CONTENT
| INTRODUCTION | 3 |
| 5 |
| |
| 2.1 First junior group | 8 |
| 2.2 Second junior group | 11 |
| 2.3 Middle group | 13 |
| 2.4 Senior group | 15 |
| 2.5 Preparatory group | 16 |
| 21 |
| 23 |
| CONCLUSION | 25 |
| LITERATURE | 27 |
INTRODUCTION
Raising the younger generation in the spirit of respect and love for work is one of the main tasks of a preschool institution. Labor education, i.e. Involving children in independent feasible work and observing the work of adults, explaining its significance in people’s lives, plays an important role in the comprehensive development of the child’s personality.
The main goal of labor education for preschool children is to develop their moral guidelines, hard work, and awareness of the usefulness of work. The work activity of a preschooler has a significant impact on the development of the child’s volitional traits, his thinking, speech, memory, attention, and imagination. There are 4 types of child labor:
- self-service (work aimed at satisfying everyday personal needs);
- Household labor (related to cleaning a group room, area);
- work in nature (in a corner of nature, in a flower garden, in a vegetable garden, in a garden);
- manual labor (children working with paper, cardboard, fabric, and natural materials).
Independent work activities of children in all age groups are organized outside of classes.
Three forms of labor organization have been defined: assignments, duty, collective work.
It is possible to successfully resolve issues of labor education only if an atmosphere of constant employment is created in the children's team. This should be facilitated by a clearly thought-out organization of children's activities throughout the day and by the example of adults.
The day in kindergarten should be organized so that each child, in addition to self-care activities, takes part in some type of work.
From preschool age, every child must take part in work and perform simple duty duties.
In the process of being on duty, children develop respect for people, emotional and aesthetic sensitivity to the environment; a caring attitude towards nature is formed.
Duty requires children to have greater independence, knowledge of the sequence of work, ideas about its full scope, and the requirements for the final result.
Duty is of great importance in the upbringing of children, it helps in accessible specific matters to form in children a desire to work for the sake of others, to show a caring attitude towards their comrades, to animals and plants, and also to develop in them the ability to help an adult, to notice where help is needed.
The teacher can solve this problem in practice by compiling a list of tasks in which children of this age group can take part within their means. Having clearly defined the number of participants, the teacher ensures the work activity of all students on a daily basis, periodically changing their assignments.
For preschoolers to work, special equipment is needed. It must meet aesthetic and hygienic requirements, be convenient for use, and meet the age characteristics of children.
For children of primary preschool age, inventory and equipment should have a particularly attractive appearance.
1. DUTY AS A FORM OF CHILDREN’S WORK ORGANIZATION
Mastering work skills should be considered as one of the main conditions for instilling in children the desire and ability to work. No matter how interested a child is in the goal of work, without mastering work skills, he will never achieve results. Developed labor skills and abilities serve as the basis for instilling in children a serious attitude towards work, a habit of work effort, a desire to work, to engage in work of their own accord, and to complete it successfully.
The teacher is required to have clear knowledge of what skills the students in his group should master. This will give him the opportunity to determine the nature of the management of labor training in relation to children of different preschool ages: during the period of mastering the action - patiently show, explain, help, as they master it - demand independence and good quality of performance.
The labor skills and abilities that a preschool child masters are different. Their nature and volume are determined by the specifics of a particular type of labor, its specific content
The content of household work includes the ability to maintain and restore order in a group room, rooms adjacent to it, on the site and at home, as well as participation in organizing everyday processes, preparing for classes, and walks.
Children of primary preschool age put away toys and books, help the teacher take the toys out to the area, wipe the leaves of plants, lay out materials for classes (pencils, brushes, napkins) on tables, and put them away after classes. When preparing for food, children lay out spoons, place bread bins, plates, glasses with napkins; help the nanny hang up clean towels. They take part in clearing snow from paths and collecting garbage on the veranda, playground and physical education grounds.
Children of the fifth year of life wash toys, plants, pallets, wash and hang doll clothes, are on duty in the dining room and classes (second half of the year), and wipe dust from chairs. They help the teacher take the toys out to the site and bring them back, and take part in cleaning the site and veranda. Older preschoolers help the nanny bring clean white clothes and lay out the sets on the bed, receive soap from the caretaker and place it in soap dishes. They maintain order in the area: they sweep the paths and veranda, in the warm season they wipe dust from play structures, tables and benches, water and dig up sand in the sandbox, and in winter they clear the snow from the paths. Children are on duty in the nature corner and clean the group room (once a week).
