How to organize a child’s work in preschool age?

PLAN

1. The concept of work as an activity, its structure.

2. Types of professions.

3. Prerequisites for the emergence of labor activity at an early age.

4. Psychological characteristics of the work activity of children in preschool age:

a) the specifics of the work of preschool children;

b) components of preschool children’s work;

c) development of new types and forms of labor;

d) familiarization with the work of adults and the formation of interest in it;

e) the influence of work activity on the mental development of the child.

5. Household activities of a preschooler.

The concept of work as an activity, its structure.

The main, historically first type of human activity is labor. Labor is a purposeful human activity aimed at changing and transforming reality to satisfy one’s needs and create material and spiritual values.

Labor activity is the leading, main human activity. Humanity (as a species) would cease to exist if it stopped working. Therefore, labor activity is a specific species behavior of a person that ensures his survival.

Thanks to labor, man built:

- modern society;

— created objects of material and spiritual culture;

- transformed the conditions of his life in such a way that he opened up prospects for further, almost unlimited development;

— the creation and improvement of labor tools, which in turn are a factor in increasing labor productivity, the development of science, industrial production, technical and artistic creativity, is associated with difficulty.

Labor activity is social in nature:

1. A product produced by a person can be used not only to satisfy personal needs, but, mainly, to the needs of society as a whole.

2. By nature - not a single person participates in the production of at least one product from beginning to end, but receives from society in exchange for his labor.

Actions in work activity are determined not by biological needs, but by the set production goal and the person’s relationships with other people in the process of achieving this goal. The decisive feature of labor is the manufacture and use of tools, i.e. using the effects of one thing on another.

Collective activity highlights in things their objective properties. It forces you to exchange information with other people and consolidate this information in special communicative actions - speech. It teaches you to direct your actions to ideal goals and determine them by social experience. Labor activity is a condition for the development and formation of personality.

Types of professions. A good compass in the world of professions is offered by psychologist E.A. Klimov. In the book “The Path to a Profession,” he identifies five main types of professions based on the principle of a person’s relationship to various objects of the surrounding world.

1. Man is nature. This includes professions in which a person deals with various phenomena of inanimate and living nature. For example, biologist, geographer, geologist, mathematician, physicist, chemist related to crop production, livestock farming, forestry (field breeder, livestock breeder, beekeeper, forestry specialist, agronomist, veterinarian, etc.) and other professions classified as natural sciences .

2. Man - technology. This group of professions includes various types of work activities in which a person deals with technology, its use or design (the profession of an engineer, operator, machinist, mechanics, seamstresses, drivers, etc., i.e. all technical professions).

3. Man is a man. This includes all types of professions that involve the interaction of people, their service and communication (politicians, religion, pedagogy, psychology, medicine, law, etc.).

4. Man is a sign system. This group includes professions related to the creation, study and use of various sign systems (they deal with conventional signs, codes, formulas, languages, etc.). Associated with calculation, numerical and alphabetic signs, including musical specialties. For example, linguistics, mathematical programming languages, methods of geographical representation of observation results, etc.

5. Man is an artistic image. This group of professions represents various types of artistic and creative work. For example, literature, music, theater, fine arts, i.e. creative professions (painters, pattern copyists, graphic designers, painters, etc.).

Prerequisites for the emergence of labor activity at an early age.

The source of a preschooler’s work activity is: the need to perform common activities together with adults, to act like an adult (wash dishes, wash handkerchiefs). However, the meaning of labor actions and their purpose are not always clear to the child. The quality of work often remains very low. The main thing is that the child wants to perform work activities; they are interesting and attractive to him. Therefore, it is in early childhood that the foundations of hard work and respect for any work of an adult begin to be laid.

The prerequisites for work activity are formed in the child’s objective activity and are associated with the development of self-awareness and personality.

1. Mastery of objective activities, the first instrumental actions.

The first labor skills are formed due to the emergence of a stable interest in the world of objects and the desire to act with them. Tools are the main characteristic of labor. The child is attracted by the process of using a tool and, as a rule, he does not highlight the result of his efforts. Often does not finish the job he has started. He has no focus on the quality of the result. The purpose of operating with a tool is hidden in the actions themselves: not to sweep the floor, but to sweep it; not to wash the dishes, but to wash them.

