Features of the formation of ideas about the work of adults in preschool children - the importance of labor education for the development of children

The importance of labor education for the development of children

There are also objective problems that complicate the education of hard work in preschool children:

• Economic crisis, increasing family breakdown, migration of children from preschool institutions;
• Reduced attention of parents and educators to the formation of hard work (in comparison with the physical, mental, aesthetic development of the individual);
• The desire of preschool children for self-realization in a community of children with little social experience.

Thus, contradictions arose:

• Between the social significance of instilling hard work and the insufficient implementation of this pedagogical task in preschool institutions;
• Between the need to prepare a teacher or preschool teacher to develop hard work in children and the lack of theoretical foundations and organizational and pedagogical conditions for the development of this fundamental quality of a child.

In psychology and labor pedagogy, as in any other matter, there are still untapped reserves in the educational process. Teaching staff and sociologists are working to uncover them. In this regard, the science of psychology plays a special role. Psychological knowledge has already recognized the psychological patterns of teaching and upbringing, the formation of a child’s personality at different ages in different types of activities (play, learning, work), and generalized significant relationships in the field of pedagogical and psychological phenomena.

When organizing child labor, the age and individual characteristics of children and the patterns of their development should be taken into account. In the process of work, the aesthetic and physical are carried out. This organization of work must be ensured by the teacher. He must be a role model, learn the strengths and weaknesses of his students, organize events and much more.

The psychological aspect of a teacher’s activity in education through work lies in the influence of personal example, control of the influence of the environment on the individual and control of one’s work activity. The teacher must coordinate the content and forms of work with pedagogical goals, direct work activity in such a way that it requires students to demonstrate certain qualities, and evaluate the effectiveness of educational influences.

The role of the teacher is also to help the student increase his authority among his peers. Many students perform better in vocational education than in general education subjects. Therefore, the child has a need for recognition. When he achieves an increase in his authority, his activity in other activities increases. One of the main tasks of the teacher is to shape and direct this activity.

Taking into account the child’s role in the formation of his personality is also necessary, since he has his own needs, desires and interests. The discrepancy between the plans of adults and children explains the difficulties in education. Therefore, the main task of the teacher is to make the role of self-education in education as great as possible.

The formation of vital skills in preschool children is associated with activities aimed largely at satisfying everyday personal needs. Labor education of young children begins with self-service. Washing, dressing, etc. can be included in the content of labor education only to a limited extent, but the great educational significance and vital importance of the skills acquired by children in the process of self-service make it one of the important types of labor. Self-care involves simple routines that make washing and dressing easier.

With a properly organized pedagogical process, daily self-care work, in comparison with all other types of work, creates the most favorable conditions for the child to actively acquire the necessary skills and gain practical experience of independent behavior. This is one of the reasons for the wider use of this type of work in younger groups of kindergartens.

When assessing the educational value of self-care, we must first of all note its critical importance for meeting the child’s daily personal needs. Daily fulfillment of basic work tasks accustoms children to systematic work. Children begin to understand that every person has tasks related to the daily needs of life.

Introducing children to the work of adults

Municipal budgetary preschool educational institution of the Korolev urban district of the Moscow region “General developmental kindergarten No. 36 “Star”

141080, Moscow region, Korolev urban district, Kosmonavtov Avenue, building 31A

tel. 8(498)601-4610, 8(498)601-4606;

Introducing children to the work of adults

Prepared by teacher Korotkova L.V.

g.o. Korolev, 2020

In preschool years, children show a keen interest in the work of adults

, in play and everyday life they strive to imitate them and want to do something themselves.
Up to the age of seven, they can easily master simple labor
skills in self-care, maintaining cleanliness and order, and caring for plants.

Senior preschoolers successfully perform simple duties in serving the team, are already capable of basic responsibility for the assigned task, and can overcome minor difficulties in work

.
Children experience joy from labor effort
,
realizing
the usefulness of their actions, and show respect for the results of
the labor of adults
.

work habit

adults
and direct contact with their
work
are of utmost importance .

Kindergartens have all the opportunities for the most rational organization of household work for adults

.
This work
clearly expresses its social nature, therefore the everyday
work
of kindergarten staff has many advantages in its impact on
children
compared to the everyday
work
carried out in the family.

In the family, the child more or less regularly observes cooking, washing and mending linen, sewing clothes, he sees how cleanliness and order are maintained in the room. In rural areas, children see work in the garden

, orchard, flower garden.
work often takes place in families (sawing, equipment repair, design, etc.)
.

Thus, the child can observe the labor

, see how
adults
.

In kindergartens, for hygienic reasons, cleaning the premises, cooking, washing, sewing and repairing clothes, supplies, furniture, etc., is carried out in special rooms or at times when children are absent (walking, going home)

.

Such a strong factor in education as the personal example of adults

, is not fully effective in this case.
Therefore, it is necessary to create conditions under which children could use life-giving examples of adult
.

Various paths are possible here.

The first way is to show children the varied work of adults

and an explanation of its meaning;

the second way is direct organization (to the extent that the conditions of the kindergarten allow)

joint activities
of adults and children
.

Introduction to adult labor

aims to give children specific knowledge and ideas about
work
and to instill respect for
the work of adults
, teach them to appreciate it, and arouse interest and love for
work
.
At the same time, the task is solved to influence the behavior of children - to create a desire to work
, to work conscientiously, carefully.

Naturally, the question arises: how to achieve educational effectiveness when introducing children to the work of adults?

?
The work activities of adults
, which children can directly observe, usually have a more effective impact. Living and quite attractive examples are more likely to evoke imitation.

Conversations about how nannies work

, laundress, increased the neatness
of children while eating
and washing.
At the same time, children often motivate their actions with the desire to make the nanny's work
.
This indicates
the manifestation of attention and respect for
work not in words
, but in deeds.
Children's
behavior is indirectly influenced by observations of
adults' work
.

Strong influence on children

, especially at a younger age, provides an example of the household
work of adults
(cleaning, cooking, etc., as well as various actions of medical workers
(nurses, doctors)
. This
work is understandable to children
, since it is aimed at satisfying their personal needs, in it There are many interesting actions, it can be often observed. There are many moments in it that are closely related to the behavior of
the children
in maintaining cleanliness, order, and observing hygiene rules.
Children's games show
that they, on their own initiative, imitate
the work of adults
.

Children

older people are less interested in household
work
.
But it is necessary to use it, since in the process of this work
the attention
of children
(through observation and in conversations) on such aspects as the organization of work, responsibility, collective coherence, etc.

In addition to everyday household work

,
children
should be introduced to
the work
that takes place within the walls of the kindergarten, but is of a more episodic nature, for example,
the work
of a lineman. You can show children how a carpenter repairs furniture and toys, how a seamstress sews clothes, linens, how a painter paints walls, a sharpener sharpens knives, a glazier inserts glass, etc.

The older the children, the more they are attracted to work

, flowing outside the walls of the kindergarten.
In games, children imitate the actions of builders, transport workers, and collective farmers. Skillfully organized observations of this work
are of great importance for the formation of the general
labor
orientation and activities of
the children
.
The greatest influence is exerted by constantly acting impressions, observations of work
that takes place in the immediate environment.
Reasonably organized observations of the work
of growing vegetables, fruits, and caring for pets are reflected in the behavior
of children
.

