Organization of collective labor activity in the dow. Forms of organization of labor activity of preschool children

23.07.2019

The work of children in kindergarten is diverse. This allows them to maintain their interest in activities, to carry out their comprehensive education and upbringing.

There are four main types of child labor: self-service, domestic work, labor in nature and manual labor. The proportion of individual types of labor at different age stages is not the same. Each of them has certain opportunities for solving educational problems.

Download:

Preview:

TYPES AND FORMS OF ORGANIZATION OF LABOR ACTIVITY OF PRESCHOOL CHILDREN

The work of children in kindergarten is diverse. This allows them to maintain their interest in activities, to carry out their comprehensive education and upbringing.

Self serviceaimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational value of this type of labor activity lies primarily in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-service is beginning to be perceived as a duty.

At a younger preschool age, self-service is associated with certain difficulties (insufficient development of the muscles of the fingers, difficulty in mastering the sequence of actions, inability to plan them, easy distractibility), which slows down the process of developing skills, sometimes causing the child to be unwilling to perform the necessary actions. However, already in these children, the educator begins to develop the ability to serve himself, achieving accuracy and thoroughness in performing the necessary actions, independence, forms the habit of cleanliness and tidiness. All this requires patience, perseverance and goodwill from him, support for kids in their sometimes futile efforts. Supervising the self-service of children, the educator communicates individually with each child, establishes various contacts with him, and maintains his positive emotional state. By naming the items of clothing and its parts, the necessary actions, he expands the children's vocabulary. They feel cared for, imbued with a sense of love and trust in adults who serve them.

In the middle preschool age, children are quite independent in self-service, and this type of work becomes their permanent duty. The complication of educational tasks is expressed in an increase in the requirements for the quality of actions, for organized behavior in the process of self-care, and for the time spent on it. The teacher forms methods of mutual assistance in children, teaches them how to ask for help from a friend, how to provide it, and thank them for the service.

At the senior preschool age, new self-service skills are acquired: making the bed, caring for hair, shoes. The processes associated with it are used to solve more complex educational problems: the formation in children of the habit of neatness and cleanliness, the skills of behavior in an environment of peers. The child serves himself by being close to others, and therefore he must understand the needs and difficulties of others. The teacher, using specific examples, explains how to act, taking into account the needs of others: step aside in the locker room to let someone who has already undressed pass; when washing, let the attendants go ahead (it is more important for them to wash as soon as possible in order to start their duties), not to linger at the tap so that everyone can wash on time, ask permission to pass so as not to cause inconvenience to anyone, etc. All this forms in children elementary courtesy, respect for others.

Household workpreschoolers are necessary in the daily life of the kindergarten, although its results are not so noticeable compared to other types of their work activities. This work is aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes. Children learn to notice any disturbance in the group room or on the site and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for cultivating a caring attitude towards peers. At a younger preschool age, the teacher forms elementary household skills in children: help set the table, put toys in order after the game and wash them, collect leaves on the site, sweep snow from the benches, etc. He necessarily evaluates the moral side of labor participation children: "Natasha and Seryozha helped our nanny well, what great fellows!", "Irochka is a caring girl, neat, how diligently she cleaned toys!" Such assessments make children want to imitate their peers, contribute to the formation of ideas about how to act in such cases.

In the middle group, the content of household work is significantly expanded: children completely set the table, prepare everything necessary for classes, wash doll linen, dust the racks, sweep the paths in the area, etc.

Using their increased capabilities and taking into account the formed skills, the teacher teaches children that it is necessary to make an effort in work, develops independence, initiative in the implementation of assigned tasks.

In the older groups of the kindergarten, household work is even more enriched in content, it becomes systematic, in many respects turning into permanent duty duties. Children maintain cleanliness in the room and on the site, repair toys, books, and help kids. A feature of the household work of older preschoolers is the ability to independently organize it: pick up the necessary equipment, conveniently place it, put everything in order after work. In the process of labor, children show diligence, striving for a good result, and treat their peers kindly.

labor in nature provides for the participation of children in the care of plants and animals, growing plants in a corner of nature, in a garden, in a flower garden. This type of labor is of particular importance for the development of observation, the upbringing of a caring attitude towards all living things, and love for native nature. It helps the teacher to solve the problems of the physical development of children, improve movements, increase endurance, develop the ability for physical effort.

In younger groups, with the help of adults, children feed fish, water and wash indoor plants, plant bulbs, sow large seeds, take part in harvesting from their garden, and feed wintering birds. Leading the work of the kids, the educator names the plants, their parts, the actions performed in the work; it expands the children's vocabulary, activates it.

In the middle group, work becomes more difficult. Children water the plants themselves, learn to determine the need for moisture, grow vegetables (sow seeds, water the beds, harvest), with the help of a teacher prepare food for animals (squirrels, hamsters, rabbits, chickens). The teacher explains what kind of food a particular animal needs, what it is called and how to store it. The process of caring for animals is closely associated with observing them. Children begin to realize the dependence of the growth and development of plants, the behavior of animals on the quality of care, their responsibility for them. Caring, attention to the inhabitants of the living corner, which become the favorites of children, is growing.

For the older group, plants and animals that require more complex care methods are placed in a corner of nature, various types of vegetables with different growing seasons are planted in the garden, which makes work more systematic.

The amount of child labor is also on the rise. Preschoolers spray plants from a spray bottle, brush dust from fleecy leaves, loosen the ground. With the help of a teacher, children feed plants, recharge the aquarium, dig up the ground in the garden and in the flower garden, plant seedlings, collect seeds of wild plants (to feed wintering birds). In the process of labor, the teacher teaches children to observe the growth and development of plants, to note the changes that are taking place, to distinguish plants by their characteristic features, leaves, seeds. This expands their understanding of the life of plants and animals, arouses a keen interest in them.

In the preparatory group, in the process of working in nature, children learn to establish connections between individual phenomena, to discover patterns. The beginnings of a materialistic understanding of natural phenomena are being formed. Information about plants and animals, about methods of caring for the inhabitants of a living corner is expanding. The independence of children in labor matters is increasing: without being reminded, they determine the need for watering and loosening the soil, transplanting plants, sowing seeds in the garden, in the flower garden, and in winter - in a corner of nature where onions and other greens are constantly grown. Children will learn the techniques of plant propagation by cuttings, growing seedlings, followed by transplanting into the ground. The care of animals in the corner of nature (birds, squirrels, rabbits, pigeons, frogs, lizards, etc.) continues.

Children have increased responsibility for the condition of a living corner, a vegetable garden and a flower garden. Harvesting, flowers gives them great joy. They give flowers to parents, treat kids with grown vegetables, prepare vegetables for vinaigrette (wash them, clean them, take them to the kitchen), decorate a group room with flowers.

Manual labor - making items from a variety of materials: cardboard, paper, wood, natural material (cones, acorns, straw, bark, corn cobs, peach pits), waste material (reels, boxes) using fur, feathers, fabric scraps, etc. - carried out in older groups of kindergarten. Children make the toys they need, attributes for games: boats, cars, baskets, houses, furniture, animals. Such crafts can be a nice gift for family and friends. This is of no small importance in moral education, accustoming children to pay attention to others, to work hard in order to please them.

Manual labor develops the constructive abilities of children, creativity, fantasy, fiction. So, in order to make a funny fairy-tale man from natural material, the child picks up a large acorn for the body, a cup from it for a skirt or hat, splits the acorn in half to make shoes, etc. Preschoolers look with interest at natural material to choose a shape corresponding to the intended subject: dragonfly wings are made from maple seeds, foresters are made from cones, etc. In the process of work, they get acquainted with the properties of various materials, how they are processed and connected, and learn to use various tools. The production of conceived objects is always associated with the application of forces. The child needs to show perseverance, patience, accuracy, so that the object turns out to be durable, has a neat, elegant appearance.

All this has a great educational impact on children, forms their aesthetic feelings and moral and volitional qualities.

The work of preschool children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective labor activity.

Orders - these are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual characteristics, experience, and educational tasks. Orders can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.

Fulfillment of labor assignments contributes to the formation of children's interest in work, a sense of responsibility for the task assigned. The child must concentrate, show strong-willed effort to bring the matter to the end and inform the teacher about the fulfillment of the assignment.

In the 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 dress from the doll for washing, etc.). Such elementary tasks include children in activities aimed at the benefit of the team, in conditions when they are not yet able to organize work on their own initiative.

The assignment gives the educator the opportunity to individualize the methods of leading children: to help one, to teach the other, to support the third, approve. As preschoolers accumulate experience in participating in the execution of assignments, the educator complicates their content. So, in the middle group, he instructs the children to wash doll clothes on their own, wash toys, sweep paths, and shovel 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.).

The number of assignments in the middle group increases significantly, as the experience of children's participation in labor is gradually enriched, their skills become stronger. The teacher now has the opportunity to give instructions to several preschoolers at once, although each of them is assigned a specific task. Thus, more and more often several children begin to take part in labor at the same time, which makes it possible to include them more often and more systematically in useful work.

Assignments become a means of forming in children the habit of labor effort, preparing them for duty.

In the older group, individual assignments are organized in those types of labor in which children have insufficiently developed skills, or when they are being taught new skills. Individual instructions are also given to children in need of additional training or especially careful control, i.e., if necessary, individualize the methods of influence.

