Consultation for teachers, organization of duty in kindergartens

Work assignments in the senior group. Card file with goals according to the Federal State Educational Standard

Goal: to improve the ability to independently maintain order in a group (cleaning up building materials, toys).
To cultivate aesthetic taste and the desire to work for the benefit of others. “Order in the closet with toys” Purpose: to teach children to independently and aesthetically arrange toys, maintain order in closets, and wipe dust. Develop hard work and the ability to see disorder. To cultivate aesthetic taste and the desire to work for the benefit of others.

“Helping the nanny” Goal: To teach how to clear dishes from tables after meals, to teach children to provide all possible assistance to adults. Develop hard work and a desire to help adults. Foster respect for the work of adults.

“Canteen duty” Purpose: 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. Develop labor skills and abilities, the ability to see disorder in the table setting. Cultivate a desire to work for the benefit of others.

"Class Duty"

Goal: independently and conscientiously perform the duties of an attendant: lay out materials and aids prepared by the teacher for the lesson on tables; wash and put them away after class. Develop hard work and a desire to help adults. Cultivate a desire to work for the benefit of others.

“Order in toys” Purpose: to teach children to put on work aprons before starting work; keep toys in order: wash, dry, wipe and put in place. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work for the benefit of others.

“Duty in a corner of nature” Goal: to improve the ability to independently care for indoor plants: watering, loosening the soil. Foster a sense of responsibility. Learn to follow safety and personal hygiene rules.

“Clean flower trays” Purpose: to teach children to observe hygienic skills when working with water: roll up their sleeves, wet a cloth and wring it dry, rinse when dirty. Develop labor skills and habits, accuracy when working with water. Cultivate a desire to work. Learn to follow safety and personal hygiene rules.

"We wash napkins"

Goal: teach children the skills of soaping, rinsing and wringing out napkins, and continue to build a work culture. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work in a team, in harmony.

“Order in the dressing room closet” (together with an assistant teacher) Purpose: 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 neatly put the clothes back in place. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to work in a team, in harmony.

“Repairing books” Goal: to teach children to peck at books, use glue and scissors correctly, and use napkins. Develop labor skills, eye, fine motor skills, creative imagination. Foster a desire to work for the benefit of others, treat books and toys with care.

“Clean chairs” Purpose: to teach children to keep the chairs in the group room tidy and clean: wipe them with a damp cloth; arrange in places after classes. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to help adults and respect for their work.

“Washing doll clothes” Purpose: To teach children to help the teacher in washing doll clothes and bedding: to teach children to put on work aprons before starting work; prepare the necessary supplies for washing and drying, as well as a workplace; know how to use soap. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to work for the benefit of others.

“Washing dolls” Purpose: To teach children to help the teacher in washing dolls: rinse soaked dolls, clean them with brushes. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to help adults and respect for their work.

“There is order in the closet” Purpose: To teach children to be neat when folding things in the outerwear cabinet.

Project in the middle group “Duty Corner”

Middle group project

“Group duty corner”

Name of the organization implementing the project: Chernogorsk MBDOU "Teremok"

Completion time: project duration: 1 year

Project participants: teachers, middle school children, parents.

Relevance of the project:

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 work within their capabilities 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 children of middle preschool age is the formation of 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. From preschool age, every child must take part in work and perform simple duty duties.

Duty duty is one of the forms of organizing children’s work, which requires 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. Despite the seemingly insignificant result of labor, duty is of great importance in raising children. On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several children for others, is highlighted, therefore this form contributes to the development of responsibility, a humane and caring attitude towards people and nature. Duty duties place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.

The goal of the project is to replenish the RPPS group with equipment and supplies for labor education. Formation of a positive attitude towards work in preschool children. Project objectives 1. Organize educational activities aimed at developing work skills and abilities, a sense of responsibility for one’s work activity. 2. Create a duty corner in the group, conditions for the implementation of labor education of children. 3. Create the necessary conditions for the manifestation of the labor activity of each child, awaken in children the desire to work, help adults, have a positive attitude towards the results of their work and the work of their peers. 4. Involve parents in the educational process. To interest parents in participating in the project, in providing assistance in organizing and replenishing the RPPS group, in preparing the necessary material for the “Duty Corner” 5. Participation of children and parents in events and exhibitions in preschool educational institutions

Required materials: • didactic games; • special methodological literature; • equipment for a duty corner; • material for the manufacture of aprons, scarves, caps and napkins; • material for designing the “Duty Corner” in the group. Educational areas of the project: social and communicative development, cognitive development, speech development

Estimated product of the project: 1. Creation of a “Duty Corner” in the group. 2. Making various kinds of didactic games 3. Card index of didactic games on labor education 4. Making aprons, scarves, caps, napkins for the duty corner, equipping with the necessary materials and equipment 5. Conducting conversations on labor education 6. Photo report on the work done 7. Systematized literary and illustrative material on the topic. 8. Developed consultations and booklets for parents on labor education and the development of independence in children.

