MAGAZINE Preschooler.RF
Familiarizing younger preschoolers with the work of adults.The peculiarity of introducing younger preschoolers to the work activities of adults is based on the inextricable unity with children’s knowledge of the man-made world. The things and toys that surround babies are of particular importance in the development of young children. Younger preschoolers actively enter the man-made world and begin to get acquainted with a large number of objects in everyday life, play and other types of children's activities. Children of this age actively experiment with both objects and materials, discovering, for example, that paper gets wet in water, a rubber ball is elastic, and jumps high if it is hit hard on the floor. Young children are attracted by the brightness and colorfulness of the objective world, which allows the teacher, based on the emotional and sensory experience of children, to help develop a value-based attitude towards the objective world.
However, most children do not see the focus of their work on results. All components of work activity are merged for them and are not perceived separately. That is why children cannot even talk about the labor processes that are carried out before their eyes every day. Teachers of younger groups introduce them to specific work processes that are performed by people working in kindergarten. At the first stages, supervision of the activities of the assistant teacher is organized: the nanny washes the dishes, sets the table, distributes food, washes the floor, wipes the dust. In the course of observing specific processes of household labor of adults, the teacher reveals to children the purpose and motives of their activity, focusing attention on each component of work, explaining their necessity.
The first component of work is goal setting and motivation of the work process. In order for children to understand the need for work and to understand the motives of adults’ activities, the teacher constructs a variety of everyday educational situations that are a natural part of the pedagogical process of the kindergarten.
For example, the tables are not set - you cannot dine, a dirty cup cannot be drunk from it. The junior teacher will take care of this. Thus, the motive of work and its significance are revealed to children through awareness of their own needs. Children's attention is directed to obtaining the result of their work.
The second component of labor - the selection of objects of labor is carried out in front of the children: the teacher offers to help the junior teacher collect dirty dishes from the tables, remove towels from the hanger, etc. This makes it possible to make our children in the labor process, assistants to adults.
The third component of labor is labor equipment. Carrying out the labor process, an adult selects the equipment necessary for its implementation, shows it to the children, names it, and the teacher provides choral pronunciation so that the names are better remembered by the children. At the same time, he pays attention to the organization of the labor process, how the adult prepared for work, why he put on an apron, why he rolled up his sleeves, etc.
The fourth component of labor is the composition and order in which adults perform labor actions. It is important that kids get a general idea of the sequence of actions, their chain. In the younger group, only the most significant of them are highlighted, and the labor process is simplified. Every significant work action is shown, explained and motivated in a form accessible to children.
For example; The nanny shows how she washes the cup: she carefully rubs it from the inside, then from the outside, the bottom, at the handle. She rubs until the cup is clean. The dirt has been wiped off, but you can’t drink from the cup, what should you do?” - the teacher asks a question. Observing the actions of the junior teacher, children answer the question posed.
The main methods of labor education are: observation of fragments of specific types of work, observation of household work, experimentation, examination of objects and pictures, didactic games (Shop, Wonderful Bag)
etc., reading poems and nursery rhymes, game situations
(Let's dress the doll for a walk)
, role-playing games.
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Methodology for introducing preschoolers to the work of adults
Features of working in a junior preschool group
In the younger group, there are no special classes to educate the attitude towards a hard worker. This problem is solved in everyday life: observing the work of adults, in art classes, when reading works of fiction, looking at paintings and illustrations for books. Thus, when organizing observations of the work of adults, the teacher each time thinks through techniques that will help children develop a friendly attitude towards the hard worker. These techniques are varied: general conversation, involvement in an adult’s activity, memorization of a separate poem, etc.[7].
For educational purposes, the teacher uses literature in which numerous images of adults (mothers, grandmothers) evoke a feeling of sympathy. Works of fiction teach us to be attentive, caring, and friendly towards other people. For example, children are read the story “My Mother” (from the series “My Family”) by the Bulgarian writer Dora Gabe. After reading this story, the teacher asks the kids to remember what words the writer uses to talk about their mother. Children are led to the answer that “mother is kind, good, cheerful, loves her children.” Then the teacher talks about mothers in general, what they do at home, at work, who they care for and how they care.
