Occupational safety and health in preschool educational institutions

Principles and features of labor protection in preschool educational institutions

The main principle of labor protection in a preschool educational institution (hereinafter referred to as the preschool educational institution) is the creation and provision of healthy and safe working conditions, the prevention of accidents and work-related injuries to employees of the institution.
You need to understand that kindergarten workers are ultimately responsible not only for their own safety, but also for the safety of the students entrusted to them. That is why regulatory authorities are subject to increased requirements for labor protection in preschool educational institutions. Its organization includes regulatory, socio-economic, organizational, technical, sanitary and hygienic, treatment and preventive measures, which include:

• ensuring compliance with the requirements of regulatory legal acts on labor protection;
• carrying out preventive work to prevent injuries and accidents in the institution;
• ensuring the safe operation of buildings and structures, equipment, tools and devices during production activities;
• protection and promotion of health of institution employees.

This is the question of the future of any nation

It is very important to provide children with a decent childhood and help them get a decent job in the future, that is, work that benefits society and helps a person maintain a decent existence. Putting children in work that destroys their self-esteem, harms their health, morals and deprives them of educational opportunities seriously undermines the economic viability of a society and its long-term prospects for development.

Child labor must be seen not only as a cause, but also as a consequence of poverty and underdevelopment. Children engaged in the worst forms of child labor without even a basic education are likely to develop into illiterate, physically and intellectually disabled adults with little opportunity to escape the poverty they were born into and unable to contribute to development of society as a whole. Just like they themselves and their children will have very little chance of further development. In the current competitive world, the prosperity of any state fundamentally depends on the quality of its human resources; Tolerance of the worst forms of child labor prevents significant investment in human capital, which is the task of any society thinking about its future.

Even if it were possible to obtain short-term economic benefits from the use of child labor, they must be assessed against the background of the long-term losses in the development of the nation that these benefits entail.

Legislation on labor protection in preschool educational institutions

Work on occupational safety in preschool educational institutions must be carried out strictly in accordance with the regulations of the Russian Federation, which include:

1. Labor Code of the Russian Federation dated December 30, 2001 N 197-FZ.
2. Resolution of the Ministry of Labor of Russia, Ministry of Education of Russia dated January 13, 2003 N 1/29 “On approval of the Procedure for training in labor protection and testing knowledge of labor protection requirements for employees of organizations.”
3. Federal Law of December 28, 2013 N 426-FZ “On special assessment of working conditions.”
4. Resolution of the Ministry of Labor of Russia dated October 24, 2002 N 73 “On approval of the forms of documents necessary for the investigation and recording of industrial accidents, and provisions on the features of the investigation of industrial accidents in certain industries and organizations.”
5. Order of the Ministry of Health and Social Development of Russia dated 03/01/2012 N 181n “On approval of the Standard List of measures annually implemented by the employer to improve working conditions and safety and reduce levels of occupational risks.”
6. Order of the Ministry of Health and Social Development of Russia dated June 1, 2009 N 290n “On approval of intersectoral rules for providing workers with special clothing, special footwear and other personal protective equipment.”
7. Order of the Ministry of Health and Social Development of Russia dated December 17, 2010 N 1122n “On approval of standard standards for the free distribution of flushing and (or) neutralizing agents to workers and the labor safety standard “Providing workers with flushing and (or) neutralizing agents.”

Responsibility for labor protection in kindergarten

In accordance with Art. 212 of the Labor Code of the Russian Federation, responsibility for ensuring safe conditions and labor protection in preschool educational institutions rests with the head. It is clear that with a large number of personnel on staff, the director of a kindergarten cannot always find time to complete this work. Therefore, he can delegate some of the issues regarding the organization of labor protection to responsible persons. To do this, it is necessary to issue an appropriate order. The responsible persons, as a rule, are the deputy heads (for administrative and chemical work, administrative and chemical management, water management, and labor management) and a labor protection specialist.

Documentation on labor protection in preschool educational institutions

Remember that it is important to document all actions aimed at complying with current labor laws. Therefore, the head of the preschool educational institution must also ensure that the institution has the following mandatory documents on occupational safety:

• orders and instructions on the appointment of persons responsible for organizing certain labor protection processes;
• occupational safety instructions (for positions and professions; by type of work; when operating equipment);
• occupational safety magazines;
• regulations (regulations on occupational safety and health standards, regulations on occupational safety training, regulations on the issuance of personal protective equipment, regulations on investigation of NS, etc.);
• training programs;
• occupational safety training programs (for positions and professions; by type of work);
• training protocols for employees of the labor protection institution and training certificates for responsible persons;
• personal cards for issuing PPE and issuing flushing and (or) disinfectants;
• lists of labor protection;
• occupational safety action plan for the current year.

You can read more about this in our article What labor protection documents should be in every preschool educational institution.

Labor education in relation to different age groups

Preschool age is the best time to develop basic self-care skills, certain skills, and observation. With each stage, the load becomes more complex and requires appropriate actions from the guys. Adults need to remember about age-related characteristics, show patience and kindness, so as not to cause denial in the child.

1. The child's fingers are not yet sufficiently developed and do not obey him well.
2. The sequence of actions is also not given to the baby; it is difficult to remember everything the first time.
3. A younger preschooler will not be able to attract volitional efforts to help; these abilities are still just being formed.

Teachers usually know which teaching methods are appropriate for each age group. They have the responsibility to give recommendations to parents so that children develop harmoniously.

Taking into account the physiological and psychological characteristics of pupils, you need to remember that for children 3-4 years old, the optimal duration of work is 10-15 minutes . Children aged 6-7 years do physical exercise for a maximum of half an hour. The condition of each baby must be monitored. Pay attention to sweating and redness of the skin, when they appear it is better to change your occupation. To prevent children from getting tired, it is better to move on to other activities after 10-15 minutes. When dosing them, be sure to take into account the volume of physical activity and its complexity.

Drawing using the “Monotype” technique for children in preschool educational institutions

Labor education in the younger group

Children 3-4 years old are active, often talking about their desire to participate in one activity or another. But they get tired quickly, it is difficult for them to concentrate, so you should not overload them. The assignments of adults in the younger group are more individual in nature; the student will only need to hang up towels or arrange the cutlery for dinner.