Children of the seventh year of life have new work processes: they put things in order in the closet with materials and aids, wipe the furniture, lay clean sheets on the bed, and put pillowcases on the pillows.
As children master labor skills, they acquire independence in performing actions and learn to work quickly, correctly, deftly, and accurately. Mastering skills and abilities in the field of household labor provides greater activity and initiative in everyday life, in performing various labor processes.
In order to fully implement the program objectives for labor training, the educator must improve the technique of performing both individual labor actions and the process as a whole. Speed, accuracy, economy, dexterity and beauty of movements - these are the signs that should characterize the working skills of children in the preparatory group for school. Requirements for the quality of actions increase gradually, sequentially from group to group.
Simultaneously with the mastery of labor skills, the requirements for children’s independent work are increased. When a child is just being taught a labor action, there is no requirement to perform it independently. As the teacher masters this action, he gradually gives the child the opportunity to perform it independently.
The teacher must develop in children not only strong, but also flexible work skills. This is one of the important tasks of labor training in the preparatory school group. Often, 1st grade students who had good self-service skills in household chores in preschool, for some reason begin to show helplessness and little activity. And the teacher expresses dissatisfaction with the fact that the children do not know how to do anything without prompting (sweep the floor in the classroom, wipe the dust from the desks, erase the blackboard, etc.). This is observed if children were not taught to apply the acquired skills in other, slightly changed conditions, and were not taught independence.
When developing labor skills, it is necessary to specifically train children to perform specific actions. Training is organized identically in each age group. The main methodological technique for developing skills is showing how to perform elementary actions and their sequence.
Familiarizing children with the method of performing a new action requires a detailed demonstration and detailed explanation of each movement and their sequence. In this case, the active behavior of the child is of decisive importance, i.e. his practical participation in the implementation of this action. Without this, no mastery of a skill is conceivable. You can show as much as you like, explain how to put away toys, how to glue a book, a box from a board game, but all this will remain ineffective if the child himself does not repeat what is shown to him.
A detailed demonstration and explanation of how to perform this or that specific action, combined with direct participation in the work, makes it possible to teach children to accurately follow the required method of action and diligence.
Card file of work orders in the preparatory group. card file (preparatory group)
Task No. 1. “Maintaining order in the closet with toys and manuals.” Goal: to teach children to independently arrange toys and aids, maintain order in closets, and wipe dust.Task No. 2. “We wipe the window sills with a damp rag in the group room and bedroom.” Goal: to teach children to follow the following rules when working with water: roll up their sleeves, wet a cloth and wring it dry, and rinse it in water when it gets dirty.
Task No. 3. “We help the assistant teacher make clean bed linen.” Goal: To teach how to consistently make bed linen, to teach children to provide all possible assistance to adults.
Task No. 4. “Canteen duty.” Goal: independently and conscientiously perform the duties of a duty officer; wash your hands thoroughly, put on the clothes of the person on duty, set the table correctly, put away the dishes after eating, sweep the tables with a brush and sweep the floor.
Task No. 5. “Duty in the training area” Goal: independently and conscientiously perform the duties of the duty officer: lay out materials and manuals prepared by the teacher for the lesson on the tables; wash, if necessary, put them back in place after class.
Task No. 6. “Cleaning up building material.” Goal: To teach how to wash, dry and lay building materials, to teach children to constantly and promptly maintain order in the play corner, to wash building materials with a soapy solution prepared by the teacher, to rinse it, and to dry it; observe the rules of personal hygiene.
Task No. 7. “Cleaning the play corner.” Goal: to teach children to put on work aprons before starting work; keep toys in order, wash them, dry them, wipe them and put them in place.
Task No. 8. “Washing napkins used in visual arts classes.” Goal: to teach children the skills of soaping, rinsing and wringing out napkins, to continue to form a work culture (tidyness in the process of work).
Task No. 9. “Wipe the cabinets in the dressing room (together with the assistant teacher).” Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and put things neatly in place.
Task No. 10. “Repairing books.” Goal: teach children to glue books, use glue and scissors correctly.
Task No. 11. “Let’s arrange the chairs in a certain order.” Goal: Continue to develop work skills; carry out the assignment carefully, quickly, diligently.
Task No. 12. “We wash doll bedding and clothes.” Goal: To consolidate the ability to wash doll clothes, to accustom children to neatness and cleanliness.
Task No. 13. “Cleaning in a corner of nature.” Goal: To consolidate the skills and abilities of caring for the inhabitants of a living area and caring for plants. Cultivate a desire to work, a sense of responsibility for the assigned work.
