Familiarizing children with the work of adults as one of the conditions for the successful socialization of preschoolers. Introducing preschoolers to the work of adults

Valentina Podporina
Familiarizing children with the work of adults is a means moral education. From work experience

« Work becomes a great educator when he enters the spiritual life of our pupils, reveals new beauty in the world around us, awakens a civic sense"

V. A. Sukhomlinsky

From an early age you should bring up positive attitude towards labor and working people. On specific examples show children social significance adult labor, to reveal the richness of human relationships in labor.

Introducing preschoolers to adult labor, I use a variety different methods and techniques. To create a positive attitude and habit of labor, vital importance has a living example of those around him adults, direct contact with them labor. Educate children psychological readiness for labor is possible only in the process of activity.

In our preschool institution there are all possibilities for the most rational organization of household adult labor. In that labor his own character is clearly expressed. Therefore, it is necessary to create situations in which children could use life-giving examples of behavior adults.

Various possible ways:

1st way - as long as the children have a variety adult labor and explanations of their meaning

2 way – direct organization of joint activities adults and children.

Introduction to adult labor aims to give children specific tasks and ideas about work and cultivate respect for the work of adults, teach to appreciate it, develop interest and love for labor.

At the same time, the problem of influencing behavior is solved children - to create a desire to work, work conscientiously, thoroughly.

IN work kindergarten there are some difficulties in implementing labor education: Substantial part adult labor does not occur before our eyes children. Therefore, it is necessary to find ways and forms of approaching them adult labor, working in kindergarten, to intensify its influence on the formation of labor skills, determine the conditions for the most effective influence of the example adult, as well as outline the principles, forms and contents adult labor. Produced in the presence of children or together with them.

In resolving the issue of possible approach to children personnel labor, about creating conditions where children could use illustrative examples seniors, different ways:

Approaching adult labor;

Approximations work of adults to children;

Cooperative activity adults and children.

The first path is widely designed in our kindergarten - this is a specially organized demonstration to children in the classroom. adult labor. Observations. Organized visits to the kitchen, medical office. sisters, laundresses, etc. children are shown the process of cooking, washing clothes, cleaning the area, repairing furniture and toys.

Observation of adult labor in kindergarten has a great educational meaning: they clarify ideas children, awaken curiosity, interest in activities adults, contribute production positive attitude, respect for their work.

Recognizing the value of special observations labor, they still need to be supplemented with more active means impact on child development. We need to get as close as possible labor of adults to children.

Work which occurs systematically and naturally in full view children, usually attracts their attention, arouses the desire to act themselves, imitating adults.

It is known that children before school age prone to imitation. This characteristic feature, when used correctly, can have a significant impact on their moral development . Therefore, at the very beginning, give an example to follow. An example would be worker any specific profession. I pay attention pupils on such moral traits of a particular person, such as responsibility, willingness to help, kindness, responsiveness.

By arousing and supporting a child’s interest in a hard worker, I create a positive emotional basis for the formation of interest in the content of his activities, his labor.

Labor education For the youngest, it begins with self-service, with the formation of the need to do everything necessary for this. In the younger group, I not only set a specific goal for the child, but also try to make sure that the result he achieves in self-care is visual and understandable.

Already at a young age I begin to introduce children with difficulty the people around them and teach them to carry out simple tasks. However, children three years They are still too small for their attitude to anything to be clear and stable enough. That's why I pay attention while walking children on the kindergarten building, on the tall beautiful school building - all this was built by builders. I'm talking about how prettier the street became after we adults, landscaped it - planted a lot of trees and flowers.

Work on shaping children ideas about social significance adult labor I start from early preschool age and implement it based on specific life examples (the nanny washes the dishes, makes the children’s bed; the cook prepares a delicious lunch).

Very early children begin to show interest in adult labor, copying their actions, throwing us questions: "What are you doing? What is it for? Show me how it works.". Children try to understand the essence of actions and strive to help elders.

It is necessary to support and develop the child’s interest in adult labor, organizing for this purpose targeted observations, excursions, walks, conversations, reading fiction. Using specific examples, it is important to lead the child to understand accessible concepts (any work is honorable, work people is interconnected and serves the common good of people labor is respected, respect for labor manifests itself in a caring attitude towards what is made by the hands of workers, as well as in the feasible participation of juniors in affairs adults, and first of all, in an effort to serve oneself, to provide assistance to mother, grandmother, father, grandfather.

Working with children of primary school age, I organize the work like this so that kids accumulate specific ideas about the closest, most accessible direct influence, types adult labor. I make these observations during excursions to the place labor of kindergarten workers, and later during excursions outside the kindergarten.

First ideas about adult labor children under three years of age receive observations as mom works, grandmother, teacher, nanny, medical worker, cook, driver.

Assistant's care teacher children feel constantly: she helps them get dressed, undress, feeds them, washes dishes, windows, wipes the floor. But kids may not notice this unless you specifically draw their attention to it. I'm teaching a lesson "Story ".

Therefore, from the very first days of your stay children in the group I use various situations from life to more fully reveal the character and content labor serving personnel:

How clean and beautiful it is in our group!

Who cleaned everything up like that? - It was our nanny - Vera Alekseevna who cleaned up the group.

Guys, let's tell her "Thank you".

It is important that children understand the basic meaning of this type labor - caring for children.

Monitoring is carried out similarly work honey. The sister who examines the babies asks them about their health. Your ideas about this At work, the children, together with the teacher, implement in the game: they treat dolls, give injections.

Task on familiarization with each type of work solved in everyday life life: in observing adult labor, when reading fiction, looking at paintings and illustrations.

Thus organizing surveillance driver's labor who brings food to the kindergarten, I introduce him children, that is, I create an atmosphere of emotional closeness and mutual goodwill. The next time the children meet the driver, they greet him. I read a poem by B. Zakhoder "Chauffeur"

When organizing observations of adult labor Every time I think through techniques that will help form a positive attitude towards a hard worker. These techniques varied:

General conversation;

Connection children to adult activities;

Reading a thematic work.

I conduct classes:

1. "Story teacher about adult work»

2. "Story teacher about the work of an assistant teacher»

3. "Story teacher about the work of a driver»

I read a poem to children "The Train is Rushing", play a didactic game "Train"

Observation of adult labor I will organize cleaning of the site with the whole group throughout the year. Children learn that adults maintain cleanliness and order in the kindergarten area; that the janitor uses a broom and shovel. When observing, I always emphasize that the janitor has swept the paths well, and it is good to play in a clean yard. While walking I pay attention children for that so that they don’t quarrel in the area, I show them where to throw pieces of paper and other rubbish, reminding them like a janitor worked hard, cleaning the area. In winter we also watch with children janitor's work. Children go for a walk in a yard that has been cleared of snow in advance, and see a janitor shoveling the snow from the paths.

This is a janitor clearing paths with a shovel and shoveling snow. I suggest the guys help by shoveling the snow with shovels.

Introducing kids to the labor of those people, which work directly in kindergarten and which children know well. During the conversation I used poems by B. Zakhoder "Chauffeur", A. Kardoshova "Our Doctor" (in excerpts). Children quickly remember them, thanks to works of art, kids learn about this. that the doctor is a kind, caring person, he helps children if they get sick. Gradually the kids seem to "take out" outside the kindergarten, family. They find out that janitors, drivers, doctors, there are many teachers. They work in different places.

Main activity children junior age-game. A well-organized game can be wonderful means of education for work, respect for the hard worker.

While playing in kindergarten, children take on the role of a nanny, teacher. Attitude to labor in the younger group should not be limited to observation. It can manifest itself in actions, in activities, in the desire for independence.

Basic installation educational process in junior group: We learn to do everything ourselves. Together with teacher kids can take part in work of adults: help the janitor - remove leaves from the site, harvest the grown carrots. It is important that the child enjoys himself work, satisfaction from its results. Already with junior group need to educate children caring attitude towards toys, things, books - everything that is created by human hands.

Starts in the younger group familiarization with the work of parents. In individual conversations, I clarify and clarify ideas about labor. It is important that every child knows the place and contents parents' work, parents' attitude towards their work. They knew that when parents are tired, they need to help. I read a poem by E. Blagina "Let's sit in silence".

IN average the group's ideas are enriched and expanded children about the work of kindergarten staff. In addition, several more are being developed those:

1. "Getting to know teacher's work»

2. “Getting to know labor physical instructor education».

3. "How our mothers and fathers work»

4. "Getting to know work music director»

5. "ABOUT labor people of transport professions".

6. "Getting to know doctor's labor» .

IN middle group topic: "Getting to know labor people in kindergarten" involves a broader program content: clarification of knowledge children about the work of the teacher and music director. A tour of the kitchen is planned, familiarization with other types of household adult labor.

Clarifying ideas about content employee work Kindergarten enriches games for preschoolers. Playing "Kindergarten", the guys take on the roles of musical director, teacher, nannies.

In Game « Musical activity» guys take on roles pupils imaginary kindergarten, and this game brings them even closer, unites them with a common interest.

