The book is given with some abbreviations
In comparison with the developed labor activity of an adult, the work of children has a number of features. The most significant is the lack of a significant result representing material value for society: the products of child labor have value only for the child or group of children.
The social significance of the work of preschool children in its educational impact on the child’s personality. In the process of work, children develop the habit of labor effort, the ability to complete a task, as well as perseverance, independence, responsibility, the ability and desire to help a friend, initiative and other personal qualities. The consistency and accuracy of movements in work and the resulting result form the ability to create, appreciate, and take care of the beautiful, i.e., they provide moral and aesthetic development preschooler.
Labor is of great importance for the development of a child’s mental activity. The desire to achieve a goal confronts the child with the need to study the properties and qualities of materials and tools, and encourages the recognition of materials and objects included in work activities. There is an accumulation of knowledge systems, the development of differentiated perception, ideas, mental operations (analysis, comparison, generalization), and speech. In progress labor activity Previously acquired knowledge is used, which leads to the ability to apply knowledge in practical activities, to the development of intelligence and ingenuity.
Achieving results requires planning the labor process: selecting materials, tools, determining a number of sequential operations. This contributes to the development of imagination, planning activity, which includes the ability to foresee not only the final result, but also intermediate ones, and purposefully build the labor process.
Children's work is of great importance for physical development: muscle activity, physical effort increase the functional activity of all systems of the child’s body; in work, movements, their coordination, consistency, and arbitrariness are improved. Achieving work goals causes positive emotional condition, increases the child’s vital activity.
Thus, work is a means of all-round development of the child and is used precisely for this purpose in pedagogical process kindergarten.
The developmental role of work is closely related to the level of development of the work activity itself: the higher the level of development of work activity, the more effective its use in order to improve the child’s personality.
The labor activity of children must be considered in development and formation in three directions:
1) separation of labor from play and its design as an independent activity;
2) the formation of components of labor activity - the child’s mastery of the labor process;
3) the formation of different types of labor.
Work and play genetically arise from objective activity. They are closely interrelated, although they have significant differences. The first difference between work and play activity is that work always has a clearly defined end result, aimed at meeting the needs of the child himself or a group of children. The process of labor without achieving results has no meaning.
The second difference is that the labor process always takes place in real terms: there is no imaginary situation in it, no replacement of some objects with others, the child acts with real objects, actually transforms them, achieving a labor result.
At the same time, there is a close connection between play and work. In early preschool age, work itself most often occurs in play. Imitating the work actions of adults is the content of children's play. Children are attracted by action, and not by achieving a result, but imitation of labor actions in the game allows them to master them and thereby contributes to the identification of labor activity. But at first it is very unstable and under certain conditions it turns into play again. This trend continues in middle and older preschool age. For example, when clearing an area of snow, the teacher introduces an element of the game - the snow is transported on sleds by drivers. Interest in playing the role of a driver leads to the fact that children lose the purpose of work - to clear the area, take the snow to the right place: they just drive their cars, play drivers.
In such cases, when the focus of children’s work on results is reduced or lost altogether, the work is absorbed by play.
To the elder before school age in those cases when children accept the goal of work known to them or set it themselves, when they master the methods of achieving it (labor actions), work activity acquires independent meaning and is not absorbed by play. Gaming tendencies in the labor process are being squeezed out. Children, as a rule, do not stop working without getting the desired result, are not distracted by games and do not replace work with play. But even in children of this age the connection between play and work is not broken. Labor begins to serve the game: the children, on their own initiative, set a goal and, in accordance with it, make the items missing for the game: binoculars, a bag for the postman, etc.
Possessing labor skills, children easily move from playing to making missing items, and having received desired result- back to the game. These trends are especially pronounced in the preschool group, provided that children master labor processes and all their components.
Thus, already in the period of preschool childhood, work activity is separated from play. This separation can be considered as a consequence of the formation of components of labor activity, the child’s mastery of labor processes.
Labor activity is a broad concept that summarizes different types labor, consisting of different labor processes. The labor process is a unique unit of labor activity, in the structure of which all components of labor activity are clearly presented: the purpose of labor, material and labor equipment (tools); a set of human labor actions to transform materials using tools; the achieved result of labor that satisfies human needs as the realization of a goal; motives for work. To master labor activity is, first of all, to master the labor process, its components in unity and connections.