Work

, characteristic of a particular area, often occurring in full view of
children
, constitutes the environment from which children can constantly draw role models.
We should not lose sight of the fact that
parents and other people close to children often take part
work this enhances the children's
received in kindergarten.

Educational effectiveness of familiarization with labor

depends not only on what kind of
work is observed
, but also on which aspects of it
the children’s
..

It is important to induce in children

a feeling of admiration for the wonderful transformations that occur as a result
of labor
: a rough gray log turns into a smooth shiny beam; old dirty walls are covered with new plaster, paint, and become beautiful and attractive; a street covered with snow, after clearing, opens up its spaces again for the free movement of vehicles and pedestrians, a piece of material in the hands of a seamstress turns into a piece of clothing, etc.

So gradually children begin to understand the meaning of work

. They see his results and become infected with his enthusiasm.

When introducing children to labor

It is very important to be gradual in expanding information.
It should be borne in mind that the abundance of impressions leads to the fact that children receive fragmentary, superficial information that has little impact on the formation of the right attitude towards work
, on the development
of work skills and abilities
.

In the process of observations, it is necessary to give a small amount of information, gradually expanding and deepening it, supplementing what is known with new knowledge, consolidating the old. Only with such a gradual deepening of children into the knowable

phenomenon, it is possible to develop in them the correct ideas about
work
, the correct attitude towards it.

It is very important that this complication of content is expressed not only in an increase in the volume of cognitive material

, but also in a gradual change in its character, in an ever greater depth into the essence of the observed phenomena.

,
children of work
- the visible actions of people, tools
,
materials.
The working person
himself , his attitude to work, and relationships with other people usually escape the attention
of children
.

Skillful selection of the content of the familiarization

with others is a very important factor in creating a positive

preschool
children At the same time, it is very important how this content is brought to the consciousness of children
, what techniques the teacher uses.

The most intelligible and convincing are living images, a true example of the work of adults

.
Visibility of life (observations)
ensures the greatest clarity of ideas and maximum effectiveness
of the knowledge
. What is visually perceived, however, requires interpretation. In the process of further conversations, through the teacher’s stories, the information obtained during observations is clarified, consolidated, and supplemented.

Educators when introducing children to the work of adults

As a rule, they use visual methods, skillfully combining them with verbal ones
(stories, conversations)
; the proportion of the latter may increase when working with older children. A special place among verbal methods is occupied by the use of children's fiction.

In shaping the labor orientation of children

Reading works of fiction plays an important role.
With its emotionality, imagery, and liveliness, a children's book infects children with the enthusiasm of work
: it awakens interest, respect for
work
, the desire to imitate the heroes of literary works, like them,
to work
.

Makes a lasting impression on children

images of modest heroes from the works of S. Marshak - fireman Kuzma (
"Fire"
, postman (
"Mail")
, S. Mikhalkov - Uncle Styopa the policeman.

Mayakovsky speaks surprisingly simply and deeply ideologically with children about the work of a joiner, a carpenter, an engineer, a doctor, about a worker and a conductor, about a driver and a pilot, leading children to the idea of

that
“everyone’s work is needed equally”
and that
“what one cannot do, we will do together
.

The most effective ways to introduce children to the work of adults

- observations and excursions.
It is very important to select for observation the content of work
, which is most educationally valuable and understandable to children; it makes them want to imitate
the work behavior of adults
.
Impressions must be repeated, therefore the content of work
must be distributed in a number of activities, skillfully dosed in each of them, gradually increase and deepen.

In the process of observation, it is important to fix children’s attention on those aspects of the work of adults

which are of greatest importance for instilling in
children
the right attitude towards
work
, for the formation of their own
labor behavior
.
Observations of the work of adults
turn out to be especially effective in cases where
the cognitive
material is emotionally rich, reveals the beauty
of work
, and evokes
a feeling of admiration in children
.
This strengthens the desire of children
to preserve the shine of a polished floor and the whiteness of a cleanly washed tablecloth for as long as possible.

Children

I am amazed by the dexterous movements of a carpenter, the skill of a radio engineer, and the miraculous transformations of things that occur as a result of
people’s labor
.
All this arouses children's sympathy for those
who
work
.

Observations of adult labor

children’s
behavior , their attitude towards people and things. Children carefully water the flowers so as not to flood the floor; When working with clay, they try not to litter; If someone makes a mess, he cleans up after himself without a reminder.

Children can watch workers work

; everything evokes a feeling of admiration in them: brilliant instruments, friendly, well-coordinated work, and its result.

labor are especially emotionally rich

.

Children should pay attention here

at the beauty of a spring field: the ground is black, wet, glistening in the sun.

In children

work of adults
especially increases if they can take at least a small part in it.
Having felt the joy of labor effort
, having felt the results of their actions, they then continue
to work
in fulfilling their small responsibilities in kindergarten and family.

In urban conditions, it is possible to find a way to affordably include children in adult labor

.
When observing with children, for example, the work
on improving a city park, you should involve them in collecting flower seeds and fallen leaves, and help
adults in planting bushes
.

Only a combination of the formation of correct ideas about the work of adults and the development of labor skills in children

, habits gives the necessary educational effect.
Labor education
, based on the example of
adults
, does not lead to
“ over-adulting ” of children
, overloading them with overwhelming tasks and knowledge.
Both in content and form, this education takes into account the characteristics of
preschool children

Thus, familiarization with the work of adults

and
children’s
should be closely intertwined.

Labor education

Labor education is an important part of the education of the younger generation. N.K. Krupskaya in her works repeatedly emphasized the need to accustom children from an early age to the simplest types of work available to them, noting that in this way they become familiar with the properties of materials and learn to work with various tools. In their work, children show activity, ingenuity, perseverance, a desire for results, and they develop a desire to provide adults with all possible help.

The work activity of preschoolers is characterized by their interest in the real process of action. For example, after watering the plants, the child begins to water them again; Having placed a spoon for each plant on the table, he begins to lay out the second spoon. If there is no sufficient guidance for children, then work activity continues for a long time at the level of actions that are interesting to the child himself. Under the influence of the teacher, children gradually develop the ability to set goals, plan and organize their activities in advance (prepare everything necessary, determine the order of actions), and bring things to a result.

At work, children acquire a variety of skills and abilities that are necessary in everyday life: self-care, housekeeping, etc. Improving skills and abilities does not mean that the child begins to do without the help of adults. It develops self-confidence, the ability to overcome difficulties, and the ability to make volitional efforts. This brings him joy and a desire to learn new skills.

In the process of work, children practically study the properties of the things around them, observe the growth and changes of plants, examine animals, get acquainted with their living conditions, etc. They compare, contrast, and try to find the answer to the endless “whys” themselves. They develop their curiosity and educational interests. Work becomes an important means of children's intellectual development.

The work is physically taxing for children as they perform many outdoor activities (digging a garden bed, fetching water, shoveling snow, etc.). Children become able to show strength and overcome difficulties.