Clarification of ideas about labor people must certainly be combined with fostering a desire to help adults. There are many such opportunities in our kindergarten. The guys help the janitors clean the territory of the kindergarten, help the nanny, and carry out individual assignments teacher.

Theme "About" people's work, working in transport" WITH work The children met the driver in the younger group. V average group, this knowledge will expand and deepen. In addition, you can tell the children about pilots' work. There is an introduction to professions working in aviation. This experience use for development children's interest in the work of pilots. Children look at illustrations, paintings depicting pilots, flight attendants, and mechanics. I tell children in more detail about individual professions, making them want to take on the corresponding roles in didactic teaching. games: “What does anyone need for work?» , "Who worked hard?» , "Who's doing what?".

After the children the grain growers toiled, drivers, educators, doctors and realized that there is a close connection between various professions, I try to reveal the social significance adult labor, raising respect for people of any profession.

Had fun with the older children "Gather the Harvest", “Bread is the head of everything!”.

Curiosity, interest in the environment, which are especially pronounced in children six years old, allow them to deepen their knowledge about labor, bring up positive attitude towards working man, desire to help adults, on one's own work, take care of the results labor.

During the year in senior group planned several educational- educational topics that help clarify and expand ideas children about work people in the city and village. About the relationship various types labor.

These are the topics:

"ABOUT the labor of grain growers» ;

"About those who make cars";

"ABOUT the artist's work» ;

"ABOUT labor of builders» ;

"About people, working in transport» ;

"Profession astronaut".

IN average I told the group about the results labor of grain growers. In the senior class, she introduced preschoolers to the process of growing bread. At the same time, my task is not only to expand and deepen ideas children, but also bring up respect for the workers of the fields, careful attitude towards bread. To consolidate knowledge about agricultural labor classes were held on topics:

“Praise be to the hands that smell of bread!”

"Where did the bread come from"

“Bread is the head of everything!”

The knowledge gained on excursions to the field, during sowing, the appearance of the first shoots, during the harvest period is clarified in kindergarten during classes and games children, entertainment.

In such didactic games. How "Gather the Harvest", "Who to be?", "Who worked hard?» , "From grain to bun".

With the children of the older group, I talk about an excursion to the field so that the children not only remember the whole process of growing bread, but once again experience those feelings of joy and surprise. Which they experienced on the field. Conducted a thematic concert: “Bread is the head of everything!”

In a general lesson, I invite children to create a collective drawing. "Grain growers", while each child depicts a certain episode: a tractor plows the land, people harvest. Children reflect their knowledge and ideas in various games: "to be drivers", "to combine operators", "in tractor drivers". The game is very informative and exciting "Harvest". Here children take on the roles of machine operators, canteen workers, librarians.

Subject "ABOUT labor of builders» is very relevant because work construction workers are widespread in both towns and villages. The modern scale of construction is simply amazing! Beautiful houses with comfortable apartments, offices and shops, theaters and stadiums, hotels and swimming pools. Not all of us have chosen the profession of a builder. But we were all great builders in childhood and today, our children build touching houses from sand, palaces from cubes. Strict buildings made from Lego.

My task is to organize systematic monitoring of work people of this profession, educate children the desire to be like the builders, to imitate them. The children reflected this in didactic game: "Who built this house?", “Whose clothes?”, "Like real builders".

Subject "About people working in transport»

Children of the older group already know that this concept includes the professions of a railway worker, a pilot, etc. All these people transport people, cargo, and perform very necessary work. work.

In progress work I give children an idea of pilot's work, arouse interest in this profession, a desire to imitate in didactic game: "Aircraft", promote the development of imagination in the process of building an aircraft. I encourage curiosity, the desire to expand some geographical knowledge in connection with "flights" that will take place.

Excursion, observations during walks, reading poems, proverbs, sayings. Riddles, stories educators, parents were enriched by ideas children about the work of adults. Having these ideas, the children began to realize that their parents produce products necessary for all people, that their work is honorable. For good, conscientious work people are valued and respected. U children became interested in the work activities of adults.

IN work with parents I give the necessary recommendations on raising children to work as adults.

Conducted discussions on Topics:

1. « Labor education of a child in the family» ;

2. « Fostering respect for the work of adults» ;

3. "Respect for labor - education in labor»

When preparing and watching open entertainment, I actively involve parents. I recommend the artistic literature: Trutneva E. "Golden Rain", Mikhalkov S. “Uncle Styopa is a policeman”, Marshak S. "Mail", "Fire", D. Rodari “What do crafts smell like?”

Thus, the main task education positive attitude towards adult labor can be successfully resolved with properly organized joint family work, kindergarten. and later schools.

It is important that all the work I have done educational work gave those results, which would be shown in a careful attitude children to the earth and its riches, to the animal world, to all the people's property.

