fulfillment of their demands, the desire to imitate them in everything and listen to their advice. The entire power of parental pedagogical influence on children is based on authority. But it is not given by nature, is not created artificially, is not won by fear or threats, but grows out of love and affection for parents. With the development of consciousness, authority is consolidated and gradually decreases and is reflected in the behavior of children. The educational power of parents' personal example is determined by the psychological characteristics of preschool children: imitation and concrete thinking. Children unconsciously tend to imitate both good and bad, to follow examples rather than moral teachings. That is why parents’ demanding control over their behavior is so important, which should serve as a role model for children.

The positive influence of the example and authority of parents is enhanced if there are no discrepancies in the words and actions of parents, if the requirements presented to children are uniform, constant and consistent. Only friendly and coordinated actions provide the necessary pedagogical effect. Important in creating authority is also the respectful attitude of parents towards the people around them, showing attention to them, and the need to provide help.

The authority of parents largely depends on their attitude towards their children, on their interest in their lives, in their little affairs, joys and sorrows. Children respect those parents who are always ready to listen and understand, to come to the rescue, who are always ready to help, who intelligently combine demandingness and encouragement, fairly evaluate their actions, are able to take into account desires and interests in a timely manner, establish communication, and contribute to the strengthening of friendly relations. Children need intelligent and demanding parental love.

Pedagogical tact of parents.

Pedagogical tact is a well-developed sense of proportion in dealing with children. It is expressed in the ability to find the closest path to the feelings and consciousness of children. Choose effective educational measures to influence their personality, taking into account age and individual characteristics, specific conditions and circumstances. It presupposes maintaining a balance in love and severity, knowing the real motives of children’s actions. The correct balance between exactingness and respect for the dignity of the child’s personality.

The tact of parents is closely related to the tact of children - with a responsible sense of proportion in behavior based on a sensitive and attentive attitude towards people. At first it manifests itself as imitation caused by the example of elders, and later it becomes a habit of behaving tactfully.

Family culture.

The concept of cultural life includes correct relationships between family members, respect for each other, as well as reasonable organization of the entire life of the family. At the same time, children learn to independently reason and evaluate facts and phenomena, and parents pass on life experience to them, help them establish correct judgment and unobtrusively guide their thoughts. Conversations with a child in a free and cordial atmosphere create closeness between parents and children and become one of the means of parental influence.

Problems in upbringing often arise where the general life of the family is not sufficiently organized. The remnants of the old way of life, preserved in some families, also have a negative impact on the character and moral qualities of children; wrong attitude towards women, alcoholism, prejudices and superstitions.

Raising children in a family is also influenced by external conditions: the culture of the home environment, compliance with hygienic, general cultural and aesthetic requirements.

Knowledge of the age and individual characteristics of children.

Knowing the characteristics of children allows parents to learn how to properly treat them. Increases responsibility for their upbringing and ensures unity and consistency in the requirements for children from all family members.

Special pedagogical knowledge helps develop children's inquisitiveness, observation, the simplest forms of logical thinking, guide play and work, and understand the reasons for children's actions.

Parents' awareness of the physiological and psychological characteristics of young children helps them not only take care of the child's health, but also purposefully develop movements, cultural and hygienic skills, speech, and communication activities.

Types of families.

Several types of families can be distinguished.

1 type Prosperous families. This type of family is characterized by ideological conviction, high spiritual values ​​and needs, and citizenship. Relationships between parents in these families are built on love and respect for each other, and a creative approach to family education is noticeable.

Type 2 Formally prosperous families. And they are characterized by ideological conviction, a responsible attitude to production duties, but there is no respect between family members and spiritual closeness.

Type 3 Dysfunctional families. There are no spiritual interests, an indifferent attitude towards work and family responsibilities, a lack of labor traditions in the family, and disorder in housekeeping.

Type 4 Single-parent family. These are families in which one of the parents is missing. Such a family can be prosperous if it is characterized by an ideological orientation, knowledge of the goals and objectives of education, and not prosperous if these conditions are violated.

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Consultation for parents

"Organization of children's experimentation

at home"

Children's experimentation is one of the leading activities of a preschooler. Obviously, there is no more inquisitive researcher than a child. The little man is seized with a thirst for knowledge and exploration of a huge new world. But a common mistake among parents is to limit the path of children’s learning. Do you answer all the young man’s questions? Are you willing to show objects that attract a curious eye and talk about them? Do you regularly visit a puppet theater, museum, or circus with your child? These are not idle questions that are easy to laugh off: “he will know a lot, he will soon grow old.” Unfortunately, “mother’s mistakes” will make themselves felt very soon - in the very first grades of school, when your child turns out to be a passive creature, indifferent to any innovations. Children's research activities can become one of the conditions for the development of children's curiosity, and ultimately the child's cognitive interests. In kindergarten, a lot of attention is paid to children's experimentation. Children's research activities are organized, special problem situations are created, and direct educational activities are carried out. In the groups, conditions have been created for the development of children's cognitive activity; in all activity centers and corners there are materials for experimentation: different types of paper, fabric, special devices (scales, watches, etc.), unstructured materials (sand, water), maps, diagrams, etc. .P.

Simple experiments and experiments can be organized at home. This does not require much effort, just desire, a little imagination and, of course, some scientific knowledge.

Any place in the apartment can become a place for an experiment. For example, a bathroom. While washing, a child can learn a lot of interesting things about the properties of water, soap, and the solubility of substances.

For example:

Which will dissolve faster:

Sea salt

Bath foam

Pine extract

Pieces of soap, etc.

The kitchen is a place where a child disturbs parents, especially mother, when she is preparing food. If you have two or three children, you can arrange competitions between young physicists. Place several identical containers, a low bowl of water and foam sponges of different sizes and colors on the table. Fill the bowl with about 1/2 inch of water. Have the children place the sponges in the water and guess which one will hold the most water. Squeeze the water into the prepared jars. Who has more? Why? Is it possible to fill a sponge with as much water as you want? What if you give the sponge complete freedom? Let the children answer these questions themselves. It is only important that the child’s questions do not remain unanswered. If you do not know the exact (scientific) answer, you need to consult reference literature.

The experiment can be carried out during any activity.

For example, a child is drawing, but he has run out of green paint. Invite him to try making this paint himself. See how he will act, what he will do. Don't interfere or give any hints. Will he guess that he needs to mix blue and yellow paint? If he doesn’t succeed, tell him that he needs to mix two paints. Through trial and error, the child will find the right solution.

Home laboratory

Experimentation is, along with play, the leading activity of a preschooler. The purpose of experimentation is to lead children up step by step in understanding the world around them. The child will learn to determine the best way to solve problems facing him and find answers to questions that arise. To do this, you must follow some rules:

1. Establish the purpose of the experiment (why we are conducting the experiment)

2. Select materials (list of everything needed for the experiment)

3.Discuss the process (step by step instructions for conducting the experiment)

4. Summarize (accurate description of the expected result)

5.Explain why? In words accessible to a child.

Remember!

When conducting an experiment, the main thing is the safety of you and your child.

Several simple experiments for children of middle preschool age

Hidden painting

Goal: find out how animals camouflage themselves.

Materials: light yellow chalk, white paper, red transparent plastic folder.

Process:

Use yellow chalk to draw a bird on white paper.

Cover the picture with red transparent plastic.

Results: The yellow bird has disappeared

Why? Red color is not pure, it contains yellow, which merges with the color of the picture. Animals often have colors that blend in with the surrounding landscape, which helps them hide from predators.

Bubble

Goal: Make a solution for soap bubbles.

Materials: dishwashing liquid, cup, straw.

Process:

Fill the cup halfway with liquid soap.

Fill the cup to the top with water and stir.

Dip the straw into the soap solution.

Blow gently into the straw

Results: You should get soap bubbles.

Why? Soap and water molecules combine to form an accordion-like structure. This allows the soap solution to stretch into a thin layer.

Plants are static and, to the inexperienced eye of a child, lifeless. The task of adults is to show the originality and mystery of their life, their beauty, for the sake of which they are kept in the house.

Accustoming a preschooler to regular observations, adults show him the color and pattern on the leaves of ornamental plants, the graceful lines of flowing stems of hanging stems, and the intricate bends and branches of upright species. Even the pure green color varies from plant to plant.(suggest comparing the dark green of clivia with its much lighter tones of balsam or chlorophytum.)What a wealth of color shades, symmetrical and asymmetrical patterns there is on the leaves of ornamental plants.

The decorative quality of plants is formed by the richness and variety of their external characteristics: the size of stems and leaves, their shape and color. Various combinations of these features create the unique beauty of each plant. This beauty is noticed and seen by an adult; it is brought closer to him by his developed differentiated perception. The state of a child is exactly the opposite - he, as a rule, does not notice the grace and beauty of plants due to the peculiarities of his still insufficiently developed gaze, which stems from the unity and undifferentiation of perception.

A flowering plant is a particularly wonderful sight: several large or many small flowers scattered throughout the bush are usually brightly colored in different and pure tones. The contrast of the greenery of the plant and its flowers attracts like a magnet.

On the basis of cognition, the preschooler will begin to form an attitude - an important aspect of the moral and aesthetic development of the human personality.

One of the types of practical activities of the child is his participation in the direct care of plants. In order for work to be a joy and orders to be carried out willingly, the adults surrounding the child must lead

yourself flexible, unobtrusively, diverse.

It should be remembered that work activity for a preschooler is not yet the main one. Adults only introduce him to all possible participation in family work. In preschool age, work is, first of all, a means of developing such important qualities as responsibility for completing an assignment, for the result obtained, duty, and determination. Caring for plants is extremely important and has a humanistic meaning: the life and condition of living beings depends on it.

The most common infectious childhood disease is chicken pox or, as it is popularly called, chickenpox. A person can get chickenpox only once in his life, after which the body develops lifelong, stable immunity to the chickenpox pathogen. Most often, the disease occurs in childhood, and chickenpox is much milder in children than in adults. Parents should have an idea of ​​what the causative agent of the disease is, how the disease progresses and what consequences it may have for the child’s body.

The causative agent of chickenpox is transmitted by airborne droplets, that is, through the upper respiratory tract and mucous membranes, including through the mucous membrane of the eyes. It is because of this method of spread that the disease got its name chickenpox or chickenpox. Most often, chickenpox affects young children attending kindergartens. Chickenpox is an extremely contagious disease, so a sick child should be immediately isolated from other children.

Signs of chickenpox

The first signs of chickenpox appear no earlier than 14 to 20 days after the first contact with a sick person. This is exactly how long the incubation period of the disease lasts, during which the pathogen in the child’s body does not manifest itself in any way. The minimum incubation period ever recorded by doctors was only 7 days. After the incubation period has expired, the child’s body temperature rises sharply and significantly - to approximately 39 degrees.
If the increase in temperature were not accompanied by the appearance of a rash, the onset of the disease could be mistaken for a banal respiratory infection - the child complains of a headache and general malaise.

Immediately following the increase in body temperature, rashes begin to appear on the child’s skin. First, flat pink spots appear, which after a few hours fill with liquid contents and take the form of bubbles. Many parents try to squeeze them out, believing that the disease will go away faster. However, this is by no means true - squeezing out the bubbles can only worsen the child’s condition and lead to numerous scars.

The first few days, the rashes in children with chickenpox are very profuse. Moreover, they are localized not only on the skin, but also on the mucous membranes - in the mouth, on the genitals. The rash is almost always accompanied by an extremely intense feeling of itching and the child constantly tries to scratch it. Never allow your child to scratch the rash, as this can lead to infection in the wound.
The course of the disease in children is wavy - some bubbles disappear, new ones appear. The appearance of rashes usually occurs in the first 4 days of the disease, after which it subsides. In place of the bubbles, crusts appear, which gradually disappear on their own completely without a trace.

Treatment of chickenpox

If chickenpox occurs in children, treatment should be started immediately. The next issue that needs to be dealt with is the treatment of chickenpox. The first and most common mistake parents make is self-prescribing antibiotics. This is a fundamentally flawed approach to treating chickenpox. Chickenpox is caused by a virus, so taking antibiotics is absolutely useless. The only case when the use of antibiotics is justified is if there is an associated bacterial infection. But even in this case, only a doctor should prescribe an antibiotic. Treatment methods for chickenpox, despite their generality, may vary in each specific case.

A bacterial infection most often occurs when a child scratches the rash and introduces the infection. This is why it is so important for parents to ensure that children do not scratch the itchy blisters. Of course, if the child is very small, exhortations and prohibitions will not achieve anything. Parents have a colossal burden of having to monitor their baby almost around the clock and distract him from combing the bubbles.

During treatment of the disease, pediatricians advise the child to remain in bed, especially in the first few days of the disease. Be sure to change your baby's bedding and underwear daily. This measure will help to significantly reduce the number and intensity of new rashes. It is also necessary to avoid water treatments during the treatment period. The only thing you can do is take short-term baths with pale pink manganese. The duration of the baths should be no more than 3 minutes.

There is no specific treatment for chickenpox, just as there is no cure for chickenpox. However, there are still certain tactics to alleviate the condition of a sick child. The main ones are listed below:

1. 1Therapeutic diet. During illness, the child must follow a certain gentle diet - all foods that can become allergens must be excluded from the child’s diet. It is necessary to include more plant and dairy foods in the child’s menu.
2. 2Drinking regime. The child should receive enough fluids to avoid dehydration. Very often, due to rashes in the mouth, children refuse not only to eat, but also to drink - parents will have to show miracles of ingenuity and intelligence in order to give the baby something to drink.
3. 3 Antipyretic drugs. If a child has a high body temperature for a long time, parents have to resort to antipyretic pharmacological drugs. Remember that doctors do not advise lowering the temperature below 38.5 degrees. The exception is children under one year old, as well as those babies who have previously had cases of seizures due to high fever.
4. 4Bubble processing. Surely everyone has repeatedly seen “leopard” babies, in which it is easy to determine the presence of chickenpox by the characteristic green spots on the body. The brilliant green solution does not treat rashes, but has a disinfecting effect, reducing the risk of a secondary bacterial infection. In addition, brilliant green significantly dries the wounds and slightly relieves itching. A solution of potassium permanganate has approximately the same effect - however, be extremely careful - a solution of manganese that is too strong can cause a burn to the delicate baby skin. The water should be pink, but not purple.
5. 5Treatment of the oral cavity. If a child has chickenpox in the mouth, treatment of the oral cavity should consist of rinsing with a weak solution of furatsilin. You need to rinse your mouth approximately every two hours.

