Collective work “Organization and methods of labor education of children in a preschool institution. Types of child labor and forms of its organization

The concept of labor activity in relation to a child is quite unique and in most cases does not mean the product of any labor for the purpose of receiving monetary compensation. However, it is children's labor education that allows the child to quickly adapt to the world around him, the social environment and learn independence. We will talk about the forms of organizing such education, its goals and much more in this material.

How does child labor differ from adult labor?

The most important differences child labor from an adult lies in how this work is presented and what tasks it pursues. Thus, the purpose of children's activities is to learn and imitate adult life. It’s rare that a child can do a job so well on his own that he doesn’t have to redo it for him later. But he must study and strive to get good results. Child labor is most often presented in a playful form that encourages the child to become interested in this game and take part in it. But as the baby grows and matures, some game processes can (and should) develop into responsibilities. For example, cleaning up toys before bed. Unlike adult labor, children's labor has practically no broad social significance, but within a narrow team, for example, in a kindergarten group, it is significant and important.

Types of work activities of preschoolers

Conventionally, we can distinguish several types of work activities of preschoolers:

· Self-service.

· Manual labor.

· Work in nature.

· Household (household) work.

Each of these types of child activity has its own characteristics, but they all closely overlap with each other and are closely interrelated. It is impossible to single out one thing and assign it the title of “most useful”.

1. Self-care refers to a person taking care of himself. This type of work activity is vital for every person, and why earlier baby begins to master it, the faster he begins to become independent. So, from early preschool age, a child should be taught to wash himself, wash his hands before eating and after walking, dress and put on shoes. It must be remembered that the baby’s everyday clothes should be simple and comfortable, so that he can put them on without the help of an adult. Older children, middle school or kindergarten age, will be able to wear button-down shirts, jeans with suspenders, and shoes with laces. You need to know that such activities require patience, perseverance and perseverance. As the child grows, self-care skills are added. For example, a child becomes responsible for cleaning his bed, neatly folding clothes in a closet, and arranging toys after playtime. The child must be explained and shown by example how to behave so as not to hinder the actions of others.

2. Household work helps to instill in a child cleanliness, neatness and careful attitude towards things around him. This type of activity is aimed at maintaining cleanliness in the room; it is necessary when organizing a routine in a kindergarten or at home. Kids can help the garden worker or parents set the table, put away dirty dishes, put toys in order, wipe them from dust, tidy up the personal plot. Preschoolers in the preparatory group in kindergartens are more active in helping to clean their playground outside, washing toys’ clothes, and even keeping a full “watch” for setting the table according to the duty schedule. It is important for adults to motivate the child for this type of activity, to explain that efforts must be made to obtain results. It is important to praise the child and let him understand why he is doing this or that action. For example, after clearing the snow, it became easier to walk along the path, and the tidy room is now clean and comfortable.

3. Manual labor is a creative activity in which a wide variety of items can be made for personal or shared use. These can be any toys (slingshots, cars, baskets, etc.) or useful devices (bird feeder) that a child can create from any available materials. Why do you need to make a toy yourself if you can buy it? Many parents ask this question and, without thinking about the answer, choose the simple path, that is, they buy for the baby what they consider necessary for games. In fact, most teachers are inclined to believe that children simply need to be motivated to make up their own games. This is important for several reasons: the child understands that in order to enjoy the game, you must first work hard; more attention is paid to the world around him, over time the baby will subconsciously see in different objects a potential area of ​​​​use (you can make a man out of an acorn, a boat out of a nut shell, etc.); fantasy develops; the “creative” hemisphere of the brain is actively working; when a child does something himself, he becomes more careful in relation to those products that other people create; The child studies the properties of materials in practice and becomes familiar with the ways of combining them. All these reasons have a positive effect on the moral education of a preschooler and allow him to develop from different sides.

4. Natural work helps the child not only get acquainted with the world that surrounds him, but actively helps develop observation, accuracy and thrift, love for nature, and a reverent attitude towards animals. This type of activity involves the child caring for plants and pets. So, in kindergartens, children take Active participation in growing flowers in flower beds, in caring for indoor plants, and are sometimes recruited to “work” in the garden. This “work” is more of an informational nature and is not aimed at obtaining a large harvest. Often, kindergarten groups have “living corners” in which fish in an aquarium, turtles or domestic rodents live. Parents are also encouraged to teach their children how to work with plants. This type of activity is especially important in modern times, as it will teach the child to be distracted from electronic devices and pay attention to nature. child on own experience will be able to make connections between individual phenomena, will be able to observe natural changes. When he grows up to the age of the older group, some aspects of natural labor can be complicated and translated into duties. Parents can remind their child of his worries, but not shift them onto themselves (provided that the baby is interested in this). In this way, children become responsible and obligatory.

Didactic games for labor education.

“Who knows and can do this?”
Target: expand children's understanding of what knowledge and skills
must be possessed by people of different professions.
Rules: The teacher asks the children questions and after the answers shows the corresponding pictures.

Sample questions: Who knows children's poems, tells fairy tales, plays and walks with children? (teacher).
Who plays the piano, knows children's songs, teaches singing, dancing, plays with children music games? (musical director).
Who knows the human body can provide the first medical care, can recognize and treat diseases? (doctor), etc.

"Who's doing what?"
Target: expand and clarify children’s ideas about the work (labor operations) of people of different professions.
Rules: The teacher shows pictures or photographs of people of different professions and asks the question: Who is this? What is he/she doing?

Sample questions: Janitor - sweeps, cleans, waters, rakes...
Musical director - sings, plays, dances, teaches...
Junior teacher (nanny) - washes, cleans, wipes, covers, dresses, reads... etc.

“For a person in what profession is this necessary?”
Target: expand children’s understanding of the items necessary for a person in a certain profession.
Rules: The teacher shows pictures depicting items necessary for a person in a certain profession and asks the question: What profession does this need for a person? Children must give an answer.

Scales, counter, goods, cash register... - to the seller.
Broom, shovel, hose, sand, crowbar, snow blower... - to the janitor.
Washing machine, bath, soap, iron... - to the laundress.
Comb, scissors, hair dryer, shampoo, hairspray, hair clipper... - to the hairdresser, etc.

“Who can name more actions?” (with a ball)
Target: teach children to correlate the actions of people of different professions.
Rules: The teacher names a profession and, in turn, throws the ball to the children, who name what a person in this profession does.

"Continue the sentence"
Target: practice the ability to complete sentences using words and phrases related to a person’s specific profession.
Rules: The teacher asks the children questions:

The cook cleans... (fish, vegetables, dishes...),
The laundress washes...(towels, bed sheets, robes...).
A teacher in the morning with children...(does exercises, has breakfast, conducts classes...)
A janitor in the yard in winter...(shovels snow, clears areas, sprinkles sand on paths...), etc.

“Who can’t do without them?”

Target. To consolidate children's knowledge about materials, tools and equipment needed by people of different professions.

Rules: The teacher names the item, and the children name the profession of the person who needs it.

For example: a syringe, a control panel, scissors, flour, a garden sprayer, a telephone, a milking machine, a stretcher, a plane, a wheelbarrow, a police baton, a drill, an electrical cable, a nail, a roll of wire, a cash register, a postman's bag, a roll of wallpaper, a cash register, a pencil, brush, tray, bell.

“Let’s set the table for the dolls.”
Target. Teach children to set the table, name the items needed for serving. Introduce the rules of etiquette (meeting guests, accepting gifts, inviting people to the table, behavior at the table). To foster humane feelings and friendly relationships.
Progress of the game: The teacher enters the group with an elegant doll. Children examine it and name items of clothing. The teacher says that today is the doll’s birthday, and guests will come to her - her friends. We need to help cover the doll festive table(doll furniture and dishes are used). The teacher plays out the stages of the activity with the children (wash hands, lay out a tablecloth, place a vase of flowers, a napkin, a bread box in the center of the table, prepare cups and saucers for tea or plates, and lay out cutlery nearby - spoons, forks, knives).
Then the episode of meeting the guests is played out, the dolls are seated.
In order to consolidate duty skills, children of older preschool age can be shown object pictures depicting the items listed above and asked to arrange them in order, determining the sequence of table setting.