Introducing children to the work of a janitor, driver, cook, doctor, that is, those people who work directly in kindergarten and whom children know well, you can use B. Zakhoder’s poems “Driver”, “Shoemaker”, A. Kordamova during the conversation. Our doctor" (in excerpts). Children quickly remember these verses. Thanks to them, kids learn that a doctor is a kind and brave person, he helps children if they get sick. You can also talk about the kindergarten doctor, nurse, or other doctors the children know. Gradually, the kids are, as it were, “taken” outside the kindergarten and family. They learn that there are many janitors, drivers, doctors, and teachers; they work in different places. It’s good if the janitor, driver, cook, whom the children recently met, come to the group to see how the children live. The kids will be delighted by the arrival of such guests. It will cause them a new wave of positive emotions.
Thus, it is necessary to begin labor education of children in early preschool childhood. In this case, the main means should be to introduce people who are difficult for the child to know: mothers, grandmothers, grandfathers, etc.
Features of working in the middle group of kindergarten
In the middle group, work to familiarize adults with labor and cultivate a positive attitude towards workers continues. Children of this age are independent, they have more advanced work skills compared to children, their feelings and relationships are more conscious, their interest in the life around them is broader, and their understanding of the work of kindergarten staff (music worker, teacher) is richer. All this allows us to somewhat change the nature of pedagogical work, both in content and form.
In the middle group, several new topics are being developed: “About how our mothers and fathers work,” “Who works on the farm,” “About the work of people in transport professions,” “About the work of builders.” The teacher tells the children about the content of work and its social significance. However, a story about professions becomes pedagogically significant if, when explaining the content of work, the teacher focuses not on the specification of the process, but on the person, his business and personal qualities, that is, directly or through fiction, he introduces children to a person of a certain profession. At the same time, attention is drawn to how adults conscientiously and responsibly carry out their duties, how they treat the results of work and materials with care: it speaks of the kindness, friendliness, willingness to help, and cheerfulness of a working person.
When covering each topic, the teacher thinks through two aspects: familiarization with the content of work and familiarization with the business and personal qualities of a working person[8]. For example, the topic: “About the work of builders.” Program objective: To introduce children to the work of people in construction professions: mason, painter, roofer, etc. Foster interest and respect for their work. Expanding on the topic “About the work of builders,” the teacher uses the poems of A. Brodsky “My Brother” and S. Baruzdin “Who Built This House?” It is advisable to read the last poem after the children have been on an excursion to a house under construction and have gained an idea of the work of construction workers. In this case, they perceive poetry more emotionally.
Poems by S. Baruzdin “Who built this house?” similarly analyzed in the older group. For children in the middle group, it is enough to ask the question: “Who do you think built the house in which we live?” There is no need to ensure that students list all construction professions. It is especially emphasized that the house is being built quickly thanks to the friendship of the builders, and that people are happy about their new houses.
Thus, in the middle group of kindergarten, work continues to familiarize adults with labor and cultivate a positive attitude towards the worker. At the same time, it is necessary not only to acquaint children with the content of work, but also to reveal the personal qualities of a person - a worker.
Lesson notes for junior group 2 “What professions are there?”
Lesson notes for junior group 2 “What professions are there?”
Goal: To introduce children to various professions.
Tasks:
Educational:
1. Cultivate friendly relationships;
2. Cultivate interest in various types of professions.
Educational:
1. Arouse respect and the desire to imitate adults, work constantly and conscientiously.
2. Encourage children to talk about the work activities of professions familiar to them (doctor, hairdresser, builder, cook)
Educational:
1. Develop speech, auditory perception, communication skills;
2. Develop the ability to answer in complete, common sentences, observation, intelligence, and attention.
Preliminary work:
Conversations about professions, looking at illustrations on the topic, looking at tools of different professions, reading fiction.
Materials and equipment: pictures “Professions”, baskets with vegetables and fruits, first aid kit, bandage, thermometer, syringe, comb, scissors, saucepan, ladle, hammer, screwdriver, steering wheel, keys.
Progress:
I. Introductory part
1. Organizational moment ( bell, tambourine
)
There's a knock on the door. The postman sent a letter from Masha.
Educator:
Guys, postman Pechkin sent a letter, who is it from.
( from Masha)
Educator:
What is Masha writing to us?
Hello guys, I was cleaning out the table at Mishka’s house and found interesting pictures in one of the drawers, they depict people in different clothes, I don’t understand who they are, help me figure it out.
