Long-term planning of manual labor with older children
Week 4: Teamwork.
Theme: “Golden Autumn”.
Tasks:
Continue to teach children to use corrugated cardboard in their work.
To develop the ability to create plot compositions using various materials. Develop fine motor skills. Develop aesthetic perception. Cultivate perseverance, patience, and accuracy in work. Material:
Tinted sheet of A3 paper, strips.
November
Week 1: Team work.
Topic: “Flag of Russia.”
Tasks:
To develop in children the ability to work with napkins and glue.
Fix the colors of the Russian flag. Plan the progress of the work. Learn to place the image on the entire sheet. Develop fine motor skills. Cultivate interest in the activity. Materials:
cardboard, PVA glue, brushes. Napkins of white, blue, red colors, oilcloth.
Week 2: Topic: “A handkerchief doll.”
Tasks:
To develop children's ability to build a doll from a handkerchief.
Build independence and develop a sense of self-confidence. Foster independence. Develop hand motor skills. Material:
Handkerchief, cotton wool, thread.
Week 3: Topic: “Machine”.
Tasks:
Develop the ability to work with different materials (matchboxes).
Fix the rules for safe work with glue and scissors. Develop compositional skills. Cultivate the desire to finish what you start. Materials:
Colored paper, 3 matchboxes for each child, PVA glue, tassels, oilcloth.
Week 4: Topic: “Little Man”.
Tasks:
Teach the rules of safe work with acorns and matches. Develop compositional skills. Cultivate the desire to finish what you start. Develop imagination, fantasy, fine motor skills. Achieve accurate and high-quality work.
Material:
acorns, plasticine.
December
Week 1: Topic: “Rowan branch.”
Tasks:
To develop children’s ability to work with different materials (napkins) and plan their work.
Fix the signs of winter. Develop fine motor skills and perseverance. Cultivate the desire to finish what you start. Materials:
cardboard, stencil, white, red napkin, PVA glue, brush, oilcloth.
Week 2: Topic: “Bullfinch”.
Tasks:
To develop children’s ability to work with cereals and glue.
Plan the progress of the work. Strengthen the ability to place an image on the entire sheet. Develop fine motor skills. Cultivate interest in the activity. Materials:
cardboard, stencil, PVA glue, brush, painted millet, oilcloth.
Week 3: Topic: “Snowflake”.
Tasks:
Teach children to work with different materials (semolina) Teach safety rules for working with glue and cereals.
Learn to plan your work. Develop fine motor skills and perseverance. Cultivate the desire to finish what you start. Materials:
semolina, cardboard, stencil, PVA glue, brush, oilcloth.
How to organize a duty schedule?
Whatman paper can serve as the basis for organizing duty in kindergarten, creating a schedule and schedule. It is best to place photographs of the students on the sheet or assign each child his own symbol. This notation will be useful later. The line of duty can be arranged in alphabetical order of the children's surnames, if desired, or according to the principle of desks, the children at the first table are on duty first, and at the end of the month - the children at the last.
For good behavior, help and attentiveness, the child will receive a card at the end of duty. If, for example, the paper is red, it means that the child coped with his duties perfectly. If something didn’t work out during duty, the card may be a different color.
On whatman paper with your own kindergarten duty schedule, you can add small pockets under the photographs of the pupils, in which leaflets indicating the child’s achievements will be stored. Or you can do without photographs of children and put images of special symbols that would characterize the pupil directly into a special handbag.
For example, the duty officer chose a squirrel as his own symbol, and for successfully completed work, red cards with the image of a squirrel will appear in his pocket. This will mean that this particular student copes well with all tasks.
Thus, being on duty develops another trait in children - the ability to fantasize. After all, when creating a duty corner in a kindergarten with their own hands, students will be able to fully demonstrate their creative abilities, as well as when choosing a personal picture that will become a symbol of successful work.
Benefits of being on duty
Thanks to duty, the child begins to bear responsibility for the assignment. Even if the task is quite simple, being on duty in a kindergarten will develop a love of work. After all, the baby will be very pleased when, thanks to his own efforts, it becomes, for example, cleaner.
