Forms of organizing the labor activity of preschool children

It is one of the most important aspects of educating the younger generation. IN kindergarten labor education consists of familiarizing children with the work of adults, introducing children to the work available to them labor activity.

The main types of work in kindergarten are self-service, household work, work in nature, manual labor, and the forms of its organization are assignments, duty and collective work of children.

Self-service- this is the child’s work aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures).

For older children preschool age a number of more complex self-care responsibilities are assigned.

The teacher still teaches children how to do self-care work. But now he helps them to correctly approach the implementation of a complex task, shows them how to complete it easier and better. Monitoring continues to ensure that each item is placed in a specific place and that children put away their toys after playing. This is achieved by presenting constant demands. In kindergarten, children continue to be taught to take care of things: clean clothes, shoes, repair toys, books. This instills neatness in children.

Household and household work. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes.

The household work of children of senior preschool age is much more meaningful and becomes collective. This makes it possible to use it more widely as a means of moral education of children: the formation of purposefulness and organization.

When working with older children, it is of great importance to involve children in helping adults. In the process of work, the adult himself is a role model. It is very important to organize work in such a way that children are not just passive performers of some task, but also see the nanny as an organizer of affairs, her hard work.

In attracting guys senior group General assignments play an important role in household work, when the teacher asks several children to do some work. Since the children’s self-organization skills have not yet been sufficiently formulated, the teacher discusses with them how to complete the general task: where they will begin the work, what they will need, how to organize the work so as not to get dirty themselves, litter, and spill on the floor. The teacher helps everyone agree on who will do what general part of the task.

The main form of organizing the household work of children in the older group is their inclusion in collective labor activities of socially significant content.

Duty roster - a more complex form of organizing children's work; these are the first responsibilities of preschoolers. Duty duties require children to have sufficiently developed independence and require the child to perform work aimed at serving the team. Duty involves the work of one or more children in the interests of the entire group. Duty to prepare for classes requires children to concentrate. Since the content of this duty is not as constant as the duty in the dining room, children should be helped and reminded of what should be on the tables when drawing with pencils, paints, modeling, and designing. When the work is completed, the teacher asks those on duty to check if everything is in place. Duty in a corner of nature is organized from the senior group, since it requires a large amount of knowledge about nature.

If duty is introduced for the first time, then a special training session should be held immediately before its introduction. It is necessary to arrange a duty corner. It is better to arrange it together with the children. You can design it in different ways depending on the imagination and skills of the teacher and children. Together with the children, you need to note every day who was on duty, where and when. Photographs of children, pictures, pockets, etc. are used. In the duty corner there must be robes, scarves, caps, you also need to have rags, watering cans, sticks for loosening the earth, etc. The duration of duty varies depending on the type of work , age, educational purpose. At the end of duty, it is useful to discuss with the children the quality of the work performed. If mistakes were made, it is more advisable to discuss them only with those on duty. The appointment of duty officers is carried out daily; in senior groups, appointments for 2-3 days are possible. While on duty, observe sanitary and hygienic conditions. The duties of the duty officers gradually become more complex. Thus, despite the seemingly insignificant result of labor, duty is of great importance in raising children.

Labor in nature

Varied work in nature brings children a lot of joy and contributes to their all-round development. In the process of work, a love for nature and a careful attitude towards it are cultivated. Children develop an interest in work activity and a conscious, responsible attitude towards it. Working in nature has great educational value. It broadens children's horizons and creates favorable conditions for solving problems of sensory education. Working in nature, children become familiar with the properties and qualities, states of natural objects, and learn ways to establish these properties. The teacher teaches children to focus on the properties of natural objects to perform labor actions. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a standard idea of ​​the properties, qualities, and states of natural objects.

Children begin to be on duty in the nature corner in the older group. This form of labor organization makes it possible to improve labor skills and form social motives for work.

Teamwork makes it possible to develop work skills and abilities simultaneously in all children in the group. These forms of labor are necessary to establish relationships in a team. Here the skills are formed to accept the common goal of work, to come to an agreement, to coordinate one’s actions, to plan work together, to help a friend, to evaluate his work; Collective responsibility for completing a task is fostered.

With the frontal organization of collective labor, when all children of an age group participate in the work, they can work together to perform one task, for example, weeding a garden. When cleaning a corner of nature, some wash plants, others clean animal cages, others wash trays and wipe down window sills. In this case, children are divided into subgroups. Collective work can be organized for one small subgroup (for example, 5-6 children watering a flower garden or picking fruits).

At first school year Children of senior preschool age in a preschool educational institution carry out daily tasks to care for plants in a corner of nature. Duties around the nature corner are introduced at the end of September - beginning of October. First, you should have a conversation about the indoor plants that are there, about the methods of caring for them, about the conditions necessary for their growth and development; talk about the daily duties of the duty officers. Duty officers are assigned daily. Their number depends on the number of objects in the corner of nature. The teacher helps those on duty distribute the work. The teacher’s constant friendly attention to the work of the attendants, timely assistance and support are very necessary for children, especially in the first weeks of their work. In the spring, children should be involved in replanting and propagating indoor plants. It is necessary to prepare for this work in advance. The teacher examines all the plants together with the children, selects those that need replanting; prepares soil, sand, pots of different sizes, shards, scoops, pointed sticks, manganese solution. He does most of the transplanting work himself. Children help clear the ground from pebbles and wood chips and sift it. At this time, the teacher consolidates the students’ ideas about the parts of the plant (root, stem, leaf, flower, bud).

So, the main form of work in a corner of nature for pupils of senior preschool age is systematic duty, which is introduced from the very beginning of the year. In order to interest children in the older group with targeted observations, you need to introduce a “Diary of a Corner of Nature”, where those on duty will sketch the changes they noticed in the development of plants and the habits of animals. It’s interesting from time to time for everyone to look at these sketches together, to remember what was grown and how, what they observed. In the Diary, only those on duty can draw and only what they did and what they noticed - such a rule must be established. Observing the children while they are on duty in a corner of nature, the teacher notices how they work. How they approach their responsibilities, what business interests them most.

Most of the observations and work in a corner of nature are carried out in the morning, before breakfast, or after a nap.

Work activity must be regular. It is important for the teacher to introduce every child to it. The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork. IN otherwise he develops a negative attitude towards work tasks.

Varied work in nature brings children a lot of joy and contributes to their all-round development.

Handmade and artistic work by its purpose it is work aimed at satisfying the aesthetic needs of a person. Its content includes the production of fakes from natural materials, paper, cardboard, fabric, wood. This work contributes to the development of imagination and creative abilities; develops small arm muscles, promotes endurance, perseverance, and the ability to finish a job. Children delight other people with the results of their work by creating gifts for them.

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Consultation for preschool teachers

on the topic: “Organization of labor activities of preschool children”

The work of children in kindergarten is varied, which allows them to maintain their interest in this activity.

There are four main types of child labor: self-care, domestic labor, outdoor labor and manual labor.

Self-care is aimed at caring for oneself (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational significance of this type of work activity lies, first of all, in vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-care begins to be recognized as a responsibility.

Household work of preschool children is necessary in Everyday life kindergarten, although its results are not so noticeable in comparison with other types of work activity. This work is not aimed at maintaining cleanliness and order in the premises and area, but at helping adults in organizing routine processes.

Labor in nature involves the participation of preschoolers in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, or in a flower garden. This type of work is of particular importance for the development of observation, nurturing a caring attitude towards all living things, and love for one’s native nature.

