Conducting a lesson on labor activity in the senior group of kindergarten

Table: card index of topics on labor activity in the senior group of preschool educational institutions

Catalog of didactic games for labor education

Children are invited to create a holiday craft for their mother from scrap material, colored paper, glue and scissors.

Progress of the game: The teacher, together with the children, gets up in a round dance and invites them to walk in a circle, saying: Let’s grow up together and choose a job.

Progress of the game: The teacher shows the children various objects, asks them to name them and tell them when they are used and for what purpose? For example, this is a ladle; the cook needs it to stir porridge, pour soup and compote, etc. When playing a game with children of senior preschool age, the teacher selects different pictures depicting objects.

Labor education - technical skills of manual skills are developed, hard work and everyday independence are formed.

Diagnostics of the results of labor activity in the senior group of preschool educational institutions

The diagnostic card helps the teacher evaluate the results of working with children and sum up the results for the six months. In addition, with the help of this document, the teacher systematizes information and determines what each child has achieved and what he cannot cope with.

The diagnostic card records all types of work activities of senior group students.

Table: example of a diagnostic card

Labor activity is the most important aspect of preschoolers’ education. Children develop the skills necessary for future life in society. The teacher should try to help and guide the child, and instill a love of work. The main thing is not to do all the work for the pupils and allow them to express themselves so that they can fully develop their abilities and potential.

Card file of GCD for manual labor

Classes are aimed at developing fine motor skills and improving scissor skills. The teacher shows how to create a mushroom from two sheets of paper, scissors and glue.

Goal: to teach children to help the nanny 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.

Children must figure out what is best to construct individual parts of a building, walls in bulky and light structures, which parts are most stable and can be used for foundations, and which are suitable for windows, doors, and decorations.

Children create crafts based on the shape of a cylinder, for example, elements for a holiday garland, tree, butterfly, etc.

Teach children to accurately and clearly perform work actions, select equipment, negotiate interactions, evaluate their own activities and the activities of their comrades.

In constructions, children display their generalized ideas about objects. And it is very important that the teacher teaches children observation, the ability to peer into the world around them. Based on this, the topic of the work is determined. After excursions around the city, it is good to invite children to build a multi-story building, a road and show it the roadway, crossing points, etc. Sheathed wire, twine, braid, paper, cardboard, natural material. Beads of various shapes molded from clay and fired, etc.

The labor education of a child begins with the formation in the family and kindergarten of elementary ideas about labor responsibilities. And we begin to form these ideas in the child, of course, through play. It is precisely these educational games that we present to you on this page.

Children independently construct a new figure (bending the corners to the corresponding sides) and discuss the possibilities of creating new crafts based on it (wolf, tiger, bear, flower), for which the teacher offers a set of additional parts (ears, leaves, eyes), which act as a kind of hint that helps you see the image of the craft.

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 put things neatly in place.

These games contribute to the development of thinking and spatial imagination, which are the basis of design activity.

Goal: to teach children the skills of soaping, rinsing and wringing out napkins, to continue to form a work culture (tidyness in the process of work).

Children's design refers to the process of constructing buildings, such structures that provide for the relative arrangement of parts and elements, and methods for connecting them. As a rule, the design process takes place in the form of a game in order to interest the preschooler.

Appoint those responsible for putting things in order in the corner; teach children to independently determine the range of necessary actions to apply their work skills and organizational abilities; cultivate responsibility and hard work.

Household work: its importance for the formation of a child’s personality

Yulia Ivleva

Household work: its importance for the formation of a child’s personality

According to its content, the work of preschool children is divided into four types: self-service, household work, work in nature, manual and artistic work (V. G. Nechaeva, G. N. Godina, D. V. Sergeeva, R. S. Bure, L.I. Zakharevich, etc.)

Household work.

This is the second type of work that a child of preschool age is able to master. The content of this type of labor is cleaning the premises, washing dishes, doing laundry, etc. If self-service labor is initially intended for life support, for taking care of oneself, then household labor has a social orientation.

Household work is the activity of adults that is most accessible to a child’s understanding. When children watch an adult, they have a desire to imitate and do everything “like mom”: wash the dishes, sweep, do laundry. You should never refuse a child. And, although at first his actions bear little resemblance to work, the participation of an adult in the work makes them attractive to the baby. These actions become labor when the child makes an effort and achieves some result.

Children's proper participation in household work begins early, around the second year of life. When performing work tasks, children are required to have coherent actions, the ability to establish correct business relationships, organization, and a desire to work for everyone. Constantly performing such tasks contributes to the formation of such qualities as hard work, perseverance, perseverance, and a friendly attitude towards others. In the process of household work, opportunities are created for children to develop a caring attitude towards things, the ability to notice the slightest disorder and, on their own initiative, eliminate it.

