Familiarizing children of senior preschool age with the professions of adults is one of the important tasks of a child’s socialization

Developmental lesson for a psychologist: “Studying professions”

Progress of a psychologist's lesson in kindergarten on the topic of profession

1. Greeting exercise.

Children sit in a circle. Among the various cards depicting the children's emotions, participants choose one that symbolizes their current mood and greets all the children. For example, “Hey, I'm happy today!” You can download cards with emotions at the bottom of the article.

2. Game "Loto".

Children are given large cards with a picture of a representative of a certain profession. Small cards depicting objects symbolizing a particular profession are placed in the center with the image down. Children take turns taking small cards and name which profession what is depicted there is suitable for. Children look for the right profession among their large cards. Lotto cards can be downloaded here and here (we have 2 options, choose which one you like best).

3. Dynamic game.

The children get up and stand in a row. The psychologist throws the ball one by one and names the beginning of the sentence. The children must continue. “I can..”, “I can...”, “What I do best is...”, “Dad taught me...”, “Mom taught me...”, “I taught myself...”, “I love to do...”. Sentences may be repeated, but the child must respond differently. This is done so that the child realizes how much he can do. This exercise is aimed at developing self-esteem, and updating and remembering the child’s capabilities and skills.

4. Game "Tower".

Discuss the construction profession with your children. What are they doing? What do they need for work? What machines help them? What are they building? In the middle of the table there are various geometric shapes. Templates can be downloaded at the bottom of the article.

The psychologist builds a tower using various figures, and the children need to reproduce it. The task can be complicated - show the children the tower for only half a minute, then cover it with an A4 piece of paper and ask them to reproduce from memory what they saw. This game develops thinking, memory and is aimed at studying geometric shapes.

5. Dynamic game “Miniature”.

The psychologist asks the children what is the name of the profession of the people who drive the bus, collect money for travel and hand out tickets on the bus. Children are given the roles of driver and conductor. All the rest are passengers, who are given 5 “coins” each (you can take buttons). Tickets are also provided to the conductor. Children stand in a row (“sit” on an imaginary bus) and the game begins. The psychologist notes that the fare is 3 coins (children must count and give money to the conductor, who must provide the ticket). The psychologist tells a story about how the bus drives, where it is going, who is driving, what is around “look to the right, look to the left...”, which passengers are sitting, how the conductor collects money.

6. Game “Make a story.”

Cards with images of representatives of different professions (can be downloaded below) and cards with images of various objects (you can use lotto cards) are laid out in front of the children (5-6 cards in total for one story). Children are asked to take turns making up a story using everything on the cards.

7. Application “Soup and compote”.

The psychologist asks the children in more detail about the profession of a cook (what exactly do these people do, who likes to eat what dishes, perhaps one of their relatives works as a cook, someone wants to become one in the future...). Then the children sit at tables, where they glue the applique together with the psychologist. It consists of the following elements: stove, 2 pans, vegetables, fruits (you can download the template below). Children need to put on a stove, 2 pans in which to place vegetables (soup) separately and fruits (compote) separately. For a steam effect, you can glue strings over the pans. Then, to develop communication skills, they ask the question: “if the compote was only made from apples, what would it be called? (apple). What if it were made from raspberries, strawberries, apricots, plums, cherries...”

8. Farewell exercise.

Children pair up and on each other’s sheet must write the first letter of the profession that they liked best.
The one to whom they write must guess. Then the children change places. Attachments:

Preschoolers about professions

Goal: to deepen knowledge about the main professions of people working in preschool educational institutions.

Tasks:

Continue learning how to answer questions; consolidate the names of the professions of kindergarten workers, intensify the use of action words and sign words associated with them.

To formulate the need to comply with the rules of communication with kindergarten employees, cultivate respect for their professions, the desire to be obedient, and receive a positive assessment of one’s behavior from adults.

Cultivate a sensitive, humane attitude towards adults and peers.

