Labor activity in the first and second junior groups of kindergarten, card index with goals, notes

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Labor training in preschool institutions

Labor education of preschool children is one of the most important tasks of a preschool educational institution (DOU). Work in this direction begins from the first days of the baby’s stay in kindergarten.

Work becomes a great educator when it enters the spiritual life of our students, gives the joy of friendship and camaraderie, develops inquisitiveness and curiosity, gives rise to the exciting joy of overcoming difficulties, reveals more and more new beauty in the world around us, awakens the first civic feeling - the feeling of a creator of material wealth , without which human life is impossible.

Goals and objectives of labor education

The main goal of labor education for the youngest visitors to preschool institutions, taking into account their age characteristics, is to develop a positive perception of work and the ability to perform feasible labor actions.

Children should be taught to work from a very early age.

The tasks of labor education at this age are not as extensive as at older ages, but no less important. After all, their attitude towards the most important component of human activity in the future depends on whether the teacher is able to instill respect and love for work in children of the third and fourth year of life. Tasks of labor education in the first and second junior groups of preschool educational institutions:

• Introduce children to professions whose workers they see in real life, in their immediate environment (teacher, nanny, salesman, builder, driver, doctor, cook). In the first junior group, children are given generalized, superficial information: “This is a builder, he builds beautiful, strong, large houses from bricks so that people can live in them.”
• The knowledge that children of the fourth year of life are able to master is presented more fully and deeply. You can point out the connection between professions, name the tools and materials that workers of different professions use in the process of work (“For a builder to build a large store, the driver brought a lot of bricks in his car. When the store is built, sellers will work in it, sell us products, clothes, books, etc.").

Labor education of children in kindergarten is impossible without close interaction with the families of the pupils. Therefore, the teacher needs to think through a set of activities for working with parents: group and subgroup conversations, round tables, exhibitions of literature, thematic folders, etc.

It is important that not only the teacher, but also the parents teach the child to be independent and work

Types and methods of labor education for children of junior groups of preschool educational institutions

In the first and second groups of primary preschool age, the following types of work are used:

• Self-service. This includes washing, undressing and dressing for a walk, going to bed, using the toilet (individual potty), using a handkerchief, towel, napkin, and careful eating.
• Household work: maintaining order in the group room, locker room, bedroom, running errands around the dining room (arranging cups for napkins, bread bins, laying out spoons). In the second junior group, the children are given instructions for preparing classes: arrange plates with handouts, boards for modeling, etc., and then collect them and put them in a certain place. Children can help the teacher in gluing books and game boxes.
• Labor in nature. Children, under the supervision of a teacher, can water plants, wipe large leaves with a damp sponge, loosen the soil in pots, plant onions on feathers, sow large seeds (pumpkins, beans, peas) in boxes.

Manual labor is planned starting from the older group, but it is acceptable to involve younger children in the making of crafts, collective applications, and compositions using various techniques. Kids will be happy to help the teacher make a colorful panel or an original craft to decorate a locker room, group room, or kindergarten lobby.

A bright panel made by the students will decorate the group’s locker room

The most acceptable form of work in early preschool age is an assignment, individual or subgroup, when the teacher asks three or four children to do something. In the second case, all children perform the same action, using the same equipment, for example, placing napkin holders on tables, wiping ficus leaves from dust with a sponge. It’s too early to give multifaceted actions (one waters the plant, the other wipes the leaves), they may get confused in the actions or want to do what their neighbor is doing, leaving their part of the work unfinished.

Since children are still very small, their attention is scattered and unstable, the teacher should carefully select methods of motivating work and guiding the activities of students. The most effective techniques are:

• Observation. It is known that in children of the third year of life, imitation is very highly developed, and the main type of activity is object-based. By watching adults act using a variety of objects, the baby repeats after them and thereby learns a new skill. Therefore, it is necessary to organize observations as often as possible of the work of the nanny, janitor, teacher, who perform simple and understandable actions for children: setting the table, sweeping paths, watering flowers, etc.

  
  Observing the work of a nanny develops children's understanding of the people who care about them, fosters a sense of gratitude and a desire to help.

• Display is closely related to observation. The teacher uses this technique constantly throughout the day when performing all routine moments, since children cannot yet perform actions independently, from memory. Before washing hands, the teacher rolls up the sleeves of his own clothes, and then helps the kids do this. Using soap, shaking water from hands, wiping with a towel, the teacher does this so that all the children can clearly see and understand what should be done.
• In addition to showing, explanation is also necessary. Children need to be told in a simple and understandable form why this or that action is being performed, what its benefits are, what the result will be: “If you each hang clothes on their own chair, they will not wrinkle and it will be easier to find them after sleep.”
• An emotional explanation that encourages a positive result is an excellent motivation for action. Compare 2 sentences: “Now we will wash our hands and dry them with a towel” and “Now we will wash our hands with this fragrant soap, and they will also smell good, become clean, and then we will dry them with a beautiful fluffy towel!” Of course, in the second case, the child will be much more willing to carry out the washing procedure.
• Works of art also help to quickly remember the order of actions and teach children to be neat and tidy. Using them is a very successful technique if the work is not too long and is suitable for a routine moment (dressing, undressing, washing, etc.)
• Creating playful and surprise moments. A favorite toy (a bear, a doll) comes to the children and asks for help, to teach them how to wash their hands, get dressed, and fold things neatly. Or suddenly a new bright comb, decorated with a lush bow, appears and announces that she has come to comb all the dolls in the group. And the children, together with the teacher, comb the dolls’ hair, straighten their outfits, and seat them beautifully in the play corner.
• Creating problematic situations. The game character voices the problem to the children. For example, a bunny comes very sad and reports that all his toys have gone, but in the conversation it turns out that the hero does not know how to fold and put toys in their place. The guys volunteer to help him, teach him how to do it correctly.
• Didactic game. After voicing a problem situation, it is possible to solve it during a didactic game: children “teach” the character to wash hands, put away toys, and perform other labor actions in the games “Toys, in places!”, “What for what?”, “What our hands can do” and others.
• Telling instructive stories compiled by the teacher himself. They should also not be long, loaded with information, but short and appeal to the children’s direct experience: “This morning I found a mitten on the floor in the locker room. She cried because they forgot to put her in the closet. I picked her up, put her in her place and promised that our children would never throw their things on the floor.”
• Encouragement is the most effective and necessary technique in early and early preschool age.

