Social project for moral and labor education of preschoolers “Patience and work will grind everything!”

Project duration: short-term (November).

Project type: educational and informational

Project participants: preparatory group children, teachers, parents, music director, speech therapist

Children's age: 6-7 years

The problem is that we are faced with the fact that children, even in the preparatory group, do not all know the names of their parents’ professions, the characteristic features of this specialty

Project goals: to expand children’s understanding of the role of work in people’s lives and the variety of professions

Project objectives

For children

— Enrich children’s ideas about the diversity of the world of professions in society;

— Expand children’s knowledge and understanding of their parents’ professions (parents’ place of work, the significance of their work; pride and respect for the work of their parents);

— Expand ideas about different types of labor, about the structure of the labor process (goal, motive, material, tools, set of labor actions, result);

— Develop the ability to correlate labor results and a set of labor processes with the names of professions;

— Foster a conscious attitude towards the value of adult labor;

— Arouse curiosity and interest in the activities of adults;

— Enrich children’s vocabulary with special terms specific to a particular profession;

— Show the relationship between different types of labor;

— Learn to display ideas about the work processes of adults in role-playing games, conveying in the game the attitude of adults to work;

— Develop creative imagination, the ability to jointly develop a game, coordinating one’s own game plan with the plans of peers, imagining oneself in different social roles;

— Develop understanding and ability to evaluate people’s actions;

— Develop the ability to use speech-evidence to substantiate your judgments;

— Encourage children to think about choosing a future profession.

For teachers

— Create an information base: creating presentations about various professions, producing a book of children's stories about professions;

— Selection of works of art on the topic of the project;

— Recording of the video “Who do I want to become?” (followed by display at the final event);

— Selection of didictic and printed board games, illustrations on the topic of the project;

— Create conditions for active, independent and jointly with an adult, creative, playful activity of preschool children through role-playing games;

— Enrich the subject-development environment on the topic of the project;

— Ensure the implementation of educational, developmental and training tasks through children’s mastery of educational areas;

— Continue to develop coherent speech in preschoolers;

-Develop interest in children and parents in project activities.

For parents

— Engage in joint activities with children when creating products of project activities;

- Stimulate the creative and cognitive activity of children;

- Conduct a conversation - a story about your profession;

— Conduct a master class for children (parents’ hobby).

Organizational stage

1. Creating a problem situation for children, the solution of which the project will be aimed at, using a model of three questions:

I

- Why do you need to work? What do your parents do, what do you know about their professions? What do you want to be when you grow up?

II

-What do we need to do to find out?

III

Where can we find out? How can we tell everyone what we learn?

2. Joint discussion with children about the stages of work on the project

Content-practical stage

Health and physical development

• Introduction to professions related to sports;
• Daily thematic rhythmic exercises;
• Sports leisure “At the athletics stadium”
• Thematic physical education minutes
• P/i “Firemen in exercises”, “Cosmonauts”, relay race games
• Compliance with work schedule (work and rest)

Safety

• “How to prepare for a subbotnik?” — discussion
• Safety rules for household work
• People of different professions have their own safety rules

Cognition

• Presentations “All works are good”, “The master’s work is afraid”, “Professions”
• Examination of reproductions, albums, illustrations on the theme “Professions”
• Series of conversations: “Who works in kindergarten”, “Objects and tools needed by people of various professions”, “World of professions”
• Conversations about the professions of parents and relatives, their places of work
• Didactic games: “Give me a word”, “Guess who it is?”, “Toy store”, “Who can tell you more about the profession!”, “Guess what I’m doing?”, “What’s first, what’s next?”, “Where you can should I buy this?”, “Name the profession”, “What to whom”, “Guess the profession”, “Who can’t do without them”, “Professions of people”, “Who does what? “,” “Names of professions from A to Z,” “What would have happened if I hadn’t worked...”, “What they do with this object,” “What the object will tell.”
• Labor process modeling
• Using logic games
• Using TRIZ elements when solving problem situations
• Drawing up a diagram for writing a story about professions
• Round table “Professions that have appeared recently”, “Let’s tell Smart Guy about changes in the work of people in some professions” (children’s choice: driver, baker, doctor, etc.), “How it was before, and how it is now”

Socialization.

