Introduction

In our time, a generalized image of a person who meets the requirements of the twenty-first century has already emerged in the public consciousness. This is a physically healthy, educated, creative person, capable of purposeful social work, construction own life, spheres of habitation and communication, in accordance with fundamental moral principles. Therefore, the problem of nurturing independence in kindergarten At the present stage of social life it acquires particular relevance and significance.

The first manifestations of independence in children's activities are seen in preschool age. Every healthy child strives, within the limits of his still small capabilities, for some independence from adults in everyday practical life. The foundation of independence is laid at the border of early and preschool age; the further development of independence as a personal quality during preschool childhood is associated with the development of basic activities: games, household work, design, artistic and educational activities. Each type of children's activity has a unique impact on the development of activity and initiative, the search for adequate ways of self-expression in activities, the development of methods of self-control, the development of the volitional aspect of independence, etc.

In practice preschool education The problem of independence of a preschooler in everyday work is given a special place. Independence is fostered when children perform responsibilities to serve themselves and loved ones; the level of independence is associated with the development of social experience labor activity, the possibility of a child demonstrating a subjective position in work. The independence of children unfolds from independence of a reproductive nature to independence with elements of creativity, with a steady increase in the role of children's consciousness, self-control and self-esteem in the implementation of activities.

1. Features of work activity in preschool age.

The main task of labor education of preschool children is the formation of the right attitude towards work. It can be successfully solved only on the basis of taking into account the characteristics of this activity in comparison with games, activities, and on the basis of taking into account age characteristics child.

When developing hard work in children, it is necessary to teach them to set goals, find ways to achieve them, and get results that correspond to the goal.

The goal for the child is first set by the teacher. In raising children of primary preschool age, the teacher usually encounters procedural actions characteristic of this age; in some cases, they can also occur in children 4-5 years old.

A child’s desire to do something on his own is an important factor in the development of his personality.

The goal set for the child by the teacher must be designed for the possibility of its implementation. Therefore, when forming purposeful activities for children, work that is beyond their strength should be avoided.

In the work of young children, more distant goals must also take place. You should not follow the path of involving only those children who already know how to work in work; it is necessary to involve in work those children who do not yet know how to work; they must be taught what they do not yet know how to do.

In the formation of purposeful activities in the development of the ability and desire to work important have motives, determining the labor activity of children, their desire to achieve high results at work.

In a child’s work life, his own creative activity is of great importance: thinking about the upcoming activity, selecting the necessary materials and tools, overcoming known difficulties in achieving the intended result.

Preliminary planning of work is most often carried out by the teacher. It should be borne in mind that it should not take more time than the labor process itself.

Children aged 5 - 7 years can also do basic planning. The ability to plan work is most successfully developed in the labor process. In classes, the plan is most often proposed by the teacher, since here the main task is to teach the child what he does not yet know how to do.

In order to teach a child to plan his activities, you need to give him an example. It is important to train the child in preliminary thinking about his activities. Children are asked questions: “Think about what you will do, where will you start? What tool will you use first? How much material will you need?

Children should be placed under conditions of the need to first think about the process of activity.

Summarizing the results at the end of the work has a certain effect on children. “Look, children, how we washed the toys clean, we all worked together, in unison, and quickly did everything,” says the teacher.

The ability to correctly evaluate the result of work and compare their achievements with the achievements of others develops in children as they accumulate experience in comparing and analyzing the results of their activities.

When cultivating an interest in work in children, it is very important to remember that achieving high-quality results from children should be done gradually, in accordance with their strengths and developing skills.

2. Forms of organizing children's labor.

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

Orders- these are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, 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.

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.

IN 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 senior 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 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 roster– a form of organizing children’s work, which requires the child to perform work aimed at serving the team. Children take turns participating in different types duties, which ensures the systematicity of their 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 towards the team, caring, and an understanding of the necessity of their work for everyone.

IN younger group In the process of running errands, the 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.

The most complex form of organizing children's labor is collective work. It is widely used in the senior and preparatory groups of kindergarten, when skills become more stable and the results of work have practical and social significance. Children already have sufficient experience in participating in various types of duty and in carrying out various assignments. Increased capabilities allow the teacher to solve more complex problems of labor education: he teaches children to negotiate upcoming work, work at the right pace, and complete a 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 when, at the end of the work, a general result is summed up.

In the preparatory group, joint work takes on special importance 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.

3. Supervision of children's work.

Of great importance for the formation of children's ideas about decent work and the development of a positive attitude towards work are the methods of guiding them and how systematically it is organized.

Usually, an adult can quite easily make children aged 5-7 years old want to work. This is explained by the desire of older preschoolers to be active practical action, to imitate adults, sincere trust in them, and their increased emotionality.

At the same time, in children of this age there is a discrepancy between the desire to work and the ability to take part in work. Thus, the desire to work develops faster than mastery of work skills. Insufficient physical development compared to adults, unstable attention, lack of self-control, underdeveloped willpower - all this leads to the fact that children, although they have a great desire to work, are unable to do this and are switched off from the labor process ahead of time. As a result, their work often ends in failure and, therefore, does not bring them joy or satisfaction. And a person who does not experience the joy of success in work will never love work and will strive to get rid of it.

When organizing the work of children of senior preschool age, it is necessary to take into account such factors as the feasibility of work, timely switching to other types of work, changing working posture (this relieves physical fatigue and promotes concentration), the correct alternation of work and rest for children.

No less important is the nature of the work itself and its features. Thus, making paper toys, making cookies, picking vegetables and berries is varied and episodic work. There is a lot of novelty and emotionality in it. Self-service and household work, on the contrary, is monotonous, repeated day after day. These types of work require more patience, constant work effort, and daily self-control from children. Naturally, children are much easier and more willing to engage in work that is episodic in nature than in performing everyday work duties for self-care in kindergarten and at home. When putting things in order in their play area at home, tidying up the bed, putting shoes and clothes in proper shape, wiping dust from furniture, etc., they must understand the necessity of this work.

The task of teachers and parents is to instill in them a positive emotional attitude towards any type of work and for this to create conditions that will ensure that children develop the habit of work and hard work.

In this regard, it is of great importance to develop in children at the same time labor skills, motives for work activity and correct attitude to the people around you. The last two points are most significant when instilling in children a desire to work. Firstly, because a child, having mastered skills, can perform work only out of fear of punishment, under the influence of adult demands or: out of a desire to satisfy his immediate interest; the educational value of such work is extremely low. And secondly, children’s attitude towards work depends on the moral motives that guide them.

What comes to the fore here is not only labor skills and abilities, but also the attitude towards the person who gives the order or for whose sake it must be completed, as well as the attitude towards the event for which he is working. Thus, motives of a moral and social nature - work for the benefit of others, a caring attitude towards loved ones and strangers, adults and peers - are very important for instilling in children a positive emotional attitude towards work. Consequently, children must first understand the purpose of work.

E.A. Klimov believes that human development in preschool and school age as a potential subject of labor depends significantly on the system interpersonal relationships, in which he is included and for which the adult generation is primarily responsible.

Many educators and psychologists have repeatedly noted that child labor must have great social significance. It should not be a game of work, but real work. The task of adults is to reveal to children the objective necessity of their work and thereby help instill in them a sense of duty.

How should such work be organized?