Expected result Children get an idea of ​​work and its types (self-service, household work, work in nature, get acquainted with the work of adults). Formed responsible attitude towards the assigned task. Carry out collective and individual assignments, understand the significance of the results of your work, take care of the timely completion of a joint task. Ability to independently perform duty duties. Be able to perform feasible work, help the teacher put in order the equipment used in work activities. To improve parental culture in matters of labor education of preschool children. Productive interaction between parents and children. Top up the group's RPP. References 1. Bondarenko, T. M. Introducing preschoolers to work. Methodological manual / T. M. Bondarenko. - Moscow: IL, 2014. - 208 p. 2. Bure, R. S. Preschooler and labor. Theory and methodology of labor education / R. S. Bure. - M.: Mozaika-Sintez, 2011. - 136 p. 3. Bure, Rosa Preschooler and labor / Rosa Bure. - M.: Mozaika-Sintez, 2014. - 2004 p. 4. Komarova, T. S. Labor education in kindergarten. Program and methodological recommendations / T. S. Komarova, L. V. Kutsakova, L. Yu. Pavlova. - Moscow: Higher School, 2009. - 719 p. 5. Labutina, N.V. Labor education of preschool children: a methodological guide for kindergarten teachers. / N.V. Labutina, A.A. Ivanova, N.P. Guseva. - Moscow: Gostekhizdat, 2021. - 2481 p. 6. Makhaneva, M. D. Teaching children to work / M. D. Makhaneva, O. V. Skvortsova. - M.: Sfera, 2012. - 2727 p. 7. Education of preschool children at work // Ed. V. G. Nechaeva. – M., 1999. 8. L. V. Kutsakova Labor education in kindergarten. -M., 2014.

9. Sergeeva D.V. Raising children in the process of labor activity. – M., 2000.

The result of the project. Long-term project implementation plan Stage Action, event Participants, responsible Result Dates Stage 1: preparatory 1. Setting goals, determining the relevance and significance of the project Educator Identification of the problem September 1 2. Selection of materials, study of methodological literature on this topic Educator Methodological support for the project From 1 to September 23 3. Long-term project planning. Development of a long-term work plan. Educator, parents Distribution of responsibilities for the successful implementation of the project From September 23 to 30 4. Discuss the goals and objectives of the project. Generate interest among parents in creating conditions for the implementation of the project. Educator, parents Distribution of responsibilities for the successful implementation of the project From September 23 to 30 5. Diagnosis of parents’ knowledge on the chosen topic Educator Analysis of results, solutions during the project duration 6. Organization of the RPPS creation of a “Duty Corner” Educator, parents Environment for the implementation of the project during project deadlines 7. Consultation with parents on labor education of children Educator. To help parents understand the importance of labor education for children during the duration of the project 8. Increasing the level of teacher self-education. Educator Replenishment of the subject-development environment with various kinds of didactic material and manuals during the duration of the project Stage 2 (basic, formative, practical) 1. Work with parents on involving the group in replenishing the “Duty Corner” group. Educator, parents Involve parents in replenishing the RPPS group during the project period 2. Production of schemes, algorithms, manuals Educator Parents Schemes, algorithms, manuals: • Algorithm for setting the table • Algorithm for washing toys • Algorithm for washing hands • Algorithm for making the bed • Algorithm for folding things correctly in the closet • Algorithm for dressing according to the seasons • Schemes of duty in the corner of the dining room, etc. during the project period 3. Preparation of consultations on labor education, carrying out work with parents on this topic Educator, parents Consultations: • “Joint work of children and parents” • “Duty as a form of organizing the work activities of preschoolers” • “Nurturing independence in preschool children” • “Labor education of children in the family” • “Effective advice for introducing children to work” • Recommendations for parents on labor education during the project period 4. Development notes "On duty" Educator Children Note 6. Making didactic games Educator Parents Various games:

• Find by silhouette • Arrange in order • Call affectionately • Table setting • Ability to use cutlery

• What did the artist mix up • Let’s make soup, compote • Supermarket • Pick up the shadow • What’s what and other games during the project’s duration

7. Posting information on labor education on the preschool educational institution website and on pedagogical portals Educator Material for sites during the project period 8. Educator, children Notes, photo report. 9. Development of a card index of games for labor education Educator Card index. 10. Making a calendar of duties in the group Teacher Duty calendar (dining room, classes) September-October. 11. Development of a duty schedule Educator Duty schedule in the group September 12. Development of conversations on labor education Educator Card file of conversations during the project period 13. Reading literature on labor education Educator, children. To form children’s ideas about work during the project period 3rd stage: control and diagnostic tic, final 1. Report at the teachers’ council on the work done Educator Photo collage (presentation) 2. Participation in the competition of the preschool educational institution “Duty Corner” Educator Presentation of experience and methodological developments at the preschool educational institution level 3. Publication of the project, consultations, manuals in Internet resources

In the middle group, cafeteria duty is usually introduced in the first half of the year. Complication comes due to an increase in the amount of work (full table setting). From the second half of the year, we begin to teach children to be on duty in preparing materials for classes.

The group, of course, needs a corner for those on duty. The duty officer's corner should have everything necessary for work: aprons, hats, scoops. Vases for napkins and bread bins are located in such a place that it is convenient for children to pick them up and put them away after use. This is what the duty officers' corner looks like in our group.

Application

DINING DUTY 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 simple tasks: 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 order of priority in completing assigned tasks:

“Today Ira will take care of his comrades and will be on duty at his desk. Dima will set this table... Let them work for everyone today, 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.”

Supervising the work of those on duty, the teacher reinforces the skills of laying out cutlery: “Spoons should be taken by the handle, one at a time, placed 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 reach, 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, encourages:

“I know, Nadyusha, you will set the table well now. Start handing out 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, and approval.

· It is important that the duties of duty officers are performed by all pupils, and not just active and skillful ones.

DINING DUTY IN A 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.

-Know how to properly set the table.

· 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.

· The 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 settings, and the skill of handling them has not yet been developed.

