Card index of games for labor education in the younger group

Card index of games for labor education in the younger group

TO

art library of games for labor education in the younger group

Labor education in kindergarten is a mandatory process, thanks to which the child develops a positive attitude towards work, develops the desire and ability to work, and also develops moral qualities. The main activity of preschoolers is play, which means that labor education should take place in a playful form. The card index of labor education games I presented is intended for young children. The development can be recommended for use by teachers of preschool educational institutions and parents in individual work with children.

This methodological development will help the teacher organize the work of children and manage their work activities in such a way that each child feels the joy of joint activities, shows activity, initiative, independence, learns to help his comrades, achieve a common result, appreciate his own work, the work of his comrades and the work of people. .

Card index of games for developing self-care skills

Methodological techniques: demonstration with a detailed explanation of actions, detailed verbal explanation, partial demonstration, game techniques, didactic games, game situations (Let's tell the bear: 1. “How to eat correctly”; 2. “How to fold clothes”; 3. “How to wipe your hands "; 4. "How to rinse your mouth after eating"; 5. "How to eat with a fork", etc.); works of art; conversations “Why you need to rinse your mouth after eating”, “How and when we use a napkin”, “Children wash themselves” (with looking at pictures); board games "Loto".

Game situation “Let's teach a doll to wash its hands”

Goal: to consolidate knowledge about personal hygiene items for washing and washing, the sequence of actions, to promote the formation of the habit of neatness.

Equipment: various items and personal hygiene items for washing and washing, dolls.

Progress of the game: children sit in front of a play corner, in which there is a washbasin and a cabinet with a towel. The teacher brings the doll Anya with dirty hands. Doll Anya is going to visit and “changes clothes”. She “takes” the dress with “dirty hands” and stains remain on the dress. Seeing this, the Anya doll begins to cry. The teacher says: “Oh, the Anya doll took the dress with dirty hands! Children, what needs to be done? (That’s right, the doll needs to wash its hands.) Don’t cry, Anya, we’ll wash your hands now.”

d/i "Rules of Hygiene"

Goal: to consolidate cultural and hygienic skills (washing, dressing, brushing teeth, combing your hair, bathing, to develop the ability to show these movements with the help of facial expressions and gestures and to guess by showing them.

Progress of the game: The teacher asks the children, using facial expressions and gestures, to show how they wash themselves (dress, brush their teeth, etc., following the sequence of performing these skills. Or the teacher shows, using facial expressions and gestures, what he is doing, and the children guess .

Exercise “Soap gloves”

Goal: to teach children to soap their hands well from the outside and inside until bubbles form.

Equipment: bathroom, baby soap, towel.

Progress of the game: Teacher: “We will go to the sink, open the tap and let in warm water, and now we will take soap and make ourselves beautiful “white gloves.” The teacher explains the process of soaping hands step by step. Children soap their hands without water until white foam forms, then the children put the soap in a soap dish and distribute the soap over their hands in a circular motion. The teacher draws the children’s attention to the fact that they have created fashionable “white gloves.” It is advisable to use various poems and nursery rhymes in your work. For example:

“Okay, okay, wash your little hands with soap, Clean palms, here’s bread and spoons for you! Water gurgles in the tap. Very cool!

(child’s name) washes herself.”

game situation “Let’s give the dolls different hairstyles”

Goal: to consolidate hair care skills, clarify the names of the items necessary for this, formulate the concept of “neat appearance”

Equipment: dolls, combs, hairpins.

Progress of the game: the teacher invites the children to comb the dolls' hair.

d/i “Pick up a pair”

Goals: correlate objects in pictures with actions; strengthen self-care skills; develop logical thinking.

Equipment: object pictures: vacuum cleaner, comb, soap, toy cabinet; subject pictures: cleaning the apartment, boots, clothes, toys.

Progress of the game: children carefully examine the received pictures, compare them and select pairs, explain their choice.

d/i “What first, what then”

Goals: to teach children to arrange pictures in order of plot development, using an auxiliary tool;

learn to write short stories.