  
  Encouragement is an excellent method of labor education, so you should not skimp on praising children for their neatness and desire for cleanliness.

  It is necessary to praise children for every small achievement, and even in case of failure, you need to find something positive: “Today you tried to fasten the buttons, and you almost succeeded! We'll practice a little, and soon you'll be able to fasten them all! But you put on the shirt yourself, well done!” By encouraging the child, the teacher reinforces in his memory that work is associated with success. This forms in students a positive attitude towards work in general and makes them want to perform labor actions in the future.

Table: poems for use during routine moments related to children’s self-care

The role and place of artistic manual labor in the middle group of kindergarten

Natalia Kravchenko

The role and place of artistic manual labor in the middle group of kindergarten

“ Manual labor contributes to the diversified development of a child’s personality. Artistic and creative activities distract children from sad events, relieve nervous tension and fear, and provide a positive emotional state. Therefore, it is so important to include artistic manual labor in the pedagogical process of kindergarten "

V. A. Sukhomlinsky

Artistic manual labor is aimed at satisfying the aesthetic needs of a person, developing the constructive and creative abilities of children.

Artistic manual labor is a productive and at the same time instrumental activity in which the child masters tools (scissors, knife, stapler, needle, crochet hook, etc., explores the properties of various materials (paper, fabric, dough, foil, leaves, etc.). etc.)

and transforms them in cultural ways in order to obtain a specific result.
(do not speak in brackets)
Artistic manual labor is the creative work of a child, in the process of which he creates useful and aesthetically significant objects and products.

The main task of manual labor is to teach children to enjoy tinkering, work with any available material , imagine and make cute crafts with their own hands so that the process and result of the work are visible.

Certain elements of artistic manual labor can be introduced already in younger groups . In this case, the participation of an adult is mandatory. More precisely, children help an adult in creating crafts. And although the activity of children of this age is minimal, involvement in such interesting work is very useful . The child sees how, in the hands of the teacher, a simple stick suddenly turns into a doll, and a ball into the head of a funny clown. This is magic"

fascinates children, delights them and motivates them to their own activities.

are engaged in artistic manual labor in the morning and evening periods together with the teacher .

It is known that the life of children in kindergarten includes various types of games: role-playing games, dramatization games, didactic and active games. They all bring joy to the child. Play and hand-made art have much in common. Both types of activities are based on the impressions that children receive from the surrounding life and in the process of life in kindergarten and at home . artistic manual activity and play is so important

Let's focus on the role-playing game. Children in the middle group can create objects for play.

(photo candies, beads, decorative napkins, rugs)

So, for the game "House"

the children made candy for tea parties from candy wrappers, for
“mom”
- a clothing accessory - paper beads. For the doll's room - decorative items - napkins, rugs.

(photo with items for the Clinic)

To play "Polyclinic"

The children themselves prepared notebooks from paper - medical histories, forms for prescriptions. We cut out thermometers and pills from cardboard.

Great opportunities for solving the problems of comprehensive education of children and the development of children's creativity lie in the relationship between manual labor and dramatization games . For dramatization games, children can make the scenery itself or parts of it, costume parts, and masks.

(photo with headbands)

Thus, a subgroup of children prepared masks to dramatize the Russian folk tale “Teremok”

(we cut out the finished images ourselves, used additional material to decorate the mustache, eyes, ears, noses, and attached the images of the characters to the headband using glue).

With great interest and pleasure, children perceive the teacher’s proposal to create masks for outdoor games: “Cat and Mice”

,
“Shaggy Dog”
,
“Crucian Carp and Pike”
, etc.

Interesting opportunities for establishing a connection between artistic manual labor and play are contained in didactic games. Children of the middle group are able to make didactic games (in applications)

: dominoes, lotto, paired pictures, cut pictures.

Children are especially interested in creating images based on fairy tale themes. Children love fairy tales and are ready to listen to them endlessly; fairy tales awaken children's imagination . Each child has his own favorite works and fairy-tale characters, so the proposal to create images of fairy-tale characters always evokes a positive response from children. Children with great pleasure accept the teacher’s offer to create a general layout for a work.