In the preschool years, children show a keen interest in the work of adults; they strive to imitate them in play and everyday life and want to do something themselves. Up to the age of seven, they can easily master simple labor skills in self-care, maintaining cleanliness and order, and caring for plants.
Older preschoolers successfully perform simple duties in serving the team, are already capable of basic responsibility for the assigned task, and can overcome minor difficulties in work. Children experience joy from labor effort, realizing the usefulness of their actions, and show a careful attitude towards the results of the work of adults.
To create a positive attitude and habit of work, the living example of surrounding adults and direct contact with their work is of utmost importance. N.K. Krupskaya, M.I. Kalinin, A.S. Makarenko have repeatedly spoken about the power of the example of adults in the communist education of children. They emphasized the enormous importance of the working atmosphere that constantly surrounds the child. But it is possible to instill psychological readiness for work in children only in the process of activity.
Kindergartens have all the opportunities for the most rational organization of household work for adults. This work clearly expresses its social character, so the everyday work of kindergarten staff has many advantages in its impact on children compared to everyday work carried out in the family.
In the family, the child more or less regularly observes cooking, washing and mending linen, sewing clothes, he sees how cleanliness and order are maintained in the room. In rural areas, children see work in the vegetable garden, orchard, and flower garden. Artistic and technical work often takes place in families (sawing, equipment repair, design, etc.).
Thus, the child can observe the labor process itself, see how adults work.
In kindergartens, for hygienic reasons, cleaning the premises, cooking, washing, sewing and repairing clothes, supplies, furniture, etc., is carried out in special rooms or at times when children are absent (walking, going home).
Such a strong upbringing factor as the personal example of adults acts in in this case not fully. Therefore, it is necessary to create conditions under which children could use life-giving examples of adult behavior.
Various paths are possible here. The first way is to show children the varied work of adults and explain its significance; the second way is the direct organization (to the extent that the conditions of the kindergarten allow) joint activities of adults and children.
Familiarization with the work of adults aims to give children specific knowledge and ideas about work and to instill respect for the work of adults, teach them to value it, and arouse interest and love for work. At the same time, the task is solved to influence the behavior of children - to create a desire to work, to work conscientiously, carefully.
Naturally, the question arises: how to achieve educational effectiveness when introducing children to the work of adults? The work activities of adults, which children can directly observe, usually have a more effective impact. Living and quite attractive examples are more likely to evoke imitation.
So, after excursions to a collective farm field, vegetable garden, meadow (during haymaking), the children, clearly imitating adults, began to work more carefully and with a sense of responsibility in their vegetable garden, flower garden, and corner of nature. Conversations about how a nanny and laundress work increased the children's neatness when eating and washing. At the same time, children often motivate their actions with the desire to make the nanny’s work easier. This demonstrates the manifestation of attention and respect for work not in words, but in deeds. Children's behavior is indirectly influenced by observations of adults' work. Thus, some children received impressions of the collective work of their parents in the field by watching threshing, harvesting hay, etc.; They reflected this knowledge in games and organization of their duties. While fulfilling their duties, they recalled the friendly, well-coordinated work of adults.
Strong influence on children, especially younger age, provides an example of adult household labor (cleaning, cooking, etc.), as well as various activities medical workers(nurse, doctor). This work is understandable to children, since it is aimed at satisfying their personal needs, there are many interesting actions in it, and it can be observed often. There are many points in it that are closely related to the behavior of the children themselves in maintaining cleanliness, order, and observing hygiene rules. Children's games show that, on their own initiative, they imitate the work of adults.
Older children are less interested in domestic work. But it is necessary to use it, since in the process of this work the attention of children is recorded (through observation and in conversations) on such aspects as the organization of work, responsibility, collective coherence, etc.
In addition to everyday household work, children should be introduced to the work that takes place within the walls of the kindergarten, but is of a more episodic nature, for example, the work of a floor polisher or lineman. You can show children how a carpenter repairs furniture and toys, how a seamstress sews clothes, linen, how a painter paints walls, a sharpener sharpens knives, a glazier inserts glass, etc.
The older the children, the more they are attracted to the work that takes place outside the walls of the kindergarten. In games, children imitate the actions of builders, transport workers, and collective farmers. Skillfully organized observations of this work are of great importance for the formation of the general labor orientation and activities of the children themselves. The greatest influence is exerted by constantly acting impressions, observations of the work that takes place in the immediate environment. Reasonably organized observations of the work of growing vegetables, fruits, and caring for pets are reflected in the behavior of children.
During the excursion, the children received peat pots and seeds and made plantings at their own place. Then they carefully transferred the seedlings to the beds. Lesha broke the sprout. Nina reproaches him:
- Didn’t you see how they imprisoned you on the collective farm? You plant it haphazardly, and that’s why you broke it.
Lesha doesn’t mind and continues to work more diligently.
Labor that is characteristic of a particular locality, often taking place in full view of children, constitutes the environment from which children can constantly draw role models. We should not lose sight of the fact that parents and other people close to children often take part in this work; this enhances the children's impressions received in kindergarten.
The educational effectiveness of familiarization with work depends not only on what kind of work is observed, but also on which aspects of it the children’s attention is directed to. On excursions to the greenhouses, the teacher pays attention to the general order, careful, thoughtful work: the glass is cleanly washed so that the rays of the sun penetrate well and warm the seedlings, the straw mats are neatly folded, the path is sprinkled with sand.
When observing the work of mowers, the friendly coherence of their work is emphasized, attention is drawn to mutual assistance (they wait for the lagging behind or help him); when planting or weeding - on the careful actions of the workers, on their loving attitude towards the work.
It is important to evoke in children a sense of admiration for the wonderful transformations that occur as a result of labor: a rough gray log turns into a smooth shiny beam; old dirty walls are covered with new plaster, paint, and become beautiful and attractive; a street covered with snow, after clearing, opens up its spaces again for the free movement of vehicles and pedestrians, a piece of material in the hands of a seamstress turns into a piece of clothing, etc.
So gradually children begin to understand the meaning of work. They see his results and become infected with his enthusiasm.
When introducing children to difficulty, it is very important to be gradual in expanding information. It should be borne in mind that the abundance of impressions leads to the fact that children receive fragmentary, superficial information that has little impact on the formation of the right attitude to work, on the development of work skills and abilities.
During the observation process it is necessary to give a small amount of information, gradually expanding and deepening it, supplementing what is known with new knowledge, consolidating the old. Only with such a gradual deepening of children into a cognizable phenomenon is it possible for them to develop the correct ideas about work, the correct attitude towards it.
The gradual expansion and deepening of children’s knowledge about the work of adults can be traced through the example of repeated observations with children of the construction of a residential building. For the first time, the children observed the work of masons: laying walls, laying bricks. On the next excursion, the children saw the progress of construction - the house “grew”. Then they watched how carpenters, glaziers, roofers, and painters worked. And now, as a result of the overall coordinated work, the house is ready.
It is especially important to use a gradual systematic expansion of ideas in the work of kindergartens in rural areas, as well as in urban kindergartens that go to the country. At the end of spring, summer, and early autumn, a series of sequential excursions are held to fields, meadows, and livestock farms. Children watch how cows are milked, milk is poured, how sour cream is made, how milk is sent to the dairy plant; Teachers talk with children about how butter and cheese are made. Degei is introduced to the cultivation of rye and wheat, they successively observe how the soil is prepared, how winter crops are sown, seedlings are cared for, grain is harvested, and how they are threshed; They talk with children about how they grind grain and bake bread. As a result of a number of activities, children develop clear ideas about these types of work.
It is very important that this complication of content is expressed not only in an increase in the volume of cognitive material, but also in a gradual change in its nature, in an ever greater depth into the essence of the observed phenomena. At first, children are attracted by the external side of work - the visible actions of people, tools, materials. The working person himself, his attitude to work, relationships with other people usually escape the attention of children.
Skillful selection of the content of a lesson to familiarize yourself with the environment is very important factor creating a positive work orientation in preschool children. At the same time, it is very important how this content is brought to the consciousness of children, what techniques the teacher uses.
The most intelligible and convincing are living images, a true example of the work of adults. Visibility of life (observations, excursions) ensures the greatest clarity of ideas and the maximum effectiveness of the knowledge acquired by children. What is visually perceived, however, requires interpretation. In the process of further conversations, through the teacher’s stories, the information obtained during observations is clarified, consolidated, and supplemented.
When introducing children to the work of adults, educators, as a rule, use visual methods, skillfully combining them with verbal ones (stories, conversations); specific gravity the latter may increase when working with older children. A special place among verbal methods is occupied by the use of children's fiction.
Reading works of fiction plays an important role in shaping children’s work orientation. With its emotionality, imagery, and liveliness, a children's book infects children with the enthusiasm of work: it awakens interest, respect for work, and the desire to imitate the heroes literary works, like them, work well.
An indelible impression on children is made by the images of modest heroes from the works of S. Marshak - fireman Kuzma ("Fire"), postman ("Mail"), S. Mikhalkov - Uncle Styopa the policeman.
Mayakovsky speaks surprisingly simply and deeply ideologically with children about the work of a joiner, a carpenter, an engineer, a doctor, about a worker and a conductor, about a driver and a pilot, leading children to the idea that “everyone’s work is needed equally” and that “what one cannot do “We’ll do it together.”
Behind last years Our children's writers have created a significant number of works about labor. These works help to instill in children interest and respect for the work of adults, and arouse the desire to imitate them.
Most effective ways introducing children to the work of adults - observations and excursions. It is very important to select for observation the content of work that is most educationally valuable and understandable to children; it makes them want to imitate the work behavior of adults. Impressions must be repeated, therefore the content of work must be distributed in a number of activities, skillfully dosed in each of them, gradually increase and deepen.
In the process of observation, it is important to focus children’s attention on those aspects of adult labor that are of greatest importance for instilling in children the correct attitude towards work, for the formation of their own labor behavior. Observations of the work of adults turn out to be especially effective in cases where the cognitive material is emotionally rich, reveals the beauty of work, and evokes a feeling of admiration in children. This strengthens the desire of children to save as much as possible. longer shine polished floor, whiteness of a cleanly washed tablecloth.
Children are amazed by the dexterous movements of a floor polisher, the skill of a radio engineer, and the miraculous transformations of things that occur as a result of people’s labor. All this makes children sympathize with those who work.
Observing the work of adults has a positive effect on the behavior of children, on their attitude towards people and things. Children carefully water the flowers so as not to flood the floor; When working with clay, they try not to litter; If someone makes a mess, he cleans up after himself without a reminder.
Children can watch workers work for a long time; everything evokes a feeling of admiration in them: brilliant instruments, friendly, well-coordinated work, and its result.
Observations of agricultural labor are especially emotionally charged.
Here you should draw the children’s attention to the beauty of the spring field: the earth is black, wet, glistening in the sun. Children admire the work of a tractor with plows. “Like cutting with a knife,” they remark cheerfully.
During haymaking and harvesting by collective farmers, it is important to emphasize the beauty of the meadow, the golden field of wheat, and the friendly, well-coordinated work of collective farmers. Looking at machines and tools gives a child a feeling of pleasure. Interest in technology also enhances interest in work.
The emotionality of excursions and observations increases if children can satisfy their need for activity. In the process of activity, they become more aware of phenomena.
Children especially become more interested in the observed work of adults if they can take at least a small part in it. Having felt the joy of labor effort, having felt the results of their actions, they then continue to work with particular desire in fulfilling their small responsibilities in kindergarten and family.
Some participation of children in labor can be achieved during many excursions. So, on a poultry farm they can feed chickens, in a calf barn - calves; observing work in the garden, in the orchard, take part in collecting vegetables and fruits as much as possible. At the same time, children acquire some knowledge. They are shown how collective farmers take care of flax crops, they are explained why weeding needs to be done, they are drawn to the fact that everything must be done carefully, what grass needs to be pulled out (always by the roots), and they are shown how this is done. Children willingly do this work that is feasible and interesting for them. Every child strives to do a better job and do more.
After observing and participating in labor, children’s attitude towards working in their garden changes. They carefully weed the beds with beets and onions and water them.
While watching the hay being harvested, the children asked: “Can I help you?” The adults asked them to bring hay to the haystacks. The guys got down to work together and were happy with the results: “We brought in so much hay that Aunt Shura, Natasha, and Valya didn’t have time to stack it.” The children were happy that they participated in the hay harvest. While harvesting rye, the children expressed a desire to pick up the ears of corn. “That’s how much we collected,” they said later.
Another time, while harvesting hay, they raked it with a child's rake. During the vegetable harvest, carrots and beets were collected in baskets.
But even in urban settings, it is possible to find a way to easily include children in the work of adults. When observing with children, for example, the work on improving a city park, you should involve them in collecting flower seeds and fallen leaves, and help adults in planting bushes.
A stadium was being built on the seashore. All the working people of the city took part in its construction. The children saw how they cleared the field, put up a fence, broke sports grounds. Watching the adults’ work, the children tried to help themselves in some way: they collected pebbles and twigs. Actively acting, the children were especially interested in work, and seeing its results, they willingly responded to the teacher’s proposals to do work in the kindergarten (in the flower garden, in the vegetable garden).
The teacher observed with the children of the school preparatory group the construction of a small two-story building (nursery). Each child was allowed to place 2-3 bricks on the conveyor belt. This especially increased their interest in the work of builders. They began to call the constructed building “ours.”
Of course, such cases of active (and, of course, feasible) participation of children in labor are not always possible, and there is no need to create them artificially, but it is necessary to continue a fruitful search for forms and ways of including children in work that is feasible for them.
In practice, such facts are observed when children do not directly work during an excursion, but receive an incentive for further labor actions.
For example, in the summer at the dacha we observed the cultivation of rye with the children. The children also visited the mill. They were given some flour, and in kindergarten they and the teacher kneaded the dough and baked buns.
During the excursion to the greenhouses, the children received seeds and peat pots. We made plantings in the kindergarten, looked after them, moved the seedlings to the beds, and looked after the vegetables. Thus, impressions of the work of adults were reflected in the long-term work of children.
In the described experiment we are dealing with interesting facts the emergence of a connection between cognitive material and the subsequent work activity of children. However, excursions and conversations (which are often found in practice) are not enough to instill a positive attitude towards work and to arouse in children the desire to work themselves.
Only the combination of the formation of correct ideas about the work of adults and the development of labor skills and habits in children provides the necessary educational effect. Labor education, based on the example of adults, does not lead to children becoming “overgrown” or overloaded with overwhelming tasks and knowledge. Both in content and form, this education takes into account the characteristics of preschool children.
Thus, familiarization with the work of adults and children’s own activities should be closely intertwined. Establishing these connections is difficult; they are not always on the surface.
We examined the general educational significance of familiarizing children with the work of adults. The connections between cognitive material and the development of labor skills appear in various forms. Let's look at some of them.