Preview:

Consultations for parents

on the topic of:
"How to learn a poem with a child"
Memory develops from childhood, the earlier the better. Children's memory is very receptive; we remember everything learned in childhood until old age. One of the most common ways to develop children's memory is to teach poetry to your child.
1. Read the poem to your child several times with expression. Try to invest more emotions to arouse interest in the process.
2. Be sure to go over all unfamiliar words with your child and explain their meanings. Ask to retell the content of the poem, help the child understand what is being said. Watch the intonation when reading the poem, pause when required. Teach your child to recite poems with expression from the very first days.
3. Do not forget that clarity is very important for young children - play out the content of the poem with the help of toys, look at the pictures.
4. Divide the poem into parts. When studying poems, it is recommended to divide them into parts; it is desirable that they have meaning.
During games and daily activities (washing, dressing, feeding), accompany the actions with rhymes and nursery rhymes. While walking, on the way to the grocery store, or to kindergarten, repeat poems that you have learned previously or recite new ones.
Do not insist on studying poetry if the child is not in the mood, is busy with something, or is upset. This can take away from the child And most importantly, positive emotions. Praise your child as often as possible!

Consultation for parents

“What a 3-4 year old child should be able to do”

Physical development

1. The child knows how to dress and undress independently in a certain sequence.

2. The child is accustomed to neatness (he notices disorder in clothes, eliminates it with a little help from an adult).

3. The child uses individual objects (handkerchief, napkin, comb, toilet paper).

4. The child has the simplest skills of behavior while eating and washing.

5. The child can walk straight, without shuffling his feet, in a given direction.

6. The child can run, maintaining balance, changing the direction and pace of running in accordance with the instructions of the teacher, and maintains balance when walking on a limited plane.

7. The child can crawl on all fours, climb a ladder or gymnastic wall in any way.

8. The child energetically pushes off while jumping on two legs, and jumps at least 40 cm from a standing position.

9. A child can roll the ball in a given direction from a distance of 1.5 m, throw the ball with both hands from the chest, from behind the head, hit the ball on the floor, throw it up 2-3 times in a row and catch it.

10. The child can throw objects with his right and left hands at a distance of at least 5 m.

Speech development

1. The child answers various questions from the adult regarding the immediate environment.

2. The child looks at toys and pictures.

3. The child uses all parts of speech, simple uncommon sentences and sentences with homogeneous members.

4. The child retells the content of the work based on the pictures in the book and the teacher’s questions.

5. The child names the work (in a free version, after listening to an excerpt from it.

Formation of cognitive actions, constructive model activity

1. The child knows, names and correctly uses parts of building materials.

2. The child knows how to place bricks and plates vertically.

3. The child changes buildings, adding on or replacing some parts with others.

4. The child knows how to group objects by color, size, shape.

Formation of elementary mathematical concepts

1. With the help of an adult, a child can form groups of homogeneous objects and select one object from the group.

2. The child can find one or several identical objects in the environment.

3. The child correctly determines the quantitative relationship between two groups of objects, understands the specific meaning of the words “more”, “less”, “the same”.

4. The child distinguishes between circles, squares, triangles, objects with corners and round shapes.

5. The child understands the meaning of the designations: above - below, in front - behind, left - right, above - below; concepts of time of day: morning – evening – day – night.

6. The child names familiar objects, explains their meaning, identifies them, names their characteristics (color, shape, material).

7. The child orients himself in the premises of the kindergarten and on the site.

Formation of a holistic picture of the world and ideas about social values

1. The child names his city (village).

2. The child knows and names some plants, animals and their young.

3. The child identifies the most characteristic seasonal changes in nature.

4. The child shows respect for nature.

Social and communicative formation of positive attitudes towards various types of work

Social gaming activities

1. The child can take on a role and briefly interact with peers on behalf of the hero.

2. The child is able to combine several game actions into a single storyline, and reflect in the game actions with objects and relationships between people.

3. The child is able to adhere to game rules in didactic games.

4. The child is able to follow the development of theatrical action and respond emotionally to it.

5. The child acts out, at the request of an adult and independently, small excerpts from familiar fairy tales.

6. The child imitates the movements, facial expressions and intonation of an imaginary character.

7. The child can take part in conversations about the theater (theater - actors - spectators, rules of behavior in the auditorium).

Forming the foundations of safe behavior

1. The child follows the basic rules of behavior in kindergarten.

2. The child follows the basic rules of interaction with plants and animals.

3. The child has a basic understanding of the rules of the road.

Musical activities

1. The child is able to listen to musical works to the end. Recognizes familiar songs.

2. The child distinguishes sounds by pitch (within an octave). Notices changes in sound (quiet - loud, fast - slow).

3. The child sings without falling behind or ahead of others. Enjoys singing.

4. The child knows how to perform dance movements: spinning in pairs, stamping his feet alternately, moving to music with objects.

5. The child names and distinguishes children's musical instruments: rattles, tambourine, metallophone.

Visual activities

Drawing.

1. The child depicts individual objects and simple plots in composition.

2. Selects colors that match the depicted objects.

3. Uses brushes and paints correctly.

Modeling.

1. Able to separate small lumps from a large piece of clay and roll out lumps with straight and circular movements of the palms.

2. Sculpts various objects consisting of 1-3 parts, using different techniques.

Application.

1. Creates images of objects from ready-made figures.

2. Decorates paper blanks of various shapes.

3. Selects colors that correspond to the depicted objects and at his own request, knows how to carefully use materials.

Memo on the topic:

Age characteristics of children 3-4 years old

Three years is the ego age, which can be considered as a certain milestone in the development of a child from the moment of his birth. The crisis of three years ends the period of “merging” with the mother, the baby begins to become more and more aware of his own “separateness”.

At this age, your child:

Formation takes place "against the will" , which is expressed in the desire to do everything in one’s own way. It is absolutely necessary for the child to have a successful separation. He has to realize himself as an independent person. The child, separating from adults, tries to establish new, deeper relationships with them.

Manifestations awareness of oneself as an individual person will be expressed in his need to reject needs to reject needs to reject beyond his strength. The child gives a negative reaction not to the action itself, which he refuses to perform, but to the adult’s demand or request. In this case, a child can obey one parent and contradict the other in everything.

An urgent need arises communicate not so much with the mother and family members, but also with peers . The child learns the rules of interaction through the feedback of both adults and children to his actions.

It is important for you as his parents:

Treat the child’s manifestations of “against the will” with patience and understanding. Remember that the child’s will suppressed at this age can subsequently lead to passivity, apathy, dependence and infantilism. You should allow your child to insist on his own (if it is not harmful to his life and health), even when it seems ridiculous or unnecessary to you. Remember that so-called stubbornness is the reaction of a child who insists on something not because he really wants it, but because it is important for him that his opinion be taken into account.

Discuss with your child conflict situations in kindergarten or on the playground. Teach him to respect his own and others’ personal boundaries. To do this, it is important to be an example for him - that is, to treat him and your family members with respect.

Handle your child's feelings with care. Empathize with his grief, understand his anger, share his joy, feel his fatigue. It is important not to suppress his emotions, but to teach him how to properly deal with his own emotional reactions.

Realize that his speech patterns and vocabulary will be formed mainly from the speech he hears in the family. This will expand the child’s vocabulary, help develop his imaginative thinking, and create emotional closeness and warmth in your relationship. Talk to your child more, discuss the day's events with him, ask him about what happened to him, and answer his questions patiently.

We wish you pleasant communication with your child!!!

Consultation for parents

“We live according to the regime.”

There is no greater joy for parents than to see their child healthy and seasoned.

In order for a child to grow up healthy, balanced, physically strong, have a good appetite and good sleep, one must strictly adhere to the regime. It is the most important condition for proper education. A routine is a rational and clear alternation of sleep, food, rest, and various types of activities during the day. Sleep, food, walks, direct educational activities - all this should be carried out in a certain sequence. A rhythmic routine contributes to the normal development of the child’s body.

Why is the regime so important? All life processes in the body proceed in a certain rhythm. The heart works rhythmically - contraction is followed by relaxation; breathing is rhythmic, when inhalation and exhalation alternate evenly; food in the digestive tract is processed within a certain time frame.

All phenomena in nature also proceed in rhythm: the change of seasons, day and night. Scientists have found that a life ordered by a regime ensures the normal course of life processes.

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.

If a child eats, sleeps, rests, walks, and exercises whenever he pleases, then he will soon lose his appetite, sleep becomes restless, the child develops poorly, whims and stubbornness appear. He is less disciplined and obedient.

One of the essential components of the daily routine is a walk. This is the most effective type of rest; it well restores the functional resources of the body, reduced during activity, and, first of all, performance. Staying in the air helps to increase the body's resistance, hardens it, and improves health. Staying in the fresh air has a positive effect on metabolism, especially the protein component of food, and the absorption of nutrients. After a walk, the child’s sleep and appetite always return to normal. A walk gives children the opportunity to satisfy their movement needs through outdoor games, work activities, and various physical exercises. The walk should be carried out in any weather, with the exception of particularly unfavorable weather conditions.

A child’s behavior in kindergarten, his mood, and performance are directly dependent on how his activities and sleep are organized in the family on regular days and also on weekends.

Children spend their days off at home, as a rule, with significant deviations and even disruptions to their usual routine. It is no coincidence that the functional level of children on Monday is worse than on the second or third day of the week. Therefore, the child’s home regime on those days when he does not attend kindergarten should not differ from the preschool regime.

Summing up, I would like to say that an orderly home routine, daily evening walks, a full night's sleep for the child, and on weekends good rest in the fresh air, regulation of watching television (especially before bed) will contribute to the normal growth and development of the child, his physical and mental well-being.

Remember this!

Consultation on the topic:

"We love nature"

A man became a man when he heard the whisper of leaves and a song

grasshopper, the murmur of a spring stream and the ringing of silver bells in

bottomless summer sky, the rustling of snowflakes and the howling of a blizzard outside the window,

the gentle splash of the wave and the solemn silence of the night - I heard, and, holding back

breathing, listens to the wonderful music of life for hundreds and thousands of years.

V. A. Sukhomlinsky.

Environmental education is currently regarded as a priority direction in the restructuring of preschool education. At preschool age, the formation of a consciously correct attitude towards natural objects begins. Correct understanding is based on knowledge of the peculiarities of life of living beings, their interaction

with the habitat. A conscious attitude is manifested in a variety of environmental activities. Therefore, work on the formation of an ecological culture should begin from preschool age, when the basic ways of understanding the surrounding reality are laid down, and a value attitude towards it develops.

It is at the stage of preschool childhood that the child receives emotional impressions about nature, accumulates ideas about different forms of life, i.e. he develops the fundamental principles of ecological thinking and consciousness, and lays down the elements of ecological culture. But this only happens if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and are concerned about them, show the little person

the beautiful world of nature, help to establish relationships with it. At preschool age, the child begins to distinguish himself from the environment, an emotional and value-based attitude to the world around him develops, and the foundations of the moral and ecological positions of the individual are formed. Thanks to this, it is possible for children to develop environmental knowledge, norms and rules for interacting with nature, develop empathy for it, and be active in solving some environmental problems.

Kindergarten is the first link in the system of continuous environmental education.

Environmental education is carried out in kindergarten through the entire pedagogical process - in everyday life and in the classroom. In implementing the tasks of environmental education, the natural environment in kindergarten is of great importance. These are corners of nature in all groups, a properly designed and equipped area that provides the opportunity for constant direct communication with nature, the organization of systematic observations of natural phenomena and objects, and the introduction of children to regular work. You can create a special platform on the site

nature, a natural corner with plants, outline an ecological trail,

make a stream and much more.

A feature of environmental education is the great importance of a positive example in the behavior of adults. Therefore, educators not only take this into account themselves, but also pay significant attention to working with parents. Here it is necessary to achieve complete mutual understanding. Parents must realize that they cannot demand that their child follow any rule of behavior if adults themselves do not always follow it. For example, it is difficult to explain to children that they need to protect nature if the parents do not do this themselves. And the different demands made in kindergarten and at home can cause them confusion, resentment, or even aggression. However, what is possible at home does not necessarily have to be allowed in kindergarten and vice versa. It is necessary to highlight the main things that will require joint efforts from teachers and parents. Need to consider

and discuss the results obtained and make a joint decision on the final list of vital rules and prohibitions. It is possible to instill in children a positive attitude towards nature only when the parents themselves have an environmental culture. The effect of raising children is largely due to the extent to which environmental values ​​are perceived by adults as vital. A noticeable influence on the upbringing of a child is exerted by the way, level, quality and style of life of the family. Children are very sensitive to what they see around them. They behave like the adults around them. Parents need to realize this. Parents can interest their child in a variety of ways. For example, growing house plants. In addition, in order for the children to water them in a timely manner, their interest in the growth and development of plants, the appearance of new sprouts, flowers, and fruits should be encouraged in every possible way. The most suitable for this are fast-growing plants such as geranium or begonia, indoor crops of tomatoes and cucumbers. Responsibility is an important human quality. And it is this that we will develop, trusting the little one with the life of green pets. You can also try growing oranges or lemons, pineapples or pears. Plant fruit seeds in the ground and see what happens. Well, isn’t it a miracle: to grow a real tropical plant on the windowsill and enjoy its fruits?

The artistic and creative activities of children are also of great importance. Modeling from clay, plasticine, all types of applications, design using cereals, dough and natural materials, drawing using plant elements - all this helps to foster a love of nature in preschoolers. The desire to do

more beautiful, has a better effect on the world of feelings, allows you to unleash creative potential, increases the level of speech development in preschoolers, children learn to create, learn to understand and see the beauty and richness of nature.

In preschool age, the child’s imagination rapidly develops, which manifests itself especially clearly in play and in the perception of works of art. Parents often forget that the most accessible, most enjoyable and most useful of all pleasures for a child is when interesting books are read aloud to him. This must start in the family. Interest in the book arises long before the start of school and develops very easily. The book plays an important role in the aesthetic education of children. A lot depends on what this first book will be like. It is very important that the books that a child gets acquainted with are accessible to the young reader not only in terms of subject matter and content, but also in the form of presentation. The specificity of literature makes it possible to form a love of nature based on the content of works of art. The works of such writers as V. Bianchi, M. Prishvin, K. I. Chukovsky, S. Ya. Marshak, A. L. Barto, S. Mikhalkov and others are suitable for children. The book for children contains a lot of interesting, beautiful, mysterious, because they really want to learn to read, and until they have learned, listen to their elders read.

