Card file of work assignments in the senior group card file on the topic
File of work assignments in the senior group
"Putting toys back in place"
Goal: to improve the ability to independently maintain order in a group (cleaning up building materials, toys). To cultivate aesthetic taste and the desire to work for the benefit of others.
"Order in the toy closet"
Goal: to teach children to independently and aesthetically arrange toys, maintain order in closets, and wipe dust. Develop hard work and the ability to see disorder. To cultivate aesthetic taste and the desire to work for the benefit of others.
"Helping the nanny"
Goal: To teach how to clear dishes from tables after meals, to teach children to provide all possible assistance to adults. Develop hard work and a desire to help adults. Foster respect for the work of adults.
"Dining duty"
Goal: independently and conscientiously perform the duties of a duty officer; wash your hands thoroughly, put on the clothes of the person on duty, set the table correctly, put away the dishes after eating. Develop labor skills and abilities, the ability to see disorder in the table setting. Cultivate a desire to work for the benefit of others.
"Class Duty"
Goal: independently and conscientiously perform the duties of an attendant: lay out materials and aids prepared by the teacher for the lesson on tables; wash and put them away after class. Develop hard work and a desire to help adults. Cultivate a desire to work for the benefit of others.
"Order in toys"
Goal: to teach children to put on work aprons before starting work; keep toys in order: wash, dry, wipe and put in place. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work for the benefit of others.
"Duty in a corner of nature"
Goal: to improve the ability to independently care for indoor plants: watering, loosening the soil. Foster a sense of responsibility. Learn to follow safety and personal hygiene rules.
"Clean flower pallets"
Goal: to teach children to observe hygienic skills when working with water: roll up their sleeves, wet a cloth and wring it dry, rinse when dirty. Develop labor skills and habits, accuracy when working with water. Cultivate a desire to work. Learn to follow safety and personal hygiene rules.
"We wash napkins"
Goal: teach children the skills of soaping, rinsing and wringing out napkins, and continue to build a work culture. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work in a team, in harmony.
“Order in the dressing room closet” (together with the teacher’s assistant)
Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and neatly put the clothes back in place. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to work in a team, in harmony.
"Book Repair"
Goal: to teach children to peck at books, use glue and scissors correctly, and use napkins. Develop labor skills, eye, fine motor skills, creative imagination. Foster a desire to work for the benefit of others, treat books and toys with care.
"Clean chairs"
Goal: to teach children to keep the chairs in the group room tidy and clean: wipe them with a damp cloth; arrange in places after classes. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to help adults and respect for their work.
"Washing Doll Clothes"
Purpose: To teach children to help the teacher in washing doll clothes and bedding: to teach children to put on work aprons before starting work; prepare the necessary supplies for washing and drying, as well as a workplace; know how to use soap. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to work for the benefit of others.
"Washing the Dolls"
Goal: To teach children to help the teacher in washing dolls: rinse soaked dolls, clean them with brushes. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to help adults and respect for their work.
“The closet is in order” us in
Purpose: To teach children to be careful when folding things in a coat closet.
“Changing the towels.”
Goal: To develop a desire to work, to be able to offer help.
“Helping the nanny put bedding on the beds.”
Goal: To teach how to sort bed linen according to their belongings, to cultivate a desire to help the nanny and respect for other people’s work. Cultivate a desire to work, a sense of responsibility for the assigned work.
“Let’s arrange the chairs in a certain order.”
Goal: Continue to develop work skills; carry out the assignment carefully, quickly, diligently.
"Cleaning up building material"
Goal: To teach how to wash, dry and lay building materials, to teach children to constantly and promptly maintain order in the play corner, to wash building materials with a soapy solution prepared by the teacher, to rinse it, and to dry it; observe the rules of personal hygiene.
"We are on duty"
We are on duty
(1024×1024)
Assistants
(1000×1000)"We are on duty"
The Rostochek secondary group is on duty every day.
The children take turns on duty, and it gives them great pleasure. Sometimes there is a dispute between the children about who is on duty and we try to resolve this dispute without tears.