2. Separating yourself from your actions and actions from the subject.

In the second half of the 3rd year of life, a new formation begins to take shape - “pride in one’s achievements.” Now the child highlights the result of his actions and strives to receive a positive assessment from an adult. Separating actions from the object and himself from his actions (in connection with the use of his own name) allows the child to understand the ways of using tools and the final result of his actions.

3. The emergence of a desire for independence, the first directed actions.

Actions with tools help the child to realize himself and show an ever-increasing desire for independence. The adult has the opportunity to orient the child towards obtaining a high-quality result and help him understand the social significance of work: he swept the floor, helped his mother, so she is happy. It is the orientation of one’s own actions and their results towards another person that is a prerequisite for the formation of social motives for work.

4. Manifestation of arbitrariness in behavior.

The child’s idea of ​​the final result (end of early childhood) begins to guide the action, plan and control it. In mastering instrumental actions, speech development is of great importance. First, the speech records the labor action and its result (“Swept, washed”). By the end of the 3rd year of life, with the help of speech, the child begins to precede his action (“I will sweep. I will wash.”).

5. Development of visual-motor coordination.

Along with effective actions (transforming objects), prerequisites for productive actions (creating something new) appear. Such actions are performed only in joint work with an adult, for example, when a baby makes pies together with his mother. But the child cannot yet obtain a new product on his own.

Psychological characteristics of the labor activity of children in preschool age.

Labor activity is formed in the process of all types of activities: gaming, productive, educational. In play activities, the child reproduces the work of adults, relationships in work; acquires ideas about the necessity of labor, its social significance, and the collective nature of labor. In productive activities, he learns to set goals and expends effort to achieve results. Educational activities promote understanding of the social significance of work, teach how to plan activities and achieve results, and children become familiar with the work of adults.

Child labor differs significantly from adult labor. Adult labor is the production of an objectively significant, tangible product; child labor is of great importance for the mental development of the child himself. The uniqueness of a preschooler’s work activity is manifested in the fact that it is associated with play, does not have a socially significant result, and serves as a means for personal development.

The relationship between children's work and play lies in a common source - the need to take an active part in the lives of adults and the desire for independence; the sphere of social relations and actions associated with the everyday and professional functions of adults is being mastered. The differences are manifested in the following: in the game, the child acts in an imaginary plan, without the possibility of obtaining a specific result. Labor presupposes the receipt of a tangible product; a child can establish a more direct, immediate connection with the life of an adult than in play.

The younger the child, the faster their work turns into play (especially in early and early preschool age). This happens most often when the assignment is beyond the child’s ability, the child does not understand what is required of him, does not know how to carry it out, and the adult does not control the child’s activities. Older preschoolers (6 years old) are already aware of the differences: in the game they highlight toys or substitute objects; performing roles, they understand that this activity is for pleasure; in labor activity, they can already identify tools of labor, perform a number of labor operations, indicate the objective purpose of labor (“to keep things clean, order must be restored”), realize the useful orientation of labor, and believe that this is important work.

Throughout preschool age, the connection between play and work is maintained, because it is necessary to make attributes for game actions (for example, turntables); products of child labor help create an imaginary situation (for example, making a homemade toy is included in the director's play). Thanks to the game, children understand the meaning of the work of adults, the essence of their relationships, through the game the quality of work improves, the desire to complete it, a positive attitude towards household work is formed, especially towards monotonous processes (for example, clearing snow from the veranda).

Thus, the continuity between work and play lies in the fact that the child receives, generalizes and systematizes adults’ ideas about work; the first emotional stage of professional self-determination occurs, i.e. acquaintance with the work of adults, the performance of work duties forms an idea of ​​\u200b\u200bprofessions, the first professional preferences appear, and professional interests are outlined.

According to research (A.N. Belous), older preschoolers know from 4 to 15 professions; the choice of profession is determined by gender differences: boys - driving various types of transport, agricultural machinery, construction (bricklayer, builder, welder, crane operator, bulldozer operator, excavator operator), military (pilot, tank driver, rocket operator) specialties; girls - professions of educator, teacher, nurse, doctor, hairdresser, music worker, salesman.

It is difficult for preschoolers to understand the work of adults. They more easily identify social significance in the activities of specific people whose professions they are familiar with. Older preschoolers know the tools of many professions; describe the labor process; highlight the qualities necessary for people of different specialties (“a captain must be brave and courageous”); comprehends the meaning of professional activity; understands the need for every profession (S. Mikhalkov “What do you have?” - “We need different mothers, all kinds of mothers are important”); a respectful attitude towards the work of adults develops.