Given that the skills of self-organization in children of the older group are not yet sufficiently developed, the teacher should pay great attention to explaining how to arrange equipment, place inventory, and distribute work among its participants. In the preparatory school group, when performing general assignments, children must show the necessary skills of self-organization, and therefore the teacher is more demanding of them, moving from explanation to control, reminder.

Duty roster - a form of organization of children's labor, which implies the obligatory performance by the child of work aimed at serving the team. Children are alternately included in different types of duty, which ensures their systematic participation in labor. Appointment and change of attendants occur daily. Duties are of great educational value. They put the child in the conditions of mandatory performance of certain tasks, they are needed for the team. This allows children to educate responsibility to the team, caring, as well as understanding the need for their work for everyone.

The shifts are introduced gradually. In the younger group, in the process of completing assignments, the children acquired the skills necessary to set the table, and became more independent when doing work. This allows in the middle group at the beginning of the year to introduce canteen duty. There is one attendant at each table daily. The teacher teaches the child to follow the sequence in the work, controls him, comes to the rescue, taking into account his individual characteristics.

Assessing the work of the duty officers, he emphasizes their diligence, thoroughness in performing duties, concern for comrades, and assistance provided to an adult.

In the second half of the year, duties are introduced to prepare for classes. The teacher appoints 2-3 attendants (depending on the amount of work) and distributes the work among them, comes to their aid, teaches the children to finish the job, clean up the used equipment.

In the older groups, duty is introduced in the corner of nature. The attendants change daily, each of the children systematically participates in all types of duty. As a rule, two children are on duty. When selecting attendants, the growing friendships between children are taken into account, their desire to work with one of their peers is satisfied. If the skills of one of the attendants are more perfect, he is advised to be attentive to his comrade, to help him, but not to deprive him of independence, not to express his dissatisfaction with his slowness or inability. The educator teaches children to coordinate their actions, to determine what needs to be done taking into account the actions of a friend, to agree on who and what part of the work will be done, teaches them to self-control, labor methods that are economical in time and effort.

In this way, it is necessary to note the diversity of types of child labor in preschool educational institutions: self-service, household work, labor in nature and manual labor. The proportion of individual types of labor at different age stages is not the same. Each of them has certain opportunities for solving educational problems. This allows you to maintain children's interest in work activities and implements their comprehensive development. The main forms of labor activity of preschool children in kindergarten: assignments, duties and collective labor activity. The management of children's labor activity requires the teacher to know the specifics of the development and upbringing of the child, as well as the ability to actively contribute to the acquisition of the necessary skills.

Diligence and the ability to work are not given to a person by nature, but are brought up from early childhood.

The problems of labor education are quite relevant for preschool children, since at this stage the child develops personal qualities, skills and desire for work.

Tasks of labor education of preschoolers

Education of a respectful attitude towards the work of adults and the desire to provide assistance;

Development of labor skills, their improvement and gradual increase in the content of labor activity;

The formation of positive personal qualities in children, such as the desire for work, caring, responsibility, thrift;

Development of work organization skills;

Education of positive relationships in the process of work between children - the ability to work in a team, if necessary, provide assistance, favorably evaluate the work of peers and make comments in a respectful manner.

1. Types of work for preschoolers

Self-service is the work of a child aimed at serving himself (dressing, undressing, eating, sanitary and hygienic procedures). The task of developing self-service skills is relevant for all age groups.

Household work has a social orientation. This is the work of maintaining order in the room, on the site.

Labor in nature is the labor of caring for plants and animals, growing vegetables in the garden, landscaping the site, etc. Labor in nature has great potential for solving the problems of the moral, mental and aesthetic development of the individual.

Manual and artistic work is aimed at satisfying the aesthetic needs of a person. This is the work of making crafts from natural materials, paper, cardboard, fabric. This work develops fantasy, imagination, creativity, develops small muscles of the hands, contributes to the cultivation of endurance, the ability to bring things to the end.

2. Self-service

Self-service is the main type of work of a younger preschooler. Daily performance of elementary labor tasks accustoms children to systematic work. Children, freed from the care of adults, become more equal members of the family team. It is through self-service that the child first establishes certain relationships with the people around him, realizes his duties towards them. Through it, the child learns the value of taking care of himself and gradually acquires the ability to effectively take care of his loved ones. In the process of self-service, he learns a lot about things, their qualities and purpose. The sequence of processes of dressing, washing, undressing requires the work of memory. For

the accuracy of the action requires attention, concentration.

The repetition of regime processes, the constancy of requirements for children ensures the strength of skills, creates the prerequisites for the formation of the need for cleanliness and tidiness, the habit of self-service work. Self-service work develops a child's dexterity, coordination of movements, teaches them to order, forms independence, less dependence on an adult, self-confidence, desire and ability to overcome obstacles. Assessing the educational value of self-service, one should especially note its vital necessity, the focus on meeting the daily personal needs of the child.

The program of education and training in kindergarten for children of the 4th year of life provides for the education of the following self-service skills: eat independently and carefully, chewing food well with your mouth closed; use a spoon, fork; without a reminder to use a napkin; wash your hands yourself, rolling up your sleeves, wash your face without splashing water, use soap, dry yourself with a towel, hang it in a designated place without being reminded, use a personal towel; dress and undress independently in a certain sequence, carefully fold and hang clothes, notice problems in the suit and correct them on their own, or by asking for help from an adult or a friend; put away toys, books, building materials in a certain place.

These skills can be formed, become sufficiently stable if the necessary conditions are created in the family: a separate shelf or a place on the shelf for storing toilet items (handkerchiefs, ribbons, socks) is allocated; a permanent and convenient place for a towel, toothbrush, soap; a stable footrest was made for washing, comfortable clothes for dressing are given (easily fastened buttons, shoelaces with tips for shoes, etc.). But, of course, only the conditions created by adults do not guarantee that children will master self-service skills. For this it is necessary

proper guidance of children's actions by adult family members.

Younger preschoolers are not yet very skillful, so parents try to do everything for the child. In this way, parents deprive children of the opportunity to know the environment. The younger preschooler does only what he likes. Here are the tights gathered in an "accordion" and suddenly straightened on the leg. Where is the harmonica? The child feels like a discoverer, a winner. This is where you need to start the skill of self-dressing. For a child, this is an entertaining and interesting work. Let the kid tinker with his tights, boots - you need to give him time if possible. Gradually, the child acquires skills and he does not need to make so much effort, interest switches to something else, the habit of doing everything himself remains. If you do not cultivate this habit, then later, it will be difficult to accustom him, to force him.

In older children, the desire to be independent is promoted primarily by approval.

The child's elementary labor activity is closely connected with play. He strives to bring play into any activity: washing himself, playing with water, playing with a spoon while eating, etc. The child’s love for the game can be used to increase his interest in self-care if this interest has faded or the child for some reason does not want to do something. For example, a child refuses to put away toys in the evening. You can remind him that tomorrow guests will come to the bear, so everything needs to be cleaned very well so that he is not ashamed.

The game is also used to consolidate self-service skills. So, with the help of a didactic game with a doll, you can consolidate the knowledge of children about the sequence in dressing and undressing. Or with the help of game characters (dolls, bears, parsley) to observe how the child eats, dresses, washes, or how these characters themselves perform various actions that reflect moments of self-service.

Of particular importance in the formation of self-service skills is the observance of a firmly established regime in the life of children, consistent

carrying out household processes.

SELF-SERVICE: Tasks and content of group work

1st junior group

1. To form in children the ability to independently serve themselves (during undressing, dressing, washing, eating).

2. Continue to teach children under the supervision of an adult, and then wash your hands on your own as they get dirty and before eating, dry your face and hands with a personal towel.

3. Learn to clean up with the help of an adult.

4. To form the skill of using individual items with a handkerchief, napkin, towel, comb, pot).

5. Encourage children to be independent while eating, teach them to hold a spoon in their right hand.

6. Teach children how to dress and undress.

7. Learn to take off clothes, shoes (unfasten buttons in front, Velcro fasteners) with a little help from an adult.

8. Teach in a certain order to carefully fold the removed clothes.

9. Learn how to properly wear clothes and shoes.

2nd junior group

1. Continue to teach children how to dress and undress themselves in a certain sequence (putting on and taking off clothes, unbuttoning and fastening buttons, folding, hanging clothes, etc.).

2. To cultivate neatness, the ability to notice a mess in clothes and eliminate it with a little help from adults.

3. Continue to teach how to use soap correctly, gently wash hands, face, ears; wipe dry after washing, hang a towel in place, use a comb, handkerchief.

4. Learn how to properly use a tablespoon and teaspoon, fork, napkin.

middle group

1. Improve the ability to dress and undress independently; teach to neatly fold and hang clothes with the help of an adult, put them in order, clean, dry

2. Cultivate the desire to always be neat, tidy

3. Cultivate the habit of washing yourself, washing your hands before eating, as they get dirty, after using the toilet

4. To consolidate the ability to use a comb, a handkerchief.

5. Teach coughing and sneezing to turn away and cover your nose and mouth with a handkerchief

6. Continue to learn how to use cutlery correctly - spoon, fork, knife).

7. Learn to rinse your mouth after eating

Senior group

1. Form the habit of daily brushing your teeth and washing your face, as needed, wash your hands.

2. Strengthen the ability to dress and undress independently, carefully put clothes in the closet, dry wet things in a timely manner, take care of shoes (wash, wipe, clean, put away).