Progress of the game: children are offered several pictures related to one plot, arrange them in the order of events that occurred and compose a story based on them. For example: a boy lies in bed, does exercises, washes himself, wipes himself with a towel; girl washes her hands, has lunch, plays with a doll

game situation “Tanya caught a cold”

Goal: to promote the development of the skill of using a handkerchief, to reinforce the knowledge that when sneezing and coughing you need to cover your mouth with a handkerchief, and if someone is nearby, turn away

Equipment: handkerchief

How to play: the teacher asks: why do people need a handkerchief?

And then he offers the children various situations, which they play out together with the kids:

— What should you do if you want to sneeze? Etc.

d/i "Rules of Hygiene".

Goal: to clarify children’s ideas about hygiene skills, to develop healthy lifestyle skills

Progress of the game: using a counting rhyme, a driver is selected and leaves the group. The teacher and the children agree on who will portray what and what. Then the driver is invited, the children take turns demonstrating hygiene skills using gestures and facial expressions. The presenter must guess what the children are showing: washing, brushing teeth, combing their hair, bathing.

Exercise “Turn your tights inside out”

Goal: To teach children how to turn tights inside out correctly; cultivate neatness and careful attitude towards things.

Exercise “Our things go to bed”

Purpose: to teach children to neatly put things on a high chair; cultivate a caring attitude towards things.

Educational situation “Let’s brush your teeth”

Goal: teach your child to brush their teeth.

Equipment: two toothbrushes, a glass of water, a mirror.

Progress of the game: the adult asks the child to look in the mirror and smile, while drawing his attention to the teeth. Then he says to keep your teeth from hurting, you need to brush them. The adult takes out two brushes: he gives one to the child, and the other shows how to brush the teeth, while saying a nursery rhyme:

Mouth, mouth! Where are you little mouth? Teeth, teeth! Where are you teeth? Cheek, cheek! Where are you cheek? There will be a clean daughter! At the end of the game, the adult and the child look in the mirror and smile, showing clean teeth. If necessary, joint actions of an adult and a child are used.

Exercise “We will tuck in our T-shirts”

Goal: To teach children how to tuck in T-shirts and T-shirts; cultivate a desire to take care of your appearance.

Exercise “We do everything in order”

Goal: to teach children to take off and put on clothes in a certain order.

Game situation “Let’s dress the doll for a walk”

Goal: to consolidate children’s knowledge about clothing, to develop children’s ability to dress a doll according to the season of the year, the weather, and to systematize children’s ideas about health.

Material: paper doll with different clothes

Progress of the game: the teacher says that the doll is going for a walk, but does not know what to wear, it is winter and it is very cold outside (various situations).

Children “dress” the doll and explain their choice.

Didactic game "Find a pair"

Purpose: to learn to distinguish between paired shoes and clothes, to choose the right one for the left version of shoes and clothes.

Equipment: shoes cut out of cardboard: boots, shoes, gloves, socks, mittens, Masha doll.

Progress of the game: the teacher introduces the children into a game situation: “Masha, the confused one, scattered her clothes and shoes in different corners. She can't find anything on her own. She found one sock, but can’t find the other, found one boot, but doesn’t know where the other one is, etc.” The children are invited to help Masha, who is at a loss, find a couple of items of clothing and shoes. The teacher presents the right version of the pair (sock, boot, etc.) and offers to choose the left one. At the same time, the instruction is given: “Find a pair.”

Didactic game “Choose clothes for the dolls”

Goal: learn to name items of clothing, differentiate clothes for boys and girls, and consistently dress a doll.

Equipment: two dolls - Mitya doll and Katya doll, sets of clothes for girl and boy dolls.

Progress of the game. Teacher: “Look, children, dolls came to visit us, but they can’t get dressed, they mixed up their clothes and can’t find their things. Let’s help them figure out where and whose things are.” The teacher asks: “What do girls wear and what do boys wear?” After the children choose clothes for the dolls, one child begins to dress Mitya, and the other - Katya. At this time, the teacher focuses the children’s attention on the sequence of dressing. The teacher always praises the children for the fact that the dolls are dressed correctly and beautifully.

Games to familiarize children with household chores.