Thus, knowledge about the work of adults acts as a central link in ideas about social reality.

The main directions for the development of a preschooler’s work activity are: increasing the complexity of the components of work activity, mastering new types and forms of labor.

Components of preschool children's work.

Throughout preschool age, the following components of a preschooler’s work activity are being improved: goal setting; planning; labor motives; labor skills and abilities; socio-psychological readiness for joint work activities; self-control and self-assessment of labor results; foundations of work culture.

Goal setting . In early preschool age, goals are determined by satisfying one’s own needs. At 2-4 years of age, actions are subordinated to a goal if this goal is sensually perceived by the child and the task is understandable. At 3-4 years old, children refuse to put away toys because... They don’t understand well what is required of them. Therefore, when working with children, an explanation is necessary: ​​first, specifically: “Put the cubes in a box and place the toys on the shelf”; then more generally: “Clean up the toy corner.” Older preschoolers accept and set goals based on formed ideas; act according to verbal instructions from adults, which involves performing complex actions over a long period of time; goals become more sustainable; are based on the child’s assessment of his real capabilities and skills.

Planning is associated with the allocation of conditions, means and ways to achieve a goal. This can significantly improve the quality of work. Senior preschoolers plan both their own and joint work activities: they determine the work plan; find common ground on how to achieve a goal. The significance of collective planning lies in the emergence of a desire for self-control; children independently improve the techniques and skills necessary to implement an independent plan; the sense of responsibility increases. The result is a high quality of the resulting work result.

Motives of work . In early preschool age, the child’s interest in the process itself or its equipment, as well as play motives, predominate. Motives for reward and reprimand appear throughout preschool age. Most often, they appear if the child does not understand the meaning of work; as a result, the need to work is not formed (“So that mom doesn’t scold”; “So that mom praises”; “When I work, they always give me something tasty”), as well as when doing adult demands (“I’m working because my mother told me to”). These two groups of motives quickly acquire a stable character and indicate errors in the labor education of children.

Of particular importance in the formation of labor activity are the social motives of labor, which appear quite early. If in primary and middle preschool age children are not yet aware of them, but are guided by them, then the older preschooler sees the meaning of work in helping other people (“You need to work to help your mother, adults, little ones. And in general, you need to help your mother”).

Throughout preschool age, labor skills and abilities become more complex: they become more accurate, faster, and coordinated; Work assignments usually take a long time to complete, not always efficiently, because... limited capabilities of the child, especially his mental development (a broom breaks, dishes break). Therefore, you need to give feasible tasks, teach them how to properly handle tools and objects of labor.

The criteria for assessing work activity are the achievement of results and its quality. The attitude towards other people and their work depends on quality. Consequently, quality will become the main criterion in assessing the actions of one’s own and one’s peers (cleaning the chairs means you did a good job).

Self-control and self-assessment of work results depends on the success of achieving the goal. At 3-4 years old, a child does not notice mistakes in his work, considers it good, regardless of the result achieved, but is critical of the work of his peers. At 5-7 years old, children try to correctly evaluate their work; Not all mistakes are noticed, but only gross ones; they are interested in the quality of work; turn to adults about the correctness and quality of their own work actions.

Features of the work of a preschooler: how, why and why?

In preschool education, one of the main things is the organization and training in work activity and teaching many of its methods available to children in groups of this age. There has long been an expression among people that labor turned an ordinary animal (monkey) into a highly developed intelligent being (human). And, no matter how exaggerated these words sound, there is some truth in them.

In the process of organizing labor activity, organized and expedient, the child receives the necessary knowledge and skills, but this is not even the main benefit. Through the necessary actions performed by the body, the brain also develops, or rather, even the basic mental functions: thinking, perception, will. That is why labor education of preschool children is a very important and serious area.

At what age does work begin?

So, since this article is focused exclusively on the preschool age, it is important to define it right away. The final stage is quite obvious: this is the period from 6.5 to 7 years, when the child goes to school. Conventionally, in psychology, the upper limit is considered to be 7 years, but for some the transition to school time (junior schoolchildren) occurs a little earlier, for others a little later. It all depends on a purely formal moment: entering first grade and starting school.