Points to consider:

• labor education is situational in nature, for a three-year-old the main thing is that the tasks are simple and understandable;
• children should be praised for any success;
• In order for the child to understand the meaning of his actions, the teacher needs to explain the tasks and evaluate the results;
• Before doing anything, the child needs to observe how an adult copes with it; then the child’s actions follow with step-by-step comments from the teacher.

The main method of working on labor education with children 3-4 years old is personal example. The guys watch the actions of their elders, manual labor, various exercises are carried out in a playful way. Knowledge is consolidated through the example of such famous works as “Fedorino’s grief” or “Moidodyr”.

Labor education in the middle group

By the age of four, the baby will be able to handle sweeping paths or washing doll clothes. The tasks gradually become more complex, and the children already have some self-organization skills. They can be entrusted with duty in the dining room or preparing for classes; the children are quite capable of performing simple care for animals in a corner of nature.

In the working method it is important:

• note the child’s desire to help;
• the work is carried out in a playful way (application and design, rules of behavior in various situations are reinforced through role-playing games);
• visual aids are used;
• Conversations are held about the content of future actions and relationships.

Labor education in the senior group

Collective assignments are already being used with children aged 5-7 years. When interacting with each other, children learn to coordinate efforts, agree on something, and share responsibilities among themselves. Playing for children is still the main activity, but they meet the teacher halfway, help replace bed linen in the bedroom or collect leaves on the site.

It is important for the teacher to organize the workspace and equipment. Shovels and watering cans should be bright and comfortable to make children want to play with them. Elegant aprons will create a feeling of celebration. The duration of classes should not be overtiring.

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The main goal of the labor development process in preschool educational institutions is to develop a respectful attitude towards the activities of adults, familiarity with the main professions, understanding of their significance, and the desire to help.

Labor education in the preparatory group

For older preschoolers, work takes on a systematic nature and becomes more numerous. Children repair books or boxes and sew buttons on their own. Under the supervision of the teacher, they prepare the necessary manuals for classes, counting material, and cut out specified elements from plastic bottles. The guys themselves notice the disorder in the area, water the flowers, and remove fallen leaves.

Preschooler thinking: types and methods of development

In the seventh year of life, pupils help set the table for dinner, the attendants monitor the availability of soap and towels, the quality of hand washing, and look after the living area.

Instructions for workers

In accordance with paragraph. 22 hours 2 tbsp. 212 of the Labor Code of the Russian Federation, the manager is obliged to ensure the development and approval of instructions on labor protection in the institution.

The safety instructions are the main document that sets out the safety requirements that employees of the institution must comply with. They can be divided into the following groups:

1. Instructions for positions and professions - are developed for all positions and professions that exist in the institution. For example, for a clerk, for a teacher, for a janitor.
2. Instructions for types of work - are developed for all types of work that are performed in the institution. For example, safety instructions for loading and unloading operations and washing dishes.
3. Instructions for operating equipment and devices. For example, when using a bactericidal irradiator, when using an iron, when using a personal computer.

Each instruction must include:

• general safety requirements;
• safety requirements before starting work;
• safety requirements during operation;
• safety requirements in the event of an emergency;
• safety requirements when completing work.

Responsibility for the development of instructions, as a rule, rests with the heads of departments (deputy heads of administrative and chemical works, administrative and chemical engineering departments, VMR, water management, etc.). It is the immediate supervisors of work at the preschool educational institution who will be able to take into account as much as possible all the necessary points when developing documents. Be extremely careful when developing instructions. The main goal should be to preserve the life and health of preschool employees and students, and not to conduct the educational process.

Also, department heads are responsible for timely updating of labor safety instructions.

A planned review of labor protection instructions should be carried out every 5 years.

Early revision and updating of instructions is carried out in the following cases:

• when the employee’s working conditions change;
• when commissioning new technological equipment;
• with innovations in the legislative regulatory framework on labor protection;
• based on the results of the analysis of materials from the investigation of accidents, industrial accidents and occupational diseases;
• at the request of representatives of labor authorities of constituent entities of the Russian Federation or federal labor inspection authorities.

Safety instructions for workers can be given to them for study during initial training, or posted at their workplaces.

Labor safety instructions should always be kept in a place accessible to workers.

Employees are familiarized with the necessary instructions during briefings at the workplace against signature.

CONDITIONS OF CHILDREN'S LABOR ORGANIZATION

Solving the problems of labor education is carried out subject to a number of conditions: the systematic inclusion of each child in work, taking into account the load on the child, taking into account the individual preferences of the child in combination with the principle of compulsory work, selection of equipment for work, and the creation of a working atmosphere in the group.

6.1. SYSTEMATIC INCLUSION OF EVERY CHILD IN WORK

The systematic inclusion of a child in work ensures the formation of the habit, and then the need to work. The child gets used to this type of activity, improves labor actions and increasingly performs them automatically or more confidently.

Becoming habitual, work actions turn into skills and abilities, and the child becomes more independent, independent of the adult, and bolder in taking on new tasks.

Children’s participation in work is achieved in different ways: in the process of carrying out assignments, duties as an attendant in classes, in a corner of nature. Of course, self-care work requires constant labor effort from the child. It is important to systematically include manual, household labor in various forms, organized by the teacher, into the child’s life regimen. This creates natural conditions for the inclusion of each child in different types of work and forms of its organization.

In order for all children to be involved in work, the teacher should plan this work, plan in advance which of the children to give what assignment, how to line up the duty, etc., plan weekly in a group or in a section for general, joint or collective work.

6.2. ACCOUNTING THE CHILD'S LOAD

The work of children, of course, does not replace the work of adults. The child participates in the work of adults and performs some part of the work available to him.

The teacher, organizing the work of children, evaluates it not so much by the volume of work done, but in relation to the work, the manifestation of responsibility, conscientiousness, and the ability to complete the task.

During work, the child faces stress. This is natural, since the essence of labor is effort, load, tension. Insufficient load makes work too easy and does not require effort. The child gets used to working without effort and therefore subsequently does not want to accept work tasks that require effort.

At the same time, excessive load also has a negative effect. Overload causes overwork and the appearance of a negative attitude towards work.