Nature offers extremely great opportunities for educating preschool children. Excursions, hikes, walks, studying works of art dedicated to nature are traditional activities in this direction. However, just being among nature is not enough. You must be able to see the beauty of nature and experience it emotionally. This ability develops gradually. During walks, hikes, and work in the garden, it is necessary to draw children’s attention to the richness of nature, the perfection and harmony of its forms, to cultivate the need not only to admire nature, but also to treat it with care. If a child understands that his well-being, tomorrow, the happiness of himself, his family and friends depend on the purity of air and water, concrete help to the stream and the birch tree, he will join the ranks of defenders and friends of nature.

So, instilling in children a love for nature and the ability to perceive its beauty is one of the important tasks of a kindergarten. In this work, his first assistants should be his parents. At the first opportunity, at any time of the year, if the weather permits, go to a forest, park, field, or river to see the vast distances and fabulous piles of clouds. Take the gifts to the forest animals. Try to make a halt in the most secluded place. Freeze and hide. Maybe you will be lucky enough to see a squirrel or admire the work of a woodpecker. The joy of meeting living creatures will remain in the memory of children for a long time, awakening inquisitiveness and kind feelings towards nature. Try to discover for yourself and your children the beauty of the crimson colors of autumn, intertwined with golden threads, decorated with the dark green of pine trees. Take a deep breath in the smell of mushrooms, collect a collection of leaves of various shapes and colors, find twigs and snags that look like sculptures of animals and people. Go out into the clearing with your child. Look how tempting the mysterious distance is, calling you deep into the forest. If you have a garden, buy your child gardening tools and allocate some for your child.

experimental bed.

Dear parents! Foster in children love and respect for plants and animals, teach them to behave correctly in the forest, field, and near water bodies. Tell us how noise has a detrimental effect on the inhabitants of the forest. Because of the noise, birds abandon their nests, and forest animals run away from the forest. Therefore, in the forest, and in nature in general, it is necessary to maintain silence. Tell children about the danger of fires, and that they should not damage trees, destroy nests, extract birch sap, litter water bodies, destroy anthills and much more.

At preschool age, children must LEARN and KNOW that:

It is necessary to protect and preserve both useful and common plant species,

animals.

Remember that plants provide shelter for animals.

We must behave carefully in nature.

Remember that forests, rivers and reservoirs are home to permanent residents (birds, fish, animals, insects), for whom this environment is their home!

We must take care of the land, water, and air, since this is the environment where all living things exist.

You cannot pollute water bodies or light fires on their banks.

Environmental education of children is, first of all, the education of humanity, i.e. kindness, a responsible attitude towards nature, and towards the people who live nearby, towards descendants who need to leave the Earth suitable for a full life. Environmental education should teach children to understand themselves and everything that happens around them. We need to teach children how to behave correctly in nature and among people.

Dear parents! Environmental education will be more effective only if there is constant, daily communication between adults and children in the family. Don’t waste your time on playing with pets, on botanical experiments, on reading good poems and stories about nature, on walks. And then your children, even in adulthood, will consciously and carefully treat everything living and inanimate on Earth!

CONSULTATION FOR PARENTS “PREVENTION OF FLU AND ARVI”

It is never possible to predict how a child’s illness will progress. Therefore, it is better to take preventive measures against influenza in children in order to try to completely protect it from infection.

The desire of any parent is to protect their child from all the misfortunes and diseases that exist in the world. Prevention of influenza in children is an important and mandatory seasonal event with which you can protect the health of your children from a dangerous virus.

Nonspecific measures to prevent influenza in children:

1. The main non-specific measure to prevent influenza in children is personal hygiene. Some of these rules should be taught to the child from a young age - for example, washing hands often, especially before eating. Remind your child not to touch his face with his hands in public places - saliva of a sick person may remain on handrails, tables and other objects. All a child needs to do is grab the handrail on the bus and then put his finger in his mouth - microbes already have “access” to their body.

2. Parents are often afraid of “catching” their child, so throughout the heating season the vents and windows in the house are closed and sealed and the rooms are not ventilated. Dry and warm air is excellent for the spread of the virus. It is better to dress the child warmly, but ventilate the room in which he is located at least a couple of times a day.

3. If a sick person appears in the house, he should be isolated from the child, wear a mask, and provide a separate set of dishes.

4. The best prevention of influenza in children is a healthy lifestyle. Regular sleep, walks in the fresh air, a balanced diet, lack of stress - all this will strengthen the baby’s resistance to disease.

Specific prevention of influenza in children.

1. Vaccination: The flu shot reduces the likelihood of illness among children by 60 to 90 percent. Vaccination can be carried out for six months.

2. Immunomodulators: various immuno- and biostimulants affect the immune system and enhance its protective properties. There are a number of opinions that the active use of immunomodulatory drugs can weaken the body's natural immunity. At the same time, as maintenance therapy, it is recommended to use drugs based on echinacea, Schisandra chinensis, leuterococcus, radiola rosea, etc. Contrary to popular myth, vitamin C does not play any role in the prevention of influenza.

3. Phytoncides. Natural disinfection can protect against the flu - some plants have such properties (mainly conifers - for example, essential oils of juniper, fir, eucalyptus), as well as products containing phytoncides (garlic, onion).

Prevention of influenza in children does not require any difficult or very costly measures, since, in fact, it includes vaccination, adherence to general hygiene rules and a healthy lifestyle. And it pays off with the most important thing possible - the health of your children.

Consultation for parents “Hardening.

About the benefits of a swimming pool"

Dear parents!

The health of the child is the main fundamental value.

Water is the cradle of life on earth. There is no other substance whose significance for a person would be so great and its varied use in life is necessary. Under the influence of systematic training swimming, regular hygiene and hardening procedures, intelligently introduced into the daily regimen, the activity of the nervous, cardiovascular and respiratory systems improves, and the capabilities of the musculoskeletal system are significantly expanded.

Swimming, playing in the water, swimming have a beneficial effect on the whole the body as a whole, on the physical and mental health of the child. Systematic classes swimming lead to improvement organs blood circulation and respiration. This occurs due to the rhythmic work of the muscles and the need to overcome the resistance of the water. Cardiac activity and chest mobility improve, and the vital capacity of the lungs increases. Regular classes swimming have a positive impact on hardening of the child's body: the mechanism of thermoregulation is improved, immunity is increased, adaptation to various environmental conditions is improved. The nervous system is also strengthened, sleep becomes stronger, appetite improves, and overall tone increases. body, movements improve, endurance increases.

Swimming has a beneficial effect not only on the physical development of the child, but also on the formation of his personality. Not all children find water enjoyable and joyful the first time; some children are afraid to enter the water and are afraid of the depth. that is why the first steps of learning swimming are aimed at to help the child overcome this unpleasant and not harmless feeling. Classes swimming develops willpower, determination, courage and discipline. Moreover, the skill swim is a vital skill.

Consultation “Outdoor play as a means of physical development of personality”

“Play generates joy, freedom, contentment, peace in oneself and around oneself, peace with the world” Friedrich Froebel

Children's play is a means of actively enriching the personality, since it represents a free choice of various socially significant roles and positions, and provides the child with activities that develop his unlimited capabilities and talents in the most appropriate use.

A game is a type of unproductive activity, the motive of which lies in the process itself, and the goal is to obtain satisfaction from the player.

The game can be understood in different ways:

Game is a special type of human activity;

The game is a means of influencing the players (since it is specially organized and has a specific goal);

A game is a special set of rules that require their execution;

Game is a special way of conditionally appropriating the world;

Game as a form of pedagogical activity.

Any game can implement the entire range of the following functions:

emotionally developing function

diagnostic function - hidden talents are revealed;

relaxation function – excessive tension is reduced;

compensatory function - gives a person what he lacks;

communicative function – is an excellent means of communication;

self-realization function – serves as a means to achieve desires and realize opportunities;

sociocultural function – during the game a person masters sociocultural norms and rules of behavior;

therapeutic function - can serve as a means of treating human mental disorders.

Play occupies the most important place in the life of a preschooler and is therefore considered as one of the main means of education.

For example, the role of outdoor games in education is high, since they develop the child’s physical activity and mental abilities, because in addition to dexterity and a certain physical fitness, outdoor games require intelligence.

For younger preschoolers, outdoor games are a necessary necessity of life. With their help, a wide variety of tasks are solved: educational, educational and health-improving. During the games, favorable conditions are created for the development and improvement of children’s motor skills, the formation of moral qualities, as well as habits and skills in a team. For children of primary preschool age, completing game tasks brings great pleasure. While playing, the child practices various movements. With the help of adults, he masters new, more complex types of actions.

The joint actions of young children create conditions for common joyful experiences and common active activity. In collective outdoor games, children learn to play together, give in and help each other. The game helps the child overcome timidity and shyness. It is often difficult to get a baby to perform any movement in front of everyone. In the game, imitating the actions of his comrades, he naturally and easily performs a variety of movements. Submission to the rules of the game instills in children organization, attention, the ability to control their movements, and promotes the manifestation of volitional efforts. Children should, for example, start moving all together at the direction of the teacher, run away from the driver only after a signal or the last words of the text, if the game is accompanied by text.

The role of outdoor games in increasing children’s physical activity throughout the day is very important. They are of particular importance for increasing the physiological stress on the child’s body. Active motor actions during emotional uplift contribute to a significant increase in the activity of the musculoskeletal, cardiovascular and respiratory systems, due to which there is an improvement in metabolism in the body and corresponding training of various systems and organs.

The influence of outdoor games on the development of children’s movements, as well as some of their volitional manifestations, largely depends on how long this game lasts. The longer and more active a child is in the game, the more he practices one type of movement or another, and the more often he enters into various relationships with other participants, i.e. the more he has to show dexterity, restraint, and the ability to obey the rules of the game.

The most effective way to conduct outdoor games is in the fresh air. With active physical activity of children in the fresh air, the work of the heart and lungs increases, and consequently, the flow of oxygen into the blood increases. This has a beneficial effect on the general health of children: appetite improves, the nervous system strengthens, and the body's resistance to various diseases increases.

The variety of games in terms of content and organization of children allows you to select them taking into account the time of day, conditions, age of the children, their preparedness, as well as in accordance with the tasks set by the teacher.

Here is a list of outdoor games for children of primary preschool age: “Sparrows and a car”, “Train”, “Planes”, “Bubble”, “Sunshine and rain”, “My funny ringing ball”, “The little white bunny is sitting”, “Birds” fly”, “Mice and the Cat”, “Shaggy Dog”, “Hen and Chicks”, “At the Bear in the Forest” and many others.

Dear parents! Play outdoor games with your children in the yard and involve other children in the game. You and your children will get great pleasure and benefit. We wish you success and health to your children!

Consultation “Methods of making feeders”

Instilling in the child love and care for animals and birds plays an important role in raising children. The baby needs to be gradually introduced to the world of birds and animals, and also the role of man in nature must be explained. It is very useful for the development of children to make bird feeders with their own hands.

Is there at least one person who has not made a single bird feeder in his entire life? It can only be a child. We'll fix the situation quickly!

New knowledge

First, in an accessible form, tell your child that human actions greatly influence nature and, unfortunately, not always positively, that it is very important to take care of all living things around us, to take care of the earth, forests, rivers, animals... Maybe it’s not worth it cite specific facts, for example, that out of ten tits only one survives the winter - this can upset and even frighten the baby, but the child should know that a lot in nature depends on people.

Caring for birds will bring joy to the baby, and he will also understand that he needs to help those who need it, and as a result, he will learn mercy.

In addition to invaluable moral, ethical and environmental lessons, you will also give your child some natural science knowledge, because the child will immediately ask you: “What birds will we feed?” This is where you will have to thoroughly prepare yourself and find out that about seventy species of birds winter in central Russia, which nested here. These are, for example, tits, and we have quite a large number of tit species: blue tits, tufted tits, chickadees, tits, and not just great tits, which we often see in cities (it is in winter that they approach human habitation) - with yellow chest, through which there is a beautiful black “tie”. Woodpeckers, goldfinches, linnets, bullfinches, and waxwings also winter here, but they can be found mainly outside the city.

Tell your child that birds bring great benefits to nature - they destroy various harmful bugs and caterpillars. But in winter, these pests hide very far and deep, and not all birds can reach them as deftly as a woodpecker. Plant seeds are covered with a thick layer of snow, and there are not enough red rowan and hawthorn for everyone. Man can help birds. And it's not difficult to do.

DIY bird feeder

You can, of course, buy a ready-made feeder, but it is much more correct, from the point of view of educating the younger generation, to make it yourself. The classic feeder is similar to an open gazebo: it has a floor and a roof. You will place the food on the “floor”, and in order to prevent it from falling apart and being blown away by the wind, the “floor” must be protected on all sides with low sides. The roof will protect the food from rain and snow. You also need to drill drainage holes in the “floor” so that the incoming water does not stagnate and the food does not turn sour. Of course, any design of the feeder should not have sharp walls and edges. But what if dad is at work, and you want to make a feeder right now? Use available means - milk, kefir, juice cartons, take a five-liter plastic bottle. Cut holes on both sides, leaving a side at the bottom, and thread a rope or wire on top to hang the feeder (the bottles already have a handle).

The kid must understand that feeding birds is not only important, but also responsible. It turns out that food can be harmful.

Ornithologists warn that under no circumstances should birds be fed spicy, salty, pungent, fried, or sour foods. Birds should not eat citrus fruits (oranges and lemons) or banana peels. It is not advisable to feed them rice and buckwheat. You can only give white bread, but black bread is dangerous - it sours in the birds' crops and is poorly digested (especially in cold weather).

Menu for birds

So our feeder is ready. What should you put in it?

It turns out that different birds have their own food preferences. For example, tits have a very specific taste - they most like unsalted lard and cheese. They also love meat - both boiled and raw. For such treats you don’t even need a feeder; they are simply hung on a branch using a wire. The wind will rock the piece, but this does not bother the tits.

Almost all small birds have a favorite dish - sunflower seeds; they should be small and, of course, not fried. Smart birds do not swallow the seeds whole, with the skin on, but skillfully peck out the grain. In addition to sunflowers, birds love the seeds of watermelon, melon, pumpkin, zucchini and squash, millet, millet, rowan, hawthorn and corn grains. And also - bacon skins, boiled eggs, boiled potatoes, rolled oats (but not in the form of porridge). Of course, all food must be fresh and unspoiled.