3. Learn to notice and independently eliminate the disorder in your appearance.

4. Form the habit of taking care of personal things.

5. Develop a desire to help each other

6. Teach yourself to brush your teeth, keep your nails clean

7. Keep order in your closet, lay out clothes in certain places

8. Learn to make a neat bed

preparatory group

1. Strengthen the ability to dress and undress independently in a certain sequence, correctly and accurately put clothes in the closet, put shoes in place, dry wet things in a timely manner, take care of shoes (wash, wipe, clean).

2. Learn to notice and independently eliminate the disorder in your appearance, tactfully tell a friend about a problem in his suit, shoes, and help eliminate it. To form such qualities as responsiveness, mutual assistance.

3. Learn to prepare materials and manuals for the lesson on your own

4. Teach to brush your teeth, rinse your mouth after eating, wash your feet before going to bed

Thus, labor activity is one of the important factors in the education of the individual. Involving in the labor process, the child radically changes his whole idea of himself and the world around him, his self-esteem changes. It changes under the influence of success in work, which in turn changes the status of the child in the peer group. In the process of labor, the physical forces and mental activity of children are activated.

www.maam.ru

Labor activity of preschoolers in the senior group of preschool educational institutions

Labor education is one of the most important aspects of the upbringing of the younger generation. In kindergarten, labor education consists in familiarizing children with the work of adults, in introducing children to work activities available to them.

The main types of labor in kindergarten are self-service, household labor, labor in nature, manual labor, and the forms of its organization are assignments, duties and collective labor of children.

Self service- this is the work of the child, aimed at serving himself (dressing - undressing, eating, sanitary and hygienic procedures).

For children of older preschool age, a number of more complex self-service responsibilities are assigned.

The teacher still teaches children to do self-service work. But now he helps them to approach the implementation of a complex task in the right way, shows them how to perform it easier and better. Control continues to ensure that each item is put in a certain place, so that children clean up toys after playing. This is achieved by presenting constant demands. In kindergarten, children continue to be taught to take care of things: clean clothes, shoes, repair toys, books. This instills discipline in children.

Household work. This work is aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes.

The household work of children of older preschool age is much more meaningful, it becomes collective. This allows you to use it more widely as a means of moral education of children: the formation of purposefulness, organization.

In working with children in the older group, it is of great importance to involve children in helping adults. In the process of labor, the adult himself is a role model. It is very important to build the work in such a way that the children are not just passive performers of any task, but also see the nanny as the organizer of affairs, her diligence.

In attracting the children of the older group to household work, an important role is played by general assignments, when the teacher offers several children to do some work. Since the children's self-organization skills are not yet sufficiently formulated, the teacher discusses with them the implementation of the general task: where will they start the work, what is needed for what, how to organize the work so as not to get dirty themselves, not to litter, and not to pour on the floor. The educator helps everyone to agree on who will do what general part of the case.

The main form of organizing the household work of children in the older group is their inclusion in the collective labor activity of a socially significant content.

Duty roster - a more complex form of organizing the work of children, these are the first duties of preschoolers. Duties require children to have sufficiently formed independence and require the child to perform work aimed at serving the team. Duty involves the work of one or more children in the interests of the entire group. Duty to prepare for classes requires concentration from children. Since the content of this duty is not as constant as the dining room duty, children should be helped to be reminded of what should be on the tables when drawing with pencils, paints, modeling, and designing. When the work is completed, the teacher invites the attendants to check if everything is in place. The duty in the corner of nature is organized from the senior group, because it requires a large amount of knowledge about nature.

If the duty is introduced for the first time, then immediately before its introduction, a special training session should be held. It is necessary to arrange a duty corner. It is better to arrange it with the children. You can decorate in different ways, depending on the imagination and skills of the teacher and children. Together with the children, it is necessary to mark daily who, where and when was on duty. Photographs of children, pictures, pockets, etc. are used. In the corner of the duty there must be dressing gowns, scarves, caps, you must also have rags, watering cans, sticks for loosening the earth, etc. The duration of duty varies depending on the type of work , age, educational purpose. At the end of the shift, it is useful to discuss with the children the quality of the work done. If mistakes were made, it is better to discuss them only with those on duty. Appointment of attendants is carried out daily, in older groups it is possible to appoint for 2-3 days. Observe sanitary and hygienic conditions while on duty. Duties on duty become more complex gradually. Thus, despite the seemingly insignificant result of labor, duty is of great importance in the upbringing of children.

labor in nature

A variety of work in nature gives children a lot of joy and contributes to their comprehensive development. In the process of labor, love for nature, a careful attitude towards it are brought up. Children develop an interest in work activity, a conscious, responsible attitude towards it. Labor in nature is of great educational importance. It expands the horizons of children, creates favorable conditions for solving the problems of sensory education. Working in nature, children get acquainted with the properties and qualities, the states of objects of nature, learn the ways of establishing these properties. The teacher teaches children to focus on the properties of natural objects to perform a labor action. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a reference idea of the properties, qualities, states of objects of nature.

On duty in the corner of nature, children begin to be on duty in the older group. This form of labor organization makes it possible to improve labor skills and form social motives for labor.

Collective labor makes it possible to form labor skills and abilities simultaneously in all children of the group. These forms of labor are necessary to establish relationships in the team. Here the skills are formed to accept the common goal of labor, to agree, to coordinate their actions, to plan work together, to help a friend, to evaluate his work; collective responsibility for the performance of the task is brought up.

With the frontal organization of collective labor, when all children of the age group participate in labor, they can jointly perform one task, for example, weeding a garden. When cleaning a corner of nature, some wash plants, others clean animal cages, others wash pallets and wipe window sills. In this case, children are divided into subgroups. Collective work can be organized for one small subgroup (eg, 5-6 children water a flower garden or pick fruits).

At the beginning of the school year, children of senior preschool age in the preschool educational institution carry out daily tasks for caring for plants in a corner of nature. Duties in the corner of nature are introduced in late September - early October. First, a conversation should be held about the indoor plants that are there, about the methods of caring for them, about the conditions necessary for their growth and development; talk about the day-to-day duties of the attendants. Attendants are assigned daily. Their number depends on the number of objects in the corner of nature. The teacher helps the attendants distribute work. The constant benevolent attention of the educator to the work of those on duty, timely help and support are very necessary for children, especially in the first weeks of their work. In the spring, children should be involved in transplanting and propagating indoor plants. It is necessary to prepare for this work in advance. The teacher examines all the plants together with the children, selects those that need to be transplanted; prepares earth, sand, pots of various sizes, shards, scoops, pointed sticks, manganese solution. He does most of the work himself. Children help clean the earth from pebbles, chips, sift it. At this time, the teacher reinforces the pupils' ideas about the parts of the plant (root, stem, leaf, flower, bud).

So, the main form of work in the corner of nature for pupils of senior preschool age is systematic duty, which is introduced from the very beginning of the year. In order to interest the children of the older group in purposeful observations, it is necessary to introduce the “Diary of a Corner of Nature”, where the attendants will sketch the changes they have noticed in the development of plants and the habits of animals. It is interesting from time to time for everyone to look at these sketches together, to remember what and how they grew, what they observed. In the Diary, only those on duty can draw, and only what they did and what they noticed - such a rule must be established. Watching the children during their duty in a corner of nature, the teacher notices how they work. How they relate to their duties, what business they are more interested in.

Most of the observation and work in the corner of nature is carried out in the morning, before breakfast, or after a nap.

Labor activity should be regular. It is important for the educator to attach each child to it. The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork. Otherwise, he develops a negative attitude towards work assignments.

A variety of work in nature gives children a lot of joy and contributes to their comprehensive development.

Manual and artistic labor according to its purpose, it is a work aimed at satisfying the aesthetic needs of a person. Its content includes the manufacture of fakes from natural material, paper, cardboard, fabric, wood. This work contributes to the development of imagination, creative abilities; develops small muscles of the hands, contributes to the education of endurance, perseverance, the ability to bring the work begun to the end. With the results of their work, children delight other people by creating gifts for them.

Attached files:

	trudovaja-dejatelnost_8qhs7.pptx \| 2744.15 Kb \| Downloads: 436

www.maam.ru

municipal budgetary preschool educational institution

"Kindergarten No. 270

of a general developmental type with priority implementation of activities in the cognitive-speech direction of children's development "

Leninsky district of the city of Krasnoyarsk

Labor education of a preschooler

The possibility of labor and love for it is the best legacy that both the poor and the rich can leave to their children.

K. D. Ushinsky

The child does not create socially significant material values in his work.
The work of preschoolers is educational in nature, because. satisfies the child's need for self-affirmation, for the knowledge of one's own abilities.
Connect with adults..
The work of preschoolers is closely connected with the game.
In the process of labor, children often beat labor actions.
The labor of children has no material reward and is of a situational and non-obligatory nature, but the emerging moral character of the child suffers from its absence.
All the structural components of a child's labor activity are only in development and necessarily require the help of an adult.

The main goal of labor education- the formation of a positive attitude towards work.

1) Familiarization with the work of adults, the formation of their ideas about the social significance of work;

2) Organization of labor activity of children, during which labor skills are formed, positive attitudes, character traits, labor organization skills are brought up.

