Summary of collective work in the second junior group

Forms of organization of child labor

The work of preschool children in kindergarten is organized in three main forms: assignments, compulsory work and collective labor activity.

Assignments are tasks that the teacher occasionally assigns to one or more children, taking into account their age and individual abilities, experience and learning goals.

Tasks can be short or long, individual or general, simple (with a simple specific action) or more complex, with a chain of sequential actions.

Carrying out work assignments helps children develop an interest in work and a sense of responsibility for the assigned task. The child must focus his attention, show willpower to complete the task and inform the teacher when it is completed.

In younger groups, tasks are individual, specific and simple and involve one or two actions (put a spoon on the table, bring a watering can, remove clothes from a doll for washing, etc.). Such elementary tasks involve children in activities aimed at the benefit of the team, in conditions where they are not yet able to independently organize the work.

In the middle group, the teacher instructs the children to wash doll clothes, wash toys, sweep paths, and rake sand into a pile. These tasks are more difficult, since they contain not only several actions, but also elements of self-organization (prepare a place to work, determine the order of work, etc.).

In the older group, individual tasks are organized in work where children's skills are not sufficiently developed, or when they are learning new skills. Individual tasks are also given to children who need additional training or particularly close supervision (when the child is inattentive and often distracted), that is, when it is necessary to individualize methods of influence.

In the preschool group, children must demonstrate the necessary self-organization skills when performing general tasks, and therefore the teacher is more demanding of them, moving from explanation to control, to reminder.

Duty duty is an organizational form of child labor that involves mandatory work performance, focused on serving the team. Children are alternately involved in various types of services, which ensures their systematic participation in the work. The distribution and rotation of duties is carried out on a daily basis. Debt has great educational value. They put the child in a state of obligatory performance of certain work necessary for the team. This allows children to develop responsibility for the group, a caring attitude and an understanding of the importance of their work for everyone.

In the younger group, while running errands, children acquired the skills necessary to set the table and became more independent in completing work. This allows the middle group to introduce canteen duty at the beginning of the year. One person works at each table every day. In the second half of the year, children are on duty to prepare for classes. In older groups, duty in natural corners is introduced. The attendants change daily, each of the children systematically participates in all types of services.

Collective work is the most complex form of organizing children's work. It is often used in the senior and preparatory groups of kindergarten, when skills become more stable and the results of work have practical and social significance. Children already have sufficient experience with various types of services and assignments. Expanding opportunities allows the teacher to solve more complex tasks of labor education: teaching children to negotiate upcoming work, work at the right pace, and complete a task at a certain time. In the older group, the teacher uses a form of uniting children such as joint work, when children are given a common task for all, and at the end of the work the overall result is added up.

In the preparatory group, joint work takes on special importance when children are dependent on each other in the process of work. Working together gives the teacher the opportunity to develop positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.

