Card file: Household work in the senior group. Card file (senior group) on the topic
Card index: Household work in the senior group.
Card No. 1.
“Order in the closet with toys and manuals”
Goal: to teach children to independently and aesthetically arrange toys and aids, maintain order in closets, and wipe dust. Develop hard work and the ability to see disorder. To cultivate aesthetic taste and the desire to work for the benefit of others.
Card No. 2.
"Clean window sills"
Goal: to teach children to observe hygienic skills when working with water: roll up their sleeves, wet a cloth and wring it dry, rinse when dirty. Develop labor skills and habits, accuracy when working with water. Cultivate a desire to work in a team, in harmony.
Card number 3.
"Helping the nanny"
Goal: To teach how to make bed linen and to teach children to provide all possible assistance to adults. Develop hard work and a desire to help adults. Foster respect for the work of adults.
Card number 4.
"Dining duty"
Goal: independently and conscientiously perform the duties of a duty officer; wash your hands thoroughly, put on the clothes of the person on duty, set the table correctly, remove the dishes after eating; brush off tables and sweep the floor. Develop labor skills and abilities, the ability to see disorder in the table setting. Cultivate a desire to work for the benefit of others.
Card number 5.
"Class Duty"
Goal: independently and conscientiously perform the duties of an attendant: lay out materials and aids prepared by the teacher for the lesson on tables; wash and put them away after class. Develop hard work and a desire to help adults. Cultivate a desire to work for the benefit of others.
Card number 6.
"Order in toys"
Goal: to teach children to put on work aprons before starting work; keep toys in order: wash, dry, wipe and put in place. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work for the benefit of others.
Card number 7.
"We wash napkins"
Goal: teach children the skills of soaping, rinsing and wringing out napkins, continue to build a work culture
(neatness in the process of activity)
Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work in a team, in harmony.
Card number 8.
“Order in the dressing room closet (together with the assistant teacher)”
Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and neatly put the clothes back in place. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to work in a team, in harmony.
Card number 9.
"Book Repair"
Goal: to teach children to peck at books, use glue and scissors correctly, and use napkins.
Develop labor skills, eye, fine motor skills, creative imagination. Foster a desire to work for the benefit of others, treat books and toys with care.
Card number 10.
"Clean chairs"
Goal: to teach children to help the nanny keep the chairs in the group room tidy and clean: wipe them with a damp cloth; arrange in places after classes. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to help adults and respect for their work.
Card number 11.
"Washing Doll Clothes"
Goal: To teach children to help the teacher in washing doll clothes and bedding: to teach children to put on work aprons before starting work; prepare the necessary supplies for washing and drying, as well as a workplace; know how to use soap. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to work for the benefit of others.
Card number 12.
"Washing my combs"
Goal: To teach children to help the teacher in washing combs: rinse soaked combs, clean them with brushes. Develop diligence, the ability to see disorder, and accuracy when working with water.
Cultivate a desire to help adults and respect for their work.
Article card index of work assignments in the senior group. Author: Bogdanova Olesya Dmitrievna
Task No. 1. “Maintaining order in the closet with toys and manuals.” Goal: to teach children to independently arrange toys and aids, maintain order in closets, and wipe dust.Task No. 2. “We wipe the window sills with a damp rag in the group room and bedroom.” Goal: to teach children to follow the following rules when working with water: roll up their sleeves, wet a cloth and wring it dry, and rinse it in water when it gets dirty.
Task No. 3. “We help the assistant teacher make clean bed linen.” Goal: To teach how to consistently make bed linen, to teach children to provide all possible assistance to adults.
Task No. 4. “Canteen duty.” Goal: independently and conscientiously perform the duties of a duty officer; wash your hands thoroughly, put on the clothes of the person on duty, set the table correctly, put away the dishes after eating, sweep the tables with a brush and sweep the floor.
Task No. 5. “Duty in the training area” Goal: independently and conscientiously perform the duties of the duty officer: lay out materials and manuals prepared by the teacher for the lesson on the tables; wash, if necessary, put them back in place after class.