The peculiarities of household labor are due to the fact that its results are sometimes not noticeable. It is clearly noticeable only for a short time (they set the table for lunch, had lunch, cleaned everything up) and nothing reminds the children of the efforts expended. Repeating the same things day after day reduces interest in them. Children often refuse to be on duty, run errands, or work without much care.

In order for children to have a stable positive attitude towards monotonous but necessary work, it is important to create optimal conditions. It is necessary to think over the location of all equipment, which needs to be allocated a specific place. This accustoms children to a certain order in work and its organization.

When developing basic skills in household work, you should think about its organization and techniques.

Contents of household labor

and methods of managing them.

Household work in the home is varied in content. This indoor work includes work such as putting things in order in the group, dressing room, washroom and bedroom.

1st junior group.

In the third year of life, a child develops the prerequisites that ensure the emergence of work activity. Children develop an interest in the work of adults, they are involved in joint feasible work, and given assignments that they can carry out.

Children should be able to name the observed work actions of adults (the nanny washes the dishes, the mother cooks soup). Children are involved as helpers: at the request of the teacher, they bring toys to the playground and place chairs at tables. All this prepares them for more complex work in the future.

Forming basic work skills at this stage, the teacher’s task is to support and encourage the persistent “I do it myself!”, to teach children purposeful action. The teacher pays special attention to showing and explaining how to perform this or that action.

When introducing a child to work, it is important that he sees the purpose of the action and the result of the work. It’s not enough to just show and explain, the baby needs direct help. The teacher and the child can carry a bear or a car to the site.

Gradually, children master the skills, and an adult can limit himself to providing assistance only if the child performs a difficult action, not rush the child to complete a task, and not do for him what he can do himself.

In forming the actions necessary for basic participation in household work, the teacher uses games-activities, games-exercises. For example, the game-activity “How the toys ran away from Kolya.”

Children's success should be celebrated. Encouragement creates in the child a desire to repeat action, to achieve the desired result.

Children can read thin. a work, for example, “Masha the Confused” by L. Voronkova, makes them want to put everything back in its place.

To form children’s ideas about the household work of adults, the teacher organizes special observations, draws the children’s attention to what the nanny does (washes dishes clean, a janitor (collects fallen leaves so that)

Thus, performing basic work tasks is quite accessible for children 2-3 years old.

Second junior group.

The systematic introduction of children to household work begins in the second junior group. Children continue to be introduced to the work of a nanny, a cook, and the work of their parents at home. The teacher teaches children to name the labor action of an adult. They learn that adults in kindergartens and at home take care of children, and adults need help.

The teacher directs the main attention to the wider involvement of children in household work. Kids remove toys, building materials, put chairs in place, collect paper and other garbage from the floor. The teacher more systematically involves the children in preparing materials for classes (laying out and then collecting brushes and pencils). Children help the nanny set the tables: lay out spoons and napkins.

An important task is to teach children how to work and improve their skills. Detailed demonstration, precise explanation of each technique, action - all this together ensures the mastery of work skills. The teacher’s control over the correctness of the action makes it possible to determine what and what kind of help the child needs, and what should only be reminded.

It is very important to create all the conditions so that the child’s work ends with a clear result. This is how an adult awakens in children the desire to work for others.

The teacher organizes observation of the work of adults, revealing its content, and conducts a conversation with children in such a way as to awaken interest in the adult’s work and respect for it. The teacher tries to attract children to work together. For example, help the janitor collect fallen leaves, help the nanny clean up the group.

Middle group.

In the middle group, the content of household labor becomes more complicated due to an increase in the number of labor processes. At the beginning of the year, under the supervision of a teacher, and by the end of the year, children independently maintain order in the group. Throughout the year, children are assigned to lay out clean napkins, hang up towels, rake fallen leaves in the fall, and clear snow from paths in winter.

The systematic inclusion of children in household work allows them to develop the habit of work effort and such personality traits as independence, caring for each other, and providing services to adults.

When supervising the household work of children in their fifth year of life, it is important to teach them to understand that the main thing in achieving results is the needs of the team.

The most accessible form of organizing such work for children of the fifth year of life is duty. Including children in general work, gradually switching from activities caused by personal motives to activities the motive of which is to help a friend or adult.

When organizing household work in the middle group, you also need to use a game. The teacher says that he wants to introduce the children to the new game “Building a Ship”, but for this the cubes need to be clean.

To help children understand the social significance of household work, they use fiction (“Admire the toys” by E. Blaginina, illustrations for books, pictures (for example, “Duty,” “Preparation in the family for the holiday,” conversations based on these materials.

Familiarization with the work of adults still occupies a special place; it is important to show the social nature of household work.

Senior group.

When working with older children, great attention is paid to expanding the processes of household labor; during lunch, children distribute the third dish, after eating they help the nanny clear the dishes from the table; At the end of the lesson, put the materials and aids back into place, wash the brushes and glasses.