Summary of a lesson on labor education in the junior group

Summary of the lesson in the junior group “Visiting the Hardworking Fairy”
Author: Ermilova Irina Aleksandrovna, teacher of the junior group, kindergarten No. 5 “Zvezdochka” Atkarska Description: This development may be useful for teachers of the younger group. Program content: 1) Educational tasks:
- continue to teach children to perform the duties of those on duty in the dining room: carefully arrange cups and saucers, put a napkin holder, put cutlery - a spoon on the right side.
- get used to working in the garden and flower garden. - develop the ability to carry out individual and collective assignments. - strengthen the ability to combine speech with movements. - consolidate basic colors, concepts: one, many, big, small. - consolidate knowledge about dishes. 2) Developmental tasks:
- continue to develop the dialogical form of speech.
- develop fine motor skills of the hands. - develop an aesthetic perception of the environment. - develop children's observation and curiosity. 3 ) Educational objectives:
- cultivate a positive attitude towards work.
- instill a desire to work for the common good, to show diligence and accuracy in work. — to develop a willingness to help, the ability to evaluate the results of work. - encourage initiative in helping adults. Vocabulary work: - learn to use the most common nouns, adjectives, verbs, prepositions in speech. — continue to teach children to identify and name the location of an object (left, right). — expand your vocabulary through nouns: tea drinking, harvest, travel,..; adjectives: soft, ripe, sweet, juicy,..; verbs: water, loosen, help, work,... Preliminary work: - conversation with children about dishes (What kind of dishes are there, what they are intended for). Games “Tea Party”, “Let’s go for a visit” - observing the work of adults. - games with balls. - conversation on the topic: “What grows in the garden?” - memorization of poems. Materials and equipment: balloons, collars, Fairy castle decoration, 2 tables, tablecloth, tray with dishes, washing basin, napkins, rack for drying napkins, rug, basket with balls, Purr the cat, flower bed, garden tools, decoration garden (Christmas trees, apple trees, flowers, peacock), apples, musical accompaniment, Labor Fairy - adult, fairy - child. Progress of the lesson. The teacher enters the hall with the children to the music. (When the children all enter the hall, another fast music sounds and a little fairy, a child, “flies in”). Fairy. Hello children. Educator. Hello girl. Fairy . I'm not an ordinary girl. I am fairy Fiona - assistant to the fairy of Labor. She really needs your help. Help me please! Educator. Shall we help you guys? Children. Yes. Educator. Where does the fairy live? Fairy . She lives in a fairyland. These beautiful balls will help you get into a fairy tale. It's time for me to move on. Goodbye, guys. Teacher and children. Goodbye. (The fairy flies away. The teacher and the children “fly” on balloons to the land of fairy tales and say the words: We are now in a hurry to a fairy tale, We are flying there on balloons. (Music from N. Koroleva’s “Little Country” plays. The teacher and the children approach the gate. ) Educator. Guys, we found ourselves in a fairy tale land. Look how beautiful the gates are, but they don’t let us into the fairy tale. Let’s say the magic words: Eniki, beniks, ricks, Let the gates into the fairy tale. (Magic music sounds)
Guys, the gates let us in to a fairy tale, quickly hit the road.
(Children follow the teacher through the collar to the music from “Little Country” by N. Koroleva. The teacher and the children approach the castle.)
Guys, look at the fairy-tale castle of the Fairy. Here the fairy of Diligence meets us.
Fairy. Hello guys! I'm so glad that you came to my aid. Educator. What happened to you? Fairy. I'm in trouble, Help me friends! The wind flew into the castle, enchanted my magic wand. Fairy . They should come to visit me fairy friends Without a magic wand, I won’t have time to cope with all my affairs. Therefore, I ask you, help me, please. Can you help? Children. Yes, Educator. How can I help you? What should be done? Fairy. Help me set the table, children, so that I can meet the guests. 1) Table setting. (Three children are selected. They put on aprons and hats. The children set the table. The table is covered with a tablecloth, the dishes are in a tray: four plates, four cups, four spoons, a teapot, a sugar bowl, a napkin holder.)
We are helpers today - Let's help the fairy: We will set the table neatly and beautifully.
(While the children are setting the table, the teacher is talking with a group of free children.) To the teacher. Guys, do you help your mother at home? Children. Yes. Educator . How do you help? What are you doing with your mom? (Children's answers). Well done! Fairy. So my assistants have done their job. Educator. Guys, what were you doing? Children. They set the table. To the caretaker. Well done! Fairy. Well done, thank you. Guests need clean napkins. Please help me wash the napkins. Educator. Of course we'll help, guys? Children. Yes. 2) Washing napkins. We are cheerful guys and we are not lazy to work. We pour water in a trough and do laundry all day long. We wash the handkerchiefs, We wash them from the heart. And then the fairy will tell us: “All the guys are great.” Fairy. Well done guys. The guest napkins are now clean. Educator. Guys, what were you doing? Children. They washed the napkins. Educator. Well done! 3) Balls Fairy . Guys, I have a magic rug. Come on, I'll show you. (Children go to the mat).
The cat Purr likes to relax on it.
Let's sit down and rest around the rug. The cat Purr played with the balls and scattered them. You guys help and collect the balls. Educator. How many balls did the cat scatter? Children. A lot of. Educator. Let's collect the balls. (Children collect.) Guys, what do the balls feel like? (soft) How many glomeruli do you have, Masha? Count. (one, two) How many glomeruli do you have, Roma? Do the math. Maxim, what color is your ball? Anya, what color is your ball? Masha, what size is your ball? (big, small) Kirill, what size is your ball? Well done boys. Now put the balls in the basket. Fairy. Well done boys. We collected all the balls and did a good job. How diligent you are. 4) Miracle garden Now I will show you my miracle garden. Do you know what grows in the garden? Children. Trees. Fairy . What garden trees do you know? Children. Apple, plum, pear, cherry. Fairy . Right. I also have a flower bed. Do you know what grows in the flower bed? Children. Flowers. Fairy . Come follow me. We will walk along the path and end up in a magical garden. We walk along the path, raising our hands together. Through a puddle, a stream Jump-jump, jump-jump. Fairy. So we came to the miracle garden. This is where my flower bed grows. Look how beautiful they are. (Two children in flower masks come up to the flowerbed and say:
There is no rain, what a pity, The poor flowers are asking: “Give me at least a little water, Let’s disappear from the stuffiness!”
Fairy . But the trouble is, there has been no rain in the fairyland for a long time, and the flowers may die. Educator. Don’t worry, Fairy of Labor. The guys and I will go water the flowers. (Near the flowerbed there is a basket with gardening tools: a shovel, a rake, a watering can. Three children come out, each takes their own equipment and works on the flowerbed.)
Don’t be lazy, my shovel, There will be a dug up bed. We will smooth the bed with a rake, we will break up all the lumps. And then we will pour water. Watering can, watering can, pour, pour, pour, Bed, bed, drink, drink, drink.
Fairy . Guys, what a great job you are! Everyone worked together together. Children . We worked not in vain, The ground became wet. The flowers drank water, You and I watered them. Your flower garden will grow, Your flower garden will bloom. Fairy . I am very grateful to you that you did not let my flowers die. Look, they have become even stronger more beautiful. Educator. Look, guys, what trees grow in the Labor Fairy’s garden. Roma, what is the name of this tree? (Christmas tree) What grows on the Christmas tree? (Pine cones) Guys, what are these trees called? (Apple trees) What grows on an apple tree? (Apples) Varya, what grows on the apple tree? (Apples) Correct. What apples are hanging on the apple tree? (Red, ripe, juicy) Fairy. Guys, the apples are long ripe. But I don’t have time to harvest. Please help me pick apples. Educator. That's apples! They are full of sweet juice. Children, extend your hand and pick one apple at a time. (Children go up to the apple tree, pick one apple at a time and put it in the basket.)
Look, children, what a harvest of apples we have collected.
Fairy. You guys are great, you worked hard. Educator. What did you guys do today? How did you help Fairy? (They washed napkins, set the table, collected balls, watered the flowerbed, picked apples.) Fairy. Look, guys, thanks to you, my magic wand is working again (shows – it’s blinking). I want to thank you for your hard work. Close your eyes, now there will be a miracle. (Music plays, the Fairy casts a spell over a basket of toy apples and they turn into real ones.) This is you guys for your help! Eat for your health. Teacher and children. Thank you. It's time for us to go home to kindergarten. Goodbye Fairy. (To the music, the children and the teacher return through the gate to the kindergarten.) So our journey has ended. Did you guys like visiting the Labor Fairy? Now we will go to the group, wash our hands and eat apples.

