Article card index of work assignments in the senior group. Author: Bogdanova Olesya Dmitrievna

Article card index of work assignments in the senior group. Author: Bogdanova Olesya Dmitrievna

Task No. 1. “Maintaining order in the closet with toys and manuals.” Goal: to teach children to independently arrange toys and aids, maintain order in closets, and wipe dust.

Task No. 2. “We wipe the window sills with a damp rag in the group room and bedroom.” Goal: to teach children to follow the following rules when working with water: roll up their sleeves, wet a cloth and wring it dry, and rinse it in water when it gets dirty.

Task No. 3. “We help the assistant teacher make clean bed linen.” Goal: To teach how to consistently make bed linen, to teach children to provide all possible assistance to adults.

Task No. 4. “Canteen 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, sweep the tables with a brush and sweep the floor.

Task No. 5. “Duty in the training area” Goal: independently and conscientiously perform the duties of the duty officer: lay out materials and manuals prepared by the teacher for the lesson on the tables; wash, if necessary, put them back in place after class.

Task No. 6. “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.

Task No. 7. “Cleaning the play corner.” Goal: to teach children to put on work aprons before starting work; keep toys in order, wash them, dry them, wipe them and put them in place.

Task No. 8. “Washing napkins used in visual arts classes.” 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).

Task No. 9. “Wipe the cabinets in the dressing room (together with the assistant teacher).” 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.

Task No. 10. “Repairing books.” Goal: teach children to glue books, use glue and scissors correctly.

Task No. 11. “Let’s arrange the chairs in a certain order.” Goal: Continue to develop work skills; carry out the assignment carefully, quickly, diligently.

Task No. 12. “We wash doll bedding and clothes.” Goal: To consolidate the ability to wash doll clothes, to accustom children to neatness and cleanliness.

Task No. 13. “Cleaning in a corner of nature.” Goal: To consolidate the skills and abilities of caring for the inhabitants of a living area and caring for plants. Cultivate a desire to work, a sense of responsibility for the assigned work.

Task No. 14. “Repairing boxes for waste material.” Goal: To consolidate technical skills in working with scissors and glue, to cultivate frugality, and the ability to work collectively.

Task No. 15. “Wipe the window sills and furniture.” Goal: Work carefully with water, improve work skills in the process.

Task No. 16. “Helping the nanny in laying out 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.

Task No. 17. “Cleaning the dining room.” Goal: To learn how to properly set the table, put away dishes after meals, sweep tables with a brush and sweep the floor.

Task No. 18. “We have order in our closet.” Purpose: To teach children to be careful when folding things in a coat closet.

Task No. 19. “Let’s prepare equipment for the lesson.” Goal: To develop a sense of responsibility for the assigned task, to learn how to carefully lay out materials and equipment for classes.

Task No. 20. “Changing towels.” Goal: To develop a desire to work, to be able to offer one’s help to someone.

Content and organization of instructions.

Lecture 1

Topic: Labor orders and their responsibilities.

Plan:

1. Labor assignments, their educational potential.

2.Content and organization of instructions.

3.Management of assignments.

Literature:

1. Bure R.S. Organization of children’s labor and management methods // Moral and labor education of children in kindergarten. - M.: Education, 1987.

2. Bure R.S. Preschooler and labor: theory and methods of labor education: educational method. allowance. - St. Petersburg: Detstvo-Press, 2004. - 141 p.

3. Kutsakova L.V. Moral and labor education of a preschool child: A manual for preschool teachers. institutions: Programme-method. allowance. - M.: VLADOS, 2003. - 143 p.

4. Kutsakova L.V. Moral and labor education in kindergarten: for working with children 3-7 years old: [methodological manual]. – M.: Mozaika-Sintez, 2007. – 135 p. — (Library of the program of education and training in kindergarten).

5. Moral and labor education of preschool children: Proc. aid for students higher ped. textbook institutions / S. A. Kozlova, N. K. Dedovskikh, V. D. Kalishenko and others; Ed. S. A. Kozlova. - M.: Publishing House, 2002.

6. Moral and labor education of preschool children: Textbook for students. higher ped. textbook institutions / S. A. Kozlova, N. K. Dedovskikh, V. D. Kalishenko and others; Ed. S. A. Kozlova. - M.: Publishing House, 2002.