Game situation “Let’s set the table for the dolls”

Goal: To teach children to set the table, to name the items needed for serving. Introduce the rules of etiquette (meeting guests, accepting gifts, inviting people to the table, behavior at the table). Progress of the game: The teacher enters the group with an elegant doll. Children examine it and name items of clothing. The teacher says that today is the doll’s birthday, and guests will come to her - her friends. You need to help the doll set the festive table (doll furniture and dishes are used). The teacher plays out the stages of the activity with the children (wash hands, lay out a tablecloth, place a vase of flowers, a napkin holder, a bread box in the center of the table, prepare cups and saucers for tea or plates, and lay out cutlery nearby - spoons, forks, knives).

Game “What does Masha want to do?”

Purpose: To clarify children’s ideas about certain labor actions; about materials, tools and equipment needed for work.

Progress of the game: The teacher addresses the children on behalf of Masha:

- Masha asks me for a basin, a bucket of water and soap.

Submits the objects she calls to the doll.

- What do you think she will do? (Wash.) That's right. And now Masha asks to give her a saucepan, milk, sugar, salt and millet. What is Masha going to do? (The doll wants to cook porridge.) What is the name of the porridge?

Other work activities that require appropriate items can be considered in a playful form.

Game situation “Let’s wash the dishes”

Goal: to form independent actions in the child: learn to wash dishes.

Equipment: doll, dishes (plates, trays, sponge, two basins.

Progress of the game: an adult draws the children's attention to a doll that is sitting at a set table, shows a table with dirty dishes, asks the children to help the doll wash the dishes. Children put dirty dishes on one tray. The teacher demonstrates how to hold a plate correctly, moisten it with water, wipe it with a wet sponge, rinse it in another basin with clean water, after which, placing the plates on a clean tray, the child is asked to wash his plate.

Game "Guess what I'm doing?"

Goal: Expand children's understanding of labor activities. Develop attention.

Progress of the game: The teacher and children join hands and stand in a circle. A child comes to the center of the circle. Everyone goes in a circle and says the words:

We will work with you,

Let's not forget the order.

Don't yawn, do it

And repeat after me!

The teacher imitates labor actions not only with movements, but also (if possible) with sounds. For example, he cleans the floor with a vacuum cleaner, hammers a nail, saws, drives a car, does laundry, carries a bucket of water, wipes a mirror, chops wood, grates, turns something in a meat grinder. Children repeat the movement and guess it.

Game "Clear the Table"

Goal: to form independent actions: clear dishes from the table, sweep away crumbs.

Equipment: dishes, brush, dustpan.

Progress of the game: an adult shows how to remove dishes from the table onto a tray, invites children to act as shown. At the same time, the adult comments on the actions: “We put a plate, cup, spoon, etc. on the tray.” Then he shows how to sweep the crumbs from the table, comments on his actions: “We will sweep the crumbs from the table and remove them with a dustpan!”

The child is given the opportunity to act independently.

Problem situation “Why did the toys run away from Kolya.”

Goal: to cultivate the habit of cleaning up toys after oneself, to cultivate a caring attitude towards them.

The content of the game is that the boy Kolya loved to play with toys, but was too lazy to put them away. One day a car, a ball, a bear, and blocks ran away from the boy. He became bored and cried: “Why didn’t you take care of the toys and put them back in their place? Now, if they came back to me, I would always clean them up.” The toys heard the words and returned to Kolya. He was delighted with the bear, the blocks, the ball, the car, and he put everything neatly together.

And the groovy situation “We’re buying dolls”

Goal: to organize practical work activities for children by caring for dolls.

Equipment: 2 basins, soap dish, soap, sponges, towel.

Progress of the game: the teacher draws the children's attention to the dirty doll. She asks to help wash her.

Work assignments:

Arrange toys and books.

Lay out materials for classes on tables.

Goal: to consolidate the ability to maintain order in a group room, independently maintain order, and arrange books. Learn to lay out materials for classes on tables.

Educational situation: “Let’s help wipe the chairs.”

Goal: to continue to develop labor skills and abilities, to cultivate the desire to complete the work started.

Progress: Knock on the door, a bunny comes. Greets children: “Hello, guys!” He comes in and pays attention to the chairs: “Oh, guys, what dusty chairs you have, let’s help the nanny wash them. Well, guys, can we help? Watch me do it." Labor process. After completing the work, I remind the children to carefully put their rags in one place: “Now take off your aprons and wash your hands.”

