The forms and methods of labor education are varied. They depend on the age and other characteristics of the children being raised; are aimed at developing the following qualities: hard work, discipline, conscientiousness, desire for results.
Fostering hard work begins early in life. In the family, then in a preschool institution, basic skills are instilled: ideas about responsibilities, responsibility and discipline. In the future, the forms become more complex and have a specialized character.
The main goal of instilling industriousness is the formation of a little person’s psychological and practical readiness for work . Labor education is very closely connected with civic and moral education; it forms the foundation of creative activity, productivity in studies, sports, amateur performances, and other areas of activity. It is a component of the moral development of the individual.
New trends in labor education methods
Economic, social, environmental conditions determine the constant improvement of labor training and education methods: the emergence of new technologies, the introduction of the latest forms, methods, and techniques. They are based on the principle of variability.
While maintaining the unity of state requirements and their typical nature, labor education programs are drawn up taking into account the composition of those being educated, their age, regional characteristics, and traditions. This opens up opportunities for reducing the use of reproductive methods and increasing the proportion of research and creative forms of work. Inclusion in the labor sphere is carried out taking into account the physiological characteristics , psychological and social readiness of children, taking into account interests and inclinations.
Conditions for successful educational activities
When upbringing, the order of actions, the distribution of responsibilities in the team, the appointment of those responsible, and the availability of forms for summing up are of particular importance. Practical demonstration, training in the main methods, techniques, and compliance with safety are important. It is necessary to use incentives and, if necessary, punishment and censure. Public recognition of work results and approval by adults play an important role.
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The main condition for success is the inclusion of the child in activities that are feasible for his age and physical capabilities. If it is organized correctly, it will contribute to the formation of the necessary moral qualities: hard work, accuracy, discipline, diligence, perseverance.
Labor becomes educational under several conditions:
- It must be significant and socially useful. This is the only way to realize the significance of the work. Understanding that it brings benefits to people gives additional motivation for work activity;
- The result should be something useful, of value for the team, for oneself and for adults. If the child does not see results, there is not much benefit from the work, the desire to work may disappear;
- Work must be collective. This is the implementation of assigned tasks together, capable of uniting with a common goal. It provides an opportunity to gain experience of interaction, mutual assistance, and solidarity;
- He must be proactive, preferably creative, various forms of self-government and self-organization must be used;
- Labor must be feasible, if possible connected with educational or other educational activities, it cannot be coercion, and punishing a child with it is unacceptable;
- You need to demand not just that the assigned task be completed, but that it be completed carefully and conscientiously.
Consultation for parents on labor education of children in the family
Only if these conditions are met can labor be considered a real means of shaping the personality of a new generation.
We recommend “Problems of labor education of preschool children.”
Tasks and goals of labor education of preschool children
Definition 1
Labor is the purposeful activity of people, which is aimed at modifying and adapting natural objects to meet their own needs.
Preschool pedagogy identifies several main tasks of labor education of children:
- familiarize adults with labor and cultivate respect for it;
- teach children basic work skills;
- cultivate interest in work, hard work and independence;
- to cultivate socially oriented motives for work, the ability to work in a team and for a team.
The child constantly encounters the work of adults and uses its results. At first, children are interested only in external aspects: the process of labor actions itself, the movement of mechanisms and machines. Children's consistent acquaintance with the work of close adults forms their ideas about the essence and significance of labor actions, clarification using specific examples of the attitude of adults to labor activity and its social significance.
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Preschoolers’ knowledge about the work of the adults around them develops in them the correct attitude towards work, but at the same time it remains formal if familiarization with work activities is not combined with the work of the children themselves.
When determining the content and sequence of teaching children labor skills, the educator must take into account the characteristics of their age and the availability of the labor content that he offers, as well as the degree of its educational value, and the sanitary and hygienic requirements for its organization.
In the process of teaching labor skills, the teacher creates in children the desire to independently do everything that they already have, but helps them whenever help is needed. Preschoolers should not be allowed to become upset because of unsuccessful attempts to cope with the proposed task on their own, since in this case they become unsure of their abilities and lose the desire to work.