Labor assignments, their educational potential.

The educational program of the preschool educational institution recommends three forms of organizing work in kindergarten for preschool children: work assignments, duty duties and collective work of the entire group. Each of these forms of organization has its own characteristics at different stages of preschool childhood.

In order to find out the possibilities of work assignments for solving the problems of moral education, it is necessary to determine what is meant by a work assignment and what are its specific features in contrast to other forms of organization.

A labor assignment is the assignment of a certain task to a child, related to both self-service and labor activities for the team.

Work assignments are the simplest form of organizing children’s work. They have a special educational significance at the lower stages of preschool age, when work has not yet become a planned and systematic activity, and children often do not distinguish between play and work tasks and do not know how to work on their own initiative. In other words: they fulfill the request or requirement of adults to do something, bring some object, water flowers, feed fish, set the table, put away the dishes, etc.

Work assignments must be distinguished from duties. And not only because it is short-term, episodic work. Work assignments differ in the uniqueness of the activity itself and the child’s position in it. The responsibility lies, first of all, in recognizing the need to constantly and systematically carry out the task even when there is no desire. When performing duties, a lot comes from the child himself: he has the necessary work skills to complete the task, he can complete the task independently, while showing personal initiative, creativity, ingenuity, and simply telling why this work needs to be done.

However, for a child to have these responsibilities, he needs some experience, that is, special training that allows him to master the content of the activity. Such preparation is carried out through a variety of assignments, those that will subsequently become part of his responsibilities. Without knowing them, without mastering the necessary skills, the child will not be ready for more difficult activities. P.P. Kuzovkova correctly emphasizes that the child’s individual activity is the starting point for the formation of independence (in joint activities).

Instructions are especially important in the sixth year of a child’s life, when active preparation for work responsibilities occurs - after all, from the very beginning of the year, children participate in three types of duty. This is very serious work that requires certain preliminary preparation from the younger group. In the older group, if the children do not know how to be on duty correctly, this is a signal that the teacher unpurposefully involved the students in carrying out assignments at the early stages of preschool age.

Thus, assignments and responsibilities are closely interrelated.

Attaching great importance in labor education to collective forms of organizing labor activity. N.K. Krupskaya rightly emphasized that they are achieved by the gradual work of children in twos, threes, fours, that children first need to set small, feasible goals, gradually, step by step, complicating them. A.S. Makarenko gave a unique assessment of the assignment; he emphasized that assignments teach responsibility, diligence, and conscientious attitude to business.

In the practice of working with children, individual assignments are especially common, and less often - assignments to small groups. The latter type opens up great prospects for the teacher: through various assignments, to form and consolidate children’s labor skills and abilities. After all, it is easier to teach one or two than a whole group of children. In addition, careful monitoring is more convenient and possible in terms of: what is difficult for the child, where additional demonstration, help, advice is needed. In other words: in the process of individual work, the teacher has the opportunity to carry out an individual approach to each student, thereby developing in one - labor skills, in the other - a positive attitude towards activity, and some moral and volitional qualities.

The assignments are very diverse. They can be simple and complex, short-term, episodic and long-term, individual or collective. Particularly valuable (in terms of preparing children to bear responsibilities) are long-term assignments, when the child is responsible for some work for a certain period of time (a day, two, three).

It is known that at the lower stages of preschool age, work activity is often intertwined with play and sometimes it is difficult to see and grasp this boundary. And in this regard, the instructions will help the teacher. After all, even the most basic instructions (handing something, moving something, lifting something) do not contain a game element. On the contrary, they contain an element of demand, with the help of which the child learns to act purposefully, to realize that he is carrying out an adult’s task. In the child’s mind, work gradually begins to stand out with some inherent features, one of which is the need to achieve results. He will gradually develop responsibility for the work he has received and the ability to bring the work he has begun to completion. The baby will learn to make strong-willed and labor efforts to achieve results.

In the practice of education, assignments are most often organized both in the first half of the day - in the morning, before breakfast, and in the second half - after naps.

Children can carry out simple and feasible tasks from the age of 1.5–2 years. Available tasks (“Go and see what kind of house Kolya built”, “Put the doll on the chair”, “Give Vova the ball”), containing certain instructions from the teacher, will introduce purposefulness into the child’s behavior, teach him obedience, and the ability to fulfill the demands of an adult.