Task No. 14. “Repairing boxes for waste material.” Goal: To consolidate technical skills in working with scissors and glue, to cultivate frugality, and the ability to work collectively.
Task No. 15. “Wipe the window sills and furniture.” Goal: Work carefully with water, improve work skills in the process.
Task No. 16. “Helping the nanny in laying out bedding on the beds.” Goal: To teach how to sort bed linen according to their belongings, to cultivate a desire to help the nanny and respect for other people’s work.
Task No. 17. “Cleaning the dining room.” Goal: To learn how to properly set the table, put away dishes after meals, sweep tables with a brush and sweep the floor. Task No. 18. “We have order in our closet.” Purpose: To teach children to be careful when folding things in a coat closet.
Task No. 19. “Let’s prepare equipment for the lesson.” Goal: To develop a sense of responsibility for the assigned task, to learn how to carefully lay out materials and equipment for classes.
Task No. 20. “Changing towels.” Goal: To develop a desire to work, to be able to offer one’s help to someone.
“Methodology of labor organization - children’s duty in the canteen in kindergarten groups”
Elena Mytareva
“Methodology of labor organization - children’s duty in the canteen in kindergarten groups”
Group teacher
Mytareva E. V.
An important task of organizing duty in preschool age is to develop in children responsibility for the assigned work, the desire to work for the benefit of the team, and the habit of systematically performing duties. be cultivated in children only through their regular participation in work . The duty of preschoolers is gradually becoming more complicated in terms of the content of work , the forms of association, and the requirement for independence and self-organization in work . It is very important for the teacher to think through the content of the work of the attendants so that it is not formal, but specific. He addresses those on duty as his assistants, approves of their actions, diligence, initiative, ability to complete tasks, and use rational techniques.
Thus, according to the content of work, duty is divided into 3 components:
- duty in the dining room;
-preparation for classes;
- duty in a corner of nature.
work of the dining room attendants includes full table and cleaning after meals. The most appropriate organization of cleaning that combines the work of the attendants and each child .
For example: after eating, each child moves his plate to the middle of the table , stacking it on top of others, and the cup is taken away. The attendants take away napkins , forks, spoons, bread plates, and wipe the tables . The teacher also teaches children to thank those on duty for the service provided work with respect .
DINING DISTANCE
IN JUNIOR GROUPS
Duties are of great importance in raising children :
• Those on duty always perform work that has social significance and is necessary for the team. Forms a desire to work for the sake of others , to show a caring attitude towards one’s comrades, to develop the ability to help an adult, to notice where help is needed.
• Being on duty in the canteen develops in children moral and volitional qualities and skills, the ability to accept a goal and achieve results.
• From the age of 2, children are involved in the preparation of the feeding process, carry out the simplest instructions: place chairs correctly at the table , place plates with bread in the middle of the tables place spoons on the right side of the plates standing on the table
• Dining room duty is carried out from the 2nd junior group .
•Tasks: help the assistant teacher set the table at which he and his friends are sitting. Distribute spoons, put out bread bins, vases with napkins.
• Before introducing duty , the teacher organizes special classes in which he shows and explains in detail all the actions, involving children in their implementation .
• While on duty , the teacher explains the need to work hard and encourages any attempt by the child to show independence.
• Reminds you of the priority in completing the assigned task:
“Today Ira will take care of his comrades and will be on duty at his desk . this table ... Let them work for everyone , and let other children do it tomorrow.”
• The teacher teaches children to carry out the assigned task without being distracted, without fussing, without rushing, without finishing one task, not to move on to another.
The teacher says in a friendly tone: “Kolya, don’t rush. Why are you in such a hurry? You will have time to do everything. Lay out the spoons carefully for all the children.”
While supervising the work of those on duty , the teacher reinforces the skills of laying out cutlery: “You need to take spoons by the handle, one at a time, and place them on the right side of the plate.” If forks are given, then the fork lies closer to the plate with its sharp ends up, and then the spoon with its convex side down. Now put the bread basket in the very middle of the table so that it’s easy for everyone to get it, and then put the napkins. First you need to finish one thing, and then start another.”
• “Let's see how you arranged the spoons. Did you miss anyone?
• The teacher supports indecisive children and encourages:
“I know, Nadyusha, you will now set the table . Start distributing spoons: to Katya, and Sasha, and your friend Anya.”
• You should not constantly set the same children as an example and assign them to duty . Slightly higher demands can be placed on them.