Manual labor- production of objects from a variety of materials: cardboard, paper, wood, natural materials (cones, acorns, straw, bark, corn cobs, peach seeds), waste material(reels, boxes) using fur, feathers, scraps of fabric.

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

Carrying out work assignments helps children develop an interest in work, a sense of responsibility for the assigned task, and cohesion between children.

Summary of direct educational activities

in the preparatory group for school topic: “Planting onions”

(cognitive development)

Triple Goal:

1. To arouse educational interest in growing onions in children 6–7 years old. Continue teaching the children to create an experience situation.
2. Develop observation skills - the ability to notice changes in plant growth, associate these changes with the conditions in which they are located; learn to connect cause and effect, make correct judgments and draw conclusions. Strengthen the ability to correctly reflect observations in a drawing.
3. Foster hard work and responsibility.

Preliminary work: examining the onion, the teacher’s story about medicinal properties Luke.

Material:

1. One onion head for each child.
2. Prepared box with compartments: earth, sawdust.
3. Plastic cups with water.
4. Observation diary for each child
5. A box of colored pencils for each child.

Approximate move

Grandfather is sitting, dressed in a hundred fur coats,

Whoever undresses him sheds tears..... (Luke.)

Is there a proverb: “The bow cures seven diseases”? Why do you think?

Children: Onions are useful, they help treat people from colds.

Educator: What do you think needs to be done to grow green onions in the fall, winter or early spring, when you still can’t work in the garden?

Children: You can plant it at home, on the window.

Educator: What is necessary for a plant to grow?

Children: We need land, water, light, warmth.

Educator: Do you want us to grow up in our group? green onions? (Yes.)

I suggest you plant onions not only in the ground, but also in sawdust, as well as in water so that we can observe where onions grow faster. In order not to get dirty and spoil the tables, we will put on aprons and cover the tables with oilcloth.

(put on aprons, cover tables with oilcloth)

Educator: What do you think needs to be done at the very beginning of planting?

Children: Prepare a box with soil, sawdust and a glass of water.

(the teacher and the children place a box of earth and sawdust on the table)

Educator: How to plant an onion correctly, what part should be planted in the ground?

Children: Onions should be planted with their roots facing down.

(the teacher suggests making a hole in the ground in sawdust,

children wash their hands)

In the garden, in the morning, look at the garden bed (tilt back and forth).

Green onions do exercises in the wind (pulling up).

Turnips and radishes stood in a row for exercise (walking in place).

There the leaves are looking up (raise your hands up, clap).

Here - bend down low (sit down).

Educator: Now let’s plant the onion so that its upper part protrudes from the ground. Think about what else needs to be done to grow onion feathers?

Children: Water the bulbs.

The children, together with the teacher, determine the place where it is best to place the box and cups for the germination of onion feathers.

Setting up the experiment

Children make sketches in an observation diary

In conclusion, the teacher reports that in a week, on the same day, we will examine the bulbs and sketch their growth (changes).

Compiled by: Ekaterina Andreevna Semenko, teacher of the highest qualification category of MKDOU No. 22 in Kavalerovo.

Kavalerovo, 2014

Material nsportal.ru

Methodical comment

Types of labor such as self-service, household labor in nature, are used in all age groups, and manual labor - in the senior and preparatory groups. Errands are widely used in all age groups of kindergarten.

But in the younger group they are the leading form of labor organization. Therefore, work with children on labor education should begin with individual assignments, which the child carries out together with the teacher, and only much later move on to other forms.

By virtue of psychological characteristics Children of younger groups are not sufficiently independent in their actions, are prone to imitation, cannot coordinate their actions with the actions of their comrades and work at the pace required for the team, are often distracted, and do not finish the work they start. Kids are little interested in the result; they are attracted by the process of action itself.

They do not yet have the necessary skills and abilities to achieve results. Therefore, only from the second half of the year in the 2nd junior group, when children already have some work experience, do teachers use group assignments.

The main form of unification of children of this age in work is “side by side” work, when each child works independently and is responsible for his work to the teacher. At the same time, the child practices the skills and abilities necessary in team work.

In the second half of the year in the 2nd junior group duty is introduced - systematic work requiring a certain level of independence.

The most widely used types of duty are in senior and preparatory groups.

The most complex form of organizing children's work is collective work. It is widely used only in the senior and preparatory groups of kindergarten, when children’s skills become more stable and the results of their work have practical and social significance. Children by this age already have sufficient experience in participating in various types of duty and in carrying out various assignments. The age capabilities of children allow the teacher to solve more complex problems of labor education:

• teach children to negotiate about upcoming work;
• work at the right pace;
• complete the task within a certain time frame.

In the older group The teacher uses such a form of uniting children as common work, when children receive a common task for all, and at the end of the work a general result is summed up. In the preparatory group special meaning acquires joint work when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.

In the process of labor, children acquire the necessary skills, including the skills of caring for plants and animals (labor in nature), master the simplest actions with objects, learn about materials and their properties (manual labor). Children develop an interest in work and a desire to work (household work, self-service). In each group it is necessary to create conditions for all types of work that are appropriate to the age of the children.

Inventory and materials must be rationally stored so that children have the opportunity to use them independently. The content of children's work, the system of including them in work, its duration and volume, forms of combining children in work, methods and techniques, gradual complication of tasks and increasing requirements for children's independence must correspond to the program of each age group.

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TASKS OF LABOR EDUCATION OF PRESCHOOL CHILDREN BY GROUPS

1st junior group

1. Foster respect for people of any profession.

2. Emphasize the significance of the results of their work.

3. Support children's desire to help adults.

4. Introduce children to self-care

2nd junior group

Cultivate a desire to take part in work activities as much as possible.

Middle group

1. Foster a positive attitude towards work and a desire to work.

2. Learn to carry out individual and collective assignments, develop the ability to negotiate with the help of a teacher about the distribution of work, and take care of the timely completion of a joint task.

3. To form the beginnings of a responsible attitude towards the assigned task (the ability and desire to complete the work started, the desire to do it well).

4. Explain to children the importance of their work.

5. Encourage initiative in helping comrades and adults.

Senior group

1. Continue to expand children’s understanding of adult work. Show the results of labor and its social significance. Systematize knowledge about people’s work at different times of the year.

2. Talk about the professions of teacher, doctor, builder, workers in agriculture, transport, clothing industry, trade, etc.

3. Explain that to make work easier, a variety of equipment is used (computer, cash register, electrical sewing machine and so on.) .

4. Introduce children to the work of people in creative professions: artists, writers, composers, masters of folk arts and crafts. Show the results of their work: paintings, books, sheet music, objects of decorative art.

5. Explain to children that the work of adults is paid, and people spend the money they earn on food, clothing, furniture, and on vacation.

6. Develop a desire together with adults and with their help to carry out feasible work assignments.

7. Learn to finish what you start.

8. Develop creativity and initiative when performing various types of work. Create responsibility for carrying out work assignments.

9. Teach the most economical working methods. Foster a work culture and respect for materials and tools.

10. Learn to evaluate the results of your work with the help of an adult.

11. Stimulate the desire to take part in work activities.

Preparatory group

1. Continue to cultivate interest in various professions and parents’ place of work.

2. Continue to introduce children to professions related to the specific local conditions.

3. Expand ideas about the work of adults. Foster respect for working people.

4. Create the need to work.

5. Foster a love of work.

6. Teach to diligently and carefully carry out assignments, take care of materials and objects, and put them back in their place after work.