We must not forget that work should bring joy to children, from the results achieved and the opportunity to be useful to others.
Finished works on a similar topic
Course work Types of work activities of preschoolers 420 ₽ Abstract Types of work activities of preschoolers 230 ₽ Test work Types of work activities of preschoolers 220 ₽
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In kindergarten, the problem of developing in children the ability to work in a team is solved. This happens gradually, through the unification of children in work activities into small groups with a common task. In the process of such work, the teacher can form in children an idea of the shared responsibility for the work that is entrusted to them, the ability to act independently and in a coordinated manner, distribute responsibilities among themselves and come to the aid of each other, striving to achieve results through joint efforts. All this enriches the experience of their relationships in activities, giving them a positive character.
Types of labor education
The typology of labor education is determined by the type of work performed by the child. It is customary to highlight:
- educational work (physical, mental);
- socially useful;
- production (work to create significant material assets.
Education in educational work is the assimilation, acquisition of the necessary skills, a means of preparation for social labor activity, creativity.
Education through socially useful labor (domestic, social and organizational) includes practical training, work in canteens, on school grounds, collecting scrap metal, planting forests, helping with cleaning, caring for the elderly. This type is intended to show the importance of work activities for society and allows the child to receive moral satisfaction from his activities.
Household work , part of socially useful work, is aimed at satisfying the everyday needs of both the child himself and the team.
Productive work is more suitable for high school age. It is usually paid and is a transition to the real work of an adult.
Early childhood education
Labor education of preschool children includes the following types of activities:
- Self-care – servicing oneself (washing, caring for oneself and others);
- Household - maintaining cleanliness and order at home, in a preschool institution;
- Work in nature: caring for plants, feeding animals;
- Manual, artistic and applied labor contributes to the development of basic skills, abilities, knowledge (work on crafts from different materials, modeling, drawing and other types).
Forms of labor organization for preschool children
Anna Esske
Forms of labor organization for preschool children
Forms of labor organization for preschool children.
The content of labor is realized in different forms of organization . forms of organizing the work of preschool children have been introduced into practice : assignments, duty, general, joint, collective work .
ORDERS are a request addressed to a child to perform some work action . Work assignments can be individual, subgroup, or general. By duration – long-term and short-term, permanent or one-time. In terms of content - correspond to the types of work . Through assignments, it is possible to solve the problems of not only labor education , but also moral, mental and aesthetic ones. Carrying out work assignments is quite accessible to children 2-3 years old. It is important that all children do them. Assignments in junior groups are used to maintain interest in work and the desire to work ; to teach labor skills and abilities , to develop children’s confidence in their strengths and abilities; to satisfy the need to communicate with adults; to prepare for other forms of labor organization . Work assignments in senior groups are more complex in content, execution, and degree of responsibility for the result. Along with instructions that involve one action, there are those that include several mutual actions (pick up material for manual labor , lay it out on tables; wash brushes). It is important that assignments provide an opportunity to develop a sense of responsibility in the child. Children of senior preschool age can be given instructions with a clearly expressed moral orientation ( “Help Masha - she fell and got dirty”
).
In older groups, you can give instructions with a delayed result ( “Today we will sow seedlings, we will water them, our vegetables will grow”
).
Instructions can be individual, but aimed at a common result (draw a picture, and then make an exhibition of all the works)
.
It is very important for children to learn to independently think through the organization of their work and the sequence of completing assignments. The teacher can tactfully help with advice and hints. work or another is clearly evident .
DUTY - we assume the work of one or several children in the interests of the whole group, the social orientation of the work , real, practical care for others is highlighted, and therefore contributes to the development of responsibility, a caring attitude towards people and nature. Responsibility for the canteen and preparation for classes. This form is introduced in the 2nd junior group at the end of the second half of the year. Until then, the teacher involves the children in helping the nanny set the tables. Starting from the age of three, children are already able to perform several interrelated actions aimed at solving one task (setting the table)
.