The younger group is characterized by individual assignments (there is no duty here). Observations have shown: with active organization, almost every child completes less than 2-3 instructions from the teacher during the day. For example, at the request of the teacher, Vasya put forgotten shoes in the closet; Misha picked up Irina’s socks and put them back; he also helped carry a bucket of scoops out to the site and collected toys before leaving for a walk; Vera handed out pencils for drawing, swept away the sand from the bench, watered the flowers; Andrey collected building materials before leaving for a walk, poured fresh water for the canary, and distributed plates during the afternoon snack.

Assignments in junior groups are used to maintain interest in work and the desire to work; for training in labor skills; to develop children's confidence in their strengths and abilities; to satisfy the need to communicate with an adult; to prepare for other forms of work organization.

In the middle group, through assignments, the teacher actively prepares children for upcoming duties in the classroom (introduced in the second half of the year for the second junior group in the canteen and from the middle group for classes). In addition, children are involved in various tasks: in a corner of nature, in an area of ​​children's artistic creativity, in a play corner, etc.

In older groups, assignments do not lose their importance. Assignments begin to occupy a special place - tasks delayed in time in order to obtain a specific result. Socially oriented assignments are practiced: helping younger children and kindergarten employees.

Thus, assignments as a form of organizing the work activities of preschoolers in all groups give educators the opportunity to daily, systematically involve children in participating in feasible work.

The educational program of the preschool educational institution contains an approximate list of instructions for each preschool level. The content of the instructions is gradually becoming more complex, and along with it, the requirements for independent and high-quality implementation are also becoming more complex.

The purpose of the assignments is to have an educational impact on the child. In this regard, instructions should always contain a specific goal and educational task. So, Olya and Zhenya don’t know what to do and the teacher suggests: “Olya take a broom and sweep the snow from all the benches so that the children don’t sit on the snow,” and Zhenya gives the reins and asks: “Ask Anton if he wants to play with do you like horses? With the help of instructions, the teacher can distract children from unwanted activities and engage in useful activities. Experience working with children shows that the choice of one or another assignment depends on the teacher, on the living conditions of the children in the group, on the existing experience of the children, on the organization of labor education in a given preschool institution.

The selection of the content of instructions should be carried out taking into account all pedagogical principles of work organization, pedagogical expediency, feasibility, accessibility, as well as methods of action, their quantity and complexity, i.e. on what influences the achievement of the final result. Sometimes the same assignment can be made more difficult or easier depending on the child’s age, his skills and readiness to cope with the task. For example, the teacher suggests placing stands with colored pencils on four tables. To complete this assignment, the child must perform four identical actions (if you place one stand on the table). A fairly simple assignment in its content and action, feasible for any preschooler. But if he is asked to choose sharpened pencils and put them in a glass, and then distribute them, then this requires effort and more methods of action that are more difficult in quality (find the right pencil and put it in the glass). In addition, certain knowledge is required: which pencils can be drawn and which ones cannot - they are not sharpened. This causes difficulties for children, especially younger preschoolers. And in this case, the teacher is asked questions: “Where should I put this pencil? Can you draw with it? Naturally, in such a situation the result will be achieved somewhat later. Taking into account some features of the instructions, such as the number of actions, the method of their implementation, the time to achieve the result, they can be grouped into three groups. This will allow you to better see specific educational tasks that can be set and solved through work assignments of different content.

The first group includes instructions related to the performance of one action: give, bring, move, lift. They are short-term, episodic, caused by the temporary need to eliminate the mess (something was carelessly dropped, broken, spilled).

The second group consists of instructions that contain several methods of action, several labor operations. They are more difficult than the first ones, since they require certain work skills to complete them: wash the cage, feed the birds.

The third group includes assignments whose results are not immediately obtained: plant onions, wash doll clothes, bring a postcard from home, ask dad to sharpen colored pencils, etc. Such assignments are associated with the application of memory efforts, knowledge of certain temporary concepts (in the morning, when to come to kindergarten, after a walk, in the evening, after afternoon tea, lunch, when you go home). For children 3–4 years old, such assignments are very difficult; they forget about them. Special supervision and additional reminders from adults are required. Such assignments are useful and valuable in senior and preparatory groups.