“What first, what then?”
Target: Clarify children's knowledge about the rules of replanting indoor plants.
Rules: The teacher shows the children pictures depicting the stages of replanting indoor plants and asks them to arrange them in the order in which the actions are performed.
1 Overturn the pot and remove the plant from it.
2 Washing the potty.
3 Laying pebbles at the bottom of the pot.
4 Pour sand into the pot (height 1 cm).
5 Pour some soil into the pot on top of the sand.
6 Shaking off old soil from plant roots with a stick.
7 Cutting off rotten roots.
8 Plant the plant in a pot so that the transition point between the stem and the root is on the surface, and cover it with soil.
9 Compaction of the earth.
10 Installing a pot with a plant on a pallet.
11 Watering the plant at the root.

Particular importance in the process moral education the child has labor. Work develops such personality qualities as responsibility, hard work, discipline, independence and initiative.

Performing certain feasible work duties helps to develop a child’s sense of responsibility, goodwill, and responsiveness. For the formation of all these qualities, the family has the most favorable conditions. Here all affairs and concerns are common. Working together with parents or other family members encourages the child to help each other, to do something for everyone. Thus, he lays the foundations of the moral qualities necessary for life in society.

How to introduce a child to work?

In a family, children constantly see what their parents are doing: cooking, cleaning the apartment, washing clothes, sewing. Observing how adults perform these everyday tasks gradually helps the child understand their importance and the parents’ attitude to work: mom came home from work tired, but has to cook dinner for everyone, dad goes to the store for groceries. It should be remembered that children's observations can be contemplative in nature. So that the example of family members becomes a guide to action for the child, adults can accompany their work with explanations. This usually attracts the attention of children, they ask questions and try to help their parents. Thus, the child is gradually involved in joint work with adults.

It is also necessary for parents to remember the importance of familiarizing the child with their work in production, what they do and what benefits they bring to people; for example, mother is a doctor, she treats the sick; Dad is a teacher, he teaches children.

Through the work of adults, the child will be taught respect for the work of all people. The surrounding reality presents great opportunities for this. When walking with your child, you need to teach him to throw garbage only in the trash can, and also pay attention to how clean the streets are. Your child will be interested to know that a janitor keeps the streets clean. A clean street is the result of his work. The janitor gets up before everyone else and, when the children go to school for kindergarten, he has already finished his work. Buying bread. The bread factory workers worked all night, and the driver managed to bring it to the store, the bread was loaded by loaders, and the sellers put it on shelves in the sales area. Works will help expand a child’s understanding of the work of adults fiction, illustrations, paintings.

In the family, the child is involved in daily participation in household work. Children's interest in work increases significantly if its usefulness to others is obvious.

Instructions given to children should be interesting and attractive in the form of execution. If they are based only on orders: “Give!”, “Hold!”, “Bring!”, then this discourages the child from working. Therefore, an adult, say, doing carpentry, not only asks to bring some kind of tool, but also teaches the child how to use it. When entrusting children with this or that task, adults must take into account their age-related capabilities. If the tasks are feasible, the preschooler completes them with interest. In order for children to master the right techniques To perform this or that type of work, so that they are willing to work, it is necessary to have the appropriate equipment at home.

The work of children in the family, organized by adults, brings the child closer together, contributes to the influence of the adult, but also his interests and needs. It is especially valuable if parents are able to promote in the process of work the development in children of a desire for activities that are useful for the family: to do something for younger brother, a gift for mom, friend, etc.

Memo for parents

on labor education of children.

1. You want to see your child strong, resilient and hardened - train him in a variety of physical labor.

2. You want to see him smart and educated - force him to perform all possible difficulties in mental work every day.

3. You want to see him always cheerful and cheerful - do not let him become sour in idleness and plunge into laziness.

4. You want your child to have an unshakable will and courageous character - do not skimp on difficult tasks, force him to strain his strength more often and direct them to achieve the goal.

5. You want your child to be sensitive and responsive, to be a good friend and true friend- create conditions under which he would work daily with others and learn to help people every day.

6. You want your child to be a happy person - teach him various types activities, make him hardworking.

7. Education is a chain of continuous, increasingly complex exercises in various types of work!

Questionnaire for teachers

Observation of children's household work.

1. Does the child accept the goal of the work, does he willingly accept the teacher’s offer?

2. Do children show independence in identifying objects of labor, identifying its features (signal signs of a living object: the ground is dry, there is dust on the leaves, etc.);

3. Do children choose for themselves? necessary equipment for labor activities?

4. In the process of working, do children distribute responsibilities and negotiate with each other?

5. Do children willingly accept and engage in work activities and show diligence in performing work activities?

6. Are children included in collective forms of labor activity, or do they prefer to play the role of an assistant?

7. Do they have self-control and the ability to independently achieve results?

8. Do children know how to use operation cards during manual labor?

9. Are children happy to carry out instructions from adults and take a responsible approach to fulfilling the duties of duty officers?

10. Do children work well without supervision from the teacher?

11. Do they do work outside of duty, do they help other children?

12. What are their motives, the nature of the children’s behavior during duty?

13. Do children pay attention to disorder in the group and eliminate it?

14. In the process of work, do children show diligence, a desire for good result, treat their peers kindly?

15. Can they objectively evaluate and compare their work results with the results of their peers?

Summary of a lesson on labor education in a corner of nature

"Care for indoor plants."

Target:

Development of children's labor skills and abilities, education of responsibility and independence in the process of joint work in a corner of nature.

Program content: Bring children to the concept of collective work, to the conclusion about its value, to the realization that work can bring joy and a sense of satisfaction. Teach children to treat plants as living beings, continue to teach practical help and empathy. The ability to properly hold a watering can with water, the skill of carefully wiping strong, leathery leaves, holding the leaf from below with a cloth. Learn to care for indoor plants and maintain curiosity. Strengthen your knowledge of the names of indoor plants.

Material and equipment: oilcloths for tables, sticks for loosening, rags for wiping off dust, brushes for cleaning fuzzy leaves of indoor plants, a spray bottle, watering cans, basins.

Progress of work:

Guys, today in the group, I found a letter from the Fairy of Flowers (the teacher opens the envelope and reads): "Hello guys! I flew to your group to communicate with my friends with flowers. I liked your group. But I'm a little upset about appearance my flower friends. They are all dusty, not watered and not well-groomed. Now I flew to visit my other friends. But I know that you are smart and hardworking and will put things in order in this corner of nature, I will definitely visit you again.” Fairy of Flowers.

Well, guys, let's prove to the Fairy of Flowers that you and I know how to care for indoor plants. But first I want to ask you a riddle:

Purify the air

Create comfort

The windows are green,

They bloom all year round. (Houseplants)

Tell me, what plants are in our group?

What conditions do plants need to live and grow? (water, light, heat, earth, air, food).

How should you care for indoor plants? (Plants need to be watered, loosen the soil. Large leaves need to be sprayed, wiped so that the plant can breathe. Love flowers and care for them properly.

Children approach indoor plants.

How do you think you can find out if these plants need care?

You can touch the soil with your finger; if the soil is wet, it will remain on your finger. This means that this plant should not be watered. And if there is no dust on the leaves, then there is no need to wipe with a cloth.

Guys, I suggest you work hard. But before that, let's distribute the responsibilities: who will do what (watering, spraying, wiping, loosening, collecting dry leaves, cleaning plants from dust). Review and select those plants that need help, determine what kind of care is needed for each plant, put on aprons, take all the necessary equipment to care for your plant.

- There is a main condition in the work:

WORK IS FAMOUS FOR SELECTION AND ACCURACY.

Teacher: (approaches the first child) tell me how you will complete the task? (Water plants). List the rules for watering indoor plants?

You need to water with settled water at room temperature.

The spout of the watering can should be placed on the edge of the pot.

You need to water when the top layer of soil has dried out.

Why did you decide that these plants need to be watered? (child’s answer.) Continue working. Well done. (Water the plants, wash the pot, wash the trays.