Interaction with parents:

Meeting with an interesting person:

• Karina’s dad is a police officer “Our service is both dangerous and difficult...”
• Timur’s dad is a traumatologist, problem situation “What happened to the monkey”
• Alice's grandmother is a former kindergarten teacher
• master class by Vasilisa’s mother – “In the pottery workshop” (clay modeling and baking in a muffle oven)

Games and conversations

• Role-playing games: “Shop”, “Garage”, “Library”, “Builders”, “Hospital”, “Hairdresser”, “Beauty Salon”, “Television”
• Imitation games: “Mom’s Helpers,” “Cooking Dinner for the Whole Family,” “We’re Making a Movie”
• Game situation: “Who will I become?”
• Conversation about the qualities that a person who wants to get a particular profession must have “This profession suits me”
• Game-discussion “I am in the past, present and future” (work is the main activity of an adult)

Communication

• Writing stories about parents' professions
• Learning poems about various professions
• Enriching children's vocabulary with new terms
• Guessing crosswords and puzzles on the topic “Professions”
• Children's stories from personal experience “At a doctor's appointment”
• Making a dictionary of professions
• Proverbs and sayings about work
• Discussion of phraseological units about work
• Computer game for the development of verbal and logical thinking “Such different professions”

Work

• Household and household work in a group
• participation in a subbotnik (work in nature)
• manual labor

Fiction

Proverbs and sayings about work Poems and riddles about professions Reading poems and stories about professions

V. Mayakovsky “Who to be? ", M. Poznanskaya "Let's go to work", D. Rodari "What do crafts smell like", S. Marshak "Where did the table come from", "We are military", S. Mikhalkov "What do you have? ", "Uncle Styopa", "Uncle Styopa is a policeman." In Lifshits “And we will work.” B. Zhitkov “Railway”,

M. Ilyin “Cars on our street” N. Naydenova “Olga Pavlovna”. S. Baruzdin “Who built the new house”,

L. Voronkova “We are building, building, building”,

Music

• Musical game “If you have fun, do it this way”
• Song about the masters (Y. Kim, A. Rybnikov)
• Conversation about creative professions related to art (pianist, conductor, composer, singer, ballerina, artist)

Artistic and creative activities

Exhibition of drawings “Who will I be” Making attributes for games: “Mail”, “Shop”, “Pharmacy”, “Television” Coloring coloring books - professions Drawing tools and equipment, using stencils in your work Modeling - vegetables and fruits, confectionery Creation layout "City of Masters"

Play activity

• Board games - “Professions”, “Who should I be?”, “Associations”, “Who needs what for work?”, “We know all professions”, Puzzles “Professions”, “Couples” (by topic), “Associations”, lotto , dominoes, cut pictures
• Didactic games “Give me a word”, “Guess who it is?”, “Toy store”, “Who will tell you more about the profession”, “Guess what I’m doing”, “What first, what later”, “Where can I buy it” , “Name the profession”, “What to whom”, “Guess the profession”, “Who can’t do without them”, “Professions of people”, “Who does what? ”, “Who needs what”, “Names of professions from A to Z”, “What would have happened if I hadn’t worked ...”, “What is done with this object”, “What will the object tell.”
• Games “Where we were, we won’t tell you what we did, we’ll show you”, “If you have fun, do this”

Working with parents

• consultations for parents “Children’s responsibilities at home”
• placement of materials in parent corners
• design of a photo newspaper together with parents “Mom at work”
• consultations with parents on conducting master classes and conversations with children

Final stage

— Holiday "City of Masters"

Project results:

• Teachers are satisfied with the work done and the results of the project
• All material on the project topic has been collected and systematized
• Preschoolers have developed an interest in this topic;
• A holistic understanding of the work activity of adults has been formed
• Children know and name a large number of professions, proverbs, sayings about work, tools, and can write a descriptive story about the profession.
• Children have become more liberated and independent. In free activities, singing songs is widely used, attributes and outfits are used for this purpose.
• Parents developed an interest in the educational process, the development of creativity, knowledge and skills in children, a desire to communicate with the teacher, and participate in the life of the group.
• Parents have the opportunity to introduce their profession to all children in the group
• The celebration “City of Masters” was prepared and held

labor education project

The child’s first labor actions are related to self-service. How difficult it is for a baby to cope with the process of dressing! And how persistently he tries to show independence! But, unfortunately, under pressure from an adult who has no time to wait, and it is easier to dress the child himself, the baby can come to terms with the position of a passive creature, cared for by adults (mother, grandmother, teacher). And a serious mistake is made in upbringing: the child begins to feel more and more helpless, and at the same time his uncertainty grows, the incentive for independence disappears. Subsequently, he develops the habit of using the services of adults and becomes convinced that meeting his needs is the responsibility of adults.