• As children master skills, the teacher's role in supervising those on duty changes . Initially, he reminds the kids of work techniques, the sequence of operations, and helps them cope with the task.
• Later, the adult limits himself to advice, general reminders, control, approval.
• It is important that duty .
DINING DISTANCE IN
MIDDLE GROUP
Tasks:
-Form a responsible attitude for the assigned work.
-Cultivate concern for each other, a desire to help help. teacher, work carefully and diligently.
the table correctly .
• The child on duty in the dining room must independently arrange forks, knives and spoons; put bread bins, vases with napkins; serve the second course; collect the dishes.
duty officer's corner should have everything necessary for work: aprons, caps, scoops, trays. Vases for napkins and bread bins are in such a place that it is convenient for children to pick them up and put them away after use.
• In the middle group, knives first appear in table , and the skill of handling them has not yet been developed.
• The amount of work in the middle group increases : children place saucers, cups from the serving table on children's tables , fill vases with napkins, lay out cutlery (spoons, forks, knives)
.
• In the middle group, each attendant serves one table .
Thus, duties are repeated frequently , and therefore children quickly and better master the necessary skills. The teacher needs to take into account the individual characteristics of children and the level of development of their work skills .
To work without haste, those on duty must be the first to finish the game and return to the room after a walk.
When the majority of the children are just starting to collect toys, the teacher reminds those of their responsibilities and sends them to the group .
There they are met by the teacher's assistant (at this time she had already wiped the tables and placed a pile of dishes on each table ).
The teacher and assistant teacher teach the attendants how to properly lay out the equipment.
The attendants place plates , each opposite a high chair, spoons are placed to the right of them, and a glass with napkins is placed the table The cups are placed so that the handle is on the right side.
• If a knife is served for dinner, it is placed to the right of the plate with the blade facing the plate, next to the spoon, then the salad fork.
The fork for the second one is on the left side of the plate.
A small spoon - in a saucer or next to a plate parallel to the edge of the table , the handle of the spoon should be on the right.
• The teacher must be patient and encourage those on duty :
“Seryozha was a real duty officer , he took care of everyone, he remembered everything himself, he didn’t forget anything.”
• The attendants remove bread bins , glasses and napkins from the table. They sweep the crumbs off the table , fold the tablecloths, turning to another person on duty .
• Do not overload the attendants with duties that each child must perform himself, for example, pushing in a chair, stacking plates, putting away a used napkin.
• At the end of the school year, children usually cope with cafeteria duty , and the teacher is limited to control and individual reminders.
• It is important that the children on duty not only perform their duties, but also eat themselves without haste or interruption. Therefore, when the tables are set , for those on duty before other children . Thus, those on duty are usually the first to finish lunch, after which they can begin their duties.
(The tablecloth on duty is folded in half on the table , and then in half again, and only then folded lengthwise).
DINING DISTANCE
IN SENIOR GROUPS
Canteen duty in older groups is gradually becoming more complicated both in terms of the content of work and the form of unification of children , in terms of the requirement for independence and self-organization in work .
Objectives: to develop in children responsibility for the assigned task, the desire to work for the benefit of the team, and the habit of systematically performing duties. Teach to thank those on duty for the service provided and to respect their work .
2 children are assigned to canteen duty
• The attendants come in early , wash their hands, put on aprons, scarves or caps and fully set the table according to the number of children and clean up after eating .
• Children partly clean up after themselves. After eating, each child moves his plate to the middle of the table , puts it on the others (if the teacher’s assistant did not have time to remove it, and takes the cup and saucer to the serving table (saucers on a stack, and cup on a tray)
.
• The attendants must clear away the dishes, napkin holders, bread bins, and tablecloths so that they can go to bed with other children without delay.
• The children thank the officers on duty for the assistance they provided .
• Children themselves must firmly know the order of their duty and begin it without reminders.
• The attendants must set the table in accordance with the menu, which should be known to them from the teacher.
• The teacher checks the performance of their work by those on duty the children in it .
• Requirements for the pace of work, the manifestation of organization in its process , efficiency and independence are increasing.
• The work of the attendants should be combined with the self-service of children .
• The attendants themselves or with the help of the teacher decide who will do what.
• The teacher addresses them as his assistants, teaches them to perform the task deftly, using economical techniques, encourages the inept, approves of initiative and diligence.
• In senior groups, duty officers can be assigned for a whole week.
• The attendants are creative in decorating the table (flowers, napkins arranged in an interesting, unusual way, etc.)
.
