“Joint work of a child and an adult”
We adults, parents and teachers, of course, want our children to become real people, to love work, and to be happy.
The famous teacher of our time, V. A. Sukhomlinsky, deeply believed in the ennobling power of work: “If a child has put a part of his soul into working for people and has found personal joy in this work, he can no longer become an evil, unkind person.”
The attitude towards work largely depends on the importance we, adults, attach to it.
Mastery of skills has a direct impact on the formation personal qualities, for example, independence. The child becomes able not only to wash himself, undress, wipe the dust, put toys away, etc., but also to help other children. This allows him not only to establish himself in the team as a skillful and responsive comrade, but also to gain confidence in himself and his capabilities.
Labor skills play an important role in the development of children's correct attitude to one’s own work: readiness to participate in any work, regardless of its attractiveness, to complete the task, to make labor efforts. All this creates a favorable basis for the development of such qualities as responsibility, initiative, dedication, perseverance, and determination.
Mastering labor skills makes it possible to participate in common labor. Under these conditions, children develop an active position in the team, the ability to work in concert, with common efforts to bring the job to the end, to help their comrades, and to work with maximum effort.
The tasks of labor education are related to the content of labor (the system of labor actions) and the goals of education (the ideal of behavior at work). But skills are not formed for the sake of skills, they are important means implementation of the ultimate goal of labor education - the formation of readiness to work for the common benefit. That's why labor training and labor education tasks to solve them together.
develop new skills and abilities and consolidate existing ones; cultivate interest in work; the ability to achieve results on your own, to awaken and develop a feeling of satisfaction with your work, the confidence that if you think hard and try, you can do a lot yourself and help others.
When organizing work activity, it should be remembered that work must be expedient, useful, effective, and feasible. Children must understand the social benefits of work; understanding the social motives of labor encourages even unattractive types of work to be performed willingly.
Children must be able to perform different kinds labor: self-service, household work, work in nature, manual labor.
Exercise self-control. This contributes to the child’s self-affirmation, awareness of his skills, and inclusion in real work relationships with adults and peers.
We must encourage children to, on their own initiative, take on the work that ensures play: making toys and equipment, and repairing them.
It should be remembered that work must be expedient, useful, effective, and feasible. Children must understand the social benefits of work; understanding the social motives of labor encourages even unattractive types of work to be performed willingly.
Self-care is work aimed at satisfying everyday personal needs. Labor education of children begins with self-service: washing, dressing, taking off and putting on clothes in a certain order, unbuttoning and fastening buttons, folding clothes.
In self-care, the child has a specific goal, the achievement of which is understandable to the child and vital for him. The result that he achieves in self-care is clear and opens up for him certain prospects for joint activities: once he gets dressed, he can go for a walk, put away his toys, he can do drawing, etc.
Serving yourself. The child exhibits certain physical and mental efforts; They are more noticeable in the child’s activities, the younger he is, the less the child has the skills of dressing, washing and eating independently.
Self-care for older children - including them in teaching younger children: brother, sister basic skills. Thus, they help children master some rules of self-care. This is very important, because constant assignments increase the sense of responsibility, enable children to feel the importance of their work for others, and develop the habit of work effort necessary for studying at school and in life.
Household work
Children carry out imitation of adults.
Parents' task
Maintain and encourage the mood of “I am myself!” ", as well as teach children purposeful action. When encouraging a child to work, it is important that he sees both the purpose of the action and the result of the work. (mom washed the floor, walls, doors, they became clean). Children learn that adults care about them and need help.
household labor
Creates an opportunity for the systematic involvement of children in work, instilling in them habits of daily work, cultivating such personality traits as independence, caring for each other, providing services to adults, and the desire to do something pleasant for them.
After eating, help your mother or grandmother put away the dishes; at the end of the game, put the toys back in place, wash the brushes, glasses, wash the rags used for gluing and drawing, wipe the tables after work; take part in the daily cleaning of the room (wipe furniture, wash toys, etc.) Children must do this carefully and diligently
Thus, in the process of household labor, the tasks of developing not only labor activity, but also the upbringing of the personality of a preschooler are solved.
Children's labor in nature
Creates favorable conditions for physical development, improves movements, stimulates the action of various organs, strengthens the nervous system. In this work, as in others, mental and volitional efforts are combined. Labor in nature is associated with expanding children’s horizons, obtaining accessible knowledge, for example, about soil, planting material, labor processes, and tools. Based on his own experience, the child is clearly convinced of the needs of living organisms. For example, children learn that moisture is a source of nutrition, children begin to understand the dependence of the body on the environment, the sequence of growth and development of animals and plants (emergence of foliage, flowering, fruiting; in the process of labor they learn patterns and connections (sequential, temporary, causal, existing in the life of nature.