Educator:
Guys, let's help Masha find out who is shown here in the pictures?
Educator:
(
looks at the pictures
). Wow, people of different professions are drawn here. Guys, what professions do you know? (cook, driver, hairdresser, etc.)
Educator:
Well done, now let's see what professions Masha has in the pictures.
II. Main part
1. Conversation based on illustrations. (The teacher puts out the first card)
Educator:
Children, look at the picture and tell me, what profession is the person depicted?
(cook)
Well done, now Vasilisa will tell us a poem about the cook.
Vasilisa:
The cook will prepare cutlets for us,
The cake will also bake meatloaves.
It's like a magician works in the kitchen,
Everyone will have a great appetite.
Educator: -
What does the cook do?
(cooking)
- What’s cooking? (Cooks soup, compote; fries cutlets (fish or meat, scrambled eggs; bakes casseroles; makes salads; bakes pies)
— What does he have in the kitchen? (pots, knives, stove).
— Do we have a cook in the d/s?
Educator:
Let's play cooks.
( Kirill, Polina
)
Game "What's for what?" The teacher places two pots and a basket of vegetables and fruits (dummies) in front of the picture. It turns out 2 children
.
Educator:
Here are two pans.
In one we will select products for compote, and in the other we will select products for soup .
Educator:
Well done boys. They did an excellent job.
The teacher displays a picture.
Educator:
Who is shown in the picture?
(Hairdresser)
Well done, now Eva will tell us a poem about a hairdresser.
Eve:
Who's the hairdresser today? Let me be there.
I'll do your hair, for example, like mine.
Sit in front of the mirror, I'll tie the cape
And, of course, first of all, I’ll comb my hair carefully.
Educator:
Who did Eva tell the poem about?
(About the hairdresser
)
— What does a hairdresser do? ( Cuts hair, dyes hair, does beautiful hairstyles).
And what tools does a hairdresser need to cut hair and do hairstyles?
( Scissors, comb, hair dryer)
I see you are already tired. It's time for us to get some rest. Let's go for a ride in the car.
Physical school
“We’re going, we’re driving a car, (driving movements)
We press the pedal. (legs bent, knees extended)
Turn the gas on and off (turn the lever toward you, away from you)
We look intently into the distance. (palm to forehead)
Wipers count the drops
Left, right. Purity! (waving palms)
The wind will ruffle your hair. (ruffle hair with fingers)
We are drivers anywhere!” (right thumb up)
Educator:
Well done! We made good drivers.
The teacher displays a picture.
Educator:
Guys, who is shown in this picture?
(doctor)
Well done, now Nastya will tell us a poem about a doctor.
Nastya:
If your ear hurts,
If your throat becomes dry.
Don't worry and don't cry -
After all, the doctor will help you.
Educator:
Where does the doctor work?
( in the hospital)
-What is he doing? (Treats patients, measures temperature, gives an injection, listens to the heart, prescribes medicine)
Game “Doctor’s Suitcase” There are objects on the table (pills, apple, etc.)
Educator:
Children, you and I need to help pack a suitcase for the doctor, what will we take with us, and what will be unnecessary?
(Gleb, Varya)
Educator:
Well done boys. They did an excellent job.
The teacher displays a picture
Educator: Well done, guys! Next picture. Who is depicted on it? (Builder)
Well done, now Misha will tell us a poem about a builder
Misha:
He puts the bricks in a row,
He is building a kindergarten for the children.
Not a miner or a driver,
A builder will build a house for us.
Educator
: Who did Misha tell the poem about?
(About the builder)
- What does the builder do? (Builds a house, school, kindergarten, garage, fence, gate)
Educator: Is a builder a necessary profession? Well done boys!
Game “Who needs what” (Prepare supplies in a bag for each profession . Children take out from the bag items that are necessary for a particular activity. For the subject, children must name the profession in which the item is used. (saucepan, ladle, scissors, hairdryer , hammer, screwdriver, thermometer, syringe, steering wheel, keys.)
Educator
: Guys, I have a magic bag here, it contains different items, you need to determine what profession the person needs this item.
III. Final part. Reflection.
Educator:
Guys, you all did well today, and most importantly, we helped Masha find out who was drawn in the pictures that she found in Mishka’s desk. Let's remember what professions we met: doctor, driver, cook, builder, hairdresser. All professions are important and needed. Thanks to all.