Gradually mastering labor processes associated with self-service, the child increasingly begins to feel that he already knows how to do something, thanks to which he achieves success. He refuses the help of adults who are in a hurry to dress him, and increasingly asks: “I myself...”

Let's assume that the child has mastered the skills of dressing. Moreover, he has developed an understanding of neatness, and he cares about his appearance. So what is next? Gradually, all the actions accompanying dressing become everyday tasks: putting shoes in place, neatly hanging clothes in a locker, etc. The child’s “I myself” is filled with new content: “I can do it myself and therefore I will do it myself!”, “I will always clean up.” toys after playing, because I can do it, I’m already big!” The child develops a desire for order and a desire to maintain cleanliness.

Children grow up, and they have more opportunities to carry out various work assignments. In kindergarten, they can already set the table, wash toys, wipe shelves with a damp cloth, etc.

The teacher needs to assess the importance of child labor for the group and emphasize that children can already do all this themselves, without the help of adults. This is how the need to do something useful for others gradually appears. The assignments are becoming more systematic and varied.

Particular specificity in the labor education of children appears when they move to the middle group. Here they first encounter the concept of “together”, and therefore the teacher needs to correctly distribute one task among all participants in the labor process, taking into account the interests of everyone. And it was during this period that the child’s statement “I myself” gradually develops into “I myself along with my friends.” If in the process of such activity business communication unfolds “in connection” and “about” emerging situations, then you need to explain to the partner the mistake he made and advise how to correct it, offer your own version of the distribution of work or support the partner’s proposal aimed at improving the quality of the future result etc.

Project “Labor in kindergarten”

Relevance. Main idea . Interest in work and the necessary work skills are established in early childhood. It is important for us, teachers and parents, not to miss this moment, because preschool childhood is a unique time when the child is interested in everything - he discovers the world around him, gets to know it. And he does it with joy. Work should enter a child’s life joyfully and help in all-round development.

Adults want to do everything themselves - faster, better, more accurately. They do not think about the fact that if a child is constantly denied the desire to help, to do something himself, then soon such desires will not appear in the child.

The main task of the educator is to help the child independently acquire his own experience, develop his desires and needs in obtaining labor skills.

Positive results can be achieved provided that the actions of teachers and families are coordinated. The involvement of parents in the activities of preschool educational institutions, their interested participation in the educational process is necessary for the successful development of the child.

Project participants : children, parents, teachers.

Project type: group, practical, long-term

The goal of the project: to develop a sustainable positive attitude towards work.

Objectives: - develop children's interest and love for work;

- maintain respect and interest in the work activities of parents and adults;

- cultivate a desire to work, persistently achieve results in work,

willingness to participate in joint work activities;

- involve parents in joint work activities.

Hypothesis : achieving the greatest effectiveness in organizing interaction between kindergarten and family on issues of labor education is possible during the implementation of complex activities. By implementing this project, it is possible to ensure that children accumulate a lot of diverse knowledge and skills about the work of adults, about the importance of work in human life, about work culture.

Various forms of work with children : conversations, observations, excursions, stories from adults about different professions, reading fiction, looking at paintings and illustrations, didactic games, creating the necessary conditions and preparing attributes for creative games, organizing feasible work.

Labor training for preschoolers must be carried out in compliance with the basic principles:

— the principle of consistency: work must be carried out not from case to case, but systematically throughout the academic year;

— the principle of taking into account age characteristics: it is important to conduct activities, games, excursions and observations taking into account age and environmental conditions;

— the principle of gradualism: the knowledge imparted to children is gradually refined, complicated and supplemented;

— principle of integration: the topics of work on labor education are included in the topics of other classes, for example, in visual arts, or physical education, as well as in other types of daily activities of children.

- the principle of practical application of knowledge: it is necessary to ensure that children do not automatically memorize rules and knowledge about work, but transfer theoretical knowledge into practical skills.