7. Cultivate a desire to participate in joint work activities on an equal basis with everyone else, the desire to be useful to others, to achieve results.

Methodical comment

Introducing children to work begins from the 1st junior group. The main type of work at this age is self-service.

In the 2nd junior group, children continue to develop a desire for feasible work.

The volume of tasks for labor education increases from the middle group, reaching a maximum in the senior group. Exactly at middle group children actively master various labor skills and techniques of working in nature, household and self-service work.

In the older group, manual labor is added. In the older group, greater emphasis is placed on developing all the skills and abilities available to children in various types of work. A conscious attitude and interest in work activities and the ability to achieve results are formed.

In the preparatory group, the developed skills and abilities are improved. But basic foundation children’s labor skills are developed in the senior group

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SELF-CARE: Tasks and content of work in groups

1st junior group

1. To develop in children the ability to independently care for themselves (while undressing, dressing, washing, eating).

2. Continue to teach children under the supervision of an adult, and then wash your hands yourself when they become dirty and before eating, wipe your face and hands dry with a personal towel.

3. Learn to put yourself in order with the help of an adult.

4. To develop the skill of using individual objects (handkerchief, napkin, towel, comb, pot).

5. Encourage children to be independent when eating, teach them to hold a spoon in their right hand.

6. Teach children how to dress and undress.

7. Learn to take off clothes and shoes (unfasten front buttons, Velcro fasteners) with a little help from an adult.

8. Learn to carefully fold removed clothes in a certain order.

9. Learn to put on clothes and shoes correctly.

2nd junior group

1. Continue teaching children to dress and undress independently in a certain sequence (putting on and taking off clothes, unbuttoning and fastening buttons, folding, hanging clothes, etc.).

2. Cultivate neatness, the ability to notice disorder in clothing and eliminate it with a little help from adults.

3. Continue to teach how to use soap correctly, carefully wash your hands, face, ears; Wipe yourself dry after washing, hang the towel back, use a comb and a handkerchief.

4. Learn to use tablespoons, teaspoons, forks, and napkins correctly.

Middle group

1. Improve the ability to dress and undress independently; teach to neatly fold and hang clothes with the help of an adult, put them in order - clean, dry

2. Cultivate the desire to always be neat and tidy.

3. Cultivate the habit of washing yourself, washing your hands before eating, when dirty, and after using the toilet.

4. Strengthen the ability to use a comb and handkerchief.

5. When coughing and sneezing, teach people to turn away and cover their nose and mouth with a tissue.

6. Continue to teach how to use cutlery correctly - spoon, fork, knife).

7. Learn to rinse your mouth after eating

Senior group

1. Form the habit of brushing your teeth and washing your face every day, and washing your hands as needed.

2. Strengthen the ability to dress and undress independently, carefully put clothes in a closet, dry wet things in a timely manner, care for shoes (wash, wipe, clean, put away).

3. Learn to notice and independently eliminate disorder in your appearance.

4. Form the habit of taking care of personal belongings.

5. Develop a desire to help each other

6. Train yourself to brush your teeth and keep your nails clean.

7. Maintain order in your closet, put clothes in certain places

8. Learn to make your bed neatly

Preparatory group

1. Strengthen the ability to dress and undress independently in a certain sequence, correctly and neatly put clothes in the closet, put shoes in place, dry wet things in a timely manner, care for shoes (wash, wipe, clean).

2. Learn to notice and independently eliminate problems in your appearance, tactfully tell a friend about a problem in his suit or shoes, and help eliminate it. Develop qualities such as responsiveness and mutual assistance.

3. Learn to independently prepare materials and manuals for the lesson

4. Get into the habit of brushing your teeth, rinsing your mouth after eating, and washing your feet before going to bed.

By the end of the year, children can: dress and undress, keep their clothes in order, and, if necessary, put them in order.

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ALGORITHMS OF SELF-CARE SKILLS BY GROUPS

The formation of self-service labor skills is closely interconnected with the formation of cultural and hygienic skills and affects their improvement. The algorithm will help the teacher in working on long-term plan, in thinking through the sequence and choosing specific forms and methods of work for a more complete and timely formation of all self-service labor skills in children of each age group.

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HOUSEHOLD WORK: Tasks and content of work in groups

1st junior group

1. Teach children to maintain order in the playroom and arrange game material in places.

2. Involve children in performing simple labor activities. Together with an adult and under his supervision, place bread bins (without bread) and napkin holders on the table before eating.

2nd junior group

1. Encourage children to independently carry out basic assignments - prepare materials for classes (brushes, modeling boards, etc.); After playing, put away toys and building materials

2. Teach to maintain order and cleanliness in the premises and area of ​​the kindergarten

3. Encourage to provide assistance to adults, to cultivate a caring attitude towards the results of their work.

4. In the second half of the year, begin to develop in children the skills necessary for serving in the dining room: helping to set the table for dinner (laying out spoons and forks, arranging bread bins, plates, cups, etc.).

Middle group

1. Teach children to maintain order in the group and in the kindergarten area: put away building materials, help the teacher, glue books and boxes.

2. Teach children to independently perform the duties of a canteen attendant: carefully arrange bread bins, lay out cutlery (spoons, forks, knives).

Senior group

1. Teach children to help adults maintain order in the group: wipe toys and teaching aids, wash toys and building materials, repair books and toys.

2. To develop the ability to clean up the kindergarten area: sweep and clear paths of debris, snow in winter, water sand in the sandbox

3. Teach children to independently and conscientiously perform the duties of the dining room attendants, to set the table, to clear away the dishes after meals.

4. Learn to independently lay out materials for classes prepared by the teacher, put them away, wash brushes, paint sockets, palettes, wipe tables

Preparatory group

1. Continue to teach children to constantly and promptly maintain order in the group and on the site: wipe toys and aids, wash toys, building materials, repair books and toys together with the teacher.

2. Continue to teach how to independently clean up the kindergarten area: sweep and clear paths of debris, snow in winter, water sand in the sandbox.

3. Learn to make your own bed after sleep

4. Accustom children to independently and conscientiously perform the duties of dining room attendants: setting the table in full, distributing second and third (berries, fruits) courses, clearing away dishes after meals, sweeping the floor

5. Learn to independently lay out materials for classes prepared by the teacher, put them away, wash brushes, paint sockets, and wipe tables.

By the end of the year, children will be able to: organize their own workplace and put it in order at the end of classes.

The work of developing household skills in children is interconnected with the formation of the child’s general culture: setting the table correctly, cleaning the table, maintaining cleanliness and order in the room and area. Mastery of labor and household operations makes the child independent, ready for adult life.

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ALGORITHMS FOR FAMILIARIZING CHILDREN WITH HOUSEHOLD WORK BY GROUPS

Literature

• Voronkevich O. A. Welcome to ecology. - SPb.: CHILDREN'S PRESS, 2006.
• Golitsina N. S. Organization and conduct of thematic control in preschool educational institutions. - M.: Scriptorium, 2004.
• Golitsina N. S. Organization and content of the senior’s work preschool teacher. - M.: Scriptorium, 2008.
• Kozlova S. A., Kulikova T. A. Preschool pedagogy. - M.: Academy, 2002.
• Methodological recommendations for the program of education and training in kindergarten / Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - M.: Publishing House "Education of Preschool Children", 2008.
• Prikhodko E. G., Malyshevich T. V. A new model of educational activities of a preschool teacher educational institution. - Krasnodar: World of Kuban, 2006.