Teacher: (approaches the second child) what are you doing, tell me? (wiping plants) How did you start? (I laid down an oilcloth, then brought a plant, prepared necessary materials. Since plants breathe through leaves, stems, and roots. Dust on their leaves interferes with breathing, so large leaves must be cleaned of dust with a damp cloth. How should you wipe the leaves? (child's answer)

Teacher: (approaches the third child) what do you do? In order for plants to grow better, they need to not only be watered, but also sprayed with water at room temperature. First: place the pot with the plant in a basin. We cover the soil in the pot with oilcloth so that the water does not wash away the soil; you need to spray the plant carefully. Well done, you know your job well. (wiping the pot, washing trays). During labor, soft, calm music plays.

While caring for flowers, the teacher asks the children the name of the houseplant and the features of care.

Did you enjoy working?

Guys, why do we need flowers in the group? (Children's answers).

To make it beautiful in our group. Plants release oxygen and clean the air of dust. Some houseplants can treat.

Plants need sunlight, warmth, and water.

Look how cheerful, beautiful, and clean the indoor plants have become. They breathe easily, they are glad that you took good care of them.

Children put plants back in their places, clean up work areas, and put away equipment and paraphernalia.

Educator: Today, you guys and I remembered what it takes for indoor plants to grow and bloom. In addition to natural conditions: heat, light, water and air, plants need our care and love. Plants feel kindness and affection. TO good man the plants reach out, they are not afraid of him. Flowers freeze when a soulless person approaches them who does not like to care for indoor plants. For such people, plants grow and bloom poorly and often die. Plants love kind hands, even kind words. For your efforts and good deeds, I want to present you with medals. And I think that the Fairy of Flowers will really like the results of your work.

Now you can rest and relax. Sit on the carpet, close your eyes, relax.

Everyone can dance

Jump, run, clean,

But not everyone knows how to relax and rest.

We have a game like this, very easy and simple.

We sit and don’t play, but relax quietly.

Movement slows down and tension disappears.

We open our eyes and get up quietly.

Look, all our indoor plants are shining, sparkling and they are very grateful to you. How does this make you feel? (children's answers).

Thank you for your work! Well done everyone! Nice job!

PROVERBS AND SAYINGS ABOUT WORK

1. Without labor there is no fruit.

2. Will and labor give wonderful results.

3. A little business is better than a lot of idleness.

4. Advice is good, but business is better.

5. If you hurry, you will make people laugh.

6. Don't rush with your tongue - hurry with your actions.

7. Skillful hands don't know boredom.

8. The master's work is afraid.

9. Once you’ve done the job, go for a walk with confidence.

10. The day until the evening is boring - if there is nothing to do.

11. Whatever lies in place, runs into your hands.

12. In business, it is not strength that is needed, but skill.

13. You can’t even pull a fish out of a pond without difficulty.

14. A person gets sick from laziness, but gets healthy from work.

15. Where there is hunting and labor, there the fields bloom.

16. A bird is recognized in flight - a person at work.

17. Whoever is first in work - to him glory everywhere.

18. Work for the hands, holiday for the soul.

19. To live without labor is to smoke the sky.

20. He who loves to work cannot sit idle.

21. Time for business, time for fun.

22. Every thing ends well.

23. Done hastily - done for fun.

24. Soap is gray and washes white.

25. Labor feeds a person, but laziness spoils him

26. He who loves to work cannot sit still

27. Be lazy and lose bread

28. Patience and work will grind everything down

29. People are judged not by words, but by deeds

31. If there was patience, there would be skill

32. He who does not sow in spring will not reap in autumn

Poems and works of art.

Poems about labor

Assistant

Mom will come home from work tired
Mom has enough worries at home.
I'll take a broom and sweep the floor
I'll chop the wood and put it under the stove.
I'll bring two buckets of fresh water.
Well, now it's time for lessons!
Mom will come home from work today.
Mom will have less trouble .

P. Janet

Fun job

Dad plants a flower for mom.
Mom knits a scarf for grandma.
Grandmother strokes Katya's dresses.
Katya washes Panama hats for her brothers.
The brothers are making a plane for everyone.
Work is going on happily in the house.
And why? This is understandable:
Fun to do.
Pleasant for each other .

B. Belova.

And we will work

The table you're sitting at
The bed you sleep in
Notebook, boots, pair of skis,
Plate, fork, spoon, knife.
And every nail, and every house,
And a loaf of bread -
All this was created by labor,
But it didn’t fall from the sky!
For everything that has been done for us,
We thank the people
The time will come, the hour will come,
And we will work!

V. Livmits

Loaf

Here lies the loaf
On my desk
Black bread on the table -
There is nothing tastier on earth!
My bread will cry
My rosy loaf
If I get married
If I become a quitter.
But I'm not lazy
I'm agile at work
Smile loaf
Smile, my black bread.

Don't stop me from working

Don't stop me from working
I'll bring some water
From well water
Of course, I will treat everyone.
Drink, drink!
Don't be sorry!
Do you want to pour it into a watering can?
Live your garden
He drinks water too!

The rye is ripening

On the mountain behind the grove
Good bread is ripening
The grains are washed
In the gentle warmth
The spikelets are heavy
Heads bowed
bow gratefully
Mothers to the earth.

Drivers

Happy tires rustling along the roads
Cars are rushing along the roads.
And in the back there are important, urgent cargo
cement and iron, raisins and watermelons
The work of drivers is difficult and necessary
But how people everywhere need it.

Doctor

I'll become a doctor like my mother
I'll probably get the phone
Being a doctor is not an easy job
Everyone is coming to me now.

Grain was thrown into the ground

Grain was thrown into the ground
And in the spring it rose
The sun came out
Up it into the sunshine
And the grain is happy about it
And that’s what the grain needs
Give the sprout some water
Give him a sip of rain.

I will help everyone

L. Dyakonov

I have seven sisters.
I will help everyone:
To sow with Pasha,
To reap with Dasha,
Dress up a doll with Lena,
Cook with Nyura,
Sew with Shura,
Turn hay with Vera,
Sing songs with Marusenka,
The smallest one.

Craftswoman

G. Ladonshchikov

I'm not used to boasting in vain,

but everyone calls me a craftswoman -

Because I myself am my own doll

I knit, embroider, sew and cut.

Builders

B. Zakhoder

Don't let your parents get angry

That the builders will get dirty,

Because the one who builds

He's worth something!

And it doesn't matter what for now

This house is made of sand.

Dressmaker

V. Orlov

I learned to embroider

Hens, chicks and cockerels.

And also dresses for dolls

I sewed it from scraps.

Well done,” said my mother, “

You are our dressmaker!

Wash

E. Serova

Don't bother us now -

We offer urgent laundry:

Me and mom, just the two of us

We manage the laundry.

Our rule is -

Don't let your laundry rest!

Let's turn this way and that way

and soap and rub.

Clean water in the trough

Need to add more often...

Everything is ready, washed -

So, let's push it!

I hung out the laundry

Kuklino and Mishkino,

Mom hangs mine

and also brother's.

Mishka's shirt -

White as sugar!

The doll's outfit is drying...

I'll dress up my guys!

WORKS OF ART ABOUT SKILLS AND PROFESSIONS:

V. Mayakovsky “Who to be”,

S. Mikhalkov “What do you have?”

J. Rodari “What do crafts smell like?”, “What color are crafts?”

Ponomarev E., Ponomareva T. "History of crafts" (series "I explore the world")

A. Pil "Firemen" (series "Everything about Everything")

A. Havukainen, S. Toivonen "Tatu and Patu go to work"

Picture book by R. Scarry "City of Good Deeds"

B. Lapidus "When I grow up, I will become a railway worker"

A. Korzovatykh "When I grow up, I will build houses"

N. Ivolga "When I grow up, I will become a forest chemist"

T. Vinogradova "When I grow up, I will work at Aeroflot"

Children about work.

Konstantin Ushinsky “Children in the Grove”

Anton Paraskevin “Pashkin’s treasure”, “Daria - the golden spindle” ».