Labor activity is of particular importance for the formation of moral qualities. By completing simple tasks related to setting the table and preparing everything needed for lessons, children learn to be useful to others. This makes them ready to come to the aid of those who need them, willingly perform feasible work tasks, and develops a responsible attitude to work, hard work and attentiveness.

Preschool pedagogy identifies the following main tasks of labor education of children:

• Familiarization with the work of adults and instilling respect for it;
• Training in basic labor skills and abilities;
• Encouraging interest in work, hard work and independence;
• Encouraging socially oriented work motives and the ability to work in a group and for a team.

In kindergarten, in the family, in the social environment - everywhere the child encounters the work of adults and uses their results. Initially, children's attention is attracted only by external aspects: the process of labor activity, the movement of mechanisms, machines. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, helps to form their understanding of the nature and meaning of work, and to explain to them, using specific examples, the attitude of adults to work and its social significance. The teacher explains to the children what a diligent person should be (one who works conscientiously and cares about completing the work), what it means to work well, to care for others, and reads to them works about work that convey its meaning and beauty in a clear and emotional form. By instilling in children respect for the working man and the desire to be like him, the teacher encourages them to take a careful attitude towards the results of their work.

The knowledge that preschoolers have about the work of adults should have a great influence on the formation of a correct attitude towards work, but it can remain formal if familiarity with work activity is not combined with child labor.

Formation of children's ideas about the work of adults; methodological development on the topic

State educational institution of additional professional education (advanced training) for specialists

"Kuzbass Regional Institute for Advanced Training and Retraining of Education Workers"

Faculty of Advanced Studies

Department of Preschool Education

Formation of children's ideas about the work of adults

abstract

Kemerovo 2015

Content

Introduction

An important area of ​​social and cognitive development of preschool children is familiarization with the work of adults. In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results. At first, children's attention is attracted only by external aspects. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, allows them to develop an understanding of the essence and significance of labor actions, and of the social structure of life in general. A child’s daily observations of the varied work of people is a prerequisite for labor education, while children need to be given sufficiently systematized data about the work of adults and, on their basis, develop respect for work, its results, and for those who work. The knowledge of preschoolers about the work of adults has a great influence on the development of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not carried out consistently, systematically, based on an imaginative worldview and positive emotions. Observing the work of adults and explaining its significance in people’s lives plays an important role in the comprehensive development of a child’s personality. The work of a kindergarten has its own difficulties in the implementation of labor education: a significant part of the work of adults does not take place in front of children, and there are limited opportunities to observe their work. Therefore, it is necessary to find ways and forms for preschoolers to approach the work of adults, showing its social significance, the essence of labor actions, the results of labor, and to determine the conditions for the most effective influence of adult labor on the formation of imaginative ideas about it.

1 Formation of children’s ideas about the work of adults

One of the ways to develop a child’s desire for work is to become familiar with the work of adults. This includes basic knowledge about the work of the people around the child, the types and tools of labor, the work of people in factories, factories, and agriculture. Knowledge about people’s work activities is the central link of knowledge about social reality. This knowledge is crucial in the socialization of the child’s personality. They provide an understanding of the tasks of society and each individual. Knowledge about people’s work and understanding of the significance of work activity determine the development of social perception, interest in work activity, and a positive attitude towards work and its results already in childhood.

Knowledge about the motives and direction of work regulates the actions of children, restructures their attitude towards their own work, towards the work of adults, as well as towards objects created by people.

Forming in children correct ideas about the work of adults, instilling interest and respect for working people, a positive emotional attitude towards the work activities of the people around them is the most important component of psychological readiness for work.[7, p. 56]

Throughout preschool childhood, in accordance with the requirements of the federal state educational standard for preschool education, children are introduced to various types of work activities and various professions. First, children are introduced to the work of kindergarten workers, then to the work of people in nearby institutions and enterprises, and in each new age group, consideration and clarification of knowledge in individual professions is provided. A preschool child has a high level of cognitive activity and very early becomes interested in people’s work activities. A child’s life takes place in a certain social environment, in which he daily has the opportunity to observe the work of adults, accumulate impressions, and then strives to imitate adults in games and in everyday life. Encouraging this interest, quenching the thirst for knowledge about the work of adults, creating conditions for obtaining the maximum amount of such information and its most effective assimilation is of paramount importance. Children receive knowledge about professions from parents, educators, older brothers and sisters, grandparents and other family members, from peers, from their own observations, as well as through the media (cinema, radio, television, literature, etc. ). Children’s assimilation of certain knowledge about the work of people of various professions leads to the emergence of a new type of behavior in them, which is mediated by established ideas about the labor and social functions of people, about relationships to work and to each other.[7, p. 59]

Older children are familiar with various types of work (production, agricultural, service sector, etc.). The list of professions known to children includes more than 90 names. Each child knows from 4 to 13 professions. Undoubtedly, this does not mean that the child has a comprehensive understanding of each named profession, however, such a wide range of names convincingly demonstrates the enormous interest of children in the human labor sphere. The most popular professions are the “man-machine” system, and primarily the driver of various types of transport - cars, trucks, railways, as well as various types of agricultural machines (driver, driver, tractor driver, combine operator, etc.); construction specialties (welder, crane operator, bulldozer operator, excavator operator, carpenter, mechanic, painter, etc.); military - pilot, tanker, rocket scientist, helicopter pilot, astronaut; as well as various working professions - loader, fireman, mechanic, miner, weaver, optician, polisher, printer, etc.

In second place are the professions of the “person-to-person” system: doctor, teacher, nanny, music director, teacher, salesman, cook,

nurse, policeman, etc.

The professions of the “man-nature” system are well known to children: gardener, trainer, grain grower, fisherman.

And only 10.6% of names indicate professions of the “person - artistic image” system. Each of the identified professions was named once, with the exception of the professions of a circus artist, ballerina, and musician. Children often replace the name of a profession with the name of an enterprise or institution (in a zoo, on a farm, in a factory where they make toys, where they make magic, in a store) or the name of a position - director, shop manager, ship captain, etc.[1, c . 71]

There are significant gender differences in children's ideas about professions. Girls give preference to professions of the “person-to-person” system. Boys primarily name professions in the “man-technique” system, as well as a number of military specialties. Boys are more active than girls in naming professions of the “man-nature” and “man-artistic image” system, i.e., in general, they are carriers of more extensive information about professions.

Children of senior preschool and primary school age generally correctly understand the structure of the labor process. They have the highest level of ideas about the profession that interests them the most. Children name from 3 to 6 items that people of certain professions need for work. They also name the necessary psychological qualities (a teacher - “must know a lot”, an engineer - “be able to think”, a border guard - “be careful”, “if necessary, don’t breathe”, a pilot - “must study so as not to be afraid”). Children easily name labor actions, revealing the entire labor process sequentially. For example, the driver “checks the engine and wheels, turns on the ignition, holds the steering wheel, watches the road, goes where it needs to go”; scuba diver - “sinks to the bottom, takes air cylinders, explores the depths of the sea, examines everything, swims, shoots”; teacher - “teaches children good things, works with them, takes them for walks, conducts music lessons, tells them everything so that the children are smart.”[1, p. 78]

A more difficult task is to isolate the results of labor. Many children confuse the result with the process of labor (a policeman - “detains violators”, a doctor - “heals people”, a teacher - “raises children”). Independent differentiation of these components of the structure of the image of the labor process is difficult, especially in those professions where the result is not clearly presented. Children of senior preschool and primary school age generally correctly understand the social significance of the results of labor of various professions; they know why the work of a teacher and a doctor, a driver and a builder is needed. The difficulty comes from knowledge that cannot be communicated directly in a life situation. Children living in the city, as a rule, have insufficiently specific information about the work and life of people in the village. Their ideas about agricultural types of labor are extremely general and sometimes erroneous.