Before it begins, it is necessary to explain to the children the need for the proposed work, to show the need of others (janitor, nanny, teacher) in their work. A clearly defined socially significant goal - for example, helping adults put the site in order - activates the children’s activities and determines their attitude towards work. The main thing: for them it will not just be to be first and get a flag, but to do their job well and conscientiously.

It is wrong to think that it is premature for children 5-7 years old to talk about high goals of work. On the contrary, in older preschool age, when children perceive everything directly, when they begin to realize the social significance of work Russian people, such conversations are necessary, but they must be accessible, understandable, accompanied clear examples. Children’s awareness of high, socially significant goals of work, emotional passion for them is the most important incentive for the active inclusion of preschool children in various types of work.

Adults must organically connect children’s desire to work with the direct organization of work, help them understand the relationship between socially valuable labor and self-service work, the need to master labor skills, and also help them master the skills of manual and household labor.

In the process of labor education, it is important to move in time from teaching labor skills to using the acquired skills and abilities in Everyday life. As V.A. Sukhomlinsky wrote, the labor skills acquired by children cannot be considered the ultimate goal of labor education. They are a necessary condition for children to achieve socially significant labor goals and for instilling in children a desire to work.

4. The importance of the collective form of labor for the formation of a child’s personality.

Showing social activity, each student perceives the team as an arena for self-expression and self-affirmation 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.

The educational team, according to the definition of I.F. Kozlov, who specially studied the work of A.S. Makarenko, is a scientifically organized system of educating children's life. The organization of collective educational-cognitive, value-oriented activities and communication creates conditions for the formation and exercise in the manifestation of intellectual and moral freedom. Only in collective life are the intellectual and moral orientations of an individual, his civic position and a whole range of socially significant skills and abilities formed.

The role of the team in organizing the work activities of children cannot be replaced. In a team setting, it stimulates the manifestation of mutual responsibility for the final results of work and mutual assistance.

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

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,

wash doll clothes (the number of children can be very different: from 2-3 to

6-7, and in older groups and 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.

As children gain experience in participating in work and master skills, as well as master the rules for organizing their own work activities, growth in

the formation of some principles of hard work (i.e., as the solutions put forward

previously the tasks of education), the teacher begins to move on to more complex tasks.

It is important to develop in children the principles of collectivism, the ability to work together, help each other, see the difficulties of comrades and offer their services, seek help from peers, rejoice at their successes, the general results of work, etc. These tasks are most successfully solved in joint children's labor.

5. Familiarization of preschool children with the work of adults (lesson notes).

Tasks

Educational:

1. To expand children’s knowledge about the work of a kindergarten cook: the cook takes care of the children’s health, cooks for them delicious dishes, the work of a cook is not easy, but necessary.

2. Consolidate knowledge about utensils and kitchen equipment, group them according to their purpose. Find differences and similarities between household and kindergarten items.

3. Give new concepts about potato peelers and electric meat grinders (their external signs and functions).

4. Strengthen children’s ability to navigate around the territory of the kindergarten with the help of a map plan and identification signs.

5.Promote the development of phrasal speech and the ability to correctly construct sentences. Activate children's vocabulary: dish, potatoes, metal, minced meat, potato peeler, electric meat grinder.

Educational:

To promote the development of abstract thinking, visual orientation, the ability to reason logically, and draw conclusions.

Educational:

Foster a sense of respect for the work of adults: cooks. To know him by name and patronymic, make you want to thank him: with your crafts, good appetite. Develop the ability to communicate with adults. Reinforce the rules of a culture of behavior.

Methods and techniques:

Letter of invitation, reference cards, plan map, identification marks, photo of the cook, questions.

Progress of the lesson

Playback: Children, we received a letter, and now we’ll find out from whom.

(The envelope contains a photograph of the cook, support cards, an invitation, and a plan map).

Vosp.: (shows a photograph).

Do you recognize who it is?

Children: Our cook, Nina Viktorovna!

Playback: Nina Viktorovna sent us a letter (reads).

Text: Dear children! I invite you to visit us. A lot of interesting things await you there. And so that you can quickly and correctly find us, we are sending you a plan map.

Cook Nina Viktorovna.

(the teacher takes out the plan map)

Vosp.: Children , Nina Viktorovna sent something else in the envelope.

Let's see, what is this? (little helpers). (a knife is needed to cut onions...)

(shows cards with objects)

Vosp.: These little helpers help Nina Viktorovna prepare different dishes. Tell us what dishes Nina Viktorovna prepares for us?

First course

Children: soup... cabbage soup... borscht...

Second course

Children: mashed potatoes with chicken... pasta with cutlet...

Third course

Children: tea... compote...

Vosp.: Now let's look at the plan - the map. How unusual it is... (they look at the plan - a map of the corridor).

Playback: But before you go on an excursion, let's remember the rules: walk calmly, don't run, don't make noise, because... There are other children and adults in the kindergarten and we can disturb them, hold on to the railings on the stairs, etc.

(Children follow the plan map to the kitchen, paying attention to the symbols on the doors).

The children came into the kitchen and knocked.

Vosp.: Can I come in? Hello!

N.V.: Hello children!

Vosp.: Children, did you find out? This is our cook, Nina Viktorovna - the mistress of the kitchen! Look, children, how big the kitchen is in the kindergarten, how spacious, bright and clean it is.

Vosp.: There is so much different equipment here! And what is in the very center? This is a stove. Does it look like the stove at your house? Why is she so big? How do you think?

(Because there is a lot of food to prepare for all the children

kindergarten).

N.V..: Children, I invited you to the kitchen to see how we prepare breakfast, lunch, and afternoon snack for you. And my assistants help me with this: Emma Ilyinichna, Valentina Mikhailovna, Elena Viktorovna.

N.V..: Today we have for lunch...

Children, what is the soup used in? (In a saucepan)

Vosp.: Look, there is a saucepan on the stove. What is she like? (large, metal). Why? (You need to cook a lot of food, so it is large, metal utensils can be placed on a hot stove).

N.V..: And for the second there will be cutlets. Have you seen how mom cooks cutlets? (Yes). What does she do first? (Scrolls the meat in a meat grinder.) Is a meat grinder like the one you have at home suitable for us? (No). Why? (It is small and the meat will have to be cranked for a long time).

N.V..: Yes, that’s why we have such a large meat grinder in our kitchen. There is no need to turn the handle here, the meat grinder is electric. Now we will turn it on, and you will see how quickly it scrolls through the meat.

Vosp.: Nina Viktorovna, we know the rules for using electrical appliances:

Children should not turn on electrical appliances themselves;

Do not pull the cord when turning off electrical appliances; you only need to hold on to the plug;

Do not turn on electrical appliances with wet hands;

Electrical appliances must not be left unattended.

N.V..: Well done! You know the rules. (Turn on the meat grinder).

Well, now we will make cutlets from this rolled meat (minced meat). The side dish for the cutlets today will be mashed potatoes, and we will need to peel a lot of potatoes. If we clean it with our hands, it will be very long and difficult. For this we have a potato peeler.

Playback: Children, repeat the name of the machine that peels potatoes itself.

(The cook shows how a potato peeler works.)

N.V..: It needs to be connected to an electric current, the motor will start and the potato peeler will work. (Consider peeled potatoes).

N.V..: Well, for the third there will be compote. Do you see a large saucepan on the stove? Compote is cooked in it. To make it sweet, what should you put in it? (Sugar).