Educational situation “Washing doll clothes”

Purpose: To teach children to help the teacher in washing doll clothes and bedding: to teach children to put on work aprons before starting work; prepare the necessary supplies for washing and drying, as well as a workplace; know how to use soap.

Progress of the game: the teacher draws the children's attention to a doll in dirty clothes and asks them to help her wash them. He asks: did they help mom wash, what is needed for washing, where should I start washing?

Organization of labor in nature in the younger group

Contents of work Objectives

In a group room

1. Observations of a teacher caring for indoor plants.

Work in a corner of nature together with the teacher: when watering indoor plants, the teacher gives the children simple instructions - hold the watering can, put it in place, etc.

2. Consideration of the algorithm

3. Reading the ecological fairy tale “Green Friend” to children

4. Game situation “Let’s show Dunno how to care for plants”

The teacher draws the children's attention to Dunno and says that he also has a lot of plants, but for some reason they are dusty and sad. Let's show Dunno how to care for plants. The teacher reminds you of the rules for caring for plants and turns to Pinocchio so that he can also watch and remember. The children complete the task, the teacher helps them with advice during the work, talks with the children individually about the names of the plants.

5 . Work in a corner of nature: watering plants

6. Labor: planting onions in a corner of nature.

The grandfather from the fairy tale “Turnip” comes to visit the children and asks them to help him grow onions.

7. Labor: wash plant leaves

8. Observation - experiment “With and without water.”

9. Observing the planting of a flower.

1. Form the concept of “houseplants”, highlighting the main characteristics: they grow at home, in pots, people take care of them. These flowers cannot live outside. Give an idea of ​​one of the purposes of indoor plants: they are beautiful and decorate the room.

2. Reinforce the sequence of actions and their purpose when caring for plants.

3. To consolidate children’s knowledge about the conditions necessary for growing plants.

4. Introduce children to ways to keep leaves clean. To instill in children a caring attitude towards plants and caring for them.

5. Teach children to properly water plants (under the leaves); cultivate a desire to care for plants

6. Clarify children’s understanding of bulbs (they are round, yellow, have tops and roots); develop bulb planting skills (place in the hole, press firmly and sprinkle with soil, water); arouse interest in growing plants

7. Continue to teach how to wash plant leaves and cultivate a caring attitude toward plants.

8. Form concepts about the needs of plants, highlight environmental factors for the growth and development of plants (water).

9. Introduce children to one of the methods of propagating indoor plants - from one plant to two.

Location on

1. Harvesting vegetables in the garden (adult help).

2. Observation of the collection of large flower seeds

3. Collecting garbage and leaves in a certain place.

1. To form and strengthen in children an interest in work and a desire to get involved in it. Strengthen knowledge about vegetables.

2. Instill in children the skills to carry out work assignments, and encourage them to develop a desire to master these skills.

3. Teach to maintain order and cleanliness in the kindergarten area.

1. Removing dry branches from the site.

2. Sweep snow from benches and buildings on the site.

3. Sweeping paths on the site.

4. Observing the work of a janitor.

1 . Continue to teach children to maintain order in the kindergarten area.

2. Teach children to realize the importance and necessity of work.

3. Teach children to sweep paths with a broom, to see the result of their labor.

4. Foster respect for the work of a janitor.

1. Shove snow towards trees.

2. Clearing feeders, feeding birds.

1. To instill in children a desire to take part in work activities as much as possible.

2. Teach children to take care of birds and help them during the cold season.

1. Put the feeders back into storage.

2. Put the garden in order - clearing debris and stones.

3. Cleaning dry grass in the garden.

1. Teach children to take care of equipment, put it in order, and put it away for storage.

2. Teach children to realize the importance and necessity of work.

3. Feel a sense of joy from the achieved result, praise the children at the site for their work.

1. Cleaning the area of ​​debris.

2. Draining the area - allowing streams to pass through.

3. Spreading snow to melt quickly.

4. Taking out toys and cleaning them after playing. 1.2. Continue to support the desire to help adults, to work side by side without interfering with each other.