With the help of adults, feed the fish, birds, turtle, water houseplants, wipe large leaves, sow large flower seeds, plant onions, water plants in the beds, collect vegetables. loosen the soil, feed the animals, change their water; grow vegetables on the plot together with adults
At the same time, children develop perseverance and the habit of making efforts to achieve the goal,
Children must be taught to work in all seasons. In the fall, on their plot, children can harvest vegetables, collect seeds, dig up plant bulbs, rake leaves, and take part in transplanting plants from soil to flower pots, in digging ridges and flower beds, in planting trees and shrubs; take part in the preparation of vegetables and fruits for the winter at home. In winter, remove snow from paths, feed wintering birds, care for the inhabitants of a corner of nature, and grow food for them.
In the spring, dig up, loosen the soil, make beds and flower beds, sow large and small seeds, care for plants in the garden, garden, and flower garden. Loosen the soil, water, weed, thin out, tie up plants, harvest. Know how to properly use a shovel, scoop, rake, and watering can.
It is important to form the habit of working at will, and not just at the suggestion of parents, do the work diligently, carefully, take care of materials and objects of labor, put them back in place after work, educate them to participate in joint work activities on an equal basis with everyone, without avoiding unpleasant work.
Manual labor.
Children making toys and objects from various materials. In the process of work, children get acquainted with the simplest technical devices, master the skills of working with certain tools, and learn to treat materials, objects of labor, and tools with care. Children learn through experience elementary representations about the properties of various materials. Paper: can be folded, cut, glued. Wood can be: sawed, planed, cut, drilled, nailed, glued.
Working with natural materials - leaves, acorns, cones, birch bark. bark, etc. - gives parents the opportunity to introduce children to the rich variety of its qualities: color, shape, hardness. When coming up with the topic of his work, the child creates and fantasizes. He learns to distinguish in bizarre forms natural material familiar objects, creates fantastic images. This develops ingenuity, intelligence, creative imagination, and the desire to create.
Works of fiction can be of great help: stories
L. Voronkova “Masha the Confused”,
V. Oseeva “Medicine”,
poems by K. Chukovsky “Moidodyr”,
A. Barto “Dirty Girl”,
Z. Alexandrova “What you took, put it back”, “Topotushki”,
Y. Tuvima “Letter to all children on one very important matter”, I. Muraveyka “I myself”,
S. Kapustikyan “Who will finish drinking sooner”, etc.
Given with some abbreviations
If children are included in shared and accessible work with adults, they work with greater desire, strive to do the job better and do more. This is explained by the fact that they are strongly influenced by the example of others, in which the labor relationship is truly revealed. That is why it is important to take this factor into account, to use it to instill in children a positive attitude towards work, to develop moral qualities, positive relationships in the labor process.
The inclusion of children in the work of adults is realized in practice in two ways: during observations and excursions, when information is given about the work of workers in the immediate environment, and when organizing joint work activities with adults. IN kindergarten There are every opportunity to familiarize children with the varied work of adults: nanny, cook, janitor, driver, postman, combine operator, gardener. Children can take a direct part in this work with a pronounced social character. Therefore, when talking about the work of adults in kindergarten and beyond, it is necessary to find an opportunity to include children in it.
The fact that the varied work of adults constantly takes place in front of children has a positive impact on their upbringing; they form ideas about this work, its social significance, and respect for workers. At the same time, it is necessary to arouse in children the desire to work, to work as diligently and responsibly as adults do.
If children can satisfy their need for activity, take at least a small part in the work of adults, the emotionality of observation increases, since in the process of work they better understand the essence of certain phenomena. Having felt the joy of labor effort, having sensed the results of their actions, children with special enthusiasm will carry out small duties and work assignments in kindergarten.
The teacher’s task is to organize the participation of children in the work of adults during observations and excursions. This can almost always be done; you just need to be able to find forms and ways of including children in work that is feasible for them.
In accordance with the “Kindergarten Education Program,” the teacher introduces the children to what the nanny does. She cleans the dishes, windows, floors, puts things in order in the group, and washes doll clothes. When organizing observations of the nanny’s household work, the teacher uses situations that allow children to take a basic part in the adult’s affairs: putting away spoons in the cupboard, giving a rag, bringing soap, hanging the doll’s laundry washed by the nanny on a low-hanging rope. For children two to four years old, carrying out such tasks while observing the work of adults is quite accessible and at the same time valuable, as it prepares them for work.
Children watch the cleaning of the site in the fall. They see a janitor sweeping the paths, raking leaves and taking them to the utility yard in a wheelbarrow. The teacher notes the usefulness of this work for others. Children express a desire to take part in cleaning the site. They are given small baskets, they collect leaves in them and take them to the indicated place. Everyone wants to put more leaves in their basket in order to clean the area faster and better.
“I’ll collect a lot of leaves,” says Maxim. “Uncle Seryozha will have time for other things.”
Observation of the janitor's work and participation in it as much as possible determines the children's behavior: they try to maintain order in the group and on the site, and do not litter.
During an excursion to the collective farm garden, children get acquainted with the work of adults in growing vegetables. In the warm spring, older preschoolers can sow a small plot of land by hand. Usually, by agreement with the foreman, an adult worker prepares the site and makes furrows in the ground. Children follow and dip beet, cucumber or melon seeds into them, covering them with soil. As a rule, they do this work conscientiously and diligently - after all, they have been entrusted with a real important matter.