It is much more difficult to determine the lower limit. When can a child’s activity be called work, and can we begin to teach him to perform conscious actions without fear that he will harm himself? In psychology, it is believed that this age begins at 3 years old. Here, too, it should be understood that this is only formal: it is different for different children.

Some are already ready at 2.5, while others are just starting to succeed at 3.5. And yet, at about 3 years old, the child moves from object-manipulative activities (when he touched and felt objects, not always understanding their real purpose) to role-playing games. He develops a social interest and begins to learn how to build relationships and connections. Then it is advisable to begin full-fledged labor education, and the forms can be completely different.

Labor education in relation to different age groups

Preschool age is the best time to develop basic self-care skills, certain skills, and observation. With each stage, the load becomes more complex and requires appropriate actions from the guys. Adults need to remember about age-related characteristics, show patience and kindness, so as not to cause denial in the child.

1. The child's fingers are not yet sufficiently developed and do not obey him well.
2. The sequence of actions is also not given to the baby; it is difficult to remember everything the first time.
3. A younger preschooler will not be able to attract volitional efforts to help; these abilities are still just being formed.

Teachers usually know which teaching methods are appropriate for each age group. They have the responsibility to give recommendations to parents so that children develop harmoniously.

Taking into account the physiological and psychological characteristics of pupils, you need to remember that for children 3-4 years old, the optimal duration of work is 10-15 minutes . Children aged 6-7 years do physical exercise for a maximum of half an hour. The condition of each baby must be monitored. Pay attention to sweating and redness of the skin, when they appear it is better to change your occupation. To prevent children from getting tired, it is better to move on to other activities after 10-15 minutes. When dosing them, be sure to take into account the volume of physical activity and its complexity.

Reminders on traffic rules for parents in kindergartens: consultations and meetings

Labor education in the younger group

Children 3-4 years old are active, often talking about their desire to participate in one activity or another. But they get tired quickly, it is difficult for them to concentrate, so you should not overload them. The assignments of adults in the younger group are more individual in nature; the student will only need to hang up towels or arrange the cutlery for dinner.

Points to consider:

• labor education is situational in nature, for a three-year-old the main thing is that the tasks are simple and understandable;
• children should be praised for any success;
• In order for the child to understand the meaning of his actions, the teacher needs to explain the tasks and evaluate the results;
• Before doing anything, the child needs to observe how an adult copes with it; then the child’s actions follow with step-by-step comments from the teacher.

The main method of working on labor education with children 3-4 years old is personal example. The guys watch the actions of their elders, manual labor, various exercises are carried out in a playful way. Knowledge is consolidated through the example of such famous works as “Fedorino’s grief” or “Moidodyr”.

Labor education in the middle group

By the age of four, the baby will be able to handle sweeping paths or washing doll clothes. The tasks gradually become more complex, and the children already have some self-organization skills. They can be entrusted with duty in the dining room or preparing for classes; the children are quite capable of performing simple care for animals in a corner of nature.

In the working method it is important:

• note the child’s desire to help;
• the work is carried out in a playful way (application and design, rules of behavior in various situations are reinforced through role-playing games);
• visual aids are used;
• Conversations are held about the content of future actions and relationships.

Labor education in the senior group

Collective assignments are already being used with children aged 5-7 years. When interacting with each other, children learn to coordinate efforts, agree on something, and share responsibilities among themselves. Playing for children is still the main activity, but they meet the teacher halfway, help replace bed linen in the bedroom or collect leaves on the site.

It is important for the teacher to organize the workspace and equipment. Shovels and watering cans should be bright and comfortable to make children want to play with them. Elegant aprons will create a feeling of celebration. The duration of classes should not be overtiring.

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The main goal of the labor development process in preschool educational institutions is to develop a respectful attitude towards the activities of adults, familiarity with the main professions, understanding of their significance, and the desire to help.

Labor education in the preparatory group

For older preschoolers, work takes on a systematic nature and becomes more numerous. Children repair books or boxes and sew buttons on their own. Under the supervision of the teacher, they prepare the necessary manuals for classes, counting material, and cut out specified elements from plastic bottles. The guys themselves notice the disorder in the area, water the flowers, and remove fallen leaves.

Observations during a walk in the second junior group

In the seventh year of life, pupils help set the table for dinner, the attendants monitor the availability of soap and towels, the quality of hand washing, and look after the living area.