Features of the formation of the components of labor activity (goal, motive, planning, process of activity, result) in preschoolers.

At a younger preschool age, children cannot independently set a goal in work, because. do not have the ability to retain in memory the entire process and the result of labor.

The actions of the child are not purposeful, procedural in nature (i.e. the child enjoys the action itself, and not its result). Children learn ways of acting by imitating adults. It is necessary to gradually form in the child the ability to realize the purpose of his actions and the connection between the goal and the result.

Children of senior preschool age in familiar situations (making toys) set the goal themselves. But they can also be aware of individual goals (growing a crop), which an adult sets and explains. It is important to know what he is working for.

Motives can be different:

Get a positive assessment of their actions from adults; assert itself; enter into communication with an adult; to benefit others (social motive).

Work planning is an important component of work, it includes:

organization of work,
Evaluation of both individual stages and the result as a whole.

Younger children do not plan their activities at all.

At older preschool age, children often plan only the execution process and forget about the organization of labor, and outline only the main stages, but not the methods of execution.

Often there is also no control and evaluation of their own work. Verbal planning lags behind practical planning. Planning your activities should be specially taught, while talking with the child all the stages and methods of action.

This teaches to foresee the result of labor.

The labor process should be interesting for children, because. it develops all the necessary skills and abilities. To do this, an adult should carefully consider the organization of the child’s labor, inventory, evaluation of the result of labor, etc.

The result of labor for younger children is important moral (a positive assessment of an adult). Older preschoolers are interested in achieving practical. A material result, although the assessment of adults is also important.

1.Self service - work aimed at meeting everyday personal needs (dressing - undressing, eating, sanitary and hygienic procedures).

Over time, the child is recognized as a duty.

In early preschool age, the main method of teaching is demonstration and explanation, as well as a positive pedagogical assessment.

In the middle preschool age, the complication of tasks is expressed in an increase in the requirements for the quality of actions, organized behavior in the process of self-care. It is important to develop methods of mutual assistance in children, to teach them to ask each other, etc. game situations and looking at pictures are used (to form ideas about the sequence of actions).

At the senior preschool age, new skills are acquired: making the bed, caring for the hair, etc.

2.Household work - aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes.

Household work is aimed at serving peers, therefore it contains great opportunities for cultivating a caring attitude towards comrades.

At a younger preschool age, elementary household skills are formed:

Help set the table
Organize toys, etc.

An adult must necessarily evaluate the moral side of the labor participation of the child. (Example: “Katya very carefully removed the toys, well done!”). Such assessments contribute to the formation in children of ideas about how to act and cause a desire to imitate their peers.

In the middle preschool age, the content of household work expands: children completely set the table, put toys in order, etc.

An adult systematically forms in a child the habit of labor effort, develops independence and initiative in the performance of assigned tasks.

At the senior preschool age, household work becomes systematic and becomes the duty of the attendants.

A feature of household work is the ability of children to independently organize it: pick up the necessary equipment, conveniently place it, put everything in order after work. This is what children should be taught.

3.labor in nature - has a beneficial effect on the education of moral feelings and lays the foundations for environmental education.

At younger preschool age, it is necessary to organize observations of plants and animals. Children help an adult take care of them.

At the older preschool age, the responsibilities of children are wider.

Features of labor in nature:

1) The result in the form of a material product (vegetables, fruits);

2) Often has a delayed result (they sowed the seeds, then we wait until they sprout, etc.), therefore, it educates children in observation and endurance, patience;

3) Communication with living objects develops children's moral feelings, respect, responsibility, etc.;

4) Develops cognitive interests, promotes awareness of the relationship between natural phenomena and objects.

4.Manual and artistic labor - aimed at satisfying the aesthetic needs of a person. Its content includes the manufacture of crafts from natural materials, paper, cardboard. tree.

It develops imagination, creativity, small muscles of the hands, as well as endurance, etc. Children learn to make crafts and decorate a room with them, to give.

Types of child labor: tasks and conditions - Page 21

Detailed display and precise explanation of each method of action.

Observation of the work of adults (determination of the goal and result).

Games - GCD, games - exercises ("How the toys ran away from Kolya").

Reading fiction ("Masha the Confused")

Average age

Encouragement of personal initiative, the use of games and game techniques (building a ship, building material must be clean),

Examination of illustrations ("Duty", "Preparing the family for the holiday"), a conversation based on these materials.

Senior group

Involving children in helping adults (change of clothes)

preparatory

Familiarization with household appliances that facilitate work, as well as with safety rules. The complexity of the maintenance of everyday life.

Household skills acquired by children in a preschool institution are transferred to the family and vice versa.

WORK IN NATURE- this is a special type of labor, the content of which is caring for plants and animals, growing vegetables in the garden, landscaping the site, etc.

Labor in nature has a beneficial effect not only on the development of labor skills, but also on the education of moral feelings, lays the foundation for environmental education; promotes aesthetic, mental, physical development

Labor in nature has its own specifics:

The result of this work may be material product(grown vegetables, berries, flowers) .

- It has delayed result: they sowed the seeds and only after a while were able to observe the result in the form of seedlings, and then fruits.

The child is always dealing with living objects

Gives to children the ability to bring joy to others(treat with grown fruits, give flowers)

MANUAL AND ARTISTIC LABOR according to its purpose, it is a work aimed at satisfying the aesthetic needs of a person. It is associated with the manufacture of manuals, toys, crafts from paper, fabric, natural and waste materials; requires the ability to use a variety of tools.

This work contributes to the development of imagination, creative abilities; develops small muscles of the hands, contributes to the cultivation of endurance, perseverance, the ability to bring what has been started to the end. With the results of their work, children delight other people by creating gifts for them.

Manual labor carried out in senior groups kindergarten. But individual elements manual and artistic labor can be introduced already in junior groups.

Artistic labor in a preschool institution in two directions: children make crafts and learn to decorate the group’s premises for the holidays with their products, arrange exhibitions, etc.

By SANPIN 2.4.1. 2660-10 the duration of classes for children, for children of the 5th year of life - no more than 20 minutes, for children of the 6th year of life - no more than 25 minutes, and for children of the 7th year of life - no more than 30 minutes.

Children are happy and interested in doing various tasks. according to work, but he bores them. That's why duration of labor must not exceed in the senior and preparatory groups 20-25 min. Work related with intense activity(digging up beds, weeding, watering plants, clearing paths from snow, etc.), must continue in the middle group no more 10 min, in the older 15 minutes.

E) FORMS OF LABOR ORGANIZATION FOR PRESCHOOL CHILDREN AND LABOR MANAGEMENT IN DIFFERENT AGE GROUPS.

Forms of labor organization of preschool children.

REQUESTS- the simplest form of organization of labor activity. This is an appeal to a child, a request from an adult to perform some kind of labor action (short-term-long-term; permanent-one-time; correspond to the types of labor).

Fulfillment of labor assignments contributes to the formation in children of interest in work, a sense of responsibility for the task assigned.

In the younger groups assignments individual, specific and simple, contain one or two steps(lay out the spoons on the table, bring a watering can, remove the dress from the doll for washing, etc.).

As preschoolers accumulate experience in participating in the execution of instructions, the educator complicates their content. So, in the middle group he instructs the children to wash doll clothes, wash toys, sweep paths, and shovel sand into a heap. 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.). The number of assignments in the middle group increases significantly, as the experience of children's participation in labor is gradually enriched, their skills become stronger.

In the senior group, individual assignments organized in those types of work in which children insufficiently developed skills, or when they teach new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is not attentive, often distracted), i.e. if necessary, individualize the methods of influence.

DUTY ROSTER- a more complex form of organizing child labor, involves the work of one or more children for the benefit of the entire team (in the dining room, in classes, in a corner of nature). She demands from the child greater autonomy.

In the second junior group at the end of the year can be canteen duty introduced. Only one condition is set before the child on duty: to help the nanny set the table at which he and his comrades are sitting. The child distributes spoons, puts bread bins, glasses with napkins, a plate of fruit.

The understanding of duty is still inaccessible to children of four years, and it would be wrong to put forward such a demand before them. . Leading the Children, the teacher relies on their interest in the process of activity, creates an emotionally positive attitude towards it, explains the need to work hard and in every possible way encourages any attempt by the child to show independence. It forms in children an idea of the importance of the work of the duty officers, of the order in the execution of the assigned work.

A main attention the educator devotes to teaching them the sequence in work and the ability not to be distracted from the case, and also strives to create a calm environment.

AT middle group except for dining room duties , introduced preparatory duties. Duty to prepare for classes requires concentration. The teacher helps the children, reminding them what should be on the tables when drawing with pencils, paints, modeling, designing. When the work is completed, the teacher offers the attendants to check if everything is in place.

It is difficult for children of the fifth year of life to take into account the work of each other, to coordinate actions among themselves. This also determines form of organization on duty ? each table has its own attendant. He sets the table or prepares manuals, acts alone, being responsible for the result of his work to the teacher.

AT senior group on duty in preparation for classes also a sufficient amount of work, although depending on the type of occupation, its content can vary significantly. Often there is a need to offer duty do the work not immediately before the lesson, but in advance. For example, if an application lesson is planned for the next day, then the day before (after a daytime sleep) you can cut and arrange the necessary forms of colored paper into envelopes or plates, since on the day of the lesson after breakfast it will be impossible to complete such a volume of work.

