card file "Work in a corner of nature" card file (senior, preparatory group)
Card index: Labor in nature. Senior/preparatory group.
Card No. 1.
Watering indoor plants.
Goal: Teach children to care for indoor plants; water from a watering can
water at room temperature; consolidate children's knowledge about different methods of watering indoor plants. Develop accuracy when working with water and plants, confidence in your actions, work skills. Foster a caring attitude towards the natural environment and a desire to take care of it.
Card No. 2.
Loosening the soil of indoor plants.
Goal: Teach children to care for indoor plants; give children knowledge about why it is necessary to loosen the soil of plants; consolidate loosening techniques and rules for using the necessary items for this. Develop labor skills, accuracy. Foster an ecological culture and respect for the environment.
Card number 3.
Spraying indoor plants.
Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: spray the plants with water at room temperature, use the sprayer correctly. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 4.
Caring for large-leaved plants (wet wiping of leaves).
Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: wipe large leaves of plants with a damp cloth, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 5.
Caring for plant leaves (removing dust with brushes and a dry cloth)
Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: remove dust from plants with brushes or dry cloths, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development, and improves their appearance. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 6.
Plant cuttings.
Goal: To clarify children’s knowledge of what a plant can be grown from.
Teach children how to properly plant a plant cutting, prepare the soil, care for them and the sequence of work: pour sand into the bottom of the pot, then soil, water, wait until the water is absorbed into the sand, make a hole in the middle (center) of the pot with a stick and plant the cutting until the first leaf, press the ground. Water as needed. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 7.
Replanting indoor plants.
Goal: To teach children to provide all possible assistance to the teacher in replanting plants; teach plant transplantation techniques and sequences
work: choose the right size pot, prepare sand and soil, plant. To consolidate children's knowledge about indoor plants and their differences from each other. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card No. 8
Planting onions on the windowsill.
Goal: To teach children to set a goal, prepare a workplace, tools and clean up after themselves. To consolidate children's knowledge about the structure of the onion and the conditions necessary for onion growth. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an environmental culture, a desire to achieve results, and participate in a common cause.
Card number 9.
Sowing flower and vegetable seeds.
Goal: To give children knowledge that every plant has seeds. Learn the sequence of actions required when sowing seeds; make a hole in the soil (for sowing seeds, marking each time with a stick
the distance between them and grooves for small seeds; teach to observe cultural and hygienic skills when working. To consolidate children's knowledge about at what time, which seeds are sown in boxes in a group for preparing seedlings, and which seeds are sown in open ground. Develop labor skills and abilities. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 10.
Planting seedlings and caring for them.
Goal: To form children's ideas about the main stages of plant growth and development (seed, seedling, stem with leaves); about the basic methods of growing plants and caring for them (planting in loose soil, watering, loosening the soil, weeding, feeding). Be careful when planting seedlings, as the plants are very fragile. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Methodological development “Children’s work in a corner of nature” methodological development on the topic
Labor in nature.
Work in a corner of nature.
1. The importance of labor in nature.
Varied work in nature brings children a lot of joy and contributes to their all-round development. In the process of work, a love for nature and a careful attitude towards it are cultivated. Children develop an interest in work activity and a conscious, responsible attitude towards it. In a team, children learn to work together and help each other.
Working in nature has great educational value. It broadens children's horizons and creates favorable conditions for solving problems of sensory education. Working in nature, children get to know:
- with properties and qualities, states of natural objects;
- learn how to set these properties.
The teacher teaches children to focus on the properties of natural objects to perform labor actions. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a standard idea of the properties, qualities, and states of natural objects.
Working in nature, children learn in practice the dependence of the condition of plants and animals on the satisfaction of their needs, and learn about the role of man in managing nature. The assimilation of these connections and dependencies contributes to the formation of children’s attitude towards work: work becomes meaningful and purposeful.
In the process of working in nature, children develop knowledge:
1) about plants (properties and qualities of plants, their structure, needs, main stages of development, methods of cultivation, seasonal changes),
2) about animals (appearance, needs, methods of movement, habits, lifestyle, seasonal changes). Children learn to make connections between conditions, the way of life of an animal in nature and ways to care for it in a corner of nature.
1.Work in nature contributes to the development of children:
- observation;
- curiosity;
- inquisitiveness;
- arouses their interest in natural objects and human labor;
- respect for working people.
2. In the process of labor the following are formed:
- practical skills in caring for plants and animals;
- intellectual skills develop: planning work, selecting materials and tools;
- outline the sequence of operations, distribute them over time and between labor participants;
- evaluate results, etc.
