Means of neuropsychic education of children. Principles of raising a mentally healthy child

Medical staff takes an active part in the upbringing of children. It is impossible to treat children or care for them, excluding educational methods. Educational work with children of different ages requires a certain experience in communicating with children and knowledge of the basic principles of education and training. Scope and tasks educational work are largely determined by the location of the child, i.e., the conditions of the hospital, the orphanage, the nursery garden, etc. In any case, it is necessary to ensure the aesthetic design of the premises, the area for walking, playpens, a sufficient number of toys and books. At the same time, it is necessary to take into account the age and state of health of children, the peculiarities of raising children at home, at school, etc.

Elements of education

Education is a purposeful management of the development of the child, preparing him for life and work in society. The activity of adults is aimed at the complex harmonious physical, mental, moral and aesthetic development of the child. When raising children under 3 years of age, priority is given to funds for physical development and when raising children older age- means for mental (nervous-psychic) ​​development.

Physical education - complete system measures aimed at the timely formation of correct motor skills and abilities in children, health promotion, full and timely physical development of children. For the development of physical skills and abilities, methods are used, including Gymnastics, massage, hardening.

Mental education - the formation in children of correct ideas about the phenomena of nature and life, the development of mental abilities (attention, imagination, thinking, speech, Memory). Mental education also involves the development of the ability to independently acquire knowledge and apply it in practice. In the development of mental activity, an important role is played by the constant contact of the child with adults, as well as with other children. The child must hear the speech addressed to him, otherwise it is difficult to expect great success in mastering the native language. If necessary, for the development of speech, a speech therapist should deal with the child.

Moral education covers the area of ​​the relationship of the individual to society. Morality (morality) is a set of principles and norms of behavior characteristic of people in a given society.

Aesthetic education - the education of aesthetic feelings, aesthetic attitude to reality, love for everything beautiful in nature, life, art. The means of aesthetic education are fiction, drawing, singing, music.

With regard to young children, the means of physical, mental, moral and aesthetic education are, as it were, merged. However, as the child grows, the means of education begin to differentiate.

When choosing the means of education, they proceed from the age of the children. While on duty in the hospital (orphanage, kindergarten) nurses, paramedics, educators, full-time teachers, students medical institute significant attention is paid to educational conversations with children, the organization of various activities and games.

For children preschool age the game is a form public life. The life experience of a child, especially at an early age, is still small, and therefore, in games, children reflect what they can do and what adults have taught them. games are also needed to develop hygiene skills. They should be used during feeding, toilet, before going to bed. The game should also be the basis cognitive activity. “The spiritual life of a child is full only when he lives in the world of play, fairy tales, music, fantasy, creativity. Without this, he is a dried flower ”(V. A. Sukhomlinsky).

Education is a complex, multifaceted process. When conducting collective and individual educational work with children, several fundamental pedagogical concepts should be taken into account: when presenting material, the simple should precede the complex, the easy should precede the difficult, specific information about objects and events should precede their abstract symbolism.

The rational distribution of the elements of education over time is aimed at preventing breakdowns in the child's nervous system. It is necessary to strive to strictly observe the daily routine, evoke positive emotions in children, stimulate their desire to help their elders and their comrades, complete each task to its logical conclusion, and develop independence.

Daily regime

The basis of educational work in the children's team is the daily regimen, i.e. the correct distribution of time and a certain sequence of vigorous activity, sleep, meals, etc. Pediatricians, together with teachers and hygienists, have developed standardized daily regimens for various therapeutic and prophylactic and children's institutions, depending on the specifics of their work and the age of the children.

In children's institutions, including medical ones, children are distributed according to age groups, taking into account the peculiarities of their daily regimen. How less baby and the more vigorously it grows, the more often the regime is changed. For example, in a group of infants, the regimen is changed four times a year, middle group- twice.

The daily regimen of sick and physically weakened children should differ from the daily regimen of healthy children of the same age. Therefore, in physically weakened children, the duration of the period of wakefulness is reduced and the time for rest and sleep increases.

In the hospital department, the nurse monitors the implementation of the regimen. For individual patients, as prescribed by a doctor, individual elements may be included in the regimen.

Personal hygiene skills

Proper upbringing of a child includes the assimilation of personal hygiene skills. Neatness and cleanliness must be developed in children from the first days of life. These goals are daily washing, bathing, changing clothes; from 5-6 months of age, it is necessary to teach the child to ask for a potty. The attention of older children should be paid to dirty hands, face, nose and try to cause a negative attitude towards this. In the period from 1.5 to 2 years, the child must be taught to independently rinse his mouth and brush his teeth, use a handkerchief.

In the 3rd year of life, it is necessary to teach the child to wash his hands before eating, and at his own request, wash his face in the morning and evening, dry himself only with his towel, his napkin. If the child is brought up in a group, towels, napkins and all other personal items must be marked with drawings depicting fruits, vegetables, etc.

Equipment for children's institutions

Furniture and toys should be selected taking into account the age of the children. In the group room of the orphanage (nursery-kindergarten) there should be: an arena, a slide-arena (for children over 10 months old), tables, chairs, a sofa; high tables for feeding, shelves, cabinets for toys, manuals, linen; toilet feet (diapers), a barrier for children. In the bedroom and on the veranda, beds are placed according to the number of children. In the locker room there are individual lockers for each child. Towel racks, sinks and other equipment should be kept low.

Depending on the age of the children, toys are placed in the arena and diapers. Variety is created not so much by the number of toys, but by the combination of simple and more complex toys.

A set of toys for children of the first year of life: a rattle with a handle, a ball, a rubber toy, a tumbler, a ball, a saucepan with a lid, a box, a plastic bowl with a small toy, a pyramid, a pencil case with sticks.

A set of toys for children 2-3 years old: a mosaic, a pyramid, a matryoshka doll, a fungus (folding), a barrel with "changes".

In addition to toys, you can use picture sets for games in which children name the objects shown in the picture, the actions performed by the characters in the picture, the color of their clothes, the shape of the objects, etc. It is necessary to have children's books, designers, sketchbooks, sets for children's creativity.