A special group should be assigned to tasks that do not produce any visible results. This kind of assignment is very common in the everyday life of a kindergarten: ask the cook what’s for breakfast today, ask for animal food, tell the nurse information about the number of children in the group.

Instructions of this kind do not require special muscular effort from children. Here a task of a different nature is set: to be able to communicate with adults, to remember something, to remember something, to be able to navigate the premises and the territory of the kindergarten.

Older preschoolers (5–7 years old) are happy to carry out these kinds of assignments. But for younger ones, such tasks pose a certain difficulty. Their implementation is made difficult not only by the unique nature of the task, but also by the fact that the result of the work is not clearly visible. But this does not mean that such assignments should be avoided when working with young children. It is advisable to first give instructions to more active children: feed animals, fish, birds, water indoor plants, flower gardens, vegetable gardens. At the same time, the teacher shows an example of performing a labor action and controls the child’s performance of the actions.

Thus, knowing the educational capabilities of assignments of various contents, their load, taking into account the capabilities of each child, it is possible to purposefully organize training for children in what they do not yet know how to do, to form the necessary skills and abilities, or to change their attitude towards work.

Content and organization of instructions.

In comparison with other forms of organizing children’s work activities, instructions have a number of features: they always come from an adult; they contain a clear focus on obtaining results, the task is specifically defined; they provide ample opportunities for individual work with children; While the child is carrying out an assignment, it is convenient to monitor the accuracy of the work, the presence of work skills and abilities, the child’s attitude towards the assigned task, and the ability to complete the work.

Instructions vary in complexity (simple, complex), nature of execution (individual or joint), and time of execution (short-term, episodic, long-term). The variety of work assignments in terms of content and organizational features creates great opportunities for using them in educational work with children.

Work assignments cover the entire life of children during the day in kindergarten. This is natural, since the teacher can at any time find a necessary and useful activity both for the child himself and for the entire group of children. This is partly explained by the peculiarities of the organization of assignments and their place in the daily routine, as opposed to, for example, duty duties.

In practice, assignments are most often organized in the first half of the day in the morning - before breakfast or in the second half - after a nap. This is explained by the significant load of the teaching process in the first half of the day and the teacher’s greater busyness. He periodically involves children in carrying out assignments for various purposes: to consolidate work skills, to introduce them to work that is new in its content.

The group or collective form of labor activity is more complex. It requires special guidance from the teacher and cannot be implemented simultaneously with the solution of other educational tasks for purely physical reasons.

Involving children in carrying out simple and feasible tasks is recommended very early, from the age of 1.5-2 years. Small and accessible tasks for the child: “Look what kind of house Kolya built”, “Give Vova a ball”, “Have pity on Raya, her finger hurts” - contain certain instructions from the teacher, who brings purposefulness into the child’s ignorance, teaches obedience, the ability to perform adult requirements.

On behalf of the teacher, the children change the dolls' clothes and wash their clothes.

Thus, assignments as a form of organizing the work activity of preschool children have great educational significance, since they make it possible to daily involve all children in the group in feasible work. This gradually teaches children to be busy and find useful activities, which creates a generally friendly business atmosphere in the group.

It is very important to correctly determine the content of the instructions. They should be accessible to children of different preschool ages.

The “Kindergarten Education Program” contains an approximate list of instructions for children at each preschool level. At the younger stages of preschool age, it is presented in the section “Education of hygienic skills, independence and hard work”, at the older stages (5-7 years old) - in the section “Labor”. The content of the instructions gradually becomes more complex; With age, higher demands are placed on independence, quality of task performance, and responsible attitude towards the assigned work.

Any work assignments should always set a specific goal, cultivate the ability and desire to complete the task, regardless of whether it is interesting or not.

Andryusha doesn't know what to do. The teacher gives Renat the reins and asks: “Ask Andryusha if he wants to play horses with you.” Or: “Lena, when you go to bed, look who behaves best in the bedroom today.”

Often, instructions are given to children in order to distract them from an undesirable activity, to help them find something useful to do: “Andryusha, look at how the children collected the sand, and please find the flag and attach it to the very top. Straighten the sand with a shovel,” “Lena, take a broom and sweep away the snow from all the benches so that the children don’t sit in the snow.”