The teacher pays attention to the pace and quality of work. On duty in preparation for classes, we require attention, we should help children, remind them of what should be on the tables when drawing and modeling. When the work is completed, the teacher asks those on duty to check that everything is in place. Duty duty contributes to the systematic inclusion of children in labor .
You just need to note who was on duty, where and when. The group sets up a duty board so that everyone knows their responsibilities. At the end of duty, it is useful to discuss the quality of the work performed. COMMON, JOINT, COLLECTIVE WORK - a more complex form - contributes to solving the problems of moral education. Already acquired labor skills and abilities are only being consolidated. General, joint and especially collective work creates favorable conditions for develop the ability to coordinate their actions and help each other. Common work presupposes an organization of children in which, with a common goal, each child performs some part of the work independently. Joint work involves the interaction of children, the dependence of each on the pace and quality of the work of others. The goal, as in general, is the same. A collective form of labor organization , in which children, together with workers, solve moral problems: they agree on the division of labor , and help if necessary. Common work is possible already in the middle group of a preschool institution , joint and collective work - in the senior and preparatory groups.
Forms of labor education
Even Makarenko A. was looking for forms of organization that contributed to the formation of a developed and purposeful personality. The main idea of his system was education through labor in the team and through the team. Not everyone knows what form was proposed by Makarenko for the effective education of the younger generation. This form became a combined detachment, which received a modern continuation in the form of squads and volunteer detachments.
All forms aimed at developing hard work are combined into several groups:
- Individual (fulfillment of orders, individual tasks and requirements);
- Collective (socially useful type of work) is aimed at the child’s adaptation in society and the team;
- Group (holidays, matinees, competitions).
There are many forms of education. They are subject to certain conditions. The most popular forms: individual assignments, various types of social work (volunteer teams, shifts, holidays, cleaning, landscaping, landscaping, repairing furniture and textbooks).
Effective forms of developing the right personal attitude towards work are:
- work in units to perform work;
- development of labor traditions;
- shows, exhibitions, competitions;
- detachments and labor landing;
- individual orders.
The labor education system uses the maximum possible number of forms to ensure the education of responsibility, hard work, organization, and collectivism in the younger generation.
Forms of work with preschoolers
The number of forms for preschool children is also quite large. They are distinguished by their simplicity and at the same time invaluable power in educational impact. The most used forms in preschool education:
- Assignments (individual, group and general; short-term, long-term);
- Duty - organization of activities that involve work to serve oneself and the children's team;
- Collective, joint activity is the activity of a group of children united by one goal.
Creativity can also be called one of the forms of developing labor qualities in a preschool educational institution.
Forms of organizing the labor activity of preschool children
Inna Borisova
Forms of organizing the labor activity of preschool children
1 slide.
The choice of one form or another of organizing children’s work depends primarily on:
1) age and psychophysiological capabilities of children;
2) the level of work experience of children;
3) specific educational tasks set by the teacher organizing work activities;
4) content of work.
2 slide.
The content of labor is realized in different forms of organization:
- assignments (for individual children, small groups,
- duty (in the dining room, classes, corner of nature, children taking turns performing duties,
- collective work (organized by the teacher and the children themselves, small groups and the whole group).
Depending on the age of the children, one or another form of organization of children is used. Thus, at a younger age, great preference is given to assignments; at an older age, work increasingly acquires a collective character.
3 slide.
1. Instructions are tasks, requests that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, as well as educational tasks. This is the first form of organization of labor activity.
Orders can be:
· by form of organization (individual, subgroup, general);
· by duration; (short-term, episodic, long-term);
· according to difficulty (simple, complex).
4. slide.
Taking into account some features of orders, they can be grouped:
Group 1 – instructions related to the implementation of one method of action:
give, bring, carry, help a friend. They are short-term, episodic, caused by temporary necessity.
Group 2 – instructions that contain several methods of action,
several labor operations. This may include the instructions of the following
maintenance: feed animals, water indoor plants, etc.
Group 3 – assignments related to the results that children achieve
not immediately: sow, plant, bring a postcard, comb, etc. from home.