After this, it is necessary to organize observation of the further work of gardeners, to show the care of plants and their cultivation. When observing the weeding of garden crops, for example, the children themselves will willingly take part in this. Collective farmers and vegetable growers will show them how to distinguish cultivated plants from weeds and how to remove them.
In the process of working in the kindergarten area, children use this experience; they will weed the bed with beets or turnips, radishes, onions especially carefully, they will try to remove weeds from the roots.
The work involved in harvesting grain is impressive. Children can watch the work of combine operators in the field and see a bountiful harvest. The teacher will talk about how collective farmers strive to harvest grain without loss. The children can walk through a mown grain field, pick up ears of corn, and hand them over to the collective farmers.
The teacher, placing the spikelets on the palm of his hand, can read the poem “Spikelet” by E. Trutneva:
Golden field, ripe spikelet,
Don't drop grains on dry sand,
Don't give grain to the restless winds,
The Motherland needs every handful.
Hard stubble, don’t prick your heels,
We will pick up what is left in the field from the ground.
Every ripe ear, every grain,
So that it too becomes fragrant bread.
This poem will touch the feelings of children. They will express a desire to collect the remaining ears of corn. This way, children will become direct participants in the harvest. Participation in work and communication with the combine operator will help deepen the understanding of the work of grain growers and instill a caring attitude towards bread.
The “Kindergarten Education Program” provides for introducing older preschoolers to the work of livestock breeders. Even with maximum automation and mechanization on livestock farms, you can always find something feasible for children: offer to feed the calves in the calf barn, bring them hay and green mass. Older preschoolers are not afraid to do this, since many have animals at home that they take care of.
On a rabbit farm, you can also organize not only observation of the work of adults, but also invite children to take part in it. They happily tear up fresh grass for the rabbits (looking for the one that the animals especially love - dandelion leaves), and bring grass that the adults have cut. Children rejoice when they watch the rabbits eat the food; they are surprised how the grass quickly disappears and has to be added again and again. “How difficult it would be to work here,” they say, “if the feed had not been prepared earlier and supplied by a conveyor machine. Rabbits eat so much." Children usually express a great desire to help adults working on a rabbit farm.
Observing the work of livestock breeders; children try to imitate them in everything. This has a positive effect on their behavior and attitude towards animals. They clean the cages thoroughly guinea pig, rabbits, turtles, without a reminder, they feed them themselves and let them out for a walk.
In a poultry house with open poultry keeping, older preschoolers can feed the chickens during an excursion: sprinkle grain, pick and bring green grass, and also pour water. Sometimes children are trusted to collect chicken eggs in small baskets, boxes. Although many rural children have this experience, they still need to be reminded to carefully collect eggs and put them in baskets.
Children often visit hotbeds and greenhouses and get acquainted with the work of collective farmers in growing vegetables in the cold season, as well as seedlings. For example, a teacher with children watches as a worker collects goslings, checking each young leaf. For older children preschool age You can be allowed to check one or two plants at a time and explain the damage caused by the caterpillars. They become more aware of how much care young plants require. You can also allow children to plant several plants in peat pots. When transplanting seedlings, workers can even donate a few pots of plants (for example, tomato seedlings). Children will bring them to kindergarten and take care of them. How much joy will the grown with my own hands tomatoes!
During haymaking, you can organize an excursion to the meadow. There is something for the guys to do: turn over the hay that has not yet dried out in the lowland, collect the hay on the hillock, and take it to the haystack. “We brought so much hay that two aunts barely had time to stack it,” the children say after returning from the excursion.
It is useful to organize a tour of agricultural machinery repair shops. IN winter time all the cars are there, and the children will see all their variety. They develop an interest in technology and a desire to be, like their fathers and brothers, tractor drivers, drivers, and combine operators.
The teacher pays attention to the work of the mechanic, how he deftly screws on the nut and confidently works wrench. Older preschoolers have a job here too. They can disassemble small parts, sort nuts and bolts. Many boys already know the names and purposes of tools quite well, so they easily find the ones they need and give them to adults when repairing cars.
In accordance with the “Kindergarten Education Program,” children should be introduced to the work of builders. You can read stories, poems, and look at paintings on this topic. It is advisable to take a tour of the facility under construction.
When it comes to children visiting various production facilities, the teacher must exercise special caution and forethought. Before the excursion, he must talk with the children about the rules of behavior, discipline, and organization. It is better if the teacher takes the children on an excursion not alone, but together with an assistant - a second teacher, nanny, methodologist or head of the kindergarten. This facilitates the organization of observation of the work of adults and the accessible participation of children in it.
If during an excursion and observation of the work of adults it is not possible to include children in work activities, it should still be organized in such a way as to encourage them to subsequent work actions. For example, children observed the sowing of grain crops. The collective farmers gave them some seeds, and the children decided to sow them on the kindergarten plot and make their own grain field. The adults dug up the ground, loosened the clods with a rake and sowed the rye grains. Throughout the summer, the children looked after the grain, pulled out the weeds, watered the seedlings, then harvested the crops - cutting off the ears.