When organizing assignments, it is necessary to solve the problem of correct and expedient selection of their content so that they contribute to the moral education of the child in the process of work.

In addition to the interesting content of the instructions, the presence in them of methods of action, their quantity, difficulty, i.e., what leads to obtaining a result, is also of great importance.

Successful methods of action lead to a positive result and are usually expressed in those elementary and simple requirements that determine success.

For example, the teacher suggests placing stands with colored pencils on four tables. To complete such an assignment, the child is required to perform four identical actions (if one stand is placed on the table). Such a fairly simple assignment in its content and action is feasible for a child of any preschool age. But if he is asked to select and place sharpened pencils in a glass, then distribute them, then more effort is required - more methods of action, they are more complex in quality (find the right pencil and put it in a glass).

In addition, certain knowledge is required about which pencils can be drawn and which ones cannot - they are not sharpened. This causes difficulty for children. In this case, the child often begins to ask questions: “Where should I put this pencil? Can you draw with it? Naturally, here the result of completing the order appears somewhat later.

Work assignments used in kindergarten have different purposes. Some of them are short-term, episodic, caused by a temporary need: to eliminate a quickly occurring mess, lift something, carry it, move it aside, give a brush, glue, dustpan, offer a chair, etc.

Such assignments most often arise due to life circumstances. Children, as a rule, cope successfully with them even at younger age levels. Their value lies in the fact that, despite their simple, elementary content, they do not have a playful beginning; they teach children the ability to quickly navigate the environment and find the right one among many things and objects.

These assignments help develop intelligence, diligence, and dexterity. Often these kinds of assignments accompany work that is mainly performed by adults.

For example, a teacher repairs books. Children, at his request, bring everything necessary for this: paper, glue, brushes, scissors, a tray, take the scraps, press the pasted strips with a cloth. In the process of such joint work, children gradually learn what materials and objects are needed to complete such an assignment, how to handle them, and get used to being useful in the work of adults.

At the same time, you can easily see the children’s capabilities in carrying out these assignments, their desire to cope with the task.

Carrying out the second group of tasks aims to enrich children with the skills to care for animals and plants: wash the cage, feed the animals, fish, birds. These assignments foster a love for animals and the surrounding nature. In addition, they require children to have knowledge and skills in handling materials and tools.

The third group includes instructions associated with results that are not obtained immediately: sowing, planting, washing doll clothes, bringing a postcard, picture from home, etc. Obtaining a result is associated with the application of memory efforts, knowledge of some temporary concepts (in the morning when you come to kindergarten, after a walk, in the evening, after afternoon tea, lunch, when you go home).

The fourth, special group is verbal instructions: ask the cook what’s for breakfast today, is there food for the rabbit, convey information about the number of children, invite the methodologist or manager to a lesson, call one of the kindergarten employees on the phone, ask if it’s possible whether to go to a music lesson, etc.

Although tasks of this kind do not require special muscular effort from the child, they present great difficulty for children, especially 3-5 years old. Here tasks of a different nature are set: to be able to communicate with adults, to remember something, to remember something, to be able to navigate the room and the territory of the site. Carrying out these tasks is difficult for children also because in such assignments the result is not clear to the child and is therefore often incomprehensible to him.

But this does not mean that such assignments should be avoided when working with children of primary preschool age. If a child cannot cope with a task, the teacher must first of all find out why he refuses to complete the assignment (he is shy, does not know the person to whom he is being sent, has poor orientation, is uncommunicative, etc.), and, if possible, help him cope with the task.

It is advisable to first give instructions to the more courageous child, while explaining where to go, asking him to repeat the task and tell him how he will complete it. The rules should be recalled: before turning to an adult with a request, you must say hello, politely ask, thank, and say goodbye.

Thus, knowing the load of assignments that vary in content, taking into account the capabilities of each child, the teacher can purposefully organize them in order to teach children what they do not yet know how to do: for one to develop work skills, for another to teach thoroughness, diligence in completing a task, etc. d.

The content of work orders of the last two groups is somewhat more complex than the first. Therefore, they are more often used at older ages. At the younger stages of preschool childhood, the content of assignments is usually associated with self-care work and the daily life of children.