· The volume of work in the middle group increases: children place saucers and 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 learn the necessary skills faster and better. 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 on duty 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 the plates, each opposite the high chair, spoons are placed to the right of them, and a glass with napkins is placed in the middle of the table. The cups are placed so that the handle is on the right side.

· If a knife is served for lunch, then it is placed to the right of the plate with the blade facing the plate, next to a spoon, then a 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 truly on duty today, he took care of everyone, he remembered everything himself, he didn’t forget anything.”

· The attendants remove bread bins and glasses with napkins from the table. They sweep the crumbs off the table, fold the tablecloths, turning to another person on duty for help.

· 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 on their own, 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, soup is poured 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).

DUTY FOR CLASSES

Lesson summary for middle group children

Goals:

Equipment: drawings for easels depicting equipment for art classes and elementary mathematics. Badges for flannelographs with images of pencils, brushes, jars, paints, rulers for counting, counting material... Sets of equipment for drawing, for modeling, for applique, for elementary mathematics.

Preliminary work. Carrying out individual assignments in preparation for classes. Supervising older children on duty.

PROGRESS OF THE CLASS

Educator. While the older children are preparing the desk for class, let's look out the window.

A short conversation is held about the weather (about the state of the sky, earth, trees). Outside the window, the children notice Carlson (the toy) and look through the glass. The teacher pulls Carlson by the fishing line through the window. Children say hello, ask any questions, comment on the situation.

Carlson. I want to be friends with you. Let's get acquainted!

Children say their names.

Educator. Carlson, we are about to have a lesson, so I ask you to sit on the windowsill. Places it in the study area next to the desks. After class you can play with the children. (Addresses the children) How many of you know the name of the children who prepare everything necessary for classes?

Children. On duty.

Educator. Yes, these are the duty officers. It turns out that you can be on duty not only in the canteen, but also in classes. Please look at what is shown in the pictures on the first easel.

Children. Paints, brushes, cups of water, napkins.

Educator. What activity do you think the attendants prepared these items for?

Children. For drawing.

Educator. Now think and tell me, what activity can be done with the objects drawn on the pictures of the second easel?

Children. Mathematics.

Educator. Why do you think so?

Children express their thoughts.

Educator. And who prepared all this?

Children. On duty.

Educator. Please tell me, for what lesson did the staff on duty prepare the material shown on the third beam?

Children. To the application.

Educator. Try to remember and name who puts the items needed for classes on the desks?

Children. On duty.

Educator. It turns out that the class attendants have a lot of work to do. You have already grown up and can also be on duty for classes. You need to be able to be on duty, know what items to prepare for what activity. Let's practice: I will name the item, and you will determine for what activity they will be needed. Lists: clay, pencils, glue, paints, metallophone, ball, scissors, hoop, abacus...

Children name the corresponding activities.

Educator. Employees on duty must be attentive while working. Why do you think?

Children express their thoughts and assumptions. With the help of the teacher, they come to the conclusion that proper duty helps all children study well.

Educator. I know that each of you has your favorite activity. Let's play with you. Imagine that you are all on duty. On flannelographs, each of you will attach those items that are needed for his favorite activity. And I'll try to guess what kind of activity this is. Just don't tell me. Agreed?

The teacher observes the children’s work and determines the activity. Unnoticed, he removes one item from each table and puts them near Carlson. As the children complete the task, they name the activities and justify their guesses. Children confirm or refute the teacher’s assumptions.

Educator. Now find a place at the table that is prepared specifically for your lesson. You can do your favorite thing there.

Children look for the right places and start studying. The teacher observes when everyone discovers a lack of equipment and how they react to it. If necessary, asks leading questions like: “why don’t you start gluing, cutting, painting...”, helps to find out the reason for the inability to complete the task. Together they conclude that those on duty must be very attentive and conscientious, otherwise the lesson will not work.

Carlson. Guys, it's my fault. I decided to make a joke and removed several items from your tables. Your duty officers are not to blame; they did everything right. And I let them down. Excuse me please. Take turns, name someone who needs something for work and I will return the missing item to you.

Children name the missing items and take them from Carlson. They work at tables of their own design.

Educator. Today I taught you how to be a good student on duty in preparation for classes. Tell me, please, what kind of work do these attendants do?

Children list.

Educator. What kind of staff should be on duty in order to prepare everything correctly?

Children. Attentive, know what to prepare for what lesson...

Educator. And next time we’ll talk about what duty workers should do after classes.

Consultation “Duty duty as a form of mastering work skills by preschoolers”

Duty duty is one of the forms of organizing children's work. Despite

The seemingly insignificant result of labor and duty are of great importance in raising children: those on duty always perform work that has social significance and is necessary for the team.

There are three types of duty: duty in the dining room, duty in classes and duty in a corner of nature.

Canteen duty is introduced in the junior group, starting in the second half of the year. The child on duty is given only one condition: to help the assistant teacher set the table at which he and his friends are sitting. The child hands out spoons, places bread bins, glasses with napkins. When guiding children, the teacher relies on interest in the activity process and creates an emotionally positive attitude towards it.

The teacher focuses on teaching children consistency in work and the ability not to be distracted from work, and also strives to create a calm environment.

In the younger group, the teacher assigns a person on duty at each table.

In the middle group, children continue to be on duty in the dining room, and just like in the younger group, each table is assigned its own attendant, who distributes spoons, places bread bins, glasses with napkins.