N.V..: While you are walking, we will fry cutlets, cook potatoes and soup, and everything will be ready for lunch.

Vosp.: Children, today you got acquainted with the work of our chefs. Do you think it is difficult to work as a chef? (Yes, the work is difficult, interesting, but very necessary). Children, which one of you would like to become a chef?

Vosp.: Children, let's thank Nina Viktorovna, Emma Ilyinichna, Elena Viktorovna for their hard work, let's say thank you to them!

We want to sing for you our favorite song - “ Semolina" Stasya and Anyuta will read a poem for you. We have also prepared gifts for you! (Children give gifts)

N.V..: Thank you, children, for the gifts. Well, the greatest joy and gratitude for us will be your clean plates. This will give us great pleasure!

Goodbye children!

Conclusion

Labor is the most important means of education, starting from preschool age; In the process, the child’s personality is formed and collective relationships are formed.

The work of preschool children is the most important means of education. 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 for the team. Treating work with love, seeing joy in it is a necessary condition for the manifestation of a person’s creativity and talents. Work has always been the basis for human life and culture.

Labor is of particular importance in the process of moral education of a child. Work develops such personality qualities as responsibility, hard work, discipline, independence and initiative.

Performing certain feasible work duties helps to develop a child’s sense of responsibility, goodwill, and responsiveness. For the formation of all these qualities, the family has the most favorable conditions. Here all affairs and concerns are common.

Labor activity is one of the important factors in personal development. By getting involved in the labor process, a child radically changes his entire understanding of himself and the world around him. Self-esteem changes radically. It changes under the influence of success in work activity, which in turn changes the child’s authority in kindergarten.

The main developmental function of labor is the transition from self-esteem to self-knowledge. In addition, abilities, skills and abilities are developed in the process of work. New types of thinking are formed in work activity.

As a result of collective work, the child gains skills in work, communication, and cooperation, which improves the child’s adaptation in society. Labor is an equivalent subject of the training program.

Therefore in educational work labor must be one of the most basic elements.

It is important that the system of work for the labor education of children creates in children a desire to help their elders, to do work quickly and accurately, to complete the task, and to experience the joy of work.

Literature

1. Education through work. /Ed. Bure R. s. - M., 1987. - 158 p.

2. Krylekht M.V. The problem of the holistic development of a preschool child as a subject of labor activity: Tutorial to a special course. - St. Petersburg: Aksident, 1995.

3. Moral labor education children in kindergarten / Ed. R.S. Bure. - M.: Education, 1987. - 176 p.

4. Sergeeva, D.V. Raising preschool children in the process of working. / D.V. Sergeeva. M.: Education, 1987. 96 p.

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.

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

Self-service aimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, 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-care is associated with certain difficulties (insufficient development of finger muscles, difficulty in mastering a sequence of actions, inability to plan them, easy distractibility), which slows down the process of skill formation and sometimes makes the child unwilling to perform the necessary actions. However, already in these children, the teacher begins to develop the ability to serve themselves, achieving accuracy and thoroughness in performing the necessary actions, independence, and forms the habit of cleanliness and tidiness. All this requires patience, perseverance and goodwill from him, supporting the kids in their sometimes futile efforts. When guiding children’s self-care, the teacher communicates individually with each child, establishes various contacts with him, and supports his positive emotional condition. By naming items of clothing and its parts, necessary actions, he expands the children's vocabulary. They feel cared for and imbued with a sense of love and trust in the adults serving them.

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 self-care, and for the time spent on this. The teacher develops techniques for mutual assistance in children, teaches them how to ask a friend for help, how to provide it, and thank them for the service.

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. Teacher at specific examples explains what to do, taking into account the needs of others: step aside in the dressing room to allow someone who has already undressed to pass; when washing, let those on duty go ahead (it is more important for them to wash as quickly as possible in order to begin their duties), do not linger at the tap so that everyone washes on time, ask permission to pass so as not to cause inconvenience to anyone, etc. All this shapes children basic courtesy and respect for others.

Household labor preschoolers is necessary in the daily life of the kindergarten, although its results in comparison with other types of their work activities are not so noticeable. This work is aimed at maintaining cleanliness and order in the premises and area, and at helping adults organize routine processes. Children learn to notice any disturbance of order in a group room or area and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for developing a caring attitude towards peers. 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, collecting leaves on the site, sweeping snow from benches, etc. He necessarily evaluates the moral side of labor participation children: “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 doll clothes, wipe dust off shelves, sweep paths in the area, 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 and area clean, repair toys and books, and provide assistance to children. 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, a desire for a good result, and treat their peers kindly.

Labor in nature provides for the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, 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. 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 the plants themselves, learn to determine the need for moisture, grow vegetables (sow seeds, water the beds, harvest), and with the help of the teacher prepare food for animals (squirrels, hamsters, rabbits, chickens). The teacher explains what food a particular animal needs, what it is called and how to store it. The process of caring for animals is closely connected with observations of them. Children begin to realize the dependence of the growth and development of plants and animal behavior on the quality of care, and their responsibility for them. There is growing concern and attention to the inhabitants of the living corner, who become children's favorites.

For the older group, 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.

The volume of child labor is also increasing. 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, children feed the plants, recharge the aquarium, dig up the soil in the vegetable garden and flower garden, plant seedlings, and collect seeds of wild plants (to feed wintering birds). In the process of work, the teacher teaches children to observe the growth and development of plants, to note changes that occur, to distinguish plants by characteristic features, leaves, seeds. This expands their understanding of the life of plants and animals and arouses keen interest in them.

In the preparatory group, in the process of working in nature, children learn to establish connections between individual phenomena and discover patterns. The beginnings of a materialistic understanding of natural phenomena are being formed. Information about plants and animals and methods of caring for the inhabitants of a living area is expanding. Children's independence in work matters increases: without being reminded, 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. Harvesting flowers gives them great joy. They give flowers to parents, treat the kids with grown vegetables, prepare vegetables for vinaigrette (wash them, peel them, take them to the kitchen), and decorate the group room with flowers.

Manual labor - making 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, scraps of fabric, etc. - carried out in older groups of kindergarten. Children make the toys they need and attributes for games: boats, cars, baskets, houses, furniture, animals. Such crafts can be a pleasant gift for family and friends. This is of no small importance in moral education, teaching children to pay attention to others and to work hard in order to please them.

Manual labor develops children's constructive abilities, creativity, imagination, and invention. So, to make a funny fairy-tale man from natural material, the child selects a large acorn for the body, a cup from it for a skirt or hat, splits the acorn in half to make shoes, etc. Preschoolers look with interest at the natural material to choose a shape corresponding to the intended object: dragonfly wings are made from maple seeds, forester wings are made from a cone, etc. In the process of work, they get acquainted with the properties various materials, ways of processing and connecting them, learn to use various tools. The production of intended objects always involves the application of force. The child needs to show persistence, patience, and accuracy in order for the object to be durable and have a neat, elegant appearance.

All this has a great educational impact on children, shaping their aesthetic feelings and moral and volitional qualities.

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

Orders - these 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.

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.

The assignment gives the teacher the opportunity to individualize the methods of guiding children: to help one, to teach another, to provide support to another, to approve. As preschoolers gain experience in participating in completing assignments, the teacher complicates their content. So, 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’s skills are not sufficiently developed, 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 already took 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 clean shelves with toys, glue boxes for educational games, wash building materials, 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 roster - a form of organizing the work of children, 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 value. They put the child under conditions of obligatory fulfillment of certain tasks; they are needed for the team. This allows children to develop responsibility towards 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 assistance to him, 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.