Based on such life experience, the child will subsequently perform duty tasks with greater concentration and dedication.
Duty roster. Older age
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Detsky sad.Ru >> Electronic library >> Family and children >> Labor education >> “Educating a preschooler at work.” Ed. V. G. Nechaeva Publishing house "Prosveshcheniye", M., 1974 OCR Detskiysad.Ru Given with some abbreviations
Duties continue to take place in the senior and school-preparatory groups of kindergarten, gradually becoming more complex both in the content of work and in forms unification of children, both according to the requirement for independence in the process of work, and for self-organization in the process of activity.
An important task in organizing the duties of older preschoolers is to develop in children responsibility for the assigned task, the desire to work for the benefit of the team, and the habit of systematically performing duties. The development of these qualities can only be achieved with the regular participation of children in labor. In the practice of kindergartens, children are regularly on duty in the dining room, in preparation for classes, and in the corner of nature. Typically, two children are assigned to each type of duty. The shift of duty personnel is carried out daily. It is very important for the teacher to think through the content of the work of those on duty, so that they are not of a formal nature, but are filled with specific tasks necessary for the team, so that the children understand the significance of their work. He addresses those on duty as his assistants, approves of their actions, diligence, initiative, and ability to perform the task deftly and economically. So, before class, the teacher, addressing the children, can say: “The attendants prepared everything they needed so quickly that you can start studying right away. Thank you, well done!” Another time, he may turn to those on duty with the question: “Well, can we start the lesson?” And after an affirmative answer, suggest: “Invite the guys to class.” All this increases children's attitude towards work. They feel that their work is appreciated, that it is needed for the team, and a positive assessment from the teacher encourages their actions. He also teaches children to thank those on duty for the service provided and to respect their work, for example: “Let the people on duty go ahead so that they wash their hands early, because they need to have time to set the table while everyone is getting ready for dinner.” Or: “Who will arrange folding beds for the duty officers today? After all, they need to clear the tables; so that they don’t stay late and can go to bed with everyone else, they need help,” etc. If the teacher knows how to rely on those on duty, and in every possible way increases their importance for the normal life of the group, then the children do not lose interest in work, but their responsibility for completing the assigned task. This is also facilitated by classes in which the teacher invites children to talk about “how we are on duty.” In addition to various cognitive tasks and speech formation, the teacher here solves important educational tasks: he teaches children to positively evaluate the actions of their comrades, treat them kindly, be able to notice difficulties, and come to the rescue. The work of the dining room attendants includes full table setting and cleaning after meals. The requirements for the pace of work, the manifestation of organization in the process, efficiency and independence are increasing. When organizing the work of those on duty, the teacher has to pay attention to one more issue - the combination of the work of the attendants with the self-service of children. What part of the work, for example, in preparing for classes should those on duty do, and what should each child prepare himself? After eating, do the people on duty have to clean up everything, or does everyone clean up after themselves? When deciding this issue, the teacher must proceed from the expediency of the work of both. So, leaving the table, each of the children, pushing up a chair, can grab a cup and saucer to take to the serving table. And at the same time, if each of them first carries a deep plate, then a shallow one, and finally a cup, then there will never be a calm atmosphere in the group while eating. And vice versa, if all the cleaning is done by those on duty, then the duration of their work will increase significantly, which is undesirable, since this will delay work or reduce the sleep of those on duty. The most appropriate arrangement would be to organize cleaning in a way that naturally combines the work of the attendants and each child. For example, after eating, each child moves his plate to the middle of the table, stacking it on top of others, and takes the cup and saucer to the serving table. (At the same time, it is important to ensure that children do not linger near the serving table and do not create a mess there. This will not happen if the children are comfortable and are accustomed to folding dishes neatly.) The work of those on duty in preparing for classes should be thought through in the same way. If each child has a permanent place at a double table, in a drawer of which the necessary material for classes is stored, then the children can prepare their workplace in advance, and the attendants can prepare that part of the necessary material that is not constantly in the drawer. This is all the more important