Material provided by the magazine PRESCHOOL PEDAGOGY, November 2010

municipal budgetary preschool educational institution

"Kindergarten No. 270

general developmental type with priority implementation of activities in the cognitive and speech direction of children's development"

Leninsky district of Krasnoyarsk

Labor education of a preschooler

The opportunity to work and love for it is the best inheritance that both the poor and the rich can leave to their children.

K. D. Ushinsky

• The child does not create socially significant material values ​​in his work.
• The work of preschoolers is educational in nature, because satisfies the child’s need for self-affirmation and knowledge of his own capabilities.
• Brings you closer to adults...
• The work of preschoolers is closely related to play.
• During the labor process, children often play out labor actions.
• Children’s work has no material reward and is situational and not obligatory, but the child’s developing moral character suffers from its absence.
• All structural components of a child’s work activity are only in development and necessarily require the help of an adult.

The main goal of labor education– formation of a positive attitude towards work.

1) Familiarization with the work of adults, the formation of their ideas about the social significance of work;

2) Organization of children’s work activities, during which work skills are formed, positive relationships, character traits, and work organization skills are cultivated.

Features of the formation of components of work activity (goal, motive, planning, process of activity, result) in preschool children.

In early preschool age, children cannot independently set goals in their work, because... do not have the ability to retain in memory the entire process and result of work.

The child’s actions are not purposeful, procedural in nature (i.e. the child enjoys the action itself, and not its result). Children master ways of acting to imitate an adult. It is necessary to gradually develop in the child the ability to understand the purpose of his actions and the connection between the goal and the result.

Children of older preschool age set goals themselves in familiar situations (making toys). But they can also be aware of individual goals (growing crops) that an adult sets and explains. It is important to know what he is working for.

The motives may be different:

Receive a positive assessment of your actions from adults; will assert itself; enter into communication with an adult; benefit others (social motive).

Planning of work activities – important component labor, it includes:

• Organization of work,
• Evaluation of both individual stages and the result as a whole.

Younger children do not plan their activities at all.

In older preschool age, children often plan only the process of execution and forget about the organization of work, outlining only the main stages, but not the methods of execution.

Often there is also no provision for monitoring and evaluating one's own work. Verbal planning lags behind practical planning. Planning your activities should be specially taught, and all stages and methods of action should be discussed with the child.

This teaches you to foresee the result of your work.

The labor process should be interesting for children, because... it develops all the necessary skills and abilities. To do this, an adult should carefully consider the organization of the child’s work, equipment, evaluation of the result of work, etc.

The result of labor for younger children is morally important (positive assessment from an adult). Older preschoolers are interested in practical achievements. Material results, although the assessment of adults is also important.

1.Self-service – work aimed at satisfying everyday personal needs (dressing and undressing, eating, sanitary and hygienic procedures).

Over time, the child recognizes it as a duty.

In early preschool age, the main teaching method is demonstration and explanation, as well as positive pedagogical assessment.

In middle preschool age, the complication of tasks is expressed in increased requirements for the quality of actions and organized behavior in the process of self-care. It is important to develop mutual assistance techniques in children, teach them to make requests to each other, etc. are used game situations and looking at pictures (to form ideas about the sequence of actions).

In older preschool age, new skills are acquired: making the bed, caring for hair, etc.

2.Household work – aimed at maintaining cleanliness and order in the premises and area, assisting adults in organizing routine processes.

Household work is aimed at serving peers, and therefore contains great opportunities for developing a caring attitude towards comrades.

In early preschool age, basic household and household skills are formed:

• Help set the table
• Organize toys, etc.

An adult must evaluate the moral side of a child’s labor participation. (Example: “Katya put away the toys very carefully, well done!”). Such assessments help children develop ideas about how to act and create a desire to imitate their peers.

In middle preschool age, the content of household work expands: children fully set the table, put toys in order, etc.

An adult systematically forms the child’s habit of work effort, develops independence and initiative in carrying out assigned tasks.

In older preschool age, household work becomes systematic and becomes the responsibility of those on duty.

The peculiarity of household work is the ability of children to organize it independently: select the necessary equipment, place it conveniently, put everything in order after work. This is what children should be taught.

3.Labor in nature – has a beneficial effect on the education of moral feelings and lays the foundations of environmental education.

In early preschool age, it is necessary to organize observations of plants and animals. Children help an adult in caring for them.

In older preschool age, children's responsibilities are broader.

Features of work in nature:

1) The result in the form of a material product (vegetables, fruits);

2) Often has a delayed result (we sow the seeds, then wait for them to sprout, etc.), therefore it develops observation, endurance, and patience in children;

3) Communication with living objects develops in children moral feelings, caring attitude, responsibility, etc.;

4) Develops cognitive interests, promotes awareness of the relationship between natural phenomena and objects.

4.Handmade and artistic work – aimed at satisfying human aesthetic needs. Its content includes the production of crafts from natural materials, paper, cardboard. Tree.

Develops imagination Creative skills, small muscles of the hands, as well as endurance, etc. Children learn to make crafts and decorate the room with them, and give them as gifts.

Labor activity is an important means of personal development. Hard work and the ability to work are not given by nature, but are cultivated from early childhood. Already at preschool age, the initial forms of labor activity develop. This is confirmed by the research of A.V. Zaporozhets, D.B. Elkonina, E.A. Klimova. As psychologists point out, this happens in two directions: the formation of prerequisites for work activity and the formation of work activity itself, in the formation of social motives of behavior.

Ushinsky spoke about the work of preschoolers like this: “Labor is the most important means of education, starting from preschool age; In the process, the child’s personality is formed and family relationships are formed. The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and the team. Treats work with love, sees joy in it - necessary condition for the manifestation of the individual’s creativity and talents.” Work captivates the child, allows him to feel his capabilities, experience the joy of results achieved. Therefore, it is necessary to instill in a child the desire and ability to work from preschool age.

Work allows the teacher to form in children the necessary set of qualities that form the ability to learn (understanding the meaning educational tasks, their differences from practical problems; awareness of the way to perform actions; skills of self-control, self-esteem, etc.). In the process of labor, mental processes such as perception, imagination, thinking, attention, and will develop; basic personality qualities are formed (independence, activity, determination). According to many researchers, to develop these personal qualities It is necessary to develop hard work. The purpose and objectives of labor education of preschool children are shown schematically in Fig. 1 .

Figure 1 - Goal and objectives of labor education of preschool children

The objectives of developing positive attitudes towards various types of work in preschool children are reflected in the Federal State Educational Standard for Education, according to which labor education is one of the important areas in the work of preschool institutions, the main goal of which is the formation of a positive attitude towards work and a clear understanding of the work activities of adults . In connection with this goal state standard identifies the following main tasks:

Formation of clear ideas about adult work and the importance of work in life;

Formation of knowledge, skills and abilities necessary for work;

Fostering a respectful attitude towards any work;

Education of the child’s personality in the aspect of work and creativity;

Development of creative initiative, the ability to realize oneself independently in various types of work.

Based on the above, preschool institutions set one of the main goals of the labor education of preschoolers, which is to familiarize children with the work of adults, to introduce children to the work activities available to them.

When organizing work, the teacher, as a rule, is guided by the educational program adopted in the kindergarten. The program determines the content of the work activities of children in each age group. Labor education in the program is a mandatory component of the development of the child’s basic and creative abilities, the most important means of developing a culture of interpersonal relationships.