Goal setting. A prerequisite for the emergence of this element are purposeful actions that appear in the child’s objective activity even in early age. At early preschool age, the child begins to connect his actions with the result, which contributes to the emergence of purposeful, effective actions. However, the goal setting in work is unstable at first. Its development proceeds from acceptance of the goal of work proposed by adults to independent goal setting; from close goals (for example, watering plants) - to distant ones in time (for example, growing flowers, etc.). The conditions for the emergence and development of a goal in work are its accessibility to the child’s understanding (why it needs to be done, what result to get), the visual presentation of the intended result in the form of a drawing, design, the proximity of the result in time, the feasibility of achieving it.
For a more distant goal, it is necessary to identify intermediate ones: plant seeds, water so that shoots appear, then buds, etc. The ability to accept and then independently set the goal of work develops better if the child receives a result that is significant for him or for loved ones , which can be used in a game or to meet other needs.
The result is the main component of work activity. The social orientation of the result of labor, which is realized already by middle preschool age, allows us to form an understanding of the need for work for others, fosters respect for the result of labor and the working person.
The result acts as a materialized goal of labor, a clear measure of the cost of labor effort.
Isolation of the result of labor occurs in children at the age of 3, subject to the teaching influence of an adult.
Children’s awareness of the result of work is facilitated by: a) the teacher’s establishment of a connection between the result and the goal and activity that is significant for the children. In this case, the result is expected by the children, and its receipt is recognized as the completion of work, as its most important component. For example, the need to feed a bear during the game determines the goal - to make a cup for the bear. A made cup is the expected result of labor, which allows you to associate it with a goal and realize this result as an achieved goal;
b) using the result of labor in children’s activities, which allows them to see and understand the practical necessity of the result, its significance for all children, the desire to obtain it in their own work activity: wash a dress for a doll and dress it up for the holiday; make lanterns and decorate a Christmas tree for dolls with them; set the table for breakfast so that all children feel comfortable and pleasant, etc. The need to achieve a certain result encourages the child to master work skills.
Mastering labor skills and abilities is one of the very significant components of the labor process and factors in the development of a preschooler’s work activity. No matter how interested a child is in the goal of labor, no matter how attracted he is by the result of labor, if he does not master labor actions, he will never achieve the result. Mastering labor skills makes the labor process accessible, feasible and joyful. At the same time, the level of children’s mastery of labor skills influences the formation of such personal quality, as independence, which manifests itself in greater independence from adults, and in the desire to help younger ones, peers, which in turn provides the child with a new position in children's society, changes his social connections.
However, mastering individual techniques and individual work actions does not yet ensure rapid achievement of results. Any labor process includes a series of sequential labor actions, the use of a variety of materials and tools in a certain sequence. Hence, it is important that the child master the entire set of labor actions with materials and tools that make up one or another labor process. Its consistent implementation requires the ability to plan work activities.
The development of the ability to plan the labor process (to determine a goal, select material in accordance with it, select and organize equipment, determine the order of labor actions, etc.) depends on how clear and differentiated children’s knowledge is about the structure of a specific labor process and organizing it for adults. The presence of such knowledge allows the child to imagine the course of the labor process and plan its sequence, and, conversely, the absence of it leads to the fact that the child cannot cope with preliminary labor planning and does not achieve results.
At the beginning, preliminary planning of children’s work activity is carried out entirely by the teacher: he explains the purpose of the work, selects necessary materials and tools, places them near each child in a certain order, shows or reminds the sequence of labor actions. As they master labor actions and the labor process in general, children themselves move on to basic planning. It goes through a number of stages. At first, children, having found out the purpose of the work, immediately strive to fulfill it, without pre-planning their activity, its sequence, do not prepare the necessary materials and work equipment, so their activity is chaotic, uneconomical in terms of effort and time. Without knowing how to organize their work, children often lose their goals and fail to achieve results. In these cases, the teacher’s task is to organize the planning of activities in accordance with the purpose of the work: select the necessary materials, present a sequence of operations, and if the work is collective, agree on interaction. Then the ability to independently plan and organize work is formed: before starting work, the child selects materials, tools, prepares workplace and decides what to do and in what order. The most difficult planning is for children (6-7 years old) teamwork: distribution of work actions or responsibilities in a subgroup. Mastery of planning contributes to a significant improvement in the quality of the child’s work result.
