Card index: Household work in the senior group.
Card index: Household work in the senior group. Card No. 1.
“Order in the closet with toys and manuals”
Goal: to teach children to independently and aesthetically arrange toys and aids, maintain order in closets, and wipe dust. Develop hard work and the ability to see disorder. To cultivate aesthetic taste and the desire to work for the benefit of others.
Card No. 2.
"Clean window sills"
Goal: to teach children to observe hygienic skills when working with water: roll up their sleeves, wet a cloth and wring it dry, rinse when dirty. Develop labor skills and habits, accuracy when working with water. Cultivate a desire to work in a team, in harmony.
Card number 3.
"Helping the nanny"
Goal: To teach how to make bed linen and to teach children to provide all possible assistance to adults. Develop hard work and a desire to help adults. Foster respect for the work of adults.
Card number 4.
"Dining duty"
Goal: independently and conscientiously perform the duties of a duty officer; wash your hands thoroughly, put on the clothes of the person on duty, set the table correctly, remove the dishes after eating; brush off tables and sweep the floor. Develop labor skills and abilities, the ability to see disorder in the table setting. Cultivate a desire to work for the benefit of others.
Card number 5.
"Class Duty"
Goal: independently and conscientiously perform the duties of an attendant: lay out materials and aids prepared by the teacher for the lesson on tables; wash and put them away after class. Develop hard work and a desire to help adults. Cultivate a desire to work for the benefit of others.
Card number 6.
"Order in toys"
Goal: to teach children to put on work aprons before starting work; keep toys in order: wash, dry, wipe and put in place. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work for the benefit of others.
Card number 7.
"We wash napkins"
Goal: teach children the skills of soaping, rinsing and wringing out napkins, continue to build a work culture
(neatness in the process of activity)
Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work in a team, in harmony.
Card number 8.
“Order in the dressing room closet (together with the assistant teacher)”
Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and neatly put the clothes back in place. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to work in a team, in harmony.
Card number 9.
"Book Repair"
Goal: to teach children to peck at books, use glue and scissors correctly, and use napkins.
Develop labor skills, eye, fine motor skills, creative imagination. Foster a desire to work for the benefit of others, treat books and toys with care.
Card number 10.
"Clean chairs"
Goal: to teach children to help the nanny keep the chairs in the group room tidy and clean: wipe them with a damp cloth; arrange in places after classes. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to help adults and respect for their work.
Card number 11.
"Washing Doll Clothes"
Goal: 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. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to work for the benefit of others.
Card number 12.
"Washing my combs"
Goal: To teach children to help the teacher in washing combs: rinse soaked combs, clean them with brushes. Develop diligence, the ability to see disorder, and accuracy when working with water.
Cultivate a desire to help adults and respect for their work.
Card index: Labor in nature. Senior group.
Card No. 1.
Watering indoor plants.
Goal: Teach children to care for indoor plants; water from a watering can
water at room temperature; consolidate children's knowledge about different methods of watering indoor plants. Develop accuracy when working with water and plants, confidence in your actions, work skills. Foster a caring attitude towards the natural environment and a desire to take care of it.
Card No. 2.
Loosening the soil of indoor plants.
Goal: Teach children to care for indoor plants; give children knowledge about why it is necessary to loosen the soil of plants; consolidate loosening techniques and rules for using the necessary items for this. Develop labor skills, accuracy. Foster an ecological culture and respect for the environment.
Card number 3.
Spraying indoor plants.
Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: spray the plants with water at room temperature, use the sprayer correctly. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 4.
Caring for large-leaved plants (wet wiping of leaves).
Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: wipe large leaves of plants with a damp cloth, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 5.
Caring for plant leaves (removing dust with brushes and a dry cloth)
Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: remove dust from plants with brushes or dry cloths, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development, and improves their appearance. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 6.
Plant cuttings.
Goal: To clarify children’s knowledge of what a plant can be grown from.
Teach children how to properly plant a plant cutting, prepare the soil, care for them and the sequence of work: pour sand into the bottom of the pot, then soil, water, wait until the water is absorbed into the sand, make a hole in the middle (center) of the pot with a stick and plant the cutting until the first leaf, press the ground. Water as needed. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 7.