Labor in nature creates favorable conditions for the physical development of children, since in most cases it takes place in the air, is varied in nature, and this contributes to the development of movements and strengthening the child’s nervous system.
Children's aesthetic needs are satisfied through work. Doing work that is feasible and interesting gives them joy, and this is the basis for developing future work and a sustainable interest in work.
2. Pedagogical and hygienic requirements for the organization of work in nature.
Work in nature only has educational significance if its organization and content meet certain pedagogical and hygienic requirements.
2.1. Pedagogical requirements for the organization of work in nature.
- The most important pedagogical requirement is the organization of work that is varied in content:
a) caring for animals (birds, fish, mammals), plants;
b) growing plants in a corner of nature,
c) work on the site (in the flower garden, in the vegetable garden, in the orchard).
Only varied work arouses interest in children and a desire to participate in it.
- In the process of work, it is necessary to develop practical skills and abilities in unity with knowledge. So, for example, when transplanting flowering plants from soil in the fall in the older group, the teacher consolidates the ability to distinguish and correctly name them (aster, dahlia, etc.). He introduces children to the root as a part of the plant, explains the connection between cold weather and the condition of plants, and develops the skills of replanting plants (dig with an earthen ball; dig away from the stem so as not to damage the roots; select pots in accordance with the root system). When planting flower seeds in a school preparatory group, you should examine them, highlight their color, size, shape, etc., compare them with the image of a flowering plant, remember the process of growing this plant until the seeds form, and then begin planting. With such an organization of work, the child acquires not only the skills, but also the knowledge he needs in his future work activity.
- An important pedagogical requirement is the awareness of work, which involves revealing to the child its goals, results and ways to achieve them.
- The work activities of children in nature should systematically become more complicated. The skills of caring for plants and animals become more complex, the range of knowledge is enriched, and children’s observation and planning skills develop.
- Work activity must be regular. It is important for the teacher to introduce every child to it.
2.1. Hygienic requirements for the organization of work in nature.
- The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork. Otherwise, he develops a negative attitude towards work assignments. The duration of work depends on its nature and the age of the children: in the younger group - within 5-7 minutes, in the middle group - from 10 to 15 minutes with a short rest depending on the nature of the work, in older preschool age - 15-25 minutes with a break for rest or change in the nature of work.
- It is necessary to ensure the correct posture of children when working. So, when carrying water, a watering can or bucket should be carried in both hands; When working with a rake or shovel, the body must be kept straight. It is important that children do not stay in the same position for a long time. For this purpose, one type of work should be alternated with another (For example, loosening the soil with a supply of water).
- Tools must be absolutely safe to match the child’s height and strength, but at the same time it is necessary that the equipment is not toy, but real.
3. Forms of labor organization in nature.
The work of children in nature is organized in the form of:
- individual orders;
- collective work;
- duty roster.
3.1. Individual assignments are used in all age groups of kindergarten, but are of particular importance in younger groups, where work activity is just being mastered. With an individual form, the child performs the entire labor process himself.
This allows the teacher to teach the child labor actions, provide assistance, monitor the implementation of labor operations, evaluate activities, and take into account individual characteristics. All this helps to develop labor skills and abilities, promotes responsibility for the assigned work, perseverance, accuracy, and habits of work effort.
3.2. Collective work in nature makes it possible to develop labor skills and abilities in all children of the group. Collective work unites children, develops the ability to accept a common goal of work, negotiate, jointly plan actions, coordinate them, help each other, and evaluate work.
In terms of its structure, collective work can be organized as:
a) general work (several children or the whole group participate in the work. Each child receives a separate task. The results of the work of all children are combined into one common result. For example, each child in a corner of nature wipes the leaves of plants. As a result, everyone made plants together clean) and
b) joint labor (several children participate in the labor. The labor process is divided into several operations, each of which is carried out by one of the participants or a group of children. Each participant in the labor performs his own operation and passes the object on. For example, some children dig up the earth, others level it , still others make beds).
3.3. Duty duties are one of the most common forms of organizing children's work in kindergarten. Duty involves children alternately performing a constant and specific range of duties. In the corner of nature, children begin to be on duty in the older group. During their duties, they improve their skills in working in nature, social motives for work are formed, etc.
4. Contents of work and methods of guiding it in different age groups.
4.1. Contents of work and methods of guiding it in younger groups.
1st junior group. Kids help the teacher care for animals and plants in the corner of nature and on the site. They should be involved in joint watering of indoor plants. He teaches children how to properly water plants and wipe the strong, leathery leaves with a damp cloth.
Children plant bulbs and large seeds in the ground prepared by the teacher (in boxes, cups, soil), and water the plantings. Children should also be involved in harvesting vegetables: pulling out radishes, carrots, turnips.