In the sixth year of life, children master the sequence of labor operations. This helps them master the skills of planning and organizing household work.

Household work of children of senior preschool age is much more meaningful and becomes collective. It is of great importance to involve children in helping adults. So, when organizing a change of clean linen, the nanny instructs the children to put on pillowcases and make up the sheets.

General assignments play an important role in attracting older group children to household work. The teacher helps everyone agree on who will do what part of the common task. The teacher gradually teaches children to set goals themselves, plan work, and bring it to the end.

The main form of organizing the household work of children in the older group is their inclusion in collective labor activities of socially significant content.

School preparatory group.

In the school preparatory group, children master household work as a type of work in general. There is a further increase in the volume of household chores. The serving of the second and third courses is added to the table setting process. Children of the seventh year of life know how to wipe chairs, window sills, and put things in order in closets with toys and materials.

The requirements for independence and the quality of the actions performed are increasing: work quickly, deftly, accurately. Children are taught the skills of planning their own and general work, distributing responsibilities, and selecting equipment.

The active participation of children of the seventh year of life in household work is carried out simultaneously through collective work activities that are useful to others and through the fulfillment of orders and duties of those on duty. You can invite children to help adults put things in order in a group room, bedroom, wipe dust from closets, etc. When setting such goals for children, it is important to ensure that they understand the usefulness of the tasks they take on, pay attention to the importance of their work activity for those around you.

Participating in household work, older preschoolers feel its monotony and repetition from day to day. This work requires a lot of patience and daily self-control from the guys.

The task of the teacher is to educate and support in children a positive emotional attitude towards household work, to create conditions that would ensure the formation of intolerance to dirt and sloppiness.

By getting involved in household chores, older preschoolers acquire a number of useful practical skills that will be useful to them in life.

Concern for a quick, clean and beautiful environment in the group, diligence in carrying out assignments and feasible duties - these are the traits that should be developed when leading this type of work.

When organizing children’s performance of any household chores, the teacher should strive to use every opportunity, not leaving a single action of the children unattended.

The teacher leads children in different ways to understand the socially useful purpose of an activity. Initially, the goal of the activity is indicated by the adult: sort out the closet with toys, help the nanny put on clean pillowcases; later he invites the children to think about what and when they can help the teacher or nanny. A clearly defined socially significant goal activates children and determines their attitude to work.

Children get to know the work of a janitor and supply manager through special excursions and in everyday life. For this purpose, fiction is used: “Alyonushka” by E. Blaginina, “Our Ice Rink” by N. Nosov, etc.

It is very important to be able to move from learning these skills to using them in everyday life. Skill training is necessary when a child is given a new task. When performing such work repeatedly, one must gradually provide the opportunity to remember how it should be done, to create conditions that would confront him with the need to work daily and independently.

In order for children of senior preschool age to learn to find use for their strengths on their own initiative, they should initially be given specific work tasks and instructions (pour water out of soap dishes, wash houseplants). Such tasks should be given to children until they learn to complete them independently. In the future, the adult, without directly ordering them, but taking into account their knowledge, skills and experience, encourages them to think for themselves what needs to be done and how. This is how children develop observation, intelligence, and attentiveness.

An important factor in cultivating interest in household work is the communication of children with a teacher, nanny, and janitor. Having noticed in a timely manner that the child’s interest and efforts are weakening, you need to stimulate their restoration, helping to bring the matter to the end and achieve success. In the process of household work, it is necessary to use game forms of its organization more often. Children like it when a really necessary matter is played out, when adults take it seriously.

Work management methods should be aimed at preventing errors in work, giving timely advice on how to correct them, and providing the necessary assistance. Encouragement brings pleasure to the child. With such methods of pedagogical guidance, by the time the child goes to school, it is possible to form quite stable motives that determine the moral basis of the child’s personality and his work activity.

Literature:

Education of a preschooler at work / V. G. Nechaeva, R. S. Bure - M.: Education, 1983.

The main stages of learning to design from paper in the senior group of kindergarten

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.

Competitions, quizzes, olympiads, conferences, webinars, seminars, advanced training for teachers.

Game script for a lesson in design using the origami technique on the theme “Fairy Tale-Detective Teremok” (author O.

Develop creativity and design abilities; ability to manage one’s activities and organize work independently.

Goal: to teach children to independently and aesthetically arrange toys and aids, 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.

Goal: to give children the idea that bread is a daily food product; introduce children to a variety of bakery products; consolidate knowledge about the long journey of bread from field to table; cultivate a caring attitude towards bread. Expand ideas about the work of people of different professions, show the results of work and their social significance.

Now let’s go to the table and I’ll tell you and show you how to make a notebook so that it turns out beautiful and your loved ones like it. Goal: Continue to introduce kindergarten staff to the professions. To form systematic knowledge of children about the work of adults and their work processes. Show the importance of professional activities of adults for children.