The specifics of organizing orders should be considered primarily in the management of orders.

Management of assignments.

By directing the children's assignments, the teacher studies the capabilities of the children in his group. In everyday work, involving them in performing simple tasks, he observes each child: he identifies the level of skills, the desire with which he takes on the task, the ability to complete the task on his own.

Constant monitoring of the children’s activities allows for the correct implementation of an individual approach to everyone, taking into account the child’s capabilities for active inclusion in work.

At a younger age, children have predominantly individual assignments (groups 1, 2 and 4), since a child 3-5 years old needs individual training and constant monitoring of his activities. The slightest difficulty and he gives up and goes off to play. The teacher’s reminder, and sometimes the requirement to finish the work, gradually develops in the child the habit of doing what is assigned.

The teacher can give individual instructions not to one, but to a group of children at once. In this case, several guys will work “nearby”. Such an organization of assignments is possible when the children have some work experience and do not require constant attention and intervention from the teacher.

In this case, the teacher has the opportunity to show simple work techniques to several children at once. For example: wipe the chairs of four or five pupils: each should wipe one chair. At the same time, he explains the methods of work: how to hold the cloth, how wet it should be, and reminds all participants of the sequence of actions simultaneously.

One of the effective methods of managing a child’s activities at this age is joint work with an adult or an adult and several children. In joint work, the teacher’s example increases the child’s interest in work and contributes to the formation of his desire to achieve work results.

A special role in guiding children aged 3-5 years in completing assignments is played by the assessment of their work. You must definitely find something positive in their behavior and activities, even if at first the child cannot always cope with the task on his own: “Well done, Seryozha, today you immediately came when I called you, and together we quickly completed the work. Igor will soon learn to water flowers very well and correctly. You tried really hard today.”

In assessing the results of a task completed by a child, game techniques should be widely used. Here the teacher cannot do without the characters of the puppet theater “Petrushka”. This technique allows the teacher to maintain the child’s attention for the right amount of time in order to tell in detail and give an assessment of how the task was completed.

In the process of organizing errands with children 3-5 years old, it is important to remember the role of the teacher’s teaching influence, since children of this age do not yet know how to do much on their own. The teacher widely uses such techniques as showing, explaining, clarifying, and motivating each requirement for the child’s activity.

In the senior and preparatory groups for school, children’s physical capabilities expand and they gain some experience in independently completing assignments.

Many types of work become a responsibility for children, but assignments do not lose their significance. Not only their content changes qualitatively, but also the tasks that the teacher sets for himself.

When working with children 6-7 years old, the teacher widely organizes assignments (one-day, multi-day, with a delayed task), for example, the teacher asks to bring empty matchboxes for work, colored threads and a napkin for embroidery, postcards, pictures of a certain content by a certain day for an album, some natural material, cut into squares at home, circles for children’s activities, etc.

The teacher strictly controls their completion on time and with high quality. To this end, at first he uses methods of indirect influence on children: reminders, hints, sometimes demands, gradually achieving complete independence in completing the task.

Various assignments related to long-term observations of plants and animals in a corner of nature are widely organized. After a certain time, the child must tell the teacher and all the children about the changes that he noticed, or about interesting facts about the behavior of the animal during feeding, sleeping, etc.

Children 6-7 years old are widely encouraged to evaluate the results of work performed by a friend, as well as their own. This contributes to the formation of a critical attitude towards the results of work and the ability to give a fair assessment.

When organizing assignments, a teacher in any age group should strive to evenly involve children in completing tasks. At the same time, all children acquire the necessary labor skills and abilities, they develop a habit of work. It is advisable to keep a record sheet of orders in the following form:

Last name and first name of the child

Game related assignments

Class-related assignments

Instructions related to household activities

Help for kids

In addition, in terms of educational work during the day, one should note how the child coped with the task, what the difficulties are and the prospects for individual work. Thus, careful selection of the content of instructions, taking into account the peculiarities of managing their implementation by children aged 3-7 years old, makes it possible to prepare the child to bear responsibilities at the next stages of preschool childhood.

Lecture 2

Topic: Methodology for organizing duty in different age groups.