When assessing the work of the duty officer, the teacher emphasizes how much he cares about his comrades, is attentive to them, and how he treats his duties. He explains that the work of duty officers is very necessary, that children should help adults in their work, and relies on positive examples of children’s behavior at work.

In the second half of the year, when children's skills become stronger, the amount of work can be increased. The attendants are instructed to place cups (2 cups each) brought by the assistant teacher and carry them from the serving table to the children's tables. The attendants themselves fill the napkin holders with napkins.

Children in the middle group clear the dishes after eating. The attendants clear bread bins and napkin holders with napkins from the table, sweep crumbs off the table, and fold tablecloths. The teacher teaches children how to fold a tablecloth: holding the ends, fold it in half on the table, and then again

in half and only then fold lengthwise.

The teacher's assistant removes the stacked plates and takes away the cups.

In the second half of the year, class duty is introduced in the middle group.

The duties of older preschoolers are gradually becoming more complex both in the content of work and in the forms of unification of children, in terms of the requirement for independence and self-organization in work. Children of older groups are on duty in the dining room, in classes and in the nature corner. Typically, two children are assigned to each type of duty daily.

The work of the dining room attendants includes full table setting and cleaning after meals. The requirements for the pace of work, the manifestation of organization in the process, efficiency and independence are increasing. After eating - arrange the dishes (without food leftovers) after eating in a pile on each table, remove the bread bins and napkin holders. Sweeping crumbs off the table.

It is very important that the assistant teacher rely in her work on the help of children and be patient with their uncertain movements and slow pace of activity. It can be of great help to the teacher in teaching children the necessary skills.

Distribution of responsibilities in the process of organizing duty in preschool educational institutions

The effective use of such a regime moment as catering for educational and developmental purposes largely depends on the rational distribution of responsibilities between adults.

Consultation for parents

Labor education of children in the family

Goal: to introduce and familiarize parents with information about labor education in the family. Purpose: this material is intended for parents of preschoolers, and will also be useful to educators. Relevance. “Education itself, if it wishes a person happiness, should educate him not for happiness, but prepare him for the work of life. Education should develop in a person the habit and love of work; it should give him the opportunity to find work for himself in life.” (K. D. Ushinsky). Labor has always been the basis for human life and culture. Hard work and the ability to work are not given by nature, but are cultivated from early childhood. Work must be creative, because it is creative work that makes a person spiritually rich. In order for a child to receive a full education, not only joint activity with an adult, physical activity and the desire for knowledge are necessary, but work is also important. Hard work is instilled from infancy. And here the contribution of not only educators, but also parents is needed. The desire to work is initially instilled by parents. And then it develops in kindergarten and school. If a child himself strives to work or carry out work assignments, then he develops a love of work and a sense of duty. His character, skills, and skills in work develop quickly and, most importantly, with interest for the child himself. The foundations of labor education are laid in the family. The family is a friendly work team. The love of work must begin to be cultivated very early. Imitation, characteristic of a child, is one of the most important motives that encourage children to be active. Watching adults work gives rise to a desire to do the same. Not to extinguish this desire, but to develop and deepen it is the main task of parents if they want to raise a child to be a hard worker. Success in instilling hard work can be called developing the habit in children of performing responsibilities independently. The child must be taught that he must do his work himself, then he will develop a sense of importance. And our responsibility – the responsibility of adults – is to develop independence, hard work and the desire for success.

Who is he, what is his name? Who is the most important in the world? The kindest; the most glorious? Who is he? What's his name? Well, of course, it’s work! Who is the smartest in the world, the oldest; the youngest? Who is he? What's his name? Well, of course, it's work! Who is the true king of nature for all centuries and years? King of fields, factories, ores? Who is he? What's his name? Well, of course, it's work!

Dear parents! Allow me to present to your attention a booklet on the topic

“Labor education of preschool children” WHAT DOES IT MEAN to prepare a child for life? What is the main guarantee that this life, so dear to us, will be lived beautifully, brightly, and profitably? We will probably not be mistaken if we say: the main thing is to teach people to love work and find a source of joy in it. Without this there can be no success either in learning or in future activities; without this there is neither respect from others nor self-esteem. In other words, without this there is no happiness. Only through systematic and persistent work is a personality formed and its best qualities forged. Working together with other children, helping them and receiving their help, the child becomes more responsive and sensitive. Daily solution of one or another practical problem develops mental abilities, curiosity, and perseverance.

Love and the habit of work determine the future of a little person. When taking care of him, make sure he is hardworking!

Parents who think that the time for labor education comes when the child reaches school age or becomes even older are mistaken. The desire for active practical action is characteristic of children, inherent in them by nature. This precious quality must be maintained, developed, and skillfully directed. The earlier labor education is started, the better its results will be.

Advice for parents • Involve the child in family work as early as possible; • Assign permanent responsibilities to the preschooler, for the fulfillment of which he is responsible; • Do not allow deviations from the requirements accepted by adults, otherwise the child will shirk fulfilling his responsibilities; • Do not punish the child with work: work should please and bring satisfaction; • Teach a child to work, instilling in him basic work culture skills: rational work methods, proper use of tools, planning the labor process, completing work; • Do not give the child excessive tasks, but assign work with sufficient load; • Do not rush, do not rush the child, be able to wait until he completes the work himself; • Do not forget to thank the child for things that required special efforts from him; A child values ​​and cherishes what he has made with his own hands, so it is necessary to involve him in socially useful work. This is where the education of respect for the public property begins.

Card index: Household work in the senior group.

Nina Gelinger

Card index: Household work in the senior group.

Card No. 1.