Children relate to stress differently. Thus, children who cannot yet determine in advance the degree of load can take on a very large load, but, of course, cannot complete it. S. N. Teplyuk conducted a study on teaching young children to work. One of the tasks was to determine the permissible load. The researcher conducted the following experiment: children were asked to move sand into a sandbox. They had to choose a bucket themselves, pour sand into it and carry it. As a rule, all children aged 2.5 to 3 years old took the largest bucket, poured sand into it to the top and tried to carry it. Did not work. They refused to take a small bucket (they are already “big”!). Then the researcher offered the children the same large buckets, but different ones. The children poured sand into them to the top, not paying attention to the fact that it was filled to the top much faster than before, and with little effort they completed the task. They were happy. What's the matter? The fact is that the second time they were offered buckets with a double bottom and much less sand went in, but the child’s “I-myself” was not infringed. Gradually, as the skill was mastered and with the increase in the age and physical strength of the children, the bucket became more “capacious”, the second bottom decreased, and the child could carry sand, confident in his abilities, but without overload.

The greatest amount of physical stress is felt when children are clearing snow or digging up soil in the garden. It is very important to teach children this work. The teacher must show how much snow can be taken on a shovel, how high to lift it, how to throw snow on the side of the path, or how to shovel snow to one place. An adult is always close to the children and monitors the fulfillment of such conditions so that the children work with a workload that is appropriate for their age. An adult must remember that only freshly fallen snow can be shoveled with children.

There are also rules for digging up soil. And children should first be familiarized with them: children dig up only loose soil, take the shovel correctly, do not dig deep, turn the shovel over with the soil without lifting it high.

The teacher monitors the pace of work: the pace can be either too slow or too intense. Both are bad. A moderate pace prolongs children's working capacity and delays fatigue. It is important to take into account the characteristics of children and guide the process of completing the task. When organizing joint, collective work, you can allow a change in the nature of the work after 5-8 minutes: first, one child washed the toys, and the other wiped them, and then the children swapped responsibilities. Fatigue did not set in and interest in work activities increased.

6.3. SELECTION OF WORK EQUIPMENT

First of all, it should be remembered that work equipment and toys representing work equipment are different things with different purposes. Only color can unite them - bright, attractive to a child. Equipment for work (shovels, rakes, brooms, watering cans, etc.) must correspond to the height of the child, but be such that the child can perform a work action, not a play action, i.e., for example, not as if he was digging up the ground, and dug it up as necessary for subsequent use in . planting plants.

There should be enough equipment for work for all the children in the group so that the teacher can organize common work, giving the children different work assignments, but at the same time. If children have to wait until the equipment is free, then they gradually lose interest in work and there is no longer any need to talk about labor education.

It is important to think about how and where to place work equipment. It should always be in the same place, which the children know about and in which they always place the equipment after work. It could be a shelf, a closet, a specially designated place, etc., but it is always the same. Equipment must be clean and always ready for children to use in their work. Therefore, children should immediately be taught to wipe equipment after use. It is not at all necessary to have all the equipment in plain sight; it is important that children know where it is and can take it independently if necessary.

6.4. CREATION OF A WORK ATMOSPHERE IN THE GROUP

One of the important conditions for labor education is the creation and maintenance of a working atmosphere in the group. The need for work arises constantly: putting away toys after playing, watering indoor plants, putting things in the closet after a walk, putting chairs in place, etc. Children are taught to notice problems and correct them themselves. The teacher constantly shows children an example of such an attitude towards the environment. This does not mean that he corrects problems himself, he does it together with the children, gives them instructions, draws their attention to the result, teaching the children to the order that they themselves, together with the teacher, maintain in the group.

The teacher always emphasizes how good it is when the group is clean, all things are in place after use. How pleasant it is to live in such a group! It is very important to carry out similar work with parents, involving them in ensuring that children do not leave their things at home and help parents in cleaning the apartment. Such joint work of adults will help to strengthen in children the habit of living in a neat, beautiful environment and working for it.

Such a work atmosphere should not be burdensome for children, it should not limit their desire to play, draw, or engage in any other activity that interests them; it should be natural for the child and perceived as a necessity. Children should experience joy from work, therefore, when common work is organized, you can turn on quiet music that is pleasant for children. When a child carries out individual assignments, he should feel a sense of responsibility and importance from the task assigned to him; when children are on duty, they do it with a feeling of joy, as they are doing pleasant and necessary work for their comrades. It’s good if the teacher, in the process of organizing work, does not forget to remember a proverb, a saying that will cheer up the child (“Patience and work will grind everything!”, “It’s a hard day until the evening, when there is nothing to do!”).

Accustomed from childhood to living in a good working atmosphere, the child will not perceive labor actions as a heavy, unwanted duty, but will accustom himself to perform labor duties easily and with an understanding of their necessity.

6.5. ELEMENTS OF CREATIVITY AND FREEDOM IN THE CHOICE OF LABOR ACTIONS

An important condition for organizing work is stimulating children to be creative. Of course, work is a mandatory activity, often based on the precise execution of labor actions. But at the same time, it’s more interesting to work if you can bring something of your own into these actions, improve something, rationalize something, if you use elements of experimentation, if you solve a work problem with the help of mental labor.

So, the teacher invites the children, while on duty for classes, to decide for themselves how the people on duty will lay out the pencils - the whole set for each child at once, or one person on duty will lay out red pencils for everyone, and the other - green ones. At the same time, the children themselves determine how they will work today. This arouses their interest, creates a kind of game situation, and the children complete the task with pleasure. The teacher observes the children, and then, after the end of duty, can talk with those on duty about which form of completing the task seemed more rational and quick to them. Let the children analyze the chosen method themselves and make a decision.

The teacher asks the children to arrange the toys in the toy corner so that it is convenient for all children to take the toys. This can be done in different ways: you can do it traditionally, or you can switch something around. Even if the option chosen by the children is not very correct from the position of the teacher, there is no need to immediately tell the children about this; they themselves will draw the necessary conclusion later.

By offering children joint work to clean the room, they are given the opportunity to determine for themselves what materials will be needed for the work, where to get them, who will take them, decide where to start the work, etc.