By the way, birds also need “nutritional supplements”, for example, eggshells are useful for them - an excellent calcium supplement.

The more varied the food in the feeder, the more different birds will fly to the “dining room”.

Make someone else a little happier - and you will become happier yourself!

Memo for parents “Rules for transporting children in a car”

Dear parents!

Many of you are motorists transporting children to kindergarten using personal vehicles. Every year in Russia, more than one thousand children die as a result of road accidents and about 25 thousand are injured of varying degrees of severity. Therefore, to ensure that your car is an oasis of safety for your baby, strictly follow the rules for transporting children in a car!

Safety rules for transporting children in a car

1. When transporting children under 12 years of age, be sure to use special restraints - equipped child car seats . To choose the right product, you should familiarize yourself in advance with the table of existing categories and additionally consult with the seller directly in a specialized store.

2. As studies by foreign experts show, about 90% of car seats are installed incorrectly. Adults are often too lazy to carefully read and understand all the points in the car seat operating instructions. Some parents, trying to save money, buy cheap seats that come with incomplete or inaccurate instructions. Sometimes, in order not to disturb the baby once again, adults can deliberately simplify the procedure for installing a car seat. In general, there are a great many ways to ignore the rules for transporting children in a car, but all of them are fraught with consequences.

3. The car seat must be secured in the middle of the back seat so that in the event of an accident the child will not be injured by a deployed airbag.

4. Older children should sit in the back seat, and the seat belt should always be fastened, even when it comes to a short trip. The most important thing is to learn how to fasten your baby correctly - so that the seat belts do not dig into the body, do not squeeze the neck or chest, but also do not allow the passenger to move too freely.

5. Adjust the mirror so that the child is always in the field of view, and it is possible to see what he is doing without unnecessary movements.

6. Place a “Child in the Car” sticker on the rear and windshield, or place a pillow/toy with this message on it, so that other drivers will also be extremely careful on the road when they see this warning.

7. Do not leave your child alone in the car, even if you are leaving for a short time or buying something while standing two steps away from the car. Take your child with you, lock the car carefully, and even if the child is sleeping, wake him up or pick him up.

8. Things that can be put in the trunk should be placed there. Firstly, the child is able to unnoticedly remove potentially dangerous objects from luggage (for example, travel knives). Secondly, during sudden braking, heavy bags can fall on him or press him, causing injury.

9. Snacking in a moving car increases the risk of choking. And lollipops, which are often used to “calm down” children who are naughty on the road, can seriously injure the oropharynx during sudden braking.

10. Whatever forces adults to get out of the car (from the need to fill up the gas tank to the demands of a state traffic inspector standing at a distance), children need to be taken with them.

Life is the most precious thing a person has. Therefore, do not skimp on the safety of your children!

Consultation “Game as a means of educating preschool children”

A game- the leading activity of a preschooler, in which his personality is formed. The child’s play reflects the events he experienced in kindergarten or family, when communicating with different people. The game allows the child to become familiar with many properties and qualities of the objects around him; imitate adult family members in actions, speech, facial expressions, gestures and work activities. When playing, the baby seems to put himself in the position of the adult whom he imitates. By repeatedly repeating the same simple plot (for example, feeding a doll), the child consolidates forms of behavior and relationships between loved ones, and acquires the first work skills.

In a play role, he imitates not only the actions, but also the attitudes, feelings, and experiences of adults. Without such experience it is impossible to form moral concepts.

All this happens if the games of a younger preschooler are under the supervision of an adult. If you do not guide your child’s play from an early age, then a four-year-old child will lack the ability to play both independently and with a partner (the games of such children are aimless - rolling a car, rocking a doll). Finding no other use for toys, children quickly give up playing and demand new toys.

In early preschool age, play becomes a means of development and education if it is built on meaningful communication between adults (parents, grandmothers, etc.) and the child.

In games with loved ones, and then in the child’s independent play, his moral experience accumulated in kindergarten and family is realized.

When playing with your daughter or son, remember that you cannot suppress the baby’s initiative; play with him as an equal, carefully guide the course of the game. An important pedagogical condition contributing to the moral education of children is the selection of toys. The toy prompts the child to the topic of play, creates playful connections, life situations, raises questions, thoughts (sometimes a box is more important than a toy - a stroller, a house, a car).

A child’s play area should have a variety of toys, without dividing them into “boys” and “girls.”

Figurative, motor, and didactic (educational) toys are important. The more diverse the types of toys a child has, the more varied his games. But the variety of toys does not mean their abundance. It is enough to have 2-3 toys of the same type. When a child has many identical toys (dolls, cars of different brands), his play experience, interests, and, consequently, development are limited.

When buying toys, pay attention not only to their novelty, attractiveness, and cost. The main thing when buying toys is their pedagogical expediency. Before you make your next purchase, it’s a good idea to ask your child what games he will need a new toy for.

When the conversation turns to where to store toys, adults usually complain about the lack of space. But observations show that even if there is a separate children's room, children are not allocated a play corner. Toys are usually stored in drawers, boxes, or bundles. If the toys of a younger preschooler are not in his field of vision, he cannot start a game or create a game situation, since he does not yet know how to plan a game. Having a permanent place to store toys does not mean that the baby can only play here. He strives to play where the older family members are. Needing constant help, support, encouragement, a place to play, he chooses his grandmother’s room to play in, the kitchen if his mother is there, etc.

Changing the play environment evokes new play associations in children, influences the choice of topic, and enriches play and moral experience.

Do not limit your child’s play space, do not forbid carrying toys because, after playing enough, your child refuses to put them away. (how to remove: - whoever is faster, let me help, encouragement, praise).

Household toys replace a child's brothers and sisters if he does not have them. But a toy develops play only if children have experience, and the youngest preschooler has little experience. The baby does not know how to use a toy, cannot play independently, so he seeks cooperation with adults and older children.

Help your child learn the purpose of the toy and develop his ability to play.

The participation of adults in children's games can vary. If you just bought a toy and the baby knows how to play with it, it is better to give him the opportunity to act independently. But soon his experience is exhausted, the toy becomes uninteresting. Tell your child new play actions, play with him, advise what role you can take on when playing with a toy, observe the child’s role-playing behavior and his attitude towards the toy.

The child’s play is developed by referring to his previous experience. When playing with your child, watch your speech. The even, calm, friendly tone of an equal playing partner instills in the child confidence that he is understood, his feelings are shared, and they want to play with him.

From time to time, inspect his play area with your child. If your child accidentally breaks a toy, do not rush to throw it away. It's never too late to do this. Of course, a children's toy is often inexpensive, it can be replaced with a similar one, but remember that pleasant memories are associated with your son's (daughter's) old toy. It's a different matter if a child deliberately breaks toys. Then his behavior deserves condemnation, and all family members should be unanimous in this.

A toy repaired by an adult in the presence of a child will become more valuable to him than a new one. You can play with repairing a toy (the bear has a paw - Aibolit and the nurse; a broken car - build a garage out of cubes and become a car mechanic).

The more time adults devote to their baby, the better the relationship between them. Common interests bring them together and create a friendly atmosphere in the family.

Consultation “The role of the family in the physical education of a child”

Of great importance for the proper physical education of children in the family is the attitude of parents to issues of healthy living. The concept of “healthy life” includes a reasonable, firmly established regime, the cleanliness of the child himself and everything that surrounds him, the systematic use of air, sun and water for hardening, the correct organization of play and physical exercise. Naturally, the life of a family depends on many reasons, so it cannot always be strictly limited to certain limits. However, parents should strive to ensure that the child has all the conditions for his proper physical development. Understanding what is most essential for raising a healthy, physically strong child will make it possible, even under relatively modest conditions, to organize the necessary regime and establish proper physical education. Try to keep the daily routine the same as in kindergarten. Unfortunately, some parents believe that from the first month of life a child only needs to be fed and clothed so that he does not catch a cold. As for physical education, it is postponed until he grows up.

The fallacy of this point of view is undeniable. “Honor the tree while it is young, teach the child before he grows up,” says the proverb. However, it is often forgotten. Naturally, parents who do not understand the importance of timely and systematically conducted physical education, even under excellent living conditions, will not have it established. Spacious apartments are cramped due to the large amount of furniture; in addition, they are rarely ventilated. There is no room for children's furniture. Parents in such families simply do not think about physical education. The baby rarely goes outdoors (getting a cold!), he does not have a specific routine - he sleeps during the day, and in the evenings he sits for a long time watching TV. In such cases, parents, not paying attention to the fact that the child is pale, inactive, awkward, often console themselves with the fact that he is “smart, knows everything.” We should never forget that, first of all, it depends on the parents how their children will grow up. From the first months of a child’s conscious life, it is necessary to establish a strict regime for him and try to strictly follow it. Teach him to sleep, eat, walk and play at certain times. It would be a mistake to assume that the role of the family in the physical education of children is limited only to organizing the correct regime. It is equally important to instill in your child the rules of personal hygiene: wash your face every day, wash your hands before eating, wipe your feet when entering a room, etc. If you want your son or daughter to listen to your advice and follow them, you need to resort to more than just a kind word or strict treatment, but also to be a personal example for him. If one of the parents sits down at the table without washing their hands, then it is useless to demand that the child wash them.

Systematic washing of floors, doors, windows, daily wet dust collection, cleaning of clothes and shoes outside residential premises should be a strict rule.

The growth and development of children largely depends on how well the menu is designed. Rational nutrition is one of the necessary foundations of a child’s physical education.

In addition to creating favorable living conditions, great attention should be paid to hardening and improving motor activity. Accustoming a child's body to quickly and without harm to health adapt to changing environmental conditions is not an easy task. Parents should know the basic rules of hardening and carry it out gradually, from birth.

However, before starting hardening, it is necessary to overcome the fears that often exist in families of drafts or a stream of cool water. You need to find time every day for hardening procedures, gymnastics, massage and games.

The role of example is especially important when raising children. “How you dress, how you talk to other people and about other people, how you are happy or sad, how you treat friends and enemies, how you laugh, read the newspaper - all this is of great importance for a child. Parental requirement for yourself , parental respect for your family, parental control over your every step - this is the first and most important method of education,” writes the outstanding teacher A. S. Makarenko.

If parents love walks in the fresh air, if they do morning exercises every day and, if possible, play sports, and strictly observe hygiene rules, then naturally they will strive to raise their children to be physically strong and morally healthy. The child involuntarily tries to be like his parents.

Where does physical education begin?

First of all, write down on a separate sheet the regimen and recommended set of physical exercises according to the age of your child. If your son or daughter has any abnormal health conditions (rickets, diathesis, etc.), then before starting physical exercise you should consult a pediatrician.

All parents want to see their children happy. The basis of happiness is health. It must be strengthened daily, starting from early childhood. Only proper physical education will guarantee that your child will grow up to be a healthy and strong person.

Consultation “First aid for frostbite”

Hypothermia:

As a result of prolonged exposure to low ambient temperatures, the child develops chills. Damaged areas of the skin appear as red or bluish-purple lumps in appearance. Chills are accompanied by itching, burning, and pain, which intensifies if the area is quickly warmed up. The legs and arms often become hypothermic.

When getting children ready for a walk, the teacher makes sure that their shoes and mittens are dry. Weak children who have had illnesses need special attention.

A sharp drop in body temperature leads to freezing.

A child in this state loses consciousness, the skin turns pale, and the pulse is rare. After taking first aid, frozen people experience drowsiness, weakened memory, and mental disorders. A common complication of freezing is inflammation of the lungs, kidneys, and acute digestive disorders.

First aid for a frozen child is to warm him up in a hot bath and at the same time give him a massage. As soon as the child regains consciousness, he needs to be given a hot drink, food, put to bed, urgently call a doctor or taken to a medical facility.

Frostbite:

It is more often observed in children who are weakened and in those who wear too tight shoes. It can be even at 0 temperature. Children freeze their fingers and toes, ears, and the tip of their nose.

There are three degrees of frostbite:

Frostbite of the 1st degree occurs with short-term exposure to cold. After warming up, the affected areas of the skin become red and swollen, a slight pain and burning sensation appears. After 2-3 days, the redness and swelling disappear, and no traces of frostbite remain on the skin.

Frostbite of the 2nd degree occurs with prolonged exposure to cold. When frostbite occurs, the skin turns pale. Later, blisters filled with light or bloody fluid appear.

Frostbite of the 3rd degree and 4th degree is possible with prolonged exposure to low temperatures, while not only soft tissues, but also bones die, and gangrene develops. Characterized by fever, general intoxication, restless behavior and chills.

First aid for frostbite is to quickly restore blood circulation to the affected area.

Frostbitten hands or feet are warmed in warm water. The damaged area is carefully exposed, immersed in a basin of water at 18-20º and a light massage is performed. Massage begins with fingers upward. During the massage, you need to force the child to move his fingers to quickly restore blood circulation. When completely warmed up, the skin turns bright pink and pain appears. Then the frostbitten area is carefully wiped, wiped with alcohol, a dry sterile bandage is applied and wrapped warmly.

If your cheeks and nose are frostbitten, warm them right outside, rubbing the affected area in a circular motion. You should not rub the frostbitten area with snow, as small pieces of ice can scratch the skin and can also cause infection. It is better to rub with a soft woolen mitten or hand until blood circulation is completely restored. In more severe forms, urgent hospitalization is required.

Be healthy!

Memo for parents “Read to children more often”

Baby and mom, baby and dad - this is the connection between a child and his parents, given by nature. Close contact, both physical and mental, between a mother and her child is strengthened during breastfeeding, and the sweet infant sleep is lulled at this time by the mother’s lullaby. Mother's voice, gentle and dear, accompanies the child from the very beginning of his life. After stopping breastfeeding and when the lullaby ceases to be relevant, many parents forget about maintaining a close emotional connection between them and the child. Mom's voice often begins to replace watching cartoons at night, and a kind, gentle parental word turns into a rare gift. Communication with a child turns mainly into the language of commands and prohibitions: “wash your hands”, “play”, “watch a cartoon”... The active rhythm of life and the realities of modern life alienate parents and their children from each other. Therefore, wise and loving parents should value communication with their baby, which helps strengthen the relationship with the child.

Is this where reading books to children at night comes in handy? Why at night? Here we can highlight several reasons for such a well-chosen time of day for reading. The time before bed is the period when everyone has already freed themselves from the worries of the day. Therefore, this is the most successfully chosen time of day to create a trusting atmosphere between parents and child; it is a kind of family ritual dedicated to a common cause, communication, mutual expression of love and harmony. Reading to children at night is a continuation of the lullaby, which fulfilled the mission of lulling, but with age it moved to another, higher level.