Together with the teacher, the kids feed the fish and birds in a corner of nature. The food and its dosage are determined by the teacher.
Children carry out individual assignments, which include 1-2 labor operations (take ready-made bird food and put it in a feeder, water the plant with prepared water, etc.). This work is short-term, but the teacher must involve all children in it one by one, since everyone needs to develop basic work skills.
In the second junior group, it is possible to organize the work of the entire group of children. For example, planting onions, large flower seeds, harvesting. This work will be organized as work nearby.
Each child acts at his own pace, without experiencing any dependence on others, which is very important when children are just mastering skills. And at the same time, they develop an interest in working together.
In the second junior group, work in subgroups is possible. Two subgroups can work at the same time, but each performs the same labor operation: wiping plants, planting peas in a garden bed, or watering a flowerbed. This feature of the organization of work is associated, firstly, with the great imitation of children, and secondly, with the fact that it is easier for the teacher to teach them.
Teaching labor skills in nature in the younger group is characterized by a fragmented demonstration of a labor operation with the simultaneous completion of tasks by children. The teacher combines demonstration with explanation, and the children immediately carry out the labor process step by step. This fragmentation of display is associated with insufficient development of voluntary attention and memory in children.
Children's work takes place with the participation of a teacher or under his supervision. During the course, the teacher helps the children, encourages them, and shows them how to complete the task.
The assessment is always positive and educational in nature.
Training in new work actions is usually carried out in classes.
4.2. Contents of work and methods of managing it in the middle group.
Pupils of the middle group must independently water indoor plants, using the measure established by the teacher, wipe plants with leathery leaves, together with the teacher, maintain the cleanliness of plants with pubescent leaves, leaves with jagged leaves, with small leaves (pouring, spraying, brushing), loosening soil in flower pots. Children master the initial skills of growing plants: they help adults prepare the soil for planting on the site (leveling the dug up soil with a rake), planting large seeds and bulbs and then watering them, loosening the soil between the rows, identifying beds with plants that are clearly different from weeds (lettuce, onion).
Children take part in cleaning the area: raking leaves, shoveling snow on the paths, etc.
They learn to feed fish and birds independently according to established standards, and help clean the cages (wash drinking bowls, feeders, and clean the cages together with the teacher).
In the middle group, the forms of organization of children in the labor process are the same as in the younger group. Individual assignments occupy a large place, but they are longer in nature. Children can run errands for 2-3 days. Working in subgroups also has its own characteristics. 2-3 subgroups can work simultaneously and perform different labor operations (but no more than two). For example, one group of children loosens the soil in pots, another wipes the plants. The skills of children in the middle group are still very imperfect, so the teacher needs constant attention to the methods of work so as not to cause damage to plants and animals.
Collective forms of labor occupy a large place. The teacher mainly uses them when it is necessary to introduce children to new work operations, for example, the method of planting seeds.
Pupils in the middle group are becoming increasingly independent as they acquire skills. They willingly carry out work assignments and help adults; they begin to develop processes of deliberate memorization and recall, the beginnings of a sense of responsibility for the assigned work and a critical attitude towards the results of their activities appear. Children of the fifth year of life begin to develop a conscious attitude towards performing labor operations, the ability to see and feel the need to carry out this or that labor process is formed.
All these features of children’s development are the basis for complicating the methods of managing their work.
When teaching a new labor operation, the teacher in the middle group no longer gives fractional demonstrations.
The whole process is shown and explained, and then it is divided into logical stages (lay a furrow, put seeds, cover with soil, water). The teacher checks the completion of each stage. As the work progresses, he reminds of the sequence of actions, ways of using equipment, uses demonstration, example of other children when helping individual children.
The nature of job evaluation is also changing.
Now the assessment may not always be positive, since the quality of the work operation is assessed. The teacher gives an assessment as the children work and immediately offers to correct mistakes, if any. Gradually, in the middle group, the teacher teaches children to notice the need for work.
He explains why it is necessary to perform this or that labor operation: he examines the plants together with the children; runs his finger over large leaves, finding out if they are very dusty; finds plants that need to be watered (ground is damp, dry). If there is dirty sand in the cage, it needs to be changed, if there is not enough water in the aquarium, it needs to be topped up, etc.
4.3. Contents of work and methods of managing it in senior and preparatory school groups.
Pupils of the senior and preparatory school groups, under the guidance of a teacher, continue to care for indoor plants: watering, loosening the soil, cutting off dry leaves, feeding plants, becoming familiar with methods of propagation, and helping to replant plants. In a corner of nature, in a vegetable garden and flower garden, they grow plants: they participate in digging the earth and cutting up beds and flower beds, sow seeds, plant seedlings, some of which they can grow in a corner of nature, and then water, weed, loosen the soil, and harvest. Children need to develop appropriate labor skills and abilities, teach them to determine the need for one or another method of care based on the condition of plants and soil, and establish a connection between the condition of plants and human labor aimed at meeting the needs of plants.