(photo – layout)

In a joint activity, the children and I made a model for the fairy tale “The Three Bears”

(children made their own paper logs, painted the sleeves for the characters and the tree)

The interest of teachers in creating collective panels is not accidental: firstly, collective work is provided for by the final event on the theme of the week, and secondly, children are pleased with collective work, joint activity to create one common image. Particular satisfaction comes from the overall result, which in this case is rich in content and makes a more vivid impression than individually completed work. Children understand that together they can create a more significant image than each individual. In the process of collective work, favorable conditions are created for children to communicate with each other and with the teacher, and upon completion of the work, the children rejoice at the results of their joint activity - the same feelings unite them. The creation of collective images is organized in different age groups of the kindergarten . In junior and middle groups , the simplest form of organizing such an activity is used: each child cuts out and glues some object (a bird, a flower, a chicken, a house, etc.), and then a collective panel is compiled from these images. Of course, together with the children The teacher works. He performs that part of the work that is beyond the strength of children. In the process of work, adults and children are united by one goal, interested in the overall result. They discuss the upcoming work, its progress, everyone consults together , tries it on, see how it will work out better. The interaction of the teacher's children occurs more freely, the child has the opportunity to see how the teacher acts and learn without direct instructions from an adult. Let's consider some possible themes of collective compositions for the middle group ;

"Birds on a Branch"

— theme of the week
“Meeting birds”
“City street”

— theme of the week
“My city”
“Flowers in the meadow”

— theme of the week
“Festival of Spring and
Labor ” or
“World of Nature”
“Autumn Carpet”
(pattern of autumn leaves)
– theme of the week
“Colors of Autumn”
“Merry Carousel”
(based on Dymkovo toys)
– theme of the week
“City of Craftsmen”
or
“ Folk culture and traditions"
"Jolly Train"

(the train is made up of carriages created in the process of individual work by each child) - the theme of the week is
“Transport”
.

(photo with New Year's panel)

Our group has created individual and collective compositions:

So, for example, in the month of December, on the theme of the week “New Year’s Kaleidoscope”

“New Year’s Eve”
was made .

On the topic of the week : “Hello Zimushka Winter”

“Bullfinches on branches”
was made on the theme of the week “Natural World”

a collective work was made

"Flowers in the meadow"

Children's works can also be used to organize exhibitions of children's creativity , to decorate the group for the holidays, so the children of our group made individual compositions.

Hedgehogs" (a hedgehog is made from a pine cone - the theme of the week is "Animal World"

Leopard", leopard made from cereals (rice and buckwheat)

— theme of the week
“Animal World”
“Autumn Sunflower”
(pattern of autumn leaves)
– theme of the week
“Colors of Autumn”
“Pear”
(pencil shavings)
– theme of the week

“We want to be healthy”

(photo of Christmas tree, snowmen)

To decorate the group for the New Year, the children made Christmas trees from cotton pads and snowmen from bushings. The children experienced the joy of decorating their “home”

. The teacher’s assessment of their contribution to the overall work also helps to realize this.

Children's works and crafts should “live”

in
a children's institution , used in its interior, in children's games, on holidays, they can be presented to parents, friends, and guests.
(Options for gifts or cards for dads on February 23 and moms on March 8 have already been discussed). In the group there are very insecure, dependent children who turn to the teacher for help for any reason; some children are very upset by failures. Therefore, it is advisable to include words of support, jokes, humor, and surprise moments joint When working, the atmosphere should be lively and relaxed, without harsh disciplinary measures that constrain the freedom and creative potential of children. Children need to be interested.

Thus, by doing manual labor in kindergarten , children not only develop a certain apparatus of actions, knowledge and skills, but also increase their development potential. The child becomes more self-confident, and therefore free to choose goals and find ways to achieve them.

“The world will be happy only when every person has the soul of an artist . In other words, when everyone finds joy in their work .”
Rodin

Labor activity in the second junior group of preschool educational institutions

Children of the fourth year of life can perform more labor activities both indoors and outdoors. For example, they have access to:

• Wiping dust off shelves, arranging toys and books.
• Assisting the teacher in preparing for classes (arranging and collecting material).
• Cleaning up leaves in the fall and snow in the winter, but these tasks should be brief, and during them the teacher should carefully monitor the condition of the children, avoiding overload. The best option would be to clear one or two benches of snow or sweep a short path.
• Laying out counting material and pencils in boxes and cups.
• Dressing and combing dolls, cleaning large construction toys and cars.
• Participation in the creation of crafts and collective decorative compositions.

Children of the fourth year of life can be entrusted with caring for indoor plants under the supervision of a teacher.

Time is allocated for household chores in the afternoon. Its duration does not exceed 15 minutes. To engage in work related to water, children must be dressed in oilskin aprons that protect their clothing; all tools and materials for work must be stored in an accessible place. When drawing up a long-term plan for work activity, it does not have to be tied to the topic of the block (week, month). The teacher can choose those types of training that he considers necessary to pay more attention to.

Table: example of long-term planning of work activity in the second junior group of a preschool educational institution (fragment)

Table: example of a lesson summary on labor education with children of the fourth year of life

Video: lesson on household work in the younger group

Lesson on labor education in the junior group “We wash handkerchiefs”

Lesson on labor education in the junior group “We wash handkerchiefs”

Usanova V.K.

Target

: develop basic labor skills and abilities, promote mastery of methods for examining objects through experimentation in the process of organizing children's activities.

Tasks:

develop neatness skills and the ability to notice disorder in clothing;

encourage to provide assistance to adults, to cultivate a caring attitude towards the results of their work;

to form in children the practical actions that they need to put things in order (washing);

include children in joint practical cognitive activities of an experimental nature with adults;

develop children's speech and enrich their vocabulary.