Participation in work, achievement of results and its use change children’s attitude towards work, motives for work, i.e., what the child works for. Labor productivity is already among children preschool age depends on what motives formulated by adults guide their activities. Social motives for work, as the most valuable ones, arise already in preschool age. However, they do not immediately become leaders. For younger preschoolers characteristic is an interest in the external side of activity: in labor actions, in tools, and then in the result. Social motives for work are formed under the influence of the following conditions: 1) knowledge about the results of labor, their social significance and necessity for people, and then knowledge about the social significance of work in people’s lives; 2) public use in kindergarten and family (for example, in a collective game) of the results of labor achieved by children; 3) organizing practical activities for children aimed at helping adults, peers, and younger children; 4) assessment of the results of work by adults, their significance for other people (helping the nanny change towels, making toys for children or repairing books, etc.).
Children of primary and middle preschool age, beginning to be guided by social motives, try to express them in speech, explaining their work motives with the desire to do what is necessary for others: “to wash the cups, so that the children will enjoy drinking from clean cups and not get sick” or “to help the nanny change towels, so that all children have clean towels, so that it is pleasant for them to dry their hands,” etc. But for children of this age, an adult’s attitude towards certain actions is also a strong incentive to work. Children often explain their desire to work by the fact that they were “told” by adults, by the desire to receive praise, approval from a teacher or parents. Older children increasingly explain their motivation to work as a desire to do something useful for others. Gradually, under the guidance of adults, significant social motives become the internal motivation of the child himself.
Thus, mastery of labor processes and their components in unity is the beginning of the formation of labor activity. Labor processes gradually develop into types of labor, for example: the processes of dressing, undressing, washing hands, etc. - into self-service; the processes of setting the table, washing dishes, washing toys, wiping down furniture, etc. constitute household labor, etc.
Genetically, the child is the first to master self-service labor. Its characteristic feature is its focus on oneself, and its content is the ability to serve oneself. N.K. Krupskaya drew attention to the need for this type of work for preschool children. Its social significance lies in the fact that the child frees others from serving himself. In addition, in the process of self-service, he masters all components of work activity and, as a result, becomes independent, satisfies his need for activity, accumulates knowledge about subjects, and gets accustomed to work effort.
The second type of work - housekeeping - requires the ability to maintain order in the group room, at home and on the site, to participate in the organization of household processes and educational activities (hang up clean towels, set the table, prepare the group room for class, clean the group room, site etc.). A characteristic feature of this type of work is its social orientation - meeting the needs of other children or adults.
Work in nature requires children to have a certain range of knowledge about the life of plants and animals, the ability to control their actions, and a certain level of responsibility. It consists of the processes of feeding animals, cleaning their cages, watering and washing plants, saucers, loosening the soil, planting, sowing, etc. This type of work is characterized by the fact that, on the one hand, it is aimed at meeting the needs of children, groups in in general, on the other - for nature protection. Children acquire skills in handling tools (shovels, rakes, watering cans, etc.), learn to achieve results, and take into account a distant goal. Labor in nature subsequently develops into one of the types of productive labor. This is his special meaning.
Manual labor appears in senior group. Children make toys, boxes, bags for collecting seeds from paper, repair books, knock together or make simple toys from wood and other materials. Manual labor requires the ability to use scissors, a needle, a hacksaw, pliers, a hammer, as well as knowledge of materials. Therefore, it is introduced after children have acquired skills in working with scissors, glue, paper and other materials in design and appliqué classes. This type of work comes closest in terms of results and the use of tools to the creative work of adults. According to N.K. Krupskaya, it forms in the child polytechnic approaches to materials and tools; children learn to select materials and tools taking into account their properties. Making things teaches you to see and analyze details, joints, measure parts by size, select according to shape, make things according to a drawing, etc. In this activity, the child’s constructive and planning thinking develops.