There are four main types of child labor carried out in DOW compliance with Federal State Educational Standard: self-service, household work, work in nature and manual labor. Specific gravity of certain types of labor at different age stages is not the same. Each of them has certain capabilities for solving educational problems.

1) Self-care - the child’s work aimed at serving himself (dressing, undressing, eating, making bed, toys, preparing the workplace, sanitary and hygienic procedures, etc.). The educational significance of this type of work activity lies primarily in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-care begins to be recognized as a responsibility.

In early preschool age, self-service is associated with the fact that they daily carry out basic work assignments, accustoming them to systematic work, which forms the habit of neatness and neatness (the ability to serve oneself, achieving thorough performance of necessary actions, independence).

In middle preschool age, children are quite independent in self-care, and this type of work becomes their constant responsibility. The complication of educational tasks is expressed in increased requirements for the quality of actions, for organized behavior in the process of caring for oneself, for the time spent on this (they follow the sequence of dressing, washing, undressing, which forms in them the need for cleanliness and tidiness, the habit of self-service work ).

In older preschool age, new self-care skills are acquired: making the bed, caring for hair and shoes. The processes associated with it are used to solve more complex educational problems: developing in children the habit of neatness and cleanliness, and behavioral skills when surrounded by peers. The child serves himself while being around others, and therefore he must understand the needs and difficulties of others.

2) Household work - work aimed at serving the team, maintaining cleanliness and order in the premises and area, helping adults in organizing routine moments. Household work of preschoolers is necessary in the daily life of a kindergarten, although its results are not so noticeable in comparison with other types of their labor activity.

In early preschool age, the teacher develops basic household skills in children: helping to set the table, tidying up toys after playing and washing them; help the teacher take toys and books to the site; help collect leaves on the site, sweep snow from benches, etc. plot. When preparing for food, children perform separate labor tasks. At the same time, the teacher always evaluates the moral side of the children’s labor participation: “Natasha and Seryozha helped our nanny well, what great guys!”, “Irochka is a caring girl, neat, how diligently she put away her toys!” Such assessments make children want to imitate their peers and contribute to the formation of ideas about how to act in such cases.

In the middle group, the content of household work expands significantly: children fully set the table, prepare everything necessary for classes, wash toys, wash and hang doll clothes, attend the dining room and classes, wipe dust from chairs and shelves, help teachers take toys out to site and bring them back, sweep the paths on the site, etc. Using their increased capabilities and taking into account the developed skills, the teacher accustoms children to the fact that in work it is necessary to make an effort, develops independence, active initiative in carrying out assigned tasks.

In the older groups of the kindergarten, household work is even more enriched in content and becomes systematic, largely turning into the permanent duties of those on duty. Children keep the room clean, help the junior teacher put soap in soap dishes, hang towels, repair toys, books, etc. The area is kept in order: paths are swept, flowers are watered.

Children are on duty in the nature corner and clean the group room (once a week). Children in their seventh year of life develop new labor processes; They put things in order in the closet with materials and aids, and wipe down the furniture. The peculiarity of the household work of older preschoolers is the ability to organize it independently: select the necessary equipment, place it conveniently, put everything in order after work. In the process of work, children show diligence and a desire for a good result.

3) Work in nature - caring for plants, aquarium inhabitants and animals, growing vegetables in the garden and plants in a corner of nature, flower garden, plot. This type of work is of particular importance for the development of nurturing a caring attitude towards all living things and love for our native nature. It helps the teacher solve problems physical development children, improving movements, increasing endurance, developing the ability to perform physical effort.

In younger groups, children, with the help of adults, feed fish, water and wash indoor plants, plant bulbs, sow large seeds, take part in harvesting from their garden, and feed wintering birds. Supervising the work of the children, the teacher names the plants, their parts, and the actions performed in the work; this expands children's vocabulary and activates it.

In the middle group, work becomes more difficult. Children water plants on their own, learn to determine the need for moisture, grow vegetables (sow seeds, water beds, harvest), and with the help of a teacher, prepare food for animals (pour food into feeders for squirrels, hamsters, rabbits, chickens). The teacher explains what food a particular animal needs, what it is called and how to store it.

For the older group, work becomes systematic and its volume increases. Plants and animals that require more complex care techniques are placed in a corner of nature; different kinds vegetables with for different periods growing season, which makes work more systematic. Preschoolers spray plants with a spray bottle, sweep away dust from fuzzy leaves with a brush, and loosen the ground. With the help of the teacher, they feed the plants, recharge the aquarium, dig up the soil in the vegetable garden and flower garden, plant seedlings, collect seeds of wild plants (for feeding wintering birds).

In the preparatory group, in the process of working in nature, the independence of children increases: without reminders they determine the need for watering and loosening the soil, replanting 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 techniques for propagating plants by cuttings, growing seedlings and then replanting them in the ground. Caring for animals in the corner of nature continues (birds, squirrels, rabbits, pigeons, frogs, lizards, etc.). Children become more responsible for the condition of the living area, vegetable garden and flower garden.

4) Manual labor - carried out in older groups of kindergarten, aimed at satisfying the aesthetic needs of a person, developing the constructive and creative abilities of children, imagination, and invention.

Manual labor involves the production of objects from a variety of materials: cardboard, paper, wood, natural materials (cones, acorns, straw, bark, corn cobs, peach pits), waste material (reels, boxes) using fur, feathers, fabric scraps, etc. . etc., making homemade toys for games, independent activities (pincushions, counting material, parts for costumes for theatrical activities etc.), gifts for parents, children (bookmarks, souvenirs made from natural materials, etc.), decorations for the holidays.

In the preparatory group, children independently carry out simple repairs of toys (books, boxes, attributes), sort natural material, preparing him for work. Under the guidance of the teacher, they make small counting materials, manuals for classes, make blanks for further artistic activities (preparing papier-mâché, pasting boxes, cutting out elements from plastic bottles etc.).

The work of children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective work activities (Fig. 2).

Assignments are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual characteristics, experience, as well as educational tasks. Instructions 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. Carrying out work assignments helps children develop an interest in work and a sense of responsibility for the assigned task. The child must concentrate his attention, show strong will in order to complete the task and inform the teacher about the completion of the assignment. The content of the instructions is determined in accordance with the types of work recommended by the “Kindergarten Education Program”; largely depends on the age of the children, on the conditions in which the group is located (the presence of a living corner, a vegetable garden, the arrangement of furniture in the room, etc.).

In younger groups, the instructions are individual, specific and simple, containing one or two actions (lay out the spoons on the table, bring a watering can, remove the doll’s dress for washing, etc.). 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. As preschoolers gain experience in participating in completing assignments, the teacher complicates their content.

In the middle group, he instructs the children to wash doll clothes, wash toys, sweep paths, and rake sand into a pile on their own. 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.). 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 more durable. The teacher now has the opportunity to give instructions to several preschoolers at once, although each of them is assigned a specific task. Thus, several children are increasingly 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.

In the older group, individual assignments are organized in those types of work in which children have insufficiently developed skills, or when they are taught new skills. Individual instructions are also given to children who need additional training or particularly careful control, i.e., if necessary, individualize methods of influence. 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., they take on a collective nature. The teacher instructs the children to work together to remove the shelves with toys, glue the boxes for didactic games, wash building material, etc. Children perform a common task for everyone, which confronts them with the need to independently distribute the work between the participants, complete it together, and clean up after work. This contributes to the formation of the principles of collectivism, teaches them to show attention to each other in the process of work, and to provide assistance in case of difficulties.