Task No. 6. “Cleaning up building material.” Goal: To teach how to wash, dry and lay building materials, to teach children to constantly and promptly maintain order in the play corner, to wash building materials with a soapy solution prepared by the teacher, to rinse it, and to dry it; observe the rules of personal hygiene.
Task No. 7. “Cleaning the play corner.” Goal: to teach children to put on work aprons before starting work; keep toys in order, wash them, dry them, wipe them and put them in place.
Task No. 8. “Washing napkins used in visual arts classes.” Goal: to teach children the skills of soaping, rinsing and wringing out napkins, to continue to form a work culture (tidyness in the process of work).
Task No. 9. “Wipe the cabinets in the dressing room (together with the assistant teacher).” Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and put things neatly in place.
Task No. 10. “Repairing books.” Goal: teach children to glue books, use glue and scissors correctly.
Task No. 11. “Let’s arrange the chairs in a certain order.” Goal: Continue to develop work skills; carry out the assignment carefully, quickly, diligently.
Task No. 12. “We wash doll bedding and clothes.” Goal: To consolidate the ability to wash doll clothes, to accustom children to neatness and cleanliness.
Task No. 13. “Cleaning in a corner of nature.” Goal: To consolidate the skills and abilities of caring for the inhabitants of a living area and caring for plants. Cultivate a desire to work, a sense of responsibility for the assigned work.
Task No. 14. “Repairing boxes for waste material.” Goal: To consolidate technical skills in working with scissors and glue, to cultivate frugality, and the ability to work collectively.
Task No. 15. “Wipe the window sills and furniture.” Goal: Work carefully with water, improve work skills in the process.
Task No. 16. “Helping the nanny in laying out bedding on the beds.” Goal: To teach how to sort bed linen according to their belongings, to cultivate a desire to help the nanny and respect for other people’s work.
Task No. 17. “Cleaning the dining room.” Goal: To learn how to properly set the table, put away dishes after meals, sweep tables with a brush and sweep the floor.
Task No. 18. “We have order in our closet.” Purpose: To teach children to be careful when folding things in a coat closet.
Task No. 19. “Let’s prepare equipment for the lesson.” Goal: To develop a sense of responsibility for the assigned task, to learn how to carefully lay out materials and equipment for classes.
Task No. 20. “Changing towels.” Goal: To develop a desire to work, to be able to offer one’s help to someone.
Household work: its importance for the formation of a child’s personality
Yulia Ivleva
Household work: its importance for the formation of a child’s personality
According to its content, the work of preschool children is divided into four types: self-service, household work, work in nature, manual and artistic work (V. G. Nechaeva, G. N. Godina, D. V. Sergeeva, R. S. Bure, L.I. Zakharevich, etc.)
Household work.
This is the second type of work that a child of preschool age is able to master. The content of this type of labor is cleaning the premises, washing dishes, doing laundry, etc. If self-service labor is initially intended for life support, for taking care of oneself, then household labor has a social orientation.
Household work is the activity of adults that is most accessible to a child’s understanding. When children watch an adult, they have a desire to imitate and do everything “like mom”: wash the dishes, sweep, do laundry. You should never refuse a child. And, although at first his actions bear little resemblance to work, the participation of an adult in the work makes them attractive to the baby. These actions become labor when the child makes an effort and achieves some result.
Children's proper participation in household work begins early, around the second year of life. When performing work tasks, children are required to have coherent actions, the ability to establish correct business relationships, organization, and a desire to work for everyone. Constantly performing such tasks contributes to the formation of such qualities as hard work, perseverance, perseverance, and a friendly attitude towards others. In the process of household work, opportunities are created for children to develop a caring attitude towards things, the ability to notice the slightest disorder and, on their own initiative, eliminate it.
The peculiarities of household labor are due to the fact that its results are sometimes not noticeable. It is clearly noticeable only for a short time (they set the table for lunch, had lunch, cleaned everything up) and nothing reminds the children of the efforts expended. Repeating the same things day after day reduces interest in them. Children often refuse to be on duty, run errands, or work without much care.
In order for children to have a stable positive attitude towards monotonous but necessary work, it is important to create optimal conditions. It is necessary to think over the location of all equipment, which needs to be allocated a specific place. This accustoms children to a certain order in work and its organization.