Educational work, aimed at mastering systematized knowledge and forming a communist worldview, does not yet acquire independent significance in preschool age, but it begins to develop into a separate type of work, which is important for preparing children for school.
Thus, as the child masters labor processes, he gradually masters various types labor, and they are consistently introduced into the practice of kindergarten work, taking into account their complexity (goal, result, labor actions, physical activity, etc.). But in different age groups ah, the listed types of labor have different specific gravity. So, in the younger and middle groups Self-service and simple household work are of particular importance. In older groups, labor in nature begins to occupy a greater share of manual labor. At school, the importance of these types of work increases even more, but educational work has a leading position.
The formation of labor activity in children is carried out thanks to the targeted educational influence of an adult.
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Labor activity(t-d) is a broad concept that generalizes different types of labor, consisting of different labor processes. Labor process- peculiar unit t-d, in the structure of which all components of t-d-i are clearly presented: the purpose of labor, material and work equipment; a set of human labor actions to transform materials using tools; the achieved result of labor that satisfies human needs as the realization of a goal; motives for work. To master t-activity is, first of all, to master the labor process, its components in unity and connections.Goal setting. The prerequisite for the emergence of this element is purposeful actions that appear in the child’s objective activity at an early age. dosh. At age, the child begins to connect his actions with the result, which contributes to the emergence of purposeful, effective actions. But the goal setting in work is unstable at first. Its development proceeds from acceptance of the goal of work proposed by adults to independent goal setting; from close goals (for example, watering plants) to distant ones in time (for example, growing flowers, etc.), the conditions for the emergence and development of a goal in work are its accessibility to the child’s understanding (why it needs to be done, what result to get), a visual representation of the expected result in the form of a drawing, a design, the proximity of the result in time, the feasibility of achieving it. For a more distant goal, it is necessary to highlight intermediate ones: plant seeds, water so that shoots appear, then buds, etc.
The ability to accept, and then independently set the goal of work, develops better if the child receives a result that is significant for him or her loved ones, which can be used in play or to satisfy other needs, Result - main component etc . The social orientation of the result of labor, which is realized by Wed. dosh. age, allows you to form an understanding of the need for work for others, fosters respect for the result of labor and the working person. Isolation of the result of labor occurs in children at the age of 3, subject to the teaching influence of an adult. Mastering labor skills and abilities - one of the very significant components of the labor process and factors in the development of the work activity of a preschooler. No matter how interested a child is in the goal of labor, no matter how attracted he is by the result of labor, if he does not master labor actions, he will never achieve the result. Mastering labor skills makes the labor process accessible, feasible and joyful. At the same time, the level of children’s mastery of labor skills affects the formation of such personal qualities as independence, and in the desire to help younger peers. Any labor process includes a series of sequential labor actions, the use of a variety of materials and tools in a certain sequence. Its consistent implementation requires the ability to plan t-activities. Skills plan the labor process (to determine the goal, select material in accordance with it, select and organize equipment, determine the order of work actions, etc.) depends on how clear and differentiated children’s knowledge is about the structure of a particular labor process and its organization by adults. At the beginning, planning t-d is carried out entirely by the teacher: he explains the goal, selects tools, arranges, shows or reminds the sequence of t-actions. As children master the labor process and the labor process in general, they themselves move on to elementary planning. It goes through a number of stages. At first, children, having figured out the purpose of work, immediately strive to fulfill it, without planning anything, so their activities are chaotic. The teacher’s task is to organize the planning of activities in accordance with the purpose of the work, and if the work is collective, to agree on interaction. Before starting work, the child selects tools, prepares the workplace and decides what he will do and in what order. The most difficult thing is for children (6-7 years old) to plan collective work: the distribution of work actions or responsibilities in a subgroup.
