Construct of collective work. Labor in nature, theme “Winter garden”. Senior group (5-6 years old)

Construct of collective work. Labor in nature, theme “Winter garden”. Senior group (5-6 years old)

-Guys, look at the seeds we have. Which ones do you think are onion and dill seeds? (Children’s answers).

-Correct, but how did you identify them? (Children's answers: Dill seeds are oval-shaped with sharp ridges on the surface, they have a bright aroma).

-How did you identify the onion? (Children's answers - a small yellow ball of a round shape and has a husk on the surface).

-Well done, guys, what do we need in order to plant our seeds? (Children's answers - water, soil, pots, seeds, shovel).

-And in order to plant our seeds correctly, we need to know the sequence. To do this, let's look at the pictures that are on the table and arrange them in the correct sequence.

The teacher invites the children to look at pictures depicting the sequence of planting dill and onions on the table in free order.

He looks at them with the children one by one and invites one of the children to put them in order.

-So, first we will fill the pot with soil, but not completely; Next we will plant the seeds, but not too close to each other! Next, we will carefully fill the rest of the pot and pour water. And when we plant the seeds, we need to clean our workplace.

The teacher shows the landing sequence.

-Guys, look, I take a spatula and fill the pot with soil, but not completely, I take a few seeds and place them not very close to each other. After that, I fill it with soil and water it, then we clean up our place.

-You and I remembered the landing sequence. What tools will we use? (Children's answers: pot, spatula, watering can).

- Guys, I have tools under my napkin. I encourage you to consider them.

The teacher draws the children's attention to the table, lifts a napkin and shows various tools (pot, soil, spatula, soap, etc.).

-Which of these tools will we need for planting?

The teacher listens to the children's answers and offers to justify them. Draws the children's attention to the remaining items and offers to explain why they will not be needed in the planting, and where they might come in handy.

- Guys, you know that trouble can happen if you don’t follow safety rules? I suggest we remember how to behave when we plant onions and dill.

The teacher shows a spatula.

-What is this? (Children's answers: shoulder blade).

-Why do we need it? (Children's answers - To pour soil into a pot).

-What happens if you wave it? (Children's answers - you can hit, hurt someone else).

-That's right, so be very careful.

The teacher talks about safety precautions while working with each subject. Draws children's attention to the fact that children must be careful.

-Guys, I suggest you unite into two teams, to do this, come to me, I will give you cards that show onions and dill, whoever gets which card will plant those greens.

Each child is given a set of tools and a pot.

-So, guys, you and I know what dill seeds and a bulb look like, we remembered the sequence of planting onions and dill, named the tools that we will need, remembered the safety rules, and decided who will plant dill seeds and who will plant onions. We are ready to work, but let's agree to help each other so that our common cause is successful. Do you agree?

-Now I suggest you wear aprons?

Why are we doing this?

The teacher listens to the children's answers.

-That's right, so as not to stain your clothes. Now go to your seats and start working!

ROUTING

JOINT WORK ACTIVITY WITH CHILDREN OF SENIOR PRESCHOOL AGE

Spatio-temporal resource: 25-30 minutes, group.

Goal: To develop an interest in caring for indoor plants and a desire to work together in a group.

Tasks:

Educational:

· Stimulate:

— desire to learn more about indoor plants;

— manifestation of initiative and independence in planning and implementation of joint work activities.

· Develop activity, determination, perseverance in achieving goals.

Educational:

· Develop a willingness to work in a group, to establish partnerships in the process of joint activities;

· Strengthen interest in joint activities with adults, peers, and work.

Educational:

· To consolidate children’s knowledge about indoor plants, maintain interest in the life of indoor plants, the desire to observe them, clarify children’s ideas about caring for indoor plants;

· To develop the ability to analyze and establish cause-and-effect relationships between the characteristics of a houseplant and its care;

· To develop in children generalized methods of action, the ability to independently find ways to solve problems in caring for plants, and to transfer acquired skills to new conditions.

Equipment and materials: indoor plants, basins with water, oilcloth for tables, aprons for children, brushes for tables, rags, sticks for loosening, glue brushes, badges for children, magnetic board, card diagrams for caring for plants, pictures with images trees and indoor plants, desert, mountains, forest.

Planned result:

The methods and techniques used during joint work will contribute to the development of:

· interest in activities;

· independence;

· activity in performing activities;

· initiative in communicating with peers and adults;

· mastery of constructive forms of communication and interaction: negotiate, distribute actions in cooperation;

· ability to plan and coordinate your actions;

· ideas about the reasons for different approaches to plant care.

TOPIC 21

GENDER APPROACH TO ORGANIZING THE LABOR ACTIVITY OF PRESCHOOL CHILDREN

TASK 34

Using different information sources, define the concepts: “Gender”, “Gender education”.