Such freedom of choice creates in children a feeling of trust in them, and they also acquire the practice of performing the same work in a variety of ways, which makes the work more attractive, independent and responsible.

The content of any child labor can include situations for the manifestation of creativity, invention, and making one’s own decisions. It is only important to discuss their actions with children, ask them to explain the reason for the chosen decision, analyze the results and the effectiveness of the methods of completing the task. Such performance of work tasks and their subsequent discussion makes work meaningful, independent and brings joy to the child.

QUESTIONS AND TASKS FOR SELF-CONTROL

1. Explain how the conditions for organizing children’s work affect the effectiveness of solving problems of labor education.

2. How are taking into account the load on the child and the choice of equipment for work related?

3. What features of children’s age are important to consider when creating conditions for creativity and freedom in choosing work actions?

4. What other conditions for organizing the work of children could you offer?

Briefings

In kindergartens, it is mandatory to provide instructions on occupational safety (Article 212 of the Labor Code of the Russian Federation). The head of the institution is prohibited from allowing employees who have not completed their duties to perform their official duties.

The types of briefings, the procedure and requirements for organizing them by the employer are established by Resolution of the Ministry of Labor of the Russian Federation and the Ministry of Education of the Russian Federation dated January 13, 2003 N 1/29 “On approval of the Procedure for training in labor protection and testing knowledge of labor protection requirements for employees of organizations.”

Let's look at the main types of safety training.

Why are instructions needed? First of all, to prevent the occurrence of dangerous situations and injuries during the performance of work duties. Kindergarten employees must know their areas of responsibility, and in the event of a dangerous situation, they must help teachers prevent injury to the young children entrusted to them.

All briefings end with an oral test of the knowledge acquired by employees.

labor activity in kindergarten educational and methodological material

Observation and analysis of organizations of various types of work activities of preschoolers.

1. Labor education is one of the most important aspects of educating the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them. In the process of introducing adults to the work, the teacher forms in children a positive attitude towards their work, a caring attitude towards its results, and a desire to provide adults with all possible help.

The study of pedagogical literature has shown that the formation of a positive attitude towards work in preschoolers is influenced by various factors: the formation of knowledge and ideas about the work of adults and its social significance, the development of labor motives, the acquisition of skills and abilities, the creation of a highly emotional atmosphere, methods and techniques of pedagogical influence.

The basis for planning the “Labor education” section is the comprehensive educational program of V.I. Loginova "Childhood".

During the practice, the main questions were raised for monitoring and analyzing the work activities of children:

• Organization of collective work for cleaning a group room or area, repairing and gluing up books, game boxes, caring for crops and plantings in the vegetable garden and flower garden, etc. in the older group.
• Organization of work with small groups of children: cleaning the premises, play corners, washing doll clothes; repair of toys and books, production of play equipment, crafts from natural materials; working with fabric in senior and preparatory school groups; work in nature, organizing sowing and planting, caring for plants; work in the vegetable garden and flower garden; animal care, etc.
• Organizing work assignments and working with those on duty: training them to perform their duties, providing assistance and evaluating the results.
• Observation and analysis of the organization of children’s work activities: work assignments, duty, collective work.
• Observation of the performance of work duties or assignments by some children, analysis of the level of development of labor skills and attitudes towards work.
• Features of the work of preschool children Labor education in the program is an obligatory component of the development of the child’s basic and creative abilities, the most important means of developing a culture of interpersonal relationships.

The task is to gradually develop in children (taking into account age capabilities and gender characteristics) an interest in the work of adults, fostering a desire to work, basic work skills, and hard work.

When organizing work, the teacher is guided by the “Education Program in Kindergarten,” which determines the content of the work activities of children in each age group. Gradually, from group to group, the tasks of labor education become more complex and expanded. Starting from the second junior group, in the “Work in Nature” section, the subsection “Work in a corner of nature” is highlighted, and in the senior group, manual labor is introduced as an independent type of labor.

By organizing work activities, educators ensure the comprehensive development of children, help them gain confidence in their abilities, develop vital skills and abilities, and cultivate responsibility and independence. Kindergarten teachers take into account the main aspects of managing children’s work activities, namely:

- emphasize the social significance of work;

- ensure that all types of work and their content correspond to the age capabilities of children;

- strictly observe the norms of the load performed by children, avoiding their overload and fatigue;

- gradually expand the independence of children;

- create a favorable psychological atmosphere, form in children a friendly attitude towards all participants in work activities, and a desire to help each other;

— direct children’s attention and efforts to high-quality performance of labor actions.

Children of senior preschool age can perform the following types of work, united by the concept of “household labor”: keep their toys, board games, and study aids in order; wipe and wash some toys; wipe furniture (together with an adult); wash clothes for dolls, small personal items (handkerchiefs, socks, ribbons), napkins for the bread bin, etc.; set the table, clear the dishes after eating; sweep the floor in the room, sweep the path in the yard with a small broom; provide all possible assistance in various household matters: buy bread, bring, carry things, pick up fallen ones; take care of the younger ones (help with dressing, walking, playing, singing a song, reading a poem by heart).

In accordance with the program, labor education includes the main types: self-service, household work, work in nature, manual labor, and the forms of its organization are assignments, duty and collective work of children.

• Self-care is aimed at caring for oneself (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational significance of this type of work activity lies, first of all, in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-care begins to be recognized as a responsibility. In older preschool age, new self-care skills are acquired: making the bed, caring for hair and shoes. The processes associated with it are used to solve more complex educational problems: developing in children the habit of neatness and cleanliness, and behavioral skills when surrounded by peers. The child serves himself while being close to others, in connection with which he must understand the needs and difficulties of others.

The teacher, using specific examples, explains what to do, taking into account the needs of others: step aside in the dressing room to allow someone who has already undressed to pass; when washing, let those on duty go ahead (it is more important for them to wash as quickly as possible in order to begin their duties), do not linger at the tap so that everyone washes on time, ask permission to pass so as not to cause inconvenience to anyone, etc. All this forms in children elementary courtesy and respectful attitude towards others.

• Household work of preschoolers is necessary in the daily life of a kindergarten, although its results are not so noticeable in comparison with other types of their labor activity. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes. Children learn to notice any disturbance of order in a group room or area and, on their own initiative, eliminate it.

