R. Bure Preschooler and work. Handbook for teachers of preschool institutions. Read online - Preschooler and labor. Theory and methods of labor education. Manual for teachers of preschool institutions - R. S. Bure

Child labor in kindergarten diverse. This allows them to maintain their interest in activities, to carry out their comprehensive education. There are four main types child labor: self-service, household work, labor in nature and manual labor.

Self-service is aimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational value of this species labor activity primarily in her vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-service is beginning to be perceived as a duty.

Economic and household labor of preschool children is necessary in Everyday life kindergarten, although its results are not so noticeable in comparison with other types of their labor activity. This work is aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes. Children learn to notice any disturbance in the group room or on the site and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for cultivating a caring attitude towards peers.

Labor in nature provides for the participation of children in caring for plants and animals, growing plants in a corner of nature, in a garden, in a flower garden. This type of labor is of particular importance for the development of observation, the upbringing of a caring attitude towards all living things, and love for native nature. It helps the teacher to solve the problems of the physical development of children, improve movements, increase endurance, develop the ability for physical effort.

Manual labor - develops the constructive abilities of children, useful practical skills and orientation, forms interest in work, readiness for it, cope with it, the ability to assess one's capabilities, the desire to do the job as best as possible (stronger, more stable, more elegant, more accurate).

In the process of labor, children get acquainted with the simplest technical devices, master the skills of working with some tools, learn to take care of materials, objects of labor, and tools.

Children by experience learn elementary ideas about the properties of various materials: the material undergoes various transformations, various things can be made from it. So learning to make useful items from thick paper, children will learn that it can be folded, cut, glued.

The tree can be sawn, planed, cut, drilled, glued. Working with wood, the guys use a hammer, saw, tongs. They learn to compare details by superposition, by eye, with a ruler. Working with natural material - leaves, acorns, straw, bark, etc. - gives the teacher the opportunity to acquaint children with the variety of its qualities: color, shape, hardness.

1.5. Forms of labor organization.

The work of preschool children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective labor activity.

Assignments are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, and educational tasks.

Orders can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.

The fulfillment of labor assignments contributes to the formation in children of interest in work, a sense of responsibility for the task assigned. The child must concentrate, show strong-willed effort to bring the matter to the end and inform the teacher about the fulfillment of the assignment.

IN junior groups instructions are individual, specific and simple, contain one or two actions (lay out spoons on the table, bring a watering can, remove clothes from the doll for washing, etc.). Such elementary tasks include children in activities aimed at the benefit of the team, in conditions when they are not yet able to organize work on their own initiative.

In the middle group, the teacher instructs the children to wash doll clothes on their own, wash toys, sweep paths, and shovel sand into a pile. These tasks are more complex, because they contain not only several actions, but also elements of self-organization (prepare a place for work, determine its sequence, etc.).

IN senior group individual assignments are organized in those types of labor in which children have insufficiently developed skills, or when they are being taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive, often distracted), i.e. if necessary, individualize the methods of influence.

In the preparatory school group, when performing general assignments, children must show the necessary skills of self-organization, and therefore the teacher is more demanding of them, moving from explanation to control, reminder.

Duty is a form of organizing the work of children, which implies the obligatory performance by the child of work aimed at serving the team. Children are alternately included in different types of duty, which ensures their systematic participation in labor. The appointment and change of attendants occurs daily. Duties are of great educational value. They put the child in the conditions of mandatory performance of certain tasks necessary for the team. This allows children to educate responsibility to the team, caring, as well as understanding the need for their work for everyone.

In the younger group, in the process of completing assignments, the children acquired the skills necessary for setting the table, and became more independent when doing work. This allows in the middle group at the beginning of the year to introduce canteen duty. There is one attendant at each table daily. In the second half of the year, duties are introduced to prepare for classes. In the older groups, duty is introduced in the corner of nature. The attendants change daily, each of the children systematically participates in all types of duty.

The most complex form of organizing the work of children is collective labor. It is widely used in the senior and preparatory groups of the kindergarten, when skills become more stable, and the results of labor are of practical and social significance. Children already have sufficient experience of participation in different types duties, performing various assignments. Increased opportunities allow the teacher to solve more complex tasks of labor education: he teaches children to agree on the upcoming work, work at the right pace, and complete the task within a certain time. In the older group, the educator uses such a form of uniting children as common work, when children receive a common task for all and when a general result is summed up at the end of the work.