Determine the purpose of a gender approach in pedagogy.

Highlight the essence of the gender approach in organizing the work activities of preschool children, fill out the table:

TASK 35***

Develop recommendations for parents on organizing child labor depending on the gender of the child.

Prepare the booklet “A boy (girl) is growing in a family.”

TOPIC 22

METHODOLOGICAL SUPPORT FOR THE FORMATION OF LABOR SKILLS OF CHILDREN OF DIFFERENT AGE GROUPS

To provide methodological support for the development of children’s labor skills, the following priority vectors can be identified:

1. Regulatory and legal support for the activities of educators in developing the labor skills of preschool children:

2. Pedagogical diagnostics;

3. Introduction of new approaches, forms and technologies;

4. Analysis of pedagogical means, search and modeling of new ones to provide space for the child’s educational opportunities;

5. Advisory support for families;

6. Project and research activities;

7. Competitions and Olympiads for preschoolers.

TASK 36***

Select content for each “vector” for developing a teacher’s work program (section “Organization of work activities of preschool children”).

TOPIC 23

USE OF GAME TRAINING SITUATIONS IN THE ORGANIZATION OF JOINT WORK ACTIVITIES

TASK 37

Define and reveal the types of game educational situations:

— IOS with analogue toys;

-IOS with literary characters;

-IOS travel type.

TASK 38***

Draw up a scenario for using IOS in organizing joint work activities in accordance with the structure proposed in the technology of the activity approach by L.G. Peterson:

1. Introduction to the game situation;

2. Updating knowledge and experience;

3. Difficulty in a game situation;

4. Children’s discovery of new knowledge (way of action);

5. Incorporation of new knowledge (mode of action) into the knowledge system;

6. Comprehension (result).

Recommended sources:

1. M. V. Krulekht, A. A. Krulekht. Educational area "Labor", St. Petersburg - Childhood-Press, 2012;

2. https://www.sch2000.ru/ - “To educators. Methodical piggy bank."

TOPIC 24

DEVELOPMENT OF A DEVELOPMENTAL ENVIRONMENT MODEL FOR FORMING WORK SKILLS OF CHILDREN OF DIFFERENT AGE GROUPS

TASK 39***

Select content to develop a model of a developmental environment for developing the labor skills of children of different age groups.

Compare the choice with the requirements of the Federal State Educational Standard for Education (clause 3.3).

Fill out the tables:

Table 1

table 2

TOPIC 25

SOFTWARE AND METHODOLOGICAL COMPLEXES

STRUCTURE, PURPOSE AND CONTENT OF THE COMPLEX

TASK 40***

Develop an electronic annotated collection for children about labor:

NOTE:

Please note that it is necessary to develop an annotation for the collection - a short retelling of the manual.

The abstract indicates the prospect of practical application of the material in this manual in practice when working with children. By making a link in the abstract to modern technologies, methodological recommendations and manuals, you will increase interest in your work. Write about who this material is intended for and how it can be used.

Benefit requirements:

All material is designed in the same style:

font - TimesNewRoman, text should not be large in volume, concise in content, designed in the form of diagrams/tables. If the text uses colors, then no more than 3, compatible with the design of the presentation or page.

TOPIC 26

DRAFTING A SUMMARY OF THE ORGANIZATION OF LABOR ACTIVITY FOR CHILDREN OF SENIOR PRESCHOOL AGE USING A PROGRAM AND METHODOLOGICAL COMPLEX

Prepare a presentation of your electronic annotated collection for children about labor (task 40).

TASK 41***

Make a summary of joint work activities with children using materials from the collection.

NOTE:

Presentation requirements:

1. *The first slide of the presentation should be designed as the title page of a collection: name of educational institution, creative name, information about the author (full name, group, code and name of specialty);

*Second slide – annotation to the collection;

*Third slide - hyperlinks to sections.

2. Sections of the collection must be titled and have a list of contents;

3. The presentation must be completed in a single format (see task 41 - “Requirements for the manual”);

4. Presentation of the collection – no more than 7 minutes;

5. A summary of joint work with children using materials from the collection is submitted in printed form.

TOPIC 27

DIAGNOSTICS OF LABOR SKILLS AND ABILITIES

PRESCHOOL CHILDREN

“Diagnostics (from the Greek “dia”

- transparent and
“gnosis”
- knowledge) - a general way of obtaining advanced information about the object or process being studied"

I. P. Podlasy.

TASK 42

1. Study paragraph 3.2.3. Federal State Educational Standard DO.

2. Define the concept of “pedagogical diagnostics”.

TASK 43

1. Formulate the purpose of pedagogical diagnostics, define criteria for determining the level of development of labor skills of preschool children, taking into account the requirements of the educational program.