3.4. To form activity, the ability to overcome difficulties, to teach to feel independent and skillful.

1. Observation of digging beds.

2. Observing the digging of flower beds.

3. Planting onions, peas, beans.

1.2. Continue to strengthen children’s interest in work, cultivate a desire to participate in work as much as possible.

3. Involve children in planting onions, peas, beans, give the child the opportunity to assert himself and feel skillful.

1. Observation of the work of adults (help as feasible)

1) weeding in the garden

2) loosening beds, flower beds

3) watering

1. Enrich children's understanding of plants, teach how to care for them, and support the desire to help adults.

Card index of games for introducing adults to work

didactic game “Who is doing what?”

Goal: to expand and clarify children’s ideas about the work (labor operations) of people of different professions.

The janitor sweeps, cleans, waters, rakes...

The music director sings, plays, dances, teaches...

The junior teacher (nanny) washes, cleans, wipes, covers, dresses, reads... etc. didactic game “Wonderful bag (Who needs what for work)”

Goal: to expand and clarify children’s ideas about the objects of the surrounding world (materials, tools, equipment, etc., necessary for work by people of different professions.

game “Who can name the most actions?” (with a ball)

Goal: to teach children to correlate the actions of people of different professions.

The teacher names a profession and, in turn, throws the ball to the children, who name what a person in this profession does.

didactic game “Correct the mistake”

Goal: to teach children to find and correct mistakes in the actions of people of various professions.

The cook treats, and the doctor cooks.

The janitor sells, and the seller sweeps

The teacher cuts hair, and the hairdresser teaches children.

The musical director does the laundry, and the laundress sings songs with the children... etc.

Game "Who needs it?"

Target. To consolidate children’s ideas about objects and their use in work processes. Introduce professions.

Progress of the game: The teacher shows the children various objects, asks them to name them and tell them when they are used and for what purpose? For example: this is a ladle, the cook needs it to stir porridge, pour soup and compote, etc.

When playing a game with children of senior preschool age, the teacher selects different pictures depicting objects.

game “Who is in the photo?”; “Find and Tell” (based on photographs)

Goal: to consolidate children’s ideas about the work of kindergarten staff.

Children are asked to name a kindergarten employee (from a photograph) or select the desired photograph and tell about this person: what is their name, what room does they work in, what is they like, what does they do?

didactic game “Who does this?”

Goal: to train children in the ability to determine the name of a profession by the names of actions.

Cuts, styles, washes, combs, dries... hairdresser.

Soaks, soaps, washes, shakes, dries, irons... the laundress.

Packs, weighs, cuts, wraps, counts... the seller.

Cleans, washes, fries, cooks, cooks, salts, tastes, feeds... cook, etc.

Lotto "Professions"

Goal: To develop in children the ability to correlate professions with objects and group objects according to their purpose; fix the names of professions.

Game material: Lotto cards with images: - doctor, syringe; - cook, pan; - carpenter, saw; - laundress, iron;

- janitor, broom; - salesperson, cash register.

Education for labor activity in the first junior group of preschool educational institutions