Thanks to parents reading books at night, the child falls asleep better and sleeps with sweet dreams, thanks to the emotions received. The evening atmosphere itself is calming, so reading books at this time facilitates the perception of what you hear and contributes to the formation of positive emotions, and, consequently, pleasant dreams.

Bedtime stories or fairytale therapy

“The fairy tale is a lie, but there is a hint in it, a lesson for good fellows,” I immediately remembered when thinking about fairy tales. Reading bedtime stories to children is the best way to lull and fall asleep. Fairytale therapy has proven itself well since ancient times. Reading fairy tales is a wonderful tool for shaping a child’s psyche and perception of the world around him; it is an important tool for early development, as well as the main element of educational work.

Reading fairy tales, discussing the actions and deeds of the characters, as well as imagining continuations of stories contribute to the comprehensive development of the child’s intellect. Fairy tale therapy at night is also the key to good sleep for a restless baby. The main thing is to learn how to intrigue the baby and stimulate his interest in listening.

Rules for reading books to children

In order for reading to bring pleasure and real benefit, you need to adhere to simple but important rules:

If your baby does not want to listen, then there is no need to force him, as this will not bring any benefit. Mutual reading of books should bring maximum pleasure, and not be an unbearable burden.

Don't abuse your time! As a rule, small children aged from one to three are read for an average of ten minutes, and from three to five years old - 15-20 minutes at a time. I would like to note that these are averages and not standards. You must adapt to your child's needs.

Reading a book to your child at night should bring mutual pleasure. If you simply force yourself to read in order to complete a daily plan, it will not bring any pleasure to your child. It is known that the baby is very sensitive to the emotions of his parents, so reading a book should take place in the most positive mood and should bring maximum pleasure.

Don't choose scary books that excite the imagination.

By reading books to your child every day, you help expand his knowledge and vocabulary.

Read the book slowly, expressively, trying to convey as much as possible the emotions of the characters and the setting.

Do not replace live reading with “dry, lifeless” audiobooks.

Happy reading to you and your baby!

Consultation for parents: “The role of the family in raising children”

Raising the younger generation in a democratic society is a matter of particular concern. Its success is determined by the unity and consistency of the educational influences of public education carried out in state educational institutions, the family and the public. The basis of this unity is the complete coincidence of the interests of the state and the family in educating the new generation, which consists in the formation of comprehensively and harmoniously developed citizens, useful to society, and devoted to the Motherland.

The unity of public and family education is one of the main principles of the social education system, which is recorded in the most important government documents. The educational influence of the family on children should be increasingly organically combined with their social upbringing.

The leading role of public education is due to the fact that a child is raised in a group of peers, where he acquires the first skills of social behavior; it is scientifically based, takes place in a specially created pedagogical environment and is carried out by professionally trained specialists.

Recognition of the leading role of public education does not detract from the enormous importance of the family in the formation of a child’s personality.

The family is the primary unit of society in which a new person appears; this small social group is the first school of life for a child. Parents are his first teachers and educators. The power of their influence on the developing personality is exceptionally great. The basis of parents’ influence on a child is their unselfish love for him, care for him, combined with exactingness. The child responds to this love and care with a feeling of deep affection and love for his parents, recognition of their superiority and authority, and the desire to follow them and imitate them in everything. The strength of the family's influence is determined by the child's compliance with educational influences and his imitation.

Our state evaluates the educational role of parents as their important social and civic responsibility.

“Citizens of Russia,” the Constitution says, “are obliged to take care of the upbringing of their children, prepare them for socially useful work, and raise them as worthy members of society. Children are obliged to take care of their parents and provide them with assistance.”

The importance of the family in raising young children is especially great; under the guidance of their parents, they acquire basic ideas about the world around them.

Russian families have accumulated positive experience in successfully raising children in accordance with the requirements of society: instilling in them love for the Motherland and the foundations of moral behavior. But there are families in which serious mistakes are made in raising children, which negatively affects their further development and poses a complex problem of re-education. The main reason for these mistakes is the insufficient level of pedagogical culture of parents.

Wanting to raise your child to be a good person, a future citizen, is not enough. You have to be able to do this.

Who should help parents master the science and art of education? An important role in this work belongs to teachers of preschool institutions. In an effort to establish unity and interaction of educational influences on the child in the family and kindergarten, they carry out pedagogical education of parents, provide them with practical assistance, educators do a lot of work with the family, achieving the unity of public and family education.

Conditions for proper upbringing of children in the family

Parents must understand the thought of A. S. Makarenko that “raising children is the most important area of ​​our lives... Proper upbringing is our happy old age, bad upbringing is our future grief, these are our tears, this is our guilt before others people, in front of the whole country." Raising your child should not be viewed as a personal matter, but as the fulfillment of a civic duty to society. By raising children, parents shape the personality of future workers, citizens, future fathers and mothers; Not only they themselves, but society as a whole are interested in success. In exceptional cases, when parents cannot create the necessary conditions for raising their children, the state provides them with assistance.

Raising children in a family can be successful only when parents clearly understand its purpose and objectives, ways and means of their implementation. This is necessary to establish the unity of educational influences in the family and kindergarten. “We must be clear about our own parental desires,” said A. S. Makarenko. He emphasized that parents must clearly understand who they want to raise from their child, what kind of person, what qualities to endow him with. To raise a child correctly, you need to know and understand him well, and this requires pedagogical knowledge. They will help parents in correctly analyzing their child’s behavior and choosing the right ways to raise him.

An important role in raising children is played by the general way of life of the family: equality of spouses, organization of family life, correct relationships between family members, a general tone of goodwill, mutual respect and care, an atmosphere of patriotism, hard work, general order and family traditions, unity of adults’ demands for the child. Family life should be organized in such a way that not only material needs (food, clothing, warmth, etc.), but also spiritual needs are more fully satisfied and developed.

Parents must have authority in the eyes of the child; without this, education is impossible. What is parental authority based on? The basis of parental authority is the civil face of the parents, their life, work, behavior, and sense of responsibility for their family before society. The most authoritative parents are those who successfully combine work and social activities with family responsibilities, show interest and attention to the lives of their children, skillfully and tactfully guide their lives and development - all this applies equally to both mother and father.

The basis of the parent's attitude towards the child is a natural and wonderful feeling of love for him. “Love is the creator of everything good, sublime, strong, warm and bright,” wrote F. E. Dzerzhinsky. It's all about feeling the extent of manifestation of parental love, combining it with exactingness and respect for the child's personality. Immense love for a child, manifested in the unconditional satisfaction of all his desires and demands “I want”, “Give”, “Buy”, open admiration of him, demonstration of his barely visible abilities - all this harms the baby, makes him capricious, selfish, weakens his will . Such love for a child is called blind.

The correct attitude of parents towards children lies in the ability to combine affection, softness, and tenderness with strict consistent demands, taking into account the child’s capabilities and age characteristics. A. S. Makarenko advised parents “to be as affectionate as you like with the child, joke with him, play, but when the need arises, you must be able to give orders briefly, once...”. Consequently, the tone of the relationship between parents and children should combine calmness, balance, friendliness with determination and efficiency. Treating a child correctly means respecting the person in him, even if he is still small, with little life experience and knowledge, respecting his rights to the attention of adults, to communicate with them, to conditions for a variety of activities.

Consultation “Cultivating interest in children of the 4th year of life in people of different professions”

Dear parents!

We offer you gaming material to develop children's interest in people of different professions.

The game “Who works where?”	Ask your child who works in the store. .., in kindergarten. .. , in the hospital. .., at the hairdresser. .. For example: in a kindergarten there are teachers, assistant teachers, cooks, a nurse, and a manager. Make riddles: “I have a lot to do if someone gets sick. I will cure everyone, friends! Guess who I am?”, “Every day I sit in the cab, start the car engine, and drive to distant lands. Guess who I am?”, “Scissors, shampoo, comb, I’ll do everyone’s hair. I cut both adults and children's hair. Guess me quickly!”
Game "Who needs it?"	Show your child different objects (vacuum cleaner, syringe, pan, bucket). Offer to name them and tell them when they are used and for what purpose. For example: this is a ladle, the cook needs it to pour soup and compote. Or: a knife, a board, a pan - the cook needs it to prepare food.
Game "Who does what?"	Ask your child: what does a cook do? .. , doctor. .., assistant teacher. .. , driver. .., hairdresser, etc. Invite your child to show the intended action of a person in any profession, and you, in turn, try to guess. You can compete: who can name the most actions? (cook - cuts, fries, bakes, cooks, cooks, etc.)
Game "Correct the mistakes"	Encourage your child to listen, notice and correct mistakes. For example: a doctor prepares a delicious lunch, a teacher treats people, a cook gives injections. What's wrong? The child corrects and says the correct answer.
Game "Fourth wheel"	Show your child 4 pictures or draw a diagram (pan, syringe, thermometer, phonendoscope). Ask: what item would be extra? Why? The child expresses his assumption, building a logical chain: the pan is superfluous, because the cook needs it, and the doctor needs all the other items. One might ask: why?

Consultation “The ABCs of Traffic”

Not all parents attach importance to teaching their children signs and traffic rules, citing the fact that the child is always under supervision. But sometimes your own yard turns into a highway.

Many parents wonder when to start telling their children about road dangers?

As soon as the baby starts walking!

Firstly, because these rules should become automatic, unconditional and not allow doubts about their correctness.

Secondly, a child holding a hand can walk or even run at any time. And perhaps towards the car.

It is better to split the learning process itself into several practical lessons.

1st stage. Whenever you walk outside with your baby, pay attention to traffic lights, road signs, and pedestrian crossings (zebra crossings). Explain your actions: “The light turns green, and you and I are crossing the street.” Despite the presence of a traffic light, you look first to the left, then to the right, checking for cars on the road. Be sure to hold your baby's hand tightly so that the baby feels that danger is nearby.

2nd stage. Always include your child in the conversation. Ask questions:

“Look, can we cross the road now? No? When is it possible?

3rd stage. Training in traffic rules in the game.

Explore the real street with your child. It’s good if you buy a board game based on Traffic Rules in a store. You can make your own training material. You can draw the street on a piece of Whatman paper, and use small cars and figures to play with it. This will be an exciting game for your child, during which he will quickly master the rules of the road. A traffic light can be made from a box and colored cardboard. A pedestrian path made of strips of black and white cardboard, connect the strips with tape. Take soft toys into the game. Let the child explain to the toy how to behave on the road.

Another sure way to introduce children to the Rules of the Road is to watch educational cartoons about traffic rules for children: “Zebras in the City”, “Traffic Light”, “The ABCs of Traffic”. Learn the basics of safe behavior on the road with TeleNanny!

But the most effective way to learn is to show by personal example how to behave on the road!

We wish you success!

Memo for parents “Finger gymnastics”

To the famous teacher V.A. Sukhomlinsky owns the saying: “The child’s mind is at the tips of his fingers.”

The movements of a child’s fingers and hands have a special developmental effect. As you remember, a newborn’s hands are always clenched into fists, and if an adult puts his index fingers in the child’s palms, he squeezes them tightly. You can even lift the baby a little. However, the child performs these manipulations at a reflex level; his actions have not yet achieved high brain control, which allows him to subsequently consciously perform movements.

The significance of the grasping reflex is the child’s ability not to let go of an object. As the brain matures, this reflex develops into the ability to grasp and release. The more often a child’s grasping reflex operates, the more effectively the child’s emotional and intellectual development occurs.

The influence of manual (manual) actions on the development of the human brain was known back in the 2nd century BC in China. Experts argued that games involving hands and fingers (such as our “White-sided Magpie” and others) bring the body and mind into harmonious relationships and keep the brain systems in excellent condition.

In terms of saturation of acupuncture zones, the hand is not inferior to the ear and foot. The hand has the largest “representation” in the cerebral cortex, therefore the development of the hand plays an important role in the formation of the brain and the development of speech. And that is why the child’s verbal speech begins when the movements of his fingers achieve sufficient accuracy. A child’s hands prepare the ground for subsequent speech development.

There are pleasant and exciting ways to help our children and ensure the development of fine motor skills, which means avoiding many unpleasant moments in your child’s future school life. These are finger games. You can do them with your child from birth. And it's better to never finish.
Finger games develop the child's brain, stimulate the development of speech, creativity, and imagination of the baby. Simple movements help to remove tension not only from the hands themselves, but also to relax the muscles of the whole body. They are able to improve the pronunciation of many sounds; the better the fingers and the entire hand work, the better the child speaks.
The talent of our folk pedagogy created the games “Ladushki”, “White-sided Magpie”, “Horned Goat” and others. Their meaning is still not sufficiently understood by adults. Many parents see them as entertainment rather than as developmental and health-improving influences. Research by Russian physiologists also confirms the connection between hand development and brain development. Works by V.M. Bekhterev proved the influence of hand manipulation on the functions of higher nervous activity and speech development. Simple hand movements help remove tension not only from the hands themselves, but also from the lips, and relieve mental fatigue. They can improve the pronunciation of many sounds, and therefore develop the child’s speech. Research by M.M. Koltsova proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. The development of fine movements of the fingers precedes the appearance of syllable articulation. Thanks to the development of fingers, a projection of the “human body diagram” is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers.

What happens when a child does finger gymnastics?

1. Performing exercises and rhythmic movements of the fingers inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of speech zones, which ultimately stimulates speech development

2. Finger games create a favorable emotional background, develop the ability to imitate an adult, teach them to listen attentively and understand the meaning of speech, and increase the child’s speech activity.

3. Children learn to concentrate their attention and distribute it correctly,

4. If the child performs the exercises correctly, accompanying them with short poetic lines, then his speech will become clearer, rhythmic, bright, and control over the movements performed will increase.

5. The child’s memory develops, as he learns to remember certain hand positions and sequences of movements.

6. Children develop imagination and fantasy. Having mastered all the exercises, he will be able to “tell” whole stories with his hands,

7. As a result of mastering all the exercises, the hands and fingers acquire strength, good mobility and flexibility, and this will make it easier to master the skill of writing in the future.

All exercises are divided into three groups:

Group 1 - Exercises for hands,

Group 2 - Exercises for fingers “conditionally static”

Group 3 - “Dynamic” finger exercises.

At what age can you start doing these exercises?