Children's institutions are also equipped with a music room and a gym, where classes are held 1-2 times a week.

Cloth

For the proper development of children's physical skills, it is necessary to monitor their clothing, which should not restrict movement, be appropriate for age and season.

Massage and gymnastics

Massage for children in the first months of life is necessary primarily for the development of the psyche, since the first speech reactions (cooing) occur in response to tactile stimuli (stroking), while the verbal appeals of adults do not cause response speech reactions from the child. Stroking, rubbing and kneading increase the inhibitory processes, i.e. have a calming effect on the child; vibration (pat) enhances excitatory processes.

For children 4-6 months old, all exercises are associated with passive movements, in the future, active movements are included in the set of exercises.

With children 1-2 years old, gymnastic classes, outdoor games are carried out, and ac 2-2.5 years old - also morning exercises. The duration of physical education classes for children under 2 years old is 10-15 minutes, and for children under 3 years old - 15-20 minutes. When explaining gymnastic exercises, it should be borne in mind that the word for children younger age is a weak irritant and it is impossible to force the child to engage in commands. Therefore, it is necessary that the child perceives any gymnastic exercise as a game and actively participates in the lesson. To do this, small gymnastic objects are used in the classroom: sticks, balls, hoops, short ropes, benches, ladders, etc.

When conducting gymnastic classes, it is required to observe the following principles: 1) cover all muscle groups in exercises (shoulder girdle, legs, back, stomach); 2) alternate exercise and rest; 3) alternate starting positions; 4) exercises should be directed to the development of motor skills.

For the physical education of children over 4 years of age, sports exercises are widely used (elements sports games, relay races, ball games, etc.). Physical education classes are built according to the generally accepted scheme: an introductory part (walking, running, walking), general developmental exercises for the main muscle groups (4-5 exercises), outdoor games and a final part (walking and breathing exercises).

Massage and gymnastics are not only a means of improving the motor skills of healthy children and increasing their resistance to harmful influences. external environment but also ways of treating sick children.

The physical skills that children master must be constantly improved. For exercises that develop muscle strength, endurance, flexibility, it is useful to use sports simulators, which should be equipped in all gyms of children's medical institutions.

hardening

Hardening is understood as a system of measures that provide an increase in the body's resistance to unfavorable factors environment(temperature change, unfavorable epidemiological situation, stressful situations, etc.) through systematic dosed exposure to natural factors. Highest value for hardening have natural natural factors:, the sun's rays. Hardening can be carried out at any time of the year, but it is better to start it during the warm period and continue systematically throughout the subsequent time. Air baths should precede water and solar procedures. It is necessary to start hardening in the absence of an acute disease or an exacerbation of a chronic disease.

Hardening rules: 1) the choice of a hardening agent for each child must be approached individually; 2) hardening should be carried out sequentially, with a gradual increase in time or intensity of the hardening factor; 3) hardening should be carried out systematically.

Air hardening is air baths at rest or in motion (on a veranda, a walking area). Air baths at rest are indicated for young children, starting from 2-3 weeks of age, with room air at 22 ° C. First, the child is undressed for 1-2 minutes 2-3 times a day, then the duration of the procedure is gradually increased to 15 minutes a day. By the end of the first year of life, the air temperature can be reduced to 16-17°C.

Water hardening procedures are the most popular.

Rubbing is done to children older than 6 months. Start with a dry wipe, then move on to a wipe with a damp mitten. Wiping sequence: upper limbs - from the hand to the shoulder, lower - from the foot to the thigh, chest, stomach, back. After rubbing, each part of the body is rubbed with a towel until the skin turns red. The water temperature should be at first 33-35°C, then it is reduced by 1-2°C and in the next 2-3 days to 28-30°C for children under 1 year old, to 25-26 °C - for children under 3 years old. years and up to 16 -18 ° С - for schoolchildren.

General dousing begins from 1.5-2 years old from a jug or with a shower at a water temperature of 33-35 ° C, then gradually reduce the water temperature to 27-28 ° C, and for preschoolers - to 22-25 ° C. The local name is dousing the legs, torso to the waist, etc. After dousing, the feet are rubbed with a towel until they turn red. The water temperature is gradually reduced from 30-32°C to 16-18°C.

They also do contrast dousing with water of various temperatures (colder and normal, to which the child is accustomed).

Swimming in the river or in the sea can be started from the age of 3, and the water temperature must be at least 22 ° C.

IN last years hardening of infants by swimming became popular. In the absence of contraindications, this type of hardening can be used from the third week of a child's life. Classes are usually organized in children's clinics. They are carried out by nurses. To learn to swim in the bath or in the pool, special cork devices are used. Systematic swimming lessons cause pronounced positive emotions in children, have a beneficial effect on their growth and development.

Hardening by sunlight is carried out carefully, as overheating of the body and heat stroke are possible. For hardening of infants, only reflected or scattered sunlight is used. For a child older than 1 year, such procedures are shown only in the morning hours - from 9 to 11 hours. The duration of the sun bath is at first a few minutes, then it is brought up to 10-20 minutes. A white Panama hat must be put on the head of the child.

Monitoring the development and behavior of the child

A medical worker should be able to organize the activities of children, use every contact with a child for maximum communication with him. You should strictly monitor the implementation of the daily regimen. The work of a nurse, junior nurse and educator should be clearly regulated.

Observing the behavior of children, pay attention to the general mood of the group. They note how children behave: noisy or quiet, crying or naughty, busy playing or walking aimlessly and being bored. It is necessary to assess the degree of accessibility of toys for the understanding of children, the degree of development of independent skills in the game.

Monitoring the development and behavior of children is necessary for the appointment correct mode day, the choice of means of physical and neuropsychic education. When caring for children, during feeding, hygiene procedures, getting ready for bed and in other conditions, it should be noted what independent skills the children have and whether these skills are appropriate for the age of the child. When communicating with a child, they reveal how his movements and speech are developed; what kind of relationship he has with adults and other children, individual characteristics; whether the child completes the work begun; whether he helps other children; whether he receives pleasure and joy from independent actions; knows what toys can be used and how to handle them. Identify the reasons for the deterioration of the child's mood. The child's activity is timed for 15-20 minutes, writing down what he did, what he said.