During an excursion to a poultry farm, the children were given several chickens. In kindergarten, together with the teacher, they made a simple fence, placed chickens there and began to feed them. Later, when the carpenter built a small poultry house on the property, the children constantly looked after their pets.
Thus, impressions of the work of adults can be skillfully reinforced by organizing the work activities of children, either immediately after the excursion, or over a long period of time.
Another form of involvement in labor consists in the special organization of joint labor activity of adults and children, that is, when an adult and a child find themselves participants in the same labor process. In this case, the adult is not limited to the function of an organizer, but acts as a partner in general work. The educational meaning of including children in work together with adults is that, while doing this or that task, they feel the work effort more specifically, everyone sees themselves as an adult’s assistant, and begins to understand the significance of their work. At the same time, we must not forget the main condition - the content of children’s work must correspond to their age capabilities.
When organizing joint work, the teacher focuses the children’s attention as much as possible on the work activities of the kindergarten workers and their immediate environment. The work of a nanny is well understood even by children, primarily by the nature of the actions. After all, children also take part in establishing order in the group. Therefore, it is quite easy to connect them to help the nanny.
First, you need to discuss with the nanny what the volume and nature of the children’s work should be, and what methods of guidance can be used. For example, children of middle and senior preschool age perform various duties as cafeteria attendants: laying tablecloths (or individual napkins), arranging dishes and cutlery. The teacher explains to the nanny what exactly children 4-6 years old can do. Children are given separate work assignments, for example, arranging plates or laying out spoons; children of four years old are already beginning to be on duty in the dining room.
The nanny takes on more complex tasks: she takes the dishes out of the buffet, places them on the serving table, and pours out the first and third courses. Since the nanny can also be helped by 4-5 year old children, she monitors their actions and corrects them in time.
The nanny must be an active assistant to the teacher in solving educational problems. Therefore, it is appropriate to involve her in organizing the work activities of children, having previously explained that this will not distract her from her main work.
The teacher can tell the nanny that the children will help her while changing clean linen. Older preschoolers wipe the dust from the side slats of the beds, spread the sheets on the beds, put pillowcases on the pillows, and the nanny puts on a duvet cover. The work is accessible to children, and they can easily cope with it.
It is especially important to make the children permanent participants in joint activities with the nanny in the summer when moving to the dacha, as well as in the midst of collective farm work, since with an extended working day or round-the-clock stay of children, the nanny takes care of washing small items, minor repairs to linen and clothes . The boys and the nanny bring warm water and pour it into basins. Children wash their own socks, ribbons, and knee socks. If there is a shallow body of water (river, pond, lake) near the kindergarten, they can also rinse the washed items.
When repairing linen, children check whether all the buttons are in place, and if one is missing, they select the color to match the clothes, size, and sew on the buttons themselves. This work proceeds with a special enthusiasm - the children understand that in this way they take care of their peers and the kids (in a mixed group).
With the onset of hot days, the nanny's work becomes more demanding: she needs to air the mattresses, blankets, and pillows in the yard. Children bring blankets, pillows, mattresses (if they are not heavy). The nanny barely has time to lay everything out and hang it up - after all, there are many helpers. The children understand that they are doing the right job and are constantly wondering whether the nanny will soon ask them to take everything back to its place.
Children of middle and senior preschool age can help the nanny bring food from the kitchen. You can observe how responsibly they take this work: they carefully carry a tray with bread, a plate with boiled eggs, cutlets, and a dish with fruit.
Usually at the beginning of the week the nanny receives soap, napkins, soda, etc. from the caretaker, and here she cannot do without the help of the children. Together with her, the children put things in order in their closets, wipe the dust from the top shelf; They sweep away the sand from the bottom shelf, and the nanny washes it. Thus, through joint efforts, cleanliness and comfort are created.
When cleaning the group room daily, while the nanny is mopping the floor, the children move the chairs away from the tables, wipe the dust on the toy cabinets, and wash the indoor plants.
Participation in joint work with the nanny should also be practiced during the weekly cleaning of the group room, organized systematically with older preschoolers. The nanny will help the teacher supervise the work of an individual unit and work with these children. This need especially arises when you need to wash indoor plants, wash brushes, sockets, wash rags or doll linen. The children constantly use the washroom, and the nanny must make sure that they do everything carefully. At the same time, the nanny not only gives instructions, but is a direct participant in the labor process: pours or pours out water, washes large plants, etc.
The older the children, the more the leading role of the teacher in organizing their work activities increases. The content of work becomes more complex, an increasing number of children take part in it, and the teacher has to simultaneously teach them work skills, work culture skills and relationships, cultivate a caring attitude towards materials, tools, equipment, direct the children’s efforts to achieve the goal, etc. On the other hand, as children grow up, they become more skillful, businesslike, and thrifty, and the teacher gets the opportunity not only to organize and direct their work activities, but also to participate more and more actively in joint work with them.