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Labor education in kindergarten Labor education in kindergarten Labor education of preschool children Labor education in the 2nd junior group of kindergarten

Child Labor Management

Of great importance for developing children's ideas about decent work and fostering a positive attitude towards work is how systematically it is organized.

As a rule, it is quite easy for an adult to awaken the desire to work in children aged 5-7 years. This can be explained by the desire of older preschoolers for active practical actions, imitation of adults, sincere trust in them and their increased emotionality.

At the same time, in children of this age there is a discrepancy between the desire to work and the ability to participate in work. Thus, the desire to work develops faster than mastery of work skills. Insufficient physical development, unstable attention, lack of self-control, lack of willpower compared to an adult, all this leads to the fact that children who have a great desire to work turn out to be incapable and drop out of the labor process early. As a result, their work often ends in failure and therefore does not bring them joy or satisfaction. And a person who does not feel joy from success at work will never love work and will try to get rid of it.

When organizing the work of older preschoolers, it is necessary to take into account such factors as the expediency of work, timely switching to other types of work, changing working posture (this eliminates physical fatigue and promotes concentration) and the correct alternation of work and rest for children.

No less important is the nature of the work itself, its properties. Thus, making paper toys, baking cookies, picking vegetables and berries is varied and episodic work. There is a lot of novelty and emotionality in it. Self-care and housework, on the other hand, are monotonous and repetitive day after day. This type of work requires children to have more patience, constant hard work and daily self-control. Naturally, it is much easier and more willing for children to engage in work that is episodic in nature than daily self-care tasks in kindergarten and at home. While putting their playground in order at home, making the bed, putting shoes and clothes in order, wiping dust from furniture, etc., they must understand the need for this work.

The task of teachers and parents is to instill in them a positive emotional attitude towards any type of work and to do this, create conditions that will ensure that children develop the habit of work and hard work.

In this context, it is very important to develop in children both labor skills and abilities, as well as motives for work and the right attitude towards people around them. The last two points are the most important when it comes to instilling in children a desire to work. Firstly, because a child who has mastered the skills can perform work only out of fear of punishment, under the influence of adult demands, or out of a desire to satisfy his immediate interest; the educational value of such work is extremely low. Secondly, children’s attitude towards work depends on the moral incentives that guide them.