“Order in the closet with toys and manuals”

Goal: to teach children to independently and aesthetically arrange toys and aids, maintain order in closets, and wipe dust. Develop hard work and the ability to see disorder. To cultivate aesthetic taste and the desire to work for the benefit of others .

Card No. 2.

Goal: to teach children to observe hygienic skills when working with water: roll up their sleeves, wet a cloth and wring it dry, rinse when dirty. Develop labor skills , accuracy when working with water. Cultivate a desire to work in a team , in harmony.

Card No. 3.

Goal: To teach how to make bed linen and to teach children to provide all possible assistance to adults. Develop hard work and a desire to help adults. Foster respect for the work of adults .

Card No. 4.

"Dining 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, remove the dishes after eating; brush off tables and sweep the floor. Develop labor skills and abilities , the ability to see disorder in the table setting. Foster a desire to work for the benefit of others .

Card No. 5.

"Class Duty"

Goal: independently and conscientiously perform the duties of an attendant: lay out materials and aids prepared by the teacher for the lesson on tables; wash and put them away after class. Develop hard work and a desire to help adults. Foster a desire to work for the benefit of others .

Card No. 6.

"Order in toys"

Goal: to teach children to put on work aprons before starting work; keep toys in order: wash, dry, wipe and put in place. Develop diligence , the ability to see disorder; be careful when working with water. Foster a desire to work for the benefit of others .

Card No. 7.

Goal: teach children the skills of soaping, rinsing and wringing out napkins, continue to build a work

(neatness in the process of activity)

Develop diligence , the ability to see disorder; be careful when working with water. Cultivate a desire to work in a team , in harmony.

Card No. 8.

“Order in the dressing room closet (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 neatly put the clothes back in place. Develop diligence , the ability to see disorder, and accuracy when working with water. Cultivate a desire to work in a team , in harmony.

Card No. 9.

Goal: to teach children to peck at books, use glue and scissors correctly, and use napkins.

Develop labor skills , eye, fine motor skills, creative imagination. Foster a desire to work for the benefit of others , treat books and toys with care.

Card number 10.

Goal: to teach children to help the nanny keep the chairs in the group room : wipe them with a damp cloth; arrange in places after classes. Develop labor skills and abilities , the ability to comply with cultural and hygienic requirements when working. Foster a desire to help adults and respect for their work .

Card No. 11.

"Washing Doll Clothes"

Purpose: To teach children to help the teacher in washing doll clothes and bedding: to teach children to put on work aprons before starting work; prepare the necessary supplies for washing and drying, as well as a workplace; know how to use soap. Develop labor skills and abilities , the ability to comply with cultural and hygienic requirements when working. Foster a desire to work for the benefit of others .

Card number 12.

Goal: To teach children to help the teacher in washing combs: rinse soaked combs, clean them with brushes. Develop diligence , the ability to see disorder, and accuracy when working with water.

Foster a desire to help adults and respect for their work .

Notes on the organization of labor activities in the preparatory group. “All together let’s put things in order in the group” Municipal preschool educational institution Combined kindergarten “Fairy Tale” Notes on labor organization.

Organization of duty for preschool children in preschool educational institutions

Valentina Amelchenko

Organization of duty for preschool children in preschool educational institutions

Organization of children's duty

preschool age in preschool educational institution

Duty duty is one of the forms of organizing children’s work , which requires 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. Despite the seemingly insignificant result of labor, duty is of great importance in raising children . On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several children for others , is highlighted, therefore this form contributes to the development of responsibility, a humane and caring attitude towards people and nature. Duty duties place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.

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 complex 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 labor, duty is divided into

- duty in the dining room;

-preparation for classes;

- duty in a corner of nature.

Second junior group Duties in kindergarten are organized from the second junior group - the second half of the year. Kids are involved in preparing the feeding process and carry out the simplest instructions: placing chairs correctly on the tables, plates with bread, glasses with napkins in the middle.

By giving instructions to children of the 4th year of life, the teacher develops in them the ability to perform several labor actions related to setting the table. children are first taught to place napkin holders and bread bins on the table, then to lay out spoons. After the baby masters these actions, he is taught to arrange the plates.

At the initial stages of instilling duty , techniques such as setting tables with the child are used, later with a little help from the teacher, as well as didactic games: “Let’s set the table for dolls”

,
“Mishka’s Birthday”
,
“Masha Is Having Lunch”
,

"Feeding the dolls"

and etc.

In the first months, it is necessary to teach those on duty the correct work techniques: remind them that cups should be taken by the handle, the bread bin should be carried with both hands, etc.

The child on duty is given only one condition: to help the assistant teacher set the tables. an attendant at each table . After washing his hands with soap, putting on an apron and cap (kerchief), the child helps distribute spoons, places bread bins, glasses with napkins, prepared in advance by adults on the distribution table. When guiding children, the teacher relies on interest in the process of activity, creates an emotionally positive attitude towards it. The teacher teaches the child to maintain consistency in work and the ability not to be distracted from the task, and also strives to create a calm environment, controls him, and comes to his aid, taking into account his individual capabilities.

Middle group

In the middle group, children continue to be on duty in the dining room attendants are appointed , who completely set the tables: hand out individual napkins, spoons, forks, place bread bins, glasses with napkins, prepared in advance on the serving table. The attendants themselves fill the glasses with napkins.

In the second half of the year, in the middle group, duty for classes (lay out brushes, put jars of paste, lay out individual napkins, etc., they also help clean up the material after classes.