Managing children's work activities requires the teacher to know the specifics of the child's development and upbringing, as well as the ability to actively promote the acquisition of the necessary skills.

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.

There are four main types of child labor: self-care, domestic labor, outdoor labor and manual labor. The share of certain types of labor at different age stages is not the same. Each of them has certain capabilities for solving educational problems.

Download:

Preview:

TYPES AND FORMS OF ORGANIZATION OF LABOR ACTIVITY FOR PRESCHOOL CHILDREN

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.

There are four main types of child labor: self-care, domestic labor, outdoor labor and manual labor. The share of certain types of labor at different age stages is not the same. Each of them has certain capabilities for solving educational problems.

Self-serviceaimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, 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-care is associated with certain difficulties (insufficient development of finger muscles, difficulty in mastering a sequence of actions, inability to plan them, easy distractibility), which slows down the process of skill formation and sometimes makes the child unwilling to perform the necessary actions. However, already in these children, the teacher begins to develop the ability to serve themselves, achieving accuracy and thoroughness in performing the necessary actions, independence, and forms the habit of cleanliness and tidiness. All this requires patience, perseverance and goodwill from him, supporting the kids in their sometimes futile efforts. When guiding children’s self-care, the teacher communicates individually with each child, establishes various contacts with him, and maintains his positive emotional state. By naming items of clothing and its parts, necessary actions, he expands the children's vocabulary. They feel cared for and imbued with a sense of love and trust in the adults serving them.

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 self-care, and for the time spent on this. The teacher develops techniques for mutual assistance in children, teaches them how to ask a friend for help, how to provide it, and thank them for the service.

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. The teacher, using specific examples, explains what to do, taking into account the needs of others: step aside in the dressing room to allow someone who has already undressed to pass; when washing, let those on duty go ahead (it is more important for them to wash as quickly as possible in order to begin their duties), do not linger at the tap so that everyone washes on time, ask permission to pass so as not to cause inconvenience to anyone, etc. All this shapes children basic courtesy and respect for others.

Household laborpreschoolers is necessary in the daily life of the kindergarten, although its results in comparison with other types of their work activities are not so noticeable. This work is aimed at maintaining cleanliness and order in the premises and area, and at helping adults organize routine processes. Children learn to notice any disturbance of order in a group room or area and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for developing a caring attitude towards peers. 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, collecting leaves on the site, sweeping snow from benches, etc. He necessarily evaluates the moral side of labor participation children: “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 doll clothes, wipe dust off shelves, sweep paths in the area, 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 and area clean, repair toys and books, and provide assistance to children. 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, a desire for a good result, and treat their peers kindly.

Labor in nature provides for the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, 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. It helps the teacher solve the problems of children’s physical development, improving movements, increasing endurance, and developing the ability for 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 the plants themselves, learn to determine the need for moisture, grow vegetables (sow seeds, water the beds, harvest), and with the help of the teacher prepare food for animals (squirrels, hamsters, rabbits, chickens). The teacher explains what food a particular animal needs, what it is called and how to store it. The process of caring for animals is closely connected with observations of them. Children begin to realize the dependence of the growth and development of plants and animal behavior on the quality of care, and their responsibility for them. There is growing concern and attention to the inhabitants of the living corner, who become children's favorites.

For the older group, plants and animals that require more complex care techniques are placed in a corner of nature; various types of vegetables with different growing seasons are planted in the garden, which makes the work more systematic.

The volume of child labor is also increasing. 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, children feed the plants, recharge the aquarium, dig up the soil in the vegetable garden and flower garden, plant seedlings, and collect seeds of wild plants (to feed wintering birds). In the process of work, the teacher teaches children to observe the growth and development of plants, to note changes that occur, to distinguish plants by their characteristic features, leaves, and seeds. This expands their understanding of the life of plants and animals and arouses keen interest in them.

In the preparatory group, in the process of working in nature, children learn to establish connections between individual phenomena and discover patterns. The beginnings of a materialistic understanding of natural phenomena are being formed. Information about plants and animals and methods of caring for the inhabitants of a living area is expanding. Children's independence in work matters increases: without being reminded, 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. Harvesting flowers gives them great joy. They give flowers to parents, treat the kids with grown vegetables, prepare vegetables for vinaigrette (wash them, peel them, take them to the kitchen), and decorate the group room with flowers.

Manual labor - making items 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. - carried out in older groups of kindergarten. Children make the toys they need and attributes for games: boats, cars, baskets, houses, furniture, animals. Such crafts can be a pleasant gift for family and friends. This is of no small importance in moral education, teaching children to pay attention to others and to work hard in order to please them.

Manual labor develops children's constructive abilities, creativity, imagination, and invention. So, to make a funny fairy-tale man from natural material, the child selects a large acorn for the body, a cup from it for a skirt or hat, splits the acorn in half to make shoes, etc. Preschoolers look with interest at the natural material to choose a shape corresponding to the intended object: dragonfly wings are made from maple seeds, forester wings are made from a cone, etc. In the process of work, they become familiar with the properties of various materials, methods of processing and joining them, and learn to use various tools. The production of intended objects always involves the application of force. The child needs to show persistence, patience, and accuracy in order for the object to be durable and have a neat, elegant appearance.

All this has a great educational impact on children, shaping their aesthetic feelings and moral and volitional qualities.

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

Orders - these are tasks that the teacher occasionally gives to one or several 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.

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.

The assignment gives the teacher the opportunity to individualize the methods of guiding children: to help one, to teach another, to provide support to another, to approve. As preschoolers gain experience in participating in completing assignments, the teacher complicates their content. So, 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 work 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’s skills are not sufficiently developed, 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 already took 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 clean shelves with toys, glue boxes for educational games, wash building materials, 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 to explaining how to arrange equipment, place inventory, and distribute work among 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 roster - a form of organizing the work of children, 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 value. They put the child under conditions of obligatory fulfillment of certain tasks; they are needed for the team. This allows children to develop responsibility towards 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 assistance to him, 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.

Thus, It is necessary to note the variety of types of child labor in preschool educational institutions: self-service, household labor, labor in nature and manual labor. The share of certain types of labor at different age stages is not the same. Each of them has certain capabilities for solving educational problems. This allows children to maintain interest in work and ensures their comprehensive development. The main forms of work activity of preschool children in kindergarten: assignments, duty and collective work activity. Managing children's work activities requires the teacher to know the specifics of the child's development and upbringing, as well as the ability to actively promote the acquisition of the necessary skills.

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, encouraging 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.

Household (household) work.