The family plays a huge role in the formation of correct ideas about work. The most favorable environment for fulfilling the tasks of labor education of children is created in the family. The child sees how parents and other family members show interest in each other’s work successes, help each other with useful advice, and admire the progressive people of our country. Every day children see the work example of their elders at home. In many families, from the first years of a child’s life, work is used as a means of developing those moral personality traits that are characteristic of our society. Everything the child hears and sees in general (and even more so from the father and mother), both their positive and negative examples, all of this finds fertile soil in the child’s soul and sooner or later sprouts. A. S. Makarenko wrote that children who have not had any work experience in the family cannot obtain good qualifications, they suffer various failures, and they are bad workers. The older the child, the more experience he has in his own work activity, the higher his interest in the work of adults, and especially in the work of his parents.[3, p. 45]

Most children know the name of the enterprise or institution where their parents work. Some children replace the name of the enterprise with the undifferentiated “at work” or the name of the father’s or mother’s position.

When determining the content of their parents’ work, most children isolate individual labor actions: driving a car, collecting equipment, washing clothes, typing, etc. Some children replace the names of labor actions with the final product of the activity.

The main source from which children draw knowledge about their parents’ work is direct perception of their work. Children of older childhood have formed a certain attitude towards the degree of difficulty of their parents' work. Most children believe that it is difficult for their father and mother at work (it is difficult because they work for a long time, do a large amount of work, work in difficult, sometimes dangerous conditions, get tired of the noise of machines, etc.). Many children associate the emotional state of their parents with difficulties in work.

Children's ideas about the work of their parents are much poorer than about the work of people whose profession children consider the most interesting. A dependence was found on the level of ideas about parents' work on the source of information. The highest level is achieved by children who had the opportunity to directly observe the work of their father and mother and hear stories from them about their work. Under the influence of the purposeful work of a child care institution, children become more aware of the importance of work in the life of every person, including their parents. They begin to understand that mother and father work not only to support the family. For older children and schoolchildren, parents' successes even become a source of pride. It is very important that parents have the right attitude that their children are interested in their work, show curiosity, and want to know what mom and dad are doing at work. The absence of such information impoverishes the child’s understanding and, to some extent, disadvantages him, depriving him of the opportunity to speak with the same pride about his parents as other children. In addition, when a child hears that adults constantly share their production concerns in the family, that work brings them satisfaction, participation in work becomes desirable for him.[3, p. 49]

Thus, the main means of developing a child’s psychological readiness for work are familiarization with the work of adults, its results and the organization of work activities available to children that correspond to their age and individual capabilities. The content and methods of teaching are determined in kindergarten by the program of teaching and educational work, and in the family by the characteristics of home life, lifestyle and the entire set of parents’ ideas about the value of human labor.

Forming the right attitude towards the work of others and one’s own work is important for the development of the moral qualities of a child’s personality. Under the influence of acquaintance with the work of adults, the child learns the social significance of work, and with the correct organization of educational work, his own work begins to be determined by social motives. The correct attitude towards work developed in childhood later affects the entire educational and working life of a person.[8, p. 56]