How does the work of young children differ from adult work?

So, we have resolved the issue of age; now it is necessary to consider what exactly can and should be considered the work of a child. Naturally, it has significant differences with similar activities of an adult. And the main thing is that child labor is largely a voluntary activity, has entertaining forms and is not too extended over time.

Moreover, it has virtually no social significance. That is, everything done by a child and presented as the result of his labor is valuable exclusively for him alone and his peers. True, parents and other relatives can also admire and praise. This is the main feature of the work activity of preschoolers.

We can also add to them that in order to achieve the goal, work must be organized and controlled by adults, clearly explained and shown by example. Children are quite small, and they will not yet be able to achieve the desired result themselves.

Therefore, everything is done only with the guidance of mentors, with clear organization, and has content that is relevant to the child. In other words, he understands and is interested.

Peculiarities of work activity of preschool children

It is important for adults not to miss the moment when children want to work and participate in household chores. This desire awakens in preschool age. With competent support, adults will be able to strengthen interest in work, while removing the child from work will gradually discourage him from wanting to work physically.

Why do mothers, fathers, and grandmothers often prefer to prohibit a child’s participation in any activity rather than support it? The reason is either increased anxiety for the child - lest he hurt himself, lest he harm himself while trying to manipulate the mop, reach the faucet, etc. Or adults are dissatisfied with the child’s inept actions, after which there will be even more washing and cleaning.

But you will have to come to terms with these moments if adults understand their own responsibility for instilling hard work in their little helper.

A characteristic feature of the work activity of a preschooler is that the child is focused not on a quality result, but on the immediate process. At preschool age, the need to take part in real life and be involved in the world of adults becomes actualized. This need can be realized by getting involved in specific activities.

This need is only partially realized in gaming activities. Children often simulate adult life in story-based games. But they understand that this is “make-believe.” And young people want real participation in real things that they observe every day at home or in kindergarten.

In labor, the child gets the opportunity to independently perform those actions that he previously only observed. By making efforts, the child believes that he, like an adult, is useful. That is why work activity is so attractive in preschool age.

Motives that encourage children to work

The motivation to put in work effort changes as the preschooler grows up. Motive is a structural component of any activity. Along with operations, it shapes the labor process from an early age. Other components of the work activity of preschoolers appear later.

Three- to four-year-old children are motivated by interest in the process itself. It’s so interesting to stir a ladle in a pan or move it with a vacuum cleaner brush.

In middle preschool age, children are pushed to do feasible work by incentives and reprimands . For example, a child is happy to wipe cutlery because his mother praises what a wonderful helper he is. In the same way, a preschooler quickly puts his toys in order, because after cleaning, dad promised to read a book together. Or the child independently begins to put together the scattered parts of the construction set so that his mother does not scold him.

The highest level in preschool age is social motives for work . Guided by these motives, children move from performing exciting actions or things for which they expect praise to actions that are important to other people.

Making a craft as a gift for mom, helping grandma water the garden bed, putting on shoes and tying shoelaces for a younger sister are examples of things that older preschoolers do in an effort to show concern for loved ones. In such cases, the question of whether the immediate process is interesting is not considered. The child realizes the value of his labor participation for the benefit of others. This is the right period to decide what the child should do around the house to help his parents.

What exactly can be considered a child’s work?

And yet, what exactly should be understood by the concept we are describing? Labor refers to any purposeful human activity, conscious and meaningful. It is necessary in order to modify or adapt surrounding objects and thereby satisfy needs.

Simply put, we work to make our own lives easier and create something new and necessary. This, by the way, also includes artistic work, because as a result, a certain material work is created, aimed at satisfying the primordial human need for the beauty of the objective world around it.

Absolutely any work activity has its own components, certain forms and content. And even in different age groups these characteristics do not change.

Characteristics of preschool children's work activity

Well, let's start with the fact that any child labor needs clear organization on the part of an adult. In addition, it requires content that is relevant and understandable to the child, and the forms can be very different. The main thing is that it is interesting, accessible to existing age groups and brings satisfaction (joy, admiration) to the end result.

The work of a child in itself is valuable because it has enormous educational value. This is why it is needed in the first place. Then - for the development of fine motor skills, the formation of basic mental functions, strengthening the musculoskeletal system, etc. Often it takes place exclusively in the form of play, and only closer to school age does it begin to emerge as an independent activity. Although, it is still quite conditional.