Replanting indoor plants.
Goal: To teach children to provide all possible assistance to the teacher in replanting plants; teach plant transplantation techniques and sequences
work: choose the right size pot, prepare sand and soil, plant. To consolidate children's knowledge about indoor plants and their differences from each other. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card No. 8
Planting onions on the windowsill.
Goal: To teach children to set a goal, prepare a workplace, tools and clean up after themselves. To consolidate children's knowledge about the structure of the onion and the conditions necessary for onion growth. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an environmental culture, a desire to achieve results, and participate in a common cause.
Card number 9.
Sowing flower and vegetable seeds.
Goal: To give children knowledge that every plant has seeds. Learn the sequence of actions required when sowing seeds; make a hole in the soil (for sowing seeds, marking each time with a stick
the distance between them and grooves for small seeds; teach to observe cultural and hygienic skills when working. To consolidate children's knowledge about at what time, which seeds are sown in boxes in a group for preparing seedlings, and which seeds are sown in open ground. Develop labor skills and abilities. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 10.
Planting seedlings and caring for them.
Goal: To form children's ideas about the main stages of plant growth and development (seed, seedling, stem with leaves); about the basic methods of growing plants and caring for them (planting in loose soil, watering, loosening the soil, weeding, feeding). Be careful when planting seedlings, as the plants are very fragile. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 11.
Digging up beds.
Purpose: To give children an idea of the need to dig up a bed.
Teach proper digging: try to stick the shovel (bayonet) deeper, carefully break up the lumps; old plant roots and stones need to be removed from the beds.
Develop labor skills and abilities, the ability to observe cultural and hygienic habits when working with the land. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 12.
Weeding the beds on your site and the children's site.
Goal: To teach children to distinguish a cultivated plant from a weed; pull out weeds by the roots, because if the root is left the weed continues to grow;
Give children some knowledge about the harm weeds cause to flowers and vegetables. Develop labor skills and abilities, the ability to observe cultural and hygienic habits when working with the land. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 13.
Watering flower beds and beds.
Purpose: To give children an idea of the need to water and care for plants in beds and flower beds. Involve children in watering plants from a watering can with water at room temperature.
Develop accuracy when working with water and plants, confidence in your actions, work skills.
To cultivate a caring attitude towards the surrounding nature, a desire to take care of it, and an ecological culture.
Card number 14.
Fish care.
Goal: To teach children to care for fish in a corner of nature: feed them with dry food and worms, catch fish from the aquarium only with a net. To consolidate children's knowledge about the living conditions in the aquarium of fish (their names) and snails. Develop labor skills and abilities, the ability to observe cultural and hygienic skills when working with food.
Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 15.
Aquarium care.
Goal: To teach children to provide all possible assistance to the teacher in caring for the aquarium; learn to wipe the walls of the aquarium with special scrapers, add water, monitor the lighting of the aquarium and the oxygen supply.
Develop labor skills and abilities, the ability to observe cultural and hygienic skills when working with an aquarium.
Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 16.
Feeding parrots.
Goal: To teach children to provide all possible assistance to the teacher in caring for the parrots: clean the feeders and add fresh food, observing the norm, treat the parrots with vegetables and herbs, change the water in the parrots’ drinking bowl.
Develop labor skills and abilities, the ability to observe cultural and hygienic habits when working with parrot food.
Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 17.
Bathing parrots.
Goal: To teach children to provide all possible assistance to the teacher in caring for parrots: arrange bathing days for them, be able to fill a bathhouse with water and install it in a cage, or spray the parrots under a low stream of water in the shower.
Develop labor skills and abilities, the ability to observe cultural and hygienic skills when working with water and parrots.
Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Card number 18.
Parrot cage care.
Goal: To teach children to provide all possible assistance to the teacher in caring for the parrot cage: to be able to clean it of debris, wash the tray. Develop labor skills and abilities, the ability to observe cultural and hygienic skills when working with cages, water and parrots. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Collective work of children: content, methods of organization, pedagogical guidance
Collective work creates favorable conditions for children to develop the ability to coordinate their actions, help each other, establish a uniform pace of work, etc. The differences with common and joint labor lie in the conditions for consolidating and nurturing collective relationships” [8, p. 22].
