Children's hygiene

1. Children's hygiene. The regime and
upbringing of a child of various ages.
Prepared by:Смәтіллаева М.Б
2021 group
Supervised: Кабиева С.М
Karaganda State Medical University
Department Introduction to the clinic

2. • Hygiene of children - patterns of growth and
development of the child's body. Hygiene of
labor, physical, psychophysiological training
and education of children and adolescents.
Hygienic bases of planning and equipment of
preschool and school institutions, a technique
for their hygienic evaluation.

3. Criteria for assessing health status
• Presence, or absence at the time of
examination of chronic diseases
• Level of functional state of the body's basic
systems;
• The degree of the body's resistance to
influential adverse environmental factors;
• The level of physical and neuro-psychological
development achieved and the degree of its
harmony

4. Hygiene of physical development
1) Somatoscopic criteria
• Condition of the musculoskeletal system
• Chest, back
• Degree of puberty

5. The main types of posture
The main types of
posture (a -
lordotic, b -
kyphotic;
C - correct; Г -
stooped; D -
straightened)
http://www.ecololi
fe.ru/study-39-
6.html

6. Rachiocampsis
• http://poradum.com/zdorovya/dytyny/porushen
nya-postavi-u-ditej-shkilnogo-viku-diagnostika-
skoliozu.html

7. Forms of the chest
• https://medicinskiyportal.ru/razdely/pediatriya/meditsinskoe-obsledovanie-
rebenka/somatoskopicheskie-priznaki-rebenka-metody-issledovaniya

8. Forms of lower extremities

9. 2) Somatometric criteria
• The length of the body and its individual parts
• Body mass
• Diameters and contours

10. 3) physiometric criteria
• Muscular strength, strength of the muscles of
the back

11. Factors that shape health
• Among the favorable factors include:
• Rational mode of daily activity.
• Adequate and balanced nutrition.
• Environmental compliance hygiene requirements.
• Optimal motor mode.
• Hardening.
• Presence of hygienic skills and a healthy lifestyle.

12. Among the unfavorable factors belong:
• Violation of the regime of the day and the
educational process.
• Disadvantages in the organization of nutrition.
• Violation of hygienic requirements to the
conditions of gaming, educational and labor
activity.
• Insufficient or excessive motor activity.
• Unfavorable psychological climate in the family
and in the team.
• Lack of hygienic skills, the presence of bad habits.

13. Sanitary examination of children's toys
Sanitary examination of children's toys
predetermines the need to determine general
information about the toy, its dimensions, mass,
shape and strength, the material from which it is
made, the smell, the durability of fixing dyes,
the characteristics of optical properties, sound
strength, electric strength and bacterial
contamination of the product.

14. • The regime of the day is the distribution of
time for various activities during the day. It is
designed to balance the periods of work and
rest, sleep and meals. The daily routine is
traditionally an integral part of the upbringing
of children.

15. Arguments against the daily routine:
• Practical: the schedule is not suitable for the youngest
children, and it is impracticable at an older age;
• Physiological: the child's body intuitively understands
its own needs, in the regime there is no need;
• Psychological: the ideas of the regime are a legacy of
the Soviet past (similar to the close swaddling of
babies), and therefore are incorrect and outdated;
• Ideological: the child is a creative person, open, he is
individual and unique, and the daily routine establishes
the framework and teaches to live according to the
standard.

16. Advantages of compliance with the
regime of the day:
1) adherence to the regime by the child - a pledge of his health
(timely eating, mandatory walks, necessary amount of sleep, etc.);
2) according to doctors, the regime strengthens the immune system
- the subconscious learns that everything has its own time: eating,
sleeping, walking, and the body adjusts - sleep becomes deep, the
appetite is good;
3) the coherence of cases with time gives rise to predictability, the
regime helps to avoid chaos, fuss, helplessness, surprises, which, in
turn, makes children calmer and more confident;
4) if the child is accustomed to living according to the regime, then
the parents do not need to constantly give directions;
5) the regime helps children to adapt in a new environment
(kindergarten, school);
6) The daily routine promotes the development of the skill of self-
discipline, which, of course, will help the child in adulthood;