The focus is not only on the skills and abilities associated with the job, but also on the attitude towards the person who gives the task or for whose sake it is to be completed, as well as the attitude towards the event for which he is working. Thus, motives of a moral and social nature - work for the benefit of others, a caring attitude towards relatives and strangers, adults and peers - are very important for the formation of a positive emotional attitude towards work in children. Therefore, children must, first of all, understand the purpose of work.

E.A. Klimov believes that the development of a person of preschool and school age as a potential subject of labor significantly depends on the system of interpersonal relationships in which he is included and for which the adult generation is primarily responsible.

Many teachers and psychologists have repeatedly noted that the work of children should have great social significance. This should not be a game with work, but real work. The task of adults is to show children the objective necessity of their work and thereby contribute to the development of their sense of duty.

How should such work be organized?

Before starting work, it is necessary to explain to the children the need for the proposed work, to show the need for the people around them (educator, nurse, teacher) for their work. A clearly defined, socially significant goal - for example, to help adults put things in order - activates children's activities and determines their attitude towards work. It is important for them not only to be first and get the flag, but also to do their job well.

It is a mistake to think that it is too early for children aged 5-7 to talk about high work goals. On the contrary, in older preschool age, when children perceive everything directly, when they begin to understand the social significance of the work of the Russian people, such conversations are necessary, but they must be accessible, understandable, and accompanied by clear examples. Children's awareness of high, socially significant goals of work, their emotional passion for it is the main incentive for the active involvement of preschoolers in various types of work.

Adults should connect children's desire to work with the direct organization of work activities in order to help them understand the relationship between socially valuable work and self-service, the need to master work skills, and also help them master manual skills and housework.

In the process of labor education, it is important to move from teaching labor skills to applying the acquired skills in everyday life. As V.A. Sukhomlinsky wrote, the labor skills acquired by children should not be considered as the final goal of labor education. They are a necessary condition for children to achieve socially significant work goals and develop their desire to work.

Organization of labor in nature in the younger group

Contents of work Objectives

In a group room

1. Observations of a teacher caring for indoor plants.

Work in a corner of nature together with the teacher: when watering indoor plants, the teacher gives the children simple instructions - hold the watering can, put it in place, etc.

2. Consideration of the algorithm

3. Reading the ecological fairy tale “Green Friend” to children

4. Game situation “Let’s show Dunno how to care for plants”

The teacher draws the children's attention to Dunno and says that he also has a lot of plants, but for some reason they are dusty and sad. Let's show Dunno how to care for plants. The teacher reminds you of the rules for caring for plants and turns to Pinocchio so that he can also watch and remember. The children complete the task, the teacher helps them with advice during the work, talks with the children individually about the names of the plants.

5. Work in a corner of nature: watering plants

6. Labor: planting onions in a corner of nature.

The grandfather from the fairy tale “Turnip” comes to visit the children and asks them to help him grow onions.

7. Labor: wash plant leaves

8. Observation - experiment “With and without water.”

9. Observing the planting of a flower.

1. Form the concept of “houseplants”, highlighting the main characteristics: they grow at home, in pots, people take care of them. These flowers cannot live outside. Give an idea of one of the purposes of indoor plants: they are beautiful and decorate the room.

2. Reinforce the sequence of actions and their purpose when caring for plants.

3. To consolidate children’s knowledge about the conditions necessary for growing plants.

4. Introduce children to ways to keep leaves clean. To instill in children a caring attitude towards plants and caring for them.

5. Teach children to properly water plants (under the leaves); cultivate a desire to care for plants

6. Clarify children’s understanding of bulbs (they are round, yellow, have tops and roots); develop bulb planting skills (place in the hole, press firmly and sprinkle with soil, water); arouse interest in growing plants

7. Continue to teach how to wash plant leaves and cultivate a caring attitude toward plants.

8. Form concepts about the needs of plants, highlight environmental factors for the growth and development of plants (water).

9. Introduce children to one of the methods of propagating indoor plants - from one plant to two.

1. Harvesting vegetables in the garden (adult help).

2. Observation of the collection of large flower seeds

3. Collecting garbage and leaves in a certain place.

1. To form and strengthen in children an interest in work and a desire to get involved in it. Strengthen knowledge about vegetables.

2. Instill in children the skills to carry out work assignments, and encourage them to develop a desire to master these skills.