E. Permyak “Hasty Knife”, “Golden Nail”.

Boris Shergin “Pick one berry at a time and you’ll get a box”, “Where does bread come from”

Lev Modzalevsky. Invitation to school (preface)

Konstantin Ushinsky. Children in the Grove (story)

Anton Paraskevin. Pashkin's treasure (story)

Spiridon Drozhzhin. The first furrow (poem)

Anton Paraskevin. Daria - the golden spindle (story)

Konstantin Ushinsky. How a shirt grew in a field (story)

Evgeny Permyak. Golden Nail (fairy tale)

Boris Shergin. The carpenter thinks with an ax (story)

Boris Shergin. Pick one berry at a time and you'll get a box (story)

Agniya Barto. Painter (poem)

Valentin Rasputin. Red Day (short story)

Plan of educational work for a month on labor education of children

Labor education in the senior group is focused on the formation of clear ideas about the role of different types of productive and service labor. Focused on developing independence, initiative, creativity, and cooperation of the child with adults and peers.

Target: instilling in children a value-based attitude towards the work of adults and the desire to be involved in children’s work activities. Create an emotionally positive atmosphere in the group. Develop the ability to work in a team.

APRIL

Topic: “Cosmonautics Day”

Theme: “Spring is red”

Topic: “Flowers. Houseplants"

Topic: "Birds"

Labor in nature

Garbage collection on site.

Loosening the soil in flower beds.

Spreading snow to melt quickly.

Loosening the soil in flower beds.

Transplanting and cuttings of indoor plants.

Planting flower seeds for seedlings.

Target: Teach children how to properly place grains in the ground; cultivate interest in work

Garbage collection on site.

Loosening the soil in flower beds.

Cleaning the area of ​​dry branches.

Household labor

"Washing building materials"

Learn to participate in organized work of a large number of peers; form the habit of cleanliness and order.

"Making the beds"

Learn to cover the bed with a blanket; pay attention to the beautiful appearance of such a bed; foster an intolerant attitude towards negligence.

"Taking care of indoor plants"

Learn how to properly care for plants: watering, wiping leaves, spraying with water.

"Washing toys"

Create a work culture;

learn to work rationally, effectively, at a general pace; cultivate hard work and diligence.

Repairing books in the book corner.

Manual labor

“Space rockets” - crafts made from waste material

"Snowdrops"

Making snowdrops from napkins and felt.

Model of a spring meadow “Spring lawn” - papier-mâché technique.

“Stonefly Bird” - making birds from fabric.

Duty roster

Around the dining room

in a corner of nature,

by class.

Self-service

Teach children to tuck in T-shirts and T-shirts; cultivate a desire to take care of one’s appearance

Teach children to tuck in T-shirts and T-shirts; cultivate a desire to take care of one’s appearance

Teach children to tuck in T-shirts and T-shirts; cultivate a desire to take care of one’s appearance

Working with parents

Making crafts for Cosmonautics Day from waste material

Making crafts based on the theme of the week from paper and waste materials

Making a Birdhouse

Conversations with children:“What can grow from seeds?”, “Why do you need to wash toys?”, “Houseplants - What are they?”, “Migratory birds”, “Plants in spring”, “Repairing books”.

Diagnostic material for identifying labor skills and abilities.

WORK IN NATURE

Criteria

Indicators

1. The ability to accept the purpose of work

The child is asked to work hard - water the plants, loosen them, remove dust from them:

The child accepts the goal of the work and willingly accepts the teacher’s offer;

The child agrees to the teacher’s proposal, but he needs additional motivation (“Help me”);

The child does not accept the goal of work outside of a play situation (“Dunno doesn’t know how to care for plants. Do you want to teach him?”).

2. The ability to highlight the subject of work

The child is asked to select two plants from a corner of nature that need watering, loosening, and cleaning from dust, and explain why he chose these particular plants:

Is independent in determining the subject of labor, identifies its features (signal signs of a living object: the soil is dry, there is dust on the leaves, etc.);

The subject of work and its features that are significant for work are highlighted with the help of the teacher;

Does not highlight the subject of work with its characteristics (even with the help of an adult).

3. The ability to foresee the result of work

The child must answer what the plants will be like after he provides care:

The child foresees the result of labor (flowers will grow well after watering and loosening);

The result of labor is determined with the help of an adult;

Cannot cope with the task even with the help of an adult.

4. Ability to plan the work process

The child is asked to talk about the sequence of work actions and explain the need for such a sequence. If it is difficult, give the child a set of pictures depicting labor actions to remove dust from plants and ask them to arrange them sequentially:

The child independently talks and explains the sequence of work actions;

Arranges pictures in the correct sequence and explains;

Cannot plan the sequence of work actions.

select the necessary equipment

Invite the child to select the equipment necessary for work. Put him in a situation of choice: along with the necessary tools and equipment, put in those that are unnecessary for a given labor process (for example, a net for transplanting fish, etc.):

Independently selects the necessary equipment;

With a little help from an adult, chooses necessary tools;

Cannot complete tasks.

6. Mastering labor skills and abilities

The child is asked to show how he will care for the plants: water the plants correctly, loosen the soil, remove dust from different plants:

Performs all labor actions quite efficiently and independently;

Performs individual labor operations quite independently, but with poor quality;

The quality of work performed and the quality of the result are low.

Evaluation of results

L - LOW - the effectiveness of work activity is low, instructions and direct assistance from an adult in performing work actions are required.

C - MEDIUM - the child’s work is effective with a little help from adults; The child has an expressed desire for independence.

B - HIGH - the child is completely independent in the work of caring for plants. The work is productive.

HOUSEHOLD LABOR

Criteria

Indicators

1. Skills and abilities with the child’s participation in collective work according to the general type (the content of the tasks is the same)

A subgroup of children is asked to wash the plant trays. Each person washes 1-2 trays. Result: all trays are clean. When completing a task, the teacher pays attention to how the children distributed objects of labor among themselves, selected the necessary equipment, performed a labor action, and assessed the quality of the labor actions performed.

2. Skills and abilities with the child’s participation in collective work (the content of the tasks varies)

A subgroup of children are told that paint cans are dirty. What to do?

Collective work assumes that each child performs a certain labor action (one washes, another rinses, the third wipes, puts on a tray, etc.). Children distribute responsibilities and negotiate among themselves. When performing a task, the teacher pays attention to the ability to deliver collective goal labor, distribute work between participants, distribute labor equipment for each participant in joint work, organize a workplace, work at a common pace, etc.

Evaluation of results:

LOW - the child willingly accepts and gets involved in work activities, but the work activities are hasty and of poor quality. In collective work, he prefers “work nearby.”

MIDDLE - the child willingly accepts and gets involved in work activities, shows diligence in performing work activities. Willingly participates in collective forms of work activity, but performs the role of an assistant.

HIGH - the child likes to work. Performs all actions skillfully and efficiently. Acts as an organizer in collective forms of children's labor activity; distributes work kindly and interacts with other children.

MANUAL LABOR

Manual skill

The child is asked to make a snowflake. The child must choose the paper himself required quality, colors, sizes and necessary tools (scissors, pencil) and make it according to one of the variable samples.

The teacher lays out on the table in front of the child 3 options for making snowflakes and the corresponding operational cards, which clearly represent the method of making snowflakes.

When performing a task, attention is paid to the presence of general labor and special skills, the formation of generalized methods of design, the development of combinatorial skills, and the reproductive or creative nature of the activity.

2. Ability to implement a plan

The teacher reveals to what extent the child can accept the goal of the activity, choose materials and tools, organize the workplace, use operational cards, master self-control actions, and the ability to independently achieve results.

Evaluation of results:

LOW - helplessness in all components of the labor process; refusal to engage in activities, low independence, need for direct assistance from an adult; the result of low quality work.

MEDIUM - high independence in reproductive activities. the quality of the result is high, but without elements of novelty or close transfer, insufficient combinatorial skills and independence for the implementation of a creative plan (advice, instructions, inclusion of an adult in the work process are required); the plan was partially realized.

HIGH - developed combinatorial skills. The use of operational maps, a generalized method of construction; complete independence; result High Quality, original or with elements of novelty.

DIAGNOSTICS OF HARDWORK IN DIFFERENT TYPES OF DUTY

Children are monitored while on duty in the dining room, play corner, and nature corner. For this purpose, two people are assigned to each type of duty. The types of duty are changed every two days, and the quality of work is assessed together with the children, i.e. self-esteem is formed.