The aprons and caps were sewn by my parents (they are very smart).
Organization of duty in kindergarten for
preschool children.
Duty roster -
This is one of the forms of organizing children’s work, which requires the child to perform work aimed at serving the team. Duty involves the work of one or more children in the interests of the entire group. Despite the seemingly insignificant result of labor, duty is of great importance in raising children. On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several children for others, is highlighted, therefore this form contributes to the development of responsibility, a humane and caring attitude towards people and nature. Duty duties place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.
Duty tasks:
— Skills of independence, responsibility, ability to organize oneself
— Execution according to the model, the desire to work for the benefit of the team
— Regularity: daily, setting aside time in your daily routine.
— At the end you need to get a skill that has clearly turned into a habit
Middle group
In the middle group, children continue to be on duty in the dining room; two attendants are appointed, who completely set the tables: hand out individual napkins, spoons, forks, place bread bins, glasses with napkins, prepared in advance on the serving table. The attendants themselves fill the glasses with napkins.
Children (not on duty) of the middle group clear the dishes after eating: each child places his plate on the edge of the table, and takes the cup to the serving table.
An adult must remove dishes, except cups (children take them themselves)!
The attendants remove bread bins, glasses with napkins from the table, and the nanny removes stacked plates, spoons, and forks.
class duty is introduced in the middle group
(lay out the brushes, put out jars of paste, lay out individual napkins, etc.), they also help clean up the material after class.
The teacher emphasizes how much the child cares about his friends, is attentive to them, and how he treats his responsibilities. He explains that the work of duty officers is necessary, that children should help adults in their work, and relies on positive examples of children’s behavior at work.
Why is duty necessary?
The first word that is associated with the concept of “duty” is “responsibility,” and not only for the life and safety of the child on the part of the teacher, but also for the development of the individual. This type of labor education, when the child independently needs to help the teacher as much as possible in organizing a lesson or setting the table, forms in children the initial understanding of the word “labor.”
This technique allows the child to realize that everything around us did not appear by itself, someone created it. This thought creates a desire to also try to do something and encourages independent work.
“Duty duty is a form of organizing the work of children in preschool educational institutions”
Municipal autonomous preschool educational institution
"Combined kindergarten No. 122 in Orsk"
Generalization of work experience
“Duty duty is a form of organizing the work of children in preschool educational institutions”
Prepared by: Victoria Andreevna Demchenkova, teacher
Orsk 2022
Work becomes a great educator when it enters the lives of our students, gives the joy of friendship and camaraderie, develops inquisitiveness and curiosity, gives birth to new beauty in the world around us, awakens the first civic feeling - the feeling of a creator of material wealth, without which human life is impossible.
V. A. Sukhomlinsky
Relevance
Labor education is one of the most important aspects of raising the younger generation. Everyone knows that interest in work and basic work skills are established in childhood. Learning to work should be a joy for a child. Based on primary ideas about labor, it is possible to form more complex ideas that different types of labor make it possible to meet different needs of people. Observations of children have shown that children are interested in trying on the instructions of adults. However, some children find it difficult to do this because they considered it a punishment for disobedience. Preschoolers have insufficiently developed moral and labor qualities; we have set ourselves the task of creating conditions for the labor education of older preschoolers.
Duty is a form of organizing the work of children in a preschool educational institution.
Duty duty is one of the forms of organizing the work of children in a preschool educational institution, which provides for the mandatory performance of work by children aimed at serving the entire team.
The results of work obtained during duty seem insignificant, but duty has enormous educational significance. This is due to the fact that on duty, unlike other types of work activity, the social orientation of the work performed is highlighted. While on duty, students realize the importance of the work they do. The significance lies in the fact that through their work, children help the junior teacher or teacher, and also work for the benefit of the entire group. Duty puts each child under conditions of obligatory performance of specific tasks. Thus, duty contributes to the development in children of such personal qualities as responsibility, caring and humanity towards other people, independence and initiative.