It is important to form children have the idea that the attendant should worry about preparing the group room for the lesson in advance, that the timely start of the lesson largely depends on their accurate work.

Working in a corner of nature should be organized so that all day long kids felt responsible for living things.

If assignments and duties have become systematic, permanent forms of organizing work in a group and the children have achieved certain success, it becomes possible to move on to a more complex form. collective labor.

COLLECTIVE WORK- a complex form of labor organization, involving the work of all children (labor side by side, general, joint, collective).

General Labor involves such an organization of children in which, with a common goal, each child performs some part of the work independently. With this form of organization of work, each child has his own area and is responsible only for himself. Even if the same task is given to two children, everyone still performs it separately.

Joint labor involves the interaction of children, the dependence of each on the pace, the quality of the work of others. The goal, as in common work, is one.

R. S. Bure proposes, with this form of organization, to distribute children into links. Each link has its own work task, and inside the link the children work in a “chain”: one removes the toys from the shelf and puts them on the table, the other washes them, the third wipes them, the fourth puts them on the shelf again.

The quality and speed of the work of one child affect the same indicators of the work of another. This form of organization increases the sense of responsibility for the common cause. Business relationships are established between children.

A break in the chain occurs if someone breaks the overall pace of work. And then the children begin to independently regulate the interaction.

To collective one can name such a form of labor organization in which children, along with labor, also solve moral problems: they agree on the division of labor, help each other if necessary, “sick” for the quality of common, joint work.

The collective form is called collective because it contributes to the purposeful education of collective relationships.

So, not every common and even not every joint work is collective. But every collective labor is common and joint.

Leadership of collective labor is as follows:

Explains to children the meaning of the proposed work, the need to divide them into several groups and gives each of them a specific task;

Having distributed the work, the teacher manages its organization, suggesting what needs to be done when performing this or that task (oilcloth should be laid on the table, as they will wash it here), checks whether all the equipment is available and whether it is conveniently located, draws attention to the appearance of children (are the sleeves rolled up, are the aprons worn).

In the process of collective work, the educator pays great attention to the nature of the relationship that develops between children, promotes the manifestation of care, friendship, suggests what to do, given the situation.

General work is already possible in the middle group of a preschool institution, joint and collective - in the senior and preparatory to school. There are more opportunities in the older group to organize the collective work of children: cleaning a group room or plot, laying out a garden, flower garden, harvesting, seeds, decorating a hall for a holiday, etc.

Moral and labor education of preschoolers: Proc. allowance for students. higher ped. textbook establishments

Topic 3. Types of work and forms of its organization in kindergarten and family

Analysis of modern programs for the upbringing and education of preschool children. In recent years (1990 - 2001), the labor education of preschoolers has not been the subject of research, it is not included in the programs of upbringing and education of preschoolers, which certainly causes concern, since it limits the effective possibility of its influence on the child's emerging personality.

Analysis of the use of labor in the modern practice of educating preschoolers in kindergarten and family. The most frequently used types of labor of preschool children, its content.

Forms of labor organization. Assignment as the most accepted typical form of organizing the individual work of children. Research by A. D. Shatova. Types of labor assignments, their content, organization of implementation, accounting, evaluation.

Assignments in kindergarten and family.

Duty as a form of labor organization. Research by Z. N. Borisova. A modern take on duty.

Methods of conducting duty, teaching children the ability to jointly be on duty.

General, joint, collective work. Differences in concepts. General labor - this is work that is performed by several (or all) children for a single purpose. Forms of organization - association in subgroups and individual work; Classes are held simultaneously for all children.

Joint work - work in subgroups. Each subgroup has its own business, the result of the work of one child depends on the other. With such an organization, the participation of all the children of the group is not necessary.

Collective labor can be both general and joint, but with the obligatory inclusion of situations involving mutual assistance, support, and common responsibility for the result. Collective work is also organized purposefully by adults, i.e., situations are specially created that form the skills of collective relationships in children.

Material from the site pedlib.ru

1. Types of work for preschoolers. labor in nature

Introduction

Labor is the most important means of education, starting from preschool age; in the process of it, the personality of the child is formed, collective relationships are formed.

Work is especially important for the moral upbringing of the child. In labor, independence is brought up, initiative and responsibility are developed.

The educational nature of labor was noted by progressive teachers of all times, they considered it a natural condition for the existence of a person, a means of manifesting its activity, vital activity and the first vital need of a healthy organism. This was confirmed in classical pedagogical literature (J. A. Komensky, I. G. Pestolozzi, K. D. Ushinsky, A. S. Makarenko, V. A. Sukhomlinsky, etc.) and modern research (R. S. Bure, G. N. Godina, V. I. Loginova, V. G. Nechaeva, D. V. Sergeeva, A. D. Shatova, etc.).

The purpose of the entire system of labor education is the moral, psychological and practical preparation of children for conscientious work for the common good and the formation of the principles of industriousness. In kindergarten, this goal is solved in accordance with the age capabilities of children, as well as the characteristics of their work activity.

Tasks of labor education of preschool children:

I. Education of a positive attitude towards the work of adults, the desire to provide them with all possible assistance.

2. Formation of labor skills and skills and their further improvement, gradual expansion of the content of labor activity.

3. Raising positive personal qualities in children: habits of labor effort, responsibility, caring, frugality,

willingness to take part in work.

4. Formation of skills for organizing one's own and general work.

5. The upbringing of positive relationships between children in the process of work - the ability to work in a coordinated and friendly manner in a team, to help each other, to kindly evaluate the work of peers, to make comments and give advice in the correct form.

1. Types of work for preschoolers

The labor activity of preschool children can be divided into four main types: self-service, household work, work to care for plants and animals, and manual labor. The division is conditional, since there are no clear boundaries between them.

Each type of labor activity has its own characteristics, its purpose, its content. This division of labor gives us the opportunity to determine the work in which it is advisable to involve children of preschool age, as well as their significance in the process of labor education.

Self-service - the formation of skills of eating, washing, undressing and dressing; development of skills to use hygiene items (pot, handkerchief, towel, toothbrush, comb, brush for clothes, etc.); fostering a caring attitude to their things and household items. Genetically, the child is the first to master self-service labor.

Its characteristic feature is the focus on oneself, and the content is the ability to serve oneself. Its social significance lies in the fact that the child frees others from serving himself.

Household work - the development of household labor skills in everyday life in children (wiping and washing toys, children's and doll furniture, washing doll and children's linen, cleaning toys and putting things in order in the room, helping parents in the kitchen. This type of work involves the ability to maintain order in the group room, at home and on the site, participate in the organization of household processes and educational activities (hang clean towels, set the table, prepare the group room for class, etc.).

Manual labor - independent and with the help of adults, the manufacture of

paper, cardboard, natural and waste material, the simplest items needed in everyday life and for a child’s games (boxes, needle cases, panels, play material, etc.). Manual labor appears in the senior group. Children make paper toys, boxes, bags for collecting seeds, repair books, make or make simple toys from wood and other materials. Manual labor requires the ability to use scissors, a needle, a hacksaw, pliers, a hammer, as well as knowledge of materials.

Labor in nature is the active, feasible participation of children in work in the flower garden, garden, as well as caring for indoor plants and pets.

2. Labor in nature

A variety of work in nature gives children a lot of joy and contributes to their comprehensive development. In the process of labor, love for nature, a careful attitude towards it are brought up.

Children develop an interest in work activity, a conscious, responsible attitude towards it. In a team, children learn to work together, to help each other.

Labor in nature is of great educational importance. It broadens the horizons of children, creates favorable conditions for solving the problems of sensory education. Working in nature, children get to know:

with properties and qualities, states of objects of nature;
learn how to set these properties.

The teacher teaches children to focus on the properties of natural objects to perform a labor action. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a reference idea of the properties, qualities, states of objects of nature.

In the process of labor in nature, children develop knowledge:

1) about plants (properties and qualities of plants, their structure, needs, main stages of development, growing methods, seasonal changes),

2) about animals (appearance, needs, modes of movement, habits, lifestyle, seasonal changes). Children learn to establish a connection between the conditions, the way of life of an animal in nature and the ways of caring for it.

Labor in nature contributes to the development of children: observation; curiosity; inquisitiveness; arouses their interest in the objects of nature, in human labor; respect for working people.

In the process of labor, the following are formed: practical skills in caring for plants and animals; intellectual skills develop: plan work, select materials and tools; plan a sequence of operations, distribute them in time and among labor participants, etc.

Requirements for the organization of labor in nature.

Labor in nature only has educational and educational significance if its organization and content meet certain pedagogical and hygienic requirements.

Pedagogical requirements for the organization of labor in nature.

Organization of a variety of labor content:

a) care for animals (birds, fish, mammals), plants;

b) growing plants in a corner of nature,

c) work on the site (in a flower garden, in a vegetable garden, in an orchard).

In the process of labor, it is necessary to form practical skills and abilities in unity with knowledge.
Awareness of labor, which involves the disclosure to the child of its goals, results and ways to achieve them.
The labor activity of children in nature should be systematically complicated.
Labor activity should be regular. It is important for the educator to introduce each child to it.

Hygienic requirements for the organization of labor in nature.