The teacher emphasizes how much the child cares about his friends, is attentive to them, and how he treats his responsibilities. He explains that the work of duty officers is necessary , that children should help adults in their work, and is based on positive examples of children’s behavior at work .

Senior group

The older group is also assigned two children each serve The attendants come in early (quickly change clothes, wash their hands, put on aprons, scarves or caps and fully set the table with dishes prepared in advance by the assistant teacher at the serving table, in accordance with the number of children . The process must be supervised by an adult.

In part, children clean up after themselves. After eating, each child moves his plate to the edge of the table and takes the cup to the serving table as in the middle group. At the same time, it is important to ensure that children do not linger near the serving table and create chaos.

the attendants should remove napkin holders and bread bins, help put away spoons and forks, and sweep crumbs off the tables.

The children thank the officers on duty for the help they provided . The teacher checks the performance of their work by those on duty the children in it . The 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, and approves of initiative and diligence.

Duties in preparation for classes. Help can be provided both before class and the day before. Before the lesson, those on duty should find out what materials will be needed, help distribute the necessary material, pour glue, and bring materials for the lesson to the group. The day before class, help cut out geometric shapes, bring visual material, help wipe off dust, and arrange chairs.

If the teacher knows how to rely on the help of those on duty , and emphasizes its importance in every possible way, the children responsibility for completing the assigned task increases.

Also, in the senior group, another type of duty is being introduced - duty in a corner of nature . (starts from the beginning of the year)

.
The meaning of this type of duty can be explained in class when getting acquainted with plants and their needs, as well as with the conditions for keeping these plants. The teacher emphasizes the importance of careful constant care of plants; Only under this condition will they feel good in the group. During the lesson, the teacher can also show some new techniques for the work of those on duty : how to spray plants from a spray bottle (which ones need to be sprayed and which ones shouldn’t, why, how to plant onions instead of cut ones, how to prepare water for watering plants, etc.
When the teacher moves on to organizing the general work of the attendants , he unites children in pairs . Often, educators unite children in pairs according to the principle of “skilled with incompetent”

.
But this does not always give a positive result. In older groups, children show a selective attitude towards each other and this should be taken into account when assigning them to be on duty together .
It is very important for the teacher to think through the content of the work of the attendants , so that it is not of a formal nature, but is specific and necessary for the team. The teacher addresses those on duty as his assistants, approves of their actions, diligence, initiative, ability to complete tasks, and use rational techniques. So before class, the teacher, addressing the children, says: “ The attendants prepared everything they needed so quickly that you can start studying right away. Thank you, well done!” Another time he may turn to them with the question: “Well, can we start the lesson? Invite children to a lesson ."

All this increases children's interest in the matter . They feel that their work is needed, and the teacher’s encouragement of their actions strengthens their confidence in their abilities.

The teacher also teaches children to thank those on duty for the service provided and to respect their work. If the teacher knows how to rely on the help of those on duty , and emphasizes their importance in every possible way, the children responsibility for completing the assigned task increases. This is also facilitated by conversations on the topic “How we are on duty ”

.

From time to time, the teacher emphasizes the children's , discusses with them what else they can do; in the conversation, he especially highlights cases of manifestation of a friendly attitude towards peers, a desire to help the assistant teacher. It is very important that the assistant teacher rely in her work on the help of children , and be patient with their uncertain movements and slow pace of activity. It can be of great assistance to the teacher in teaching children the necessary skills .

Clothing and equipment necessary for children on duty and work

In order for children to be on duty in the dining room , in a corner of nature, to prepare materials and aids for classes, a variety of equipment is needed.

For the dining room: aprons and scarves (for boys - caps or bandanas.

In a corner of nature: oilcloth aprons, sleeves.

All equipment is kept within the access of children in accordance with their growth.

Labor activity in the senior group in the classroom

Household work in the senior group is an important method of socialization, intellectual and moral development of preschool children. By adhering to the rules of a child’s work activity and involving parents in it, maximum results can be achieved. Thanks to a variety of systematic employment, children prepare to master professions and learn independence.

How to organize work activities in the senior group

According to the Federal State Educational Standard, when organizing work activities, the teacher takes into account its principles:

• regularity;
• participation of all children;
• the feasibility of children's contribution;
• inadmissibility of overworking children;
• exciting activities;
• unobtrusive control.

The doll's clothes will be clean

The child should not be allowed to develop a negative attitude towards work tasks.

Observation and work in a corner of nature

We need to cultivate a love for conscious, regular observations of nature. For this purpose they keep a “Diary of a Living Corner”. In it, the attendants leave comments about changes in plants and the habits of animals. Sometimes it’s worth reviewing notes as a group. Most of the observations and work in the corner are carried out before breakfast and after bedtime.

Important! The children are told the rule: only those on duty can write in the diary. Only the actions in the corner and the changes in its inhabitants are described.

Working in nature brings pleasure to children and has a positive effect on their diversified development. In the course of work, respect, love for the natural environment, and the ability to take care of it are formed. Interest in work and a responsible and conscious attitude towards it are strengthened.

A living corner can be decorated creatively

Working in nature (with domestic living creatures and outdoors) is an important educational method. It stimulates intellectual development, broadens horizons, and develops sensory perception of the world. Working in the natural environment, children learn the properties, states, characteristics of objects, learn to establish and analyze them.

The teacher teaches how to build on the properties of natural objects when performing work tasks. For example, when determining a plant’s need for moisture, a child takes into account the condition of the stem and leaves: their density, elasticity, color. Children form standard ideas about the characteristics of environmental objects.