Plan:

1Duty as a form of labor organization, its importance in raising children.

2 Duty roster. Younger age.

3.Duty roster. Average age.

4. Duty roster. Older age.

Literature:

1. Bure R.S. Organization of children’s labor and management methods // Moral and labor education of children in kindergarten. - M.: Education, 1987.

2. Bure R.S. Preschooler and labor: theory and methods of labor education: educational method. allowance. - St. Petersburg: Detstvo-Press, 2004. - 141 p.

3. Kutsakova L.V. Moral and labor education of a preschool child: A manual for preschool teachers. institutions: Programme-method. allowance. - M.: VLADOS, 2003. - 143 p.

4. Kutsakova L.V. Moral and labor education in kindergarten: for working with children 3-7 years old: [methodological manual]. – M.: Mozaika-Sintez, 2007. – 135 p. — (Library of the program of education and training in kindergarten).

5. Moral and labor education of preschool children: Proc. aid for students higher ped. textbook institutions / S. A. Kozlova, N. K. Dedovskikh, V. D. Kalishenko and others; Ed. S. A. Kozlova. - M.: Publishing House, 2002.

6. Moral and labor education of preschool children: Textbook for students. higher ped. textbook institutions / S. A. Kozlova, N. K. Dedovskikh, V. D. Kalishenko and others; Ed. S. A. Kozlova. - M.: Publishing House, 2002.

The use of work orders in organizing the work of a preschooler

Definition 1
A work assignment is a form of organizing the work activity of a preschool child, presented in the form of a specific task that the child needs to complete on his own or in interaction with other children.

Labor orders come in the form of demands obliging the child to perform some task of a labor nature. Assignments help in solving various educational problems. They are focused on the development of the child’s work activity, as well as the education of the moral, aesthetic, physical and intellectual properties of the growing personality.

Labor activity is important in raising a preschool child. It promotes the harmonious and comprehensive development of the individual, which is what the education system is currently focused on. In addition, work activity helps in revealing the creative potential of the individual and develops his mental abilities.

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Note 1

Labor education develops a child’s respect for work and activates his desire to engage in labor activity and work for the good of society. From childhood, a child must understand the importance of work for himself, his loved ones and society as a whole.

The labor activity of a preschool child is realized in three main forms:

1. Work assignments.
2. Duty roster.
3. Labor activity in a children's team.

Work assignments are the simplest form of organizing the work activity of a preschooler. They begin to be given to children from one and a half to two years of age. At this time, orders are individual and designed to be completed quickly. Long-term assignments that require a large amount of mental and physical effort are inappropriate during this period of development. Further, as the child develops, work assignments become more complex and take on a longer duration.

Finished works on a similar topic

Coursework Assignment as a form of organizing everyday work in the middle preschool age 450 ₽ Abstract Assignment as a form of organizing everyday work in the middle preschool age 230 ₽ Examination Assignment as a form of organizing everyday work in the middle preschool age 190 ₽

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When a child is in a preschool educational institution, he is faced with a wide variety of work assignments. This allows the child to develop an interest in work activities, captivates him and allows him to develop in the work direction of activity.

Labor assignments perform educational and developmental functions. They are successfully implemented with the optimal guidance of the teacher in the work activities of preschoolers.

The organization of work assignments can be individual or collective. Collective work assignments foster a sense of collectivism, help children build social relationships and interaction, and foster hard work and responsibility. Collective assignments are good because they help the child realize the importance of completing his assignment and bearing responsibility for it. After all, if the child does not complete his part of the task, then the assignment will not be completed and the entire team will suffer.

Work assignments should be given to children regularly, only in this case they will have an effect in labor education.

Features of work assignments

Labor orders have their own characteristics:

• A work assignment is given to an adult child. At preschool age, children are capable of completing tasks emanating from an adult;
• Any order has a specific purpose and tasks that must be resolved through its implementation;
• Labor assignments have a clearly established focus on achieving a specific performance result;
• Work assignments are easy to monitor their implementation and coordinate the child’s actions during the execution of the assignment;
• Work assignments develop children’s skills in finishing what they start;
• Work assignments contain a demanding component, which develops the child’s purposeful actions;
• Work assignments develop a business environment in the children's team and develop the labor orientation of their life.