2. Fill out the table:

Program content

1. Summarize and consolidate children's knowledge about vegetable crops and their use.
2. Train children in proper planting of garlic and careful use of equipment, develop skills in caring for cultivated plants.
3. Introduce methods for preparing soil for planting vegetables and the characteristics of their seasonal growth and development.
4. Foster independence and the desire to work together; the ability to rejoice after successfully completed work.

Materials and equipment : hoe, bucket of garlic, rakes, cord with 2 pegs, watering can with water, ruler with a bright mark (15cm), wet wipes (according to the number of children).

Tasks:

Formation of a positive attitude towards nature in children.

To form knowledge and develop children’s skills in caring for natural objects.

To instill in children the motive for socially significant work.

Improve children's labor skills and abilities.

Materials for the lesson: oilcloth, aprons, disposable cups for each child, a stick, a watering can with water, a box or bucket of soil, scoops, jars with cuttings in water for each child, the teacher has several indoor plants (Geranium), from which cuttings are taken .

Progress of the lesson

Introductory conversation with children about indoor plants. • What plants do you know in this corner of nature? (Children name several plants.) • Why are they called indoor plants? (These are plants that in our area do not grow in the open ground all year round, because they do not tolerate cold winters.) Surprise moment: A knock is heard on the door, the postman comes in and brings a beautiful box. The teacher explains that in order to find out what is in the box and open it, you need to guess the riddle: Riddle. Round leaves, Lush flowers, Even very good - That’s what the kids decided. On the window so early... (geranium) blossomed.

Educator: Each flower is beautiful in its own way. Geranium is a symbol of warmth and comfort, a symbol of a home where you are always welcome. It’s not for nothing that geranium is called “grandmother’s flower.” “Granny” means dear, familiar, homely... The flower was born far, far away in South Africa. Travelers and seafarers brought it to us. Everyone liked it because it blooms so beautifully. Let's take a closer look at geranium (pelargonium). This plant is light-loving, it has a straight stem, rounded, light green leaves on long cuttings. Brown, brownish circles seem to be drawn on the leaves. Flowers grow in a “bouquet” - an inflorescence.

Planting a cutting. Educator: Guys, who wants to plant a geranium cutting and then give such a beautiful plant to their mother? (Children speak out.) How to plant cuttings? (Teacher demonstration.)

Make a hole with a stick, stick it into the ground and scroll.

Place the cutting in a hole in the ground.

Press the soil near the cuttings, but not too close to the stem.

Water the planted cuttings.

Independent work activity. Planting cuttings by children. Children count the number of leaves and remember. When a new leaf appears, the cutting has taken root and is growing. Water the plant.

Outcome of the lesson: Talk with children about caring for plants. Remind them that the children will bring these plants as a gift to their mother.

Children working outdoors

Children's hard work in the open air

Good feelings have their roots in childhood, and humanity, kindness, dignity, goodwill are born in work, worries, and worries about the beauty of the world around us.

V.A. Sukhomlinsky.

The work of preschool children in nature has its own specifics:

Final goal

is remote in time and requires long-term physical and mental effort from the child, as well as daily painstaking work. For example, to grow vegetables, berries, flowers, etc., the results of labor are concrete and understandable to the child, but they cannot be achieved quickly, as is the case in manual labor (if you made some kind of toy, you can play).

Involves the participation and assistance of an adult.

The content of children's work in nature in each age group.

In each age group, the types and content of children’s labor activity and the tasks that are solved in the process of child labor are determined.

Preschool children

At about age, children are taught to carry out the simplest instructions for adults: with the help of a teacher, sow large flower seeds, plant onions, water plants in the beds, and collect vegetables.

In the middle group

children carry out work assignments independently; together with adults, they grow vegetables and flowers on the site (when digging, they clear the ground of stones and sticks, systematically water the beds, flower beds, loosen the soil, and collect vegetables). At the same time, children are taught perseverance and the habit of making labor efforts to achieve a goal, as well as the skills of simple team work. Children of this age must be gradually prepared to understand that for plants to live and grow, it is necessary to create favorable conditions (certain soil, sunlight, heat, moisture, etc.).

Senior preschoolers (5-7 years old)

it is necessary to learn to work in all seasons:

In the fall, on their plot, children can harvest vegetables, collect seeds, dig up plant bulbs, rake leaves, take part in transplanting plants from the ground into a corner of nature, digging ridges and flower beds, and planting trees and shrubs.

In winter, remove snow from paths and feed wintering birds.

In the spring, dig up, loosen the soil, make beds and flower beds, sow large and small seeds, care for plants in the garden, in the garden, in the flower garden. Loosen the soil, water, thin out, weed, tie up plants, harvest - in the summer. Know how to properly use a shovel, scoop, rake, and watering can.