Integration of educational areas:

social - communicative development, cognitive development, speech development.

Materials for the lesson:

doll, box with objects (soap, book, towel, car, telephone, picture of a basin with water, tape recorder, audio recording of the game “We will wash handkerchiefs,” basins with water, soap, soap dishes, napkins, waterproof aprons, handkerchiefs, floor drying for linen, clothespins.

Novelty of methodological development

consists in the integration of labor and experimental activities of children in the organization of common labor.

OOD progress:

The teacher draws the children's attention to the arriving doll Katya. She sneezes.

Educator:

- Katya, why are you sneezing? Guys, what happened to Katya? (children's answers). Where's your handkerchief? (Katya shows a dirty handkerchief)

Educator:

- Guys, look, is it possible to wipe your nose with such a handkerchief? (children's answers). Guys, what needs to be done to make the handkerchief clean? (children's answers). Of course, the handkerchief needs to be washed.

Katya doll:

- Oh, I don’t know how to do laundry. Maybe you can teach me? (children's answers).

Educator:

“Of course, we’ll teach you and help you wash your handkerchief.” Guys, first, let's show Katya what items are needed for washing.

I have a magic box, there are a lot of useful things in it, I will take them out, and you tell me which ones we will need for washing.

The teacher takes soap, a towel, a typewriter, a book, a phone, a picture of a basin of water from the box one by one - the children determine what is needed for washing.

Educator:

Now let's play and show the doll how to wash handkerchiefs.

An audio recording of the game “We Wash Handkerchiefs” is played.

We will wash the handkerchiefs

Let's rub them really hard. Fingers clenched into fists, rubbing fist against fist.

And then, and then we’ll wring out the handkerchiefs,

Let's squeeze it very hard. We wring out the laundry.

And then, and then we’ll carry it to the rope

Analysis of work activity in the junior group

To assess a child's ability to care, not to be lazy and to work, a game is played, participation in which takes a long time. The most common game among educators is the game “Our Garden.”

Pupils are encouraged to plant certain seeds and care for them until they sprout. The resulting seedlings, together with the teacher, are planted on the territory of the preschool educational institution or in pots in a group.

Interesting! Prospective analysis makes it possible not only to identify children who are incapable of caring for children, but also to clearly tell children about how some common fruits, vegetables, and herbs are grown.

Diagnosis of diligence control

Throughout the year, from time to time, during walks or in a group, children are offered work of a different nature, within their capabilities. The teacher, in a playful way, asks the children to wipe dust from the foliage of indoor plants, encouraging them with praise about how big boys and girls have grown and can do everything, but their mutual friend Dunno does not know how to water flowers or wipe dust. All the action takes place in front of the teacher, but after several training sessions the children themselves must pour water into watering cans, wet rags and take care of the flowers.

Attention! While the pupils are fascinated by the process, the teacher fills out a diagnostic card for the group, in which he makes notes on how quickly everyone figured out where to get water, how to identify plants that needed watering, and which of the preschoolers helped a friend and who accepted this help.

Plant care

Project activities for labor education of younger preschoolers

Since in project activities with younger students the leading role belongs to the teacher, and the kids assimilate information and take the first steps in search and research activities, it is advisable to plan a labor education project that is informational, introducing adults to the professions (driver, builder, doctor), or playful, enriching children's experience with new games related to professions and performing work assignments, self-service. Due to the fact that younger preschoolers do not have sufficiently developed long-term memory, it is better to plan short-term projects, lasting 1-2 weeks.

Project activities go through the following stages:

1. When preparing to implement a project, the teacher must think through the topic and goal, as well as whether they correspond to the age of the children, whether the kids will be able to successfully complete all the points of the future project, and what results are expected.
2. At the second stage (project development), the teacher determines ways to achieve the goals and objectives, selects materials, equipment, and information sources. Next comes the actual implementation of the project. Children, with the help and direct participation of the teacher, carry out the planned forms of work, which leads to the expected result.
3. The final stage (presentation) of the project takes place with the participation of children. The product of an information project can be an album or a mobile folder, which will reflect the information learned by children, while a game project can be attributes for directorial and plot games.

Getting to know any profession can be done in a playful way

Table: example of a pedagogical project in a junior group

Long-term plan for labor education (second junior group)

Long-term plan for labor education of preschool children.

Second junior group.

Educator: Nadezhda Vasilievna Kamenskikh

Perm region, Perm region

MDOU Yugo-Kama kindergarten No. 3

Target:

to form in children an idea of ​​the role of work in the life of society and every person.

Tasks:

To promote the development of independence, the desire to take on everyday work responsibilities, to be involved in everyday work affairs.

Form an idea of ​​professions based on familiarization with specific types of work.

To promote awareness and acceptance of the rules of safe behavior based on ideas about objects and materials that children widely use in various activities.

Methods and techniques of labor organization

According to the Federal State Educational Standard, from a very young age children must be taught measured independence and hard work. During each routine day, children perform a number of tasks that, in addition to their direct function, are capable of developing ingenuity and memory. For example, when a junior teacher asks for help in setting the table for dinner with cutlery from someone in the group, the young assistant involuntarily remembers which of his friends is sitting on one side of the table and which on the other, who has already been provided with a spoon and who has not yet.