IN preparatory group joint work is of particular importance, when children are dependent on each other in the process of work. Joint labor gives the teacher the opportunity to educate positive forms of communication between children: the ability to politely address each other with a request, agree on joint actions, help each other.

Along with the educational process and play in kindergarten, much attention is paid to labor education. How is the activity of kids organized, what are the main differences in the labor process in different age groups?

From the early preschool age, the child begins to get acquainted with the world of adults, and the main task educator - to help him with this. But this does not mean that you need to do something instead of the baby. He must learn simple actions himself (washing, washing, sweeping) under the guidance of an experienced teacher. How to develop skills and abilities in preschool children and what role does labor education play in this?

Labor education in kindergarten. Goals and objectives

Labor education in kindergarten is an obligatory process, thanks to which the child will form a positive attitude towards work, a desire and ability to work will appear, and moral qualities will also develop.

Labor can:

• strengthen physical qualities;
• develop mental abilities;
• influence thinking, as there is a need to compare, compare objects, etc.;
• develop independence, responsible approach, initiative;

The concept is to prepare the child for independent living and also to instill in him a desire to help others. It is very important to take into account the age of the baby - the choice of activities and their complexity will depend on this.

Tasks:

• to form a positive attitude towards the work of an adult, to arouse a desire to help;
• develop labor skills, improve them;
• to cultivate such qualities as the habit of work, responsibility, care, thrift;
• to form skills in the organization of the work process;
• to form friendly relations of children to each other, to teach to evaluate the activities of others, to make comments.

Types and conditions of organization of work of children

There are several types of labor activity. What is each of them? What nuances should be taken into account?

Household

Household work includes the activities of the adult world, which is understandable to the baby. This:

• wiping dust.
• wash.
• washing objects, dishes, etc.

The main activity is helping adults. The child can be assigned a task according to age. You can ask your child:

• put away your toys;
• fold books;
• prepare the table for classes;
• clean the dishes from the table after dinner;
• wash furniture, etc.

hygiene skills

WITH early childhood children are taught self-care skills that are vital. Skills are developed through repetition of actions, and gradually develop into a habit.

What every child should learn:

1. Undress, dress. At the same time, it is important to draw attention to yourself (look in the mirror, notice changes in appearance among peers, learn the names of wardrobe items, place things in their places). Games are held in which order or disorder is determined, care for dolls.
2. Wash your face, wash your hands without being reminded, use soap, towels, open faucets.
3. Comb your hair.
4. Take care of your mouth and nose (brush your teeth, use a handkerchief).
5. Use the toilet in a timely manner.
6. Keep yourself clean while eating.
7. Keep order around you.

Games

The main activity of preschool children is the game, which means that labor education should take place in game form. The objective results of children's participation in the labor process are insignificant, but the subjective role is enormous.

The child acquires many knowledge and skills in the following activities:

1. IN role-playing game : feeding the doll, putting her to bed, watching her neatness, displaying scenes from adult life.
2. Through manual labor– for example, educators together with children prepare homemade toys and attributes for role-playing games.
3. With the help of didactic games:

• “Who needs it” - showing the items necessary in labor activity, guessing by children their purpose;
• "What does the doll want to do?" - playing out hypothetical actions, determining the necessary equipment for work;
• "What is it for?" - on the basis of images, children guess actions;
• "Guess what I'm doing" - showing actions, professions using movements, sounds and facial expressions.

Outdoor activities during the summer

In summer, children are more on the street, where there are many opportunities to organize work. The teacher can give simple instructions:

• take toys to the playground;
• help adults to improve the territory;
• remove garbage (twigs, pieces of paper);
• water the sand, flowers;
• plant seeds;
• take care of animals in nature.

The teacher should know the basic methods of organizing the labor process, which will be relevant in each age group.

Caregivers also have a responsibility to provide advice to parents to ensure successful and harmonious development child.