For example, when organizing children’s joint activities to prepare for a lesson, the teacher holds a conversation about who will do what. He writes on sheets of paper and distributes them. Then he brews the paste, cools it, and the children pour it into cups. They put it on trays geometric shapes rags, oilcloths, and brushes are distributed from which the appliqués will be made. The teacher, while doing his job, simultaneously monitors those on duty. For example, he noticed that one child was working quickly, but not very carefully (carelessly placing geometric shapes, not caring about a sufficient number or variety of colors), and immediately made a remark, reminding them of the need to conscientiously perform their duties. The teacher shows how to work - not to rush, but not to hesitate too much, to do everything carefully, correctly, beautifully.
With the correct distribution of work operations, everyone will actively participate in the activity, and children can easily follow the example of an adult’s work behavior, showing independence. This form of organizing joint activities on an equal basis (both adults and children) is used whenever the teacher is confident that the children have a sufficient amount of knowledge, skills, and experience.
Senior preschoolers take part in making didactic materials. They cut out shapes, make patterns for constructing paper crafts, and make visual material for counting lessons (cut out figures, make counting cards).
Experienced teachers organize with children the repair of boxes from printed board games. The most difficult part of this process is stitching the corners cardboard boxes, so the teacher takes on this work. Children should then paper the corners to give the box a neat appearance.
Children are often involved in toy repair work. For example, the teacher says that it is necessary to repair a wooden truck whose wheels and body have fallen off. Since children can only perform familiar actions, the teacher takes on the bulk of the work. He suggests attaching the body of the car, nailing it to the base of the car. They must also select a round stick for the axle of the required diameter (according to the size of the wheel hole), saw it off in accordance with the width of the Truck, and clean it with sandpaper. When the axle is ready, the teacher himself will put on the wheels and secure it under the cab of the car and under the body. The axle must be secured so that it is movable and the wheels rotate when the machine moves. (It is best to secure the axle with aluminum strips.) The children get a lot of joy from the fact that they were able to repair the toy with their own hands.
The joint work of children and the teacher in making toys for role-playing games, since their production is accessible to children and their activity is manifested quite widely. An adult can only begin the work, involve the children in it, and then give them the opportunity to act independently.
So, the children and the teacher decide that to play mail it is necessary to make a stand with a window, envelopes, stamps, postcards, magazines, and a postman’s bag. The teacher sews a bag, the children cut out stamp pictures and make envelopes. Then the teacher, seeing that everyone is busy, quietly switches off from the activity, continuing to monitor the children.
It is appropriate to organize joint activities between the teacher and children when making toys, souvenirs from natural materials, wood, paper, matchboxes etc.
Experience shows that the combination of actions by an adult and children can be both simple and more complex. It all depends on the content of the joint activity, previous work experience, and the skills the guys have. For example, when making spinner balls to decorate the veranda, the teacher begins the work. He glues three or four circles of different colors into a ball, showing how to simultaneously place a thread in the center of the pinwheel. Then, at the teacher’s direction, the children themselves get to work. He himself can leave work for a while, seeing how busy all the guys are, their diligence and diligence.
When the teacher sees that a sufficient number of turntables have been made, he again joins in the collaboration. Together they tie the pinwheels onto a long thread, then fasten the garland between the posts of the veranda. Very beautiful! Even from the faintest breath paper balls come into motion, turning with their multi-colored faces.
In practice, you can observe that the teacher organizes joint activities with children while cleaning a group room or area. At this time, the adult has to provide all the conditions for the normal course of this activity. This means that, depending on the children’s skills, the teacher either distributes the work himself or helps to agree on who will do what; or organizes it himself workplace, or the students do it.
On the other hand, when carrying out organizational functions, an adult must remember that he is at the same time a direct participant in the teamwork. Therefore, it is necessary to foresee which of the organizational functions he can now transfer to the children and to which of them specifically. Most often, the teacher enlists senior staff as his assistants, and they determine who will do what amount of work, what equipment will be needed, who will bring it and where it will be placed, and how the workplace will be prepared. In this way, the teacher manages to perform two functions - a leader and an active work partner. The organization of joint work activity is greatly facilitated by careful selection of its content. It is difficult to manage joint work and be a participant in it if the content of the work is multifaceted and labor-intensive, when 5-6 working groups of children are assigned. This means that when planning work, it is necessary to outline its small volume, a minimum of participating links, and be sure to involve one or two adults in joint work.
The general activity of the teacher with children can be carried out in the process of preparing cookies, pies, vinaigrette. Children enjoy making cookies using cookie cutters and cutting vegetables into small cubes to make them beautiful. The teacher does not need to often remind how to hold a knife or how to roll out the dough. He himself works actively, sets an example of work behavior, techniques, and actions. The work is very exciting and brings satisfaction to the children.
The teacher, together with the children, can sew or repair clothes for dolls, glue books, occasionally perform other types of work: change the water in the aquarium, replant indoor plants, transfer sand to the sand yard, clean up the veranda, on the sports ground, clean tools, clean up the shed where they are stored.