Improve motor activity in different types of gaming activities.

Correction of deficiencies in attention, memory, logical thinking, imagination, observation

Dictionary

Nouns: kindergarten teacher, doctor, nurse, teacher's assistant, janitor, cook, music director.

Verbs: help, treat, love, work, care.

Adjectives: kind, caring, hardworking, caring, affectionate, cheerful

Equipment: photographs of employees of the institution, depicting them during work; logic game “What does anyone need?” (pictures depicting people of different professions and objects related to them)

Progress of the lesson

1. Psychological attitude Let's say hello to each other. Who else do you greet when you come to kindergarten?

2. Conversation on the topic “Professions in kindergarten” Kids, apparently you all like our cozy kindergarten. Tell us what and who there is a lot in it. (Children, toys, books, cribs, tables, chairs)

Can children do without adults in kindergarten? (No)

Yes, your mom and dad, your grandparents, your older sisters and brothers take care of you at home. What about in kindergarten? (In kindergarten, teachers and nannies take care of children)

Is the work of people in this profession important? Why do you think so? (Answers-reasonings)

But teachers and nannies alone are not enough to ensure that you get everything you need, because your stay here will not be fun if you are not fed on time, if our yard is not cleaned, and if someone who suddenly gets sick does not receive help.

To prevent this from happening, people from other professions work in the kindergarten.

Tell me who I mean? What else do our kindergarten workers do? (Children name the corresponding professions)

Do you think those who work at the kindergarten treat you well? How exactly do these people treat children? (Carefully, caringly, affectionately, responsibly)

How should you treat those around you in kindergarten (with care and respect)? (You need to be grateful, behave obediently, affably, not be capricious, try to always be polite, courteous, fair)

3. Physical training “Professions”

The teacher reads the lines, and the children perform movements according to the content of the text.

Oh, there are so many professions in the world! (Walk in place, shaking your head, palms on your cheeks.)

I don’t even know which one to choose? (Children continue to walk in place, and spread their arms to the sides.)

I would love to become a builder, I would build houses, kindergartens (They squat and imitate the construction of a tower from cubes)

I also want to become an astronaut: To fly among the stars and planets... (Children rise, lift their heads and spin around in place.)

Maybe I’ll become an athlete, a football player, (They kick an imaginary ball) Or such a graceful figure skater... (The children’s legs move without leaving the floor.)

A cook is also a good profession, he can cook deftly... (Circular movements with a brush - “stirring” an imaginary dish with a ladle)

We will choose a worthy path in life - you and I (Point to yourself and one of your comrades)

But first we need to grow up! (Walking on tiptoes, arms extended upward)

4. Didactic game “How and who can you help?”

Now let's think about how we can help those who work in kindergarten

I will help the janitor by not littering, throwing pieces of paper in the yard, scattering sand, learning to sweep, throw away snow, and care for the flowerbed. take care of the flowerbed

It will be easier to work as a nanny if the children are good at dressing, undressing, and eating themselves; They will not forget to clean up toys, books and other things after themselves.

The teacher will be pleased if we are obedient, attentive, friendly, and not capricious.

The chef will be pleased if the children eat with pleasure, praise his dishes, finish everything on the plate, are well-fed and cheerful

The doctor will have less work if the kids are healthy, strong, don’t get sick, and love to exercise

5. Logic game “What does anyone need?”

Children look at the pictures and, if necessary, with the help of the teacher, name what is drawn on them.

Next, children are asked to group and arrange them so that next to them is a person of a certain profession and an object that she uses in her activities

6. Summary of the lesson

What professions were we talking about?

Would you like to work in a kindergarten when you grow up?

My kindergarten

Author: Elena Anatolyevna Vladimirtseva, teacher, Municipal Autonomous Preschool Educational Institution “Kindergarten No. 227”, Russia, Perm.

Familiarizing children of senior preschool age with the professions of adults is one of the important tasks of a child’s socialization.