Junior group (3-4 years)

In junior preschool age kids become more active, try to express their desire to independently complete the task. But children of this age quickly get tired, distracted, so you should not give overwhelming orders.

Main nuances:

1. Labor education should be situational, the requirement for tasks is simplicity and clarity for a three-year-old baby.
2. Required condition- Encourage any success, praise.
3. The teacher should explain the goals all actions, analyze the results so that the baby can understand the importance of his actions.
4. A child of 3-4 years old is interested in following the work of adults. simple actions he learns from the example of an adult. Then it is worth repeatedly and accurately displaying the same action with the baby, commenting on each step.

The guys are happy to fulfill requests, but do not overdo it - just instruct to arrange plates or hang towels.

In the younger group, assignments are individual character, with collective tasks it is better to wait a little.

The program provides such basic methods labor education child 3-4 years old:

• show action on personal example, explanations;
• observations;
• game process (manual labor, exercises);
• reading literary works"Moydodyr", etc.

Middle group (4-5 years old)

At 4 years old, a child can cope with washing clothes for dolls, sweeping paths. Tasks become more complex, details of self-organization are added to individual actions.

Children of middle preschool age are on duty in the dining room, and after the appearance of skills in this type of activity, they can be entrusted with caring for a corner of nature and preparing for classes.

Methods:

• encouraging a desire to help;
• games (construction, application, role-playing games);
• visual aids "Decoration of premises", "How to be on duty";
• conversations.

Senior group (5-7 years old)

In the older group, collective assignments are used, thanks to which children learn to interact, join forces, negotiate and distribute responsibilities.

An important point is to organize everything you need:

• prepare aprons, brushes;
• shoulder blades, watering cans;
• hammers;
• animal feed.

All inventory should be bright, clothes should be smart, which will allow you to get aesthetic pleasure from work. The teacher should consider how to organize the space so that it is convenient to use each item. You need to keep track of the time of classes so as not to overwork the children.

The game remains the main activity, but the child is already happy to help an adult (for example, change bed sheets remove fallen leaves).

Educators are preparing projects that are aimed at familiarizing children with the world of professions, the relevance of each of them. The goal is to inspire respect for the work of adults, understanding the importance of everyone's work, and the desire to help.

Labor education takes place not only within the kindergarten, but also at home. For questions proper organization labor process of preschoolers are carried out parent meetings where educators acquaint parents with the peculiarities of the age of their baby. It is important to unite efforts and educate a holistic personality according to one method.

Video: Labor development in preschool educational institutions

Labor education of young children is an activity that is aimed at the development of general labor abilities, the formation psychological readiness, a responsible attitude to labor and products of its production, as well as affecting the mental and physical development child. The problems of labor education are quite relevant for preschool children, since at this stage the child is developing personal qualities, skills and desire to work.

Tasks of labor education of preschoolers

• upbringing respectful attitude to the work of adults and the desire to help;
• development of labor skills, their improvement and a gradual increase in the content of labor activity;
• the formation of positive personal qualities in children, such as the desire for work, caring, responsibility, thrift;
• development of work organization skills;
• fostering positive relationships in the process of work between children - the ability to work in a team, if necessary, provide assistance, favorably evaluate the work of peers and make comments in a respectful manner.

The tasks of labor education can be implemented in preschool educational institutions (DOE) and in the family circle. dow plays important role V general development child. It should be noted that the education of children in kindergarten is carried out in accordance with a specific program. In a society of peers, it is easier for a child to compare his labor skills and results with the labor education of his comrades. Also, in the formation of the personality of the child there is a high priority family education. Main principle labor education in the family lies in the fact that the work load should correspond to the age and personal characteristics of the child. It is important for all family members to always be an example when doing any household chores. Children love to imitate adults and feel great pride when they are assigned “real” tasks at home.

The work of preschool children can be divided into several types:

• self-service;
• household work;
• work to care for plants and animals;
• manual labor.

Features of labor education of a preschooler

Peculiarities of the attitude towards the labor activity of the child in early age are that he is more attracted to the process of labor than the end result. Therefore, the connection between work and play is important for a preschooler.

The main methods and techniques of labor education:

The main goal of the labor education of preschoolers is the formation of the personality of the child, as well as right attitude to work activities. Labor develops a preschooler's ingenuity, observation, attention, concentration, memory, and also strengthens it. physical forces and health.