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The solution to many issues of labor education of the younger generation significantly depends on a correct understanding of the functions, goals and psychological content of child labor.

Preparing a child for work means forming his psychological readiness to work. Psychological readiness for work means a level of personal development that is sufficient for the successful development of any type of productive work.

Labor is a manifestation of people's care for each other. Diverse reality allows the child to directly experience and feel the need to follow certain norms and rules in order to achieve important and interesting goals.

The strongest emotional experiences cause the child to have relationships with adults based on joint actions. Emotional and verbal contact is the central link that forms the child’s motives for a business form of communication. Communication and activity serve as a school of feelings and the transfer of social experience of life among people. The child learns empathy, experience, masters the ability to show his attitude towards the environment, to show his abilities.

One of the main tasks of labor education for preschoolers is to familiarize adults with the labor and develop respect for it. Starting from kindergarten, children learn to handle the simplest tools, study the properties various materials, acquire self-service skills, keep the group clean and tidy, take care of flowers, help set tables, and put away toys. At home, they help their parents, performing both permanent and temporary tasks within their power.

An important role in the labor education of children is played by the family and the power of the example of parents. Favorable conditions for labor education are created in those families where parents work successfully in their specialty, love their profession, and tell their children about work. A cheerful work atmosphere and personal example from adults are a very important incentive for a child.

Having the example of their parents before them, children strive to be hardworking and benefit people.

Excursions and meetings with people of different professions

Familiarizing preschoolers with the work of adults plays an important role in establishing their contacts with the adult world. The formation of systematic knowledge of children about the work of adults involves familiarizing preschoolers with specific labor processes and transforming a person’s subject of labor into a product. Systematic knowledge about labor makes it possible for older preschoolers to establish a connection between the result of labor and money. Adults receive money for their work.

The most effective ways to familiarize children with the work of adults are observations and excursions, which provide the greatest clarity of ideas and the maximum effectiveness of the knowledge acquired by children. What is visually perceived, however, requires interpretation. In the process of further conversations, through the teacher’s stories, the information obtained during observations is clarified, consolidated, and supplemented.

Introducing the child into the world of objects and showing how they are created by adults in the process of labor, you can conduct the following excursions and conversations:

Excursion to the library. Children will learn: what is in the library: forms, shelves, catalogs, shelves, photocopiers, cards, favorite books.

Conversation with a bibliographer. Children will learn: - What do bibliographers do?. Bibliographers organize educational, scientific, colorful exhibitions dedicated to children's writers and poets, exhibitions of children's drawings, and children's parties.

Excursion to the traffic light. Children get acquainted with: - the traffic police car. Children will learn: - concepts: traffic light, pedestrian crossing, traffic controller, signal, traffic safety, roadside, baton, uniform, siren, inspector.

The intersection of roads is called a crossroads. This is the busiest place and there are usually traffic lights here. Street crossings are marked with zebra lines and road signs. All participants must know and follow the rules traffic.

Conversation with a traffic police inspector. Children will learn: - pedestrian crossing, sidewalk, pedestrian, passenger, road signs, transport, traffic police inspector. where you can and cannot play. Playing on the pavement is dangerous. Road signs help both drivers and pedestrians.

Observations

It is very important to select for observation the content of work that is most educationally valuable and understandable to children; it makes them want to imitate the work behavior of adults. Impressions must be repeated, therefore the content of work must be distributed in a number of activities, skillfully dosed in each of them, gradually increase and deepen.

Purposeful observations and excursions outside the group, introducing children to the work of adults, contribute to the accumulation of vivid emotional impressions. During excursions to the library, to the traffic light, to the store, the children showed active dialogue and interest in professions. During the conversation with the traffic police inspector, the children paid attention to their uniform, reasoning, to the inspector - so that drivers could see the inspector from afar. labor education game

The educational effectiveness of familiarization with work depends not only on what kind of work is observed, but also on which aspects of it the children’s attention is directed to. When visiting a carpenter's workshop, the children noticed the general order and carefully thought-out work - all the tools were arranged in cells, each tool had its own house.

The adult involved the children in the labor process he carried out, giving them feasible instructions and establishing basic cooperation. When children have the opportunity to actively act themselves, they receive more accurate and complete ideas about the work of adults and begin to imitate them.

The children hammered in nails themselves, worked with a drill and a plane. Having felt the joy of labor effort, having felt the results of their actions, the children decide that at home they will help their dads. And during the renovation of the apartment, the children proudly named the tools and imitated the adults when performing labor actions. Other children were interested in the work of a traffic police inspector; they turned on the signal on the car, worked with a baton, and sat behind the wheel of a police car. The children decided to maintain order on the streets of the city.

To enhance the emotional impact on children, I used children's fiction and encyclopedias. She brought me to the understanding that any activity of adults has the result of labor for society - to be healthy, to work and relax better, to dress beautifully and comfortably. Have a beautiful hairstyle, be protected, be safe. The work of adults deserves respect and gratitude, and the objects and things they make must be protected.

The children admired the wonderful transformations that occurred as a result of labor: a rough board turned into a smooth one. All this is crucial for instilling in a preschooler a value-based attitude towards the work of adults, promotes rapprochement between children and adults, and a greater understanding by the child of the world of adults.

In the process of observation, it is important to focus children’s attention on those aspects of adult labor that are of greatest importance for instilling in children the correct attitude towards work, for the formation of their own labor behavior. Observing the work of adults has a positive effect on the behavior of children, on their attitude towards people and things. Children carefully water the flowers so as not to flood the floor; when working with plasticine, try not to litter; If someone makes a mess, he cleans up after himself without a reminder.

Children watch the work, ask questions, want to help. But the most important thing is that they gradually develop a caring attitude towards things and a desire to do something themselves.

Cooperative activity

This work is visual and understandable both in the nature of the actions and in the clearly tangible results; it contains many elements close to the skills taught to children (for example, the skills of maintaining cleanliness and order).

Involvement in pedagogical process, in addition to the teacher, and other kindergarten workers, raised the question of the appropriateness of some new forms of labor education. Nowadays, duty and group-wide collective work are the most accepted.

Plant care. The teacher brings large plants, washes high-lying leaves and polluted window sills; children bring small plants, wipe the branches below, and wash the window sills.

Repairing toys. An adult stitches the corners cardboard boxes, the children cover them with paper. When repairing doll clothes, children sew buttons and ties.

Preparing for drawing and working with glue. The teacher mixes paints, makes glue, fixes pencils; Children cut paper and pour glue into cups.

Site cleaning. The janitor clears the area, the children remove the snow. The nanny washes the benches and veranda, the children rake up and take away branches and dry leaves.

In kindergartens, where adults set an example of enthusiasm, children acquire a taste for work, they develop psychological readiness for it, and this is perhaps the most important thing in labor education.

Children who will not rejoice in the labor process, but will also feel its benefits for themselves and others, for the common cause, will value the work of adults more.

Children especially become more interested in the observed work of adults if they can take at least a small part in it.

The emotionality of excursions and observations increases if children can satisfy their need for activity. In the process of activity, they become more aware of phenomena.

However, excursions and conversations are not enough to instill a positive attitude towards work and to arouse in children the desire to work themselves. Only the combination of the formation of correct ideas about the work of adults and the development of labor skills and habits in children provides the necessary educational effect.

Familiarization with the work of adults and children’s own activities should be closely intertwined.