The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork.
It is necessary to ensure the correct wear at work. For this purpose, one type of work should be alternated with another.
Tools of labor must be absolutely safe, correspond to the growth and strength of the child, but at the same time, it is necessary that the inventory be real.

Forms of labor organization in nature.

The labor of children in nature is organized in the following forms:

Individual assignments - are used in all age groups of the kindergarten, the child performs the entire labor process himself.

Collective labor in nature - makes it possible to form labor skills and abilities in all children of the group. Collective work unites children, forms the ability to accept the common goal of work, negotiate, etc.

According to its structure, collective labor can be organized as:

a) general labor; b) work together.

Duty - involves the alternate performance of a permanent and certain range of duties by children. In the corner of nature, children begin to be on duty in the older group.

Junior group

The kids help the educator take care of the plants in the corner of nature and on the site. They should be involved in the joint watering of indoor plants. He teaches children how to properly water plants, wipe strong leathery leaves with a damp cloth.

Children plant bulbs and large seeds in the ground prepared by the teacher (in boxes, cups, soil), water the plantings. Children should also be involved in harvesting vegetables.

Children perform individual assignments, which include 1-2 labor operations. This work is short-term, but the educator must involve all the children in turn in it.

In the second younger group, it is possible to organize the work of the entire team of children, and for example, planting onions, large flower seeds, harvesting, this work will be organized as work nearby.

Possibility to work in groups. Two subgroups can work at the same time, but each performs the same labor operation: they wipe the plants, plant peas in the garden, or water the flower bed.

This feature of the organization of labor is connected, firstly, with the great imitation of children, and secondly, with the fact that it is easier for the educator to teach them. For teaching labor skills in nature in the younger group, the fragmentation of the display of the labor operation with the simultaneous performance of tasks by children is characteristic. The educator combines the demonstration with the explanation, and the children immediately perform the labor process step by step.

The work of children takes place with the participation of a teacher or under his supervision. In the course of his teacher helps the children, encourages them, shows the methods of completing the task. Evaluation is always positive, has an educational character.

Middle group.

In the middle group, the forms of organization of children in the labor process are the same as in

junior. A large place is occupied by individual assignments, but they are of a longer duration. Children can run errands for 2-3 days.

Work by subgroups also has its own characteristics. 2-3 subgroups can work at the same time and perform different labor operations (no more than two).

A large place is occupied by collective forms of labor. They are mainly used by the teacher when it is necessary to introduce children to new labor operations, for example, with the method of planting seeds.

In children of the fifth year of life, a conscious attitude to the performance of labor operations begins to develop, the ability to see and feel the need for a particular labor process is formed.

All these features of the development of children are the basis for complicating the methodology for managing their work. When teaching a new labor operation, the teacher in the middle group no longer gives a fractional display.

The whole process is shown and explained, and then it is divided into logical steps. The teacher checks the completion of each stage.

In the course of work, he recalls the sequence of actions, ways to use the equipment, uses a show, an example of other children in helping individual children. Now the assessment of labor may not always be positive, since the quality of the performance of the labor operation is assessed.

The teacher gives an assessment in the course of the work of the children and immediately offers to correct the mistakes, if any. Gradually, in the middle group, the teacher teaches children to notice the need for work.

senior preschool age

Pupils of senior preschool age, under the guidance of a teacher, continue to take care of indoor plants: they water, loosen the ground, cut dry leaves, feed plants, get acquainted with propagation methods, and help replant plants. In a corner of nature, in a garden and a flower garden, they grow plants: they participate in digging the earth and cutting beds and flower beds, sow seeds, plant seedlings, part of which they can grow in a corner of nature, and then water, weed, loosen the earth, harvest. It is necessary for children to develop appropriate labor skills and abilities, to teach them to determine the need for one or another method of care by the state of plants and soil, to establish a connection between the state of plants and human labor aimed at meeting the needs of plants.

Pupils of the preparatory group provide care on their own. The teacher only controls their actions, provides assistance in case of difficulty. At the same time, it is necessary to form an understanding of the need for a way of care, the ability to establish a connection between the conditions that need to be created in a corner of nature for animals, and the conditions for their existence in nature.

The mastering of labor activity in the senior and preparatory groups for school takes place in more complex forms of labor organization. At this age, it is necessary to form the ability to accept and set a labor task, present the result of its implementation, determine the sequence of labor operations, select the necessary material, independently perform the labor process with a little help from adults.

Individual assignments for the care of individual objects become longer. A child can be instructed to grow a plant as a gift for kids, mom, take care of a garden bed, a flower bed.

In the older group, children are on duty in a corner of nature. Organizing the duty, the teacher conducts a lesson in which he introduces the children to the duties of the duty officers. 2-4 people are on duty at the same time.

An important role in managing the work of those on duty has an assessment of the duty. All children are included in the assessment. Children evaluate the work performed by the duty officers, express judgments about its quality, about their attitude to duties and to each other in the process of work. When evaluating, the negative manifestations of the attendants should also be noted (he came late, did not have time to water the plants).

There is also the most complex type of collective labor - joint labor. According to this type, work can be organized in the garden, in the flower garden. One subgroup digs up the beds, the other loosens the ground, the third makes grooves, sows the seeds. This form of labor organization creates objective conditions for the emergence of relations due to the very structure of the organization.

When organizing collective work, the educator helps the children to break into links, to distribute responsibilities between the links and within the link. Observing the work of children, the educator helps them, gives advice, instructions.

The leading method of teaching children new work is the explanation: what needs to be done and how. Showing the methods of action also takes place and is used mainly when familiarizing yourself with a new labor operation.

In the process of supervising the work of children, the task of developing control and self-control is set: the educator, checking the performance of the task, asks individual children questions that direct their attention to the result of work. This technique develops self-control, the ability to correlate their actions with the instructions of the educator.

The assessment is positive, but it is differentiated by quality: “I planted it correctly, but I pressed the ground around the bulb badly.” The children themselves are also involved in the evaluation. A feature of labor management in the senior and preparatory groups for school is the fact that the educator discusses the process of work with the children. He teaches the children not only to see, but also to plan the sequence of individual labor operations, to distribute duties in advance, to prepare all the inventory on their own.

Conclusion

Labor education of a child begins with the formation in the family and school of elementary ideas about labor duties. Labor has been and remains a necessary and important means of developing the psyche and moral ideas of the individual.

In the process of labor activity, a preschooler has the opportunity to put into practice his knowledge, acquire new ones, and visually verify the existence of various relationships in nature (plant, animal - and the environment). He develops the necessary care skills, a sense of responsibility for living organisms.

Depending on the attitude of a preschooler to work, one can judge the formation of his moral qualities, that is, the child’s attitude to a working person (respect for him, desire to help, etc.), to his work (a conscientious attitude to the results of labor, etc. .p.), which is an indicator of the formation and development of his moral qualities.

Bibliography

Bure R.S. Preschooler and work. Theory and methods of labor education. - M.: Mosaic-Synthesis, 2011.
Godina G. N. Education of a positive attitude to work // Education of moral feelings among older preschoolers / Ed. A. M. Vinogradova. Moscow: Education, 1998.
Kozlova S. A. Kulikova T. A. Preschool pedagogy.- M., 2004.
Komarova, Kutsakova, Pavlova: Labor education in kindergarten. Program and methodical recommendations. - M.: Mosaic-Synthesis, 2009.
Kutsakova L. V. "Moral and labor education of a preschool child: a program and methodological guide" - M .: Vlados, 2005.
Kutsakova L.V. Moral and labor education in kindergarten: for working with children 3-7 years old:. - M .: Mosaic-Synthesis, 2007.
Markova T. A. Education of industriousness among preschoolers. - M., 1991.
Moral and labor education of preschoolers: Proc. allowance for students. higher ped. textbook institutions / S. A. Kozlova, N. K. Dedovskikh, V. D. Kalishenko and others; Ed. S. A. Kozlova. - M.: Publishing Center "Academy", 2002.

Application

Material nsportal.ru

The choice of one or another form of organization of labor activity of children 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 educator who organizes labor activity;

- assignments (individual children, small groups),

- duty roster (in the dining room, classes, a corner of nature), alternate performance of duties by children,

- collective labor (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. So at a younger age, great preference is given to assignments, at an older age - work is increasingly acquiring a collective character.

1. Orders- these are tasks, a request that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, and educational tasks. Labor assignments are the simplest form of organizing the work of children. They are of particular educational importance in working with young children, when work for them has not yet become a planned and systematic activity.

This is the first form of organization of labor activity. Orders can be:

by the form of organization (individual, subgroup, general);

by duration; (short-term, episodic, long-term);

Difficulty (simple, complex).

Orders are especially important in the period from 3 to 5 years.

Given some features of the orders, they can be grouped:

1 group – assignments related to the implementation of one method of action:
give, bring, carry. They are short-term, episodic, caused by temporary necessity.

Group 2 - instructions that contain several ways of action,
several labor operations. These include the following orders
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.

Instructions are widely used in all age groups of kindergarten. But in the younger group they are the leading form of labor organization. Therefore, work with kids on labor education must begin with individual assignments which the child performs together with the teacher, and only much later to move on to other forms. In the younger groups, the instructions are individual, specific and simple, contain one or two actions (lay out spoons on the table, bring a watering can, remove dresses from the doll for washing, etc.). Such elementary tasks include children in activities aimed at the benefit of the team, in conditions when they are not yet able to organize work on their own initiative.