1. Forms and methods of forming children's ideas about the work of adults

The work of a kindergarten has its own difficulties in the implementation of labor education: a significant part of the work of adults does not take place in front of children. Therefore, it is necessary to find ways and forms of bringing the work of adults working in kindergarten closer to them, to intensify its influence on the development of work skills in children, to determine the conditions for the most effective influence of an adult’s example, and also to outline the principles, forms and content of the work of adults performed in the presence of children or children. together with them. In resolving the issue of the possible approach of adults to the work of children, of creating conditions where children could use the life-giving examples of their elders, various ways are possible: bringing children closer to the work of adults, bringing the work of adults closer to children, and, finally, the joint activity of adults and children. The first way is widely practiced in kindergarten - this is a specially organized demonstration of adult labor and observation to children in the classroom. Observing the work of adults in kindergarten is of great educational value; They clarify children’s ideas, awaken curiosity and interest in the activities of adults, and contribute to the development of a positive attitude and respect for their work. [4, p.34] Recognizing the value of special observations of labor, they still need to be supplemented with more active means of influencing the development of the child. It is necessary to bring the work of adults closer to children as much as possible. It is advisable to do everything that is possible from a hygienic and pedagogical point of view in the presence of children. Work that systematically and naturally takes place in front of children usually attracts their attention and arouses the desire to act themselves, imitating adults. An adult can activate the influence of his example by involving children in work and organizing it as joint work. Children, especially younger and middle-aged children, are strongly influenced by the example of adults’ work in nature (work in the garden, in the field, caring for animals and plants in a corner of nature, etc.). Children's games show that they, on their own initiative, imitate the work of adults. It is still difficult for children aged 3-4 years to extract something useful from the example of the activities of others. An adult involves children in the work process he carries out, giving them feasible instructions and establishing basic cooperation. When a 3-4 year old child has the opportunity to actively act on his own, he receives more accurate and complete ideas about the work of adults and begins to imitate them. But even a very good example of an adult does not always influence the behavior of children due to the instability of their attention and inability to isolate what is important. In various ways, it is necessary to attract the child’s attention to the peculiarities of the actions performed by adults in the process of caring for plants or animals. Here, verbal explanations to adults of their actions play an important role. The adult’s word helps the child better understand the nature of the actions, in the sense of work. The nanny washes the plant, children work next to her. They are absorbed in their work and do not notice the nanny's actions. She begins to say: “I’ll wipe the leaf well, both on top and on the other side, and the stem. The whole, whole sheet will be clean... And now another... We won’t miss a single one.” The children listen, glance at the nanny and try to work more carefully. Such pronunciation is very significant when working with young children. But often this indirect technique is not enough. It is necessary to direct children's attention to the action performed by the adult. “Look,” says the teacher, “how Aunt Shura washed the plants on our windowsill, their leaves have blossomed and become brighter.” “Look how I hold the rag. This is how you sweep away the dust from the leaves.” The older the children, the more they are attracted to the work that takes place outside the walls of the kindergarten. In games, children imitate the actions of the forester, field workers, and livestock breeders. Skillfully organized observations of this work are of great importance for the formation of the general labor orientation and activities of the children themselves. The greatest influence is exerted by constantly acting impressions, observations of the work that takes place in the immediate environment. In older preschool age, children show increasing interest in work activity, and it occupies an increasingly larger place in their lives and is gradually separated from play. Thanks to this, the importance of the example of adults increases significantly. It can have a stronger impact on older children than on children of primary and middle preschool age [4, p. 38]. Older preschoolers can be introduced to many types of work of adults in nature and attracted to all possible participation in this work. The collective relationships of five- and six-year-old children are strengthening so much that a more diverse organization of joint activities between adults and children becomes possible. Older preschoolers are active and active; Observing the work of adults, they always strive to take part in it, even in the most limited way. Therefore, with older groups in mind, we need to talk not about the work of adults in the presence of children, but rather about joint activities with varying degrees of children’s participation in it. In older groups, the organizational role of the teacher does not decrease, but increases, as the work becomes more complex and a significant number of children participate in it at the same time. But since children have become more skillful, independent, and organized, this allows the teacher not only to direct their work process, but also to actively participate in it. Experience shows that a pedagogically effective combination of activity between adults and children when doing work together can take different forms. When introducing children to the work of adults, educators, as a rule, use visual methods, skillfully combining them with verbal ones (conversations, reading fiction and storytelling, viewing and discussing paintings, illustrations, filmstrips, radio and television programs); the proportion of the latter may increase when working with older children. Reading works of fiction plays an important role in shaping children’s work orientation. With its emotionality, imagery, and liveliness, a children's book infects children with the enthusiasm of work: it awakens interest, respect for work, the desire to imitate the heroes of literary works, like them, to work well. In recent years, our children's writers have created a significant number of works about labor. These works help to instill in children interest and respect for the work of adults and encourage imitation. The most effective ways to familiarize children with the work of adults are through observations and excursions. It is very important to select for observation those types of work that are educationally valuable, the content of which is understandable to children, and makes them want to imitate the work behavior of adults. When introducing children to difficulty, it is very important to be gradual in expanding information. It should be borne in mind that the abundance of impressions leads to the fact that children receive fragmentary, superficial information that has little impact on the formation of the right attitude to work, on the development of work skills and abilities. In the process of observations, it is necessary to give a small amount of information, gradually expanding and deepening it, supplementing what is known with new knowledge, consolidating the old. Only with such a gradual deepening of children into a cognizable phenomenon is it possible for them to develop the correct ideas about work, the correct attitude towards it. It is especially important to use a gradual systematic expansion of ideas in the work of kindergartens in rural areas, as well as in urban kindergartens that go to the countryside. At the end of spring, summer, and early autumn, a series of consecutive excursions are carried out to the field, meadow, and livestock farms. Children watch how cows are milked, milk is poured, how sour cream is made, how milk is sent to the dairy plant; Teachers talk with children about how butter and cheese are made. Children are introduced to the cultivation of rye and wheat; the guys can watch how the soil is prepared, how winter crops are sowed, how the seedlings are cared for, how the grain is harvested, how they thresh; The teacher talks about how grain is ground and bread is baked. As a result of a number of activities, children develop clear ideas about these types of work. Children especially become more interested in the observed work of adults if they can take at least a small part in it. Having felt the joy of labor effort, having felt the results of their actions, they then continue to work with particular desire in fulfilling their small responsibilities in kindergarten and family. Some participation of children in labor can be achieved during many excursions. So, on a poultry farm they can feed chickens, in a calf barn - calves; observing work in the garden, in the orchard, take part in collecting vegetables and fruits. At the same time, children acquire some knowledge. They are shown how collective farmers take care of flax crops, they are explained why weeding needs to be done, they are drawn to the fact that everything must be done carefully, what grass needs to be pulled out (always by the roots), and they are shown how this is done. Children willingly do this work that is feasible and interesting for them. Every child strives to do a better job and do more. After observing and participating in labor, children’s attitude towards working in their garden changes. They weed more thoroughly (necessarily from the roots), they show how things are done. Games are an effective means of acquiring and consolidating knowledge about the work of adults. In a preschool, children can play, for example, the role-playing game “Veterinary Clinic,” playing the roles of doctors who care for and help sick animals. Modern methodological literature presents many didactic games aimed at familiarizing children with the work of adults in nature.

Conclusion

Like any other moral quality, hard work is formed in the process of education, a complex and multifaceted process that requires educators to have great patience and certain knowledge of the child’s developmental psychology. A person's personality is unique in its individuality. This is where all the difficulties come from, but this is the key to understanding them.

Any of our activities is always purposeful, always caused by certain motives that internally encourage us to perform certain actions, perform this or that work. But you can work well and be an immoral person. And when they say that any work ennobles, this is probably not entirely true.

When instilling in children the habit of work, we must remember not only that they grow up to be hardworking, but also that the motives that motivate them to work are highly moral. Because only high motives force us to set big and serious goals in life, help us cope with temporary setbacks, and overcome difficulties.

The world of professions in society is a complex, dynamic, constantly evolving system.

Attitudes towards the profession are developed in the process of socialization of the individual, which also covers the preschool period. Children are greatly influenced by an adult’s emotional attitude to work. Introducing children to the work of adults is not only a means of forming systemic knowledge, but also a significant socio-emotional means of introducing them to the world of adults, and children gaining experience communicating with people. Children get the opportunity to expand and clarify knowledge about professions and vocabulary. A casual conversation between adults and children ensures the development of children's thinking, the ability to establish simple connections and relationships, and arouses interest in the work activities of adults. Kindness, an interested attitude towards children's issues, and encouragement to speak up in dialogue help overcome isolation, shyness, and indecisiveness in children.

Bibliography

1. Vasilyeva, M. A. Labor education of preschool children

[Text]: methodological manual / M. A. Vasilyeva. – M.: Enlightenment,

2010. – 289 p.

1. Vazina, K. Ya. Cultivating purposefulness in work activity

[Text]: textbook / K. Ya. Vazina. – M.: Education, 2011. – 123 s.

1. Godina, G. N. Moral education of children in joint labor

activities [Text]: a manual for kindergarten teachers / G. N.

Godina. – M.: Education, 2012. – 301 p.

1. Dialogues about education [Text] / ed. V. N. Stoletova. - M.:

Pedagogy, 2011. – 123 p.

1. Zakharov, N. N. Vocational guidance of preschool children [Text] /

N. N. Zakharov. – M., Pedagogy, 2012. – 223 p.

1. Klimov, E. A. Psychology of professional self-determination

[Text] / E. A. Klimov. – Rostov n/d, 2013. – 112 p.

1. Kondrashov, V. P. Introduction of preschoolers to the world of professions [Text]:

educational manual / V. P. Kondrashov. – Balashov: Publishing house

“Nikolaev”, 2012. – 125 p.

1. Loginova, V. I. Formation of ideas about the work of adults [Text] /

V. I. Loginova, L. A. Misharina // Preschool education. – 2013. – No.

9. – pp. 23-27.

9. Markova, T. A. Cultivating hard work in preschoolers [Text] / T. A. Markova. – M.: Pedagogy, 2010. – 156 p.

10. Nechaeva, V. G. Education of preschool children at work [Text]: a manual for kindergarten teachers / V. G. Nechaeva. – M.: Pedagogy, 2011. – 231 p.

11. Cherkova, N. N. In the world of professions [Text]: methodological manual /

Cherkova, N. N. – M.: Nauka, 2012. – 132 p.