CONSULTATION FOR TEACHERS

“ACQUALIZING PRESCHOOL CHILDREN WITH THE WORK OF ADULTS AS A MEANS OF DEVELOPING PRESCHOOL CHILDREN’S SPEECH”

Teacher of MBDOU No. 16

city ​​of Nevinnomyssk

highest qualification category

Petrenko R.L.

03.12.2014

Hard work is one of the most important moral qualities personality. A person who does not possess this quality is a moral cripple. But the meaning and content of labor education is precisely to instill in the child, together with the habit of work, highly moral motives that encourage work.

Social motives should play a predominant role in instilling hard work. Working for others, for the society of which you are a part, has a beneficial effect on the formation of personality. It brings deep moral satisfaction, awareness of one’s need, necessity, inspires a person to great achievements, raises him in his own eyes.

The social life of a child begins in preschool childhood. The tasks he carries out in kindergarten and at home related to his interests children's group or families, are aimed at public benefit.

Therefore, one of the main tasks of the family is to support in every possible way the child’s desire to participate in public life, try to ensure that he lives in the interests of the team, so that he takes his place in it.

Firstly, a child already four or five years old can do a lot with his own hands; This does not mean, of course, that before that you shouldn’t think about the baby’s work - it’s just that at this age the results of his work can be quite real, he can, say, become a real assistant to adults in their household chores. (Although at first, of course, the efforts to organize a child’s work, to teach him certain work skills, do not directly pay for themselves: it would be easier for an adult to do something himself. But this is only at the beginning!)

Secondly, work does not impoverish the life of a preschooler, but, on the contrary, enriches it - with new impressions, new reasons for play, new motives artistic creativity, new facets of relationships with people.

Education for work and in work is the most important, irreplaceable means of comprehensive personal development.

The tasks of labor education are not limited to developing a certain range (even a fairly wide one) of skills and abilities; permeating the entire life of a child, it is diverse. And although in everyday family life different sides it is fused together, let's call these sides one after the other.

We are preparing our child so that in due time - no matter how distant that time may seem to us now - he can boldly enter into an independent life. This means that we want our child:

— understood that labor and work occupy a very important place in people’s lives, that labor is, in fact, the basis of life;

— respected everyone who works and appreciated the fruits of their labor;

— would get acquainted with what they can represent various works what people of different professions do, with what tools and machines and what is the result;

- was ready to work himself - both because he liked it, it was interesting, and because it was necessary;

— would learn to work, mastering the necessary skills, would work, benefiting people, and would develop their working abilities.

The central link of knowledge about social reality is knowledge about people's work activities. This content of knowledge is of enduring importance in the socialization of the individual. Such knowledge provides an understanding of the tasks of society, the place of each person in solving these problems, an understanding of the importance of work in the life of society and each person. This determines the development of social perception, interest in people’s work, attitude towards work, and the results of work already in preschool age.

« Knowledge about work, the attitudes of adults towards it, the motives, the direction of work, reflected in the images, begin to regulate the actions of children, rebuild their motives and attitudes towards their own work, the work of adults, and objects created by people. Hence, knowledge about the work of adults should occupy one of the leading places in educational work kindergarten...,” writes V.I. Loginova.

The author has identified and defined five levels, stages of children's developing knowledge about work as a phenomenon of social reality. The position of V. I. Loginova, which should be recognized as very valuable, is expressed in her following words:

« Knowledge about social reality forms the basis of human consciousness and is essential component in the structure of personality, act as an internal condition for the formation of its social orientation and attitude towards the world. It was, in particular, found that interest in work and development depend on the level of knowledge about work. cognitive activity, and the ability to practically carry out accessible labor processes (increasing the level of knowledge is accompanied by increased interest in performing labor processes).

In the absence of thoughtful guidance for the development of children, the level of knowledge about the work of adults, even among six-year-olds, may remain no higher than at the first level, whereas with a scientifically based construction pedagogical work three-year-olds exceed level one, four-year-olds reach level two, five-year-olds exceed level three, and six-year-olds are close to level four«.

Thus, the “availability” of knowledge about the work of adults is not a sign of only the most knowable objective reality, but a consequence of more or less good pedagogical work.

« Early (children's) career guidance is carried out in advance, when there are still many years left before the actual choice of profession. It is predominantly of an informational nature (general acquaintance with the world of professions), and also does not exclude a joint discussion of the child’s dreams and experiences acquired in some types of work activity.

N. N. Zakharov highlights the tasks of career guidance for preschool children: to familiarize children with professions, in accordance with age characteristics to instill a love of work effort, to develop an interest in work and basic labor skills in some areas of work activity. The purpose of early career guidance is to develop in a child emotional attitude to the professional world, he must be given the opportunity to use his strengths in available activities.

In developing the idea of ​​continuous vocational guidance when introducing variable and specialized training, it is advisable, taking into account the characteristics of the child’s psychological development, to carry out early vocational guidance for the child in a preschool setting. educational institution. Software developers preschool education include in various sections of this document information about the activities of adults, their work, working conditions and goals, the formation of work skills, etc. for the purpose of the overall development of children and their orientation in professional activity adults.

The most significant contribution to the development of the concept of “early vocational guidance” was made by E. A. Klimov. He developed periodization age development person or subject of labor. Pre-professional development, according to this periodization, includes: the pre-game stage, the game stage, the mastery stage educational activities, optant or option stage.

“The program of education and training in kindergarten” (edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova) provides for the formation of children’s ideas about the work of adults in the process of classes, which to some extent can be considered as an element of forming ideas about the world of professions. It introduces children aged 5-7 years to the work of people in their immediate environment and their professions (from 2 to 12 professions). In general, all its sections, where children get acquainted with the work of adults in classes, give a rather limited idea of ​​the professional activities of adults, of the world of professions, and in the “Game” section such a task is not set at all.

This direction is presented more fully in the “Childhood” program. In general, the most common programs in preschool educational institutions provide for familiarizing children with the work of adults and certain professions, but not at the level of a separate task, but incidentally and on a limited scale. For all their merits, none of the programs targets more full use opportunities for gaming activities to form preschoolers’ ideas about the world of professions.

A living example of the adults around you

Familiarization with the work of adults aims to give children specific knowledge and ideas about work and to instill respect for the work of adults, teach them to value it, and arouse interest and love for work. At the same time, the task is solved to influence the behavior of children - to create a desire to work, to work conscientiously, carefully.

How can we achieve educational effectiveness when introducing children to the work of adults?

The work activities of adults, which children can directly observe, usually have a more effective impact. Living and quite attractive examples are more likely to evoke imitation. For example, conversations about how a nanny and laundress work increased the children's neatness when eating and washing. At the same time, children often motivate their actions with the desire to make the nanny’s work easier. This demonstrates the manifestation of attention and respect for work not in words, but in deeds. Children's behavior is indirectly influenced by observations of adults' work.

Young children are strongly influenced by the example of adults' household work (cleaning, cooking, etc.), as well as by various actions of medical workers (doctor, nurse). This work is understandable to children, since it is aimed at satisfying their personal needs, there are many interesting actions in it, and it can be often observed. It contains many points that are closely related to the behavior of the children themselves in maintaining cleanliness, order, and compliance with hygiene rules. Children's games show that they, on their own initiative, imitate the work of adults.

Older people are less interested in household work. But it is necessary to use it, since in the process of this work the attention of children is recorded (through observation and conversations) on such aspects as the organization of work, responsibility, collective coherence, etc.

In addition to everyday household work, children should be introduced to the work that takes place within the walls of a kindergarten, but is of a more episodic nature, for example, an electrician, a carpenter, a glazier, etc. You can show children how a carpenter repairs furniture and toys, how a painter paints walls, a glazier inserts glass, etc.

The older the children, the more they are attracted to the work that takes place outside the walls of the kindergarten. In games, children imitate the actions of builders and transport workers. Skillfully organized observations of this work are of great importance for the formation of the general labor orientation and activities of the children themselves. The greatest influence is exerted by constantly acting impressions, observations of the work that takes place in the immediate environment.

It is important to evoke in children a sense of admiration for the wonderful transformations that occur as a result of labor: old dirty walls are covered with new plaster, paint becomes beautiful and attractive; a street covered with snow, after clearing, opens up its spaces again for the free movement of vehicles and pedestrians, a piece of cloth in the hands of a seamstress turns into a piece of clothing, etc.

So gradually children begin to understand the meaning of work. They see his results and become infected with his enthusiasm.

When familiarizing yourself with a work, it is very important to be gradual in expanding information. It should be borne in mind that the abundance of impressions leads to the fact that children receive fragmentary, superficial information that has little impact on the formation of the right attitude to work, on the development of skills and abilities.

In the process of observations, it is necessary to give a small amount of information, gradually expanding and deepening it, supplementing what is known with new knowledge, consolidating the old. Only with such a gradual deepening of children into a cognizable phenomenon is it possible for them to develop the correct ideas about work, the correct attitude towards it.

It is important that this complication of content is expressed not only in an increase in the volume of cognitive material, but also in a gradual change in its nature, in an ever greater depth into the essence of the observed phenomena. Children are initially attracted to the external side of work - the visible actions of people, tools, materials. The working person himself, his attitude to work, relationships with other people usually escape the attention of children.