Household work is aimed at serving the team and therefore contains great opportunities for developing a caring attitude towards peers. In the older groups of the kindergarten, household work is even more enriched in content and becomes systematic, largely turning into the permanent duties of those on duty. Children keep the room and area clean, repair toys and books, and provide assistance to children. The peculiarity of the household work of older preschoolers is the ability to organize it independently: select the necessary equipment, place it conveniently, put everything in order after work. In the process of work, children show diligence, a desire for a good result, and treat their peers kindly.

• Labor in nature involves the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, in a flower garden. This type of work is of particular importance for the development of observation, nurturing a caring attitude towards all living things, and love for one’s native nature. It helps the teacher solve the problems of children’s physical development, improving movements, increasing endurance, and developing the ability for physical effort. For the older group, plants and animals that require more complex care techniques are placed in a corner of nature; various types of vegetables with different growing seasons are planted in the garden, which makes the work more systematic. The volume of child labor is also increasing.

Preschoolers spray plants with a spray bottle, sweep away dust from fuzzy leaves with a brush, and loosen the ground. With the help of the teacher, children feed the plants, recharge the aquarium, dig up the soil in the vegetable garden and flower garden, plant seedlings, and collect seeds of wild plants (to feed wintering birds). In the process of work, the teacher teaches children to observe the growth and development of plants, to note changes that occur, to distinguish plants by their characteristic features, leaves, and seeds. This expands their understanding of the life of plants and animals and arouses keen interest in them.

• Manual labor - making objects from a variety of materials: cardboard, paper, wood, natural materials (cones, acorns, straw, bark, corn cobs, peach pits), waste material (reels, boxes) using fur, feathers, fabric scraps, etc. , p. - carried out in older groups of kindergarten. All this has a great educational impact on children, shaping their aesthetic feelings and moral and volitional qualities.

Through the main forms of organizing children's work - assignments, duty, collective work - the issues of instilling industriousness in children are resolved.

• Assignments are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual characteristics, experience, as well as educational tasks. An assignment is the first form of organizing work activity. Assignments become a means of forming a habit of work effort in children and prepare them for duty.
• Duty duty is a form of organizing children’s work, which requires the child to perform work aimed at serving the team. In the older group, individual assignments are organized in those types of work in which children have insufficiently developed skills, or when they are taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive and often distracted), i.e., if necessary, individualize the methods of influence. Most of the assignments that already took place in the middle group become group assignments, uniting from 2 to 5-6 participants, i.e. take on a collective character. In older groups, duty in a corner of nature is introduced. The duty officers change daily, each of the children systematically participates in all types of duty. As a rule, children are on duty together. These same tasks are solved through familiarizing children with the work of adults and through the direct participation of children in feasible labor activities in kindergarten and at home. At the same time, the role of familiarization with the social orientation of work, its social significance is especially emphasized, and a respectful attitude towards the work of adults is formed.

2. Analysis and diagnosis of labor skills of children of senior preschool age

During the observation of the organization and content of work of children in the senior group, answers were given to the following questions:

What kind of work activity took place in the groups (senior, preparatory). Duty roster:

a) around the dining room (setting tables, serving second and third courses, collecting dishes from the table after eating);

b) in preparation for classes (distributing and putting away manuals and materials, washing brushes, glue and paint utensils, washing rags, wiping tables after work, sweeping away scraps of paper);

c) in a corner of nature (they prepare and give food and water to animals, wash their dishes, together with adults they wash or clean cages and enclosures. They take care of plants: water them as needed, wash them, cut off wilted leaves, loosen the soil in pots, keep a calendar weather).

2) What kind of work is done by children besides duty:

a) household work (cleaning a group room: wiping window sills, furniture, building materials, washing toys, washing and ironing doll clothes and linen);

b) cleaning the area (in the fall they rake leaves, in winter they remove snow on the paths and playground, build a slide and other buildings out of snow, make colored pieces of ice, etc., in the summer they water flowers and sand, wipe down benches after playing with sand);

c) labor in nature.

In the fall, they harvest in the vegetable garden, in the garden, collect seeds, participate in transplanting plants into the ground, digging up beds, flower beds, replenish the corner of nature with inhabitants of reservoirs, prepare food for wintering birds, and begin feeding them.

In winter, root crops are planted - beets, carrots, oats are sown, i.e. They grow green food for animals in this corner of nature and feed wintering birds.

In the spring, seedlings are watered and seedlings are planted in the vegetable garden and flower garden.

In the summer, they continue to care for the plants of the vegetable garden, flower garden, garden: watering, loosening, hilling, thinning, tying up);

d) manual labor.

Working with paper, cardboard, making various crafts for games and gifts, repairing books, manuals, boxes.

Working with fabric: sewing doll clothes, seed bags, threading a needle, tying a knot, sewing on buttons, hangers. Working with wood: hammering, sawing, painting for making toys, etc.

Working with natural materials: sponge, grass, bark, leaves, pine cones, making various souvenirs, toys).

3) It was determined that children have the skills, abilities, and habits to work carefully, in a certain sequence, to complete a task, and to handle tools and materials correctly.

4) The methods of organizing children’s work are characterized (the number of participants, grouping, children’s independence in the distribution of work, the nature of the relationships between children in the process of activity).

Diagnostics are carried out in accordance with the requirements of the program of education and training in labor skills in kindergarten and contains criteria for assessing labor skills in children of senior preschool age in the following sections:

- labor in nature;

— household work;

- manual labor;

— hard work during duty;

— ideas about the work of adults.