Pedagogical approaches to the formation of ideas about adult work in preschool children

Analysis of psychological and pedagogical literature allowed us to identify different approaches to the problem of developing ideas about the work of adults.

N.K. Krupskaya, directing educators to broaden the horizons of children, pointed out that the main source of impressions of preschoolers is their immediate environment, the public sphere in which they live. But not everything that surrounds a child is educationally equal. Therefore, from a pedagogical point of view, it is very important to make the right choice of objects to tell children about.

Further, the role of the immediate environment was emphasized in the works of R.O. Zhukovskaya, S.A. Kozlova, T.A. Markova et al. experimentally proved it.

The formation of a positive attitude towards the work of adults is facilitated by the independent work of children. V.A. Sukhomlinsky wrote: “Patriotic beliefs are strengthened in the minds of children only when the child with his own hands creates something necessary and useful for the people, experiences his activities, his work as a struggle to increase the wealth of the fatherland.

In the works of R.S. Bure, G.N. Godina, the main component of work activity is socially significant motivation, and therefore the method of involving children in work activity is justified by demonstrating the importance and value of the process and result of work. In the study by D.V. Sergeeva systematically shows the methodology for organizing manual labor, its moral and aesthetic value in the education of preschool children. In preschool pedagogy, a scientific school is distinguished, which shows the role of knowledge and ideas about the work of adults in the life of a preschool child.

In the works of V.I. Loginova, G.G. Samorukova’s acquaintance with the labor of adults is built on the basis of cause-and-effect relationships: Transformation of the subject of labor in the labor process into its product.

In the works of T.A. Markova, V.G. Nechaeva shows the role of ideas about the work of adults in the aspect of the formation of personal qualities: Diligence, care, attention, etc., and reveals the method of forming ideas. This includes ethical conversations, looking at pictures, creating problem situations, etc. These scientists emphasize the role of field trips, which clearly show the possibility of introducing children to professions.

In the work of A.M. Vinogradova emphasizes the need to support and develop a child’s interest in the work of adults. For this purpose, field trips, walks, observations, conversations, and reading fiction are organized. With the help of specific visual examples, it is important to convey to children an understanding of existing concepts (all work is worthy of honor; the work of people is interconnected and serves the common good; work is respected; respect for work is manifested in caring for what is made by human hands), as well as as much as possible involve the youngest family member in the affairs of adults.

It is obvious that the work of kindergarten teachers to familiarize children with the work of adults cannot bring the desired results without appropriate explanatory work with parents. It is important to convey to parents that the child’s acquaintance with their work is a factor of great educational importance, that the child, knowing who the father and mother work, is imbued with special respect for them, and that at the same time their authority in the eyes of the growing person increases. The educational effect of work increases when the child shows interest in it. Introducing a child to the work of adults is one of the sources of instilling in him a caring attitude towards the common good.

According to T.A. Markova, R.S. Bure, frugality is formed from the right attitude towards the work of other people. It is important that the child is convinced from his own experience of the greatest benefits of work for others. Makarenko said: “Your child will be a member of a working society, so his value in this society, his value as a citizen will depend entirely on how he can participate in public work, how he will be prepared for this work.

Schedule planning “Adult work. Professions." Older age

Olga Berezkina

Schedule planning “Adult work. Professions." Older age

Topic of the week: “ The work of adults . Professions »

.Date: 10.24.16 – 10.28.16

Goal: to develop children's interest in different professions , to form ideas about specific professions and the relationships between them; to form a clear idea of ​​the role of adult labor in the life of society and each person.

Final event. Leisure “Visiting the Queen of the Country of Professions ”

.Date: 10/27/16

MONDAY

10.24.16 Specially organized activities (subgroup and individual)

Educational activities

in special moments Organization of independent activities

Morning Conversation on the topic “All professions are needed , all professions are important .”

Goal: developing interest in different professions .

Reading the poem by J. Rodari “What crafts smell like”

.

Goal: enrich children's ideas about professions .

Didactic game “Find the place of the sound in the word”

.
(Egor S., Vika V.)
Goal: development of phonemic perception. Morning exercises.

Objectives: to develop the habit of doing physical exercise every day, to form correct posture, to start your day in an organized manner, to act in a coordinated manner in a team.

Didactic exercise “Guess the riddles and explain what helped you solve them”

.

Goal: to consolidate the ability to highlight the characteristic features of professions . Working with coloring books on the theme “ Professions ”

.

Printed board game “Who needs what”

.

Goal: expand children's ideas about professions .

OOD

(group)

GCD No. 1 Social world
(Knowledge of the objective and social world)
Topic. Adult labor . Professions . (O. F. Gorbatenko, pp. 17, 25, 27, 50, 60, 91)

Goal: to form an idea of ​​the content and structure of work of people of different professions .

Objectives: to form an idea of ​​professions , to introduce children to subjects that help people of different professions , to cultivate a caring attitude towards work .

Methods: conversation, play activities, showing demonstration material, problematic questions from the teacher.

Means: demonstration material, models of household appliances, etc.

GCD No. 2 Visual activity (Modeling)

Subject. Let's prepare the cake.

Goal: to develop the ability to sculpt a “cake”

from several
“cakes”
.

Objectives: to develop sculpting skills by combining parts into a whole, to develop creativity and a sense of composition.

Methods: showing a sample, conversation, examination.

Media: plasteel, stacks, images of cakes, support diagrams, stacks, plasticine, modeling boards.

GCD No. 3 Musical activity

The role of the educator: by personal example, to instill in children the ability to listen to a piece of music, to monitor discipline; participate in demonstrating all types of movements, giving appropriate recommendations to children.

Walk Physical exercise “Jump over an obstacle”

.
(Kolya, Misha)
Goal: development of coordination, the ability to jump over an obstacle, pushing off with both legs.

Didactic game “Who needs what”

.
(Egor T, Ilya B., Arseny Kh.)
Goal: to develop children’s logical thinking and speech, to activate their vocabulary. Watching the wind.

Goal: to continue to develop children’s ability to determine the strength of the wind, to expand knowledge about inanimate nature.

Outdoor game “Burn-Burn Clearly”

.

Goal: development of motor skills, the ability to act in accordance with the rules.

Purpose: to help draw the conclusion that objects heat up faster in the sun.

Labor assignments at the site: collect dry twigs, sweep the veranda.

Goal: develop labor skills .

Independent activity of children.

Evening Speech exercise “Who is needed to...”
(Ilya K., Gosha, Sonya T.)
Purpose: to train children in writing short stories based on reference pictures.

View a presentation on the topic “All work is good”

.

Goal: enriching ideas about professions . Gymnastics after sleep.

Objectives: Increase emotional uplift, promote early awakening.

Situational conversation “What will happen if...”

Goal: to develop the ability to reason about the termination of activities of people of different professions . Creative workshop. Making attributes for the game “Shop”

.

Organization of a game situation “What do the seller and the buyer need”

.

Evening walk Didactic game “Recognize the tree by description”

.
(Masha, Sonya O.)
Goal: develop speech, guess by description.