Chapter 2. Organization and methodology of child labor in preschool educational institutions
2.1 Methodology for managing collective work
In the organization of collective work of children (common or joint), three successive stages are distinguished:
- distribution of work between participants;
- task execution process;
- discussion of work results.
“Each of these stages has its own tasks, the solution of which requires unique management methods.
The teacher, directing the collective work of children, simultaneously solves two main tasks: directs the efforts of each child to achieve the goal, pays special attention to those children who find it difficult to complete the task, makes sure that everyone achieves good results, i.e. manages the process itself labor (productive) activity.
At the same time, she does a lot of work to develop the principles of collectivism in children: so that children show attention to each other in the process of work, help those in need of help, and establish positive relationships.
How, in collective work, are opportunities created for solving various educational problems and with the help of what methodological techniques are they carried out?
The collective work of children should be understood as an organization in which all participants are united by a common task, goal, and distribution of work. In this way, general assignments can be organized, and the work of those on duty in older groups (as discussed above), and the work of children of the entire group. The methods of pedagogical guidance for different types of collective labor activity of preschoolers are the same. Therefore, it is advisable to consider them in general terms, highlighting some of the uniqueness of the management of each type of work of children of different age groups”[6, p. 51].
“Distribution of work between participants. When organizing collective work, the teacher supervises the children as they distribute work among themselves. It should be emphasized that the teacher himself could assign each child to a certain area of work, but then all the distribution activities, which encourage children to communicate, give in to each other, and negotiate among themselves, will not be used to the fullest. Moreover, such guidance will not ensure the formation of children’s skills to independently carry out this activity.
It should be noted that from the point of view of obtaining results, it is completely indifferent who will perform what tasks. But the teacher is primarily concerned with solving the problem of forming the principles of collectivism, and therefore his methods are aimed at solving educational problems. He becomes concerned about who will do what part of the work and with whom together. In the process of distributing the common task, he solves several problems:
- takes into account the complexity of different tasks, so that each child has approximately the same amount of work, so that all children finish their tasks at the same time;
- organizes the work of children so that each child exercises in all types of work performed by the group;
- thinks through the arrangement of children in such a way that next to the indecisive child there will be an independent, confident one, next to the inept child there will be a skillful one, etc.;
- takes into account the tasks of education that should be solved in relation to individual children: for example, if the child is not friendly enough, he unites him with an attentive, calm peer.
From the point of view of children, there are more and less interesting things to do. Some people sometimes prefer the work they have the most skills to perform; others are attracted to work by the novelty of individual assignments, and they strive to receive this task; still others are frightened by the complexity of any tasks, and they refuse to complete them” [7, p. 33].
“Therefore, when independently distributing work, if children do not have sufficient experience of this activity under the guidance of a teacher, disputes and conflicts may arise between them. The teacher is faced with the task of teaching children to negotiate with each other. And therefore, when distributing work, the teacher talks in detail about why he gives such a task. Then the child accepts the task not as an order from the teacher, his will, but as a fair decision of the teacher, taking into account the interests of all children equally. The teacher explains to the children that when they work together, they always agree in advance who will do what task, distribute the work fairly, equally, give in to each other, so that the most interesting things can be done in turns. Then no one will be offended. And each case is interesting in its own way.
The distribution of labor between group members can become an independent activity of children as they gain experience. In this case, children get the opportunity to independently practice actions that correspond to a positive attitude towards their comrades. Educational tasks will be to teach children to take into account each other’s interests, to yield to comrades, to resolve misunderstandings that arise, to convince each other who should be given preference when resolving a particular controversial issue.
Children can independently distribute work among themselves within their group. The teacher should only remind them of the need to agree before starting work and provide them with the opportunity to carry out this activity independently.
Completing the task. The work that children will do should be presented to them as important and necessary. In this case, they will understand the need for its implementation and a responsible attitude towards it. The teacher explains the benefits of this work”[2, p. 42].