because it accustoms children to future work at school (think about what needs to be obtained, how to arrange everything they need conveniently, neatly, in a certain sequence, etc.). By organizing the work of the attendants in this way, the teacher saves their time and at the same time teaches children to clean up after themselves, take care of their readiness for classes, etc. The content of the work of the attendants in preparing for classes can also be significantly increased. So, children can not only push the tables apart, but also select handouts, put them in envelopes, pour gouache paint and glue into the sockets, bring manuals to the group for classes on the development of movements or prepare them in the hall (wipe off the dust, push them to the right place ). Those on duty can help the music director arrange chairs and select teaching aids (flags, ribbons, hoops, etc.). Sometimes the work of those on duty can be postponed: for example, cutting geometric shapes for classes, bringing pictures from the teaching room, visual material is more convenient the day before. In senior troupes, another type of duty is being introduced - duty in a corner of nature. The meaning of duty can be explained in class. The teacher identifies new objects in the living corner and tells how to care for them. (If the rules for caring for a new object are complex or children will be introduced to a new animal, then this should not be combined in one lesson. It is better to introduce such an object into the group a little later.) He especially emphasizes the importance of careful ongoing care of animals and plants; Only under this condition will they feel good in the group. During the lesson, the teacher can also show some new techniques for the work of the attendants: how to spray plants from a spray bottle (which ones need to be sprayed and which ones should not be sprayed, why), how to plant onions instead of cut ones, so that the group always has green onions, how to prepare water for watering plants, etc. It should be noted that the work of the attendants will be more successful if the teacher constantly instills in all children an interest in the corner of nature. Then its inhabitants become the subject of constant observation; children note the slightest changes, and the teacher, based on specific facts, emphasizes the importance of the work of those on duty. In the school preparatory group, the amount of work of those on duty can be increased: children make sure that there is always green food for the animals (they occasionally sow oats), grow greens for the table, with the help of the teacher, transplant flowering plants from the lawns (asters, marigolds) and transfer them to the group. When organizing the work of those on duty, the teacher determines at the beginning of the year how much the children have mastered work techniques, how they use the necessary equipment, whether they know the sequence of actions, and whether they carry out the assigned task responsibly. The need for such observations and the formation of behavior leads to the fact that at the beginning of the year in the senior group, the teacher assigns each person on duty a separate task, for example: “Vova will set these two tables, Galya will set the others.” Or: “Seryozha will hand out coasters and brushes, and Lena will pour glue over the sockets, place the trays on the tables and smash the sockets.” After some time (after 2-3 months, and if necessary in the second half of the year), the teacher can combine the work of those on duty, assigning them a common task. Thus, children find themselves in conditions in which they must independently decide who will take on what part of the work, but so that the entire volume is completed. While doing their work, each child must observe the work of a friend and come to his aid. In such conditions, the teacher has the opportunity to form positive relationships between children: he explains how to provide help and in what cases it is needed, shows with specific examples how to treat a friend on a common task: “You agreed that you will water the plants, and Katya will clean the guinea pig's cage. And now, when you have already watered the plants, you need to help her: you see, she has cleaned the cage and laid out fresh straw, but has not yet had time to cut the carrots. Do it with her, and then you can go play.” The teacher helps the children divide the work equally, take into account each other’s wishes, and when the children themselves carry out this activity, controls it, sometimes asking questions: “Did you work together? How did you agree? Which of you did what tasks today, and how will you work next time?” In this way, the teacher helps children master the full range of ideas about what it means to work together, what is needed for this, and how to negotiate. At the end of the work, the teacher especially emphasizes the children’s ability to work together, harmoniously, and help each other. When the teacher moves on to organizing the general work of those on duty, he needs to keep in mind the pairing of children for collective work. If earlier this question did not arise, since each of the children did the work separately, now, when uniting them in a common task, it is important to foresee what kind of association will be useful for raising children. The attendants, working together, serve the entire group. With such an organization, they are placed in new conditions, more complex demands are placed on them: to coordinate their work with the