Duty on

dining room

whether children want to be on duty, and whether their desire is reflected in the actual work process;

What are their motives, the nature of their behavior while on duty: are they avoiding duty;

Are they on duty only under supervision from the teacher and the children?

Do they work well while on duty as assigned by the teacher;

Are they on duty well, do they do work outside of duty, do they help others.

Duty in the play area

Duty in a corner of nature

Group A ( low level) – children are on duty carelessly, willingly delegate their responsibilities to others, refuse to be on duty, forget about it, do not complete the task, believe that order is the responsibility of the assistant teacher and other children.

Group B (below average) – the attitude towards duty is unstable, the quality of work depends on the mood.

Group B (average level) - perform their duties well, actively, do not forget about them, but do not help others, they strive to get the approval of adults.

Group G (above average) – children are willing, perform good duty, and remember their responsibilities. If they are not on duty at the moment, they still pay attention to the disorder in the group and eliminate it, asking to be appointed to be on duty.

Group D (high level) – children constantly strive to participate in collective activity, work well, help their comrades in various activities.

BIBLIOGRAPHY:

1. Veraksa N.E. From birth to school. Sample general education program preschool education. Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOSAIC SYNTHESIS, 2014. - 368 p.

2. Kozlova S.A., Kulikova T.A. Preschool pedagogy textbook for students. avg. textbook institutions 10th ed., corrected. and additional Kulikova. - M.: Publishing house. Center "Academy", 2009. - 416 p.

3. Koshelev V.M. Artistic and manual labor in kindergarten. A book for kindergarten teachers and parents. - M.: Education, 2004.

4. Kutsakova L.V. Moral labor education of a preschool child. Vlados Humanitarian Publishing Center, 2003.

5. Komarova T.S. , Kutsakova L.V., Pavlova L.Yu. Labor education in kindergarten. – M.: Mozaika-Sintez, 2005.

6. Kutsakova L.V. Construction and artistic work in kindergarten. – M.: Sphere shopping center, 2004.

7. Kutsakova L.V. Labor education in kindergarten. For classes with children 3-7 years old. Federal State Educational Standard - M.: Mosaic - Synthesis, 2014.

8. Makhaneva M.D., Skvortsova O.V. We teach children to work. – M.: Sphere shopping center, 2012.

9. Savchenko V.I. Methodological model of labor education of children in preschool educational institutions / V.I. Savchenko //Preschool pedagogy. – 2010.- No. 8. – P.6 – 11.

Olga Pustakina
Types and forms of labor organization in kindergarten

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

Varied types of labor are not the same in their pedagogical capabilities. If self-service has greater educational significance in junior groups– it teaches children to be independent, to overcome difficulties, then in the middle and older groups economic and everyday life acquires special importance as socially significant, aimed at formation of awareness of work for the common benefit, and in the senior and preparatory groups the main role is already beginning to be played by manual labor and labor in nature; they contribute formation the beginning of collective relationships, the ability to work together, amicably, overcome obstacles, plan and anticipate stages of sequential implementation.

Self-service is the main type labor of a small child. Assessing the educational value of self-service, it should be noted that it is vitally important for satisfying everyday personal needs for washing, dressing, and undressing. Doing the basics every day labor tasks accustoms children to systematic labor. It is through self-service that the child first establishes certain relationships with the people around him, realizes his responsibilities towards them, therefore work self-care supplements, to a certain extent, the child’s internal culture.

The main technique formation methodological skills is to demonstrate the implementation of each elementary action and their sequence.

Introducing children to the method of performing a new action always requires a detailed demonstration and detailed explanation of each movement and their sequence. Detailed demonstration and explanation of how to perform labor self-care tasks, combined with direct participation children in work will teach them to accurately follow the required method of action, i.e. diligence.

It is very important when teaching the techniques of dressing, undressing, washing, cleaning up toys and materials, to keep the same method, the same sequence unchanged - this will ensure speed skill formation. There is no need to be afraid to show and explain to children what and how to do again and again. As formation skills, the teacher uses methods of detailed verbal explanation and general reminders: “Tie the scarf well, as I taught you.” etc. Such a general reminder activates the children’s thoughts, encourages them to remember the method of performing the action, their sequence.

Those educators who constantly make sure that in the process of self-service children show attention, care, and help do the right thing. It happens sometimes So: the child knows how to dress quickly and well, but does not want to help anyone with this. It is important to ensure that from the very beginning early age children in kindergarten worked not only to satisfy their personal needs, but also willingly helped each other.

Proper education of children in the process of self-service is unthinkable if educators are not interested in the results of their work. Grade labor activities at younger preschoolers carried out mainly in the form of encouragement, and in older preschool age - emphasizing the child’s current achievements and what the child is still doing poorly.

Household work- maintaining and putting things in order group room, premises adjacent to it, on the site and at home, participation in organization of labor processes, preparing for classes, walks.

Children of primary preschool age put away toys and books, help the teacher take toys out to the area, wipe the leaves of plants, lay out materials for classes on tables, and clean them up after classes. When preparing for meals, children lay out spoons, arrange bread bins, plates, glasses with napkins, and help the nanny hang up clean towels. They take part in clearing snow from paths.

Children of the fifth year of life wash toys and plants, wash and hang doll clothes, attend the dining room and classes, wipe dust from chairs, help the teacher take toys out to the site and bring them back, etc.

Senior preschoolers maintain order in the area: sweep paths, etc.; V warm time for years they have been wiping dust from play buildings, tables and benches, watering and digging up sand in the sand yard; In winter, the paths are cleared of snow; are on duty in a corner of nature, cleaning game room, wipe furniture, etc.

As we can see, there is a gradual increase in processes labor, volume expansion labor actions. For formation children's ideas about household labor adult educator organizes special observations, draws the children's attention to what the nanny does (washes the dishes cleanly, puts things in order in the group, how to wash doll clothes, put things in order in the toy household. It is very important to create a calm and business-like atmosphere, not to rush the child with completing a task, do not do for him what he can do himself. labor, it is important that he sees both the purpose of the action and the result of the work. This is facilitated by the demonstration and explanations of an adult. If the adult is constant in the content of the requirements, children will learn the necessary actions, master their sequence, and they will develop the habit of acting in a certain way when working.

Children's the garden has opportunities for early introduction of children to labor in nature. Children of primary preschool age are taught to carry out simple tasks adults: with the help of the teacher, water indoor plants, sow large flower seeds, plant onions, water plants in the garden bed.

In the middle group, children perform labor errands independently, take care of plants and animals: in a corner of nature, plants are watered, large dense leaves are wiped, the ground is loosened; On the site, together with adults, they grow vegetables and flowers.

Older preschoolers must be taught to work in all seasons. In the fall, on their plot, children can harvest vegetables, collect seeds, dig up plant bulbs, rake fallen leaves, take part in transplanting plants from the ground to a corner of nature, etc. In winter, remove snow from paths, feed wintering birds. In the spring, loosen the soil, make beds and flower beds, sow large and small seeds, care for plants in the garden and flower garden. In summer - loosen the soil, water, thin out, weed, tie up plants.

How to create in children a stable positive attitude towards everyday, monotonous, but so necessary work? One of the conditions for the effectiveness of any work is correct Labour Organization. A. S. Makarenko said that only with good organizations the child experiences joy from labor. A large place should be occupied by joint labor of a child and an adult. The child will feel the benefit labor only then when he actively goes through everything labor processes and will ultimately achieve exact result, for example, will grow flowers from seeds and will again receive seeds from flowers growing in a flower garden.

Most acceptable forms to solve educational problems they consider organization of labor in the form various kinds instructions: individual and group. They involve the child performing a specific task and allow him to receive certain labor skills, and the teacher monitors the correctness of the work and the child’s attitude towards obtaining the result. Assignments can be long-term, systematic, short-term or episodic.

Duty duties are more difficult compared to assignments form of organizing children's work. They require children to be more independent. By involving the child in completing an assignment, the teacher could split the process of any task into a number of sequential tasks. Those on duty learn to carry out the assigned task completely, the teacher gives the task in a generalized manner. form: "Set the table", "Fields of Plants". This requires children to know the sequence of work, an idea of ​​its full scope, and the requirements for the result.