In the process of collective group activity of children, the teacher sets as his main task the formation of ideas about the collective nature of work, its significance, as well as positive relationships between children in the labor process. He strongly emphasizes the advantages of collective work, relying on situations that arise in one or another association of children, for example: “How friendly these children work. They consult with each other and are not distracted. That’s why their work is going fast and is quickly coming to an end. And the cubes shine like new.” The teacher, assessing the quality of children’s work, emphasizes the moral side of their behavior, thanks to which the quality becomes high.
“In another situation, the teacher, preventing a possible error in the quality of work, transfers its consequences into the plan for assessing the children’s activities and their attitude to the assigned task. Moreover, he introduces the concept: one must not let one’s comrades down; using a specific example from the activities of the children themselves, leads them to understand this norm.
The teacher, based on specific examples of children’s actions, evaluates moral manifestations, attitude towards comrades, towards the assigned task. In the process of work, he carefully looks at the relationships that develop between children, regulates misunderstandings that arise, encourages the manifestation of camaraderie, responsibility, etc.
An important task is also the teacher’s ability to coordinate work between units, so that everyone finishes their work at approximately the same time. Observing the activities of children, he may notice that any link is delayed or may complete the assigned task earlier. Ways out of this situation may be different, but in any of them the need for mutual assistance should be emphasized. It is important for the teacher not only to invite children to help, but also to organize it, to prevent the possible manifestation of superiority in any of them, condemnation of those who have not yet coped with their task. Therefore, he explains why some children did not cope with the work.”[10].
However, the teacher does not always join children who have completed their work with those who have not yet completed the task. In the event that he sees the need to give the latter the opportunity to complete it themselves, he supplements the volume of work of the former. For example, if the children are gluing boxes, he reminds them that there are still a few that need repairs, if they are removing the shelving, he offers to wipe down the towel racks, etc.
“In the process of work, the teacher tries to arouse in children the joy of participating in common work. At the end of the work, the teacher discusses the results. Its task is to show the advantage of collective work using specific examples. Addressing the children, he asks them questions: “What have we managed to do with you? How has our group changed since the cleaning?” Children list the work done (repaired books, toys, cleaned shelves, changed dolls, etc.). The teacher notes with satisfaction that, working together and amicably, the children have done many good things. Assessing the quality of work, he cites the example of persistent, diligent children who carefully carry out their work. At the same time, he expresses confidence that everyone can work just as well.
When discussing the results of collective work, the teacher notes such actions as the desire to help a friend.
Along with discussing positive examples, it is necessary to draw children's attention to shortcomings. The teacher points out shortcomings in the children’s work in a soft, friendly manner, expressing confidence that the children understood their mistakes. Discussing children's work takes no more than 8-10 minutes, but it has great educational value. Knowing that everyone’s work will be discussed by their peers, children begin to work more actively and control their actions. They try to remind fellow workers about the quality of work and provide assistance if necessary.
Thus, the teacher, directing the collective work of children, simultaneously solves two main problems. He directs the efforts of each child to achieve a common goal, draws attention to difficulties, to the timely completion of work, i.e., manages the process of labor (productive) activity itself. At the same time, she does a lot of work to develop the principles of collectivism in children: so that children show attention to each other in the process of work, help those in need of help, and establish positive relationships” [9, p. 101].
Conclusion
Labor is the most important means of education, starting from preschool age; In the process, the child’s personality is formed and collective relationships are formed.
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.
Preschool age is the first stage in the formation of collectivism, in the education of collective relationships in children, characterized by the pronounced appearance of certain character traits in each child.
The formation of interest in work influences the development of positive relationships between children. Interesting, meaningful teamwork unites preschoolers with a common goal. They become organized, friendly, attentive to each other, rejoice in the successes of their peers, and help them on their own initiative.
Collective work makes it possible to develop work skills and abilities simultaneously in all children in the group. These forms of labor are necessary to establish relationships in a team. Here the skills are formed to accept the common goal of work, to come to an agreement, to coordinate one’s actions, to plan work together, to help a friend, to evaluate his work; Collective responsibility for completing a task is fostered.
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