Assignments in the younger group used for

Training in labor skills and abilities;

Formation in children of confidence in their strengths and abilities;

Satisfying the need to communicate with adults;

Preparation for other forms of work;

Raise the desire to work.

Children 2-3 years old- are happy to respond to the requests of an adult. The educator attracts to household work through separate assignments. The teacher not only asks the child to do something, but immediately, if necessary, gives advice on how best to complete the assignment. (“Support the watering can with the other hand so that the water does not spill out,” etc.).

Toddlers are little interested in the result, they are attracted by the process of action itself. They do not yet possess the necessary skills and abilities to achieve results. Therefore, only from the second half of the year in the 2nd junior group, when the children already have some work experience, educators use group assignments.

In the middle group the educator instructs the children to wash the doll's linen on their own, wash the toys, sweep the paths, shovel 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 senior groups assignments are more complex in terms of:

Implementation

By the degree of responsibility for the result.

In the senior group individual assignments are organized in those types of labor in which children have insufficiently developed skills, or when they are being taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive, often distracted), i.e. if necessary, individualize the methods of influence.

In preparatory to the school group, when performing general assignments, children must show the necessary skills of self-organization, and therefore the teacher is more demanding of them, moves from explanation to control, reminder.

In the process of labor, the teacher explains to the children the rules, the implementation of which will help them do their job well. The rules should be simple and clear. First of all, those are taken with the help of which the child can better organize his activities. For example: “First, you need to listen to the task to the end, and only then get down to business” or “First, prepare everything you need for work, and then start working.”

The implementation of other rules contributes to the organization of children's behavior during work. For example: “You can’t be distracted when you work”; “The work must be done carefully”; "Dirty, poured - clean up after yourself." Rules should not constrain the initiative of the child, his independence. Carefully observing the work of each pupil, the teacher decides which rule will help him cope with the adult's assignment. Children of five years old need the constant support of an adult. While completing the task, the child often glances at the teacher, waiting for evaluation, encouragement. At the same time, the teacher needs to encourage the children's desire for independence more often, notice the positive behavior of a friend, and emphasize the significance of his work for others in the presence of children. “Children, did you notice that Igor immediately left the game as soon as I asked him to help me,” the teacher says, “that's why we put the greenfinch's cage in order so quickly.” The teacher's assessment of the child's work activity is gradually changing. At first, the adult encourages the child even for the fact that he willingly responded to a request for help. As the student becomes interested in the task, develops the necessary labor skills, one can proceed to assessing the qualities of his activity. And, finally, the initiative shown by the child in work, the introduction of elements of creativity and the desire to do more than required (for example, if the boy watered the flowers not only in the indicated place, but also asked to be allowed to water the rest), the desire that do something for others. It is also possible to evaluate the results of the work of older preschool children in a playful way, with the help of puppet theater characters, which will create a relaxed atmosphere in the group and make the children want to work better. So the teacher gradually achieves a more conscious attitude of pupils to work tasks, an understanding of the usefulness of the work being done.

The teacher can help, suggest, show how to complete the assignment. It is very important at the end of the child's work assignment to evaluate the result of the work.

2. Duty - a form of organization of labor for children, involving labor of one or more children in the interests of the whole group . On duty, to a greater extent than on assignment, the social orientation of labor, the real, practical care of several (one) children about others, are distinguished, therefore this form contributes to the development of responsibility, a humane, caring attitude towards people and nature. Children are alternately included in different types of duty, which ensures their systematic participation in labor. The appointment and change of attendants occurs daily. Duties are of great educational value. They put the child in the conditions of mandatory performance of certain tasks necessary for the team. This allows children to educate responsibility to the team, caring, as well as understanding the need for their work for everyone.

In the younger group, in the process of completing assignments, the children acquired the skills necessary for setting the table, and became more independent when doing work. This allows in the middle group at the beginning of the year to introduce canteen duty. There is one attendant at each table daily. In the second half of the year, duties are introduced to prepare for classes. In the older groups, duty is introduced in the corner of nature. The attendants change daily, each of the children systematically participates in all types of duty.

Canteen duty- is introduced in the second junior group at the end of the 2nd half of the year. The caregiver helps to attract children to help the nanny when she sets the tables for food. First, the teacher is “on duty” with 2-3 children and each gives one assignment (starting from 3 years old, children are able to perform several interrelated actions aimed at solving one problem, set the table). Then the task becomes more difficult.

One child arranges bread bins on all tables,

Another lays out the spoons; etc.

Having learned all this, children master the ability to coordinate their actions, negotiate, distribute responsibilities on their own. It is important to follow the sequence and timely transfer children from one step of difficulty to another. The teacher pays attention to the pace and quality of work. He especially appreciates the manifestation of creativity. The desire of the child to bring joy to other children with his work encourages the desire of those on duty to come up with something interesting and pleasant for everyone.

Preparatory duty requires focus. The content of this duty is not as constant as that of the canteen. Children should be helped, reminded of what should be on the tables when:

Drawing with pencils

Paints

When sculpting

Construction

Applications.

When the work is completed, the teacher invites the attendants to check whether everything is in place.

Duty in the corner of wildlife It should be organized in such a way that during the whole day the children feel responsible for living objects (feed the fish, water the flowers, clean the parrot's cage, etc.). It is desirable that the teacher helps the children distribute responsibilities for the whole day. The duty officer must understand that you need to "talk to animals, fish and plants." After all, they are alive and attention and a kind word are important for them. In the future, children develop the need to take care of nature, the responsibility for its preservation. The duty also contributes to the systematic inclusion of children in work.

Duty contributes to the systematic inclusion of children in work activities. The fulfillment of labor assignments contributes to the formation in children of interest in work, a sense of responsibility for the task assigned. The child must concentrate, show strong-willed effort to bring the matter to the end and inform the teacher about the fulfillment of the assignment.

The tasks, duration and content of the duty depend on the age of the children, the educational goal. The main purpose of duty is caring for others.

In order for all children to be involved in labor, it is necessary, if possible, to plan in advance in the calendar plan who will carry out assignments, take into account the order of participation of children on duty; and if the need to work hard arises suddenly, reflect in the account which of the children was involved in the work.

2. General, joint, collective work is the most complex form of organizing the work of children.

General, joint, collective work contributes primarily to the solution of the problems of moral education. Common, joint and especially collective work creates favorable conditions for the formation in children of the ability to coordinate their actions, help each other, establish a uniform pace of work, and complete the task within a certain time frame.

unites common, joint and collective work public purpose children's activities. This means that the result of labor is always a benefit for everyone (cleaning the premises, the site, decorating the group room for the holiday - all this is needed not by one of the labor participants, but by all of them).

General Labor involves such an organization of the work of children, in which, with common purpose Each child performs some part of the work independently and at the end of the work a general result is summed up.

Example: The teacher invites the children to put things in order in the group and distributes responsibilities. After the end of the work, the educator draws attention to the fact that everyone works well. And here is the result - the group is clean and beautiful. The child has his own area and is responsible for himself. If the same tasks are given to 2 children, each performs it separately.

Joint labor 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 educate positive forms of communication between children: the ability to politely address each other with a request, agree on joint actions, and help each other. Target, as in general work - unified. At the same time, the teacher plans situations that will provoke children to establish relationships. Does not allow accidental associations of children, but thinks through them.

Example: with whom to put Nastya to work - she is distracted, what task is better to give Yura - he does not know how to work quickly, etc.

Collective one can name such a form of labor organization in which children, along with labor, solve more complex - moral - tasks: they agree on the division of labor, help each other if necessary, turn to their peers for help, rejoice at their successes, the overall results of labor, experience for the quality of common, joint work. The collective form contributes to purposeful education collective relationships(feeling of the elbow, security, mutual understanding), creates a positive emotional mood.

So, not every common and even not every joint work is collective. But every collective work is common and joint. It is important that the educator knows how to organize truly collective work of children.

General Labor possible already in the middle group of a preschool institution, joint and collective- in high school and preparatory school, when skills become more stable, and the results of labor have practical and social significance .. Conscious acceptance of his motive and purpose.

Traditionally, collective work is organized once a week.

The value of the collective form of labor for the formation of the personality of the child. Showing social activity, each pupil perceives for himself the team as an arena for self-expression and self-affirmation yourself as individuals. Thanks to the pedagogical guidance of collective life, the desire to establish itself in the eyes of oneself and the eyes of peers finds favorable ground in the team. Only in a team are formed such essential personal characteristics as self-esteem, level of aspirations and self-esteem, i.e. acceptance or rejection of oneself as a person.

Organization collective educational and cognitive, value-oriented activity and communication creates conditions for the formation and exercises in the manifestation of intellectual and moral freedom. Only in collective life are formed intellectual and moral orientations of the individual, his civic position and a number of socially significant skills and abilities.

The formation of collective planning skills contributes to the emergence in children of the desire for self-control, self-improvement of techniques and skills necessary for the implementation of an independent plan, increased sense of responsibility. And as a result of collective planning, there is a high quality of the result of labor activity obtained jointly.

Modern work gives the teacher the opportunity to educate positive forms of communication between children: the ability to politely address each other with a request, agree on joint actions, and help each other. Properly organized and feasible work unites children, promotes the education of mutual assistance, discipline, the ability to distribute forces and overcome difficulties, promotes the education of independence, initiative, the desire to do work well, the habit of cooperation.