When introducing duty, the teacher finds out how much the children know the sequence of work, the place where manuals and materials are stored. It is very important for the teacher to think through the content labor of duty officers, so that he does not wear of a formal nature, but was specific, necessary for the team. Children are regularly on duty in the dining room, preparing for classes, and in the nature corner.

At organizations While on duty, the teacher has to pay attention to one more issue - the combination of the work of the duty workers with the self-service of children. What part of the work in preparation for classes should be done by those on duty, and what should each child prepare himself? Or after eating, do the people on duty have to clean everything up, or does everyone clean up after themselves?

From the senior group, another type of duty is introduced - in a corner of nature. The work of those on duty in a corner of nature will be successful only if the teacher constantly cultivates in children an interest in the corner of nature. Then its inhabitants become the subject of constant observation and caring attitude towards them.

In the preparatory group for school, the teacher proceeds to organization of general work of duty officers, i.e. connecting children in pairs for teamwork. Working together, they serve the entire group. With this kind of work, the duty officers are placed in new conditions: coordinate your work with the work of a friend, be jointly responsible for the result, fairly distribute work among yourself. Teachers often pair children up according to the principle "skillful" With "inept". But it is not always justified desired result It will only work when a skilled child has the desire to teach the skills of another child, while remaining a good friend, that is, to show goodwill and not emphasize his inability. In older groups, selective friendships between children often appear; the teacher should take this into account and instruct them to be on duty together.

In the senior and preparatory school groups, systematically general labor activities are organized uniting all children at once groups: this is cleaning a group room, a plot, laying out a flower garden, decor groups for the holiday, etc. Organizing the collective work of children of the entire group, it is advisable to divide them into several subgroups. Each subgroup is given a general task, for example, one subgroup washes doll clothes, the second washes chairs, the third toys, the fourth cleans up the play corner. The composition of children in subgroups can be constant, but things can change. This ensures that every child is included in work.

Thus, throughout preschool age, children gradually labor forces are being formed skills and abilities in different types labor: self-service, household and manual labor, labor in nature. All these labor skills, purchased in kindergarten, are the foundation on which it is built labor training in primary school schools.

Description of the presentation by individual slides:

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TYPES OF CHILD LABOR AND FORMS OF ITS ORGANIZATION Developed by O.A. Pshonnik, a methodologist at the Solnyshko Children's Health Centre.

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“The joy of work is a powerful educational force. During childhood, every child should experience this noble feeling.” V.A. Sukhomlinsky.

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familiarizing children with the work of adults; introducing children to work activities available to them; teaching labor skills, organizing and planning activities

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In the process of introducing adults to the work, the teacher forms in children: a positive attitude towards their work, a caring attitude towards its results, a desire to provide adults with all possible help, work skills, positive relationships between children. Develops: the habit of work effort, responsibility, care, thrift, hard work, willingness to participate in work, without avoiding unpleasant work.

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The choice of one form or another of organizing children’s work depends primarily on: 1) the age and psychophysiological capabilities of the children; 2) the level of work experience of children; 3) specific educational tasks set by the teacher organizing work activities; 4) content of work.

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Conditions for organizing work Systematic inclusion of each child in work, taking into account the load on the child, selecting equipment for work, creating a working atmosphere in the group. When organizing work activity, it should be remembered that work must be expedient, useful, effective, and feasible.

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household work: self-service, caring for the premises and things, helping adults in preparing food, manual labor (with design elements), making toys and simple aids from paper, cardboard, natural materials, woodworking. Main types of work in kindergarten work in nature, growing indoor plants, sowing and planting in the flower garden, vegetable garden, garden, caring for pets

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maintaining cleanliness and order in the room (group, dressing room, washroom and bedroom) and on the site, assisting adults in organizing routine processes. HOUSEHOLD WORK This work appears in elementary forms already in early preschool age, but takes on special importance in the middle and older groups

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SELF-CARE (elementary household work) is a constant concern for the cleanliness of the body, the order in the suit, the willingness to do everything necessary for this without external demands, out of an internal need to observe hygienic rules. SPECIFICITY: the child is always given a specific goal, the achievement of which is clear to the child and vital for him; the result he achieves is clear and opens up known prospects for his future activities

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SIGNIFICANCE: Labor education of preschool children begins with this type of labor; Teaches children to be independent, to overcome difficulties, and equips them with skills; Its vital necessity is obvious, aimed at satisfying the child’s everyday personal needs; Accustoms to systematic work; children begin to understand that everyone has work responsibilities related to their daily life needs; a negative attitude towards idleness and laziness is fostered; For the first time, children establish known relationships with the people around them and become aware of their responsibilities towards them; learn the value of caring for themselves and acquire the ability to effectively care for their loved ones; Complements the child’s internal culture: he strives to be useful, not to burden others, helps them get by on their own in big and small things; always requires certain physical and mental efforts, which are more noticeable in the child’s activities, the younger he is and the less he has the skills of dressing, washing, and eating independently.

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CONTENT: In younger groups, children are taught to eat independently and carefully, to hold a spoon correctly, not to spill food, to bend over a plate, to dress and undress independently, to wash, to use a towel correctly, to sit at the table only with clean hands; Children of the middle group can show greater independence in washing, dressing, eating, they are given the task of providing mutual assistance in dressing, assisting children in dressing, putting away toys, the teacher increasingly turns to the consciousness of children; In older preschool age, great importance is attached to long-term self-care responsibilities; they continue to teach them to take care of things: clean clothes, shoes, repair toys, books, and include elementary skills in teaching children of younger groups.

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Showing each work action and its sequence, detailed explanation, general reminder, testing and evaluation, self-esteem, encouragement, observing the behavior of surrounding adults, looking at illustrations for books, reading works of art, viewing puppet shows and etc.

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CHILDREN OF SENIOR PRESCHOOL AGE CAN PERFORM THE FOLLOWING TYPES OF WORK COMBINED BY THE CONCEPT OF “HOUSEHOLD WORK”: 1. Keep their toys, board games, and study aids in order; wipe them with a damp cloth; wash some toys. 2. Wipe down the furniture (together with an adult.) 3. Wash clothes for dolls, small personal items (handkerchiefs, socks, ribbons), napkins for the bread bin, etc. 4. Set the table and remove dishes after eating; wash cups, spoons and other utensils after breakfast. 5. Sweep the floor in the room with a damp broom, and the path in the yard with a small broom. 6. Help adults with cooking: peel boiled potatoes, cut boiled vegetables for vinaigrette, wash vegetables, make pies, cookies, pick and peel berries. 7. Provide all possible assistance in various economic affairs: hang or remove small laundry from the line, help carry a shopping bag, buy bread, bring, carry an item, pick up a fallen item. 8. Bring water in small buckets, chopped firewood, turn over the hay near the house, rake it into small piles. 9. Show care for the younger ones (help with dressing, walking, playing, singing a song, reading a poem by heart). 10. Provide attention and assistance to grandparents, mom and dad, and the elderly.

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CHILDREN'S WORK IN NATURE Creates favorable conditions for physical development, improves movements, stimulates the actions of different organs, strengthens nervous system. Great importance has labor in nature for the mental and sensory development of children. This work, like no other, combines mental and volitional efforts. Expands children's horizons by gaining accessible knowledge, for example, about soil, planting material, labor processes, and tools. Promotes the development of observation and curiosity in children. Develops interest in agricultural work and respect for the people who do it. Helps to foster a love of nature. Implemented aesthetic education children (through the content of labor in nature, for example, growing beautiful flowers aimed at satisfying the aesthetic needs of people, through organizing the labor process in accordance with the requirements of culture and aesthetics, using the results of labor to satisfy practical needs and joyful aesthetic emotions).

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MANUAL LABOR Develops children's constructive abilities, useful practical skills and orientation, creates interest in work, willingness to do it, cope with it, the ability to evaluate one's capabilities, the desire to do the job as best as possible (stronger, more stable, more elegant, more accurate). In the process of work, children become familiar with the simplest technical devices, master the skills of working with certain tools, and learn to treat materials, objects of labor, and tools with care. Children learn through experience elementary representations about properties various materials: the material undergoes various transformations, a variety of things can be made from it. So learning to make useful items made of thick paper, children learn that it can be folded, cut, and glued. Wood can be sawed, planed, cut, drilled, glued. When working with wood, the guys use a hammer, saw, and pliers. They learn to compare details by superposition, by eye, using a ruler. Working with natural materials - leaves, acorns, straw, bark, etc. - gives the teacher the opportunity to introduce children to the variety of its qualities: color, shape, hardness.