Target:
Forming in children a responsible attitude for the work entrusted to them, developing the desire to work for the benefit of the team, establishing the habit of systematically fulfilling their duties.
The general tasks of duty are solved by two main groups of labor education tasks:
- help the child in mastering a certain work activity (in mastering the structure of the activity, acquiring work skills, abilities);
- develop the child’s personality in work (development of personality traits, qualities, formation of relationships and acquisition of social experience of interaction).
Achieving this goal is carried out through the organization of regular duty in the group of preschool educational institutions. Depending on the age group, the responsibilities of children during duty become more complicated in terms of the form of work organization and its content.
We have identified the following types of duty for implementation, depending on the content of the work:
· Canteen duty;
· duty during classes;
· duty in the group and on the site;
· duty in a corner of nature.
Stages of organizing the duty of children of senior preschool age.
Our work consisted of the following stages.
Stage 1. Division into groups.
The teacher draws attention to how beautiful the group is, how clean and cozy it is. How much work teachers and junior teachers put in. Talks to children about how they have grown up and are becoming worthy helpers in kindergarten and at home.
He suggests dividing into groups according to some criteria, for example, using geometric shapes, and then children can unite according to their own preference. The teacher records the composition of the groups.
Stage 2. Development of the name and logo of the group.
The teacher invites the children to discuss the name of the groups, talks with the group members: why they chose this name. Gives the children homework with the help of their parents: come up with an emblem for their group.
After each group presented the logo, a subgroup map was created. Children had the opportunity to independently design a map of their group using their own picture markers.
Stage 3
.
Familiarization with the work responsibilities of duty officers.
We placed duty stands in the group premises. We introduced the children to the types of duty: in a group, in the canteen, in preparation for classes, in a corner of nature; with the labor responsibilities of duty officers; with technological maps, algorithms of labor actions.
Stage 4. Practicing work actions.
Children of the older group while on duty in the dining room
prepare for duty (wash hands, put on aprons, headscarves, etc.), fully set the tables with dishes, pre-prepared dishes, which the junior teacher leaves for those on duty at the serving table. In addition to preparing tables, attendants help clear tables. After cleaning, their work is given an appropriate assessment, the rest of the children thank the workers on duty for the help they provided. Over time, demands are made on the pace of work. Children must work at a fast pace, but still produce quality work. To do this, the teacher helps children do their work, teaches them economical techniques, and how to correctly distribute responsibilities among themselves.
Class duty
, also implies providing assistance to the teacher both before and after classes. The attendants arrange the necessary materials and aids; at the end of the lesson, the children remove everything from the tables, including the trash, and wipe the tables. If necessary, the attendants on duty first help the teacher prepare handouts, for example, the necessary geometric figures; they can bring pictures, visual material, etc. from the teaching room. The teacher in every possible way emphasizes the importance of the work of those on duty and praises them for their help.
Duty in a corner of nature
, this activity is nothing more than the creation and maintenance of conditions for plants located in the “ecological space” of the group: those on duty water the plants, spray them, wipe their leaves, loosen the soil, care for the garden on the window, and keep a weather calendar. During this activity, children learn to work with tools: a watering can, a rake, a loosening stick, etc. Use oilcloths, aprons, and sleeves when organizing your workplace to care for indoor plants.
Group duty
,
site
, is also not an unimportant aspect of labor education. Children continue to learn how to maintain order in the group room and on the site. Children wash, wipe, and put toys in their places on their own. Wipe dust from children's furniture. Large debris is collected from the area, paths are cleaned, verandas are swept and sand is watered. All this helps them develop respect for the work of adults.
In the afternoon, during the evening circle, we discuss what we did, how we performed our work duties, agree on the next day which group will carry out what type of duty, and place group cards on duty stands. Thus, children come to kindergarten in the morning and begin to perform their work duties.
Stage 5. Independent work activity of children.