In any kindergarten there are favorable conditions that allow children to naturally work with adults - kindergarten employees and parents. In the spring-summer period, a joint work activity teacher with children of all ages in the garden.
In one of the kindergartens, the children and the teacher made beds. The teacher hammered in pegs, inserted boards between them, made a frame, a box. The children filled it with earth. The teacher compacted the soil around the board so that the edges of the future bed would not crumble. The kids had fun putting soil into buckets, stretchers, and toy trucks, then pouring everything into a wooden frame. We did a lot, and the children helped the teacher very well.
Another example: several children of senior preschool age, together with their teacher, were weeding a bed of radishes. We examined the plants carefully, and if we found it difficult to distinguish cress from radishes, we asked an adult. He, in turn, performed more difficult work - thinning out the seedlings. Then the removed weeds were collected and taken to the rabbits.
Work such as weeding, loosening, watering is quite accessible for six- to seven-year-old children, since they already have fairly strong work skills. When performing such work, it is necessary to determine a sufficient volume for each participant, otherwise they will not feel the real labor effort. Children may get the impression that work is easy. And when they offer a real task that requires effort, perseverance, and patience, children may not be able to cope with it.
In the spring there is a lot of work on the site: you need to collect leaves and branches, take them away from the site, dig up the ground for a vegetable garden and flower bed, dig up tree trunks, roll away the soil from the bushes.
It should be a good tradition to hold joint spring cleanups so that the teacher, nannies, janitor, head, parents, and with them the children, take part in cleaning the site and territory of the kindergarten.
It is very important that the work of adults does not take place in isolation, that is, adults need to not only do their work, but also attract children, direct their activities, and communicate with them. When all adults are interested in high-quality performance of the common work, they will also tell children how and what is best to do. In one case they will praise the child, in the other, on the contrary, they will point out that the child is not enough. serious attitude to the point, they will interest you in the work, and show you what the result will be. Adults may notice the lack of neatness in some children, a careless attitude towards equipment, and will correct them in a timely manner. When many adults are working, it is easier to monitor the activities of the children and rationally organize everyone’s work.
In winter, to clear snow after heavy snowfall or when constructing snow buildings, it is also appropriate to involve a nanny, a janitor, and parents to work together with children.
A teacher cannot shift to others, at least temporarily, his responsibilities as a leader or teacher of a group of children. Participating in common labor, he must himself direct and organize the work activities of children.
Six- to seven-year-old children can be involved in work in a fruit and berry garden or vegetable garden that is in use preschool and located near its territory. Usually vegetables, fruits and berries are grown here for the needs of the kindergarten. Planting, caring for plants, and harvesting are mostly done by kindergarten workers, and their parents help them; children are involved in such work sporadically.
In one kindergarten, older preschoolers were asked to loosen the soil in furrows with cabbage and beds with cucumbers after the rain. Nannies, caretakers and older preschoolers came out to work. The guys were given a plot with cabbage (there they could damage the plants less). The teacher and the caretaker remained with the children. The rest of the adults took care of the cucumber beds.
Everyone works carefully, trying not to step on the vines or spoil the young cabbage plants. Children imitate adults in everything: they adopt work techniques, help each other, try to do everything carefully and well.
In another kindergarten, children constantly take part in potato harvesting. Adults dig it up, and children collect it and take it in small baskets to the barn, where it should dry. When the work is finished, its results are noted: all the potatoes have been harvested, not a single tuber remains in the ground.
Children with great pleasure help adults in harvesting fruit: they take picked apples or pears into baskets, sort them, putting overripe ones separately.
These fruits are prepared for the winter so that children can eat them fresh and in compotes. While relaxing, everyone tries pears and admires: “How delicious they are!”
Teachers do the right thing when they include children in work in the collective farm garden. In the minds of children, the concept of the great social significance of the work of people who grew crops is formed. They know from the stories of parents, teachers and collective farmers who are helped that the fruit will be sent to different cities.
Adults actively participate in the work, perform the most difficult part of it, and explain to the children the right techniques work. At the end of work, the kindergarten is given a box of strawberries or currants in gratitude for good work and for helping adults.
In the fall, when vegetables and berries are being harvested for the winter, the children take whatever part they can in common work with adults. For example, pickling cucumbers is carried out. On the platform in front of the utility room, fresh green cucumbers were piled up to be prepared for pickling. The teacher informs the children that today, in their free time from classes, they will help pickle cucumbers for the winter, and explains what exactly needs to be done. Some children sort through the cucumbers, put aside vegetables with defects, others take the cucumbers into a tank of water, others wash the leaves and roots. Adults wash cucumbers and put them in a barrel. The work progresses, causing excitement and satisfaction. In a similar way, joint work on harvesting tomatoes and cabbage can be organized - the guys will always find something to do. A reasonable distribution of labor between adults and children will allow everyone to work productively.
Helping the carpenter, older preschoolers can make blanks - saw off and sand a board, a block, sand off old glue, hold parts lubricated with glue, hand over a tool, etc. In such cases, the teacher should tell the carpenter or janitor not to work on their own. to themselves, apart, but communicated with children, assigned them accessible tasks, and showed them how to work. Considering the complexity of work, for example, repairing furniture, naturally, one cannot count on children being more active. They can only be involved in certain labor operations.