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DOSAGE OF LABOR By dosage of labor we mean its duration, volume, complexity, definition physical activity, causing fatigue. In order to prevent overload, change actions after 10-15 minutes Children 6-7 years old - 20-30 minutes Children 4-5 years old 15-20 minutes

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The place of children's labor activity in the daily routine Any activity is associated with labor effort and contains great opportunities. It is more advisable to organize work in nature in the afternoon, from 15:40 to 16:30. During the hot season, it is advisable to plan work in the berry garden in the morning hours before breakfast. It is more expedient to carry out household work in morning time before class, during a walk and in the afternoon.

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Thus, by participating in one or another type of labor, preschoolers get the opportunity to work every day. How often should you organize work activities? Self-care work daily Manual labor weekly Household labor weekly 20-25 min Work in nature on the site in a group daily 10-15 min to 20 min

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INSTRUCTIONS - Widely used in all age groups of kindergarten. assigning a specific task to the child, which he must complete alone or with one of his peers. To assign means to oblige the child to do some kind of work related to both self-service and work for the team.

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always come from an adult; they contain a clear focus on obtaining results, the task is specifically defined; this is the most simple form organizing the work activities of preschool children; have special educational significance in working with children of primary preschool age; enable the teacher to differentiate between play and work; they contain an element of demand, with the help of which the baby learns to act purposefully, to realize that he is carrying out an adult’s task; helps the teacher monitor the correctness of the work, the presence of work skills, the child’s attitude towards the assigned task, and the ability to complete the work; provide ample opportunities for individual work with kids; give educators the opportunity to daily, systematically introduce children to feasible work; create a business atmosphere in the group. FEATURES OF INSTRUCTIONS:

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Instructions By difficulty: simple, complex By nature of execution: individual or joint By time of execution: short-term, episodic, long

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BASIC REQUIREMENTS FOR ASSIGNMENTS FOR CHILDREN OF THE SECOND JUNIOR GROUP: they are the leading form of organizing child labor, work with children on labor education must begin with individual assignments, are specific and simple, contain one or two actions (lay spoons on the table, bring a watering can, remove from a doll, a dress for washing, etc.), are carried out together with the teacher, the main form of unification in the work of children of this age is work “side by side”, much later they move on to other forms.

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Such elementary tasks involve children in activities aimed at benefiting the team, in conditions where they are not yet able to organize work on their own. At this age, children are little interested in the result; they are attracted by the process of action itself. From the second half of the year, when children already have some work experience, they use group assignments. The assignment gives the teacher the opportunity to individualize the methods of guiding children: to help one, to teach another, to provide support to a third, to approve. As preschoolers gain experience in participating in completing assignments, the teacher complicates their content.

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ORGANIZATION OF ASSIGNMENTS IN THE MIDDLE GROUP The number of assignments in the middle group increases significantly, as the experience of children’s participation in work gradually increases and their skills become stronger. It is possible to give instructions to several preschoolers at once, although each of them is assigned a specific (different or identical) task. Increasingly, several children are beginning to take part in labor at the same time, which makes it possible to include them more often and more systematically in useful work. Assignments become a means of forming a habit of work effort in children and prepare them for duty. Most of the assignments that have already taken place in the middle group become group assignments, uniting from 2 to 5-6 participants, i.e. take on a collective character. (together remove shelves with toys, glue boxes for didactic games, wash construction material etc.) Carrying out a task common to all, confronts children with the need to independently distribute work between participants, complete it together, and clean up after work. This contributes to the formation of the principles of collectivism, teaches them to coordinate actions, develops the experience of cooperation, teaches them to show attention to each other during the work process, and to provide assistance in case of difficulties.

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ORGANIZATION OF ASSIGNMENTS IN SENIOR PRESCHOOL AGE In the senior group, individual assignments are organized in those types of work in which children have underdeveloped skills, or when they are taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is not attentive, often distracted), i.e., if necessary, individualize the methods of influence. Considering that self-organization skills in children of the older group are not yet sufficiently developed, the teacher should pay attention to great attention explaining the ways of arranging equipment, placing inventory, distributing work between its participants. In a school preparatory group, when carrying out general assignments, children must demonstrate the necessary self-organization skills, and therefore the teacher is more demanding of them, moving from explanation to control and reminder.

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CONTENT OF INSTRUCTIONS: In the middle group, children are given instructions to water indoor plants, arrange soft toys correctly, wash soap dishes, put them in place, feed the fish, distribute boards for modeling, sweep the veranda, straighten clothes in closets, close them, wipe the shelf from dust, etc.; In the younger group, they are individual in nature: at the request of the teacher, put forgotten shoes in the closet, pick up a dropped item, put it in its place, help take toys out to the area, collect them before leaving for a walk, distribute pencils for drawing, sweep sand from a bench etc.; In older groups, the teacher involves children in carrying out a wide variety of tasks that are not part of the duties of those on duty; a special place is occupied by assignments - tasks the result of which is delayed in time (sowing, planting, washing doll clothes, bringing a postcard from home, a picture of a certain content, etc. ), assignments of a public nature are given (to help children of younger groups, kindergarten staff), etc.

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DUTY - systematic work that requires a certain level of independence, requiring the child to perform work aimed at serving the team. Introduced at the end of the year in the second junior group. Most widely used different types duty is received in the senior and preparatory groups. When observing the work of the attendants, you should pay attention to the ability of children: in the second younger group: to act with the help of adults, to the desire to engage in work independently, without the help of others; in the middle group: on the children’s ability to start being on duty without reminders, to work in a certain sequence, not to be distracted, and to finish what they started; in the senior and preparatory groups: the ability to independently distribute responsibilities, consistently perform all necessary actions, observe all the rules of hygiene in work (wash hands before duty, pick up a cup only by the handle, etc.).

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Children are alternately included in different types of duty, which ensures the systematicity of their participation in work. Duty assignments and changes occur daily. Duties have great educational value: they put the child in conditions mandatory implementation certain things necessary for the team. allows children to develop responsibility to the team, caring, understanding of the need for their work for everyone, forms in children a desire to work for the sake of others, forms a caring attitude towards their comrades, animals and plants, develops the ability to help an adult, to notice where help is needed.

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THE PERSONS ON DUTY ARE PUT IN THE CONDITION OF COMPLETION OF THE BUSINESS, AND CANNOT REFUSE IT, DO AT THIS TIME OTHER, MORE INTERESTING WORK OR SWITCH TO THE GAME. TYPES OF DUTY WHICH ARE INTRODUCED GRADUALLY: Canteen duty (2nd junior group, end of the year), Preparatory duty for classes ( middle group, 2nd half of the year). Duties around the corner of nature ( senior group). The content of the work of those on duty when moving from one group to another becomes more complicated. This is reflected in kindergarten education programs. Features of duty.

Probably everyone knows the statement that genius is 1% talent and 99% hard work. Cognitive abilities are individual characteristics child, which determine his success in further education and in life in general.

They are developing the best way in children's activities. One of these types of activities is work in a kindergarten.

It is in work activity that a child can be taught such important qualities, such as the ability to bring a job to completion, control the correctness of one’s actions, act together and much more.

Types of work in kindergarten

How are they taught to work in kindergarten?

Self-service

Labor actions are already available to you to a small child. Self-care for children includes dressing, washing and other hygiene skills, independent feeding and others.

Household labor

Household work in kindergarten most actively begins to be mastered in middle preschool age. We need to wash the toys and wipe off the dust. In winter, the guys help remove snow on the site, build slides and castles for battles

Here children develop the ability to concentrate, plan their actions, develop attention, and the ability to negotiate.

The work of children in nature is a special type of labor. The result of this labor is a material product. This is why children find such work in kindergarten interesting.

For example, the guys patiently grow onions and other greens, take care of them, and weed them. They are not afraid of mosquitoes. Harvesting is a joy.