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

1. 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 decide 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. Let's return to the types of work activities of children and consider them in more detail: 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 your baby’s everyday clothes should be simple and comfortable, so that he can put them on without the help of an adult. Older children, middle-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. If an adult can tie a knot in a second and with his eyes closed, then for a baby such a task can be extremely difficult due to little development 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
2. Household work helps to instill in a child cleanliness, neatness and careful attitude towards things around him. This type of activity is aimed at maintaining cleanliness in the room; it is necessary when organizing a routine in a kindergarten or at home. Kids can help the garden worker or parents set the table, put away dirty dishes, put toys in order, wipe them from dust, 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. For example, after clearing the snow, it became easier to walk along the path, and the tidy room is now clean and cozy. IN
3. 
   in this case These can be any toys (slingshots, cars, baskets, etc.) or useful devices (bird feeder) that a child can create from any available materials. Why do you need to make a toy yourself if you can buy it? Many parents ask this question and, without thinking about the answer, choose the simple path, that is, they buy for the baby what they consider necessary for games. In fact, most teachers are inclined to believe that children simply need to be motivated to make up their own games. This is important for several reasons: the child understands that in order to enjoy the game, you must first work hard; more attention is paid to the world around him, over time the baby will subconsciously see in different objects a potential area of ​​​​use (you can make a man out of an acorn, a boat out of a nut shell, etc.); fantasy develops; the “creative” hemisphere of the brain is actively working; when a child does something himself, he becomes more careful in relation to those products that other people create; The child studies the properties of materials in practice and becomes familiar with the ways of combining them. All these reasons have a positive effect on the moral education of a preschooler and allow him to develop from different sides.
4. Natural work helps the child not only get acquainted with the 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 way, 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 middle and senior groups. The attendants set the tables, help clean them up after lunch, make sure that 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.

2

0

As you can see, the labor education of children plays an important role in their development and personality formation.

Hard work and the ability to work are not given to a person by nature, but are cultivated from early childhood. The problems of labor education are quite relevant for preschool children, since at this stage the child is developing personal qualities

, skills and desire to work.

Tasks of labor education of preschool children

Fostering a respectful attitude towards the work of adults and a desire to provide assistance;

Development of labor skills, their improvement and gradual increase in the content of work activity;

Formation of positive personal qualities in children, such as the desire to work, caring, responsibility, frugality;

Development of work organization skills;

Fostering positive relationships between children during work is the ability to work in a team, provide assistance if necessary, favorably evaluate the work of peers and make comments in a respectful manner.

Self-care is the work of a child aimed at serving himself (dressing, undressing, eating, sanitary and hygiene procedures). The task of developing self-care skills is relevant for all age groups.

Household work has a social orientation. This is the work of maintaining order in a room or area.

Labor in nature is work caring for plants and animals, growing vegetables in the garden, landscaping the site, etc. Labor in nature has great potential for solving problems of moral, mental and aesthetic development personality.

Manual and artistic labor is aimed at satisfying the aesthetic needs of a person. This is the work of making crafts from natural materials, paper, cardboard, fabric. This work develops fantasy, imagination, creative abilities, develops small muscles of the hands, helps develop endurance, and the ability to complete a task.

2. Self-service

Self-care is the main type of work of a younger preschooler. Daily fulfillment of basic work tasks accustoms children to systematic work. Children, freed from adult care, become more equal members of the family team. It is through self-service that the child first establishes certain relationships with the people around him and realizes his responsibilities towards them. Through him, the child learns the value of caring for himself and gradually acquires the ability to effectively care for his loved ones. In the process of self-service, he learns a lot of new things about things, their qualities and purpose. The sequence of processes of dressing, washing, undressing requires memory work. For

Accurate execution of an action requires attention and concentration.

The repeatability of routine processes and the constancy of requirements for children ensures the strength of skills and creates the prerequisites for the formation of the need for cleanliness and tidiness, and the habit of self-service work. Self-care work develops a child’s dexterity, coordination of movements, accustoms him to order, creates independence, less dependence on an adult, self-confidence, desire and ability to overcome obstacles. When assessing the educational significance of self-service, we should especially note its vital necessity and focus on meeting the child’s everyday personal needs.

The program of education and training in kindergarten for children 4 years of age provides for the development of the following self-care skills: eat independently and carefully, chewing food well with your mouth closed; use a spoon, fork; without a reminder to use a napkin; wash your hands yourself, rolling up your sleeves, wash your face without splashing water, use soap, dry yourself with a towel, hang it in the designated place without being asked, use a personal towel; dress and undress independently in a certain sequence, carefully fold and hang clothes, notice problems in the suit and correct them independently, or by asking an adult or friend for help; remove toys, books, building materials to a specific place.

These skills can be developed and become quite stable if the necessary conditions: a separate shelf or space on the shelf is allocated for storing toiletry items (handkerchiefs, ribbons, socks); a permanent and convenient place for a towel, toothbrush, soap; there is a stable footrest for washing, clothes that are easy to put on (easy-to-fasten buttons, laces with shoe tips, etc.) are provided. But, of course, conditions created by adults alone do not guarantee that children will master self-care skills. For this it is necessary

proper guidance of children's actions by adult family members.

Younger preschoolers are not yet very skilled, so parents try to do everything for the child. By doing this, parents deprive their children of the opportunity to learn about their surroundings. Junior preschooler does only what he likes. Here the tights are gathered into an accordion and suddenly straightened out on the leg. Where is the accordion? The child feels like a discoverer, a winner. This is where the skill of dressing yourself needs to begin. For a child, this is entertaining and interesting work. Let the baby tinker with his tights and boots - if possible, give him time. Gradually, the child acquires skills and does not need to put in so much effort, interest switches to something else, and the habit of doing everything himself remains. If you don’t cultivate this habit, then later it will be difficult to teach him, to force him.

In older children, the desire to be independent is primarily promoted by approval.

The elementary work activity of a child is very closely related to play. He strives to bring play into any activity: when washing himself, playing with water, while eating, playing with a spoon, etc. A child’s love for play can be used to increase his interest in self-care if this interest has faded or the child has for some reason does not want to do this or that task. For example, a child refuses to put away his toys in the evening. You can remind him that tomorrow guests will come to the bear, so everything needs to be cleaned very well so that he does not feel ashamed.

The game is also used to strengthen self-service skills. Thus, with the help of a didactic game with a doll, you can consolidate children’s knowledge about the sequence of dressing and undressing. Or using game characters(dolls, bears, parsley) observe how the child eats, dresses, washes himself, or how these characters themselves perform various actions reflecting moments of self-service.

Of particular importance in the formation of self-service skills is adherence to a firmly established regime in children’s lives, consistent

carrying out household processes.

SELF-CARE: Tasks and content of work in groups

1st junior group

1. To develop in children the ability to care for themselves independently (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 them

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 necessary.

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 a 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.

Thus, work activity is one of the important factors in the education of the individual. By getting involved in the labor process, a child radically changes his entire understanding of himself and the world around him, and his self-esteem changes. It changes under the influence of success in work activity, which in turn changes the child’s status in the peer group. In the process of labor they become more active physical strength and mental activity of children.

www.maam.ru

Labor activity of preschoolers in the senior group of preschool educational institutions

Labor education is one of the most important aspects of raising the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them.

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).

Children of senior preschool age are assigned a number of more complex self-care responsibilities.

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 children from the older group to household work, general assignments play an important role, when the teacher invites several children to do some kind of work. Since children’s self-organization skills have not yet been sufficiently formulated, the teacher discusses with them how to complete a 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 of 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 labor 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 work, when all children participate in the work age group, they can work together to complete 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 an afternoon 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.

Attached files:

	trudovaja-dejatelnost_8qhs7.pptx | 2744.15 KB | Downloads: 436

www.maam.ru

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

Types of child labor: tasks and conditions - Page 21

Detailed demonstration and precise explanation of each action method.

Observing the work of adults (determining goals and results).