Considering that self-organization skills in children of the older group are not yet sufficiently developed, the teacher should pay 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.

Duty duty is a form of organizing children's work, which requires the child to perform work aimed at serving the team. Children are alternately included in different types of duty, which ensures the systematicity of their participation in work. The appointment and change of duty officers occurs daily. Duties have great educational significance - they put the child under conditions of mandatory performance of certain tasks, they are necessary for the team. This allows children to develop responsibility to the team, caring, and an understanding of the necessity of their work for everyone. Duties are being introduced gradually. In the younger group, in the process of running errands, children acquired the skills necessary to set the table and became more independent when doing work. This allows the middle group to introduce canteen duty at the beginning of the year. There is one person on duty at each table every day. The teacher teaches the child to maintain consistency in work, controls him, and comes to the rescue, taking into account his individual characteristics. Evaluating the work of those on duty, he emphasizes their diligence, thoroughness in performing duties, care for their comrades, and assistance provided to adults. In the second half of the year, duties are introduced to prepare for classes. The teacher appoints 2-3 people on duty (depending on the amount of work) and distributes the work between them, comes to their aid, teaches the children how to finish the job, and put away used equipment.

In older groups, duty in a corner of nature is introduced. The duty officers change daily, each of the children systematically participates in all types of duty. As a rule, children are on duty together. When selecting duty officers, the growing friendships between children are taken into account and their desire to work with one of their peers is satisfied. If the skills of one of the attendants are more advanced, he is advised to be attentive to his comrade, to provide him with assistance, but not to deprive him of his independence, and not to express his dissatisfaction with his slowness or inability. The teacher teaches children to coordinate their actions, determine what needs to be done taking into account the actions of a friend, agree on who will do what part of the work, teaches self-control, time- and effort-saving work methods.

Figure 2 - Forms of organizing the work activities of children in preschool educational institutions

labor education preschooler project

Labor education in preschool educational institutions is carried out using a number of means.

A necessary means of labor education is children’s own labor activity. You can't learn anything without doing it. How can a child develop the ability to work outside of work? However, in practice one can encounter such facts when a teacher solves the problems of labor education not in work, but in play. For example, when planning a game of hairdressing, the teacher writes: “To develop in children the ability to use a comb and comb their hair carefully.” There are two pedagogical errors in this entry. Firstly, the teacher does not know the nature and features of children's play: in the game the child acts “as if” - he seems to be combing his hair, as if he is doing beautiful hairstyle. The game originally emerged from the child’s need to perform adult labor actions that are inaccessible to him in real life. If he starts doing everything seriously, the game will be lost. Secondly, any “skill formation” always requires demonstration, explanation, exercise, and repetition. However, this cannot be done during the game; it is labor activity that is the leading means of labor education. Children learn specific work skills and abilities, achieve results, and satisfy their need for real inclusion in the world of adults. With the help of this tool, applied, practical problems of labor education are solved.

Familiarization with the work of adults. This tool allows you to expand the child’s understanding of the content of human activity, the social significance of work, and the attitude towards work. Thus, familiarizing adults with labor is aimed at solving the intellectual and moral problems of labor education. IN preschool pedagogy there are several different approaches to the problem of familiarizing children with the work of adults. Some authors (V.I. Loginova, M.V. Krulekht) believe that children need to be introduced to the process of adult labor and told about the creation of various products of labor. As a result, children will develop an idea of ​​the content of adults’ work activities and will develop respect for work. Other authors (S.A. Kozlova, A.Sh. Shakhmanova) believe that it is necessary to acquaint preschoolers with a hard worker, with his attitude to work, to form the idea that a profession appears in response to people’s need for it - a doctor is needed to heal people, a teacher to teach children. Familiarization with the labor process should serve as a background, a content against which human activity can be specified. In practice, both the first and second approaches are possible. When solving a group of problems related to teaching specific job skills, you can rely on the first approach. In the case when the second group of labor education tasks related to the formation of attitudes towards work and moral qualities personality, the second approach is more adequate.

Collective work is a common work activity that unites all the children of the group at once (cleaning a group room or area, setting up a vegetable garden, flower garden, picking vegetables or fruits, decorating a hall or group room for a holiday). Collective work can be general - a group of children is entrusted with a common task, and joint (senior preschool age) - children work with a common object, but each performs their own action with it (one washes, another rinses, the third hangs up laundry, etc.) .

Conditions for organizing collective work:

1) All children can be united only after they have acquired the necessary experience of working in a small team.

2) When organizing the collective work of children of the entire group, it is advisable to divide them into several units (up to 4), each of which is offered a common task.

4) All children should be involved in work.

The scheme for organizing collective work implies one main goal and result (for example, “let’s put the group in order”), but this goal is realized by the joint activities of separate groups of children, who have their own goal and their own result in their work. At the same time, children understand that their specific work not only joins the overall goal, but also affects the overall result of the work of all participants (Fig. 3).

Figure 3 - Contents of work to familiarize adults with labor

All of these means of labor activity are effective if used systematically, in conjunction with each other.

So, the work of children in kindergarten is varied. This allows them to maintain their interest in activities and provide them with comprehensive education and upbringing. During preschool age, children's work becomes more complicated. At the same time, the work activity of children in a preschool institution can be successfully used as a means of educating and developing a child only if the forms of its organization are correctly determined in all groups, which have their own characteristics at each age stage, in accordance with the strengths and skills they are developing. .

Thus, we can conclude that labor education is a process that integrates all areas of development, learning and moral formation of the child’s personality.

The choice of one form or another of organizing children’s work depends primarily on:

1) age and psychophysiological capabilities of children;

2) the level of work experience of children;

3) specific educational tasks set by the teacher organizing work activities;

- instructions (individual children, small groups),

- duty roster (in the dining room, classes, corner of nature), children taking turns performing duties,

- collective work (organized by the teacher and the children themselves, in small groups and the whole group).

Depending on the age of the children, one or another form of organization of children is used. Thus, at a younger age, great preference is given to assignments; at an older age, work increasingly acquires a collective character.

1. Instructions- these are tasks, requests that the teacher occasionally gives to one or several children, taking into account their age and individual capabilities, experience, as well as educational tasks. Work assignments are the simplest form of organizing children’s work activities. They have a special educational value when working with children. younger age when work has not yet become a planned and systematic activity for them.

This is the first form of organization of labor activity. Orders can be:

· according to the form of organization (individual, subgroup, general);

· by duration; (short-term, episodic, long-term);

· according to difficulty (simple, complex).

Assignments are especially important between 3 and 5 years.

Taking into account some features of orders, they can be grouped:

1 group – instructions related to the implementation of one method of action:
give, bring, carry. They are short-term, episodic, caused by temporary necessity.

Group 2 – instructions that contain several methods of action,
several labor operations. This may include the instructions of the following
maintenance: feed animals, water indoor plants, etc.

Group 3 – assignments related to the results that children achieve
not immediately: sow, plant, bring a postcard, comb, etc. from home.

Errands are widely used in all age groups of kindergarten. But in the younger group they are the leading form of labor organization. Therefore, work with children on labor education must begin with individual orders which the child performs together with the teacher, and only much later move on to other forms. In younger groups, the instructions are individual, specific and simple, containing one or two actions (lay out the spoons on the table, bring a watering can, remove the doll’s dresses for washing, etc.). 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.

Assignments for the younger group used for

Training in labor skills and abilities;

Developing children's confidence in their strengths and abilities;

Satisfying the need to communicate with adults;

Preparation for other forms of work;

They foster a desire to work.