White soap gloves

The most common method is asking for help: an inexperienced and upset toy who finds herself in a difficult situation asks for help from the guys, and they willingly help her.

Additional Information! With a little trick, you can get children interested in washing their hands; to do this, the teacher shows how to use soap and water to make beautiful white gloves that have magical powers - they cleanse the skin of dirt and bacteria.

It’s easy to instill in children respect for work if you choose the moment to start learning and follow a simple rule - children do everything while playing. If parents at home manage to turn an important task into a game, the child will play profitably without resistance.

Artistic manual labor in preschool educational institutions

The possibilities for the development of children's creativity were studied in different types of activities: musical, motor, play, literary, visual, labor (R. S. Bure, N. A. Vetlugina, V. Ya. Voronova, I. L. Dzerzhinskaya, T. G. Kazakova, A. V. Keneman, L. V. Kutsakova, V. A. Levin, G. V. Pavlenko, O. P. Radynova, N. P. Sakulina, T. A. Semenova, O. S. Ushakova and etc.).

The development of creative activity of preschoolers occurs in the conditions of practical artistic activity, in particular, in manual labor classes (E. Ya. Belyaeva, N. M. Konysheva, L. V. Kutsakova, L. V. Panteleeva, D. V. Sergeeva and etc.). Making crafts from various materials (paper, threads, pieces of leather and fabric, leaves, plant fruits) fully meets the needs, interests and capabilities of preschool children.

Manual and artistic labor, by its purpose, is labor aimed at satisfying the aesthetic needs of a person. Its content includes the production of crafts from natural materials, paper, cardboard, fabric, wood. This work contributes to the development of imagination and creative abilities; contributes to the development of endurance, perseverance, and the ability to finish a job. Children delight other people with the results of their work by creating gifts for them.

I believe that manual labor plays a huge role in the development of fine motor skills. It affects all areas of the child’s development: develops hand function and fine motor skills of the fingers, coordination of hand and eye movements; develops cognitive activity through expanding the stock of knowledge and ideas about the properties of materials; helps expand vocabulary, develop attention, thinking and speech; develops communication skills in the process of work; fosters independence, responsibility, habit of work effort, awareness of one’s own personality by assessing the results of work activity; develops creative imagination and artistic taste.

I have identified several areas of work for myself:

1. Direction - development of fine motor skills of the hands through training on aids and toys: fasteners, clasps, zippers, buttons, different types of lacing. Finger gymnastics. Hand massage using a variety of objects and materials: cones, chestnuts, seeds of fruit and berry crops of various sizes, various cereals, corks, balls and balls, etc.

2. direction – working with paper. This type of activity is available to children from a young age. They get acquainted with the properties of paper: it tears, wrinkles, rustles. Children make lumps of paper, make appliqués, and voluminous origami crafts.

3. Direction – working with various waste materials: cotton wool, sand, sawdust, pencil shavings. Children wrap cotton wool around a pencil, roll it into balls, decorate crafts, paint, lay out, and draw with different materials. They make various crafts.

4. direction – working with threads, braid and fabric. This work requires more complex hand movements and finger dexterity. Children learn to coordinate hand and eye movements. Wrap threads and braid onto spools into balls. They make ropes and braids from braid. At an older age, they master isothread, make three-dimensional crafts from threads, and embroider on hoops.

5. Direction – working with natural materials and plasticine. In this work, plasticine is used as a base on which natural material is attached using the indentation method. This work requires perseverance and patience from the child. Actions with cereals, seeds, and dry berries develop fine motor skills, hand-eye coordination, imagination, and memory. And the effort that the child makes when smearing the plasticine on the base helps develop finger strength.

When planning manual labor work, I take into account the age-psychological, individual characteristics and physical capabilities of children. We use crafts as gifts and to decorate the group.

Carrying out collective tasks develops in children the ability to negotiate with each other, subordinate their interests and desires to a common goal, fosters a sense of camaraderie, mutual assistance, responsibility, and develops initiative and ingenuity. In the process of performing collective tasks of a visual nature, children learn to independently plan the upcoming work, coordinate their actions with the general plan, think through the sequence of its implementation, select and use the necessary visual material. At the same time, in collective work, the individual characteristics of children are clearly revealed and creative abilities are formed.

The theme of the collective works was chosen by the simplicity of the composition, uncomplicated in content. For high productivity, I use the following sequence algorithm: creating children’s psychological readiness for upcoming activities, planning activities, preparing a workplace, making crafts, including training in technology and organization of control, summing up.

Artistic manual labor is the work of a child with various materials in order to create useful and artistically - aesthetically significant objects and products to decorate his life, games, work and leisure. This child labor is a decorative, artistic and applied activity, since the child, when creating beautiful objects, takes into account the aesthetic qualities of materials based on his ideas, knowledge and practical experience acquired in the process of work.

The purpose of artistic work is the directed and consistent education of aesthetic and everyday culture in children, promotion of personal growth and the formation of an emotional and value-based attitude towards the world around them.

Objectives of artistic work

- to develop in children strong skills and abilities to work with different materials for creativity and the ability to transfer the developed skills and abilities of working with one material to another;

- create conditions for experimenting with various artistic materials and tools;

- guide children in the embodiment of their thoughts, ideas, experiences, feelings in artistic form; take the initiative; support personal creativity;

- develop the desire to independently combine familiar techniques to give the product of children's creativity even greater individuality and expressiveness;

- develop fantasy, imagination and individuality in work;

- develop fine motor skills of the hands and eye;

- cultivate perseverance, accuracy and patience.