When developing basic skills in household work, you should think about its organization and techniques.
Contents of household labor
and methods of managing them.
Household work in the home is varied in content. This indoor work includes work such as putting things in order in the group, dressing room, washroom and bedroom.
1st junior group.
In the third year of life, a child develops the prerequisites that ensure the emergence of work activity. Children develop an interest in the work of adults, they are involved in joint feasible work, and given assignments that they can carry out.
Children should be able to name the observed work actions of adults (the nanny washes the dishes, the mother cooks soup). Children are involved as helpers: at the request of the teacher, they bring toys to the playground and place chairs at tables. All this prepares them for more complex work in the future.
Forming basic work skills at this stage, the teacher’s task is to support and encourage the persistent “I do it myself!”, to teach children purposeful action. The teacher pays special attention to showing and explaining how to perform this or that action.
When introducing a child to work, it is important that he sees the purpose of the action and the result of the work. It’s not enough to just show and explain, the baby needs direct help. The teacher and the child can carry a bear or a car to the site.
Gradually, children master the skills, and an adult can limit himself to providing assistance only if the child performs a difficult action, not rush the child to complete a task, and not do for him what he can do himself.
In forming the actions necessary for basic participation in household work, the teacher uses games-activities, games-exercises. For example, the game-activity “How the toys ran away from Kolya.”
Children's success should be celebrated. Encouragement creates in the child a desire to repeat action, to achieve the desired result.
Children can read thin. a work, for example, “Masha the Confused” by L. Voronkova, makes them want to put everything back in its place.
To form children’s ideas about the household work of adults, the teacher organizes special observations, draws the children’s attention to what the nanny does (washes dishes clean, a janitor (collects fallen leaves so that)
Thus, performing basic work tasks is quite accessible for children 2-3 years old.
Second junior group.
The systematic introduction of children to household work begins in the second junior group. Children continue to be introduced to the work of a nanny, a cook, and the work of their parents at home. The teacher teaches children to name the labor action of an adult. They learn that adults in kindergartens and at home take care of children, and adults need help.
The teacher directs the main attention to the wider involvement of children in household work. Kids remove toys, building materials, put chairs in place, collect paper and other garbage from the floor. The teacher more systematically involves the children in preparing materials for classes (laying out and then collecting brushes and pencils). Children help the nanny set the tables: lay out spoons and napkins.
An important task is to teach children how to work and improve their skills. Detailed demonstration, precise explanation of each technique, action - all this together ensures the mastery of work skills. The teacher’s control over the correctness of the action makes it possible to determine what and what kind of help the child needs, and what should only be reminded.
It is very important to create all the conditions so that the child’s work ends with a clear result. This is how an adult awakens in children the desire to work for others.
The teacher organizes observation of the work of adults, revealing its content, and conducts a conversation with children in such a way as to awaken interest in the adult’s work and respect for it. The teacher tries to attract children to work together. For example, help the janitor collect fallen leaves, help the nanny clean up the group.
Middle group.
In the middle group, the content of household labor becomes more complicated due to an increase in the number of labor processes. At the beginning of the year, under the supervision of a teacher, and by the end of the year, children independently maintain order in the group. Throughout the year, children are assigned to lay out clean napkins, hang up towels, rake fallen leaves in the fall, and clear snow from paths in winter.
The systematic inclusion of children in household work allows them to develop the habit of work effort and such personality traits as independence, caring for each other, and providing services to adults.
When supervising the household work of children in their fifth year of life, it is important to teach them to understand that the main thing in achieving results is the needs of the team.
The most accessible form of organizing such work for children of the fifth year of life is duty. Including children in general work, gradually switching from activities caused by personal motives to activities the motive of which is to help a friend or adult.
When organizing household work in the middle group, you also need to use a game. The teacher says that he wants to introduce the children to the new game “Building a Ship”, but for this the cubes need to be clean.
To help children understand the social significance of household work, they use fiction (“Admire the toys” by E. Blaginina, illustrations for books, pictures (for example, “Duty,” “Preparation in the family for the holiday,” conversations based on these materials.
Familiarization with the work of adults still occupies a special place; it is important to show the social nature of household work.
Senior group.