Games - GCD, games - exercises (“How the toys ran away from Kolya”).

Reading fiction (“Masha the Confused”)

Average age

Encouraging personal initiative, using games and play techniques (building a ship, building material must be clean),

Examination of illustrations (“Duty”, “Preparing the family for the holiday”), conversation based on these materials.

Senior group

Involving children in helping adults (changing linen)

Preparatory

Familiarization with household appliances that make work easier, as well as safety rules. Complicating the content of everyday life.

Household skills acquired by children in preschool are transferred to the family and vice versa.

WORK IN NATURE- this is a special type of work, the content of which is caring for plants and animals, growing vegetables in the garden, landscaping the site, etc.

Working in nature has a beneficial effect not only on the development of labor skills, but also on the education of moral feelings, lays the foundations of environmental education; promotes aesthetic, mental, physical development

Labor in nature has its own specifics:

The result of this work may be material product(grown vegetables, berries, flowers) .

- It has delayed outcome: sowed the seeds and only after some time were able to observe the result in the form of seedlings, and then fruits.

The child always has to deal with living objects

Gives to children the opportunity to bring joy to other people(treat with grown fruits, give flowers)

HAND AND ARTISTIC LABOR by its purpose it is work aimed at satisfying the aesthetic needs of a person. It is associated with the production of manuals, toys, crafts from paper, fabric, natural and waste materials; involves the ability to use various tools.

This work contributes to the development of imagination and creative abilities; develops small arm muscles, promotes endurance, perseverance, and the ability to finish what you start. Children delight other people with the results of their work by creating gifts for them.

Manual labor carried out in older groups kindergarten. But individual elements manual and artistic labor can be introduced already in junior groups.

Artistic work presented in preschool in two directions: children make crafts and learn to decorate the group room with their products for the holidays, design exhibitions, etc.

By SANPIN 2.4.1. 2660 – 10 The duration of classes for children, for children of the 5th year of life - no more than 20 minutes, for children of the 6th year of life - no more than 25 minutes, and for children of the 7th year of life - no more than 30 minutes.

Children carry out various tasks with pleasure and interest. by work, But he tires them out. That's why duration of work should not exceed in senior and preparatory groups 20-25 minutes. Work related with intense activity(digging beds, weeding, watering plants, clearing paths from snow, etc.), must continue in the middle group no more 10 min, in the senior - 15 minutes.

E) FORMS OF LABOR ORGANIZATION FOR PRE-SCHOOL CHILDREN AND WORK MANAGEMENT IN DIFFERENT AGE GROUPS.

Forms of labor organization for preschool children.

ORDERS– the simplest form of organizing labor activity. This is an appeal to a child, a request from an adult to perform some labor action (short-term - long-term; permanent - one-time; corresponds to the type of labor).

Carrying out work assignments contributes to developing in children an interest in work and a sense of responsibility for the assigned work.

In younger groups instructions individual, specific and simple, contain one or two actions(lay out the spoons on the table, bring a watering can, remove the doll’s dress for washing, etc.).

As preschoolers gain experience in participating in carrying out assignments, the teacher complicates their content. So, in the middle group he 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.). 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.

In the senior group, individual assignments are being organized in those types of work, in which children skills are underdeveloped, or when they teach new skills. Individual assignments are also given to children who need additional training or especially careful control (when the child is not attentive and is often distracted), i.e. if necessary, individualize methods of influence.

DUTY ROSTER- a more complex form of organizing child labor, involves the work of one or several children for the benefit of the entire team (in the dining room, in classes, in a corner of nature). She demands from the child greater independence.

In the second junior group at the end of the year can be Canteen duty introduced. The child on duty is given only one condition: to help the nanny set the table at which he and his comrades are sitting. The child hands out spoons, places bread bins, glasses with napkins, and a plate of fruit.

The understanding of responsibility is not yet available to children of four years old, and it would be wrong to put such a demand before them . Guiding Children, the teacher relies on their interest in the activity process, creates an emotionally positive attitude towards it, explains the need to work hard and in every possible way encourages any attempt by the child to show independence. It forms in children an idea of ​​the importance of the work of those on duty, of the order of priority in carrying out the assigned work.

A main attention The teacher pays attention to teaching them consistency in work and the ability not to be distracted from the task, and also strives to create a calm environment.

IN middle group except for canteen duties , are introduced duty to prepare for classes. Being on duty to prepare for classes requires concentration. The teacher helps the children by reminding them what should be on the tables when drawing with pencils, paints, sculpting, designing. When the work is completed, the teacher asks those on duty to check if everything is in place.

Children of the fifth year of life find it difficult to take into account each other’s work and coordinate actions with each other. This determines form of organization duty ? each table has its own attendant. He sets the table or prepares manuals, acts alone, being responsible for the result of his work to the teacher.

IN senior group at the duty officers in preparation for classes There is also a sufficient amount of labor, although depending on the type of occupation, its content can vary significantly. It often becomes necessary to offer duty officers do the work not immediately before class, but in advance. For example, if an appliqué class is planned for the next day, then the day before (after a nap) you can cut and place the necessary shapes from colored paper into envelopes or plates, since on the day of the class it will be impossible to complete such a volume of work after breakfast.

It is important to form Children have the idea that the person on duty must worry in advance about preparing the group room for the lesson, and that the timely start of the lesson largely depends on their efficient work.

Duty in a corner of nature should be organized so that all day long children felt responsible for living objects.

If assignments and duties have become systematic, permanent forms of organizing work in the group and the children have achieved certain success, it becomes possible to move on to a more complex form collective work.

COLLECTIVE WORK- a complex form of labor organization that involves the work of all children (work nearby, common, joint, collective).

General labor involves an organization of children in which, with a common goal, each child performs some part of the work independently. With this form of organization of work, each child has his own area and is responsible only for himself. Even if the same task is given to two children, everyone still completes it separately.

Joint work involves the interaction of children, the dependence of each on the pace and quality of the work of others. The goal, as in general work, is the same.

R. S. Bure suggests that with this form of organization, children should be divided into units. Each link has its own work task, and within the link the children work in a “chain”: one removes toys from the shelf and puts them on the table, another washes them, the third wipes them, the fourth puts them back on the shelf.

The quality and speed of one child’s work affects the same performance of another. With this form of organization, the sense of responsibility for a common cause increases. Business relationships are established between the children.

A break in the chain occurs if someone disrupts the overall pace of work. And then children begin to independently regulate interaction.

TO collective One can call this form of labor organization in which children, along with labor ones, also solve moral problems: they agree on the division of labor, help each other if necessary, and “fear” for the quality of common, joint work.

The collective form is called collective because it promotes purposeful education collective relationships.

So, not every common and not even every joint work is collective. But every collective work is common and joint.

Teamwork leadership is as follows:

Explains to children the meaning of the proposed work, the need to divide them into several groups and gives each of them a specific task;

Having distributed the work, the teacher manages its organization, suggesting what needs to be done when performing a particular task (an oilcloth should be laid on the table, since they will do laundry here), checks whether all the equipment is available and whether it is conveniently located, pays attention to appearance children (are their sleeves rolled up, are they wearing aprons).

In the process of collective work, the teacher pays great attention to the nature of the relationships that develop between children, promotes the manifestation of care and friendship, and suggests what to do, taking into account the situation.