Julia Kondakova
Types of work for preschoolers

Subject: « Types of work of a preschooler» .

Tutor Kondakova Yulia Ivanovna

1. Introduction

2. Types of work for preschoolers

2.1 Self-service

2.2 Household work

2.3 labor in nature

2.4 Manual work

3. Artistic word about labor

3.1 Poems, proverbs, sayings

Conclusion

Bibliography

1. Introduction

Labor education: it is the involvement of children in various types of labor transfer activities labor skills and abilities, fostering love for work and the need for work.

Raising the next generation in a spirit of respect and love for labor is one of the main tasks preschool.

2. Diverse work children in kindergarten. Children's attitude towards labor largely determined by the methodological of his leadership. “There are no lazy children, but only our mismanagement of children's labor».

It is possible to find an approach to each child, with the right guidance, and ensure that all children always want work with pleasure and pleasure did any labor assignments

Years of experience preschool institutions in our country and abroad shows that the most suitable for preschoolers there were and still are four types labor:

1) Self service

2) Household work

3) labor in nature

4) Manual work

These species labor is not only available, significant for preschoolers, but also attractive, can take place in every kindergarten, in any family, do not require the creation special conditions. Types of child labor differ from each other not only in content but also in their purpose.

2.1 The child masters the self-service labor. Its characteristic feature is the focus on oneself, and the content is the ability to serve oneself. On the need of this kind for children preschool age was also noticed by N. K. Krupskaya. Its social significance lies in the fact that the child frees others from serving himself. In addition, in the process of self-service, he masters all the components labor activity and as a result become independent, satisfies his need for activity, accumulates knowledge about subjects, gets used to labor effort.

Introducing children to labor activity begins with the 1st junior group. main view labor at this age - self-service.

In the 2nd younger group, the formation in children of a desire for what is feasible continues. labor.

From the middle group, the volume of tasks for labor education is growing. It is in the middle group that children actively master various labor skills and practices labor in self-service.

In the senior group, the volume of tasks for labor education reaches its maximum and great emphasis is placed on the formation of all the skills available to children, skills in self-service. Developing awareness and interest in labor activity the ability to achieve results.

In the preparatory group, the formed skills and abilities are improved.

2.2 Household work- offers the ability to maintain order in the group room, at home and on the site, to participate in the organization of household processes and learning activities(hang up clean towels, set the table, prepare the group room for class, clean up group room, plot, etc. e). characteristic feature this kind labor is its social orientation-meeting the needs of other children or adults.

In junior preschool age, the educator forms in children elementary household skills: help set the table, tidy up toys after the game and wash them, collect leaves on the site, sweep snow from the benches, etc. He necessarily evaluates the moral side labor participation of children: “Kirill and Verochka helped our nanny well, what great fellows!”“Ksyusha is a caring girl, neat, how carefully she cleaned the toys!” Such assessments make children want to imitate their peers, contribute to the formation of ideas about how to act in such cases.

In the middle group, the maintenance of household labor much expands: children completely set the table, prepare everything necessary for classes, wash doll linen, dust the racks, sweep the paths on the site, etc. Using their increased capabilities and taking into account the formed skills, the teacher teaches the children what needs to be applied during the period effort, develops independence, activity, initiative in the performance of assigned tasks.

In the senior groups of the kindergarten, economic and household work is even more enriched in content, becomes systematic, in many respects turning into permanent duties of duty officers. Children maintain cleanliness in the room and on the site, repair toys, books, and help kids. Feature of household labor of older preschoolers is the ability to organize his: pick up the necessary equipment, conveniently place it, put everything in order after work. In progress labor children show diligence, desire for good result are friendly towards peers.

2.3 Work in nature requires from children a certain range of knowledge about the life of plants and animals, the ability to control their actions, a certain level of responsibility. It consists of the processes of feeding animals, watering and washing plants, wiping window sills, loosening the soil, planting, sowing, etc. This type work is characterized by that, on the one hand, it is aimed at meeting the needs of children, the group as a whole, and, on the other hand, at protecting nature. Children learn how to use tools labor(shovels, rakes, watering cans, etc.) participation achieve results, take into account the distant goal. Work in nature subsequently develops into one of the types of productive labor. This is its special significance.