Children continue to care for animals - inhabitants of the corner of nature, for small pets living on the kindergarten site; prepare food and feed fish, birds, animals, wash drinking bowls and feeders, clean bird cages. Pupils of the pre-school group provide care independently. The teacher only controls their actions and provides assistance in case of difficulty. At the same time, it is necessary to develop an understanding of the need for one or another method of care, the ability to establish a connection between the conditions that need to be created in a corner of nature for animals, and the conditions of their existence in nature.
Older preschoolers should acquire some nature conservation skills: collect seeds of trees, shrubs, wild herbs and feed birds with them, and set up drinking bowls for birds in the kindergarten area in hot weather.
Mastery of labor activity in senior and preparatory school groups occurs in more complex forms of labor organization. At this age it is necessary:
- develop the ability to accept and set a work task;
- present the result of its implementation;
- determine the sequence of labor operations;
- select the necessary material;
- carry out the labor process independently with a little help from adults.
Individual assignments for the care of individual objects are becoming longer. A child can be entrusted with growing a plant as a gift for children, mother, or caring for a garden bed or flower bed.
In the older group, children are on duty in a corner of nature. When organizing duty, the teacher conducts a lesson in which he introduces children to the duties of those on duty, reminds them of ways to care for objects in a corner of nature, and introduces them to new ones. 2-4 people are on duty at the same time. It is important to select groups in such a way that children with insufficiently developed skills are also on duty together with children who have good skills. The duration of duty is up to two days, possibly up to a week. Long periods of duty create a sense of responsibility, efficiency, and stability of interests. If children are on duty for a whole week, it is possible to change responsibilities in the middle of the week. The order and sequence of assigning children to duty is recorded on the duty board.
The teacher’s guidance of the work of the attendants is aimed at developing in them the necessary skills and abilities to care for animals and plants, organizational skills, developing relationships and cultivating a positive attitude towards work. Those on duty must be able to agree on who will do what and in what order.
The teacher’s help consists of advice, questions, reminders, etc. If those on duty are doing work to care for living objects that are new to them, the teacher initially performs all work processes together with the children.
Duty assessment plays a major role in managing the work of duty officers.
All children are involved in the assessment.
When assessing duty, the good condition of animals and plants should be emphasized. Children evaluate the work performed by those on duty, express judgments about its quality, about their attitude towards responsibilities and towards each other in the process of work. When assessing, one should also note the negative manifestations of the attendants (arrived late, did not have time to water the plants).
When transferring duties, children tell the whole group how they cared for animals and plants, what new and interesting things they noticed in the development of plants and the behavior of animals.
Compared to previous ages, the organization of collective work becomes much more complicated. Here there is common labor and joint labor:
1) When organizing common labor, children are divided into subgroups. Each subgroup performs one or another task, and the result is a common one. For example, collective cleaning in a corner of nature, collecting seeds to feed birds, etc.
2) There is also the most complex type of collective labor - joint labor. Work in the vegetable garden and flower garden can be organized according to this type. One subgroup digs up the beds, another loosens the ground, the third makes furrows and sows seeds. This form of labor organization creates objective conditions for the emergence of relationships determined by the very structure of the organization.
When organizing collective work, the teacher helps children break into units, distribute responsibilities between units and within units. Observing the work of children, the teacher helps them, gives advice and instructions.
The leading method of teaching children new work is to explain what needs to be done and how. Demonstration of methods of action also takes place and is used mainly when becoming familiar with a new work operation.
In connection with the general development of children, it becomes possible to show the labor process that must be performed. Children repeat the most complex operations.
In the process of supervising children’s work, the task is to develop control and self-control: the teacher, checking the completion of the task, asks individual children questions that direct their attention to the result of the work. This technique develops self-control and the ability to correlate one’s actions with the instructions of the teacher.
The assessment is positive, but it is differentiated by quality: “I planted it correctly, but I didn’t press the soil around the bulb well.” The children themselves are also involved in the assessment. The teacher invites one child to evaluate the work of another in terms of completing the task. When working in subgroups, one subgroup evaluates the work of another.
A special feature of work management in senior and pre-school groups is that the teacher discusses the work process with the children (what needs to be done and how). He teaches children not only to see, but also to plan the sequence of individual work operations, distribute responsibilities in advance, and independently prepare all the necessary equipment.