Based on the health-improving effects of each finger on the child’s body, help the child manipulate them in a coordinated and deft manner. Pay attention to the child’s mastery of simple, but at the same time vital skills - holding a cup, spoon, pencils, washing. For example, if at four years old he cannot carry a handful of water to his face, it means that his small muscles are lagging behind in the development.

If you discover that your child is behind, do not be upset. Do finger exercises with him.

Such training should begin from early childhood; some experts advise starting finger gymnastics from 6 to 7 months, but even at a later age, classes will be very useful and effective.

You can start with a daily massage of 2-3 minutes on your hands and fingers:

1. Stroke and rub your palms up and down;

2. Knead and rub each finger lengthwise, then across

3. Rub your fingers with spiral movements.

Then you can perform some exercises of group 3, but in a passive form, i.e. You yourself bend and straighten the child’s fingers and make other energetic movements, accompanying them with rhythmic lines. It is important that all fingers participate in the exercises.

1. At first, all exercises are performed slowly. Make sure that the child correctly reproduces and maintains the position of the hand or fingers and correctly switches from one movement to another. If necessary, help your baby or teach him to help himself with his other hand.

2. Exercises are practiced first with one hand, then with the other hand, then with both hands at the same time.

3. Each exercise has its own drawing to create a visual image. First, show your child a color drawing and explain how the exercise should be performed, then you show the picture, name the exercise, and the child performs what position of the hands or fingers he should reproduce.

When all the exercises are well known, you can perform the following game tasks:

1. Remember and repeat a series of movements according to verbal instructions, starting with two movements and ending with 3.4 or more.

2. "Tell fairy tales and little stories with your hands."

Finger games include games with plasticine, pebbles and peas, games with buttons and lacing. A useful and fun activity will be getting toys out of the pool with cereal. For some games, you can put paper caps on your fingers or draw eyes and a mouth on your fingertips. The child's greatest attention is attracted to finger games with nursery rhymes or singing. The synthesis of movement, speech and music pleases children and allows them to conduct classes most effectively. All these activities will help your child learn to be a real master of his palms and ten fingers, perform complex manipulations with objects, and therefore climb another step on the steep ladder leading to the heights of knowledge and skills.

Children really like finger games, so play, play again, play again, often!

Remember! Any exercise will be effective only with regular exercise! Exercise daily for about 5 minutes.

Consultation “How to cultivate independence?”

Independence is a valuable quality that a person needs in life; it must be nurtured from early childhood.

Children are active by nature. The task of adults is to develop this activity, direct it in the right direction, and not suppress it with intrusive guardianship. Children very often strive to perform various actions independently. And it is important for us, adults, to support them in this. Often, for various reasons - due to lack of time, lack of confidence in the child’s strengths - we strive to do everything for him ourselves. But are we really helping the child?

Trying to do everything for the child, we do the wrong thing. By the age of three, the child’s desire for independence sharply increases. He develops a strong desire to assert himself. Under no circumstances should these impulses of children be suppressed; this can lead to negativism, stubbornness; obstinacy and self-will may be observed. Thus, suppression of children's independence can have a serious negative impact on the development of the child's personality.

Of course, children do not immediately acquire the necessary skills and with great difficulty; they need the help of adults. First of all, the necessary conditions should be created in the family: adapt a clothes hanger to the child’s growth, allocate an individual shelf or space on a shelf for storing toiletries (handkerchiefs, ribbons, socks), a permanent and convenient place for a towel, etc.

It is also necessary to properly guide the actions of children. Before requiring the child to be independent in self-care, he is taught the actions necessary in the process of dressing, washing, and eating.

When teaching children certain actions (putting on a jacket, untying a scarf, soaping their hands, holding a spoon correctly, etc.), it is necessary to clearly demonstrate how to perform them. It is advisable to perform the show at a slightly slower pace.

It is desirable that adults accompany the demonstration of actions and children’s attempts to perform them independently not only with explanations, but also with questions that direct children’s attention to the need to act in a certain way. This helps him quickly learn how to do it and understand why he needs to do it this way.

In self-care work, the child is taught to finish the job he has started and to do the job efficiently. For example, they teach not only how to remove clothes in a certain sequence, but also how to turn each item right side out, carefully fold it, and hang it.

When cultivating independence, it is better to resort to comments, reprimands, as rarely as possible, relying on encouragement and praise. A positive assessment generates interest in children, a desire to improve their results, and gives them the opportunity to see what they have learned and what they still need to learn.

In early preschool age, children are highly imitative. Everything they see, good and bad, is reflected in their behavior. Therefore, wanting to instill independence and accuracy in children, we must be role models. If we do not put things in their place, handle them carefully, and only begin to demand this from children, then we will not be able to instill in the child the habit of neatness.

Work should bring joy to the child. Therefore, there is no need to reproach him for slowness and negligence. This can cause a negative emotional state and lead to a reluctance to take part in work next time. Experience will come gradually. First you need to generate interest.

It is important that from early childhood the child learns that work is difficult, but honorable.

Consultation “Building a dining culture”

By the age of 2-3 years, the baby has all his milk teeth, and the child can and should master and consolidate the chewing skill well. His body needs only benign products; cooking should be gentle. The correct selection of products containing protein, calcium salts, phosphorus, fluorine, vitamins D, A is very important. Dense foods that contain a lot of fiber are useful, for example, raw carrots, apples, pieces of fresh cabbage.

Each baby has his own habits and you have to take them into account. Children often refuse to eat unloved or unfamiliar foods. It's worth making a compromise here:

you can reduce the portion by removing part of the side dish,

cut a sandwich or apple into several pieces,

just ask your child to try the dish,

disguise unfamiliar food with already familiar food.

What to pay attention to when eating

The sequence of dishes must be constant.

Only one dish can be placed in front of the child.

The dish should not be too hot or cold.

It is useful to put food in your mouth in small pieces and chew thoroughly.

No need to talk while eating.

Wipe your mouth and hands with a paper napkin.

What should not be allowed while eating

Loud conversations and music playing.

Pushing, hurrying the child.

Force feeding or supplementary feeding.

Convictions of a child for carelessness, untidiness, and improper use of cutlery.

Unaesthetic table setting, ugly presentation of dishes.

After finishing a meal, the baby should be taught to rinse his mouth.

How not to feed your baby

(from the book "Unconventional Child" by V. Levi)

Seven great and obligatory "NOTs"

Don't force. Let us understand and remember: food violence is one of the most terrible violence against the body and personality, causing both physical and mental harm. If a child doesn’t want to eat, it means he doesn’t need to eat at the moment! If you don’t want to eat only something specific, then you don’t need exactly that! No pressure to eat! No "fattening"! A child is not a farm animal! Lack of appetite during illness is a sign that the body needs internal cleansing and wants to go hungry, and in this case the voice of instinct is more accurate than any medical prescription.

Don't impose. Mild violence: persuasion, persuasion, persistent repetition of a sentence. Stop - and never again.

Don't please. Food is not a means of achieving obedience and not a means of pleasure; food is a means of living. Healthy enjoyment of food is, of course, necessary, but it should only come from a healthy appetite. With your sweets you will only achieve spoilage and perversion of taste, as well as metabolic disorders.

Don't rush. Food is not firefighting. The pace of food is a purely personal matter. Rushing in eating is always harmful, and breaks in chewing are necessary even for a cow. If you have to rush to school or somewhere else, then it is better for the child not to finish eating than to swallow another half-chewed piece in confusion and panic.

Do not disturb. While the child is eating, the TV should be turned off and the new toy hidden. However, if the child is distracted from eating on his own, do not protest or push: it means he is not hungry.

Not to indulge, but to understand. You should not allow your child to eat anything and in any quantity. (for example, unlimited doses of jam or ice cream). There should be no food compulsions, but there should be food prohibitions, especially for diathesis and allergies. Following all the other “don’ts” will save you from a lot of additional problems.

Don't worry or disturb. No anxiety, no worry about whether the child ate on time and how much. Just watch the quality of the food. Don’t pester, don’t ask: “Have you eaten? Do you want to eat?” Let him ask, let him demand it himself, when he wants, it will be right - so, only so!

Consultation “Safety rules for children. Road safety"

1. When driving on the sidewalk:

Keep to the right side of the sidewalk;

Do not lead your child along the edge of the sidewalk: the adult must be on the side of the roadway;

2. When preparing to cross the road:

Stop or slow down and look at the roadway;

Involve your child in observing the situation on the road;

Emphasize your movements: turning your head to look around the street, stopping to look at the road, stopping to let cars pass;

Teach your child to recognize approaching vehicles;

Do not stand with your child on the edge of the sidewalk, as when passing the vehicle can get caught, knocked down, or run over with its rear wheels;

Repeatedly show your child how the vehicle stops at the crossing, how it moves by inertia.

3. When leaving home:

Immediately draw the child’s attention to the movement of vehicles at the entrance and together look to see if a car, motorcycle, moped, or bicycle is approaching you;

If there are vehicles at the entrance or trees growing that block your view, stop your movement and look around to see if there is any danger behind the obstacle.

4. When waiting for public transport:

Stand with children only on landing platforms, and if there are none, on the sidewalk or curb.

5. When crossing the roadway:

Cross the road only at pedestrian crossings or at intersections along the marked zebra line, otherwise the child will get used to crossing wherever he has to;

Don't rush or run; always cross the road at a measured pace;

Do not cross the road diagonally; Emphasize, show and tell your child every time that you are walking strictly across the street, that this is being done for better observation of cars and motor vehicles;

Do not rush to cross the road if you see friends, relatives, or acquaintances on the other side. Don’t rush and don’t run towards them, instill in your child that this is dangerous;

Don't start crossing a street where traffic rarely passes without looking around;

Explain to your child that cars can unexpectedly leave the alley or the yard of the house;

6. When boarding and disembarking from public transport:

Get out in front of the child, as the baby may fall, and an older child may run out from behind the stopped vehicle onto the roadway;

Approach the vehicle door only after a complete stop: a child, like an adult, can trip and get run over;

Do not take public transport at the last moment when it departs; The front door is especially dangerous, as you can get under the wheels of a vehicle;

Teach your child to be careful in the stop zone, a particularly dangerous place for him: a stopped bus reduces the view of the road in this zone.

7. When the car is moving:

Teach children to sit in the car only in the back seat; do not allow anyone to sit next to the driver unless the front seat is equipped with a child seat;

Do not allow a small child to stand in the back seat while driving: in the event of a collision or sudden stop, he may fly over the back of the seat and hit the front window;

Do not allow children to be in the vehicle unattended.

Consultation “The role of educational games for children 3 - 4 years old”

What does it take for a child to grow up inquisitive, smart, and quick-witted? Try to listen to the baby, understand the characteristics of his age, and evaluate his own individual capabilities.

Three years is the milestone at which early childhood ends and preschool age begins. The child begins to separate himself from the world of surrounding adults, he enters into a more independent life. The baby already understands, knows and can do a lot and strives to learn even more. Your task is to help him with this. In the mental development of a preschooler, the main thing is familiarity with the objects around him. Their shape, size, color, location in space, movement - this is what attracts a child.

Game-activities that are offered to children of this age are based mainly on the child’s actions with a variety of objects. For the development of perception, games are useful in which the child will have to compare objects by color, shape, size and find the same ones among them. Sometimes this requires not paying attention to other important features of objects, for example, their purpose. If this causes difficulty for your child, help him.

Games aimed at developing attention will require careful examination and comparison of objects, identifying their similarities and differences. It is recommended to develop verbal memory in role-playing games, where memorizing words will become a necessary condition for the child to fulfill the role he has taken on. Other games are aimed at training visual memory. A large group of didactic games is aimed at developing the child’s thinking. For a three-year-old child, it is most advisable to solve mental problems that require revealing the structure of objects and their relative spatial arrangement. The next group of games is aimed at developing the child’s creative abilities and stimulating his imagination. The baby will strive to notice different qualities of objects at the same time, look for different options for seeing the same thing or drawing. And finally, mathematical task games will help teach your child to identify quantitative relationships between objects.

When organizing games with your child, take a close look at him and evaluate his individual characteristics. If he copes with tasks quickly and easily, you can offer him more complex ones and, conversely, in case of difficulties, it is better to stay longer on simple ones. Under no circumstances should you force the completion of tasks or blame your child for not being able to do something, even if his peers do it easily.

It is important not only to teach a child something, but also to instill in him self-confidence, to develop the ability to defend his idea, his decision. This is especially true for performing creative tasks, which usually have several solutions and do not require a strict assessment: “right or wrong.” You need to teach your child to accept criticism without offense and put forward new ideas.

And again, the individual characteristics of the child are important here. If he is brave and confident, you can begin to teach him to critically evaluate his answers. If you are shy or indecisive, it is better to first encourage him and support any initiative. If a child tends to quickly change tasks, getting away with the first answer he comes across, then it would be good to interest him in the task, teach him to find new details in it, saturating the familiar with new content. And vice versa, if, while completing a game task, the child “gets bogged down” in endless details, which prevents him from moving forward, it is better to help him choose one option, leaving everything unnecessary aside, to practice the ability to move from one idea to another, which is especially important when performing creative tasks.

When working with a child, remember that his actions are just beginning to become purposeful. It is still very difficult for the baby to follow the intended goal; he is easily distracted and moves from one activity to another. Fatigue sets in quickly. The child's attention can be focused on only a small number of objects at a time. Interest arises easily (especially when the child sees new and bright objects), but it also disappears easily. Therefore, if you want to organize educational games and activities, remember three rules:

Rule one: Do not give your baby toys that you will play with for constant use, so that he does not lose interest in them.

Rule two: During play, the child should not be distracted by foreign objects. Everything unnecessary needs to be removed from the baby’s field of vision.

Rule three: Let the games be quite simple and very short. Even 5 minutes is enough! But always strive for your child to finish what he started. And after that, change the game to a new one - and you will see that the child’s attention will come to life again.

Each game is a child’s communication with an adult, with other children; This is a school of cooperation in which he learns to both rejoice in the success of his peers and endure his own failures. Goodwill, support, a joyful atmosphere of fiction and fantasy - only in this case will our games be useful for the development of the child.

Each game can be played with one child, or with several. And it’s even better to play with the whole family, putting off your own chores for at least a few minutes. The joy that you bring to your child will become your joy, and the pleasant moments spent together will help you make your life together kinder and more fun.

So play together with your baby!

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Preview:

MADOU Kindergarten No. 14 “Umka”

Card file of consultations for parents

Compiled by: Ramazanova R. G.S.

Consultation for parents on traffic rules on the topic: “Everyone should know the traffic rules!”