In the preschool years, children show a keen interest in the work of adults; they strive to imitate in play and everyday life and want to do something themselves. Up to the age of seven, they can easily master simple labor skills in self-care, maintaining cleanliness and order, and caring for plants.

Older preschoolers successfully perform simple duties in serving the team, are already capable of basic responsibility for the assigned task, and can overcome minor difficulties in work. Children experience joy from labor effort, realizing the usefulness of their actions, and show a careful attitude towards the results of the work of adults.

To create a positive attitude and habit of work, the living example of surrounding adults and direct contact with their work are of utmost importance. But it is possible to cultivate psychological readiness for work in children only in the process of activity.

It is necessary to create proper working conditions for children.

In kindergarten, children work together. It is necessary to create conditions at home for several children to work together. In common work, friendships between children become stronger, a desire arises to help each other; it is easier to prevent the development of such negative qualities as boasting, laziness, selfishness.

Kindergartens have all the opportunities for the most rational organization of household work for adults. This work clearly expresses its social character, so the everyday work of kindergarten staff has many advantages in its impact on children compared to everyday work carried out in the family.

In the family, the child more or less regularly observes cooking, washing and mending linen, sewing clothes, he sees how cleanliness and order are maintained in the room. Artistic and technical work often takes place in families (sawing, equipment repair, design, etc.).

Thus, the child can observe the labor process itself and see how adults work.

In kindergartens, for hygienic reasons, cleaning the premises, cooking, washing, sewing and repairing clothes, supplies, furniture, etc., is carried out in special rooms or at times when children are absent (walking, going home).

It is necessary to create conditions under which children could use life-giving examples of adult behavior.

In a kindergarten, a significant part of the work of adults does not take place in front of children. Therefore, educators are looking for ways and forms of bringing the labor of adults working in kindergarten closer to children, intensifying its influence on the formation of labor skills in children, and outlining the principles, forms and content of adult labor performed with children or together with them.

There are different ways possible here.

The first way is widely practiced in kindergarten - this is a specially organized in the classroom showing children the varied work of adults, observations, organized visits to the kitchen, pantry, doctor's office and an explanation of its significance. Children are shown cooking, washing clothes, repairing and sewing clothes, cleaning the area, repairing furniture and toys. Such organized displays with the aim of familiarizing children with the work of adults are provided for in the kindergarten program.

Observations of the work of adults in kindergarten are of great educational importance: they clarify children’s ideas, awaken curiosity and interest in the activities of adults, and contribute to the development of a positive attitude and respect for their work.

Classes help develop a child’s desire to imitate adults in their behavior. In children of younger groups this is most clearly manifested in play, in older children - in performing work tasks.

Young children do not perceive all adult work as work. Children of preschool age, even older ones, usually do not evaluate mental work or organizational work as work. If you don’t have special conversations with them, then they have a poor understanding of what the “work” of a teacher, head, etc. consists of.

The second way is the direct organization of joint activities of adults and children.

By joint work we mean such activity between adults and children, when the teacher acts not only as a person organizing and directing the work of children, but also as a direct participant in the labor process.

When selecting types of work for joint activities of adults and children, it is necessary to be guided by the following principles: work should be natural for children, necessary, vitally significant; it must be acceptable from a general pedagogical and hygienic point of view; it should easily and naturally carry out joint activities with a certain division of functions between children and adults.

The joint activities of children and adults can be carried out in the process of domestic work, work in nature, work in the maintenance of games and activities.

Household work: maintaining cleanliness and order in the group and on the site, changing clean linen, washing small items, minor repairs to linen and clothing, preparing some dishes.

Labor on maintenance of games and activities: joint preparation of material for classes, repair of toys, books, manuals, production homemade toys and benefits.

Work in nature: caring for animals, plants in a corner of nature and in the garden, flower garden, berry garden.

An important point when selecting types of work for joint activities of adults and children is the compliance of a particular work with general pedagogical principles and hygiene requirements. Children should not perform work that requires heavy workload, uncomfortable working positions, eye strain, or very monotonous, imaginative actions.

Skillful selection of the content of a lesson to familiarize yourself with the environment is a very important factor in creating a positive work orientation in preschool children. At the same time, it is very important how this content is brought to the consciousness of children, what techniques the teacher uses.

Only then will children love work if it is accompanied by an optimistic mood, if both the process of work and its results are pleasing. This largely depends on whether we have revealed to the baby the interesting, exciting, entertaining aspects of what he is doing; Did you manage to get the game to help?

Methods for introducing children to the work of adults

In his educational work I use different methods of introducing children to the work of adults, taking into account their age characteristics.

Excursions and meetings with people of different professions

In my educational work, I attach great importance to getting to know the work of adults, their professions through excursions and conversations with people of different professions.

According to D.B. Elkonin, in the preschool years there is a kind of closure of the connection between the objective world and the world of human relations. Therefore, familiarizing preschoolers with the work of adults plays an important role in establishing their contacts with the adult world. The formation of children's systemic knowledge about the work of adults involves familiarizing preschoolers with specific labor processes and transforming a person's subject of labor into a product (the result of labor). Systematic knowledge about labor makes it possible for older preschoolers to establish a connection between the result of labor and money. Adults receive money for their work.

The most effective ways to familiarize children with the work of adults are observations and excursions, which provide the greatest clarity of ideas and the maximum effectiveness of the knowledge acquired by children. What is visually perceived, however, requires interpretation. In the process of further conversations, through the teacher’s stories, the information obtained during observations is clarified, consolidated, and supplemented.

Introducing the child into the world of objects and showing how they are created by adults in the process of labor, you can conduct the following excursions and conversations:

1. Excursion to the treatment room.

Children will learn:

— The following are stored in the treatment room:bandage, cotton wool, syringes, thermometer, tablets, iodine. All medications in the treatment room are stored in the refrigerator; vaccinations and injections are also given in the treatment room. It's very clean and sterile.

2. Conversation with the kindergarten nurse.

Children will learn:

— what does she do:notes children, makes menus, gives vaccinations, treats wounds, monitors children's health, fortifies food in the kitchen for children, brings vaccines for vaccinations.

— nurse uniform: white robe, mandatory headdress, gloves if she is giving an injection or vaccination.

3. Excursion to the studio.

Children will learn:

- different types of fabrics, centimeter, sewing machines, overlock, threads, needles for sewing machines, needles for hand sewing, patterns, patterns.

- atelier - a large room, the workshops are noisy, sewing machines are working. The receptionist takes the order, the cutter does the cutting. In the fitting room they try on clothes.

4. Conversation with the seamstress.

Children will learn:

— necessary for seamstress work: threads, needles, pattern, scissors, chalk, fabric, sewing machine, overlock.

— The results of the seamstress' work are:bedding, costumes for parties in kindergarten.

5. Excursion to the library.

Children will learn:

— what's in the library: forms, racks, catalogs, shelves, photocopiers, cards, favorite books.

6. Conversation with a bibliographer.

Children will learn:

- What do bibliographers do?. Bibliographers organize educational, scientific, colorful exhibitions dedicated to children's writers and poets, exhibitions of children's drawings, and children's parties.

7. Excursion to the workshop.

The children saw that the workshop had: (shelves, boards, chairs, manuals). We watched how, right before our eyes, the boards turned into a certain object, a product.

8. Conversation with a carpenter.

Children get to know:

— with tools (hammer, nails, plane, chisel, drill, screws, nuts, screwdriver, hacksaw).

Children will learn:

- A carpenter uses many tools in his work. Each tool has its own name and application. Without tools, it is impossible to perform any action so that the work brings benefits to people.

9. Excursion to the traffic light.

Children get to know:

- with a traffic police car.

Children will learn:

— concepts: traffic light, pedestrian crossing, traffic controller, signal, traffic safety, roadside, baton, uniform, siren, inspector.

- The intersection of roads is called a crossroads. This is the busiest place and there are usually traffic lights here. Street crossings are marked with zebra lines and road signs. All road users must know and follow the rules.

10. Conversation with the traffic police inspector.

Children will learn:

— pedestrian crossing, sidewalk, pedestrian, passenger, road signs, transport, traffic police inspector.

- where you can and cannot play. Playing on the pavement is dangerous. Road signs help both drivers and pedestrians.

11. Conversation with the hairdresser

Children will learn:

— a hairdresser needs for work: scissors, hair dryer, varnish, gel, comb, hair dye.

- the hairdresser does haircuts, hairstyles, highlights, model haircuts.

- When a person pretty haircut, self-confidence increases, the mood is good. It's nice to look at yourself in the mirror, well-groomed appearance.

Observations

It is very important to select for observation the content of work that is most educationally valuable and understandable to children; it makes them want to imitate the work behavior of adults. Impressions must be repeated, therefore the content of work must be distributed in a number of activities, skillfully dosed in each of them, gradually increase and deepen.