Common work is possible already in the middle group of a preschool institution, joint and collective work - in high school and preparatory school. There are more opportunities in the older group for organizing collective work of children: cleaning a group room or plot, setting up a vegetable garden, flower garden, harvesting, seeds, decorating the hall for a holiday, etc.

Moral and labor education of preschool children: Proc. aid for students higher ped. textbook establishments

Topic 3. Types of work and forms of its organization in kindergarten and family

Analysis modern programs education and training of preschool children. IN last years(1990 - 2001) labor education of preschoolers is not the subject of research, it is not included in the programs of education and training of preschoolers, which certainly causes concern, since it limits the effective possibility of its influence on the developing personality of the child.

Analysis of the use of labor in modern practice of raising preschool children in kindergarten and family. The most frequently used types of work for preschoolers, its content.

Forms of labor organization. Order as the most accepted typical shape organization of individual labor of children. Research by A. D. Shatova. Types of work assignments, their content, organization of implementation, accounting, evaluation.

Assignments in kindergarten and family.

Duties as a form of labor organization. Research by Z. N. Borisova. Modern look on duty.

Methods of conducting duty, teaching children the ability to be on duty together.

General, joint, collective work. Differences in concepts. General labor - This is work that is performed by several (or all) children for a single purpose. Forms of organization - association into subgroups and individual work; classes are held simultaneously for all children.

Joint work - work in subgroups. Each subgroup has its own business, the result of the work of one child depends on the other. With such an organization, the participation of all children in the group is not necessary.

Teamwork It can be both general and joint, but with the obligatory inclusion of situations involving mutual assistance, support, and shared responsibility for the result. Collective work is also purposefully organized by adults, that is, situations are specially created that develop children’s skills in collective relationships.

Material from the site pedlib.ru

1. Types of work of preschool children. Labor in nature

Introduction

Labor is the most important means of education, starting from preschool age; in the process, the child’s personality is formed and collective relationships are formed.

Labor is especially important for the moral education of a child. In work, independence is fostered, initiative and responsibility are developed.

The educational nature of work was noted by progressive teachers of all times; they considered it a natural condition for the existence of the individual, a means of demonstrating his activity, vital activity and the first vital need healthy body. This was confirmed in the classical pedagogical literature(Ya. A. Komensky, I. G. Pestolozzi, K. D. Ushinsky, A. S. Makarenko, V. A. Sukhomlinsky, etc.) and modern research(R. S. Bure, G. N. Godina, V. I. Loginova, V. G. Nechaeva, D. V. Sergeeva, A. D. Shatova, etc.).

The goal of the entire system of labor education is the moral, psychological and practical preparation of children for conscientious work for the common benefit and the formation of the principles of hard work. In kindergarten, this goal is achieved in accordance with the age capabilities of the children, as well as the characteristics of their work activities.

Tasks of labor education of preschool children:

I. Fostering a positive attitude towards the work of adults, the desire to provide them with all possible assistance.

2. Formation of labor skills and their further improvement, gradual expansion of the content of work activity.

3. Raising positive personal qualities in children: habits of work effort, responsibility, caring, frugality,

willingness to take part in work.

4. Formation of skills for organizing your own and general work.

5. Nurturing positive relationships between children in the process of work - the ability to work cooperatively and amicably in a team, to help each other, to kindly evaluate the work of peers, to make comments and give advice in the correct form.

Fostering positive relationships between children during work is the ability to work in a team, provide assistance if necessary, favorably evaluate the work of peers and make comments in a respectful manner.

The labor activity of preschool children can be divided into four main types: self-service, household work, work caring for plants and animals, and manual labor. This division is conditional, since there are no clear boundaries between them.

Each type of work activity has its own characteristics, its own purpose, its own content. This division of labor gives us the opportunity to determine the work in which it is advisable to involve preschool children, as well as their significance in the process of labor education.

Self-care – developing the skills of eating, washing, undressing and dressing; development of skills in using hygiene items (potty, handkerchief, towel, toothbrush, comb, clothes brush, etc.); fostering a caring attitude towards your belongings and household items. Genetically, the child is the first to master self-service labor.

Its characteristic feature is its focus on oneself, and its content is the ability to serve oneself. Its social significance lies in the fact that the child frees others from serving himself.

Household work is the development of children's household labor skills in everyday life (wiping and washing toys, children's and doll furniture, washing doll and children's linen, cleaning toys and putting things in order in the room, helping parents in the kitchen. This type of work requires the ability to maintain order in the group room, at home and on the site, participate in the organization of household processes and educational activities (hang up clean towels, set the table, prepare the group room for class, etc.).

Manual labor - independent and with the help of adults production of

paper, cardboard, natural and waste materials, simple items needed in everyday life and for a child’s games (boxes, pincushions, panels, playing material, etc.). Manual labor appears in the older group. Children make toys, boxes, bags for collecting seeds from paper, repair books, knock together or make simple toys from wood and other materials. Manual labor requires the ability to use scissors, a needle, a hacksaw, pliers, a hammer, as well as knowledge of materials.

Labor in nature is the active, feasible participation of children in working in the flower garden, vegetable garden, as well as caring for indoor plants and pets.

2. 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. In a team, children learn to work together and help each other.

Work in nature is of great educational importance. It broadens children's horizons and creates favorable conditions for solving problems of sensory education. Working in nature, children get to know:

1. with properties and qualities, states of natural objects;
2. learn how to set 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.

In the process of working in nature, children develop knowledge:

1) about plants (properties and qualities of plants, their structure, needs, main stages of development, methods of cultivation, seasonal changes),

2) about animals (appearance, needs, methods of movement, habits, lifestyle, seasonal changes). Children learn to make connections between conditions, the way an animal lives in nature and ways to care for it.

Work in nature contributes to the development of children: observation; curiosity; inquisitiveness; arouses their interest in natural objects and human labor; respect for working people.

In the process of work, the following are formed: practical skills in caring for plants and animals; intellectual skills develop: planning work, selecting materials and tools; outline the sequence of operations, distribute them over time and between labor participants, etc.

Requirements for the organization of labor in nature.

Work in nature only has educational significance if its organization and content meet certain pedagogical and hygienic requirements.

Pedagogical requirements for the organization of labor in nature.

• Organization of diverse work content:

a) caring for animals (birds, fish, mammals), plants;

b) growing plants in a corner of nature,

c) work on the site (in a flower garden, in a vegetable garden, in an orchard).

• In the process of work, it is necessary to develop practical skills and abilities in unity with knowledge.
• Awareness of work, which involves revealing to the child his goals, results and ways to achieve them.
• The work activities of children in nature should systematically become more complicated.
• Labor activity must be regular. It is important for the teacher to involve every child in it.

Hygienic requirements for the organization of work in nature.

• The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork.
• It is necessary to ensure that children work properly. To this end, you should alternate one type of work with another.
• Tools must be absolutely safe and consistent with the child’s height and strength, but at the same time, the equipment must be real.

Forms of labor organization in nature.

The work of children in nature is organized in the following forms:

Individual assignments - used in all age groups of the kindergarten; the child performs the entire labor process himself.

Collective work in nature makes it possible to develop work skills and abilities in all children in the group. Teamwork unites children, develops the ability to accept a common goal of work, negotiate, etc.

In terms of its structure, collective work can be organized as:

a) general labor; b) joint work.