Somehow recently I had to watch the following scene. A boy of six years old was playing ball with a group of children in the yard. Suddenly one of the windows opened and a woman's head appeared in it, apparently the mother of the child. The mother looked at her playing son for a minute and, meeting his eyes, said in an obviously indifferent tone: “Senya, stop chasing the ball and it’s not a sin to go home,” and immediately closed the window. From her tone, Senya clearly understood that it was absolutely not necessary to go home, that it was her mother who said so, by the way, and she herself immediately forgot about it. He continued to run around the yard. Another hour and a half passed. The window opened again, and again the mother's head appeared in it, but this time she began to shout: "Senka, you lousy devil, if you don't go home now, I'll take off my skin!" The boy calmly gave the ball and entered the entrance. I don’t know Senya or his mother, but already from this scene one can understand that Senya is accustomed to obey only screams and threats, and until it comes to the “devil” and “skins”, he will not obey.

Shouts and remarks are often unnecessarily abused by teachers of preschool institutions. Making remarks to children, they do not always care about their implementation. How often can you see a teacher leading a group for a walk and constantly shouting: “Misha, don’t play around,” “Tanya, don’t stop,” “Valya, go in pairs,” “Volodya, don’t run.” Children are so accustomed to this constant accompaniment that they almost do not react to comments, and the teacher, without even having time to check whether his previous instruction was understood and fulfilled, is already doing the next.

Since the mobility of the nervous processes in a child is usually still small, it is difficult for him to immediately switch from one activity to another. Therefore, without extreme necessity, it is not necessary to demand, for example, that the child immediately stop playing and sit down at the table. Better baby, playing "pilot", say: "Now go to land, in five minutes you need to land and be in time for breakfast."

Especially at first, one should try to give the children orders, the execution of which corresponds to their own desires, for example: “you must eat” when the child is hungry, or “take off your sweater” when he is hot. Gradually, by expanding the scope of actions “it is necessary” or “it is impossible”, it will be possible to accustom the child to calmly and without resistance to carry out orders that are not entirely pleasant for him, for example, “you need to drink medicine.”

In order to teach children to obey a calm word the first time, we successfully apply the following method. We offer the child to act as sailors, pilots, astronauts do, when they are ordered to do something, the child must answer “Yes!”, Repeat the order and then follow it. For example, a mother or caregiver says: "Kolya, wash your hands." Kolya replies: “Yes! Wash your hands" - and then immediately goes to the washstand. This technique, reminiscent of a game that children go to very easily and willingly, has a number of advantages. When applying it, you are sure that the child understood your instruction, paid attention to it, and, most importantly, in this case the instruction is not perceived by the child as violence against his personality and freedom, but is carried out as his own voluntary desire.

For the full-fledged neuropsychic development of the child, the word plays an extremely important role. The word, as he pointed out, is a specifically human, strongest and universal stimulus. In order for the word not to lose its meaning, it is necessary that each verbal indication or warning must always be supported by appropriate actions and sensations. You can not promise anything to a child or threaten him with anything if there is no complete certainty that this promise or threat will be carried out.

The influence of the family on the upbringing of the child

The family is a special kind of collective that plays the main, long-term and most important role in education. Anxious mothers often raise anxious children; ambitious parents often suppress their children so much that this leads to the appearance of an inferiority complex in them; an unrestrained father who loses his temper at the slightest provocation, often, without knowing it, forms a similar type of behavior in his children, etc.

The main thing is the achievement of spiritual unity, the moral connection of parents with the child. In no case should parents let the process of upbringing take its course even at an older age, leave a grown-up child alone with himself.

It is in the family that the child receives the first life experience, makes the first observations and learns how to behave in various situations. It is very important that what we teach a child is supported by concrete examples, so that he sees that in adults theory does not diverge from practice.

Parents, when making a decision, should put in the first place not their own views, but what will be more useful for the child.

Features of the period of early childhood and its significance

Early age is a period of rapid formation of all psychophysiological processes.

The physical and neuropsychological development of children in the first two years of life is characterized by a rapid pace. During this period, the growth and weight of the child intensively increases, all body functions develop intensively. By one year, the child masters independent walking. In the second and third years of life, his basic movements improve, he begins to coordinate his motor activity with others.

He makes great strides in mastering his native language.

The active vocabulary of a one-year-old child has 10-12 words, by 2 years - up to 200-300, by 3 - up to 1500 words.

At an early age, children are characterized by great instability of the emotional state. Ensuring a positive emotional mood, their balanced behavior, protecting the nervous system are important tasks for raising children. early childhood.

The imperfection of nervous processes (the predominance of excitation over inhibition) is manifested in the behavior of children: they are excitable, move a lot, and are incapable of expectations.

The organization of life is a purposeful allocation, the correct combination and alternation of the main processes of life, activity and education of children, as well as the creation of the necessary conditions for the implementation of the tasks of the comprehensive development and upbringing of the child.

Principles of building a daily routine for young children.

1. Ensuring the duration of wakefulness corresponding to the limit of working capacity.

2. Ensuring the required amount of daytime and nighttime sleep.

3. Compliance with certain age-appropriate intervals between feedings.

4. Ensuring a rational alternation of sleep, feeding, wakefulness.

The most rational is such a sequence in which the child receives food after sleep at the beginning of wakefulness.

In the daily routine of young children b. a large place is given to the various actions of children with objects.

Actions with objects help establish communication between an adult and children.

In the process of mastering actions with objects, the sensory development of children occurs, the perception of objects and their properties (shapes, colors, sizes, positions in space) improves.

First, according to the model, and then independently, the child can complete the task of an adult (choose one of a certain color from 2-3 colored balls, etc.).

In sensory education, the selection of toys of different colors, shapes, and materials plays an important role.

You should select objects that are contrasting in one of the signs, but similar in others (for example, balls of the same color, but of different sizes).