Dear parents, how to teach your child to behave correctly on the road?
It would seem that this is very easy, you just need to introduce him to the basic requirements of the Traffic Rules and there will be no problems. It's actually very difficult. After all, we, adults, violate these same notorious Rules every day in front of our children, and do not think about the irreparable imprint we leave on the child’s mind and soul. Know that by breaking traffic rules once, you have condemned your child to the opportunity to do so all the time. When a child gets into a traffic accident, parents look everywhere for the culprit. It turns out that everyone is to blame: the driver, the kindergarten, the traffic police.
Why didn’t they teach you, show you, or save you? But it turns out that, first of all, you, the parents, are to blame, because with your unseemly act you brought the child to tragedy. If you are really interested in your child having the skills to behave safely on the road, then you need to reinforce the rules of the road with your children through play. Let dad remember his childhood and play “Chauffeurs” with the child, believe me, this will help better than any instructions, such as: “Be careful on the road.” The child does not understand the content of this slogan; he needs an example. Teach your child to cross the street only in the designated place and do not run across a red traffic light yourself, and without reacting to drivers’ statements, do not cross the street where you want. When taking your child to kindergarten, talk about how to behave correctly on the road. And be sure to hold his hand when approaching the roadway.
Children are emotional and unpredictable, and what they can do near the roadway is a mystery to us adults.
Children must also learn the rules: the road is for the driver, and the sidewalk is for pedestrians. Explain to your child that the driver is not his enemy, but also not a magician, so that he can stop the vehicle in a matter of minutes. If there is no sidewalk, the child is allowed to walk along the side of the road, towards moving traffic, so that the driver sees him and is able to react in time. Good luck to you and good health to your children.

Consultation for parents of preschool educational institution "Hardening of preschoolers."

Dear colleagues, everyone knows sometimes how difficult it is to arouse interest among the parents of our students in the activities of preschool educational institutions. To do this, we carefully update the information in the parent corners. I invite you to get acquainted with one of my works on consulting parents on the topic “Hardening preschool children”.
Hardening of preschool children
If you want to see your child physically strong and healthy, harden him.
To do this, you can widely use natural factors - air, sun, water.
Accustom your child to fresh air, cold water from an early age, and develop his ability to overcome difficulties.
It must be remembered that you will receive a positive effect from hardening only if it is carried out systematically, without interruptions, in compliance with all the doctor’s requirements and taking into account the individual characteristics of your child.
You need to know that a long break in hardening (more than 2-3 weeks) again increases the body’s sensitivity to cooling. Therefore, after a child’s illness, hardening procedures must be continued at higher temperatures than those achieved before the illness.
To get a positive effect, you must:
1.Take into account the age, state of health, individual characteristics of the child, his mood.
2. Gradually carry out hardening procedures, changing their types, depending on the season and weather.
3.Gradually increase the strength of the influence of the natural factor.
There are 3 main ways to harden children:
1. Air hardening.
2. Hardening with water.
3. Sun hardening.
And of course, you shouldn’t forget about morning exercises and exercises after sleep.
Morning exercises and exercises after sleep are carried out in the warm season with one-sided ventilation.
in cold weather (winter) - with the windows closed, but immediately after the room has been ventilated; in summer - outdoors.

Air hardening of children
The first requirement for hardening is the creation of normal hygienic living conditions for the child. To keep the air in the room clean, it is necessary to carry out wet cleaning daily and constantly ventilate the room, the air temperature in which should be about 22 degrees.
Gradually teach children to be indoors, first with one-way ventilation, and then with corner ventilation. Through ventilation is carried out in the absence of the child, allowing the temperature to drop to 15-17 degrees and stopping it 20-30 minutes before the child returns (the time required to restore normal temperature). Daytime sleep in the open air is very useful: on the veranda or in the garden, in a well-ventilated area, regardless of the time of year. In the middle climatic zone, daytime sleep in the open air is carried out even in frost, but in the absence of wind.
Thanks to walks and properly organized daytime sleep, even in winter, the child is in the fresh air for 4-5 hours.
In summer, in warm weather, a child should be taught to walk barefoot.
Children receive air baths when changing linen after night and daytime sleep, while dressing and undressing independently. During these 6-8 minutes the child is completely or partially naked. In addition, he receives air baths while wearing lightweight clothes (pants, a T-shirt, slippers) during daily morning exercises, which are introduced into the daily routine of children from the beginning of the third year of life.
If children are already accustomed to cool air, then for the entire time they are awake they are left in lightweight clothing (socks, short sleeves) not only in summer, but also in winter.
Hardening children with water
They start with extremely weak effects on a limited part of the skin (local rubbing, dousing), then move on to general rubbing of the entire body. For local exposure, they start with water at 30 degrees, every 1-2 days it is reduced by 1-2 degrees until it reaches 18-16 degrees. For the general effect, the initial water temperature is 35-34 degrees, every 3-4 days it is reduced by 1-2 degrees and brought to 24-22 degrees.
Washing.
When washing children over two years old, they wash their face, neck, upper chest and arms to the elbow. In summer, you can wash your children with cool tap water.
Rubbing. The effect of rubbing is much stronger than washing. Wiping is carried out with a mitten made of soft fabric or the end of a towel moistened with water at the desired temperature. The limbs are wiped, lightly massaging the skin in the direction from the fingers to the shoulder. General rubbing is carried out in the following sequence: first wipe the upper limbs, then the chest, stomach and back.
Pouring. You need to start with a local douche. The legs are poured from a ladle (capacity 0.5 l), water is poured onto the lower third of the legs and feet. Be sure to follow the rule: pour cool water only on warm feet. The actual dousing lasts 20-30 seconds, followed by rubbing.
General dousing has a stronger effect. It is better to douse the child from a jug with a capacity of 1.5-2 liters so as to immediately pour over the entire surface of the body.
Playing with water can also be used as a hardening procedure. It is important to maintain the appropriate water temperature (28 degrees). While watching the children, you can gradually reduce the water temperature to room temperature, without, however, allowing the phenomenon of cooling.
In the warm season, after preliminary hardening with air, playing with water and dousing can be done in the open air, while protecting the child from the wind.

Tempering children with the sun
Sun hardening is carried out during a walk during children’s normal activities.
Sometimes sun hardening is approached incorrectly, requiring children to lie quietly. Children should not be placed on mats for sunbathing and turned after a certain time: it is difficult for healthy children to lie still.
Children must wear a light-colored hat. The walk begins with light-air baths in the shade of trees.
Children must wear a light-colored hat. The walk begins with light-air baths in the shade of trees. Then, for 5-10 minutes, the children’s play is moved under straight lines.
the rays of the sun and again into the shade. This is repeated 2-3 times during the walk. It is necessary to prevent the onset of overheating, therefore, when a slight reddening of the child’s face appears, they take the child into the shade, engage in quiet play, and give him a few sips of water to drink. As tanning develops, sunbathing becomes longer.
We wish you not to get sick and attend kindergarten!

is your child ready for school?

There is only one year left until school. You have a lot to do if you want your child to successfully cope with the first grade program and maintain his health. Parents of future first-graders must understand that school is a very serious, turning point for the child.
A child who is used to playing and moving a lot is forced to spend a long time at a desk. The time for rest and walking is sharply reduced, and emotional stress increases. A first-grader needs to get used to a new team, to the teacher’s requirements, to the need to work diligently and purposefully. For seven-year-old children, and even more so six-year-olds, this is a lot of work. In order for a child to overcome all difficulties, a certain maturity of all body systems is required. And at the heart of this is health. A sick, weakened, easily tired child will face great difficulties at school. Preserving the health of their child is the main task and responsibility of parents. It’s easy to undermine it, but it’s very difficult to restore it and get rid of various violations. It is necessary to protect the child's health. To take care means to firmly know how to organize your child’s daily routine, work and rest, how to teach him to work diligently, how to properly harden him and much more.
The first thing to do when preparing a child for school is to objectively assess his health. What does a healthy child look like? Active, cheerful, in a good mood. He has a wonderful appetite and sleeps soundly, he wakes up easily, can concentrate quickly and work attentively for twenty minutes without being distracted. He does not sniffle, does not breathe with his mouth open, does not complain of malaise or abdominal pain, he does not have chronic diseases or constant colds. How many such healthy children come to school? Alas, only 20 - 25%. For others, school workloads can become challenging, difficult, and sometimes overwhelming.
It is important not to forget that a child’s health, and therefore his school success, is established in early childhood. However, it is rare for a mother to remember various disorders in the child’s development and not at all connect the emerging school difficulties with such trifles as her own health, the course of pregnancy and childbirth. Even less often do parents see the connection between the child’s health and the family climate, the relationship between parents and children. It has long been proven that the health of the child largely depends on the emotional and psychological state of the mother during pregnancy.
With admission to kindergarten, a chain of viral infectious diseases begins. Constant ARVI, flu, tonsillitis, bronchitis - all this is very serious. Frequent illnesses significantly reduce the functionality of the child’s body and create a background for the occurrence of other, often chronic, diseases.
Most often, children come to school with bad teeth. Diseased teeth are various inflammatory foci in the body, and rheumatism, and kidney disease.
The next thing to talk about is posture. Children with poor posture usually suffer from poor vision, diseases of the respiratory system, nervous system, and digestion. They experience increased fatigue and poor health.
A special group consists of children with mental health disorders. They most often have various problems at school, they stand out already in kindergarten, causing a lot of trouble for parents and teachers, they are too lively, reminiscent of a perpetuum mobile model. It is impossible to keep them in one place, force them to listen carefully, or diligently do something. They are whiny, irritable, fussy, and pugnacious. Parents and educators are exhausted, demanding obedience, but, seeing that everything is in vain, they are forced to admit their own powerlessness.
Or, on the contrary, shy to the point of timidity, indecisive, timid. Such children, not yet starting to complete the task, give up, making excuses that it is very difficult, there is noise around them, and they have a headache. As a result, the child scatters everything and pushes the task aside. Very often, these children sleep poorly, are afraid of the dark, they have tics, bedwetting, and various bad habits (biting nails, coughing, twirling hair on their fingers, etc.).
Very often, parents do not always correctly understand and evaluate the child’s behavior, considering these behavioral features to be spoilage or character, passing shortcomings of preschool age, sometimes succumbing to feelings of irritation, showing their impatience and intolerance. Of course, such children often irritate teachers and even loving parents. Frequent shouting and the desire to insist on one’s own way at all costs do not help in such cases, but only provoke a deterioration in the child’s condition. Before punishing, blaming him, or strictly demanding obedience, it is necessary to figure out whether his behavior is connected with a health problem and whether the help of a doctor is required. In such cases, it is recommended to show the child to a child psychiatrist.
Among children entering first grade, such disorders occur in 20–25% of children. An incorrect pedagogical approach, lack of timely correction and treatment most often lead to a deterioration in the child’s health and an increase in neurotic manifestations. Of course, the child always needs to be explained what he did wrong and what needs to be corrected. But do this patiently, tactfully, without insulting or humiliating his dignity. Don't put off visiting your doctor. Only timely measures will help your child overcome all the difficulties that await him at the beginning of his studies.
Before school, it is necessary to develop endurance, organization, accuracy, and willpower in the child. A clearly organized routine and daily routine will help you with this. Six-year-old children must wash themselves, brush their teeth, comb their hair, dress and put on shoes, use a handkerchief, and use the toilet independently, without reminders or supervision from adults.
Long before school, the child needs to be accustomed to the daily routine, especially on Saturdays and Sundays.
The transition from preschool childhood to school education is a qualitative leap in the development of a child. It is determined not simply by the fact of enrollment in school or age, but by the maturation of the physiological systems of the body, the formation of certain qualities of the psyche and personality. Not all children who cross the school threshold are psychologically schoolchildren.
Readiness for school depends on a large number of different factors:
- educational level of parents, family composition,
- methods of education,
- the state of the child’s health, the characteristics of its development, starting from the prenatal period.
Readiness for school can be roughly represented in the form of several components:
1. The readiness of the body, or school maturity, is considered by hygienists as the level of morphological and functional development.
For a healthy child, the loads and new daily routine will not be overly burdensome.
2. Formation of mental functions:
- perceptions,
- thinking,
- memory,
- speeches.
The main criteria for readiness are:
- arbitrariness of cognitive activity,
- ability to generalize,
- expanded speech and the use of complex sentences,
- the development of the emotional-volitional sphere is of great importance:
the child’s ability to subordinate motives and control his behavior.
If the readiness of mental processes is considered as a tool for mastering new knowledge, skills, abilities, then the mental development of the child can be called the basis for the successful mastery of educational tasks.
3. Mental development of the child:
- a certain amount of information about the surrounding world - about objects and their properties,
- phenomena of living and inanimate nature,
- various aspects of social life,
- moral standards of behavior.
4. The readiness of an individual to study at school includes the child’s desire to become a schoolchild, to do serious work, and to study.
The appearance of such a desire towards the end of preschool age is associated, as psychologists have shown, with the fact that the child begins to realize his position as a preschooler as not corresponding to his increased capabilities, and ceases to be satisfied with the way of introducing him to the life of adults that the game gives him.
5. An important aspect of readiness is the formation of personality qualities that help the child to enter the class team, find his place in it, and get involved in common activities.
Lacking such qualities, a child works in class only when the teacher addresses him directly.
A psychological and pedagogical examination of readiness for school should identify:
1. The child’s orientation in the environment, his stock of knowledge.
2. Attitude towards school.
3. Level of development of thinking and speech.
4. Level of development of figurative ideas.
5. Level of development of general and fine motor skills.
Test your child's knowledge:
1. What is your name?
2. How old are you?
3. State the names and patronymics of your parents.
4. What is the name of the city where you live?
5. Name your pets. Name the wild animals.
6. At what time of year do leaves appear on trees?
7. Do you want to go to school?
8. How is summer different from winter?
With an insufficient supply of knowledge, it is very important to stimulate the child’s interest in the environment, to fix his attention on what he sees during walks and excursions.
We need to teach him to talk about his impressions. It is useful to ask additional questions, trying to get a more detailed and expanded story.
Read children's books to your children more often, watch cartoons and children's movies. Discuss what you read and saw.
The level of mental and speech development of the child will be determined by tests:
- Pencils are in disarray on the table. The teacher says to the child: “Collect the pencils, put them in a box, put the box on the shelf.” After completing the task, ask: “Where are the pencils now?”, “Where did you get them?”
- Changing nouns by number:
Pencil - pencils, chair - chairs, etc.
- Compiling a story based on a series of pictures:
The child is given four pictures depicting the sequence
events. The adult asks to put the pictures in the right order and
explain why he put them this way and not otherwise.
It is very important to instill in a child faith in his own abilities, to prevent
the occurrence of low self-esteem. To do this, you need to praise your child more often.
and show how to correct mistakes.
To check the level of development of figurative ideas, we use
tasks:
- collecting cut pictures from four parts,
- drawing a person - a man or a woman.