Due to the age-related capabilities of the child’s body, the labor activity of a child of the 3rd year of life is still very limited. At this stage, the tasks of developing the prerequisites for work activity, the formation of hygienic skills and self-care skills are solved. From the age of 2, children begin to develop an interest in the work of adults and a desire to help them. For example, introducing the work of a nanny, the teacher says: “Look, children, how Anna Ivanovna washes the floor, how she tries to keep the group clean!” Or: “Who was it that scattered the paper on the floor? It will be difficult for Anna Ivanovna to assemble it alone. We will now pick up the rubbish together with Olya, Ira and Seryozha... The children did a good job! They love Anna Ivanovna and help her work.” The main thing in the labor education of children of this age is to introduce them to self-service, the formation of simple skills in this type of work. The goal for the child should be set specific, feasible, understandable, taking into account the fact that the child will see the result of the work and feel its necessity for himself:; I fastened the buttons on the sleeves with the help of an adult - it became convenient to play, the sleeves do not fall down on the hands and do not interfere; With the help of the teacher, I laced my shoes - it became comfortable to walk, the laces did not get tangled under my feet; I washed my hands myself - I felt a pleasant feeling of satisfaction, etc. The work activities of young children should take place in a playful way. Playful techniques help create a joyful, emotional mood in children, and consequently, more successful learning of work skills. So, the teacher invites the kids to teach Piggy and turns to the pig: “Learn, Piggy, to take off our guys’ tights! Now look how Sasha can wipe her nose with a handkerchief.” And so on. The formation of certain self-service skills always begins with a direct demonstration of the action, accompanied by an explanation, and then performing the action together with the children. For example, when teaching students to wash their hands, the teacher rolls up the sleeves of his robe, soaps his hands, rubs them, rinses them, wipes them, then encourages the kids to repeat these operations in the same sequence. At the same time, he tries to evoke a joyful mood in children, using poems, nursery rhymes, and songs. For example: Clean water washes Vova’s face, Tanya’s hands, and Antosha’s fingers. While reciting the song, the teacher washes Antosha’s doll’s hands, wipes them and invites the kids to dry their hands with a towel as he shows. While teaching children to take off their clothes, the teacher undresses the doll Masha, who was walking with them. She accompanies her actions with the words: “The doll Masha took off her hat and put it in the closet on the top shelf. Look, Masha, now all the guys will take off their hats and put them in their closets on the top shelves.” Etc. In the learning process, children need benevolent, emotional encouragement, timely help, and support. This stimulates the baby’s activity, causing him joy and satisfaction. From 2 to 3 years old, children learn, with the help of adults, to take off clothes and shoes (unbutton the front buttons, untie the laces), undress in a certain sequence, and neatly fold things. In this age group, it is recommended to involve children in carrying out simple individual tasks (bringing a toy, putting a ball in its place, etc.). If a child refuses to complete an order, you should not insist. It is better to use a gaming technique. For example, a teacher may say: “What a big car Vova has! Using such a vehicle, he will now quickly transport all the cubes that are lying on the floor and put them neatly on the shelf.” Or: “Our good housewife Olya, she will now pick up all the rags from the floor, fold them and hide them in the closet, and her house will be clean and tidy.” In household work, familiarization of children with a new labor operation should begin with the joint activity of the child with an adult. First, the teacher turns to the child with a request, for example, to help wipe the table. Then he tells and shows what needs to be done, calmly and kindly encouraging the child to work with him. For example: “Today Tanya will help me wipe the tables with damp cloths. These are some beautiful rags we have! This is how you need to fold a cloth and wipe the table with it: both the middle and all the corners. Tanechka worked well, how clean she wiped her table, it would have been difficult for me alone without her, I would have had to work for a long time!” Such joint activities especially help in establishing contact between a child and an adult. During work, special attention should be paid to instilling humane feelings and positive relationships in children, encouraging the child to be responsive and compassionate (“Kolya, let’s help Olya collect the cubes... That’s how friendly we are! We cleaned everything up quickly!”). The teacher should give children examples of affectionate, friendly treatment. For example, picking up a doll from the floor, the teacher asks it: “Who lost you, who is your mother? Tanya is your mother? Take my daughter, Tanya, have pity, put her in the stroller.” The creation of a friendly, emotional atmosphere in the group is facilitated by the playful technique of the episodic appearance of toys and the teacher’s conversation with the children on behalf of one or another character. For example, grandma Varvarushka, bear Toptyzhka or other fairy-tale characters may come to the kids and praise them, encourage them with affectionate words or make comments in a gentle form (“Our bear Toptyzhka noticed that Sasha is bad at putting away toys”; “Zhenya, you can’t knock a toy on a toy, this could cause them to break"). The teacher constantly instills in children a caring attitude towards all living things, teaches them to take care of the inhabitants of a corner of nature. The personal example of an adult is especially effective. So, while caring for the bird, the teacher says: “Good, beautiful bird, you are so small, we all love you, now we’ll pour some water, give some grains so that you can always sing your songs to us.” Etc. It is necessary to create in children the prerequisites for joint activities, encouraging children to briefly interact with each other, teach them to work together without interfering with each other, and show sympathy for peers (“Look, Andryusha, how difficult it is for Verochka to pick up the cubes alone and put them on the shelf! Go tell her: let's work together!" Or: "Guys! Don't you know why our bunny is smiling? Let's ask him... He told me in my ear that he was very happy. He likes how Andryusha and Irochka work together"). Didactic games such as “Let’s put the bunny to sleep”, “Let’s dress the doll Nastya”, “Treat the dolls”, etc. also contribute to children’s learning of labor skills.

content .. 1 2 3 9 ..