For joint games, you need dolls and other figurative toys of medium size, sets of large dishes, some pieces of doll furniture (table, chair, bed)

With normal neuropsychic development in young children, the need to communicate with peers begins to form.

Elements of sociability are manifested primarily in practical activities children (imitating a peer, tries to play a game with him - roll the ball).

However, conflicts often arise between children, because children still have poorly developed speech, and they cannot explain their desire.

A peer's toy can also be a cause of conflict.

It is necessary to teach children to show tenderness, sympathy: pat on the head, pity the child.

The leading type of movement in children 2 years of age is walking.

The child feels a great need for it, because it enables kids to better navigate the world of objects.

Active movements of the child, expanding his orientation in the environment, stimulate the development of mental functions (sensations, perception, visual-effective thinking).

As the child's walking becomes more and more automated, the prerequisites for the active activity of the hands are created. He can, without fear of losing his balance and falling, carry objects in his hands, carry them.

However, the automation of walking and the coordination of movements of the arms and legs is determined by special conditions that are created by adults. Furniture is placed along the wall so that the middle of the room is free. Along with providing free space, it is necessary to have special equipment for the formation of various kinds physical activity (slide with a ladder, etc.).

For the development of coordination of movements of the arms and legs, it is necessary to have a set of toys that the child could carry in his hands (large soft toys, dolls, baskets, carry by braid (cars, carry by pushing forward (wheelchairs).

Regulation of motor activity - important condition physical development of young children.

It is mandatory to conduct outdoor games. Emotions of surprise, joy experienced by a child during outdoor games contribute to better assimilation of movements.

Outdoor games with musical accompaniment are of significant value for the overall development of the child; movements performed to the beat of music contribute to the development of a sense of rhythm and harmony of movements.

CHAPTER 10 EARLY CHILD EDUCATION BASICS

CHAPTER 10 EARLY CHILD EDUCATION BASICS

Medical staff takes an active part in the process of raising children. It is impossible to treat children or care for them, excluding educational methods. Proper Care not only provides good health, but also contributes to the correct physical and mental development child. Carrying out educational work requires a certain experience in communicating with children and familiarity with the basic principles of education and training. The volume and tasks of educational work are largely determined by the location of the child, i.e. conditions of a hospital, children's home, nursery-garden, etc. In any case, it is necessary to ensure the aesthetic design of the premises, the area for walking, arenas, a sufficient set of toys and books. At the same time, it is necessary to take into account the age and state of health of children, the peculiarities of raising children at home, at school, etc.

Education is a purposeful management of the development of the child, preparing him for life and work in society.

Elements of education. The activity of adults is aimed at the complex physical, mental, moral and aesthetic development of the child. When raising children under 3 years of age, a greater proportion is occupied by means for physical development, and for older children, priority is given to methods of mental influence.

Physical education- an integral system of measures aimed at the timely formation of correct motor skills and abilities in children, health promotion, full and timely physical development. To develop physical skills and abilities, various methods are used, including gymnastics, massage, hardening, etc.

moral education- the formation of the relationship of the individual to society. Morality (morality) is a set of principles and norms of behavior characteristic of people in a given society.

Aesthetic education- education of aesthetic feelings, an adequate attitude to reality, love for everything beautiful in nature, life, art. The means of aesthetic education are fiction, drawing, singing, music.

mental education- the formation in children of correct ideas about the phenomena of nature and life, the development of mental abilities (attention, imagination, thinking, speech, memory). Mental education also involves the development of the ability to independently acquire knowledge and apply it in practice. In the development of mental activity, an important role is played by the constant contact of the child with adults, as well as with other children. The child must hear the speech addressed to him, otherwise it is difficult to expect great success in mastering the native language. If necessary, for the development of speech, classes with a child should be conducted by a speech therapist 1.

Favorable microclimate in the family - required condition raising a healthy child. The even distribution of workloads between father and mother for the care and upbringing of the child strengthens the family, brings new shades to the relationship between adults. Among ideals modern man as a prerequisite should be healthy lifestyle life, including quitting smoking, moderation in drinking alcohol, avoiding the use of "strong" words, the cult of sports.

When choosing a means of education, the age of the children is taken into account. While on duty in a hospital (children's home, kindergarten), medical workers (educators, full-time teachers, students of a medical institute) pay considerable attention to the organization of various classes, games, and educational conversations with children. For each age there is a set of toys, games, activities.

So, an approximate list of activity games for children aged 10-12 months can be as follows: display of plot toys (dogs, cats, etc.), activity games with a ball, cubes for the development of movements, entertainment games such as "hide and seek", “okays”, display of clockwork toys.

For children aged 1 to 2 years, classes are held with pictures, "building" material in order to develop speech and coordination of movements. Tasks are given to distinguish objects by their size, shape.

With children from 2 to 3 years old, you can conduct conversations, read books, form their primary numerical representations, etc. Games should be organized for attention, development fine motor skills fingers, the ability to distinguish objects and toys not only in size and shape, but also in color.

1 Speech therapy (from the Greek. logos- word, speech payeia- education, training) - part of pedagogy, closely related to medicine, studying speech disorders and developing methods for their correction and prevention.

It should be remembered that for preschool children the game is a kind of social life. The life experience of a child, especially at an early age, is still small, and therefore, in games, children reflect what they can do and what adults have taught them. Elements of the game are also needed for the development of hygiene skills. They should be used during feeding, toilet, before going to bed. The game should also be the basis of cognitive activity. It is in the game that the child draws with enthusiasm on his own, sculpts from plasticine, cuts and glues applications, designs, makes homemade toys, sings songs, tells and invents fairy tales. It must be remembered that “the spiritual life of a child is full only when he lives in the world of play, fairy tales, music, fantasy, and creativity. Without this, he is a dried flower ”(V.A. Sukhomlinsky).

Education is a complex, multifaceted process. However, when conducting collective and individual educational work with children, several fundamental pedagogical concepts should be taken into account: when presenting material, the simple should precede the complex, the easy should precede the difficult, specific information about objects and events should precede their abstract verbal symbolism.