— the principle of continuity between the work of the kindergarten and the family: parents are the child’s first educators and full participants in the pedagogical process.

Predicted results:

— interest in work will increase;

- children will receive the necessary knowledge about different professions;

- will know about the importance of work;

- will diligently and carefully carry out instructions from adults;

- learn to take care of tools, objects, labor materials and put them away after work;

- children will develop skills in joint activities;

— friendly contacts, mutual understanding, mutual assistance will be established;

— for children, work will become a necessity.

Stages of work on the project.

1. Selection and study of literature.

2. Setting goals, objectives, grouping material, drawing up long-term plans for each age group.

3. Project implementation.

Literature:

“Conversations with preschoolers about professions”, T.V. Potakova, M.: “Creative Center”, 2003.

“For preschoolers about technology”, I.I. Kobitina, M.: “Enlightenment”, 1991.

“Preschool education” No. 1, 2006.

“To love work in one’s native land”, N.N. Kokareva, A.K. Bondarenko, M.: “Enlightenment”, 1987.

"Small Kindergarten" ed. M.A. Vasilyeva, M.: “Enlightenment”, 1988.

“Moral and labor education in kindergarten”, ed. R. Bure, M.: “Enlightenment”, 1987.

“Moral and labor education in kindergarten”, L.V. Kutsakova, M.: “Mosaic-Synthesis”, 2007.

“Familiarization of preschoolers with the surrounding and social reality”, V. Aleshina, M., 2005.

“Native Land”, R.I. Zhukovskaya, M.: “Enlightenment”, 1987.

“Teach children to work”, R.S. Bure, G.N. Todina, M.: “Enlightenment”, 1983.

First junior group.

Tasks:

1. To form in children the prerequisites for a positive attitude towards the work process.

2. Develop the ability to care for yourself independently.

3. Teach children to put toys away after playing.

4. Together with adults, care for animals and plants: feed birds, water plants, wipe large leaves with a damp cloth, etc.

5. Involve in performing simple labor actions.

6. Cultivate respect for people of any profession.

Second junior group.

Tasks:

1. Maintain and develop interest in the work of peers and adults, the desire for communication and joint activities.

2. Cultivate the desire to take part in feasible work, the ability to overcome minor difficulties.

3. Foster a caring attitude towards the results of the work of adults.

4. Encourage them to independently carry out basic tasks (prepare brushes, pencils, modeling boards, etc.) for classes.

5. Develop the ability to finish what you start.

Middle group

Tasks:

1. To educate and encourage children’s desire to help each other, to develop the ability to accept the help of their comrades.

2. Develop the ability to achieve a goal without switching to a more interesting activity, a game.

3. Accustom children to observe work culture skills: know and find what is needed for work, carefully use objects of work, take them to their place upon completion of work and at the request of the teacher.

4. Deepen children’s knowledge about the work of adults.

5. To develop in children a sense of joy from work done together, from joint efforts aimed at achieving a common result.

6. Strengthen children’s desire to get involved in work on their own initiative, following the example of their peers: perform the duties of an attendant in the canteen, in a corner of nature.

7. Promote the emergence of friendly, friendly relations.

Senior group

Tasks:

1. Continue to expand children's understanding of adult work.
2. Systematize children's knowledge about the work of adults at different times of the year.

3. Treat with care what is made by human hands.

4. Show the results of labor and its social significance.

5. Develop a desire together with adults and with their help to carry out feasible work assignments, bring the work started to completion, develop creativity and initiative.

6. Foster a culture of work activity, careful attitude to materials and tools.

7. Stimulate the desire to take part in work activities:

- help adults, maintain order in the group, in the kindergarten area;

- make your own bed;

- perform duties as attendants in the canteen, during classes, and in a corner of nature.

Preparatory group for school

Tasks:

1. Cultivate interest in various professions, in the professions and place of work of their parents.

2. Continue to introduce children to professions related to the specific local conditions.

3. Expand ideas about the work of adults.

4. Cultivate respect for the work of adults, love for work.

5. Create the need to work.

6. Accustom to diligently and accurately carry out instructions; take care of materials and objects, put them back in place after work.