2. Study of the subject-spatial environment to include a preschooler in different types of work activities.

The subject-spatial developmental environment created in educational organizations in accordance with the requirements of the Federal State Educational Standard and taking into account the exemplary basic general education programs of preschool education should provide an opportunity for teachers to effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity. In every educational organization, the subject environment should have the character of an open, non-closed system, capable of adjustment and development. In other words, the environment should become not only developmental. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to new formations of a certain age. In accordance with the Federal State Educational Standard for preschool education, the subject environment must ensure: - maximum realization of the educational potential of the space of the educational organization (group, site); — availability of materials, equipment and supplies for the development of children's activities; — protection and promotion of children’s health, the necessary correction of their developmental characteristics; — the opportunity for communication and joint activities between children and adults; - physical activity of children, as well as an opportunity for privacy. When creating a subject-spatial developmental environment, we were guided by the following principles: - multifunctionality: a subject-based developmental environment should open up many opportunities for children, provide all components of the educational process, and in this sense should be multifunctional; — transformability: this principle is closely related to the multifunctionality of the subject environment, i.e. provides the opportunity for changes that allow, depending on the situation, to bring to the fore one or another function of space (in contrast to monofunctional zoning, which strictly assigns functions to a certain space); — variability: a subject-based developmental environment presupposes a periodic change of game material, the emergence of new objects that stimulate the research, cognitive, play, and motor activity of children; — richness: the environment corresponds to the content of the educational program, developed on the basis of one of the sample programs, as well as the age characteristics of the children; — accessibility: the environment provides children with free access to games, toys, materials, and aids; — safety: the environment assumes that its elements comply with the requirements for ensuring reliability and safety. The subject-spatial environment organized in our group performs educational, developmental, nurturing, stimulating, organizational, and communicative functions. But most importantly, it works to develop the child’s independence and initiative. The environment of our group meets the requirements for organizing the subject-spatial environment in a preschool educational institution; it is systematically reconstructed and modernized. A properly organized developmental environment in a group allows each child to find something to their liking, to believe in their strengths and abilities, to learn how to interact with teachers and peers, to understand and evaluate feelings and actions. The entire group space of our group is divided into centers. The group has a place for children to practice drawing, modeling, appliqué, and manual labor in their free time. To develop an environmentally literate, caring attitude towards the environment in children, the group is equipped. Houseplants have been collected here and a laboratory has been created for children's experimental and labor activities. In groups and in areas of the kindergarten, conditions must be created to ensure the protection of the life and health of the child: II. Requirements for equipment and materials.

• Tables, chairs, workbenches, and other furniture and equipment used by children must be sized according to their height.
• Children are given tools that are in good working order and safe to use, as well as agricultural implements with well-secured handles. In this case, the scissors must have blunt ends, the hammer must have a fixed striking part, the saw must be in a saw box, etc.
• Children are prohibited from using equipment and tools intended for adults. It is inappropriate, pedagogically unjustified and dangerous to use tools produced by industry for children's play activities.
• All piercing and cutting instruments should be stored in locked places and used by children only with the knowledge and under the supervision of the teacher. Sewing needles are stored in special boxes - needle cases; always with threads, their quantity is systematically checked by the teacher.
• When selecting natural, waste and other materials for children's crafts, the teacher should always remember about its safety, do not take sharp branches, cutting grass, poisonous berries, mushrooms and plants, hard wire, broken glass.
• From industrial waste, only those materials and dyes can be used when working with children that, according to the conclusion of hygienists, do not pose a danger to the health of children. It is prohibited to use glass wool, fiberglass, artificial varnishes and paints, epoxy resin and organic solvents (agreed with the Ministry of Health of the Russian Federation).
• The teacher must carefully consider the feasibility of the work offered to children, as well as the need to make certain crafts, and not allow a large accumulation of children’s work that has not found its application.
• All equipment, tools and materials must be neatly, conveniently and rationally placed, kept in a clean and serviceable condition in closed containers.

IV. Rules of behavior for children in the process of work. The teacher creates the necessary conditions for the work of children, teaches them the skills of working with various materials and tools, ensures that children learn and follow the rules of behavior in the process of work. Children must know and strictly comply with the following requirements:

• Perform assigned work only in places designated for this type of work.
• Before starting work, you should put on an apron and other special clothing, roll up your sleeves and wash your hands, if necessary, and pick up your hair.
• In accordance with the task received, prepare your workplace: neatly, conveniently and beautifully arrange the necessary materials and tools, make sure they are in good working order.
• During the work process, constantly maintain order in your workplace, avoiding clutter.
• Use equipment and tools only for their intended purpose, applying the rules and techniques shown by the teacher. Tools necessary for independent activities can only be taken with the permission of the teacher.
• Work carefully, without distractions, do not walk around with tools in your hands and do not disturb other children.
• During the work, place needles only in a needle bar, nail in a box or box, scissors - on a special stand with the closed ends facing away from you.
• Cut threads only with scissors, wire with wire cutters, pull out nails with pliers.
• At the end of the work, check the condition of the equipment and inventory, clean it, put it away and put it away. Clean up your work area using a broom, broom and damp cloth, without blowing away sawdust or debris with your mouth or brushing it off with your hands. Then wash your hands thoroughly, take off and put away your work clothes, comb your hair, and straighten your clothes.
• In case of even a minor injury, bruise, or abrasion, contact your teacher immediately.

Occupational safety magazines

Information about the conduct of a particular briefing, with the obligatory indication of the signature of the person being instructed and the signature of the person instructing, as well as the date of the briefing, is entered in the appropriate journals:

The introductory briefing is recorded in the “Logbook of registration of introductory briefing on labor protection”, the recommended form of the log is:

Logbook for introductory briefing on labor protection

Conducting initial, repeated, unscheduled and targeted briefings is taken into account in the “Logbook of registration of briefings on labor protection in the workplace”, the recommended form is:

Journal of registration of briefing on labor protection in the workplace

All briefing logs must be numbered, laced, signed by the persons responsible for their maintenance, and sealed by the preschool educational institution.

The storage of logs is carried out by persons responsible for conducting briefings.

Employee training

The head of the preschool educational institution is obliged to provide training on labor protection to all employees of the institution. The training procedure is regulated by Resolution of the Ministry of Labor of the Russian Federation and the Ministry of Education of the Russian Federation dated January 13, 2003 N 1/29 “On approval of the Procedure for training in labor protection and testing knowledge of labor protection requirements for employees of organizations.”

OSH training is provided to employees of all professions and positions:

• within a month after hiring;
• when transferring to another job;
• during advanced training.

Further training is carried out:

• for managers and specialists – once every 3 years;
• for blue-collar workers, the frequency is determined by the head of the institution.

OSH training cannot be conducted less frequently than specified in current regulations, industry and inter-industry rules.