The rational distribution of loads over time is aimed at preventing breakdowns in the child's nervous system. You need to strive to keep a daily routine. It is necessary to evoke positive emotions in children, stimulate their desire to help their elders and their comrades, bring the task to its logical conclusion, develop independence in the child.

Daily regime. The basis of educational work in the children's team is the daily routine, i.e. correct distribution of time and a certain sequence of vigorous activity, sleep, meals, etc. Pediatricians, together with teachers and hygienists, have developed standardized daily routines for various medical and preventive and children's institutions, depending on the specifics of their work and the age of children.

In a children's institution, including medical ones, children are divided into age groups, taking into account the peculiarities of the daily regimen. The smaller the child and the more energetic it grows, the more often the regime is changed.

For example, in the group of infants, the regimen is changed 4 times a year, from 1 year to 2 years - 2 times (Table 13).

Table 13Daily routine of children aged 1 month to 7 years

Age	Night sleep, h	Daytime sleep, h	Wakefulness, h	Number of feedings
1 month
3 months
6 months
9 months
1 year		4 1 /2	8 1 /2
1.5 years		3 1 /2	9 1 /2
2 years
3 years		2 1 /2	10 1 /2
4-6 years old
7 years		1 1 /2	12 1/2

The regimen for sick and physically weakened children should be different from the regimen for healthy children of the same age. Therefore, in physically weakened children, the duration of the wakefulness period is reduced and the time for rest and sleep increases.

In the hospital department, the nurse monitors the implementation of the regimen. For individual patients, an individual daily regimen can be developed.

Personal hygiene habits. A serious role in the proper upbringing of a child is given to personal hygiene skills. Neatness and cleanliness must be developed in children from the first days of life. These goals are daily washing, bathing children, changing linen; from 5-6 months of age, it is necessary to teach the child to ask for a potty. Planted on the pot as soon as the child begins to sit confidently. The attention of older children should be paid to dirty hands, face, nose and try to evoke a negative attitude towards this. To eliminate dirt, you can use the so-called wet wipes (Cleanic, Huggies, Fixes Hartmann), which allow you to quickly and effectively wash your child in any conditions without skin contact with water and soap.

Disposable diapers in recent years have become widespread throughout the world. They need to be changed, as moisture makes the skin vulnerable,

and the longer the child's discharge is in contact with the skin, the more likely it is to be damaged. It is better to use premium breathable diapers. Disposable diapers can be used from the first days of a baby's life. When switching to diapers, parents and carers require special attention so that the child does not lose the “potty reflex”.

In the period from 1.5 to 2 years, the child should be taught to use a handkerchief independently. In the 3rd year of life, it is necessary to teach the child to wash his hands before eating, and on his own initiative, wash his face in the morning and evening, dry himself only with his own towel, napkin. If a child is brought up in a team, then personal items must be marked: drawings depicting fruits, vegetables, etc. At 1.5 years old, the child should be able to rinse his mouth and brush his teeth. Initially within 2-3 months. teeth are cleaned only with a damp toothbrush and then with toothpaste. Brush your teeth in the morning and evening before bed.

Equipment for children's institutions. Furniture and toys are selected according to the age of the children. In the group room of the orphanage (nursery) there should be the following equipment: an arena, a slide-arena (for children over 10 months old), tables, chairs, a sofa; high tables for feeding, shelves, cabinets for toys, manuals, linen; toilet tables (diapers), a barrier for children. In the bedroom and on the veranda, beds should be placed according to the number of children. In the dressing room, it is necessary to have individual lockers for each child, low towel racks, low sinks, etc.

To make the child feel comfortable, starting from the first months and first years of life, special cribs, seats, chairs (stools), playpens, walkers, chamber pots, scales are used (Fig. 28, a). For walks, strollers and strollers are used, which can be used at any time of the year (Fig. 28, b).

Depending on the age of the children, toys are placed in the arena, diapers. Variety is created not so much by the number of toys as by the presence of both simple and more complex models. Children's homes are equipped with special playrooms - kitchen models (Fig. 29), a living room, a bedroom with sets of furniture, toys for developing family life skills, simulating "home" situations. A set of toys for children of the first year of life: a rattle with a handle, a ball, a rubber toy, a tumbler, a ball, a saucepan with a lid, a box, a plastic bowl with a small toy, a pyramid, a pencil case with sticks.

Rice. 28.Equipment for children's rooms:

a - furniture for children; b - strollers for children

Rice. 29.Playroom-kitchen for children

A set of toys for children 2-3 years old: a mosaic, a pyramid, a matryoshka doll, a fungus (folding), a barrel with "changes".

In addition to toys, you can use picture sets to organize games in which children have to name the objects shown in the picture, the actions performed by the character in the picture, the color of the clothes, the shape of the objects, etc. It is also necessary to have children's books, designers, sketchbooks, sets for children's creativity.

Children's institutions are also equipped with a music room and a gymnasium, where classes with children are held 1-2 times a week.

Cloth. For the correct development of physical skills, it is necessary to follow the clothes of children, which should not constrain movements, correspond to age, season.

Massage and gymnastics. Among the means used for the physical development of children, a large place is occupied by massage and gymnastics. Massage for children in the first months of life is necessary, first of all, for the development of the child's psyche, since the first speech reactions (cooing) occur in response to tactile stimuli - stroking, while verbal appeals of adult responses to speech reactions

from the side of the child is not called. Stroking, rubbing and kneading increase the inhibitory processes, i.e. have a calming effect on the child; vibration (pat) enhances excitatory processes.

Massage. Children in the first months of life are given mainly two types of massage - stroking and rubbing (in the position of the child on the back, stomach). Stroking(Fig. 30, a) - these are light sliding movements with the palms or the back of the hand along the surface of the skin. Trituration(Fig. 30, b) - this is a more intense compression of the fingers than stroking.

Older children are massaged in five ways: stroking, rubbing, kneading, tapping and vibration. kneading- the impact of massage techniques on the skin, muscles, tendons, joints. tapping(Fig. 30, c) is carried out with the back of one finger, then two and big amount fingers. vibration caused by vibrator devices is used for obese children. It acts reflexively internal organs, enhances the metabolism of deep tissues.