Exercises with the ball. "Throw it further"

.
(Daniil K., Kirill L.)
Goal: to develop dexterity and coordination. Observation of different types of transport.

Goal: to expand children’s understanding of ground transport, its classification, and purpose.

Outdoor game “Traps with squats”

.

Goal: to develop children’s ability to follow the rules of the game.

Work assignments at the site. Cleaning up fallen leaves.

Goal: to develop work skills , the desire to keep the group area in order.

Independent activity of children with external materials.

Interaction with parents (legal representatives)

TUESDAY

10.25.16 Specially organized activities (subgroup and individual)

Educational activities

in special moments Organization of independent activities

Morning Conversation on the topic: “There are many good and necessary professions ”

.

Goal: developing children's understanding of the importance and significance of all professions ; cultivate respect for working , their activities and their results.

Game exercise “Fold the picture and tell us about the profession ”

.
(Egor S., Masha S.)
Goal: to develop children’s speech, to activate their vocabulary. Morning exercises.

Objectives: to develop the habit of doing physical exercise every day, to form correct posture, to start your day in an organized manner, to act in a coordinated manner in a team.

Situational conversation “Where what profession is needed ”

.

Goal: to develop children’s ability to determine where this or that profession . Creating a creative game situation “Who needs what”

.
Coloring pages are not on the theme "
Professions " . Offer to finish drawing what you need.

Goal: to develop creativity and imagination.

OOD

(group)

GCD No. 1 Motor activity
(Physical education)
The role of the educator: check and ensure the availability of sports uniform; during outdoor activities, walk between the rows of children, giving brief individual instructions.

GCD No. 2 Communication activity (Speech development)

Subject. Talking about personal impressions on the topic “Our toys”

.
(O. S. Ushakova, p. 32)
Goal: developing the ability to talk about personal impressions on the topic “Our toys”

.

Objectives: to develop the ability to describe the appearance of toys, to consolidate the ability to form words that are close in meaning, to consolidate the ability to pronounce words with sounds (s, (z)

.

Methods: showing illustrations, conversation, problematic questions of the teacher, artistic expression, game motivation.

Media: illustrations, toys.

Walk Physical exercise. "Throw and Catch"

.
(Seryozha, Arseny F.)
Goal: to develop children’s ability to throw and catch a ball.

Didactic exercise “Name the autumn natural phenomena”

.
(Lera Ch., Lida K.)
Goal: to consolidate children’s ideas about seasonal features. Observation of leaf fall.

Goal: expand children's understanding of seasonal changes in nature.

Outdoor game “The sea is agitated”

.

Goal: to activate children’s motor activity and creativity.

Work assignments at the site. Raking leaves into piles and cleaning them up.

Goal: develop labor skills .

Independent activity of children.

Evening Reading and looking at illustrations of M. Manakova’s work “My first book about professions ”

.

Goal: enriching children's ideas about professions .

Theatrical game. Guessing a profession in the simulation game " Professions "

.

Goal: developing the ability to imitate actions, develop creativity, artistry. Gymnastics after sleep.

Objectives: Increase emotional uplift, promote early awakening.

Finger game "This is a finger..."

Goal: develop fine motor skills, activate attention. Organization of the game situation “Supermarket”

.

Printed board games of children's choice.

Creative workshop. “Lay out the pattern”
(counting sticks)
.

Evening walk Didactic game “One - Many”

.
(Vika V, Tanya A.)
Goal: to activate the vocabulary, consolidate the ability to coordinate nouns with numerals.

Physical exercise “Find your place”

.
(Sonya T., Lera T.)
Goal: to develop the ability to find one’s place in the column. Precipitation monitoring.

Objectives: note the drop in temperature before rain.

Outdoor game “We are funny guys”

.

Goal: development of motor activity.

Labor on the site . Raking dry leaves.

Goal: develop labor skills .

Independent activity of children.

Interaction with parents (legal representatives)

WEDNESDAY

10.26.16 Specially organized activities (subgroup and individual)

Educational activities

in special moments Organization of independent activities

Morning Conversation on the topic “ Professional holidays ”

.

Goal: developing children's ideas about professional holidays .

Reading proverbs about work . Conversation with children about how they understand proverbs about work .

Goal: to cultivate the desire to work .

Individual work on speech development. Pronouncing tongue twisters with the sound “R”

.
(Egor S.)
Morning exercises.

Objectives: to develop the habit of doing physical exercise every day, to form correct posture, to start your day in an organized manner, to act in a coordinated manner in a team.

Ball game "ABC of professions "

.

Goal: to develop children’s ability to name professions starting with a specific letter.

Creative workshop. “We draw tools needed by people of different professions .”

Work assignments . Place toys in containers.

OOD

(group)

GCD No. 1 Cognitive and research activity
(Mathematical development)
Topic. Circle. Ball.

Goal: familiarization with the circle and ball and its properties.

Objectives: introduce the circle and the ball and its properties; develop spatial concepts; develop tactile sensations, general and fine motor skills, dynamic stereotypes.

Methods: teacher's story, conversation, showing demonstration material, dynamic pause, reflection.

Tools: screen, ball, demonstration material, pictures, handouts, pens, notebooks.

GCD No. 2 Musical activity

The role of the educator: by personal example, to instill in children the ability to listen to a piece of music, to monitor discipline; participate in demonstrating all types of movements, giving appropriate recommendations to children.

GCD No. 3 Visual activity (Construction)

Subject. Doctor's cap.

Goal: to develop the ability to make a doctor’s cap out of paper.

Objectives: to consolidate the ability to fold a rectangular sheet of paper in half.

Methods: showing a sample, looking at illustrations.

Tools: white paper, colored paper, scissors, glue, glue brushes, oilcloth.

Walk Physical exercise. Climbing gymnastic stairs in alternating steps. (Katya B., Kirill L., Kolya M.)

Goal: develop physical skills and coordination.

Didactic exercise

Goal: find five differences in different trees. (Egor S., Egor T, Gosha Sh.)

Weather observation.

Goal: expand and consolidate children's understanding of the weather.

Outdoor game “Fox in the chicken coop”

.

Goal: develop dexterity and coordination.

Labor on the site . Clean up the veranda.

Goal: to cultivate children’s desire to keep the group area clean, to develop neatness.

Independent activity of children.

Evening Reading the poem by S. Mikhalkov “What do you have?”

Goal: to develop the ability to perceive the content of a poetic text.

Individual task for a child “Name your home address”

.
(Misha, Masha S., Tanya A.)
Goal: to consolidate children’s ideas about their place of residence. Gymnastics after sleep.

Objectives: Increase emotional uplift, promote early awakening.

Game exercise “The neatest bed”

.

Goal: to cultivate a desire to make the bed carefully, to try to straighten out wrinkles. Printed board games of children's choice.

Work assignments . Clean up the constructor. Sort toys into containers.

Goal: develop work skills , cultivate a desire to keep your group in order.

Evening walk Physical exercise “Jumping on two legs in and out of a hoop”

.

Goal: develop the ability to jump over an obstacle by pushing off with both feet. (Katya B., Sonya T., Sonya O., Ilya K.)