17. Approximate schedule of the child up
to 3 months
• 6.00 - Awakening after a night's sleep and first feeding
• 6.00-7.00 - Wake up
• 7.00-9.00 - Dream
• 9.00 - The second feeding
• 9.00-10.00 - Wake up
• 10.00-12.00 - Sleep (can be combined with a walk)
• 12.00 - Third feeding
• 12.00-13.00 - Stay awake
• 13.00-15.00 - Dream
• 15.00 - Fourth feeding
• 15.00-16.00 - Stay awake
• 16.00-18.00 - Sleep (can be combined with a walk)
• 18.00 - Fifth feeding
• 18.00-19.00 - Stay awake
• 19.00-20.45 - Dream
• 20.45 - Carrying out of hygienic procedures before a dream (bathing)
• 21.00 - Sixth feeding
• 21.00-6.00 - A night's sleep
• 24.00 or 3.00 - The seventh feeding

18. Approximate order of the child's day
from 3 to 6 months
• 6.00 - Awakening after a night's sleep and first feeding
• 6.00-7.30 - Wake up
• 7.30-9.30 - Sleeping
• 9.30 - The second feeding
• 9.30-11.00 - Wake up
• 11.00-13.00 - Sleep (can be combined with a walk)
• 13.00 - Third feeding
• 13.00-14.30 - Stay awake
• 14.30-16.30 - Dream
• 16.30 - Fourth feeding
• 16.30-18.00 - Stay awake
• 18.00-19.00 - Sleep (can be combined with a walk)
• 19.00 - Fifth feeding
• 19.00-20.45 - The wakefulness
• 20.45 - Carrying out of hygienic procedures before a dream (bathing)
• 21.00-6.00 - A night's sleep

19. Approximate schedule for a child from
6 to 9 months
• 7:00 am - wake-up, morning toilet, first feeding
• 7.00-9.00 - Wake up
• 9.00 - 11.00 - Dream
• 11.00 - The second feeding
• 11.00-13.00 - wakefulness (can be combined with a walk)
• 13.00 - 15.00 - Dream
• 15.00 - Third feeding
• 15.00-17.00 - wakefulness (can be combined with a walk)
• 17.00-19.00 - Dream
• 19.00 - Fourth feeding
• 19.00-21.00 - Waking (calm games)
• 20.30 - Bathing
• 21.00-7.00 - A night's sleep
• 23.00 - Fifth feeding

20. Approximate day of the child in 1 year
• 8:30 am - awakening
• 9:00 - breakfast
• 9: 30-11: 00 - games, communication, gymnastics
• 11: 00-12: 30 - walk
• 12: 30-13: 00 - lunch
• 13: 30-15: 30 - daytime sleep
• 16:00 - afternoon snack
• 16: 30-18: 00 - walk
• 19:00 - dinner
• 21:00 - late dinner
• 21:30 - a night's sleep

21. Approximate day of the child at 7 years
of age
• 7: 00- lifting, charging, breakfast, road to school
• 8: 00-12: 00 - classes at the school
• 13:00 - lunch, rest, free time
• 14: 00-15: 00 - doing homework
• 15:30 - afternoon snack
• 16: 00-18: 00 - walk, visit sports sections
• 19:00 - dinner
• 19: 30-20: 00 - games, and free time
• 20: 00-20: 30 - turn-down, water procedures
• 20: 30-21: 00 - reading at night
• 9pm - sleep

22. Elements of education. The
activities of adults are aimed
at the complex physical,
mental, moral and aesthetic
development of the child.
When raising children up to 3
years, a greater proportion is
taken by means for physical
development, and for older
children priority is given to
methods of mental impact.
Education - this is a purposeful leadership of the
development of the child, preparing him for life
and work in society.

23. Physical education is an integral system of
measures aimed at the timely formation of
correct motor skills and abilities in children,
strengthening of health, full-fledged and timely
physical development. To develop physical skills
and abilities use a variety of methods, including
gymnastics, massage, hardening, etc.

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

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

26. 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 them 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 should hear the
speech addressed to him, otherwise it is difficult to
expect great success in mastering his native language. If
necessary, for the development of speech, a speech
therapist

28. Bibliography
• http://materinstvo.ru/art/rejim-dnja-rebenka-
v-raznom-vozraste
• http://vmede.org/sait/?page=11&id=Pediatriy
a_ob_uxod_3aprudnov_2009&menu=Pediatri
ya_ob_uxod_3aprudnov_2009
• http://medichelp.ru/uchebnik/propedevtika-
detskih-boleznej/5342-rezhim-dnya-dlya-
detey-razlichnyh-vozrastov.html