Decorative and applied art has well-established traditions in its development. Therefore, acquaintance with the traditions, craftsmen, and masters of their craft in Kuban contributed to the consolidation of positive emotions, the desire to learn and master the specifics of craftsmanship, and the formation of initial ideas about folk decorative art.

Arts and crafts work for children aged 5–7 years is aimed at creating original, simple crafts of varying quality, expressiveness, and texture of materials. To ensure that the passion for applied art was not episodic in nature, I created optimal conditions in the premises and area of ​​the kindergarten for the creative activity of every child who wants to test his strength.

I organize exhibitions of works completed by children and then use them in interior decoration, in doll and living corners, and in setting the dining table.

My parents became my helpers. At the first stage, I introduced them to the importance of artistic work for the development of a child through consultations. Then she conducted a master class together with parents, where the parents were amazed at the passion and skill of their children. After such work with parents, organizing an exhibition of children's works together with parents was not difficult. All work was done with love and care.

As a result, the knowledge acquired by children in classes has become part of children’s everyday life and serves the development of work, play, and communication. The children gained knowledge about the quality and capabilities of materials, the characteristics of craftsmanship, and became familiar with the arts and crafts. Many children continue to study at the city’s orphanage for creativity.

My students independently find the possibility of practical use of crafts, use national symbols, the products of children’s labor have become more expressive and imaginative. Children have a high level of development of visual memory and imaginative thinking.

Analysis and diagnosis of labor activity in junior groups of preschool educational institutions

Analysis and control of the level of labor education and children’s mastery of skills is necessary, first of all, for the teacher himself in order to control the situation in the group and know in which direction to carry out individual work, what to pay special attention to. To monitor the level of children’s skills and abilities, it is recommended to fill out diagnostic cards twice a year, in the fall (in September-October) and in the spring (in April-May).

Table: diagnostic chart for monitoring the level of mastery of labor skills in children of the third and fourth year of life

A teacher working with younger preschoolers is entrusted with an important task: from an early age to accustom children to feasible work, to cultivate respect for working specialists, and a desire to grow by helping others. The attitude of children to work in subsequent years depends on how seriously and thoughtfully the teacher approaches the fulfillment of this responsibility. Therefore, all efforts should be made to develop in children the concept that work is important and necessary, and that working is useful and exciting. Having received such a life attitude in early childhood, the child will be able to steadfastly overcome temporary adversity, will easily study at school and find his place in life.

• Author: Marina Yakovleva
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Labor education in junior groups of kindergarten; methodological development (junior group) on the topic

MADOU "Kindergarten No. 13" of the Kashira Urban District

Labor education in younger groups of kindergarten

Educator: Blashkova.L.R.

Kashira 2018

Labor education in younger groups of kindergarten

Labor is the most important component of human life. Both material and cultural values ​​are created through labor. It is necessary to instill in children a love and respect for work from early childhood. And the role of preschool educational institutions in this important process is great.

• 1.1 Goals and objectives of labor education
• 1.2 Types and methods of labor education for children of junior groups of preschool educational institutions

• 1.2.1 Table: poems for use during routine moments related to children’s self-care

• 3 Labor activity in the second junior group of preschool educational institutions

• 3.1 Table: example of a lesson summary on labor education with children of the fourth year of life

• 4 Project activities for labor education of younger preschoolers

• 4.1 Table: example of a pedagogical project in a junior group

• 5 Analysis and diagnosis of work activity in junior groups of preschool educational institutions

• 5.1 Table: diagnostic chart for monitoring the level of mastery of labor skills in children of the third and fourth year of life

Labor training in preschool institutions

Labor education of preschool children is one of the most important tasks of a preschool educational institution (DOU). Work in this direction begins from the first days of the baby’s stay in kindergarten.

Work becomes a great educator when it enters the spiritual life of our students, gives the joy of friendship and camaraderie, develops inquisitiveness and curiosity, gives rise to the exciting joy of overcoming difficulties, reveals more and more new beauty in the world around us, awakens the first civic feeling - the feeling of a creator of material wealth , without which human life is impossible.

V.A. Sukhomlinsky

Goals and objectives of labor education

The main goal of labor education for the youngest visitors to preschool institutions, taking into account their age characteristics, is to develop a positive perception of work and the ability to perform feasible labor actions.

Children should be taught to work from a very early age.

The tasks of labor education at this age are not as extensive as at older ages, but no less important. After all, their attitude towards the most important component of human activity in the future depends on whether the teacher is able to instill respect and love for work in children of the third and fourth year of life. Objectives of labor education in the junior group of preschool educational institutions:

• Introduce children to professions whose workers they see in real life, in their immediate environment (teacher, nanny, salesman, builder, driver, doctor, cook).

• In the first junior group, children are given generalized, superficial information: “This is a builder, he builds beautiful, strong, large houses from bricks so that people can live in them.”
• The knowledge that children of the fourth year of life are able to master is presented more fully and deeply. You can point out the connection between professions, name the tools and materials that workers of different professions use in the process of work (“For a builder to build a large store, the driver brought a lot of bricks in his car. When the store is built, sellers will work in it, sell us products, clothes, books, etc.").

• Develop skills in caring for yourself, keeping your body and clothes clean and tidy.