Any work activity has its own components: goal setting, planning, motives, skills and abilities, willingness to work together, self-control, self-esteem, the foundations of work culture.

Let's consider each of them separately

• Goal setting. This is the answer to the question: why am I working? For what purpose? What will organizing this activity bring me in the end? The answer will be different in different groups, but in any case, children should be well aware of it.
• Planning. Drawing up an action plan that will definitely lead to the desired result.
• Structuring the activity, its clear organization, understanding how to achieve the goal.
• Motives. This is the basis on which I engage in this activity.
• As a rule, play and personal interest motives predominate for preschoolers.
• Skills and abilities. What a child will receive or improve as a result of specific work.
• Willingness to work together. This is a psychological indicator that determines the degree of cohesion of a given group and the degree of socialization of each individual member.
• Self-control and self-esteem. Important qualities of an individual. Organizing one’s own work within the framework of social activities, the ability to bring it to completion and correctly evaluate it.
• Fundamentals of work culture. This is the ability to work correctly, respectfully towards each other and observing all the rules of both personal and general safety.

Actually, such components can be found in any work activity, including adult work, but for children they must be clearly formulated and understandable both to themselves and to their mentors and educators.

Organization of work activities of preschool children

Work activities throughout preschool childhood become more complex, covering the path from mastering self-service skills to performing household duties and caring for plants and pets.

At 3-4 years old, even brushing your teeth or getting dressed for a walk on your own is difficult. With the development of manual skills, children's self-service skills are automated and move from the category of “work” into everyday actions. The work activity of a preschooler is filled with other processes involving the development of tools and the achievement of results.

The uniqueness of the work activities of younger preschoolers

It is clear that a 3-year-old child will persistently demand to be allowed to test in the kitchen in order to “help” make pies. But his interest will dry up in response to an offer to tidy up the gaming corner of his room.

The main reason is the lack of novelty, and therefore the lack of excitement in the process. Other, no less important reasons are added to it. The kid may simply not understand how to restore this very order...

In early preschool age, in order to introduce a child to work that is feasible for him, it is important to give specific and understandable instructions. “Put the cubes in a box, put the box on the shelf”, “Put your socks in a drawer” - after hearing such instructions, the baby will understand what they want from him at the moment, and will also gradually form a sequence for putting things in order.

Clear instructions are an essential element in developing a preschooler’s work skills.

Only by mastering the rules that allow him to organize his work will a preschooler be able to independently initiate and complete everyday work activities in the future.

Labor in older preschool age

Older preschoolers are introduced to work not for the sake of participation. Although there are also cases when 6-7 year old children are driven solely by curiosity: “How do you spin that? Let me try.” “I also want to dig” - the child takes up a shovel, but after a few attempts he loses the desire to do something that is quite physically difficult.

However, in most cases, all components of work activity can be traced in the activities of preschoolers: motive, goal, actual actions, control and evaluation . That is, the child sees the goal for applying his efforts, chooses the means, how he can get the result, performs the actions and is interested in the result of his work.

For example, 5-year-old Masha reports that she wants to sweep the room “to make it clean.” Having at least practiced with a broom, she collects the garbage in a dustpan and immediately asks if she swept well. Although the girl relies solely on praise for her efforts, she is interested in achieving her goal.

Mastering the components of work activity contributes to the development of the personal qualities of a preschooler. There is a direct influence on the formation of the following qualities:

• hard work
• responsibility
• independence
• perseverance
• criticality

Older preschoolers evaluate their work more objectively. They notice, unlike younger children, gross shortcomings and try to correct them. But it is important to them how an adult evaluates the quality of their work actions, so they ask appropriate questions.

Thanks to the development of speech, children in older preschool age are well able to perceive verbal instructions on how to perform a certain task. Adults will help the child if together they discuss the sequence of steps that will lead to the desired result.

Various types of work for preschoolers

Since the work activity of children in preschool age should have a clear content, clear organization and interest for each child, it should also have a variety of types. This is how it really is.

First of all, it all starts with self-care. This is a very important type of work activity, because it teaches the child to do without the help of an adult, to keep himself clean and comfortable, to be able to dress, perform hygiene procedures, and to be minimally dependent on elders in basic everyday matters. At first it needs organization, but then it becomes automatic.