Organization of work of preschool children.

Child labor should be measured.

The duration of the labor process depends on the nature of the work, the age and capabilities of the child. For example, when sowing seeds, the size of the planting material and sowing technique are taken into account; when weeding, children are required to concentrate and pay great attention.

Work in nature: tasks, content, management methods in different age groups.

The work of children in nature creates favorable conditions for physical development, improves movements, stimulates the action of various organs, and strengthens the nervous system. It is also of great importance for the mental and sensory development of children. This work, like no other, combines mental and volitional efforts. Labor in nature is associated with expanding children’s horizons, obtaining accessible knowledge, for example, about soil, planting material, labor processes, and tools. Based on his own experience, the child is clearly convinced of the needs of living organisms.

Systematic team work unites the children, instills in them hard work and responsibility for the assigned work, and brings them joy. Working in nature also contributes to the development of children's observation skills, instills in them an interest in agricultural work and respect for the people who do it. Working in nature helps to cultivate love for it.

There are various forms of organizing work activity. In the practice of kindergartens, the organization of frontal labor processes, carried out in the form of classes (in a corner of nature, in the garden and in the flower garden for digging the earth, loosening, arranging beds, caring for the garden, harvesting), has become widespread. The most acceptable forms for solving educational problems are considered to be the organization of work in the form of various kinds of assignments: individual, group. They involve the child performing a specific task and allow him to acquire certain work skills and abilities, and the teacher monitors the correctness of the work and the child’s attitude towards obtaining the result.

First junior group. The capabilities of children of this age are extremely limited; labor education is carried out mainly in the process of familiarizing children with accessible phenomena occurring in nature. The teacher systematically imparts knowledge to the children and develops the necessary skills in them, setting mental and practical tasks for the children. By explaining and showing the material, methods of action, reveals ways to solve assigned problems, directs children’s activities to achieve results, using demonstrations of actions; The explanation is combined with the perception, actions and speech of the children themselves. The teacher must make the proposed content clear for children, and the requirements presented to them accessible and understandable. Familiarization with the properties of natural materials plays a significant role in introducing children to work.

Second junior group. Children are encouraged to take an interest in the work of growing plants and caring for animals and are taught the basic rules for doing it. Children get to know the inhabitants of this corner of nature throughout the year. Therefore, knowledge about their lives may be more complete and more related to the feasible participation of children in caring for them. Carrying out simple tasks becomes routine. Caring for animals comes down mainly to feeding them, because... This work is accessible to young children in terms of content and physical effort. Teaching children how to care for plants begins with the process of watering, with children mastering the techniques of this work: holding a small watering can correctly, with the nose of the watering can resting on the edge of the pot. The joint activities of children and adults here are already systematic.

Middle group. Children are instilled with a strong interest in natural objects and phenomena and a conscious attitude towards the work of growing plants and caring for animals. The teacher organizes children's observations in nature, guides them, teaches children to compare and group familiar objects according to characteristic features. From the beginning of the year, the teacher systematically involves children in watering plants, loosening the soil, and feeding animals. In the process of such work, the teacher develops the ability to see and understand the timeliness of a particular labor action. He involves 2-3 children to work at will, and then they work one by one. When giving instructions, you need to take into account the characteristics of children: for those whose attention is unstable, give simple tasks. Those who know how to finish a job are given more complex tasks: spoon food to the fish, water the plants. Sometimes children are given individual tasks: one of them is given a plant to care for, a few furrows in the garden.

Senior group. It is necessary to learn to work in all seasons. In the fall, on their plot, children can harvest vegetables, collect seeds, dig up plant bulbs, rake leaves for burning, take tops into holes, take part in transplanting plants from the ground into a corner of nature, digging ridges and flower beds, planting trees and shrubs; take part in the preparation of feed for animals and birds, vegetables and fruits for the winter at home.

In winter, remove snow from paths, feed wintering birds, care for the inhabitants of a corner of nature, and grow food for them.

Preparatory: children are accustomed to more complex forms of work, cultivate a sense of responsibility for the assigned work, develop interest and love for work, the desire to persistently achieve results in work that are important to others, the willingness to participate in joint work activities on an equal basis with everyone, the ability to come to an agreement, distribute responsibilities. The desire to take on work on one’s own initiative develops, and not just at the suggestion of the teacher, without avoiding unpleasant work. Children 6-7 years old should determine the need to water plants without prompting from an adult. They continue to teach techniques for keeping plants clean: wash off dust with a cloth only from dense, smooth leaves, spray plants with delicate and fleecy leaves. Loosening does not cause any difficulties for the guys.