When carrying out a massage, it must be remembered that deep stroking (rubbing, kneading, tapping and vibration) should be carried out along the lymphatic vessels, as a rule, from the periphery to the center, i.e. towards the nearest lymph nodes (Fig. 31).

Rice. 31.Directions of massage movements (diagram)

Gymnastics. An adult does gymnastics with a young child. In children up to 4-6 months, all exercises are associated with passive movements, in the future, active movements are included in the set of exercises. In infants, gymnastic exercises are combined with massage elements.

Start with easy exercises, gradually moving to more complex ones. Alternate movements of the arms, legs and torso to distribute the load on all muscle groups. No violence is allowed. You can use the following exemplary sets of exercises for children from 1 to 12 months (Fig. 32):

Complex for children from 1 to

3 months: extension of the spine (a), crawling on the stomach (b), “swimmer” position (c);

Complex for children from 3 to

4 months: “swimmer” position (c), “boxing” (d), crossing the arms on the chest (e), turning from back to stomach (e);

Complex for children from 4 to 6 months: "boxing" (d), crossing the arms on the chest (e), turning from back to stomach (f), flexion and extension of the legs (g), sitting down from a supine position (h) ;

Complex for children from 6 to 9 months: turning from back to stomach (e), sitting down from a supine position (h), circular movements of the arms (i), getting up from a prone position (k);

Complex for children from 9 to 12 months: sitting down from a supine position (h), circular movements of the arms (i), getting up from a prone position (k), squatting (l), walking behind a wheelchair (m).

Rice. 32.Gymnastic exercises in children of the first year of life. Explanation in the text

With children 1-2 years old, for the purpose of physical education, gymnastic classes, outdoor games are carried out, and from 2-2.5 years old - also morning exercises. The duration of physical education classes for children under 2 years old is 10-15 minutes, and for children under 3 years old - 15-20 minutes. When explaining gymnastic tasks, it should be remembered that the word for young children is a weak irritant and it is impossible to force the child to do commands. Therefore, it is necessary that the child perceives any gymnastic exercise as a game and actively participates in the lesson. To do this, small gymnastic objects are used in the classroom: sticks, balls, hoops, short ropes, benches, ladders, etc.

When conducting gymnastic classes, the following basic principles are observed:

1) exercise coverage of all muscle groups (shoulder girdle, legs, back, abdomen);

2) alternation of exercises and rest;

3) alternation of starting positions;

4) in children 1-3 years old, exercises are aimed at developing motor skills.

For the physical education of children over 4 years of age, sports exercises are widely used (elements of sports games, relay races, ball games, etc.). A physical education lesson is built according to the generally accepted scheme: an introductory part (walking, running, walking), general developmental exercises for the main muscle groups (4-5 exercises), outdoor games and a final part (walking and breathing exercises).

It should be remembered that such methods of physical education as massage and gymnastics are not only means of improving motor skills. healthy child and increasing its resistance to harmful environmental influences, but also ways to treat sick children.

The physical skills that children master must be constantly improved. To perform exercises that develop muscle strength, endurance, flexibility, it is also good to use sports simulators produced by the industry. All gymnastic halls of children's medical institutions should be equipped with such simulators.

Monitoring the development and behavior of the child. A medical worker should be able to organize the activities of children, use each

dy contact with the child for maximum communication with him. You should pay attention to the implementation of the daily regimen. Importance has a clear regulation of the work of a nurse, junior nurse and educator.

A child in the first year of life goes through the path of development from a helpless creature with a limited set of defensive reactions to a person endowed with a certain mind - such is the rapid age evolution of the brain. Table 14 shows the characteristics of behavioral reactions, speech skills, sensory perception, mental and motor development of the child by months during the first year of life. It should be clearly known whether the development of a child corresponds to the age norm or lags behind, in this case it is necessary to determine what age the development of his mental and motor skills corresponds to at the time of the study.

Observing the behavior of children older than 1 year, you need to pay attention to the general mood in the group. They note how children behave: noisy or quiet, crying or naughty, busy playing or walking aimlessly and being bored. It is necessary to determine the degree of accessibility of toys for the understanding of children, the degree of development of independent skills.

Control over the development and behavior of children is necessary for the appointment of the correct daily routine, the choice of means of physical and methods of mental education. When caring for children, during feeding, hygiene care, getting ready for bed, etc. it should be noted what independent skills children have and whether these skills are appropriate for the age of the child. When communicating with a child, it is necessary to identify how movements and speech are developed; what is the relationship of the child with adults and other children; his individual characteristics; whether the child completes the work begun; whether he helps other children; whether he receives satisfaction and joy from independent actions; knows what toys can be used and how to handle them. It is necessary to identify the reasons for the deterioration of the child's mood. It is interesting to time the child's activities for 15-20 minutes, writing down everything that he did, what he said. An analysis of the results obtained provides concrete material for characterizing the child and makes it possible to individualize the use of the means of physical and mental education.

Age, months	Behavioral responses
	Wakes up if hungry or wet. Falls asleep quickly	The cry is loud, clear, with a short inhalation and an extended exhalation	Briefly fixes the gaze and follows the object. Stops or changes crying at the voice of an adult	Lying on the back, briefly fixes the head. Symmetrical increase in flexion tone overcome by passive movements
	A clear rhythm of sleep and wakefulness. Falls asleep immediately. Calm wakefulness (if full and dry). Smiling when spoken to	The cry is intonationally expressive. Initial coo	Follows a toy moving in a horizontal plane. Listens to sounds	Lying on the stomach, keeps the head upright, but not constantly. Spontaneously symmetrically abducts the arms at the shoulder joints and raises them to a horizontal level. Resists passive leg movements
	Actively awake, quickened by communication	Cry with distinct intonations, melodious hum	Smoothly follows the toy in all directions. Turns head and eyes towards the source of the sound. Directs hands towards an object	Holds the head well in an upright position. Spontaneously symmetrically takes the arms to the sides. Slightly resists passive leg movements