Children begin to be on duty in the living area in the senior group. This allows you to improve work skills, properly socialize, and motivate the child.

Work assignments

When attracting older children to work, they often use instructions. To complete them, the teacher invites a group of children to complete the task. Self-organization skills in this age category are not yet sufficiently developed, so the teacher plans the children’s work together with them. The following questions are discussed:

• where to start;
• what needs to be prepared (tools and materials);
• how to organize work in order to perform efficiently;
• how to work without getting dirty and littering;
• distribution of tasks between participants.

Important! The teacher does not impose methods of performing the task on the performers, does not distribute roles, but only helps and prompts, controls.

A type of collective assignment is systematic duty in a living area. They are carried out throughout the academic year and are introduced in September-October. Beforehand, the teacher talks with the students about the types of plants from the living area, the features of care, the conditions for their full development, and the daily tasks of those on duty. At the stage of developing the skill of caring for living beings, the teacher appoints people on duty every day. Their number is determined by the number of corner objects.

Caring for house plants in the garden

The teacher and those on duty together distribute the responsibilities of the group. Monitoring of work and support from the manager is carried out unobtrusively, kindly, and in a timely manner. In the first weeks of duty, the teacher participates more actively in the work of the groups, and then - as necessary.

Caring for indoor plants includes their replanting and propagation, which is carried out in the spring. Prepare for such work in advance. Children and the leader inspect the plants, select those in need of replanting, prepare the soil (sand, soil), look for pots of the required size, scoops, potassium permanganate solution, sharpened sticks. The bulk of the work is done by the teacher. The guys are cleaning the soil from debris, stones, and wood chips. It is advisable to sift the soil.

Important! The educational component of such lessons is to consolidate knowledge about the structure of plants (flower, leaf, stem, root).

Method of artistic work in the senior group

Artistic work is an activity to satisfy the aesthetic needs of a child. It is the manufacture of products from natural raw materials, fabric, cardboard, paper, wood. You can create applications, board games, puppet theater. Such work stimulates imagination, develops creativity, improves fine motor skills, develops perseverance, endurance, and the ability to complete work. Children can present the results of their labor to loved ones in the form of gifts.

The rules for the work of duty groups in kindergartens on non-working days have been clarified

The Ministry of Education of the Russian Federation sent recommendations to the regions: “A mandatory requirement for each subject is to organize duty groups in kindergartens. Each region must ensure monitoring of the needs of parents in the work of kindergartens during this period... In all regions, a list of operating kindergartens must be compiled and parents must be informed.”

MK found out what this will look like in practice.

Firstly, parents in a number of regions will be required to provide documents stating that they have “uninterrupted production” and have no one to leave their child at home with. That is, those working in private companies that do not belong to “privileged” areas, as well as mothers who are housewives but take their children to kindergarten, may be refused. Obviously, in this way the authorities will try to limit the number of children they want to bring to kindergarten on declared non-working days.

Secondly, not every garden will have a group on duty. Thirdly, in multi-age groups on duty, the baby will be surrounded by unfamiliar older children, and the teachers will change.

Angelina is a single mother raising four children of different ages. She doesn’t work, she needs to take care of the children, especially since 8-year-old Katya has a disability and she needs to go to the doctors often. The youngest daughter, three-year-old Sonya, only went to kindergarten in September. Their kindergarten announced that from October 28 to November 3, a duty group for children would be organized - but only for those whose parents officially work, and later clarified that adults should be employed “in the civil service and uninterrupted production.” Such parents must write an application addressed to the director of the preschool organization, indicating their place of work, which will be considered by the administration.

According to my mother, a lot of children are sick now. “There are 4 out of 19 people left in our group,” says Angelina...

According to the Ministry of Education and Science of the Kaluga Region, duty groups will work in kindergartens on November 1, 2 and 3, but they will only accept children of those parents for whom additional weekends remain working days. They were asked to notify the kindergarten administration in advance that they would bring their children. The story is the same in the Kostroma region: the regional authorities promised to “create duty groups in kindergartens for children of working parents.”

However, in some regions they will not introduce such strict restrictions on the admission of children to work groups depending on the working status of the parents. The Ministry of Education and Science of the Samara Region reports that “kindergartens will operate in groups on duty, except for holidays from November 4 to 7. The teacher must be notified in advance about the need to visit a preschool institution, and there is no need to provide any certificates from the employer.”

Garden No. 92 in Yaroslavl made an announcement that “November 1, 2, 3 is operating as usual” and asked to be notified which of the children would come to the kindergarten in order to determine the amount of food.”

However, not all regions have been decided yet. For example, in the Lipetsk region, the authorities will make a decision on whether duty groups will be created in kindergartens and in which ones at the beginning of next week.

Long-term planning. Card file of work activities

Cards and goals for work activities look like this:

• Card 1 “Wipe the leaves of plants”

Goal: to teach how to work carefully with water: put on an apron, roll up your sleeves, do not splash or spill water; learn how to work with a rag correctly: wet, squeeze, rinse when dirty; develop diligence, ability to work, accuracy; cultivate mutual respect during joint work in the senior group.

• Card 2 “Duty after class”

Goal: to teach how to independently diligently perform duties while on duty: lay out the materials brought by the teacher, clean and put them in place after class; cultivate respect for work and the desire to work for the benefit of the team.

• Card 3 “Washing napkins”

Goal: to develop the skill of soaping material, washing away stains, rinsing a napkin, squeezing until slightly damp; create a culture of careful work and personal hygiene; develop the ability to notice pollution and use water to remove it; develop the ability to work collectively and amicably.