• A child of the third year of life, with the help of an adult, masters the ability to wash his hands with soap, use a towel, and a handkerchief.
• A child of the second youngest group can look at himself in the mirror, inspect his clothes, wipe his nose with a handkerchief, his mouth after eating with a napkin, fasten a zipper on his clothes, buttons. If these operations are difficult, children should be able to ask adults for help using polite words.

• To develop and maintain children’s interest in the work of adults, the desire to help, and to maintain cleanliness and order. Adults should encourage such behavior. Of course, sometimes it’s easier for a teacher or nanny to do certain work (water flowers, arrange plates with applique details) themselves, but once or twice refusing a child’s desire to do something on his own, adults risk forever extinguishing the spark of hard work in their little helpers, which is serious. pedagogical mistake. Throughout the day, many situations arise in which even young children can be involved in simple work activities, and the teacher and nanny should use them to the maximum (putting a toy in its place, putting clothes on a high chair, in a closet, picking up dropped trash, etc. .).

The child’s desire to maintain cleanliness and order is worthy of praise.

• To form in children ideas about the necessity and importance of work, to evoke a feeling of joy and satisfaction from the work performed (“If we don’t water the flower, it will wither. Let’s put away the toys together, our group room will become clean, beautiful, and mothers, when they come for they will be happy with you and will praise us”).

• The psychological characteristics of children of the third and fourth years are such that children cannot retain an event in their memory for a long time, so you should not tell them the result of labor designed for the long term (“Now we will plant onions, and when they grow up, we will give them to the kitchen to make soup"). The children will simply forget him. It is better to break such “long-term projects” into stages and communicate the result to children as it approaches. Before planting: “Today we will plant onions, water them, they will grow green and lush.” After the greenery appears: “This is such a good onion that has grown, now I will cut it and give it to the kitchen, where the cook will cook us a delicious soup.” In this way, kids will see the benefits of their work and repeat information about the development and use of vegetables.

• To cultivate hard work, organization and diligence when performing assigned actions, independence and initiative, accuracy, neatness, and careful attitude towards the results of one’s own and others’ work.

Labor education of children in kindergarten is impossible without close interaction with the families of the pupils. Therefore, the teacher needs to think through a set of activities for working with parents: group and subgroup conversations, round tables, exhibitions of literature, thematic folders, etc.

It is important that not only the teacher, but also the parents teach the child to be independent and work

Types and methods of labor education for children of junior groups of preschool educational institutions

In the first and second groups of primary preschool age, the following types of work are used:

• Self-service. This includes washing, undressing and dressing for a walk, going to bed, using the toilet (individual potty), using a handkerchief, towel, napkin, and careful eating.
• Household work: maintaining order in the group room, locker room, bedroom, running errands around the dining room (arranging cups for napkins, bread bins, laying out spoons). In the second junior group, the children are given instructions for preparing classes: arrange plates with handouts, boards for modeling, etc., and then collect them and put them in a certain place. Children can help the teacher in gluing books and game boxes.
• Labor in nature. Children, under the supervision of a teacher, can water plants, wipe large leaves with a damp sponge, loosen the soil in pots, plant onions on feathers, sow large seeds (pumpkins, beans, peas) in boxes.

Manual labor is planned starting from the older group, but it is acceptable to involve younger children in the making of crafts, collective applications, and compositions using various techniques. Kids will be happy to help the teacher make a colorful panel or an original craft to decorate a locker room, group room, or kindergarten lobby.

A bright panel made by the students will decorate the group’s locker room

The most acceptable form of work in early preschool age is an assignment, individual or subgroup, when the teacher asks three or four children to do something. In the second case, all children perform the same action, using the same equipment, for example, placing napkin holders on tables, wiping ficus leaves from dust with a sponge. It’s too early to give multifaceted actions (one waters the plant, the other wipes the leaves), they may get confused in the actions or want to do what their neighbor is doing, leaving their part of the work unfinished.

Since children are still very small, their attention is scattered and unstable, the teacher should carefully select methods of motivating work and guiding the activities of students. The most effective techniques are:

• Observation. It is known that in children of the third year of life, imitation is very highly developed, and the main type of activity is object-based. By watching adults act using a variety of objects, the baby repeats after them and thereby learns a new skill. Therefore, it is necessary to organize observations as often as possible of the work of the nanny, janitor, teacher, who perform simple and understandable actions for children: setting the table, sweeping paths, watering flowers, etc.

Observing the work of a nanny develops children's understanding of the people who care about them, fosters a sense of gratitude and a desire to help.