Children 2-3 years old– respond with pleasure to adult requests. The teacher involves children in household work through separate assignments. The teacher not only asks the child to do something, but immediately, if necessary, gives advice on the best way to complete the assignment. (“Support the watering can with your other hand so that the water does not spill out,” etc.).

Kids are little interested in the result; they are attracted by the process of action itself. They do not yet have the necessary skills and abilities to achieve results. Therefore, only from the second half of the year in the 2nd junior group, when children already have some work experience, do teachers use group assignments.

In the middle group The teacher instructs the children to wash their own doll clothes, wash their toys, sweep the paths, and rake the 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 older groups orders are more complex in:

Implementation

According to the degree of responsibility for the result.

In the older group individual assignments are organized in those types of work in which children’s skills are not sufficiently developed, or when they are taught new skills. Individual assignments are also given to children who need additional training or particularly careful supervision (when the child is inattentive and often distracted), i.e. if necessary, individualize methods of influence.

In preparatory In the school 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.

During the work process, the teacher explains to the children the rules, the implementation of which will help them do the job well. The rules should be simple and clear. First of all, those with the help of which the child can better organize his activities are taken. For example: “First you need to listen to the task until the end, and only then get down to business” or “First prepare everything you need for work, and then start working.”

Following other rules helps organize children's behavior during work. For example: “You can’t be distracted when you’re working”; “The work must be done carefully”; “If you mess, you spill, clean up after yourself.” Rules should not fetter a child’s initiative and independence. Carefully observing the work of each student, the teacher decides which rule will help him cope with the adult’s instructions. Five-year-old children need constant support from an adult. While completing a task, the child often glances at the teacher, waiting for evaluation and encouragement. At the same time, the teacher needs to more often encourage children’s desire for independence, notice the positive behavior of a friend, and emphasize the importance of his work for others in the presence of children. “Children, did you notice that Igorek immediately left the game as soon as I asked him to help me,” says the teacher, “that’s why we put the greenfinch’s cage in order so quickly.” The teacher's assessment of the child's work activity is gradually changing. At first, the adult encourages the child even for the fact that he willingly responded to a request for help. As the student develops interest in the task and develops the necessary work skills, one can move on to assessing the qualities of his work. And finally, the initiative shown by the child in work, the introduction of elements of creativity and the desire to do more than required (for example, if the boy watered the flowers not only in the indicated place, but also asked permission to water the rest), the desire that -do something for others. It is possible to evaluate the results of the work of children of senior preschool age in game form, with the help of puppet theater characters, which will create a relaxed atmosphere in the group and make the children want to work better. In this way, the teacher gradually achieves a more conscious attitude of students towards work tasks and an understanding of the usefulness of the work being performed.

The teacher can help, suggest, show how to complete the assignment. At the end of a child’s work assignment, it is very important to evaluate the result of the work.

2. Duty – a form of organizing children's labor that involves the work of one or more children in the interests of the whole group . On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several (one) children for others are highlighted, therefore this form contributes to the development of responsibility, a humane, caring attitude towards people and nature. Children are alternately included in different types of duty, which ensures systematic participation in work. The appointment and change of duty officers occurs daily. Duties have great educational value. They place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children to develop responsibility to the team, caring, and an understanding of the necessity of their work for everyone.

In the younger group, in the process of running errands, children acquired the skills necessary to set the table and became more independent when doing work. This allows the middle group to introduce canteen duty at the beginning of the year. There is one person on duty at each table every day. In the second half of the year, duties are introduced to prepare for classes. In older groups, duty in a corner of nature is introduced. The duty officers change daily, each of the children systematically participates in all types of duty.

Canteen duty- introduced in the second junior group at the end of the 2nd half of the year. The teacher helps to attract children to help the nanny when she sets the tables for food. First, the teacher is “on duty” with 2-3 children and gives each one one task (starting from the age of 3, children are able to perform several interrelated actions aimed at solving one problem, like setting the table). Then the task gets more difficult

One child places bread bins on all the tables,

Another is laying out spoons; etc.

Having learned all this, children master the ability to coordinate their actions, negotiate, and distribute responsibilities independently. It is important to maintain consistency and promptly transfer children from one level of difficulty to another. The teacher pays attention to the pace and quality of work. He especially appreciates the manifestation of creativity. The child’s desire to bring joy to other children through his work encourages those on duty to come up with something interesting and enjoyable for everyone.

Duty to prepare for classes requires concentration. The content of this duty is not as constant as the duty in the dining room. Children should be helped and reminded of what should be on the table when:

Drawing with pencils

With paints

When sculpting

Design

Applications.

When the work is completed, the teacher asks those on duty to check that everything is in place.

Duty in the corner of wildlife until It should be organized so that throughout the day children feel responsible for living objects (feed the fish, water the flowers, clean the parrot’s cage, etc.). It is advisable that the teacher help the children distribute responsibilities throughout the day. The duty officer must understand that he needs to “talk to animals, fish and plants.” After all, they are alive and attention and sweet Nothing. Children subsequently develop a need to take care of nature and responsibility for its preservation. Duty also contributes to the systematic inclusion of children in work.

Duty duty contributes to the systematic inclusion of children in work activities. Carrying out work assignments helps children develop an interest in work and a sense of responsibility for the assigned task. The child must concentrate his attention, show strong will in order to complete the task and inform the teacher about the completion of the assignment.

The tasks, duration and content of duty depend on the age of the children and the educational purpose. The main meaning of duty is caring for others

To ensure that all children are involved in the work, it should be planned in advance, if possible. calendar plan who will carry out what instructions, take into account the order of children’s participation in duty; and if the need to work suddenly arises, record in the records which of the children was involved in work.

2. General, joint, collective work is the most complex form of organizing children's labor.

Common, joint, collective work contributes primarily to solving the problems of moral education. General, joint and especially collective work creates favorable conditions for the development in children of the ability to coordinate their actions, help each other, establish a uniform pace of work, and complete a task within a certain time frame.

Unites common, joint and collective work socially oriented goal children's activities. This means that the result of work is always beneficial for everyone (cleaning a room, area, decorating a group room for a holiday - all this is needed not by just one of the participants in the work, but by all of them).

General labor involves organizing children's work in such a way that common goal Each child does some part of the work independently and at the end of the work the overall result is summed up.

Example: The teacher invites the children to restore order in the group and distributes responsibilities. After finishing work, the teacher draws attention to the fact that everyone is working well. And here is the result - the group is clean and beautiful. The child has his own area and is responsible for himself. If two children are given the same tasks, each one does it separately.

Joint work involves interaction between children. In the process of work, children become dependent on each other: on the pace and quality of the work of others. Joint work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other. Target, as in general work - united. At the same time, the teacher plans situations that will provoke children to establish relationships. He does not allow random associations of children, but thinks them through.

Example: who to assign Nastya to work with - she gets distracted, what task is best to give Yura - he doesn’t know how to work quickly, etc.

Collective can be called a form of labor organization in which children, along with labor ones, solve more complex - moral - tasks: they agree on the division of labor, help each other if necessary, turn to peers for help, rejoice at their successes, the overall results of work, worry for the quality of common, teamwork. The collective form promotes purposeful education collective relationships(feeling of comradeship, security, mutual understanding), creates a positive emotional mood.

So, not every common and not even every joint work is collective. But every collective work is common and joint. It is important that the teacher knows how to organize truly collective work of children.