1. Household work is an activity that teaches order, both indoors and outdoors. In the process, the child learns to use various household items and devices, gains a complete understanding of them and learns to make some himself. It has clear content and is required in all groups.
2. Labor in nature is aimed at putting the site and surrounding street and forest areas in order. It also has a healing character, teaching you to be careful about everything around you. Needs careful organization and thinking through each stage on the part of adults to make it safe and productive.
3. Manual (or artistic) labor is the creation of works of art of one kind or another. It evokes a huge emotional response, makes children happy, and allows them to express themselves. An important stage in the formation of a confident and creative personality.

Thus, labor education of preschool children is the most important aspect in their harmonious development and formation of an integral personality. On the part of adults, a clear organization and explanation to the child of the meaning of his work is required, but the baby will learn the rest on his own. After all, as you know, theory means nothing without practice.

Labor education of preschool children

 “Education should not only develop the mind, equip with knowledge,

but also to ignite in a person a thirst for serious work,

without which his life can be neither worthy nor happy.”

K. D. Ushinsky

Labor education, that is, involving children in independent and feasible work and observing the work of adults, explaining its significance in people’s lives, plays an important role in the comprehensive development of the child’s personality, and the immediate future of the school student.

The main goal of the labor education system is the moral, psychological and practical preparation of children for work, the formation of a positive attitude towards it.

Interest in work, the necessary work skills and personal qualities are established in childhood. The task of teachers and parents is not to miss this moment, because preschool age is a responsible and fertile time when a child joyfully discovers the wonderful world of the surrounding reality. For him, the joy of being, the joy of learning, the joy of growing up is a normal state.

The work activity of a preschool child differs from the productive and domestic work of adults. It does not lead to an objectively significant product, but it is of great importance for the mental development of the child himself.

In order for hard work to become a stable trait, adults need to ensure that the preschooler systematically exercises, performing various work activities, and strives to fulfill his plans as best as possible.

Particular attention is required when assessing the work of a child, for whom it is extremely important to find out the opinion of an adult, experienced and authoritative person about how successfully he completed the work, what results he achieved, why and for whom they are important.

Work should enter a child’s life joyfully and help in successful all-round development.

At the same time, we must not forget that the success of labor education is impossible without special attention to the individuality of the child. After all, every person, including small ones, is a unique, peculiar personality with his own interests, affections, capabilities, and character traits.

Labor education is aimed at achieving the goal of forming a positive attitude towards work through solving the following tasks: development of labor activity; nurturing a value attitude towards one’s own work, the work of other people and its results, the formation of primary ideas about the work of adults, its role in society and the life of each person.

The leading principles for achieving the goal are:

— the principle of humanity (personal approach to the child);

— the principle of non-violence (voluntary participation of children in labor, emotional intensity of child labor);

— the principle of integrity (the personality of a preschooler is considered as an integral phenomenon, and the nature of the work activity of preschoolers is multifaceted);

— the principle of subjectivity (subjective-subjective interaction between a teacher and a child in the process of introducing a preschooler to work).

The necessary methods and techniques that are used to manage various types of child labor are the following:

- determine the purpose of work;

- help the child motivate his work;

— teach elements of work planning;

— learn to achieve results and evaluate them.

Labor is a complex activity. Since ancient times, the inclusion of a child in the working life of the family began very early. From infancy, an awareness of work as an integral and natural part of life was formed.

The problem of introducing preschoolers to work has found a worthy place in the works of outstanding teachers of the past.

A.S. Makarenko considered the child as a future member of the work team. He considered one of the main tasks of labor education to be the formation in children of a creative attitude to work. Speaking about the work of young children, A.S. Makarenko pointed out its close connection with play, which should gradually turn into work.

V.A. Sukhomlinsky wrote that childhood should not be a constant holiday. If there is no labor stress that is feasible for children, the joy of work remains inaccessible to the child.

K.D. Ushinsky considered the main tasks of education in work and for work to be instilling in children respect and love for work, along with the habit of working.

According to its content, the work of preschool children is divided into four types:

— self-service;

— household work;

- labor in nature;

- manual labor.

Various types of work are not the same in their pedagogical capabilities, their meaning changes at one or another age stage.

The content of work is realized in different forms of organization of preschool children: assignments, duties, duty, individual work, work nearby, collective work, common work, joint work.