Participation in work, achievement of results and its use change children’s attitude towards work , motives for work, what the child works for. The productivity of work is already in children of dosh. age depends on what motives formulated by adults guide their activities. Social motives for labor as the most valuable ones arise already in the doshas. age. For ml. dosh. characteristic is an interest in the external side of activity: in labor actions, in tools, and then in the result. Children are already ml. and Wednesday dosh. age, beginning to be guided by social motives, they try to express them in speech, explaining their labor motives by the desire to do what is necessary for others: “to wash the cups, so that it would be pleasant for children to drink from clean cups and not get sick.” But for children of this age, an adult’s attitude towards certain actions is also a strong incentive to work. Elders increasingly explain their motivation to work as a desire to do something useful for others. Thus, mastering the so-called processes and their components in unity is the beginning of the formation of children’s labor activity. Thus, processes gradually develop into types of labor.
Motives
Labor actions
Target
Components of work activity of preschool children
5. Result of labor
The components of work activity are:
Labor actions;
Planning process, activity process;
The result of labor.
1. Target as a component of work activity reflects the achievement of pre-
expected result of labor.
Children of primary school age cannot independently set goals in their work. This happens because they do not yet have the ability to retain in memory the entire process and result of labor. To develop the ability to set goals in work, awareness of the goal, the ability to see the result, and mastery of methods of action and skills are important. For younger preschoolers, all this is only in its infancy. At this stage, the decisive role belongs to the adult. He sets a goal for children and helps them realize it. Children of older preschool age set goals themselves in familiar situations. They can do this most successfully in cases where they achieve material results. For this age group, the adult sets distant goals. It is possible, and sometimes necessary, for children to gradually realize a distant goal.
So, a feature of this component of the work activity of preschoolers is the mandatory participation of an adult in its implementation. Children's independence and their awareness of goals are relative.
2. Labor actions - relatively independent processes of labor activity.
The child’s actions are not purposeful, but procedural in nature: they can repeat them many times without pursuing a specific task. The child enjoys the action itself, not the result.
The development of expedient actions is closely related to the development of object-oriented activity and imitation, since under this condition there is an awareness of the purpose of the object and the assimilation of the method of its use. Mastering methods of action by imitation, the child begins to achieve results in elementary activities.
3. Motives - a mental phenomenon that becomes a motivation for a certain activity. Mental processes, states and personality traits can act as motives.
Motives can be very diverse:
Receive a positive assessment of your actions from adults;
To assert oneself;
Enter into communication with adults;
To benefit others (social, motive), etc.
It must be said that all of the above motives can be present in children of different ages, but only at 5 - 7 years old is a child able to formulate them.
4. It is carried out in a unique way in children and The planning process labor activity. Planning - important component labor. It includes V myself:
Organization of work;
Execution;
Control and evaluation of both individual stages and results V in general. Child younger age does not plan his activities at all. But even in older preschool age planning is specific. Children plan only the process of execution, outline the main stages, but not the methods of execution. Monitoring and evaluation of work are not provided. Verbal planning lags behind practical planning - the child cannot draw up a work plan, but acts consistently.
Children should be taught how to plan activities. Thanks to training, the ability to act economically and rationally and the ability to foresee the result is formed.
The role of an adult is different at different stages: first he plans the children’s work himself, then he involves them in joint planning and, finally, he teaches them to plan independently.
Let us now consider for ourselves activity process. And this component has its own specifics. Young children are fascinated by the process of activity as such. But older preschoolers are also fascinated by the process itself.
The activity develops work skills, cultivates perseverance and the need to do everything beautifully, accurately, and correctly. For a child of any preschool age, the participation of an adult in the labor process adds a special element of attractiveness.
5. Children’s attitude is peculiar to the result labor. For younger preschoolers, it is often not the material result that is important, but the moral one, most often expressed in a positive assessment from an adult. An older child is interested in achieving a practical, materially presented result, although the assessment of an adult is also very important for him. At the age of 5 - 7 years, children may already develop pride and satisfaction from independently achieved result in labor. So, work activity with all its components is characteristic of preschool children, although it has its own characteristics.
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Features of the work of a preschooler: how, why and why?
IN preschool education One of the main ones is the organization and training in work activity and teaching many of its methods available to children in groups of this age. There has long been an expression among people that labor turned an ordinary animal (monkey) into a highly developed intelligent being (human). And, no matter how exaggerated these words sound, there is some truth in them.