In younger groups, children, with the help of adults, water and wash houseplants, plant bulbs, sow large seeds, take part in harvesting from their garden, feed birds. Leading the labor of the little ones, the teacher calls the plants, their parts produced in labor of action, it expands the children's vocabulary, activates it.

In the middle group work becomes more difficult. Children water the plants themselves, learn to determine the need for moisture, grow vegetables (sow seeds, water the beds, harvest). Children begin to realize the dependence of growth and development of plants.

For the older group, plants are placed in a corner of nature that try more complex care techniques; various plants are planted in the garden. kinds vegetables with different periods vegetation, which allows you to make work more systematic. The volume of children's labor. preschoolers spray plants from a spray bottle, brush off dust from fleecy leaves, loosen the ground. With the help of a teacher, children feed plants, dig up the ground in the garden and in the flower garden, plant seedlings, collect seeds of wild plants (for feeding wintering birds). In progress labor the teacher teaches children to observe the growth and development of plants, to distinguish between characteristics, leaves, seeds.

In the preparatory group in progress labor in nature, children learn to establish connections between individual phenomena, to discover patterns. The beginnings of materialistic understanding are being formed natural phenomena. Information about plants and animals is expanding. Increasing children's independence labor affairs: they, without a reminder, determine the need for watering and loosening the soil, transplanting plants, sowing seeds in the garden, in the flower garden, and in winter - in a corner of nature where onions and other greens are constantly grown. Children will learn the techniques of plant propagation by cuttings, growing seedlings, followed by transplanting into the ground. Children have increased responsibility for the state of the garden and flower garden. Harvesting, flowers gives them great joy. They give flowers to their parents, decorate the group room.

2.4 Manual work appears in the senior group. Manual work- production of objects from various materials: paper, cardboard, wood, natural material(leaves, cones, acorns, straw, bark, corn cobs, peach pits, waste material (coils, boxes) using fur, feathers, fabric scraps, etc. Manual work associated with the manufacture of embroidery, weaving, knitting, sewing, as well as toys, books, souvenirs, jewelry, gifts, repair of books, manuals, boxes, attributes for games, boats, cars, baskets, houses, furniture, animals.

Manual work requires the ability to use scissors, a needle, a hammer ... Therefore, it is introduced after the children have acquired the skills to work with scissors, glue, paper and other materials in the design and application classes. This kind labor closest in terms of results, use of tools to creative labor of adults. According to N.K. Krupskaya, he forms in the child polytechnical approaches to materials, tools, taking into account their properties. Making things teaches you to see and analyze details, joints, measure parts by size, select according to shape, make things according to a drawing, etc. In this activity, the child’s constructive and planning thinking develops

3. The artistic word in a wide variety of forms - a poem, a proverb, a saying, etc. - has long been used as one of effective means parenting preschool age both in the family and in kindergarten. Among the treasures of oral folk art proverbs, sayings, poems occupy a special place. With their help, you can emotionally express encouragement, delicately express a censure, condemn an ​​incorrect or rude action. Proverbs sayings verses have become faithful assistants in the formation industriousness.

Proverbs, sayings, verses in education are of great importance. industriousness in children. They can be used in various situations. For example, children play, look at books, Lenya and Kirill, not finding something to do, sit on the carpet. "Out of boredom, take matters into your own hands"- the teacher says and offers to wipe the dust from the toys. They are willing to get down to business. After the work is finished, praises the boys and asks: “Why do you think the proverb says so?” kids right explain: you need to do business, then there will be no boredom, time passes faster and with benefit.

significant role in education industriousness play and those proverbs that contain censure. For example, the guys washed doll clothes. They did everything quickly, but the linen was not very clean. We need to pay attention to this. “I washed it - I wasn’t tired, I washed it - I didn’t recognize it”- and immediately ask question: "Why do they say that?" Children will not immediately understand the meaning of this proverb. With the help of leading questions (Did you wash for a long time? Are you tired or not? Washed cleanly or the laundry remained dirty) to help them comprehend the proverb, as well as the result of their labor. Children themselves must understand and ask permission to wash the laundry. Working with proverbs, sayings and poems contribute to education industriousness.