Duty - involves children alternately performing a constant and specific range of duties. In the corner of nature, children begin to be on duty in the older group.

Junior group

The kids help the teacher care for the plants in the corner of nature and on the site. They should be involved in joint watering of indoor plants. He teaches children how to properly water plants and wipe the strong, leathery leaves with a damp cloth.

Children plant bulbs and large seeds in the ground prepared by the teacher (in boxes, cups, soil), and water the plantings. Children should also be involved in harvesting vegetables.

Children carry out individual assignments, which include 1-2 labor operations. This work is short-term, but the teacher must involve all children in it one by one.

In the second younger group, it is possible to organize the work of the entire group of children, and for example, planting onions, large flower seeds, harvesting, this work will be organized as work nearby.

Work in subgroups is possible. Two subgroups can work at the same time, but each performs the same labor operation: wiping plants, planting peas in a garden bed, or watering a flower bed.

This feature of the organization of work is associated, firstly, with the great imitation of children, and secondly, with the fact that it is easier for the teacher to teach them. Teaching labor skills in nature in the younger group is characterized by a fragmented demonstration of a labor operation with the simultaneous completion of tasks by children. The teacher combines demonstration with explanation, and the children immediately carry out the labor process step by step.

Children's work takes place with the participation of a teacher or under his supervision. During the course, the teacher helps the children, encourages them, and shows them how to complete the task. The assessment is always positive and educational in nature.

Middle group.

In the middle group, the forms of organization of children in the labor process are the same as in

younger. Individual assignments occupy a large place, but they are longer in nature. Children can run errands for 2-3 days.

Working in subgroups also has its own characteristics. 2-3 subgroups can work simultaneously and perform different labor operations (no more than two).

Take up a lot of space collective forms labor. The teacher mainly uses them when it is necessary to introduce children to new work operations, for example, the method of planting seeds.

Children of the fifth year of life begin to develop a conscious attitude towards performing labor operations, the ability to see and feel the need to carry out one or another labor process is formed.

All these features of children’s development are the basis for complicating the methods of managing their work. When teaching a new labor operation, the teacher in the middle group no longer gives fractional demonstrations.

The entire process is shown and explained, and then divided into logical steps. The teacher checks the completion of each stage.

As the work progresses, he reminds of the sequence of actions, ways of using equipment, uses demonstration, example of other children when helping individual children. Now, labor evaluation may not always be positive, since the quality of the work operation is assessed.

The teacher gives an assessment as the children work and immediately offers to correct mistakes, if any. Gradually, in the middle group, the teacher teaches children to notice the need for work.

Senior preschool age

Pupils of senior preschool age, under the guidance of a teacher, continue to care for indoor plants: watering, loosening the soil, cutting off dry leaves, feeding plants, becoming familiar with methods of propagation, and helping to replant plants. In a corner of nature, in a vegetable garden and flower garden, they grow plants: they participate in digging up the earth and dividing beds and flower beds, sowing seeds, planting seedlings, some of which they can grow in a corner of nature, and then watering, weeding, loosening the soil, and harvesting. Children need to develop appropriate labor skills and abilities, teach them to determine the need for one or another method of care based on the condition of plants and soil, and establish a connection between the condition of plants and human labor aimed at meeting the needs of plants.

Pupils of the preparatory group provide care independently. The teacher only controls their actions and provides assistance in case of difficulty. At the same time, it is necessary to develop an understanding of the need for a method of care, the ability to establish a connection between the conditions that need to be created in a corner of nature for animals, and the conditions of their existence in nature.

Mastery of labor activity in senior and pre-school groups occurs in more complex forms of labor organization. At this age, it is necessary to develop the ability to accept and set a work task, present the result of its implementation, determine the sequence of work operations, select required material, carry out the labor process independently with a little help from adults.

Individual assignments for the care of individual objects are becoming longer. A child can be entrusted with growing a plant as a gift for children, mother, or caring for a garden bed or flower bed.

In the older group, children are on duty in a corner of nature. When organizing duty, the teacher conducts a lesson in which he introduces children to the responsibilities of those on duty. 2-4 people are on duty at the same time.

Duty assessment plays a major role in managing the work of duty officers. All children are involved in the assessment. Children evaluate the work performed by those on duty, express judgments about its quality, about their attitude towards responsibilities and towards each other in the process of work. When assessing, one should also note the negative manifestations of the attendants (arrived late, did not have time to water the plants).

There is also the most complex type of collective labor - joint labor. Work in a vegetable garden or flower garden can be organized according to this type. One subgroup digs up the beds, another loosens the ground, the third makes furrows and sows seeds. This form of labor organization creates objective conditions for the emergence of relationships determined by the very structure of the organization.

When organizing collective work, the teacher helps children break into units, distribute responsibilities between units and within units. Observing the work of children, the teacher helps them, gives advice and instructions.

The leading method of teaching children new work is to explain what needs to be done and how. Demonstration of methods of action also takes place and is used mainly when becoming familiar with a new work operation.

In the process of supervising children’s work, the task is to develop control and self-control: the teacher, checking the completion of the task, asks individual children questions that direct their attention to the result of the work. This technique develops self-control and the ability to correlate one’s actions with the instructions of the teacher.

The assessment is positive, but it is differentiated by quality: “I planted it correctly, but I didn’t press the soil around the bulb well.” The children themselves are also involved in the assessment. A feature of work management in the senior and pre-school groups is that the teacher discusses the work process with the children. He teaches children not only to see, but also to plan the sequence of individual work operations, distribute responsibilities in advance, and independently prepare all the equipment.

Conclusion

The labor education of a child begins with formation in the family and school elementary ideas about work responsibilities. Labor has been and remains a necessary and important means of developing the psyche and moral ideas of the individual.

In the process of work, a preschooler has the opportunity to put his knowledge into practice, acquire new ones, and clearly see the existence of various relationships in nature (plant, animal - and environment). He develops the necessary care skills and a sense of responsibility for living organisms.

Depending on the preschooler’s attitude to work, one can judge the development of his moral qualities, i.e., the child’s attitude towards the working person (respect for him, desire to help, etc.), towards his work (conscientious attitude towards the results of work, etc.), which is an indicator of the formation and development of his moral qualities .

Bibliography

1. Bure R. S. Preschooler and work. Theory and methodology of labor education. – M.: Mosaika-Sintez, 2011.
2. Godina G. N. Cultivation of a positive attitude towards work // Cultivation of moral feelings in older preschoolers / Ed. A. M. Vinogradova. M.: Education, 1998.
3. Kozlova S.A. Kulikova T.A. Preschool pedagogy. - M., 2004.
4. Komarova, Kutsakova, Pavlova: Labor education in kindergarten. Program and guidelines. – M.: Mosaika-Sintez, 2009.
5. Kutsakova L. V. "Moral and labor education of a preschool child: program and methodological manual" - M.: Vlados, 2005.
6. Kutsakova L.V. Moral and labor education in kindergarten: for working with children 3-7 years old:. – M.: Mosaika-Sintez, 2007.
7. Markova T. A. Cultivating hard work in preschoolers. - M., 1991.
8. Moral and labor education of preschool children: Proc. aid for students higher ped. textbook institutions / S. A. Kozlova, N. K. Dedovskikh, V. D. Kalishenko and others; Ed. S. A. Kozlova. - M.: Publishing Center "Academy", 2002.

Application

Material nsportal.ru