Table continuation

Age, months	Behavioral responses		Features of sensory education and mental development	Features of motor development
	Orientation response to communication precedes revival	Singing hum and laughter	Reaches for a toy. Examines his hands. Searches and finds the source of sound in space	Lying on his back, while sipping his hands, he raises his head. Turns from back to side. Performs passive and voluntary movements in full
	The orienting response is replaced by a lively or fear response.	Singing hum with chains of sounds, laughter, whimpering	He shifts his gaze from subject to subject. Reaches for the toy and grabs it with both hands. Responds appropriately to mother's voice	Lying on his stomach, he leans on outstretched arms, on one hand. On the back, when sipping on the hands, it reaches for the hands. Confidently rolls from back to side
	A clear orienting reaction, at the sight of the mother, the reaction of "revival", considers the surrounding objects and people	Short babble sounds	Grabs the toy from any direction. Holds an item in each hand. Actively monitors others	Lying on his stomach, he leans on outstretched arms, on one hand. On the back, when sipping on the hands, it reaches for the hands. Confidently rolls from back to side
	Carefully considers adults before entering into communication. The reaction of fear is changing cognitive interest. Distinguish between "us" and "them"	active babble		Is sitting. Lying on his back, sits down or pulls up by the hand. Keeps legs in weight while lying on back

Age, months	Behavioral responses		Features of sensory education and mental development	Features of motor development
	Enters the game with adults. Addresses with gestures and babble. Distinguishes well between "us" and "them"	Active intonation-expressive babbling	Repels objects. Throws, knocks an object against an object, manipulates 2-3 objects, distinguishes people's faces, knows his name	Sits and sits without leaning. Gets on all fours. Grasping the support, kneels down
	Various emotional reactions when contacting the mother	A variety of sound combinations, intonation-melodic imitation of a phrase	Responds with action to verbal instructions. Looking for a hidden toy. Picks up small objects with two fingers	Maintains balance while sitting while handling toys. He gets up, grabbing onto a support. Steps with the support of the hands
	There are reactions of displeasure to various situations. Voice signals about needs. Plays with adults, imitates gestures	Imitation of sounds and syllables, babble	Imitative hand movements - “okay”, “goodbye”. Inserts fingers into holes under visual control. Shows body parts of another person. Grabs toys with fingers	Worth it on its own. Walks holding onto a support with one hand

End of table

Age, months	Behavioral responses		Features of sensory education and mental development	Features of motor development
	Adequately responds to the word "impossible". Fulfills some requests. Selectively relates to others. Understands the names of individual items	Says the words "ma-ma", "ba-ba", "de-da", etc.	Throws toys out of bed, puts fingers in holes to the touch. Produces imitative movements - flips through the pages, "starts" the machine. Distinguishes body parts	Confidently stands without support. Squats, walks, holding on with one hand, takes several steps without support
		Speaks 5-6 babble words, the intonation of the request is expressed	Nests one item within another. Opens a box, drawer. Recognizes pictures. Uses a spoon	Walks without support, squats and stands up

Disabled children requiring special care. Disabled children are not able to respond to external signals in the same way as healthy children do. Infants with visual and hearing impairments, with serious health problems are significantly different from their peers, and the defect itself largely determines the characteristics of care, since the medical worker has to take it into account and overcome additional stress in relations with parents or guardians.

Blind children cannot follow the facial expression of the person caring for him or smile back. The necessary visual communication between an adult and a child, a key moment in the formation of an attachment relationship, does not arise. Blind children are deprived of the opportunity to receive information when developing their own reactions. The danger lies in the fact that the violation of communication and interdependence of the child and the adult leads to the fact that the caregiver moves away from the infant. Clearly, to eliminate the barrier to separation, the infant and caregiver need to establish an understandable system of communication.

Blind children with normally developed other sense organs begin to give signals of discrimination, recognition, preference not earlier than the end of the 1st year of life. The apparent lack of response in the baby is a severe emotional shock for parents, even if the diagnosis is clear. In blind children, facial expression appears much later, the smile is less expressive, and facial expressions are poorer than in sighted children. However, blind children learn a wide range of expressive gestures with which they express their needs to their caregivers. And at a certain stage, they learn to address and associate these signals with people and objects invisible to them.

Deaf children. When raising deaf children, difficulties of a different kind arise. In the first few months of life, their well-developed visual system compensates for their lack of hearing. Children respond correctly to external stimuli and are sociable. However, at the beginning of the 2nd half year of life, the reactions of children cease to meet the expectations of their parents, the relationship between the "educator" and the baby is broken. We need a correct diagnosis. One of the first signs of a hearing impairment in one-year-olds is their apparent disobedience and their frequent flinching when people appear in their field of vision. At a later age, these children may

have temper tantrums or extreme withdrawal along with an inability to form normal relationships with the people who raise them. All infants are screened for hearing at an early age.

The experience of working with such children shows that it is possible to successfully overcome the defect by developing the correct system of education. In addition, it must be taken into account that at the birth of such a child there is a high risk of maternal rejection, withdrawal and depression. Such child health problems affect the parents' marital relationship and other children. It is necessary to help parents make informed decisions that will allow not to focus all attention on the child's illness, but, on the contrary, will lay the foundation for preserving the child as an individual, restoring normal relations between all family members.

Children with diseases such as down syndrome And cerebral paralysis, for whom there is no specific treatment, they need pedagogical measures, the organization of psychological and social assistance. In the presence of disorders of the musculoskeletal system, special technologies for teaching and educating children are used. So, for the correction of speech-motor disorders, speech therapy massage and articulatory gymnastics are used. It is necessary to conduct installation exercises (passive and active gymnastics) to establish the articulation muscle movement technique. Exercises are used to close and move the lips, change the position of the tongue, etc. Children, as a rule, study in specialized schools, but they are capable of mastering self-care skills and doing homework.