• Display is closely related to observation. The teacher uses this technique constantly throughout the day when performing all routine moments, since children cannot yet perform actions independently, from memory. Before washing hands, the teacher rolls up the sleeves of his own clothes, and then helps the kids do this. Using soap, shaking water from hands, wiping with a towel, the teacher does this so that all the children can clearly see and understand what should be done.
• In addition to showing, explanation is also necessary. Children need to be told in a simple and understandable form why this or that action is being performed, what its benefits are, what the result will be: “If you each hang clothes on their own chair, they will not wrinkle and it will be easier to find them after sleep.”
• An emotional explanation that encourages a positive result is an excellent motivation for action. Compare 2 sentences: “Now we will wash our hands and dry them with a towel” and “Now we will wash our hands with this fragrant soap, and they will also smell good, become clean, and then we will dry them with a beautiful fluffy towel!” Of course, in the second case, the child will be much more willing to carry out the washing procedure.
• Works of art also help to quickly remember the order of actions and teach children to be neat and tidy. Using them is a very successful technique if the work is not too long and is suitable for a routine moment (dressing, undressing, washing, etc.)
• Creating playful and surprise moments. A favorite toy (a bear, a doll) comes to the children and asks for help, to teach them how to wash their hands, get dressed, and fold things neatly. Or suddenly a new bright comb, decorated with a lush bow, appears and announces that she has come to comb all the dolls in the group. And the children, together with the teacher, comb the dolls’ hair, straighten their outfits, and seat them beautifully in the play corner.
• Creating problematic situations. The game character voices the problem to the children. For example, a bunny comes very sad and reports that all his toys have gone, but in the conversation it turns out that the hero does not know how to fold and put toys in their place. The guys volunteer to help him, teach him how to do it correctly.
• Didactic game. After voicing a problem situation, it is possible to solve it during a didactic game: children “teach” the character to wash hands, put away toys, and perform other labor actions in the games “Toys, in places!”, “What for what?”, “What our hands can do” and others.
• Telling instructive stories compiled by the teacher himself. They should also not be long, loaded with information, but short and appeal to the children’s direct experience: “This morning I found a mitten on the floor in the locker room. She cried because they forgot to put her in the closet. I picked her up, put her in her place and promised that our children would never throw their things on the floor.”
• Encouragement is the most effective and necessary technique in early and early preschool age.

Encouragement is an excellent method of labor education, so you should not skimp on praising children for their neatness and desire for cleanliness.

It is necessary to praise children for every small achievement, and even in case of failure, you need to find something positive: “Today you tried to fasten the buttons, and you almost succeeded! We'll practice a little, and soon you'll be able to fasten them all! But you put on the shirt yourself, well done!” By encouraging the child, the teacher reinforces in his memory that work is associated with success. This forms in students a positive attitude towards work in general and makes them want to perform labor actions in the future.

Table: poems for use during routine moments related to children’s self-care

Labor activity in the second junior group of preschool educational institutions

Children of the fourth year of life can perform more labor activities both indoors and outdoors. For example, they have access to:

• Wiping dust off shelves, arranging toys and books.
• Assisting the teacher in preparing for classes (arranging and collecting material).
• Cleaning up leaves in the fall and snow in the winter, but these tasks should be brief, and during them the teacher should carefully monitor the condition of the children, avoiding overload. The best option would be to clear one or two benches of snow or sweep a short path.
• Laying out counting material and pencils in boxes and cups.
• Dressing and combing dolls, cleaning large construction toys and cars.
• Participation in the creation of crafts and collective decorative compositions.

Children of the fourth year of life can be entrusted with caring for indoor plants under the supervision of a teacher.

Time is allocated for household chores in the afternoon. Its duration does not exceed 15 minutes. To engage in work related to water, children must be dressed in oilskin aprons that protect their clothing; all tools and materials for work must be stored in an accessible place. When drawing up a long-term plan for work activity, it does not have to be tied to the topic of the block (week, month). The teacher can choose those types of training that he considers necessary to pay more attention to.

Table: example of a lesson summary on labor education with children of the fourth year of life

Project activities for labor education of younger preschoolers

Since in project activities with younger students the leading role belongs to the teacher, and the kids assimilate information and take the first steps in search and research activities, it is advisable to plan a labor education project that is informational, introducing adults to the professions (driver, builder, doctor), or playful, enriching children's experience with new games related to professions and performing work assignments, self-service. Due to the fact that younger preschoolers do not have sufficiently developed long-term memory, it is better to plan short-term projects, lasting 1-2 weeks.

Project activities go through the following stages:

1. When preparing to implement a project, the teacher must think through the topic and goal, as well as whether they correspond to the age of the children, whether the kids will be able to successfully complete all the points of the future project, and what results are expected.
2. At the second stage (project development), the teacher determines ways to achieve the goals and objectives, selects materials, equipment, and information sources. Next comes the actual implementation of the project. Children, with the help and direct participation of the teacher, carry out the planned forms of work, which leads to the expected result.
3. The final stage (presentation) of the project takes place with the participation of children. The product of an information project can be an album or a mobile folder, which will reflect the information learned by children, while a game project can be attributes for directorial and plot games.

Getting to know any profession can be done in a playful way

Table: pedagogical project in the junior group

Analysis and diagnosis of labor activity in junior groups of preschool educational institutions

Analysis and control of the level of labor education and children’s mastery of skills is necessary, first of all, for the teacher himself in order to control the situation in the group and know in which direction to carry out individual work, what to pay special attention to. To monitor the level of children’s skills and abilities, it is recommended to fill out diagnostic cards twice a year, in the fall (in September-October) and in the spring (in April-May).

Table: diagnostic chart for monitoring the level of mastery of labor skills in children of the third and fourth year of life

A teacher working with younger preschoolers is entrusted with an important task: from an early age to accustom children to feasible work, to cultivate respect for working specialists, and a desire to grow by helping others. The attitude of children to work in subsequent years depends on how seriously and thoughtfully the teacher approaches the fulfillment of this responsibility. Therefore, all efforts should be made to develop in children the concept that work is important and necessary, and that working is useful and exciting. Having received such a life attitude in early childhood, the child will be able to steadfastly overcome temporary adversity, will easily study at school and find his place in life.