Employees can undergo training at a specialized training center according to the appropriate program, as well as at the institution itself. As a rule, only those responsible for occupational safety in kindergartens, as well as members of the permanent operating commission for testing knowledge of labor protection requirements, are trained in training centers.

Labor safety training for employees of an institution is approved by the head of the preschool educational institution and is carried out according to training programs developed for professions, positions and for each type of work.

Workers who have not completed labor safety training and knowledge testing cannot be allowed to work.

Occupational safety training ends with testing the knowledge acquired by the employee. For this purpose, the institution, by order of the head, creates a permanent commission to test knowledge of occupational safety requirements, consisting of at least three people.

The number of people on the commission for testing knowledge of labor protection requirements must be odd.

The commission usually includes the head of the preschool educational institution, deputy heads (for administrative and chemical work, chemical engineering, labor management, water management), an occupational safety specialist, and the chairman of the trade union organization (the representative for labor protection from the workforce).

Knowledge testing is carried out in accordance with regulations governing labor protection issues, compliance with the requirements of which is included in the job responsibilities of employees.

The results of the knowledge test are documented in the appropriate protocol.

The line between acceptable and unacceptable

First of all, it is necessary to clarify what is not included in the concept of “child labor”.
Children and adolescents engaging in work that does not affect their health and development and does not interfere with their education is generally considered a positive thing. These types of work include helping a child with parents around the house or in a family business, earning pocket money after school or during school holidays. All this contributes to the development of the child and the well-being of the family, and helps the child gain the skills and experience that will be needed in the future in order to become a full-fledged member of society. These types of activities are not included in the concept of “child labor”. Child labor refers to types of work and activities that:

• are mentally, physically, socially or morally dangerous or harmful to children; And
• children are deprived of the opportunity to study at school due to the fact that: they do not have the opportunity to go to school;
• they are forced to combine schooling with hard and long work.

In its extreme forms, child labor is the enslavement of children, separating them from their families, posing a threat to their life and health, and/or forcing them to lead an independent life on the streets of large cities, often from a very young age.

Occupational safety corner

It is the responsibility of the head of the preschool educational institution to ensure that the employees of the institution are informed about the state of health conditions in the kindergarten. Organizing a corner on labor protection is an effective tool for solving this problem. On it you can place materials covering the main areas of occupational safety.

Occupational safety corner

List of basic materials that can be placed on it:

• regulations governing occupational safety issues;
• orders and instructions of the head of the preschool educational institution for labor protection;
• training schedule;
• schedule of OT training sessions;
• occupational safety work plan;
• information about harmful and (or) dangerous production factors and protective equipment in the workplace;
• information about violations of labor protection legislation and accidents that occurred;
• sequence of actions of workers in the event of an emergency or accident;
• various thematic reminders;
• first aid rules;
• emergency telephone numbers.

The occupational safety information board should be located in a visible place. Often a first aid kit is placed near the corner.

Labor safety work plan

Every year, the head of the preschool educational institution approves an action plan to improve labor safety conditions. This important part of the work on occupational safety allows not only to systematize and organize activities in this direction, but also to improve the safety of the educational process.

Let's consider the main activities that can be indicated in the plan for a kindergarten:

1. Conducting a special assessment of working conditions.
2. Purchase of personal protective equipment.
3. Purchase of flushing and neutralizing agents.
4. Conducting safety training.
5. Development of instructions for occupational safety.
6. Ensuring the availability of a set of regulatory legal acts containing labor protection requirements in accordance with the specifics of the institution’s activities.
7. Adjustment and approval of occupational safety rules and instructions at each workplace, taking into account the opinion of the labor protection representative from the workforce (based on the legislation of the Russian Federation).
8. Organize training for employees of the institution on labor protection issues with subsequent testing of knowledge.
9. Conducting preliminary and periodic medical examinations of employees.
10. Informing workers about labor conditions and safety in the workplace, about the risk of damage to health and the compensation and personal protective equipment they are entitled to.
11. Providing workers engaged in work with harmful and (or) dangerous working conditions, as well as work performed in special temperature conditions or associated with pollution, with certified special clothing, special footwear and other personal protective equipment.
12. Organizing control over the state of working conditions in the workplace, as well as over the correct use of personal protective equipment by employees.
13. Providing an information corner on occupational safety with visual aids.
14. Conducting an analysis of the state of working conditions and labor protection, industrial injuries and occupational morbidity and taking preventive measures to reduce the level of industrial injuries and occupational morbidity.
15. Planning of occupational safety activities for 20___ - 20___.
16. Carrying out checks of groups and rooms for completeness of first aid kits.
17. Conducting a general technical inspection of the building, territory and structures.
18. Repair of technological equipment.

The plan indicates the timing of the implementation of activities and the responsible persons (example below).

Labor education of preschool children

 “Education should not only develop the mind, equip with knowledge,

but also to ignite in a person a thirst for serious work,

without which his life can be neither worthy nor happy.”

K. D. Ushinsky

Labor education, that is, involving children in independent and 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, and the immediate future of the school student.

The main goal of the labor education system is the moral, psychological and practical preparation of children for work, the formation of a positive attitude towards it.

Interest in work, the necessary work skills and personal qualities are established in childhood. The task of teachers and parents is not to miss this moment, because preschool age is a responsible and fertile time when a child joyfully discovers the wonderful world of the surrounding reality. For him, the joy of being, the joy of learning, the joy of growing up is a normal state.

The work activity of a preschool child differs from the productive and domestic work of adults. It does not lead to an objectively significant product, but it is of great importance for the mental development of the child himself.

In order for hard work to become a stable trait, adults need to ensure that the preschooler systematically exercises, performing various work activities, and strives to fulfill his plans as best as possible.

Particular attention is required when assessing the work of a child, for whom it is extremely important to find out the opinion of an adult, experienced and authoritative person about how successfully he completed the work, what results he achieved, why and for whom they are important.

Work should enter a child’s life joyfully and help in successful all-round development.

At the same time, we must not forget that the success of labor education is impossible without special attention to the individuality of the child. After all, every person, including small ones, is a unique, peculiar personality with his own interests, affections, capabilities, and character traits.