Purposeful observations and excursions outside the group, introducing children to the work of adults, contribute to the accumulation of vivid emotional impressions. During excursions to the studio, to the library, to the traffic light, to the carpenter's workshop, to the store, the children showed active dialogue and interest in professions. While communicating with the carpenter and the traffic police inspector, the children paid attention to their uniform and reasoned with the carpenter so as not to get their clothes dirty, and with the inspector so that drivers could see the inspector from afar. The educational effectiveness of familiarization with work depends not only on what kind of work is observed, but also on which aspects of it the children’s attention is directed to. When visiting a carpenter's workshop, the children noticed the general order and carefully thought-out work - all the tools were arranged in cells, each tool had its own house. The adult involved the children in the labor process he carried out, giving them feasible instructions and establishing basic cooperation. When children have the opportunity to actively act themselves, they receive more accurate and complete ideas about the work of adults and begin to imitate them. The children hammered in nails themselves, worked with a drill and a plane. Feeling the joy of hard work and the results of their actions, the children decided that at home they would help their dads. And during the renovation of the apartment, the children proudly named the tools and imitated the adults when performing labor actions. Some boys were very interested in the work of a carpenter, they thought and decided to become carpenters when they grew up. Other children were interested in the work of a traffic police inspector; they turned on the signal on the car, worked with a baton, and sat behind the wheel of a police car. The children decided to maintain order on the streets of the city. To enhance the emotional impact on children, I used children's fiction and encyclopedias. She brought me to the understanding that any activity of adults has the result of labor for society - to be healthy, to work and relax better, to dress beautifully and comfortably. Have a beautiful hairstyle, be protected, be safe. The work of adults deserves respect and gratitude, and the objects and things they make must be protected.

The children admired the wonderful transformations that occurred as a result of labor: a rough board turned into a smooth one; a piece of fabric in the hands of a seamstress turns into a piece of clothing, multi-colored threads in the hands of a passionate person draw an intricate pattern. All this is crucial for instilling in a preschooler a value-based attitude towards the work of adults, promotes rapprochement between children and adults, and a greater understanding by the child of the world of adults.

In the process of observation, it is important to focus children’s attention on those aspects of adult labor that are of greatest importance for instilling in children the correct attitude towards work, for the formation of their own labor behavior. Observing the work of adults has a positive effect on the behavior of children, on their attitude towards people and things. Children carefully water the flowers so as not to flood the floor; when working with plasticine, try not to litter; If someone makes a mess, he cleans up after himself without a reminder.

In the younger group, children can prepare material for some activities: cut paper for drawing, sharpen pencils, prepare plasticine; as needed, but systematically, do simple repairs to toys, books and manuals. The work of a teacher is not yet designed to actively involve children in work; they mainly observe the actions of an adult. To make the influence of his example more effective, the teacher uses various techniques: he accompanies his actions with explanations, talks with the children, gives the children small instructions (bring a pencil, spread glue on a strip of paper, etc.). This activity of the teacher does not go unnoticed by the children. It attracts the attention of at least some of the children. Children watch the work, ask questions, want to help. But the most important thing is that they gradually develop a caring attitude towards things and a desire to do something themselves.

Cooperative activity

No matter how great the role of the teacher’s work behavior is, the possibilities of using his personal example in the younger group are very limited. Three-year-old children require a lot of care, constant attention, and supervision. They are not yet sufficiently independent in their activities, so the teacher has to spend a lot of energy organizing games and everyday processes. It is important for the teacher of the younger group to make maximum use of the example of work behavior of other kindergarten workers, especially the nanny. This is a person close to children, whose care they feel every day. A very large part of her work systematically takes place in front of children.

This work is visual and understandable both in the nature of the actions and in the clearly tangible results; it contains many elements close to the skills taught to children (for example, the skills of maintaining cleanliness and order). Therefore, the nanny’s example can quickly find a response and reinforcement in the child’s behavior. In addition, it is quite easy to include children in the everyday work of a nanny, giving them simple tasks. Direct participation in work, joint activity of an adult and children makes the nanny’s example especially effective.

The most favorable conditions arise when an adult involves children in the labor process he carries out, giving the children feasible instructions, establishing basic cooperation. Children aged 3-4 years carry out individual work assignments; duty duties are gradually introduced for older children.

Involvement in the pedagogical process, in addition to the teacher, and other kindergarten workers, raised the question of the appropriateness of some new forms of labor education. Nowadays, duty and group-wide collective work are the most accepted.

Work that can be done by children together with teachers.

Plant care. The teacher brings large plants, washes high-lying leaves and dirty window sills; children bring small plants, wipe down the branches located below, and wash the window sills (middle and older groups).

Repairing toys. An adult sews the corners of cardboard boxes, children cover them with paper. When repairing doll clothes, children sew buttons and ties.

Preparing for drawing and working with glue. The teacher mixes paints, makes glue, fixes pencils; Children cut paper and pour glue into cups.

Cleaning the area. The janitor clears the area, the children remove the snow. The nanny washes the benches and veranda, the children rake up and take away branches and dry leaves.

In those kindergartens where adults set an example of enthusiasm, children acquire a taste for work, they develop psychological readiness for it, and this is perhaps the most important thing in labor education.

Children who will not rejoice in the labor process, but will also feel its benefits for themselves and others, for the common cause, will value the work of adults more.

Children especially become more interested in the observed work of adults if they can take at least a small part in it.

The emotionality of excursions and observations increases if children can satisfy their need for activity. In the process of activity, they become more aware of phenomena. Some kind of participation in labor can be achieved during many excursions. When watching with children, for example, the work on improving a city park, you should involve them in collecting flower seeds and fallen leaves, and help adults in planting bushes.

However, excursions and conversations are not enough to instill a positive attitude towards work and to arouse in children the desire to work themselves. Only the combination of the formation of correct ideas about the work of adults and the development of labor skills and habits in children provides the necessary educational effect.

Labor education, based on the example of adults, does not lead to children becoming “overgrown” or overloaded with overwhelming tasks and knowledge. Both in content and form, this education takes into account the characteristics of preschool children.

Thus, familiarization with the work of adults and children’s own activities should be closely intertwined.

Of great importance for instilling in children a positive attitude towards work are the methods of managing it and how systematically it is organized.

Usually, it is quite easy for an adult to make children want to work. This is explained by the desire of preschoolers to be active practical action, to imitate adults, sincere trust in them, and their increased emotionality.

At the same time, in children, notes V.P. Kondrashov, 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 compared to an adult physical development, 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 preschool children, it is necessary to take into account such factors as the feasibility of work, timely switching to other types of work, changing working positions (this relieves physical fatigue and promotes concentration), and the correct alternation of work and rest for children.

In educational work, various methods are used to introduce children to the work of adults, taking into account their age characteristics.

• 2 Observations
• 3 Joint activities
• 4 Game

In educational work, great importance is attached to getting to know the work of adults and their professions through excursions and conversations with people of different professions.

According to D.B. Elkonin, in the preschool years there is a kind of closure of the connection between the objective world and the world of human relations. Therefore, familiarizing preschoolers with the work of adults plays an important role in establishing their contacts with the adult world. The formation of children's systemic knowledge about the work of adults involves familiarizing preschoolers with specific labor processes and transforming a person's subject of labor into a product (the result of labor). Systematic knowledge about labor makes it possible for older preschoolers to establish a connection between the result of labor and money. Adults receive money for their work.

The most effective ways to familiarize children with the work of adults are observations and excursions, which provide the greatest clarity of ideas and the maximum effectiveness of the knowledge acquired by children. What is visually perceived, however, requires interpretation. In the process of further conversations, through the teacher’s stories, the information obtained during observations is clarified, consolidated, and supplemented.

By introducing a child into the world of objects and showing how they are created by adults in the process of labor, according to Loginova, the following excursions and conversations can be held (Table 2):

Table 2. Excursions and conversations to familiarize adults with labor.

After the excursions, notes N.N. Zakharov, during which children observe the work of many kindergarten employees, a conversation should be held during which the children’s ideas about the professions of adults working in the kindergarten should be clarified. The teacher, addressing the children, says: “Children, you were in the kitchen, you saw how the cook and his assistant worked, you were in the pantry, in the medical room, in the manager’s office. Name who else works in kindergarten. (Children call.) What are they doing? The guys talk, then the teacher summarizes: “All the adults in kindergarten work together. Everyone is trying to make sure that you grow up as good children, so that later you study well, work, and do a lot of useful things for all people.”

In this conversation, it is very important to use the children’s experience. After all, they receive a lot of impressions every day, drawing them from personal observations, stories from adults, radio and television programs. The teacher’s task is to carefully study the children’s independently accumulated knowledge, take it into account when planning lessons, and use it to instill the principles of hard work and other valuable moral qualitiesЇ respect for people and their work, careful attitude towards things created by the labor of adults, nurturing love for the Motherland. Based on the life experience of children, the teacher provides them with active work in the classroom, the depth of experience, reveals the personal attitude of the children to what is said in the conversation.