Abstract: Familiarizing children of senior preschool age with the professions of adults is one of the important tasks in raising a child. Currently, the world of professions is very wide and diverse. Along with well-known professions, new professions are also emerging. The reasons for the emergence of new professions are the high pace of modern life and the development of information technology. In this regard, there is a need to familiarize preschoolers with a variety of professions. The relevance of the formation in children of primary ideas about the work of adults, its role in society and the life of each person is justified by the Federal State Educational Standard for preschool education. Introducing preschoolers to the world of professions is an important stage in the process of professional development of the individual. It is at this time that active socialization of children occurs, ideas about the world of professions accumulate as a complex, dynamic, constantly developing system. If 10-15 years ago it was enough to introduce children to the work of a cook, salesman, driver, doctor, military man, then at the present stage this is not enough. Modern reality dictates new demands to us. Familiarizing children of senior preschool age with the professions of adults is one of the important tasks of a child’s socialization. The idea of ​​professions allows children to penetrate deeper into the world of adults, understand and accept it. It creates interest in work, gives rise to a dream about one’s own future, and allows one to be proud of the results of the work of one’s close relatives and people in general. Experiencing the influence of the results of adults’ work on themselves, children practically internalize its significance.

However, in recent years, professions have emerged whose content is difficult for preschoolers to understand. As a result, children have insufficient knowledge and low vocabulary on this topic. It is very difficult for the younger generation to navigate the world of professions. It is difficult to choose a profession in your life. Very often, not only preschoolers, but also schoolchildren have very vague ideas about the world of adult professions. Even if the child visited his mother or father at work, he still did not understand the essence of their professional activity.

Currently, teachers face a difficult task. On the one hand, to interest children and introduce them to professions that will be in demand in the future, and on the other hand, to instill in children the desire to become professionals in their field. It is necessary to promote the socialization and adaptation of the younger generation in the world around them.

Based on the relevance of the topic, I set a goal and formulated tasks for work to familiarize children of senior preschool age with the professions of adults.

Goal: developing an understanding of the importance of any work, the need for interconnection and mutual assistance between people of different professions.

Tasks:

1. Deepen and expand children’s knowledge about professions and the relationship between different types of work; give specific knowledge and ideas about the profession according to the scheme: name of the profession - place of work - working conditions - tools for work - labor operations performed - result of labor.
2. Continue to introduce children to new modern professions of adults, equipment and tools, paying attention to the development of the scientific and technical sphere and safety precautions when performing various types of work.
3. To form children’s ideas about the role of modern technology.
4. Expand children's understanding of the work of adults and teach them to transfer acquired knowledge into their activities.
5. Cultivate interest and respect for workers, a desire to work for others. Bring to the understanding that human activity is a necessary basis for his existence.

In order to qualitatively and successfully solve the assigned tasks, a developing subject-spatial environment was created in the group, which contributed to the development of the personality of preschoolers and their behavior, and also allowed me, as a teacher, to introduce pupils to the professions of adults through various forms of activity. I tried to create such conditions so that the process of becoming familiar with the work of adults would become an exciting activity for children. To organize work in groups, special centers were set up to introduce adults to work with game modules, role-playing games, and visual material. A properly organized developmental subject-spatial environment made it possible to: deepen the practical knowledge of students, identify their interests and inclinations, develop interest and the ability to carry out actions. When conducting educational activities with pupils, she used various means and forms of work, constantly changing types of activities, thereby increasing the cognitive activity of pupils. She formed in children an idea of ​​the variety of professions, the structure of work (what and how a person does, why he does the work, what is obtained as a result of work). Introducing various forms of work with students, she used an individual approach, innovative educational methods and gaming technologies, which are the foundation of all preschool education.

When introducing preschoolers to the professions of adults, along with traditional forms of work, I used non-traditional ones.