The medical, educational programs For example, the participation of parents in Russian Association"Down Syndrome" (a society of parents of children with Down's disease), attending classes at early educational assistance centers under the Mackauri "Little Steps" program. With Down's disease, classes begin as soon as the diagnosis is made, i.e. at the age of several weeks. Thanks to the use of new teaching methods, most children with learning disabilities mental development began to live more fulfilling lives, many children were able to attend regular schools, etc.

CONTROL QUESTIONS

1. What is the work of mental education of the child?

2. What examples of activity games can you give for children aged 1, 2, 3, 4 years old?

3. What principles are used in the preparation of a set of gymnastic exercises?

4. What are the features of the daily routine for children of different ages?

General childcare: Zaprudnov A.M., Grigoriev K.I. allowance. - 4th ed., revised. and additional - M. 2009. - 416 p. : ill.

The age from 3 to 6-7 years is an essential stage in the formation of the child's mental functions. An important basis for this process is the further maturation of the brain and spinal cord.

By the age of 3, a child's brain mass triples compared to birth weight. By 5-6 years, small convolutions of the cortex are formed. The structural development of nerve cells continues. By the end of the period, the child's brain is close in structure to the brain of adults.

At 5-6 years old, the ratio of the spinal cord and spine becomes the same as in adults. The vegetative system is active nervous system(ANS), while the physiological predominance of the influence of the sympathetic part of the ANS in the 3rd-4th year is replaced by a greater influence of its parasympathetic part.

Movement at this age is a natural vital need. Daily physical activity in children of 5 years old reaches 8-10 thousand different movements per day. IN winter time it is decreasing. At the same time, daily physical activity in girls is lower than in boys. However, in girls, the accuracy of movements is more pronounced.

By the age of 4, a child can deftly and confidently move forward and backward, hop around, throw a ball. At the age of five, a child can jump from place to place, catch a ball, ride a bicycle, perform different movements to music, know how to do simple dance steps, establish a clear dominance of the right or left hand. At 6 years old, children confidently jump on one leg, dribble the ball with one hand on the go or with their feet like in football, jump over a rope that is twisted by two people. At 6-7 years old, they can climb a rope, throw a ball into the distance and at a target.

The development of fine purposeful hand movements in preschool children is manifested gradually by the ability to use scissors, cutlery, the ability to draw triangles, squares (at 4 years old), circles (at 6 years old) and others. geometric figures, write in capital letters. However, coordination of movements at this age is still insufficient. This, combined with high physical activity, can lead to a variety of injuries. Injuries are the most common cause mortality in this age group.

In the preschool period of childhood, the further development of the sense organs takes place. From the age of 3, the child has good color vision, further the subtlety of color discrimination increases. He is capable of stereoscopic perception of space, geometric shapes and distances. At the age of 4 years, the maximum visual acuity is reached - 1.0. The musical ear continues to develop. Time orientation begins to form. All this improves the process of perception of the surrounding world.

The imagination of the baby becomes more vivid, rich, emotional. Creative imagination develops. Preschoolers tend to have good memories. They easily memorize fairy tales, age-appropriate poems, counting rhymes, tongue twisters.

You need to know that the child easily remembers what is emotionally colored for him. At the age of 3-4 years, memory has an involuntary character, while the child does not set himself the goal of memorizing any objects or words. From the age of 4-5, arbitrary memory is formed, i.e. conscious desire to learn something, to remember.

From 4 to 7 years there is a rapid increase in the volume of attention. By the age of 6-7, the mechanisms of voluntary attention are switched on (subordination of attention to certain goals), its ability to switch.

By 6 years old lexicon child expands to 3000 words. Used sentences different types, declensions and conjugations are used correctly, a culture of speech communication is formed.

By the age of 3-4, the ability for collective games with peers develops, which become the main activity. At 3 years old, children begin to play side by side and everyone should have their own toy. In the future, children play together, but this interaction is short-lived. At the age of 5-6, with the development of playing skills and ideas, children begin to unite to play for a longer time.

By the age of 3-4, the child learns his gender. He knows whether he is a boy or a girl. By the age of 4-5, differences in the behavior of boys and girls begin to appear, in the preference for games and toys.

A preschooler can easily master all hygiene skills. Already in the fourth year of life, the child can independently brush his teeth with toothpaste and rinse his mouth after eating. Most children by the age of 5 know how to wash themselves. A preschooler is able to use a handkerchief. At 3-4 years old, the baby can use a spoon, fork and napkin while eating. At 5 years old, children eat gently, silently. At the age of 6-7, they consolidate the skills of a culture of behavior at the table, including the correct use of a knife, fork and napkin, and clearing dishes from the table.

At 3 years old, a toddler can button up buttons and tie shoelaces with a little help from an adult. By the age of 4, the desire to dress and undress independently, to be always neat and tidy, is being improved. At the age of 5, the skills to dress and undress are fixed, the children themselves fasten buttons, zippers, and lace up their shoes. By the age of 6, preschoolers can tie shoelaces, clean shoes, wash socks, and keep their costumes neat. By the age of 7, children can quickly dress and undress.

Initial forms self-awareness is formed in a child of three years, when he begins to treat himself as an independent "I" and seeks to independently satisfy his needs. This can be complicated by a “crisis of three years”, in which the child, against the background of establishing new relationships with others necessary to identify his “I”, has negativism (the child refuses to obey some of the demands of adults), stubbornness (the child insists on his demand), obstinacy (a protest against the order that exists at home), willfulness, devaluation of the role of adults.

By the age of 7, against the background of the emergence of a new inner life - a life of experiences that affect the inner world, a "crisis of seven years" may occur.

The main symptoms of this crisis are:

Loss of immediacy (between desire and action, the experience of what significance this action will have for the child himself is wedged);

Mannering: the child builds something out of himself, hides something;

The child feels bad, but he tries not to show it.

In connection with the "crisis of seven years" there are difficulties in education: the child begins to withdraw and become uncontrollable. Overcoming the crisis indicates the transition to the next age period.

At the end of the preschool period, the formation of the child's readiness for schooling takes place.

The psychological readiness of preschoolers to study at school is established during a comprehensive psychodiagnostic examination.