And then these greens are used in the classes of the culinary club “Smak”, and just at lunch. Here we implement child-parent projects: “Vegetable garden on the window”, “We will decorate the flower beds of the kindergarten”, “Tulips for grandma” and so on.

Our students know room and medicinal plants. Working in nature allows children to learn in practice how to establish certain patterns in nature and cause-and-effect relationships. For example, children successfully solve problems like “What can cause a violet to die?” and so on.

Activity Simulation

Modeling can be used to help children develop planning skills. Modeling - what is it?

We establish a sequence of actions and draw pictures for each stage of our actions. Then we place them on a sheet of paper in order. The result is a card like this: “Sequence of growing green onions.”

The cards can be used for children of any age. Only for kids they are drawn by an adult, but older children can easily make the cards first with the help of an adult and then on their own.

Handmade and artistic work

The development of cognitive processes in older preschoolers occurs most actively in the process of organizing manual and artistic labor.

This type of work in kindergarten promotes the development of attention, imagination, independence, and endurance, which is very important before schooling.

We encourage the desire for independence. The children themselves suggest topics for work. Extracurricular activities have become interesting and exciting for my children." Skillful hands" and "Relish". We baked pies, made salads and sandwiches. Oh, it was such enthusiasm!

And for us, educators, it was important that the children learned to plan in the process of activity, explain to themselves and others the course of their thoughts and actions, draw conclusions and conclusions.

Work in kindergarten is important means development of cognitive abilities in preschool children. Treat work with love, see joy in it - necessary condition for personal creativity.

Well-structured work is a source of inspiration and practical knowledge, the most valuable elixir of a full-blooded life, a sure way to find the way to yourself and be realized in life. In the process of such work, interacting with adults and peers, the baby gets to know himself and the world, comprehensively develops his own personality. Each child will be happy to demonstrate the harvest they have grown with their own hands and will tell their loved ones with admiration what they did in the garden or in a corner of nature. Labor is the basis of human life, and therefore is one of the main elements of educational work.

Why is work activity needed in kindergarten?

Labor education of preschool children is one of the leading components of the development of strong-willed, intellectual and creativity child, an effective method of forming a culture social relations. Reasonable organized labor develops physical potential, spatial perception of the world, strengthens the child’s health.

The future now belongs to two types of people: the man of thought and the man of work. In essence, both of them form one whole, for to think means to work.

Victor Hugo

The strategic goal of labor education is the formation of a positive attitude towards work. This goal can be achieved in two ways:

1. To form an understanding of the value and social significance of work.
2. Develop and improve basic labor skills, cultivating hard work, organization and responsibility.

The motives for child labor can be different:

• praise and high appreciation of children's efforts from adults;
• self-affirmation among peers;
• the desire to help adults and comrades, to bring real benefit;
• internal interest in mastering new skills, the desire to feel like an adult and independent.

Features of labor education for different age groups

Labor education of children begins with two years of age, when the formation and development of basic self-care skills comes to the fore, and lasts up to seven years. In general, labor education is focused on a variety of tasks that are implemented differently in certain types of activities.

Contents of labor education for children of younger groups

When working with children, it is necessary to develop their basic self-care skills

Children in younger groups are already involved in work activities that are acceptable to them:

• Self-care at this age focuses on the following tasks:
  • develop basic self-care skills (while undressing, dressing, washing hands, eating, keeping your desk in order);
  • cultivate neatness, attentiveness and independence while eating (use cutlery, napkin);
  • stimulate the internal need for cleanliness and tidiness (wash your hands with soap, wash your face, wipe your face with a towel, use a comb, notice disorder in clothes and try to eliminate it with the help of adults);
  • maintain a positive emotional mood in children;
  • enrich and activate the dictionary by replenishing it with new names of clothing items.
• Household work - development of basic skills:
  • neatly stack toys;
  • help set the table;
  • rake dry leaves on the playground;
  • remove snow from steps and paths with shovels.
• Work in nature - developing the skills of a caring and responsible attitude towards animals and plants (children work together with adults):
  • assistance in collecting ripe fruits and seeds;
  • caring for wintering birds;
  • caring for indoor plants;
  • sowing seeds.

Video: “Washing our hands” (hygiene lesson in the younger group)

Video: “Masha and the Sweet Kingdom” (lesson on oral hygiene, second junior group)

Video: subject support for work activities in kindergarten

https://youtube.com/watch?v=PrnTtqTPVWc Video can’t be loaded: Labor activity in kindergarten, group No. 8 (https://youtube.com/watch?v=PrnTtqTPVWc)

Peculiarities of occupational activities for hearing-impaired and deaf children

Features of the development of hearing-impaired children entering the correctional groups kindergarten:

• poor self-care skills due to excessive care from adults;
• violations in speech development, as a consequence - a low level of development of subject and play activities.

Algorithm for working with hearing impaired children:

1. The first stage (2–4 years) is manipulative activity with household objects. For hearing-impaired children, the main channel of perception is visual, therefore the main pedagogical method aimed at developing a stable skill is demonstration - the teacher shows each operation, commenting on his actions. Then the teacher performs joint actions together with the baby, for example, taking the baby’s hands in his own, soaping, rinsing, wiping dry with a towel. This is how the child develops and consolidates an elementary sensorimotor skill. Gradually, the child is given more independence and freedom of action. The teacher controls the process of performing operations and the result, then only the final result.
2. Second stage (4–7 years) – to household items tools of labor of adults are added, and to pedagogical methods The use of diagram cards and hand-drawn algorithms is added. In the process of work, the child learns to understand and carry out work assignments, coordinate and plan his actions (“first we’ll draw the shape of the part, then we’ll cut it out, first we’ll outline it, then we’ll sew it on”), learns the meaning of new words and terms, and develops communication skills.

Diagnostics of the results of labor activity in kindergarten

The study of the level of labor activity is carried out by the teacher at the beginning and at the end school year. Evaluation criteria (norms):

1. Two to three years:
   • Performs basic self-care operations independently (gets dressed, puts on shoes, handles snaps, Velcro, buttons and laces with the help of an adult).
   • Tries to fulfill the demands of the adults around him.
   • Responds to requests for help and actively gets involved in the work.
   • Performs basic labor operations with the help of adults.
   • Distinguishes and names labor actions performed by a close adult environment (mom washes dishes, washes clothes, cleans the room, irons wet clothes, etc.).
   • Knows what parents and other family members do (mom works at school, dad works at a factory).
2. Three to four years:
   • Dresses and undresses independently, following a certain logical sequence.
   • Independently stacks toys, arranges cups, plates, etc.
   • Experiences a feeling of emotional satisfaction in the process of completing assignments and important work.
   • Has knowledge about different professions (firefighter, driver, teacher, doctor, tailor, etc.).
3. Four to five years:
   • Carefully folds and puts away clothes.
   • Shows diligence while performing the duties of a canteen attendant and preparing workplaces for classes.
   • Developed strong-willed qualities allow you to finish the job you start.
   • Not only has information about different professions, but also uses his knowledge in the process of role-playing games.
4. Five to six years:
   • Knows how to take care of clothes and shoes and keep things in order.
   • Regularly brushes teeth, washes hands, and washes face.
   • Performs plant care operations in a corner of nature.
   • Maintains cleanliness and order in the group room and area.
   • Can evaluate the results of its activities.
   • Familiar with a wide range of professions, including creative and artistic.
   • Appreciates and respects the results of human labor, treats toys and things with care.
5. Six to seven years:
   • Takes care of a neat appearance independently.
   • Thinks through the sequence of labor operations, selects materials and equipment to complete the assignment or productive activity and games.
   • Consciously and responsibly treats the duties of the duty officer.
   • Creates crafts based on his own ideas.
   • Patiently finishes the work he has begun and happily accepts the results of collective work.
   • Understands the importance of a person’s work activity and treats representatives of different professions with gratitude.

Table: diagnostic protocol

Grading levels:

• High level - the child copes with assigned tasks independently, without the help of adults.
• Intermediate level - the child does the work partially independently, with the help of adults.
• Low level - the child cannot act independently and has difficulty solving assigned tasks even with the help of a teacher.