Didactic game "Fourth odd"

.
(Arseny, Lera R.)
Goal: developing children’s ability to identify an extra object. Looking at a variety of stones. Looking at a stone through a magnifying glass.

Goal: to develop children’s understanding of stones.

Outdoor game "Who can run faster"

.

Goal: to develop motor activity.

Labor on the site . Collecting stones on the site, laying out the composition.

Goal: develop creativity.

Independent activity of children.

Interaction with parents (legal representatives)

THURSDAY

10.27.16 Specially organized activities (subgroup and individual)

Educational activities

in special moments Organization of independent activities

Morning Conversation “With whom or what do people of different professions ”

.

Goal: expand children's ideas about professions .

Didactic game “What is this thing for”
(Vika V., Masha Kh., Arseny Kh.)
Purpose: to activate the vocabulary, develop logical thinking. Morning exercises.

Objectives: to develop the habit of doing physical exercise every day, to form correct posture, to start your day in an organized manner, to act in a coordinated manner in a team.

Situational conversation “Where and what profession ”

.

Goal: to form children’s ideas about kindergarten professions . Creative workshop. “Drawing tools for dad and mom”

.

Goal: develop creativity.

Games with a constructor. “Let’s make a miracle tool”

.

OOD

(group)

GCD No. 1 Communication activity
(Speech development)
Topic. Modification of the Russian folk tale “Ryaba Hen”

.

Goal: developing the ability to tell the fairy tale “Ryaba Hen”

in a new way.

Objectives: develop children’s speech, creativity, dramatization skills, develop the ability to form verbs of the present and future tense.

Methods: word game, conversation, dramatization, didactic game “Find the place of the sound in the word”

, elements of TRIZ technology.

Means: table theater for the fairy tale “The Ryaba Hen”

, cow figurine for tabletop theater; cards with the plot of some action.

GCD No. 2 Motor activity (Physical education)

The role of the teacher: check and ensure the availability of sports uniform; during outdoor activities, walk between the rows of children, giving brief individual instructions.

Walk Physical exercise “Hit the target”

.
(Ilya B., Daniil K., Lera R.)
Goal: to develop coordination and accuracy.

Didactic game “Say it loudly and quietly”

.
(Vika, Sonya T.)
Goal: to develop expressiveness of speech and diction.

Watching the mountain ash

Goal: to continue to acquaint children with rowan and the features of its appearance.

Outdoor game “Shaggy Dog”

.

Goal: develop motor skills.

Labor on the site . Clearing the area of ​​branches and stones; clearing the land for planting seedlings in the spring.

Goal: to develop work skills , the desire to help adults , the desire to work collectively.

Independent activity of children.

Evening Leisure “Visiting the Queen of the Country of Professions ”

.

Gymnastics after sleep.

Objectives: Increase emotional uplift, promote early awakening.

Situational conversation “Who sews our clothes?”

Goal: expand children's understanding of the professions of tailor and seamstress .

Sedentary ball game "Finish my sentence"

.

Goal: to develop children's speech. Printable board game. Logical lotto " Professions "

.

Goal: to consolidate children’s ideas about professions .

Evening walk Physical exercise. Demon with acceleration and deceleration. (Katya B., Egor T.)

Goal: develop motor skills.

Creative exercise “Draw a cat with chalk on the asphalt”

.
(Masha Kh., Ilya K. Misha G.)
Goal: to develop creative skills, the ability to draw the silhouette of a cat with chalk.

Cat observation.

Goal: to reinforce the idea that a cat is a domestic animal, a mammal, and has certain characteristics.

Outdoor game “Ball for the driver”

.

Goal: develop dexterity and coordination.

Labor on the site . Collection of large waste.

Goal: to cultivate a desire to keep your area clean.

Independent activity of children.

Interaction with parents (legal representatives)

FRIDAY

10.28.16 Specially organized activities (subgroup and individual)

Educational activities

in special moments Organization of independent activities

Morning Conversation on the topic “Who will you be when you grow up ”

.

Goal: to develop children’s speech, to cultivate an understanding of the need to choose a profession .

Poetry competition about professions .

Goal: to update children’s knowledge about professions . Morning exercises.

Objectives: to develop the habit of doing physical exercise every day, to form correct posture, to start your day in an organized manner, to act in a coordinated manner in a team.

Game exercise “What skillful hands can do”

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Goal: to develop the ability to combine objects into groups according to professions . Creative workshop. Collage on the theme “Country of Professions ”

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Goal: develop creativity, update knowledge about professions .

Work assignments . “Place the toys in containers”

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Goal: develop work skills , desire to keep toys in order.

OOD

(group)

GCD No. 1 Natural world
(Knowledge of objects of living and inanimate nature)
Topic. Teacher's story “The Wonderful Apple, or “The Mirror of Our Soul”

Purpose: familiarization with the organ of vision - the eye.

Objectives: to form cognitive interest in a person.

Methods: conversation, problematic questions from the teacher, looking at illustrations and models.

Means: model of the eye structure.

GCD No. 2 Motor activity (Physical education in the fresh air)

The role of the teacher: check and ensure the availability of sports uniform; during outdoor activities, walk between the rows of children, giving brief individual instructions.

GCD No. 3 Communication activity (Reading fiction)

Subject. Nanai fairy tale “Ayoga”

. Analysis of proverbs.

Goal: to develop the ability to understand and evaluate the character of the main character of a fairy tale.

Objectives: consolidate knowledge about the genre features of literary works; develop the ability to understand the figurative meaning of proverbs and sayings.

Methods: conversation, problematic questions from the teacher, showing illustrations.

Tools: illustrations, magnetic board, diagrams.

Walk Physical exercise. Walking with different hand positions. (Lera Ch., Lera T., Gosha, Egor S.)

Goal: develop coordination.

Didactic game “One - many”

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(Vika, Masha S.)
Goal: to develop children’s speech. Observation “Comparison of Pigeon and Woodpecker”

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Goal: to continue to strengthen children's ideas about the bird world.

Outdoor game "Traps"

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Goal: to develop dexterity and the ability to follow the rules of the game.

Labor on the site . Preparation of plant leaves for the herbarium.

Goal: develop labor skills .

Independent activity of children.

Evening Conversation “Machines in the service of people of different professions ”

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Goal: to consolidate children’s knowledge of what machines and electrical equipment help people of different professions do their work faster and better. Gymnastics after sleep.

Objectives: Increase emotional uplift, promote early awakening.

Creative workshop. Coloring pages on the topic of profession .

Goal: to consolidate children’s ideas about professions .

Evening walk Physical exercise. Jumping on one and two legs. (Kolya M., Serezha Sh.)

Goal: develop coordination and motor skills.

Didactic game “Name the autumn months”

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(Sonya O, Lida K.)
Purpose: to consolidate children’s ideas about autumn.

Soil monitoring.

Goal: to develop children’s ideas about soil and the ability to describe its condition.

Outdoor game "Hopscotch"

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Goal: to develop children’s ability to quickly respond to a signal from the teacher.

Labor on the site . Helping adults care for shrubs .

Goal: to cultivate a desire to help adults keep order in the area.

Independent activity of children.

Interaction with parents (legal representatives)