The implementation of the tasks of labor education of a preschooler is possible only if there are conditions under which labor becomes a means of pedagogical influence:

— systematic inclusion of each child in labor;

— selection of equipment for work;

- taking into account the load on the child;

- an example of a teacher.

Thus, work has a great pedagogical impact only if it is properly organized.

In our work, we pay great attention to familiarizing children with the work of adults, as this forms an idea of ​​the role of work in people’s lives and fosters a desire to participate in it.

The goal that we have set for ourselves is the following: the formation of children’s ideas about the world of professions and a positive attitude towards work.

We have identified a number of problems that need to be solved:

— development of labor activity;

- development of interest in the professions of parents and the most common professions of the immediate environment and the desire to follow the actions of adults;

- formation of an idea of ​​the objective world created by human hands, of the role of man in it;

- developing children’s ideas about different professions, showing the importance of the professional activities of adults for society and children;

- teach children to reflect in role-playing games the features inherent in various professions

- to form in children a conscientious attitude towards work;

— to cultivate respect for the results of the work of people of different professions.

The activities of adults serve as role models for children, which is confirmed by their role-playing games. Children enthusiastically play “Barbershop”, “Steamboat”, “Construction site”, “Hospital”, “Shop”, betraying not only work activities, but also the relationships between people, their attitude to work.

The content of the game is of great importance, given that it has a significant impact on the formation of the child’s personality; teachers need to develop and maintain interest in such games.

The game for children is a way of learning, it is an introduction to life and the beginning of career guidance. Therefore, it is necessary to create conditions under which children could use examples of the work of adults. For this you need:

- showing children the varied work of adults;

- explanation of its meaning;

— organization of joint activities of adults and children.

When building an educational process to familiarize adults with work, we use the following methods and techniques:

visual: observations of adults’ work, demonstration, examination of teaching aids, illustrations, photographs, use of ICT;

verbal: explanation, reading fiction, story, conversation;

practical and playful: joint work activities of an adult and a child, demonstration and explanation of rational methods of work actions, organization of practical work actions, educational and research activities, experiments and experiments, project activities, didactic games, outdoor games, role-playing games, modeling, acting out methods of action, game problem situations, dramatization games, episodic game techniques (riddles, simulation exercises, game actions, etc.).

We use a variety of forms of work: direct educational activities, independent activities of the child, artistic and creative activities, targeted walks and excursions, cultural and leisure activities, meetings with people of different professions, living examples of surrounding adults.

In the process of work, we widely use didactic games: “What first, what next”, “Why is this necessary?”, “Guess what we are doing?”, “Name the profession”, “Who owns the object?”, “The fourth odd one”, “Find a pair”, “Collect a picture”, “Wonderful bag”, “What disappeared?”, “Find the differences”, “Complete the missing details”, “Artist’s mistake”, etc.

We have developed a series of games for the interactive whiteboard, compiled an album with illustrations “Who to be”, and a photo album “Professions of our family”.

Much attention was paid to reading fiction. Various genres (rhymes, poems, short stories, fairy tales and fables) awaken interest, respect for work, and children have a desire to imitate literary heroes.

The work carried out systematically promotes the development of speech and thinking (the child has to compare and contrast objects and phenomena with which he deals), trains memory, improves attention and imagination.

Labor strengthens the child’s physical strength and health, and his movements become more confident and accurate.

Labor is especially important for the moral education of a child. Not only personal qualities are formed and improved, but also relationships between children. In work, independence is fostered, initiative, responsibility, discipline, responsiveness, kindness, care, politeness, the ability to negotiate, and empathy are developed.

Thus, the work of preschool children is the most important means of education. The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and for the team. Treating work with love and seeing joy in it is a necessary condition for the manifestation of a person’s creativity and talents.

Literature:

1. Kutsakova L.V. Labor education in kindergarten. System of working with children 3-7 years old. M.: Mosaika-Sintez, 2012. – 128s.
2. Komarova T.S., Kutsakova L.V., Pavlova L.Yu. Labor education in kindergarten. Program and methodological recommendations.-3rd ed. – M.; Mosaic-Synthesis, 2007. – 80s.
3. Bondarenko T.M. Introducing preschoolers to work. Voronezh: LLC “Metoda”, 2014 – 208 p.
4. Makhaneva M.D., Skvortsova O.V. Teaching children to work: A manual. – M.: TC Sfera, 2012. – 64 p.