The next method of introducing children to the work of adults is observation. It is very important to select for observation the content of work that is most educationally valuable and understandable to children; it makes them want to imitate the work behavior of adults. Impressions must be repeated, therefore the content of work must be distributed in a number of activities, skillfully dosed in each of them, gradually increase and deepen.

According to V.P. Kondrashov, targeted observations, excursions outside the group, introducing children to the work of adults, contribute to the accumulation of vivid emotional impressions. During excursions to the studio, to the library, to the traffic light, to the carpenter's workshop, to the store, the children showed active dialogue and interest in professions. In the process of observation, it is important to focus children’s attention on those aspects of adult labor that are of greatest importance for instilling in children the correct attitude towards work, for the formation of their own labor behavior. Observing the work of adults has a positive effect on the behavior of children, on their attitude towards people and things. Children carefully water the flowers so as not to flood the floor; when working with plasticine, try not to litter; If someone makes a mess, he cleans up after himself without a reminder.

In the older group, together with the children, material can be prepared for some activities: cutting paper for drawing, sharpening pencils, preparing plasticine; as needed, but systematically, do simple repairs to toys, books and manuals. The work of a teacher is not yet designed to actively involve children in work; they mainly observe the actions of an adult. To make the influence of his example more effective, the teacher uses various techniques: he accompanies his actions with explanations, talks with the children, gives the children small instructions (bring a pencil, spread glue on a strip of paper, etc.). This activity of the teacher does not go unnoticed by the children. It attracts the attention of at least some of the children. Children watch the work, ask questions, want to help. But the most important thing is that they gradually develop a caring attitude towards things and a desire to do something themselves.

Joint activities are another method of introducing children to the work of adults. This work is visual and understandable both in the nature of the actions and in the clearly tangible results; it contains many elements close to the skills taught to children (for example, the skills of maintaining cleanliness and order). The most favorable conditions arise when an adult involves children in the labor process he performs, giving the children feasible instructions and establishing cooperation. Children carry out separate work assignments, and duty duties are gradually introduced for children.

Involvement in the pedagogical process, in addition to the teacher, and other kindergarten workers, raised the question of the appropriateness of some new forms of labor education. Nowadays, duty and group-wide collective work are the most accepted.

Work that, according to V.P. Kondrashov, can be performed by children together with teachers:

• 1. Plant care. The teacher brings large plants, washes high-lying leaves and polluted window sills; children bring small plants, wipe down the branches located below, and wash the window sills (middle and older groups).
• 2. Repairing toys. An adult sews the corners of cardboard boxes, children cover them with paper. When repairing doll clothes, children sew buttons and ties.
• 3. Preparation for drawing and working with glue. The teacher mixes paints, makes glue, fixes pencils; Children cut paper and pour glue into cups.
• 4. Cleaning the area. The janitor clears the area, the children remove the snow. The nanny washes the benches and veranda, the children rake up and take away branches and dry leaves.

Children who will not rejoice in the labor process, but will also feel its benefits for themselves and others, for the common cause, will value the work of adults more. Children especially become more interested in the observed work of adults if they can take at least a small part in it.

The emotionality of excursions and observations increases if children can satisfy their need for activity. In the process of activity, they become more aware of phenomena. Some participation in labor can be achieved during many excursions. When watching with children, for example, the work on improving a city park, you should involve them in collecting flower seeds and fallen leaves, and help adults in planting bushes.

However, excursions and conversations are not enough to instill a positive attitude towards work and to arouse in children the desire to work themselves. Only the combination of the formation of correct ideas about the work of adults and the development of labor skills and habits in children provides the necessary educational effect.

Play is another method of introducing children to the work of adults. Game is a historical activity of children, which consists in reproducing the actions of adults and the relationships between them.

Games, and primarily role-playing games, are indispensable in the education of preschoolers. They bring an element of creativity into children's actions. Work is closely related to play. In play, children reflect the work of adults. One of the main types of games where children get acquainted with the work of adults is a role-playing game.

In the older group, games that show the work of institutions (shop, pharmacy, clinic) are encouraged. Games are being improved that reflect individual professions (salesman, postman, actor, doctor, policeman, driver, sailor, pilot). In games on the theme "transport" the knowledge of traffic rules is improved. Children learn to fulfill their plans and play in accordance with the role. In games, children try to imitate the professions of their parents.

And finally, preschoolers of the sixth year of life continue to depict in role-playing games the work of family members, everyday life, and the work of people. Ideas about different specialties are expanding and deepening: pilots fly airplanes; on a ship there is a captain, a navigator, a sailor, etc. Children’s ability to outline the theme of the game themselves develops; children learn to combine their immediate life impressions with knowledge acquired from stories, paintings, and books.

So, in terms of age role-playing game goes into various professions with a gradual complication of its content and character.

The teacher needs to create conditions for the game so that it becomes an exciting activity.

Creating conditions includes enriching children with realities about the environment: objects, phenomena; in addition, children should know about the relationships between people. To achieve this goal I use the following methods: observation; excursions; meetings with people of different professions; reading literature; a story about relationships between people, about the activities of people of different professions using photographs and films; staging.

When introducing children to the work of adults, educators, as a rule, use visual methods, skillfully combining them with verbal ones (stories, conversations); the proportion of the latter may increase when working with older children. A special place among verbal methods is occupied by the use of children's fiction.

Reading works of fiction plays an important role in shaping children’s work orientation. With its emotionality, imagery, and liveliness, a children's book infects children with the enthusiasm of work: it awakens interest, respect for work, the desire to imitate the heroes of literary works, like them, to work well.

Labor education, based on the example of adults, does not lead to “over-adulting” of children, overloading them with overwhelming tasks and knowledge. Both in content and form, this education takes into account the characteristics of preschool children. Thus, familiarization with the work of adults and children’s own activities should be closely intertwined. The game is the most important means development, training and education of preschool children. And it is an integral means of introducing children to the professions of adults.

Consequently, the main methods for introducing preschoolers to the work of adults are:

• 1 Excursions and meetings with people of different professions
• 2 Observations
• 3 Joint activities
• 4. Game

Work to form ideas about the social significance of work should be carried out consistently. The first stage is teaching children the ability to see the result in every labor process, expect it to appear, and understand why it is needed.

The second stage is to teach children to see the focus of work on achieving results; it is advisable to use the following techniques when organizing observations of the work of adults (according to N.S. Pryazhnikov):

• 1. Create situations when children have a need for items that are not available. For example, the new doll that the children want to take for a walk does not have a hat, which means that it cannot be taken with them, it will become cold. Such a “problematic” situation will direct children’s attention to finding the right object.
• 2. Create the desired item in the presence of children (in this case, sew a hat, which does not exist and the need for which has been identified). Waiting for the appearance of the desired object causes children to actively focus their attention on the result of labor, the expectation of this result, which allows them to connect the labor process with its result - obtaining the desired object.
• 3. Use the thing created in front of the children in accordance with its purpose and the needs of the children (the doll is given a hat, the doll is warm, and the children can take it for a walk).

Children of senior preschool age develop the ability to express a broader judgment about the importance of certain types of work, to justify their necessity and their attitude towards them: “We need a nanny because she does everything for us: she sets up the beds so that we can rest, washes the cups so that they are clean, so that we eat when we need to. So that they don’t get sick, so that they grow well. So that everything is clean. The nanny needs help so that she doesn’t get tired. I'm helping the nanny." Generalization: a nanny is needed so that children do not get sick - based on specific knowledge about labor processes and their results.

The third stage is the formation of generalized ideas about the meaning of work based on knowledge large quantity its types, diversity and the value of its results for people. Here, along with observations, indirect familiarization of children with different types of labor in the production of a wide variety of things, materials, and their interdependence is widely used. At this time, the social division of labor is actually introduced and the role of its different types in meeting human needs is shown. For example, to make a dress, you need fabric; to make it you need cotton. Some people grow cotton, others make cloth, and others sew clothes. Sellers sell ready-made items and make sure that people can choose and buy what they need.

As a result of the theoretical research and analysis scheduling(Appendix 1) we can conclude that preschool teachers set the task of familiarizing children with the work of adults:

• - formation of moral and labor qualities of children
• - promoting the expansion and clarification of ideas about different types of work,
• - creating conditions for consolidating ideas about labor actions performed by adults, about the results of labor, about the name of equipment, tools and materials necessary for work,
• - generalization of ideas about the work of adults based on familiarity with the basics of economics, agriculture, transport, industry, etc.;

To solve program problems in labor education, they use different shapes methodological work: seminars, consultations, shows, competitions, master classes, open screenings, generalization of advanced pedagogical experience.

Labor education, based on the example of adults, does not lead to “over-adulting” of children, overloading them with overwhelming tasks and knowledge. Both in content and form, this education takes into account the characteristics of preschool children.

Thus, familiarization with the work of adults and children’s own activities should be closely intertwined. Organizing labor activity, educators ensure the comprehensive development of children, help them gain confidence in their abilities, develop vital skills and abilities, and foster responsibility and independence. Teachers try to organize children’s work in such a way that it activates them physical strength and mental activity, brought joy, made one feel significant and competent.