Labor education is aimed at achieving the goal of forming a positive attitude towards work through solving the following tasks: development of labor activity; nurturing a value attitude towards one’s own work, the work of other people and its results, the formation of primary ideas about the work of adults, its role in society and the life of each person.

The leading principles for achieving the goal are:

— the principle of humanity (personal approach to the child);

— the principle of non-violence (voluntary participation of children in labor, emotional intensity of child labor);

— the principle of integrity (the personality of a preschooler is considered as an integral phenomenon, and the nature of the work activity of preschoolers is multifaceted);

— the principle of subjectivity (subjective-subjective interaction between a teacher and a child in the process of introducing a preschooler to work).

The necessary methods and techniques that are used to manage various types of child labor are the following:

- determine the purpose of work;

- help the child motivate his work;

— teach elements of work planning;

— learn to achieve results and evaluate them.

Labor is a complex activity. Since ancient times, the inclusion of a child in the working life of the family began very early. From infancy, an awareness of work as an integral and natural part of life was formed.

The problem of introducing preschoolers to work has found a worthy place in the works of outstanding teachers of the past.

A.S. Makarenko considered the child as a future member of the work team. He considered one of the main tasks of labor education to be the formation in children of a creative attitude to work. Speaking about the work of young children, A.S. Makarenko pointed out its close connection with play, which should gradually turn into work.

V.A. Sukhomlinsky wrote that childhood should not be a constant holiday. If there is no labor stress that is feasible for children, the joy of work remains inaccessible to the child.

K.D. Ushinsky considered the main tasks of education in work and for work to be instilling in children respect and love for work, along with the habit of working.

According to its content, the work of preschool children is divided into four types:

— self-service;

— household work;

- labor in nature;

- manual labor.

Various types of work are not the same in their pedagogical capabilities, their meaning changes at one or another age stage.

The content of work is realized in different forms of organization of preschool children: assignments, duties, duty, individual work, work nearby, collective work, common work, joint work.

The implementation of the tasks of labor education of a preschooler is possible only if there are conditions under which labor becomes a means of pedagogical influence:

— systematic inclusion of each child in labor;

— selection of equipment for work;

- taking into account the load on the child;

- an example of a teacher.

Thus, work has a great pedagogical impact only if it is properly organized.

In our work, we pay great attention to familiarizing children with the work of adults, as this forms an idea of ​​the role of work in people’s lives and fosters a desire to participate in it.

The goal that we have set for ourselves is the following: the formation of children’s ideas about the world of professions and a positive attitude towards work.

We have identified a number of problems that need to be solved:

— development of labor activity;

- development of interest in the professions of parents and the most common professions of the immediate environment and the desire to follow the actions of adults;

- formation of an idea of ​​the objective world created by human hands, of the role of man in it;

- developing children’s ideas about different professions, showing the importance of the professional activities of adults for society and children;

- teach children to reflect in role-playing games the features inherent in various professions

- to form in children a conscientious attitude towards work;

— to cultivate respect for the results of the work of people of different professions.

The activities of adults serve as role models for children, which is confirmed by their role-playing games. Children enthusiastically play “Barbershop”, “Steamboat”, “Construction site”, “Hospital”, “Shop”, betraying not only work activities, but also the relationships between people, their attitude to work.

The content of the game is of great importance, given that it has a significant impact on the formation of the child’s personality; teachers need to develop and maintain interest in such games.

The game for children is a way of learning, it is an introduction to life and the beginning of career guidance. Therefore, it is necessary to create conditions under which children could use examples of the work of adults. For this you need:

- showing children the varied work of adults;

- explanation of its meaning;

— organization of joint activities of adults and children.

When building an educational process to familiarize adults with work, we use the following methods and techniques:

visual: observations of adults’ work, demonstration, examination of teaching aids, illustrations, photographs, use of ICT;

verbal: explanation, reading fiction, story, conversation;

practical and playful: joint work activities of an adult and a child, demonstration and explanation of rational methods of work actions, organization of practical work actions, educational and research activities, experiments and experiments, project activities, didactic games, outdoor games, role-playing games, modeling, acting out methods of action, game problem situations, dramatization games, episodic game techniques (riddles, simulation exercises, game actions, etc.).

We use a variety of forms of work: direct educational activities, independent activities of the child, artistic and creative activities, targeted walks and excursions, cultural and leisure activities, meetings with people of different professions, living examples of surrounding adults.

In the process of work, we widely use didactic games: “What first, what next”, “Why is this necessary?”, “Guess what we are doing?”, “Name the profession”, “Who owns the object?”, “The fourth odd one”, “Find a pair”, “Collect a picture”, “Wonderful bag”, “What disappeared?”, “Find the differences”, “Complete the missing details”, “Artist’s mistake”, etc.

We have developed a series of games for the interactive whiteboard, compiled an album with illustrations “Who to be”, and a photo album “Professions of our family”.

Much attention was paid to reading fiction. Various genres (rhymes, poems, short stories, fairy tales and fables) awaken interest, respect for work, and children have a desire to imitate literary heroes.

The work carried out systematically promotes the development of speech and thinking (the child has to compare and contrast objects and phenomena with which he deals), trains memory, improves attention and imagination.

Labor strengthens the child’s physical strength and health, and his movements become more confident and accurate.

Labor is especially important for the moral education of a child. Not only personal qualities are formed and improved, but also relationships between children. In work, independence is fostered, initiative, responsibility, discipline, responsiveness, kindness, care, politeness, the ability to negotiate, and empathy are developed.

Thus, the work of preschool children is the most important means of education. The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and for the team. Treating work with love and seeing joy in it is a necessary condition for the manifestation of a person’s creativity and talents.

Literature:

1. Kutsakova L.V. Labor education in kindergarten. System of working with children 3-7 years old. M.: Mosaika-Sintez, 2012. – 128s.
2. Komarova T.S., Kutsakova L.V., Pavlova L.Yu. Labor education in kindergarten. Program and methodological recommendations.-3rd ed. – M.; Mosaic-Synthesis, 2007. – 80s.
3. Bondarenko T.M. Introducing preschoolers to work. Voronezh: LLC “Metoda”, 2014 – 208 p.
4. Makhaneva M.D., Skvortsova O.V. Teaching children to work: A manual. – M.: TC Sfera, 2012. – 64 p.