Assignments are widely used in all age groups of kindergarten:
— In the younger group they are the leading form of labor organization. Therefore, work with children on labor education should begin with individual assignments, which the child carries out together with the teacher, and only much later move on to other forms. In younger groups, the instructions are individual, specific and simple, containing one or two actions (lay out the spoons on the table, bring a watering can, remove the doll’s dresses for washing, etc.). Such elementary tasks involve children in activities aimed at benefiting the team, in conditions where they are not yet able to organize work on their own.
— In the middle group, the teacher instructs the children to wash their doll’s clothes, wash their toys, sweep the paths, and rake the sand into a pile. These tasks are more complex, because they contain not only several actions, but also elements of self-organization (prepare a place for work, determine its sequence, etc.).
— In the older group, individual assignments are organized in those types of work in which children’s skills are not sufficiently developed, or when they are taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive and often distracted), i.e., if necessary, individualize the methods of influence.
— In a preparatory group for school, when carrying out general assignments, children must demonstrate the necessary self-organization skills, and therefore the teacher is more demanding of them, moving from explanation to control and reminder.
5. Slide.
2. Duty is a form of organizing children’s work, which involves the work of one or more children in the interests of the entire group.
On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several (one) children for others are highlighted, therefore this form contributes to the development of responsibility, a humane, caring attitude towards people and nature.
In the younger group, in the process of running errands, children acquired the skills necessary to set the table and became more independent when doing work. This allows the middle group to introduce canteen duty at the beginning of the year. There is one person on duty at each table every day. In the second half of the year, duties are introduced to prepare for classes. In older groups, duty in a corner of nature is introduced. The duty officers change daily, each of the children systematically participates in all types of duty.
Having learned all this, children master the ability to coordinate their actions, negotiate, and distribute responsibilities independently. It is important to maintain consistency and promptly transfer children from one level of difficulty to another. The teacher pays attention to the pace and quality of work. Duty duty contributes to the systematic inclusion of children in work activities. The tasks, duration and content of duty depend on the age of the children and the educational purpose. The main meaning of duty is caring for others.
6 slide.
3. General, joint, collective work primarily contributes to solving the problems of moral education. General, joint and especially collective work creates favorable conditions for the development in children of the ability to coordinate their actions, help each other, establish a uniform pace of work, and complete a task within a certain time frame.
Common work presupposes an organization of children’s work in which, with a common goal, each child performs some part of the work independently and at the end of the work the overall result is summed up.
Example: The teacher invites the children to restore order in the group and distributes responsibilities. After finishing work, the teacher draws attention to the fact that everyone is working well. And here is the result - the group is clean and beautiful
Joint work involves the interaction of children. In the process of work, children become dependent on each other: on the pace and quality of the work of others. Joint work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.
Example: who to assign Nastya to work with - she gets distracted, what task is best to give to Yura - he doesn’t know how to work quickly, etc.
Collective can be called a form of labor organization in which children, along with labor ones, solve more complex - moral - problems: they agree on the division of labor, help each other if necessary, turn to peers for help, rejoice at their successes, the general results of work, They are worried about the quality of common, joint work. The collective form contributes to the targeted development of collective relationships and creates a positive emotional mood.
So, not every common and not even every joint work is collective. But every collective work is common and joint. It is important that the teacher knows how to organize truly collective work of children.
Methods of labor education
There are several groups of methods:
- Methods of forming consciousness, used to form views, ideals, beliefs, attitudes. They contribute to the formation of feelings and moral experiences. Methods of personality formation are methods of persuasion: they convince the child of the correctness of actions, allow him to understand the need for work as an obligatory part of society . Persuasion can be achieved using methods: stories, explanations, suggestion, instruction, example, conversations;
- Methods of organizing socially significant activities allow the child to understand the role of his work and the benefits it brings;
- Stimulation methods: proper encouragement or punishment, competition. Approval from adults is always important; as a result, the child can experience inner satisfaction, the realization that he has achieved success in completing the task. Blame is also important.
Goals and objectives of labor education
The choice of methods depends on the goals and objectives, the individual characteristics of the individual child, and the level of work readiness.