3. Teach to maintain order and cleanliness in the kindergarten area.

1. Removing dry branches from the site.

2. Sweep snow from benches and buildings on the site.

3. Sweeping paths on the site.

4. Observing the work of a janitor.

1. Continue teaching children to maintain order in the kindergarten area.

2. Teach children to realize the importance and necessity of work.

3. Teach children to sweep paths with a broom, to see the result of their labor.

4. Foster respect for the work of a janitor.

1. Shove snow towards trees.

2. Clearing feeders, feeding birds.

1. To instill in children a desire to take part in work activities as much as possible.

2. Teach children to take care of birds and help them during the cold season.

1. Put the feeders back into storage.

2. Put the garden in order - clearing debris and stones.

3. Cleaning dry grass in the garden.

1. Teach children to take care of equipment, put it in order, and put it away for storage.

2. Teach children to realize the importance and necessity of work.

3. Feel a sense of joy from the achieved result, praise the children at the site for their work.

1. Cleaning the area of debris.

2. Draining the area - allowing streams to pass through.

3. Spreading snow to melt quickly.

4. Taking out toys and cleaning them after playing. 1.2. Continue to support the desire to help adults, to work side by side without interfering with each other.

3.4. To form activity, the ability to overcome difficulties, to teach to feel independent and skillful.

1. Observation of digging beds.

2. Observing the digging of flower beds.

3. Planting onions, peas, beans.

1.2. Continue to strengthen children’s interest in work, cultivate a desire to participate in work as much as possible.

3. Involve children in planting onions, peas, beans, give the child the opportunity to assert himself and feel skillful.

1. Observation of the work of adults (help as feasible)

1) weeding in the garden

2) loosening beds, flower beds

1. Enrich children's understanding of plants, teach how to care for them, and support the desire to help adults.

The importance of a collective form of work for the formation of a child’s personality

Showing social activity, each student perceives the team as an arena for self-expression and self-affirmation as an individual. Thanks to pedagogical support of social life, the desire to assert oneself in the eyes of one’s own and peers finds favorable soil in the team. Only in a group are such important personality traits as self-esteem, self-acceptance and self-respect formed, that is, acceptance or non-acceptance of one’s own person.

The educational team, as defined by I.F. Kozlov, who specifically studied Makarenko’s work, is a scientifically organized system for educating children’s lives. The organization of collective educational-cognitive, value-oriented activities and communication creates conditions for the formation and implementation of intellectual and moral freedom. Only in the activities of collective life are the intellectual and moral orientations of an individual, his civic position, and a set of socially significant skills and abilities formed.

The role of the team in organizing the work activities of children cannot be replaced by anything. In a team setting, this stimulates the manifestation of mutual responsibility for the final results of work and mutual assistance.

The formation of collective planning skills contributes to the emergence in children of a desire for self-control, independent improvement of methods and skills necessary for the implementation of an independent plan, and an increased sense of responsibility. And the result of collective planning is the high quality of the jointly obtained result of work activity.

Successful achievement of a goal largely depends on the ability to control one’s own activity. Children 3-4 years old do not notice mistakes in their work and consider it good, regardless of how and what result is achieved. They are critical of the work of their peers. At the age of 5-7 years, preschoolers try to correctly evaluate their work, although they do not notice all the mistakes, but only the most serious ones. They are interested in the quality of work. Therefore, they turn to an adult with questions about the correctness and quality of their own work activities.

The teacher invites all children to bake cookies, plant onions, wash the dolls’ clothes (the number of children can be very different: from 2-3 to 6-7, and in older groups even more). Each of the children is given a specific task, for example: take a piece of dough, roll it out and cut out cookies with a cookie cutter, or take several onions, let the teacher show which path, marked with a line, needs to be planted, and start working, etc.

Children work side by side. But when the work process is completed, the mentor sums up the results. Thus, he can point out the advantage of teamwork: Everyone did a little work, but together they achieved a lot. This is the simplest join; only the results are joined. But in this task, the teacher tells the children as they work: “We must try to keep up with others. Don't keep your friends waiting. And taking into account the capabilities and level of ability of a particular child, he will provide such an amount of work for everyone that everyone can do the work at approximately the same time.

This form of association is a transition from working side by side to working together.

As children gain experience in participating in work and master skills, as well as the rules for organizing their own work activities, as their development of certain principles of hard work increases (that is, as they solve previously set educational tasks), the teacher begins to move on to more complex tasks.

It is important to develop in children the beginnings of collectivism, the ability to work together, help each other, see the difficulties of comrades and offer their services, seek help from peers, rejoice at their successes, overall results of work, and so on. These tasks are most successfully solved when children work together.

Summary of collective work in the second junior group - Forms of organization of child labor