General labor possible already in the middle group of a preschool institution, joint and collective– in high school and preparatory school, when skills become more stable, and the results of work have practical and social significance.. Maintaining children’s interest in collective work is facilitated by conscious acceptance of his motive and purpose.

Traditionally, collective work is organized once a week.

Meaning collective form labor for the formation of the child’s personality. Showing social activity, each student perceives the team as an arena for self-expression and self-affirmation yourself as an individual. Thanks to the pedagogical leadership of collective life activities, the desire to establish itself in one’s own eyes and in the eyes of peers finds favorable soil in the team. Only in a team are such essential personal characteristics formed as self-esteem, level of aspirations and self-respect, i.e. acceptance or rejection of oneself as a person.

Organization collective educational-cognitive, value-orientation activity and communication creates conditions for the formation and exercise in the manifestation of intellectual and moral freedom. Only in collective life are they formed intellectual and moral orientations of the individual, his civic position and a whole range of socially significant skills.

The development of collective planning skills contributes to the emergence in children of a desire to self-control, independent improvement of techniques and skills necessary for the implementation of an independent plan, increasing the sense of responsibility. And as a result of collective planning is high quality the result of work obtained jointly.

Modern work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other. Properly organized and feasible work unites children, promotes mutual assistance, discipline, the ability to distribute forces and overcome difficulties, promotes independence, initiative, the desire to do a good job, and the habit of cooperation.

The success of achieving a goal largely depends on the ability to control one’s activities. Children 3-4 years old do not notice mistakes in their work, considering it good, regardless of how and what result is achieved. The work of peers is viewed critically. At the age of 5-7, preschoolers try to correctly evaluate their work, although they notice not all mistakes, but the most serious ones. They are interested in the quality of work. Therefore, they turn to adults with questions about the correctness and quality of their own work actions.

The teacher invites all children to cook cookies together, plant onions, and wash doll clothes (the number of children can be very different: from 2-3 to 6-7, and in older groups even more). Each of the children receives a specific task, for example: receives a piece of dough, rolls it out and cuts it out with a cookie cutter or takes several onions, receives instructions from the teacher on which path, indicated by a line, to plant, and gets to work, etc.

Children work side by side. But when the labor process comes to an end, the teacher combines the results of everyone into one overall result. This allows him to draw attention to the advantage of collective work: everyone worked a little, but together they did a lot of work. This is the simplest merge; only the results are merged. But, setting this task, the teacher explains to the children in the process of work: “We must try to keep up with others. You shouldn’t keep your comrades waiting.” And taking into account the capabilities and level of skills of a particular child, he will provide such an amount of work for everyone so that everyone completes the work at approximately the same time.

This form of association is transitional from work “side by side” to collective work.

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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 younger groups, it teaches children to be independent and 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 manual skills are already beginning to play the main role 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 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 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 the direct participation of 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 a very early age children are 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- this is maintaining and putting things in order in the group room, the rooms adjacent to it, on the site and at home, participating 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, place 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.; in the warm season, they wipe dust from play buildings, tables and benches, water and dig up sand in the sand yard; In winter, the paths are cleared of snow; They are on duty in the corner of nature, cleaning the playroom, wiping 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 and 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, introducing children to. 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 plot, 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 ultimately achieve an exact result, for example, growing flowers from seeds and again receiving 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.

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 form. 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 During duty hours, the teacher has to pay attention to one more issue - the combination of the work of the attendants 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 the 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.

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 obtaining 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.

Differences between child labor and adult labor The most important differences
The difference between child labor and adults 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 himself so well 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.

Advice to parents: if your child is trying to help you or has tried to do something useful, be sure to praise his efforts, regardless of the result obtained.

• If you only lightly rinsed the mug, trying to wash it, but there were traces of the juice you just drank on it, do not try to teach your child to immediately wash the dishes “until they are squeaky clean.” Remember, in early preschool age, effort and process are much more important than the result!
• Types of work activities of preschoolers
• Conventionally, we can distinguish several types of work activities of preschoolers:
• Self-service.

Manual labor.

Work in nature.

If your baby is already going or will just go to a municipal kindergarten, then he will definitely receive labor education, starting from attending the junior group. In educational programs of educational institutions, special attention is paid to this aspect. If parents have decided not to send their child to kindergarten or simply do not have such an opportunity, then we recommend that they independently instill independence and responsibility in their children, starting from the age of two.
Spend more time on this issue, and then your baby will be more adapted to life in the modern world.

1. Let's return to the types of work activities of children and consider them in more detail: 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. You can make things easier for kids by purchasing clothes with “simple” types of fasteners, for example, pants with elastic instead of a zipper and belt, shoes with Velcro instead of laces, etc. remember, that casual wear The baby's clothing should be simple and comfortable, so that he can put it on without the help of an adult. Older children, middle-aged or preparatory group , you can wear button-down shirts, jeans with suspenders and shoes with laces. To help your child cope with such “difficult” clothes on his own in kindergarten, don’t be too lazy to teach him this at home. When you buy new shoes, ask your child to lace them, try them on, and evaluate his skills in this matter. Remember that such activities require patience, perseverance and perseverance. Support your child, do not get angry if he cannot cope with the task. finger muscles and the inability to immediately remember the sequence of certain actions. 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. By the time a child reaches preschool age, he should already understand that he should not play around at the tap during water procedures
2. and delay time, since other children are waiting for their turn and must also have time to wash their hands and wash themselves. If after a walk the baby has already undressed, then he must go to the group to let other children into the locker room who also came from the walk, etc. 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, and tidy up the garden. 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 parents or a teacher 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.
3. 
   For example, after clearing the snow, it became easier to walk along the path, and the tidy room is now clean and cozy. IN 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 moral education preschooler and allow him to develop from different sides.
4. Natural work helps the child not only get acquainted with the botany 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. Thus, in kindergartens, children take an active part in growing flowers in flower beds and caring for, 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. If you live in a private house, be sure to set aside some space for planting greenery and flowers with your child. In the city, you can make your own “living” corner with plants, for example, on the balcony. Trust your child to plant the seeds and water them himself. 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.

The child will be able to draw connections between individual phenomena from his own experience and 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. For example, a parrot needs to be fed every day. Let this responsibility be on the child; he must understand that due to his forgetfulness the bird may remain hungry. 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.

When choosing a form of work for a child, remember that children perceive any tasks better in a playful form, but older preschoolers are well motivated by obtaining a possible result.

Labor is one of the most important factors in the formation of personality. That is why work activity should become the basis of preschool education...

Forms of organizing a child’s work activity

A collective assignment (second form) is the execution of a specific task by several participants. This can be the same action or different actions to achieve the same goal. If you are dealing with kids, be sure to distribute “roles” between them. For example, when cleaning a room, Vasya puts books in their places, Ira assembles a construction set, and Vova puts away cars. Children of older preschool age can be given a task and allowed to distribute the responsibilities themselves. For example, “Dima, Gleb and Dasha must clean the room.” With the help of collective assignments, children learn to work together; they understand that the result of a common cause can depend on their activities.

Another form of organizing the work of preschoolers is duty. It represents certain actions aimed at the benefit of the group.

Duty in kindergartens is present in the middle and senior groups. The attendants set the tables, help clean them up after lunch, make sure everyone carefully makes their beds, and perform the duties of caring for the “nature corner.” Every day, according to the schedule, the duty personnel change. This form of work organization helps to cultivate responsibility, commitment, diligence and attentiveness to comrades. It is important for those on duty to learn to negotiate among themselves and correctly divide responsibilities.

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