3.1 Proverbs sayings verses about labor

"That not afraid of work who can work».

"Hurry up - make people laugh".

"A lot of work, but did not achieve any sense ".

"What is the master, such is the work".

"Long day until evening, if there is nothing to do".

"Without labor do not pull the fish out of the pond ".

"What goes around comes around".

« Work farmer is great and honorable ".

"Spring day - the year feeds".

"There is no bread, so there is no dinner".

« Work is the father of everything» .

"Job difficult, Yes labor bread is sweeter than honey».

"Whoever works, he will eat bread".

fun job

Dad plants a flower for mom.

Mom knits a scarf for grandmother.

Grandmother is ironing Katya's dresses.

Katya is washing Panama hats for her brothers.

The brothers make an airplane for everyone.

Fun in the house work is going on.

And why? This is understandable:

Fun to do.

Nice to each other. B. Belova.

Assistant

Mom tired from work will come,

Mom has enough worries at home.

I'll take a broom and sweep the floor

I'll chop wood and put it under the stove.

I'll bring two buckets of fresh water

Well, now it's time for the lessons!

Mom will come home from work today.

Mom will have less trouble. P. Janet

And we will work

The table you are sitting at

The bed you sleep in

Notebook, boots, a pair of skis,

Plate, fork, spoon, knife.

And every nail, and every house,

And a loaf of bread -

All this is created labor,

It didn't fall from the sky!

For everything that has been done for us

We thank the people

The time will come, the time will come

And we we will work! V. Livmitz

Do not bother me labors

Don't stop me from working

I will bring water

From well water

I will feed everyone, of course.

Drink, drink!

Don't be sorry!

Do you want to pour into the watering can -

Have a garden

He drinks water too!

Grew up first in the wild, in the field

In the summer it bloomed and spiked,

And when they threshed

He suddenly turned into grain.

From grain to flour and dough

He grew up under the blue sky

And he came to the table. (Bread)

Grew up in a field house

The house is full of grain. (Ear)

Not a horse, not an ox

Yes, the plow led. (Tractor)

In the garden by the path stands

Sun on a leg

Only yellow beams

He's hot. (Sunflower)

They sow and grow in the field,

Cleaned up, poured into the warehouse.

And it goes to bread

And his name is. (Corn)

Wide, not the sea

Gold, not money

Today on earth

And tomorrow - on the table. (Bread)

One is pouring, another is drinking, and the third is growing. (Rain, earth, bread)

Conclusion

For preschool children gradually develop labor skills and abilities in various labor: Self-service, household and manual labor, labor in nature. All these labor skills and abilities acquired in kindergarten are the basis on which labor training in primary school schools.

Bibliography

1. V. G. Nechaeva "Upbringing preschooler at work»

2. Preschool education №4 1984

The manual reveals the main tasks of the labor education of preschoolers, describes the features of the organization of labor, methods of teaching children labor skills, gives recommendations on working with parents; examples of various situations of interaction between a teacher and children that contribute to the development of labor skills are given.

Rosa Semyonovna Bure
Preschooler and work. Theory and methodology of labor education

From the author

Everyone who deals with the upbringing of preschool children knows the famous saying of the child "I myself!". This amazing statement speaks of a qualitative leap in the development of the baby, because by this he declares his growing need to free himself from the guardianship of an adult, tries his hand at fulfilling his desires.

In the developing position of the child "I myself", "I can", "I will learn", "I can" lay the rudiments of future essential qualities: independence, responsibility, activity in the knowledge of the world, in activity. And therefore it is very important not to slow down these tendencies in the behavior and aspirations of the child, but to support and develop them in every possible way.

Yes, already two year old in the first labor actions can show independence - for example, to master the processes of self-service. His "I myself" at the end of the third year of life is the result of previously formed skills. Therefore, the labor education of a preschooler begins precisely at this age.

Despite the fact that the results of child labor do not play a big role in the life of society, its role in the upbringing of the child is extremely great. Labor education of children is powerful remedy education of moral and volitional qualities, mental activity, formation cognitive interests respect for workers and the results of their work, establishing friendly relationships between peers.