In rural areas, preschoolers easily and naturally become participants in big things. They can actively participate in laying out the park, landscaping the street on which the kindergarten is located, etc.
We have outlined only an approximate typical content of joint work, which can be supplemented and changed in accordance with local conditions. In those preschool institutions where the joint work of adults and children is organized systematically, it is possible to achieve a high educational effect. Children develop work skills, interest in work, desire and ability to participate in activities for the benefit of others. However, it should be borne in mind that this effect is achieved by those teachers who adhere to certain rules when including children in work with adults.
It has been repeatedly said above that when organizing joint work there must be a reasonable combination of activity between adults and children. This point must be thought through before starting work, and the role of each participant must be provided for in it.
If the content of the work is familiar to the students, the skills and experience are available, they can be given greater independence. Conversely, children’s activity may be limited when performing difficult work if their skills are not sufficiently developed.
It is necessary to take care of the content of joint activities between adults and children, so that it is easier to allocate the amount of work for each. The teacher, nanny and other adults, of course, must take on more complex tasks.
When organizing joint work with a large number of children, no more than three subgroups should be distinguished, in otherwise It will be difficult for an adult to act as a direct participant in the labor process.
Organizing joint activities between children and several adults provides the teacher with the opportunity to work with children as an ordinary participant or partner. At the same time, conditions are provided for sharing the functions of managing common work with other adults.
Adults who work together with children should set high standards of work behavior. We need to captivate children by living example and make them want to work like adults.
Creating and maintaining an upbeat, joyful atmosphere of joint work helps children express joy and satisfaction with the results of their work.
It is necessary to talk more often about the benefits that they bring to adults by participating in common work with them. Gradually, children will realize how they can help others, bring joy, and take care of them. Thus, the joint work of an adult and children is one of the very effective forms of organizing the work activity of children, which allows them to develop love and respect for work and working people.
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Ainura Akmatova
In the Federal State educational standard By preschool education indicates that in preschool age, initiation into labor in content represents yourself: self-service and basic household amenities work(indoors and outdoors). Necessary conditions labor education are the use of forms and methods of working with children that correspond to their psychological, age and individual characteristics; construction educational process based collaboration between adults and children, focused on the interests and capabilities of each child.
Educator kindergarten - main, figure pedagogical process , including labor education. Being a carrier work culture, mastering the technique labor education, we will organize children's activities so that it is meaningful, emotionally rich, contributes to the formation of practical skills and the necessary ideas about labor. The leader in this process should be joint activity of an adult and a child. This idea is not new; it is, one way or another, presented in the works of many teachers, domestic and foreign. It is clearly visible in pedagogical views. D. Ushinsky, L. N. Tolstoy, Soviet teachers B. A. Sukhomlinsky, A. S. Makarenko.
Recently, due to various socio-economic and political events, changes have been taking place in society. First of all, this concerns family. Parents In order to provide their children with everything they need, they are forced to work hard. Sometimes there is no time left for full communication within the family. The atmosphere of warmth, love, cordiality between loved ones disappears. In my group I pay a lot of attention to organization. joint activities of parents, children and teachers. Every the teacher knows, How difficult can communicate and interact with parents. Traditional forms of work – parent meetings , pedagogical universities, – do not always justify themselves. That's why I'm always looking for new forms joint activities of teachers, parents and children, and fill them with new pedagogically effective content. My group has developed its own system of work to attract parents to active participation in the lives of children, especially with regard to the preparation, organization and holding of festive, special events and more. From the moment of admission child to kindergarten, parents communicate with each other, participate in exhibitions of family creativity, prepare a family portfolio, present family tree their family, and the bravest already in the first year play the role of heroes at the holidays, entertainment, V surprise moments, take an active part in the design development environment, both in a group and on a walking site all year round. And by the time child in the preparatory school group, in "service record" everyone parent already several thanks and vast experience of communication, cooperation and mutual understanding with peers baby, get to know their children better, the characteristics of their character, temperament, their desires and dreams. This creates a unified field of emotional comfort, stimulating internal motivations. child to action; encouraging active manifestations in different types creativity.
Cooperation, thanks to mutual understanding develops, sympathy and agreement, so necessary in the formation work culture, can most effectively manifest itself in repeated joint activities of the teacher and children united by achieving a common goal. Characteristic Features joint activities are:
Contact between its participants, ensuring the exchange of actions and information;
Understanding by all participants of the meaning activities, its final result;
Availability of a leader who organizes joint activities, distributes responsibilities in accordance with the capabilities of its participants;
Emergence and manifestation in the process activities interpersonal relationships, the nature and color of which influence the achievement of the final result.
Organization joint activities children with several adults provides us with teachers opportunity to work with children as an ordinary participant, partner. At the same time, conditions are provided for sharing with other adults the functions of managing the general labor. Adults performing with children working together, high standards should be given labor behavior, captivating the children by living example, arousing their desire work like this like them.