In the process of organizing labor activity, organized and expedient, the child receives the necessary knowledge and skills, but this is not even the main benefit. Through the necessary actions performed by the body, the brain also develops, or rather, even the basic mental functions: thinking, perception, will. That is why labor education preschoolers is a very important and serious area.
At what age does work begin?
So, since this article is focused exclusively on the preschool age, it is important to define it right away. The final stage is quite obvious: this is the period from 6.5 to 7 years, when the child goes to school. Conventionally, in psychology, the upper limit is considered to be 7 years, but for some, the transition to school time (junior schoolchildren) occurs a little earlier, for others a little later. It all depends on a purely formal moment: entering first grade and starting school.
It is much more difficult to determine the lower limit. When can a child’s activity be called work, and can we begin to teach him to perform conscious actions without fear that he will harm himself? In psychology, it is believed that this age begins at 3 years old. Here, too, it should be understood that this is only formal: it is different for different children.
Some are already ready at 2.5, while others are just starting to succeed at 3.5. And yet, at about 3 years old, the child moves from object-manipulative activity (when he touched and felt objects, not always understanding their real purpose) to role-playing games. He develops a social interest and begins to learn how to build relationships and connections. Then it is advisable to begin full-fledged labor education, and the forms can be completely different.
How does the work of young children differ from adult work?
So, we have resolved the issue of age; now it is necessary to consider what exactly can and should be considered the work of a child. Naturally, it has significant differences with similar activities of an adult. And the main thing is that child labor is largely a voluntary activity, has entertaining forms and is not too extended over time.
Moreover, it has virtually no social significance. That is, everything done by a child and presented as the result of his labor is valuable exclusively for him alone and his peers. True, parents and other relatives can also admire and praise. This is the main feature of the work activity of preschoolers.
We can also add to them that in order to achieve the goal, work must be organized and controlled by adults, clearly explained and shown by example. Children are quite small, and they will not yet be able to achieve the desired result themselves.
Therefore, everything is done only with the guidance of mentors, with clear organization, and has content that is relevant to the child. In other words, he understands and is interested.
What exactly can be considered a child’s work?
And yet, what exactly should be understood by the concept we are describing? Labor refers to any purposeful human activity, conscious and meaningful. It is necessary in order to modify or adapt surrounding objects and thereby satisfy needs.
Simply put, we work to make it easier own life and create something new and necessary. This, by the way, also includes artistic work, because as a result, a certain material work is created, aimed at satisfying the primordial human need for the beauty of the objective world around it.
Absolutely any work activity has its own components, certain forms and content. And even in different age groups these characteristics do not change.
Characteristics of preschool children's work activity
Well, let's start with the fact that any child labor needs clear organization on the part of an adult. In addition, it requires content that is relevant and understandable to the child, and the forms can be very different. The main thing is that it is interesting, accessible to existing age groups and brings satisfaction (joy, admiration) to the end result.
The work of a child in itself is valuable because it has enormous educational value. This is why it is needed in the first place. Then - for the formation of basic mental functions, strengthening the musculoskeletal system, etc. Often it takes place exclusively in the form of play, and only closer to school age does it begin to emerge as an independent activity. Although, it is still quite conditional.
Any work activity has its own components: goal setting, planning, motives, skills and abilities, willingness to work together, self-control, self-esteem, the foundations of work culture.
Let's consider each of them separately
- Goal setting. This is the answer to the question: why am I working? For what purpose? What will organizing this activity bring me in the end? The answer will be different in different groups, but in any case, children should be well aware of it.
- Planning. Drawing up an action plan that will definitely lead to the desired result.
- Structuring the activity, its clear organization, understanding how to achieve the goal.
- Motives. This is the basis on which I engage in this activity.
- As a rule, play and personal interest motives predominate for preschoolers.
- Skills and abilities. What a child will receive or improve as a result of specific work.
- Willingness to work together. This is a psychological indicator that determines the degree of cohesion of a given group and the degree of socialization of each individual member.
- Self-control and self-esteem. Important qualities of an individual. Organizing your own work within social activities, the ability to bring it to completion and correctly evaluate it.