Participation in work is always ensured by the action of motives that encourage activity: mastering new skills, caring for peers, showing attention to adults, caring for one's own appearance etc. are very valuable motives.

First labor activities child are associated with self-care. How difficult it is for a baby to cope with the process of dressing! And how stubbornly at the same time he tries to show independence! But, unfortunately, under the pressure of an adult who has no time to wait, and it is easier to dress the child himself, the baby can put up with the position of a passive being, guarded by adults (mother, grandmother, teacher). And a gross mistake is made in education: the child begins to feel his helplessness more and more, and at the same time his insecurity grows, the incentive for independence disappears. In the future, he develops the habit of using the services of adults, there is a conviction that the satisfaction of his needs is the responsibility of adults.

Gradually mastering the labor processes associated with self-service, the child begins to feel more and more that he already knows something, thanks to which he achieves success. He refuses the help of adults who are in a hurry to dress him, and increasingly asks: "I myself ..."

Suppose a child has mastered dressing skills. Moreover, he has developed an understanding of neatness, and he cares about his appearance. So what is next? Gradually, all the actions associated with dressing become everyday activities: put shoes in place, carefully hang clothes in a locker, etc. The childish “I myself” is filled with new content: “I can do it myself and therefore I will do it myself!”, “I will always clean toys after the game, because I know how to do it, I'm already big!" The child develops a desire for order, a desire to maintain cleanliness.

Children grow up, and they have more opportunities to perform various labor assignments. In kindergarten, they can already set the table, wash toys, wipe shelves with a damp cloth, etc.

The teacher needs to assess the importance of child labor for the group and emphasize that children can already do all this on their own, without the help of adults. So gradually there is a need to do something useful for others. Orders are becoming more systematic and varied.

A special specificity in the labor education of children appears during their transition to middle group. Here for the first time they meet with the concept of "together", in connection with which the teacher needs to correctly distribute one task between all participants in the labor process, taking into account the interests of each. And it was during this period baby statement"I myself" gradually develops into "I myself, along with friends." If in the course of such activities business communication is developed "in connection with" and "about" emerging situations, then you need to explain to the partner the mistake he made and advise how to correct it, offer your own version of the distribution of work or support the partner's proposal aimed at improving the quality of the future result etc.

Yes, in the background business communication the sphere of personal relationships unfolds: children's sympathy for each other, benevolence, the ability to yield, etc. And in the child's statement "I myself" new motives appear, the concepts "I can explain to a peer what he is wrong about", "I can teach another" .

In progress collective activity possible occurrence conflict situations if the teacher does not explain to the children the moral norms of relationships. The position of the child, the leading motive of which will be awareness of their capabilities, will encourage him to actively assimilate these norms, as they become a means of establishing friendly relationships with peers. A new position of the child appears - "I can be responsible for the result of the common cause." The preschooler begins to realize his place in the society of his peers: "I am with my friends", and later - not "I", but "we are together." The child begins to reach out to the society of peers, and feeling the support from their side and experiencing satisfaction from what he has done, he becomes a member of this society.

Organization of work is a troublesome business for a teacher. But in work, even the most disobedient, unbalanced children become purposeful, active, organized, they are disobedient because they do not know how to realize their need for vigorous activity and work helps them in this. Work captivates preschoolers, allows them to realize their capabilities, experience the joy of the results achieved, unites them with common emotional experiences. And if the teacher constantly supports the labor activity of each child, his self-confidence, then diligence becomes a personality trait of a preschooler.

Introduction

Labor education of the younger generation is one of the critical tasks our society. The preparation of young people for life, for participation in socially useful work, for the satisfaction of the physical and spiritual needs of people is carried out both at school, and in vocational colleges, and at institutes. The main goal of this training is not a narrow professional training that allows a specialist to get involved in production, but the formation of an active, purposeful personality capable of self-realization, creativity, satisfaction of one's interests in the chosen business and self-improvement.

Labor education begins at preschool age, when the child first feels the need for independent activity, declaring their intentions and showing themselves to be the subject of their desires and interests. The education of this need is one of the central tasks of labor education of children.