When working with older children, great attention is paid to expanding the processes of household labor; during lunch, children distribute the third dish, after eating they help the nanny clear the dishes from the table; At the end of the lesson, put the materials and aids back into place, wash the brushes and glasses.
In the sixth year of life, children master the sequence of labor operations. This helps them master the skills of planning and organizing household work.
Household work of children of senior preschool age is much more meaningful and becomes collective. It is of great importance to involve children in helping adults. So, when organizing a change of clean linen, the nanny instructs the children to put on pillowcases and make up the sheets.
General assignments play an important role in attracting older group children to household work. The teacher helps everyone agree on who will do what part of the common task. The teacher gradually teaches children to set goals themselves, plan work, and bring it to the end.
The main form of organizing the household work of children in the older group is their inclusion in collective labor activities of socially significant content.
School preparatory group.
In the school preparatory group, children master household work as a type of work in general. There is a further increase in the volume of household chores. The serving of the second and third courses is added to the table setting process. Children of the seventh year of life know how to wipe chairs, window sills, and put things in order in closets with toys and materials.
The requirements for independence and the quality of the actions performed are increasing: work quickly, deftly, accurately. Children are taught the skills of planning their own and general work, distributing responsibilities, and selecting equipment.
The active participation of children of the seventh year of life in household work is carried out simultaneously through collective work activities that are useful to others and through the fulfillment of orders and duties of those on duty. You can invite children to help adults put things in order in a group room, bedroom, wipe dust from closets, etc. When setting such goals for children, it is important to ensure that they understand the usefulness of the tasks they take on, pay attention to the importance of their work activity for those around you.
Participating in household work, older preschoolers feel its monotony and repetition from day to day. This work requires a lot of patience and daily self-control from the guys.
The task of the teacher is to educate and support in children a positive emotional attitude towards household work, to create conditions that would ensure the formation of intolerance to dirt and sloppiness.
By getting involved in household chores, older preschoolers acquire a number of useful practical skills that will be useful to them in life.
Concern for a quick, clean and beautiful environment in the group, diligence in carrying out assignments and feasible duties - these are the traits that should be developed when leading this type of work.
When organizing children’s performance of any household chores, the teacher should strive to use every opportunity, not leaving a single action of the children unattended.
The teacher leads children in different ways to understand the socially useful purpose of an activity. Initially, the goal of the activity is indicated by the adult: sort out the closet with toys, help the nanny put on clean pillowcases; later he invites the children to think about what and when they can help the teacher or nanny. A clearly defined socially significant goal activates children and determines their attitude to work.
Children get to know the work of a janitor and supply manager through special excursions and in everyday life. For this purpose, fiction is used: “Alyonushka” by E. Blaginina, “Our Ice Rink” by N. Nosov, etc.
It is very important to be able to move from learning these skills to using them in everyday life. Skill training is necessary when a child is given a new task. When performing such work repeatedly, one must gradually provide the opportunity to remember how it should be done, to create conditions that would confront him with the need to work daily and independently.
In order for children of senior preschool age to learn to find use for their strengths on their own initiative, they should initially be given specific work tasks and instructions (pour water out of soap dishes, wash houseplants). Such tasks should be given to children until they learn to complete them independently. In the future, the adult, without directly ordering them, but taking into account their knowledge, skills and experience, encourages them to think for themselves what needs to be done and how. This is how children develop observation, intelligence, and attentiveness.
An important factor in cultivating interest in household work is the communication of children with a teacher, nanny, and janitor. Having noticed in a timely manner that the child’s interest and efforts are weakening, you need to stimulate their restoration, helping to bring the matter to the end and achieve success. In the process of household work, it is necessary to use game forms of its organization more often. Children like it when a really necessary matter is played out, when adults take it seriously.
Work management methods should be aimed at preventing errors in work, giving timely advice on how to correct them, and providing the necessary assistance. Encouragement brings pleasure to the child. With such methods of pedagogical guidance, by the time the child goes to school, it is possible to form quite stable motives that determine the moral basis of the child’s personality and his work activity.
Literature:
Education of a preschooler at work / V. G. Nechaeva, R. S. Bure - M.: Education, 1983.