Big work activity during a walk has educational significance. It is important that for everyone baby the tasks were feasible, interesting and varied, and their duration did not exceed the prescribed norm.
Forms of organization labor children are:
Individual work assignments;
Work in groups;
Collective work.
Collective work makes it possible to form labor skills and abilities for all children in the group at the same time. During the collective labor the ability to accept a common goal is formed labor, coordinate your actions, plan your work together.
Older children need to develop the ability to accept work task, present the result of its execution, determine the sequence of operations, select necessary tools, study independently labor activity(with a little help from an adult). Creating and maintaining an upbeat, joyful atmosphere joint work promotes children's joy and satisfaction with results labor. Gradually, children will realize how they can help others, bring joy, and take care of them. Thus, joint work adults and children is one of the most effective forms of organization labor activity of children allowing them to develop love and respect for labor and working people.
I bring to your attention an experience joint work of labor education at the site in winter with the parents of our students. (clearing the walking area)
Children of senior preschool age are already able to understand the social benefits of their labor. They are proud to be attracted to joint work with adults and enjoy the fact that they also brought some benefit by helping adults. They enjoy the process labor those who feel its benefits for themselves, for others, for the common cause, will value it more adult labor. They will gradually develop psychological readiness for labor, and that is work all your life. All events held with parents of pupils- are kind of integrated "products", which we are working on creating teachers, parents and children, thus bringing together the two most significant for children of the world - family and kindergarten!
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Image library:
General-joint and collective work
Duty roster
Orders
1. Orders - This is a request from an adult addressed to a child to perform some labor action. An assignment is the first form of organizing work activity.
Work assignments are:
‣‣‣ according to the form of organization - individual, subgroup, general;
‣‣‣ no duration - short-term or long-term, permanent or one-time;
Through assignments, it is possible to solve the problems of not only labor education, but also moral, physical, mental and aesthetic ones. Orders in junior groups used for:
‣‣‣ maintaining interest in work, desire to work;
‣‣‣ training in labor skills and abilities;
‣‣‣ developing in children confidence in their strengths and abilities;
‣‣‣ satisfying the need to communicate with an adult;
‣‣‣ preparation for other forms of labor organization.
Work assignments in senior groups are more complex in content, implementation and degree of responsibility for the result. Along with instructions that involve one action, those that include several interrelated actions are also used. It is very important for future schoolchildren to learn to independently think through the organization of their work and the sequence of carrying out assignments.
The teacher can very tactfully help with advice and hints, but be sure to show that the child himself is able to think through how he will carry out the assignment, where he will start, what materials and tools he will need, where he will take them and where he will put them after finishing the work. . Attention is drawn to conscientiousness, accuracy of execution, and completion of the task. The teacher especially highly appreciates the manifestation of creativity, invention, and the desire to bring joy to others.
2. Duty involves the work of one or more children in the interests of the entire group. On duty, to a greater extent than on assignment, the social orientation of work and the real, practical care of several (one) children for others are highlighted. For this reason, this form promotes the development of responsibility, a humane, caring attitude towards people and nature.
In preschool practice, duty in the canteen, in the “Nature Corner”, and in preparation for classes has already become traditional. The teacher pays attention to the pace and quality of work. He especially appreciates manifestations of creativity, the child’s desire to bring joy to other people through his work.
Duty duty contributes to the systematic inclusion of children in the labor process.
The duration of duty varies depending on the type of work, the age of the children, and the educational purpose.
Sometimes educators get carried away by this form of work organization and unreasonably expand its types. This should not be done. This kind of activity turns into control of some children over the behavior of others. The moral development of preschool children is harmed, and the main meaning of duty is lost - caring for others.
3. Common, joint, collective work contributes primarily to problem solving moral education. Already acquired work skills and abilities are only consolidated, and learning new ones is carried out, as before, individually. The teacher should not introduce into the content of general work something that the children do not yet know how to do.
General, joint and especially collective work creates favorable conditions for developing in children the ability to coordinate their actions, help each other, establish a uniform pace of work, etc.
Unites common, joint and collective work socially oriented goal children's activities. This means that the result of work is always beneficial for everyone.
General work involves organizing children's work in such a way that, with a common goal, each child performs some part of the work independently.
Joint work involves the interaction of children, the dependence of each on the pace and quality of the work of others. The goal, as in common work, is the same.
Collective One can name a form of labor organization in which children, along with labor ones, also solve moral problems: they agree on the division of labor, help each other if necessary, and “fear” for the quality of common, joint work. Collective form That is why it is customary to call it collective, because it contributes to the purposeful education of collective relationships.
So, not every common and not even every joint work is collective. But every collective work is common and joint. It is important that the teacher is well aware of this and knows how to organize truly collective work of children.
Common labor is already possible in middle group preschool, joint and collective - in high school and preparatory school. Maintaining children's interest in collective work is facilitated by conscious acceptance of its motive and purpose. Traditionally, collective work is organized once a week.
Common-joint and collective work - concept and types. Classification and features of the category “Common-joint and collective work” 2017, 2018.