Completing all stages gives a good result. Children are introduced to work. They learn not only to work together with adults, but also to be independent and proactive. At this stage, children independently, by transferring their work experience, perform the action necessary for them, aimed at the benefit of the entire children's team. The teacher in this case acts indirectly. Despite the fact that children are already able to complete all the work independently and know the entire sequence of actions, duty is carried out under the control of the teacher and junior teacher.
Conclusion.
Sometimes a child who is not particularly eager to help, waits for duty and diligently performs his duties, because in the picture in the corner his name is indicated by his favorite cartoon or fairy tale character. Cards with pictures, names, tables with schematic images of table setting, order of actions encourage children to active mental activity. Children should know that work duties are performed not only in turns, but also as a team. This fosters both hard work and responsibility, as well as a sense of justice and camaraderie. Carrying out duties according to a certain algorithm does not mean that children cannot look for more rational ways to complete tasks. For example, while on duty during classes, children are convinced that it is more convenient when one person on duty lays out material of one type, and the second of another type. This helps not to get confused in actions, and to complete the assigned task faster and with better quality.
In addition, children begin to realize that the person on duty should be an example for other children, because he is an assistant teacher, and smart aprons and caps, always clean and ironed, will be an incentive for those on duty to want to take care of their appearance. A successful result of duty, supported by the praise of the teacher and the gratitude of his comrades, brings moral satisfaction to the child and encourages him to work. In addition, children, especially older preschool children, who are more oriented towards the opinion of an adult, enjoy being an assistant teacher and bring real benefit.
As a result of our work, we created the following conditions for organizing duty, necessary for labor education and the development of independence of older preschoolers:
· taking into account age-related psychological characteristics of the development of independence in work activity;
· children's mastery of labor skills;
· systematic participation in the duty of each child and equal distribution of responsibilities;
· creating an emotionally positive atmosphere;
· taking into account the individual characteristics of children;
· taking into account the load on the child;
· organizing adequate relationships between children in this activity;
· presence of an appropriate subject environment.
The structural components of independence on duty (goal, skills, planning, motive, self-control, result) are formed by creating adequate conditions for organizing duty and the pedagogical process of managing this activity.
The work of preschool educational institutions to develop independence in duty activities shows that the child’s independence is ensured by the appropriate construction of the developmental environment, the teacher’s targeted assistance in children’s mastering generalized methods of action (basic labor processes) when using teaching methods based on the principles of subject-subject pedagogical interaction with students.
The teacher must organize the work of children in such a way that the child feels the joy of joint activity, learns to help a friend, shows activity, initiative, independence, knows how to overcome individual failures, can achieve a common result, learns to value his own work, the work of his comrades and the work of people.
The variability of models for organizing duty and the rich content of activities allow each child to show their individuality, independence of behavior and receive positive emotions from recognition of their skills by adults.
DINING DUTY IN A MIDDLE GROUP
Memo on organizing canteen duty in all age groups
JUNIOR GROUP
Duties are of great importance in raising children:
Ø those on duty always perform work that has social significance and is necessary for the team. Forms a desire to work for the sake of others, to show a caring attitude towards one’s comrades, to develop the ability to help an adult, to notice where help is needed.
Ø duty in the canteen develops in children moral and volitional qualities and skills, the ability to accept a goal and achieve results.
From the age of 2, children are involved in the preparation of the feeding process, carry out simple tasks: place chairs correctly at the table, place plates with bread in the middle of the tables, place spoons on the right side of the plates standing on the table.
Canteen duty starts from the 2nd junior group.
Tasks: help the assistant teacher set the table at which he and his friends are sitting. Distribute spoons, put out bread bins, vases with napkins.
Before introducing duty, the teacher organizes special classes in which he shows and explains in detail all the actions, involving children in their implementation.
While on duty, the teacher explains the need to work hard and encourages any attempt by the child to show independence.
Reminds you of the priority in completing the assigned task.
“Today Ira will take care of his comrades and will be on duty at his desk. Dima will set this table. Let them work for everyone today, and let other children do it tomorrow.”