• Card 4 “Order on the toy shelves”

Goals: independent cleaning, dusting; the ability to maintain order and avoid a chaotic arrangement of items in the closet; developing the ability to notice disorder and hard work; education of altruism and aesthetic taste.

• Card 5 “Canteen duty officer”

Goal: be able to independently perform duties efficiently: put on the duty uniform, wash your hands well; set the table according to learned rules, see incorrect table settings and correct shortcomings; remove used cutlery and dishes, wipe tables, sweep; develop labor skills; cultivate a desire to maintain cleanliness for one’s own comfort and for the benefit of the team, caring for household items.

Table setting in the dining room

MBDOU "D/s No. 47"

Recommendations for the work of duty groups

From the Decree of the Governor of the Krasnoyarsk Territory dated 04/04/2020 No. 81-ug

“The Ministry of Education of the Krasnoyarsk Territory, heads of municipalities of the Krasnoyarsk Territory, private educational organizations must ensure from April 6, 2021 to April 30, 2021 inclusive, the work of duty groups for pupils of preschool educational organizations (kindergartens), whose parents (legal representatives) perform labor functions in organizations operating in areas in respect of which restrictive measures have not been taken by decisions of the President of the Russian Federation or this decree.”

• During the period of declared non-working days from April 7 to April 30, 2020, in educational organizations implementing educational programs for preschool education, childcare and supervision (hereinafter referred to as preschool educational institutions), organize duty groups for pupils at the request of parents (legal representatives), who are both (or in a single-parent family alone) work in structures that ensure the necessary functioning of society, determined by Decree of the Governor of the Krasnoyarsk Territory dated March 27, 2020 No. 71-ug “ On additional measures aimed at preventing the spread of coronavirus infection caused by 2019-nCoV in the territory of the Krasnoyarsk Territory” ,Decree of the Governor of the Krasnoyarsk Territory dated 04.04.2020 No. 81-ug “On amendments to the decree of the Governor of the Krasnoyarsk Territory dated 27.03.2020 No. 71-ug “On additional measures aimed at preventing the spread of coronavirus infection caused by 2019-nCoV in the territory of the Krasnoyarsk Territory "
• To enroll a child in the duty group, the employer must provide information to the education department, parents (legal representatives) must provide the following documents to the preschool educational institution:
• — an application addressed to the head of a preschool educational organization (Appendix 1), if this is a child from another kindergarten;
• — employer’s certificate (Appendix 2), approved by the Decree of the Government of the Krasnoyarsk Territory “On approval of the Procedure for establishing and complying with regulations and restrictions by citizens of the self-isolation regime during the spread of coronavirus infection (2019-nCoV) in the Krasnoyarsk Territory” No. 188-p dated 04/01/2020.
• If the parent does not have a certificate from the employer, he is sent to his organization to the employer.
• Children are admitted to preschool educational institutions with a certificate, which parents can obtain in the first-aid room at the clinic at their place of residence, starting from 04/07/2020.
• Duty groups work a 5-day work week (with days off on Saturday and Sunday).
• The number of duty groups in preschool educational institutions is established by order of the head.
• The group size is no more than 15 students.
• Duty groups can be formed either on a same-age or multi-age basis.
• Duty groups operate in accordance with the operating hours and hours of the preschool educational institution.
• The organization of the work of duty groups provides for the mandatory presence of the necessary sanitary, hygienic, anti-epidemic conditions, and compliance with fire safety rules.
• The reception of pupils is accompanied by temperature measurement (“hard morning filter”). When receiving children, kindergarten staff and medical workers use personal protective equipment (masks, gloves).
• It is mandatory to have a medical worker in the preschool educational institution for the entire period of operation of the duty groups (working schedule of medical workers, the possibility of changing workers during the day, as well as during the period of work of the duty group).
• Restrict the access of parents (legal representatives) to the preschool premises. Children are accepted at the entrance to the preschool. To optimize the reception procedure, there should be an administrator on duty near the entrance (or several teachers on duty), who escort students to groups.
• Pupils of duty groups are provided with nutritious meals in accordance with the approved 10-day (20-day) menu.
• Teachers of duty groups keep records of group visits by pupils entering duty groups in the prescribed manner, as determined by local acts of the preschool educational institution.
• In duty groups during this period, children are supervised and cared for in accordance with the daily routine, current sanitary and epidemiological rules and regulations, taking into account the age of the pupils. There are no educational activities. Direct organized activity is replaced by play, music, physical education, productive activity, and observation. Walks are carried out in accordance with San PiN, maintaining a distance of at least 2 meters from other groups. Strictly on playgrounds.
• The work of preschool employees is carried out according to the schedule for the period of non-working days.

Analysis and self-analysis of the results of household work in the senior group

The teacher can analyze children’s achievements in labor development over six months. The teacher identifies the most and least successful types of activities of the child, his activity, and initiative. To do this, you can use the “Diagnostic Card” table. An approximate version of such a map is presented below.

Important! The map records all types of work activities of students in senior groups.

Sources:

https://ped-kopilka.ru/blogs/blog60781/kartoteka-trudovyh-poruchenii-v-starshei-grupe.html https://www.maam.ru/detskijsad/kartoteka-hozjaistveno-bytovoi-trud-v-starshei -grupe.html https://vospitanie.guru/trudovoe/hozajstvenno-bytovoj-trud-v-starsej-gruppe