I’ll tell you about one of them – this is a virtual tour. A virtual excursion is an organizational form of training that differs from a real excursion in the virtual display of real-life objects.

The advantages are accessibility, the possibility of repeated viewing, clarity, the presence of interactive tasks and much more.

During the virtual excursion, the illusion of a real trip is created. The child is immersed in the world of the unknown through the monitor screen. Having examined the conditions and tools of labor of a particular profession, the child uses his knowledge in independent activities and his role-playing game becomes more intense and productive.

Currently, the quantity and volume of material available via the Internet is constantly growing, and teachers have the opportunity to use these resources and create their own electronic excursions of their choice and thus not depend on external factors that impede the educational process.

Electronic excursions when working with older preschoolers allow you to obtain visual information about places that are inaccessible for real visits; they do not require large financial and time expenditures, as they are created using information technology.

Game is a historical activity of children, which consists in reproducing the actions of adults and the relationships between them. The most important rule for adults: it is not enough for a child to know about the profession, he needs to play it! Gaming technology is built as a holistic education. It includes sequentially:

• creative (role-playing, theatrical, constructive) game;
• didactic (game with an object, board - printed, verbal)
• moving (plot, non-plot);
• folk (individual, collective, household).

Game technologies are the foundation of all preschool education.

One of the main types of games is a role-playing game. It allows you to concretize and expand children’s ideas about the various activities of adults, their relationships with other people, professions, tools used, etc.

Preparation for games in a profession takes place wherever only a child can get acquainted with certain qualities of specialties, accumulate the necessary amount of information, even if minimal, but based on which, it is already possible to recreate in the game a distant semblance of this type of human activity.

Understanding the professional work of adults, the formation of the most basic ideas about professions, or rather even the rudiments of them, is possible only in the process of role-playing games, in which production plots, situations, and the professional social environment are imitated.

In older preschool age, play activities become more complicated. In an instant, a child can become a driver, a fireman, or a doctor.

In her work to familiarize children with the professions of adults, she used the pedagogical technology of organizing role-playing games. This technology is based on the principle of child activity, is characterized by a high level of motivation and is determined by the natural needs of a preschooler. This technology combines elements of play and learning. Unlike games in general, a pedagogical game has an essential feature:

1. a clearly defined learning goal;
2. a pedagogical result of cognitive orientation that corresponds to the goal.

In role-playing games, the child’s personality, his intellect, will, imagination and sociability are successfully developed, but most importantly, this activity generates a desire for self-realization and self-expression. In games on the theme “transport”, knowledge of traffic rules is improved, children learn to fulfill their plans and play in accordance with the role. In games, students try to imitate the professions of their parents.