7. Foster a desire to participate in joint work activities on an equal basis with everyone.

8. Cultivate the desire to be useful to others and achieve results.

IV Final

Author: Kiseleva Natalya Konstantinovna

Date modified: 09.24.2018 Date published: 09.24.2018

Labor education as an incentive for development

Each mother and father raises their child in their own way and instills in him the right principles. Labor education, as a component of any program in kindergarten, helps the child develop initiative and self-discipline. Small workers are not yet able to complete the task efficiently, but in the process of work, they will acquire useful skills and important knowledge. In kindergarten, labor education contains game elements; they help to attract the children’s interest and fill the task with special meaning.

Important! Sometimes it is worth presenting tasks as work activities, without a game plot. This will help the children get used to the need for work and develop a desire to complete tasks. A properly formed system of occupational education classes allows children to improve their physical fitness and improve their health.

Labor education in kindergarten has a positive effect on the development and formation of speech, mental activity, and the quality of thinking. Children learn to analyze, take initiative and develop patience. It is worth showing the child the effectiveness of his work. Connect watering plants with their growth and flowering. In the process of observation, the child will learn to plan work activities.

During the classes, the teacher will tell the children the benefits, method of use and necessity of each item in the inventory.

Along with this they search and read:

How to quickly teach a child the alphabet and what a child should be able to do at 3 years old boy

Moral education is inseparably linked with labor education and allows for the development of useful qualities in a comprehensive manner. The children perform the tasks of the teacher and try to distinguish their work from others. Independence, self-control and importance are developed. Kids find common ground in their work, learn to interact and find compromises. The teacher will initially be able to highlight the leadership abilities of individual group members in the process of work.

The content of labor education tasks is divided into the following types: • Household work: independence in personal care, cleaning rooms and things, cooking. • Caring for plants and animals: watering flowers and bushes on the territory, planting trees, taking care of our little brothers. • Creative work with your hands: creating crafts, toys and bird houses with your own hands from natural ingredients.

In older groups, children should be offered more complex and varied tasks that require a non-standard approach. Little children must first learn to take care of themselves and respect nature.

Labor education of children of senior preschool age.

The use of illustrations of people of different professions, role-playing games “Polyclinic”, “Barbershop”, “Shop”, “Circus”, “Library”, “Family”, “Drivers”, didactic games “Who to be?”, “Playing in a profession” ", looking at the albums "The work of people is brave", "Who to be", stories about professions, conversations, reading fiction "Who to be?" V. Mayakovsky, “What do you have?” S. Mikhalkova, etc., showing slides on the topic: “People’s work”, memorizing proverbs, sayings about work, drawing and applications on the topics “Builders”, “My dad at work”, “My mother’s profession” and others – all this helps to familiarize children with the work of adults, foster interest and respect for their work.

The work of preschool children in kindergarten is organized in the form of duty.

Duty roster

- a form of organizing children’s work, which requires the child to perform work aimed at serving the team.

In the senior group, duty is organized in the dining room, nature corner and classes. The duty officers change daily, each of the children systematically participates in all types of duty. As a rule, children are on duty together. When selecting duty officers, the growing friendships between children are taken into account and their desire to work with one of their peers is satisfied. Duties have great educational value. They place the child under conditions of obligatory performance of certain tasks. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.

When evaluating the work of those on duty, we emphasize their diligence, thoroughness in performing duties, care for their comrades, and assistance provided to adults.

To successfully solve problems in labor education, working with parents helped: parent meetings, surveys, conversations. Analyzing the questionnaires, we came to the conclusion that in every family work is considered one of the most important tasks in raising a child. Almost every child has their own work responsibilities, and they willingly perform them.

Unfortunately, not all parents introduce their children to their profession in more depth, but give only superficial knowledge.

We have expanded the parent's corner with recommendations, reminders and consultations on labor education.

Parents help us improve the site and territory of the kindergarten; they actively take part in joint competitions with their children: “Gifts of Autumn”, “New Year’s Toy”, “Do-It-Yourself Book”, “Do-It-Yourself”, etc., and the “Bird Cafe” promotions ", "New Year's Book", become winners and diploma winners. For an open event on the topic: “Children's research. Living Barometers of Nature" made the Chuvash folk hygroscope, supplemented the spatial environment with theatrical activities: they sewed costumes and made a stand-hanger for them.