· The teacher teaches children to carry out the assigned task without being distracted, without fussing, without rushing, without finishing one task, not to move on to another.
The teacher says in a friendly tone: “Kolya, don’t rush. Why are you in such a hurry? You will have time to do everything. Lay out the spoons carefully for all the children.”
Supervising the work of those on duty, the teacher reinforces the skills of laying out cutlery: “Spoons should be taken by the handle, one at a time, placed on the right side of the plate.” If forks are given, then the fork lies closer to the plate with its sharp ends up, and then the spoon with its convex side down. Now put the bread basket in the very middle of the table so that it’s easy for everyone to reach, and then put the napkins. First you need to finish one thing, and then start another.”
· “Let's see how you arranged the spoons. Did you miss anyone?
· The teacher supports indecisive children, encourages:
“I know, Nadyusha, you will set the table well now. Start handing out spoons: to Katya, and Sasha, and your friend Anya.”
· You should not constantly set the same children as an example and assign them to duty. Slightly higher demands can be placed on them.
· As children master skills, the teacher’s role in supervising those on duty changes. Initially, he reminds the kids of work techniques, the sequence of operations, and helps them cope with the task.
· Later, the adult limits himself to advice, general reminders, control, and approval.
· It is important that the duties of duty officers are performed by all pupils, and not just active and skillful ones.
DINING DUTY IN A MIDDLE GROUP
Tasks:
-Form a responsible attitude for the assigned work.
-Cultivate concern for each other, a desire to help help. teacher, work carefully and diligently.
-Know how to properly set the table.
· The child on duty in the dining room must independently arrange forks, knives and spoons; put bread bins, vases with napkins; serve the second course; collect the dishes.
· The duty officer's corner should have everything necessary for work: aprons, caps, scoops, trays. Vases for napkins and bread bins are in such a place that it is convenient for children to pick them up and put them away after use.
· In the middle group, knives first appear in table settings, and the skill of handling them has not yet been developed.
· The volume of work in the middle group increases: children place saucers and cups from the serving table on children's tables, fill vases with napkins, lay out cutlery (spoons, forks, knives).
· In the middle group, each attendant serves one table.
Thus, duties are repeated frequently, and therefore children learn the necessary skills faster and better. The teacher needs to take into account the individual characteristics of children and the level of development of their work skills.
To work without haste, those on duty must be the first to finish the game and return to the room after a walk.
When the majority of the children are just starting to collect toys, the teacher reminds those on duty of their responsibilities and sends them to the group.
There they are met by the teacher's assistant (at this time she had already wiped the tables and placed a pile of dishes on each table).
The teacher and assistant teacher teach the attendants how to properly lay out the equipment.
The attendants place the plates, each opposite the high chair, spoons are placed to the right of them, and a glass with napkins is placed in the middle of the table. The cups are placed so that the handle is on the right side.
· If a knife is served for lunch, then it is placed to the right of the plate with the blade facing the plate, next to a spoon, then a salad fork.
The fork for the second one is on the left side of the plate.
A small spoon - in a saucer or next to a plate parallel to the edge of the table, the handle of the spoon should be on the right.
· The teacher must be patient and encourage those on duty:
“Seryozha was truly on duty today, he took care of everyone, he remembered everything himself, he didn’t forget anything.”
· The attendants remove bread bins and glasses with napkins from the table. They sweep the crumbs off the table, fold the tablecloths, turning to another person on duty for help.
· Do not overload the attendants with duties that each child must perform himself, for example, pushing in a chair, stacking plates, putting away a used napkin.
· At the end of the school year, children usually cope with cafeteria duty on their own, and the teacher is limited to control and individual reminders.
· It is important that the children on duty not only perform their duties, but also eat themselves without haste or interruption. Therefore, when the tables are set, soup is poured for those on duty before other children. Thus, those on duty are usually the first to finish lunch, after which they can begin their duties.
(The tablecloth on duty is folded in half on the table, and then in half again, and only then folded lengthwise).