- Fundamentals of work culture. This is the ability to work correctly, respectfully towards each other and observing all the rules of both personal and general safety.
Actually, such components can be found in any work activity, including adult work, but for children they must be clearly formulated and understandable both to themselves and to their mentors and educators.
Various types of work for preschoolers
Since the work activity of children in preschool age should have a clear content, clear organization and interest for each child, it should also have a variety of types. This is how it really is.
First of all, it all starts with self-service. This is a very important type of work activity, because it teaches the child to do without the help of an adult, to keep himself clean and comfortable, to be able to dress, perform hygiene procedures, and to be minimally dependent on elders in basic everyday matters. At first it needs organization, but then it becomes automatic.
- Household labor- This is an activity that teaches order, both indoors and outdoors. In the process, the child learns to use various household items and devices, gains a complete understanding of them and learns to make some himself. It has clear content and is required in all groups.
- Labor in nature aimed at putting the site, surrounding street and forest areas in order. It also has a healing character, teaching you to be careful about everything around you. Needs careful organization and thinking through each stage on the part of adults to make it safe and productive.
- Manual (or artistic) labor is the creation of works of art of one kind or another. It evokes a huge emotional response, makes children happy, and allows them to express themselves. An important stage in the formation of a confident and creative personality.
Each type of work is work to achieve a certain result. In the process, the child learns about the world from a new point of view, gets acquainted with the life of adults, learns not only a variety of skills, but also the properties of materials, their capabilities and various ways working with them, processing, etc. This is very important points for successful socialization.
Thus, labor education of preschool children is most important aspect in their harmonious development and the formation of a whole personality. On the part of adults, a clear organization and explanation to the child of the meaning of his work is required, but the baby will learn the rest on his own. After all, as you know, theory means nothing without practice.
In the large encyclopedic dictionary work is defined as the expedient, material, social, instrumental activity of people aimed at meeting the needs of the individual and society. Labor is the basis and an indispensable condition for human life.
Labor activity - This is an activity aimed at developing in children general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude towards work and its products, and a conscious choice of profession.
Hard work and the ability to work are not given by nature, but are cultivated from early childhood. Work must be creative, because it is creative work, makes a person rich spiritually. Work stretches a person physically. And finally, work should bring joy, happiness and prosperity.
The labor activity of preschool children is the most important means of education. The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and for the team. Treat work with love, see joy in it - necessary condition for the manifestation of the individual’s creativity and talents.
The work activity of preschoolers is educational in nature - this is how adults look at it. Labor activity satisfies the child’s need for self-affirmation, knowledge of his own capabilities, and brings him closer to adults - this is how the child himself perceives this activity.
In the process of working, children acquire labor skills and abilities. But these are not professional skills, but skills that help a child become independent from an adult, independent.
A child’s work activity is situational and optional; only the child’s developing moral character “suffers” from its absence, since many vital personality qualities are developed in work.
A special feature of child labor is that, despite the presence of all the structural components of the activity, they are still in the development stage and necessarily require the participation and assistance of an adult.
In their work activities, preschoolers master a variety of skills and abilities necessary in Everyday life: in self-service, in household activities. Improving skills and abilities does not only mean that the child begins to do without the help of adults. He develops independence, the ability to overcome difficulties, and the ability to exert volition. This brings him joy and makes him want to master new skills.
In the process of work, preschoolers practically learn the properties of surrounding things, observe the growth and changes of plants, examine animals, becoming familiar with their living conditions. They develop curiosity and educational interests. Labor activity becomes important means mental development children.
Aesthetic education is also carried out in work activities. Children develop the ability to carry out any task carefully and give their crafts beautiful view. They rejoice when they notice a new bud when watering the plant, examining the neatly tidy room and the cleanly washed doll clothes.
Labor activity strengthens children physically, since they perform many of its activities outdoors. Children become capable of exerting their strength and overcoming difficulties.
Labor activity is of particular importance for the formation moral qualities. By performing simple duties related to setting the table and helping to prepare everything necessary for classes, children learn to be useful to others. This forms in them a willingness to come to the aid of those who need it, willingly carry out feasible work assignments, forms a responsible attitude towards the assigned work, diligence and diligence.