Development of verbal and logical memory in children 5-7 years old

Lyanguzova Olga Zhanovna
Target: formation of pedagogical competence of parents.
Description: material for parents of children of senior preschool age, as well as teachers of preschool institutions.
Tasks:
- broaden the horizons of parents;
- develop parents’ interest in using various forms of organizing joint activities with children;

Memory is a mental process that provides a person with the ability to accumulate, retain and reproduce knowledge and skills.
Short-term memory is a storehouse for small pieces of information. If it is not of great importance, then it is quickly forgotten. Thanks to short-term memory, we build thought processes.
Long-term memory is a storehouse of important information (everything you know about the world). Experts say that it is limitless, and the wider a person’s horizons, the easier it is for him to remember new data.
There are several types of memory, depending on how easier it is for a person to perceive information: motor, auditory, visual, verbal, logical.
Very often, types of memory appear in certain combinations:
Visual-motor skills are necessary to perform work according to the model: copying from the board, working in a notebook;
Verbal - motor - work according to verbal instructions indicating the order of tasks, writing from dictation;
Verbal - logical memory - allows you to remember the sequence of words, actions in stories, your thoughts in the process, and then reproduce them. This type of memory plays a major role in children’s assimilation of knowledge during the learning process.
Since involuntary memorization (memorization without a goal) predominates in preschool children, you need to remember:
- it is better to preserve the material that surprised the child and interested him;
- material presented in a competitive form or game is well remembered;
- the goal must be emotionally significant for the child - upon achieving it, the child must receive praise from an adult or his surprise.
By the age of seven, voluntary memory begins to form (that is, the child begins to remember consciously), this is related to physiology.
Good to know:
- learning similar material erases the previous one, therefore, before starting to study a new one, it is necessary to change the type of activity or take a “break”;
- for better memorization, it is better to study at night;
- for better memorization, various questions are asked, such as: “What is being said about this?”
The development of memory in preschool age is of great importance, primarily for successful learning at school and the ability to master the curriculum. Since play plays a leading role in preschool age, it is worthwhile to work on memory development with its help. Thanks to it, we will be able to stimulate children's activity, increase the volume of verbal and logical memory, and also make the learning process more emotional and exciting. It is the interest in what is offered to the child that allows for memorization.
We offer you several games for the development of verbal and logical memory
"Couples"
An adult writes down pairs of words on a piece of paper (you can start with 5 pairs) related to each other in meaning (fork - spoon, oak - tree). After which you need to read them to the child 3 times: with intonation, slowly. After a short period of time, the adult calls the child the first word from the pair, and he, in turn, calls the second word from the pair. This is how short-term memory is formed. To develop long-term memory, you should perform the same exercise, but after a longer period of time (for example, 30 minutes)

“I play with words and remember them”
1. I will name the words, and you remember: giraffe, bed, cat, dog, chair (gradually increasing to 10 words). Repeat!
2. What groups can these words be divided into? (The more he names, the better the child thinks. But, we are gradually leading to the idea of ​​2 groups of words) Now remember only the animals, and then name the furniture.
3. Repeat all the words again.

"Mixed Up"
The adult puts 5-6 toys in front of the child and says: “There was a line to board the ship: first was the elephant, then the Katya doll, followed by a pink pig, a bear, and then a kitten. Soon the ice cream man came and everyone ran to him. And when they returned, they could not remember who was behind whom. Help toys find their place"

"Remember - repeat"
The adult pronounces several numbers (from 3 to 10, gradually becoming more difficult) and asks the child to repeat. The same can be done with the names of birds, animals, months, days of the week, words with an automated sound (bear, Shishka, Hat, UShi, Shawl), etc. It is important that the child follows the proposed sequence.

"Comparisons"
We invite the child to compare 2 objects (fly and butterfly, tree and bush, wolf and dog), and tell how they are similar and how they are different. A 6-7 year old child should identify the main features of objects.

"I'll start, you continue"
The game begins with the phrase: “I’ll start, you continue. Say the words quickly!” After which the child is offered words from a group of related words (pets, furniture, toys, etc.): cow, horse... this series must be continued and named as many words from this group as possible.

"4 extra"
In the proposed series of pictures, where 3 pictures can be combined into a group based on a common characteristic, and 4 is extra, the child finds the “extra” one and explains his choice. An extra rooster because a pig, a cow and a horse are domestic animals, and a rooster is a bird.

ADVICE FOR PARENTS. HOW TO TEACH A CHILD PERSONAL SAFETY ON THE STREETS

Target: prevention of accidents with children
Tasks: Develop the ability of adults to instill in a child an attentive attitude and careful behavior on the street; careful attention to everyday situations while walking in the fresh air.

Stranger and Danger
If there is a small child in the family, you want to give him all the best, to protect him from all the bad influences of the outside world. One of these problems is strangers. Other people's uncles and aunts with bad intentions can lie in wait for children at any age. Unfortunately, we too often see on TV and read in newspapers advertisements about missing children and other unpleasant cases, the culprits of which are strangers. What is the best way to explain to a child that strangers are dangerous? Here are some tips for different ages.
Child 2-4 years old and strangers
At this age, babies are very sociable and are ready to talk and go with any person who simply smiles at them. Therefore, it is worth prohibiting the child from talking, much less going somewhere with a stranger. Check whether the child has learned these rules, ask adults with whom he is not familiar to talk to him. Decide who will pick up the child from kindergarten and prohibit him from leaving with other people, even if the teacher lets him go.
Child 5-7 years old
At this age, the child himself can distinguish what is good and what is bad, where the truth is and where the lie is. But, of course, not at the adult level. In this case, try to explain to him that you should not talk to strangers using an example. It could even be cartoons. For example, “The Three Little Pigs”, “The Wolf and the Seven Little Goats”. At this age, children not only walk on the street at a distance with an adult, but are also often left at home alone, which plays into the hands of house thieves. Tell your child stories from your life more often, read to him a chronicle of incidents. Teach your son or daughter to at least keep a distance when having a casual conversation with a stranger - at least two meters, so that if something happens the child can simply run away.
We must remember
Rules of four "NO's"
DO NOT talk to strangers or let them into your house!
DO NOT enter the elevator or entrance hall with strangers!
DO NOT get into cars with strangers!
DO NOT go outside far from adults
In what situations should you always answer “no”?
If you are offered a visit or a ride home, even if it’s from a neighbor.
If a stranger came to pick you up at school or kindergarten, and your parents did not warn you.
If an unfamiliar person comes in the absence of your parents, let him into the apartment or go somewhere with him.
If a new person treats you to something.
Personal safety rules at home and on the street:
1. You cannot open the door to a stranger, even if he is in the uniform of a doctor, policeman, or postman.
2. You should not talk to strangers on the street, especially if they offer you something (a ride in a car, a ride home, a trip for candy, a movie, etc.).
3. If a stranger tries to open the door, you need to call the police and give your address, knock on your neighbors' wall or call them.
4. You should not let people into the house who say that they came at the request of their parents. Parents must report this.

Workshop for parents of preschool children “Development of fine motor skills of hands”

Target : formation of parents’ ideas about the role of fine motor skills in the development of the child.

Progress of the workshop:

Good afternoon, dear parents!
Today I invited you to a workshop on the development of fine motor skills in children. To begin with, I would like to ask you why it is necessary to develop it?
Parents' answers:
Nowadays, you hear about the development of fine motor skills all the time, but this question has always been in demand. I suggest you familiarize yourself with several statements that I will present on the poster:
“The child’s mind is at the tips of his fingers” (V.A. Sukhomlinsky).
“The hand is the instrument of all instruments” (Aristotle).
“The hand is the outermost human brain” (I. Kant);
“Children’s talents are at their fingertips” (M. Montessori)
Do you agree with these statements?
Parents' answers:
The development of hands is closely related to the development of speech and thinking.
The level of development of fine motor skills of the hands serves as one of the indicators of intellectual development.
A child who has a high level of development is able to reason logically, his attention and memory, and coherent speech are quite well developed.
Finger games and exercises– a unique tool for speech development. Psychomotor processes in speech development directly depend on the development of fine motor skills. Learning texts using “finger” gymnastics stimulates the development of thinking, attention, and imagination. The child remembers poetic texts better, his speech becomes more accurate and expressive.
Every day with children we use finger exercises and hand massage.
And now I want to play with you a little.
Exercise “Spin, pencil” (use a ribbed pencil)
I roll the pencil in my hands.
I'm twisting between my fingers
I will certainly teach every finger to be obedient.
Exercises with a hedgehog ball
I roll the ball in circles
I drive him back and forth.
I will stroke their palm,
It's like I'm sweeping up crumbs.
And I'll squeeze it a little,
How a cat squeezes its paw.
I'll press the ball with each finger
And I'll start with the other hand.
Now, I propose to give you my opinion. What new did you learn today? Have you drawn any conclusions for yourself?
Try to work with your child at home as much as possible. Use every free minute for this. Good luck to you!

Consultation for parents of the senior preparatory group of kindergarten

Article – About the benefits of reading books to preschoolers aged 5-7 years.
Target articles - the formation of interest and love for fiction.

Many parents wonder what to read to children at a given age. There are a lot of opinions on this matter.
The task of an adult is to reveal to the child the extraordinary that a book carries within itself, the pleasure that immersion in reading brings. In order to attract a child to a book, an adult must love literature himself, enjoy it as art, understand complexity, and be able to convey his feelings and experiences to children.
At preschool age, children become acquainted with Russian and world folklore in all its diversity of genres - from lullabies, nursery rhymes, counting rhymes, teasers, riddles, proverbs to fairy tales and epics, with Russian and foreign classics. With works by V. A. Zhukovsky, A. S. Pushkin, P. G. Ershov, C. Perrault, the Brothers Grimm, H. K. Andersen, S. Ya. Marshak, K. I. Chukovsky, and many others.
It is no secret that modern children read little, preferring books to watching television programs, videos, and computer films. This sad reality should make parents think and try to somehow improve the situation.
Adults should pay attention to the child’s age, level of intellectual development, interest in what they read and, in this regard, select books to read. You should not strive to read everything: you should think not about quantity, but about the benefits of what you read and perceive.
Children need to read as many books as possible. It is very important that he loves this activity. The book may be of interest to both boys and girls, the main thing is to find an option that the child will like.
Scientists have found that a child who is systematically read to accumulates a rich vocabulary.
By reading with his mother, the child actively develops imagination and memory.
It is reading that performs not only a cognitive, aesthetic, but also an educational function. Therefore, parents need to read books to their children from early childhood.
It is very important to draw children’s attention to the figurative language of fairy tales, stories, and poems, attracting preschoolers to repeat the individual words, expressions, and songs of the characters that they remember.
By mastering the content of a fairy tale, children learn to convey the words of different characters and repeat intonations. This lays the foundation for further independent development of intonation expressiveness at an older age.
From the age of 5, a new stage in the literary development of a child begins. The most beloved among children are magical Russian folk tales with their wonderful fiction, fantastic nature, developed plot action, full of conflicts, obstacles, dramatic situations, various motives (treachery, miraculous help, opposition to evil and good forces, and much more), with bright, strong characters. heroes. Russian folk tales (“Morozko”, “Sivkaburka”, “The Frog Princess”, “Sister Alyonushka and Brother Ivanushka”, and others). They open up space for the child’s feelings and thoughts about a complex world, where good and evil forces collide in an irreconcilable struggle, where children are confirmed in the indispensable, inevitable victory of good over evil, are surprised by miracles and secrets and try to reveal and comprehend them. At an older age, a child acquires the ability to understand text without the help of illustrations. Children are already able to understand events in the book that were not present in their own experience. The child develops the ability to perceive a literary work in the unity of content and form, comprehend the verbal image, and treat it as an author’s device. There also arises the ability not only to notice an expressive, bright word, but also to realize its role in the text.
While reading, a feeling of emotional closeness may arise between an adult and a child; try not to destroy this magical feeling.
When reading to your child, do not be distracted by phone calls, household chores, or conversations with other family members, then this process will bring pleasure to both you and your child.
How to read.
- In a quiet environment. Remove toys that may distract your child and turn off the computer and TV.
- Recite expressively and emotionally, carefully pronouncing all sounds. Speak lower, higher, faster and slower - in general, conscientiously entertain the baby.
- Show pictures to the baby: it’s good if you have different versions of images of the same creatures.
- Demonstrate to your child the actions described in poems and nursery rhymes. Fight for the horned goat, stomp for the clubfooted bear and growl for the tiger.
- As soon as the baby gets tired of the book, stop reading and put it aside for a day.

Recommended literature for children 5-7 years old:
Russian folk tales:Zayushkina's hut. A man and a bear. A fox and a crane. Boasting hare. Tails. Fox and jug. Crane and heron. Fox with a rolling pin. Cat and fox. The wolf and the seven Young goats. Cockerel - Golden comb. Masha and the Bear. Brave ram. Fox-sister and gray wolf. A tale about a ruff. Winter quarters. Polkan and the bear. Fox and goat.
Author's tales:S.T. Aksakov “The Scarlet Flower”, P.P. Bazhov “Silver Hoof”, fairy tales by A.S. Pushkina, A.N. Tolstoy “The Adventures of Pinocchio”, Nosov “The Adventures of Dunno”. Poems by A. Barto, B. Zakhoder, S. Marshak, K. Chukovsky, V. Zhukovsky.
Works about nature:Mamin-Sibiryak “Gray Neck”, A. Nekrasov “Grandfather Mazai and the Hares”.
Works by foreign authors:Mark Twain “The Adventures of Tom Sawyer”, Y. Olesha “Three Fat Men” R. Tolkien “The Hobbit or There and Back Again”.

Used Books.
1. Gurovich M. M. Child and book. - Childhood-press, 2004. 2. Vygotsky L. S. Imagination and creativity in childhood. - St. Petersburg, 1997.
3. Kudryavtsev V. Child’s imagination: nature and development: Psychological Journal.-2001.
4. Sinitsyna E. I. Clever fairy tales. / E. I. Sinitsyna - M.: List, 1999.