The success of achieving the goal largely depends on the ability to control their activities. Children 3-4 years old do not notice mistakes in their work, they consider it good, regardless of how and what result is achieved. The work of peers is critical. At the age of 5-7, preschoolers try to correctly evaluate their work, although they do not notice all the mistakes, but the most gross ones. They are interested in the quality of work. Therefore, they turn to adults with questions about the correctness and quality of their own labor actions.

The teacher invites all children to cook cookies together, plant onions, wash doll linen (the number of children can be very different: from 2-3 to 6-7, and more in older groups). Each of the children receives a specific task, for example: he receives a piece of dough, rolls it out and cuts it out with a cookie cutter or takes several onions, receives an instruction from the teacher on which path, marked with a line, to plant, and starts work, etc.

Children work side by side. But when the labor process comes to an end, the educator combines the results of all into one general result. This enables him to draw attention to the advantage of collective work: everyone worked a little, but together they did a lot of work. This is the simplest join, only the results are joined here. But, setting this task, the educator in the process of work explains to the children: “We must try to keep up with others. Comrades should not be kept waiting." And taking into account the capabilities and skill level of a particular child, he will provide such a volume of work for everyone so that everyone does the work at about the same time.

This form of association is transitional from labor "next to" to collective labor.

The work of children in kindergarten is diverse. This allows them to maintain their interest in activities, to carry out their comprehensive education and upbringing.

Self service aimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational value of this type of labor activity lies primarily in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-service is beginning to be perceived as a duty.
At a younger preschool age, self-service is associated with certain difficulties (insufficient development of the muscles of the fingers, difficulty in mastering the sequence of actions, inability to plan them, easy distractibility), which slows down the process of developing skills, sometimes causing the child to be unwilling to perform the necessary actions. However, already in these children, the educator begins to develop the ability to serve himself, achieving accuracy and thoroughness in performing the necessary actions, independence, forms the habit of cleanliness and tidiness. All this requires patience, perseverance and goodwill from him, support for kids in their sometimes futile efforts. Supervising the self-service of children, the educator communicates individually with each child, establishes various contacts with him, and maintains his positive emotional state. By naming the items of clothing and its parts, the necessary actions, he expands the children's vocabulary. They feel cared for, imbued with a sense of love and trust in adults who serve them.

Household work preschoolers are necessary in the daily life of the kindergarten, although its results are not so noticeable compared to other types of their work activities. This work is aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes. Children learn to notice any disturbance in the group room or on the site and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for cultivating a caring attitude towards peers. At a younger preschool age, the teacher forms elementary household skills in children: help set the table, put toys in order after the game and wash them, collect leaves on the site, sweep snow from the benches, etc. He necessarily evaluates the moral side of labor participation children: "Natasha and Seryozha helped our nanny well, what great fellows!", "Irochka is a caring girl, neat, how diligently she cleaned toys!" Such assessments make children want to imitate their peers, contribute to the formation of ideas about how to act in such cases.

labor in nature provides for the participation of children in the care of plants and animals, growing plants in a corner of nature, in a garden, in a flower garden. This type of labor is of particular importance for the development of observation, the upbringing of a caring attitude towards all living things, and love for native nature. It helps the teacher to solve the problems of the physical development of children, improve movements, increase endurance, develop the ability for physical effort.

Manual labor - making items from a variety of materials: cardboard, paper, wood, natural material (cones, acorns, straw, bark, corn cobs, peach pits), waste material (reels, boxes) using fur, feathers, fabric scraps, etc. - carried out in older groups of kindergarten. Children make the toys they need, attributes for games: boats, cars, baskets, houses, furniture, animals. Such crafts can be a nice gift for family and friends. This is of no small importance in moral education, accustoming children to pay attention to others, to work hard in order to please them.

All this has a great educational impact on children, forms their aesthetic feelings and moral and volitional qualities.

The work of preschool children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective labor activity.

Orders - these are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual characteristics, experience, and educational tasks. Orders can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.

Assignments become a means of forming in children the habit of labor effort, preparing them for duty.

Most of the assignments that have already taken place in the middle group become group ones, uniting from 2 to 5-6 participants, that is, they take on a collective character. The teacher instructs the children to clean up the shelves with toys together, glue the boxes for didactic games, wash the building material, etc. The children perform a common task for everyone, which makes them have to independently distribute the work among the participants, do it together, clean up after work. This contributes to the formation of the principles of collectivism, teaches to show attention to each other in the process of work, to provide assistance in case of difficulties.
Given that the skills of self-organization in children of the older group are not yet sufficiently developed, the teacher should pay great attention to explaining how to arrange equipment, place inventory, and distribute work among its participants. In the preparatory school group, when performing general assignments, children must show the necessary skills of self-organization, and therefore the teacher is more demanding of them, moving from explanation to control, reminder.

Duty roster - a form of organization of children's labor, which implies the obligatory performance by the child of work aimed at serving the team. Children are alternately included in different types of duty, which ensures their systematic participation in labor. Appointment and change of attendants occur daily. Duties are of great educational value. They put the child in the conditions of mandatory performance of certain tasks, they are needed for the team. This allows children to educate responsibility to the team, caring, as well as understanding the need for their work for everyone.

Assessing the work of the duty officers, he emphasizes their diligence, thoroughness in performing duties, concern for comrades, and assistance provided to an adult.

The management of children's labor activity requires the teacher to know the specifics of the development and upbringing of the child, as well as the ability to actively contribute to the acquisition of the necessary skills.

The work of children in kindergarten is diverse. This allows them to maintain their interest in activities, to carry out their comprehensive education. There are four main types of child labor: self-service, household labor, labor in nature and manual labor.

Self-service is aimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational value of this type of labor activity lies primarily in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-service is beginning to be perceived as a duty.

Household work of preschool children is necessary in the daily life of a kindergarten, although its results are not so noticeable compared to other types of their work activity. This work is aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes. Children learn to notice any disturbance in the group room or on the site and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for cultivating a caring attitude towards peers.

Labor in nature provides for the participation of children in caring for plants and animals, growing plants in a corner of nature, in a garden, in a flower garden. This type of labor is of particular importance for the development of observation, the upbringing of a caring attitude towards all living things, and love for native nature. It helps the teacher to solve the problems of the physical development of children, improve movements, increase endurance, develop the ability for physical effort.

Manual labor - develops the constructive abilities of children, useful practical skills and orientation, forms interest in work, readiness for it, cope with it, the ability to assess one's capabilities, the desire to do the job as best as possible (stronger, more stable, more elegant, more accurate).

In the process of labor, children get acquainted with the simplest technical devices, master the skills of working with some tools, learn to take care of materials, objects of labor, and tools.

Children learn by experience elementary ideas about the properties of various materials: the material undergoes various transformations, various things can be made from it. So learning to make useful objects from thick paper, children learn that it can be folded, cut, glued.

The tree can be sawn, planed, cut, drilled, glued. Working with wood, the guys use a hammer, saw, tongs. They learn to compare details by superposition, by eye, with a ruler. Working with natural material - leaves, acorns, straw, bark, etc. - gives the teacher the opportunity to acquaint children with the variety of its qualities: color, shape, hardness.

1.5. Forms of labor organization.

The work of preschool children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective labor activity.

Assignments are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, and educational tasks.

Orders can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.

The fulfillment of labor assignments contributes to the formation in children of interest in work, a sense of responsibility for the task assigned. The child must concentrate, show strong-willed effort to bring the matter to the end and inform the teacher about the fulfillment of the assignment.

In the younger groups, the instructions are individual, specific and simple, contain one or two actions (lay out spoons on the table, bring a watering can, remove dresses from the doll for washing, etc.). Such elementary tasks include children in activities aimed at the benefit of the team, in conditions when they are not yet able to organize work on their own initiative.

In the middle group, the teacher instructs the children to wash doll clothes on their own, wash toys, sweep paths, and shovel 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 labor in which children have insufficiently developed skills, or when they are being taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive, often distracted), i.e. if necessary, individualize the methods of influence.

In the preparatory school group, when performing general assignments, children must show the necessary skills of self-organization, and therefore the teacher is more demanding of them, moving from explanation to control, reminder.

Duty is a form of organizing the work of children, which implies the obligatory performance by the child of work aimed at serving the team. Children are alternately included in different types of duty, which ensures their systematic participation in labor. The appointment and change of attendants occurs daily. Duties are of great educational value. They put the child in the conditions of mandatory performance of certain tasks necessary for the team. This allows children to educate responsibility to the team, caring, as well as understanding the need for their work for everyone.

The most complex form of organizing the work of children is collective labor. It is widely used in the senior and preparatory groups of the kindergarten, when skills become more stable, and the results of labor are of practical and social significance. Children already have sufficient experience of participating in different types of duty, in performing various assignments. The increased opportunities allow the teacher to solve more complex tasks of labor education: he teaches children to agree on the upcoming work, work at the right pace, and complete the task within a certain time. In the older group, the educator uses such a form of uniting children as common work, when children receive a common task for all and when a general result is summed up at the end of the work.

In the preparatory group, joint work is of particular importance, when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to educate positive forms of communication between children: the ability to politely address each other with a request, agree on joint actions, and help each other.