work of a friend, to be jointly responsible for the result, to fairly distribute work among themselves. Children are often paired up according to the principle of “skilled with unskilled.” At the same time, they believe that the first will have a positive influence on the second and will help him master the relevant skills. But this leads to the desired result only if the teacher pays special attention to the child who knows how to cope with the task, to his desire not only to teach the skills of another child, but also to remain a good friend to him: to show a friendly attitude towards him, not do all the work for him, do not emphasize his inability, etc. However, this is not always the case. There are often cases when the skilled one does the entire job, and the second child is only listed as on duty. Let's give typical examples. Galya is a collected, attentive and hardworking girl, she is on duty with Slava Z., who does not have sufficient skills, is often distracted from work, and participates in work without much desire. Galya does almost all the work herself, without influencing Slava in any way. As a result, during three months of working together, Slava never learned to perform tasks related to duty, and did not realize his responsibility for the common cause. The teacher’s omission in this case was that he paid main attention to the result of the work (whether everything was completed, on time or not). And he did not take into account the correspondence between the volume of his work and the work performed by each of the children. Igor is an initiative, confident and energetic boy, on duty with his friend Yura E., indecisive, but conscientious and neat. Under the influence of Igor, who shows a friendly attitude towards Yura, the latter acts more decisively, overcoming his timidity. As a result, all responsibilities are performed jointly, diligently, and bring the job to the end. Uniting children for common work becomes regular in the older groups of kindergarten. This example suggests that the friendly relationships between the boys that developed in everyday life in the group had a positive impact on joint work. Nadya knows well the duties of the duty officer, quickly and actively carries out the assigned task, but with children she is often harsh, answers rudely, offends, laughs at their inability, and emphasizes her superiority. Children do not like to be friends with her, since she offends the incompetent, and tries to overtake the skillful one, correcting his work even when there is no need for it. Examples show that the issue of uniting children to work together is important in the moral education of children. The combination of “skilled and unskilled” in pairs does not always lead to positive results. It is very important to take into account the personal qualities of children, to influence the child so that during work the children not only complete the task, but also show attention to each other, provide assistance, regulate misunderstandings that arise, address each other in a polite manner, etc. So, Slava should have been taught to be more attentive to the matter and not be distracted. In this case, rely on the example of Gali. Maybe it would be worthwhile to divide their responsibilities for a while, inviting Slava to set two tables on her own, and Gala to set the other two tables. By helping Slava work without distractions, suggesting a sequence of actions, and drawing his attention to Gali’s work, we can ensure that Slava learns to work more collectedly and strives to keep up with Gali. Nadya should have developed a friendly attitude towards her comrades: without emphasizing her skills, point out that many children in the group have not only learned to work quickly, but also always help each other, without the teacher’s reminder they themselves see who needs help. You can tell all the children about the friendly work of Igor and Yura so that she can become an example to follow. In older groups, children often exhibit selective friendships. This should also be taken into account, support the children’s attraction to each other, and assign them to be on duty together. From time to time, the teacher emphasizes the growing skills of the children, discusses with them what else they can do; in the conversation, he especially highlights cases of manifestation of a friendly attitude towards peers, a desire to help the nanny. He teaches children to take care of the nanny and offer her their services. It is very important from an educational standpoint that the nanny rely in her work on the help of the children and be patient with their uncertain movements and slow pace of activity. It can be of great help to the teacher in teaching children the necessary skills. continuation of the book...
Duty schedule: how to create
To maintain order and discipline, the teacher needs to think about how to introduce a duty schedule in kindergarten. This measure will help to count and take into account all the merits of the student and not get confused in the order. Such a schedule may look different, depending on the creative approach of the teacher. It is desirable that the pupils themselves take part in creating the duty corner. In this case, there will be a feeling of ownership of the innovation. Do-it-yourself work for duty can serve as an excellent start for uniting a children's team. In addition, each child will be able to put his own vision and show imagination, which is so necessary for creating a duty corner in kindergarten with his own hands.