Didactic games play an important role in introducing preschoolers to professions. Didactic play is a means of all-round development of a child. In my work I used didactic games, as they contribute to the assimilation and consolidation of knowledge and skills in students, and develop mental abilities. They form and deepen knowledge about people of different professions, develop speech, replenish and activate the vocabulary, form correct pronunciation, and develop coherent speech. For example, such didactic games - exercises “Who needs what for work? Who's doing what? Professions, What would happen if…”, etc. With great pleasure, my children became acquainted with the professions of adults through a theatrical game in which they played out plots from literary sources. Theatrical performances, where they were both actors and spectators, brought particular joy to the children. This form of work made it possible to engage shy, insecure students and reveal their potential. Likewise, the students interacted with dolls dressed as people of different professions. While playing with them, we analyzed and drew conclusions: why does a person of this or that profession need this type of clothing. For example: “Why does a builder need a helmet?”, “Why does a miner need a helmet with a flashlight?”, “Why does a cook need an apron and a cap?”, “Why does an astronaut need a spacesuit?” etc. The pupils received special attention from printed board games: “Who needs what?”, “What’s missing?”, “Inserts”, where the simplest task is to find two completely identical ones among different pictures. Gradually the task became more complicated - the child had to combine the pictures not only by external features, but also by content. In the games “What does a builder need?”, “What is in the store?”, “What does a journalist need?”, students selected pictures based on common features and established connections between objects. The main difficulty in introducing children to professions is that a significant part of the work of adults is not available for direct observation. Therefore, pupils were introduced to the work of adults and their professions through the organization of observations and excursions. Such forms of work ensured the greatest expressiveness of ideas, the maximum effectiveness of the knowledge acquired by students, where they discovered and consolidated the acquired knowledge in practice, and showed communicative qualities. During the observation process, the children’s attention was concentrated on those aspects of adults’ work that are of greatest importance for instilling in them the right attitude towards work. Observing the work of adults had a positive effect on the behavior of children and their attitude towards working people. Another undeniable plus is that work to familiarize children with the professions of adults in the form of observations and excursions contributed to interaction with the families of the students. It is no coincidence that the family plays an important role in the process of introducing preschoolers to the professions and work of adults. The informational influence of parents can manifest itself in all types of their educational activities, since at every step we are faced with the need to give the child information about a particular profession. These are, first of all, accessible conversations about yourself, your work, explanations of fairy tales, works of fiction, illustrations for them, cartoons, i.e. everything seen and heard. One of the forms of work was the weeks of parental professions, when parents of pupils - representatives of various professions - came to the kindergarten. Conversations with parents, looking at the tools they brought, photos and videos, and most importantly, live communication with mom or dad, aroused the genuine interest of the children. Together with parents, we designed photo exhibitions, video presentations, lapbooks, video clips, photo albums. Parents were involved in project activities. Parents helped organize excursions to their workplaces to help their children develop a clear understanding of their profession. One of the effective methods of modern education is the project method, which is based on the independent activities of students (research, cognitive, productive, during which the child learns about the world around him and transfers the acquired knowledge to real life.) The project method is also good because it is a special mechanism interaction between family and kindergarten. In my case, working on projects (“Builders”, “Journalists”) allowed students, using simple examples, to more deeply master the concepts of certain professions, increase independent activity, develop creative thinking, the ability to independently, using various forms and methods, find information about subjects and decide problematic situations created by the teacher. As part of the project activities, a model of three questions was used:

• What do your parents do and what do you know about their professions?
• What should we do to find out?
• How can we communicate what we learn?

Answering these questions, the children and I determined the stages of work on the project. The main stage of the project involved conducting final thematic classes: “I want to become an astronaut!, Who should I be?” Conversations: “Who works in kindergarten”, “The World of Professions”, “Objects and tools needed by people of different professions”, etc., didactic and outdoor games, familiarity with proverbs and sayings about work. I believe that the goals of the projects have been achieved and the tasks have been solved, since the students reflect their impressions in playful and productive activities. In the process of working on the topic being studied, the students took part in a variety of entertainment and leisure activities, where they gladly tried on the role of an actor, musician, singer, dancer, and athlete. A lot of time was devoted to children’s independent activities:

• productive types of children's activities (design of albums, professional-oriented CPC (production of attributes for games), drawing, appliqué, design, making collages and posters);
• performing labor actions (at the request or instructions of an adult).

In independent activities, children consolidated and expanded their acquired knowledge about professions. As a result of the work, the pupils began to actively show interest in the professions of their relatives, be proud of their parents, and try to evaluate the results of the work of adults. Children know the purpose of professional equipment, tools and materials in the work activities of adults. Professions are distinguished according to essential characteristics, and important qualities of representatives of different professions are named. They highlight the structure of labor processes, explain the role of labor in human well-being, model in a game the relationships between people of different professions, participate in feasible work activities of adults, have an emotionally positive attitude towards work and work in general, and demonstrate a conscious way of safe behavior in everyday life. These results guide me towards further continuation and development of activities in a given direction. I hope that as a result of such multifaceted work, my students will in the future choose a profession that will allow them to feel happy and in demand.