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Components of labor activity of preschool children. Labor activity, its features in preschool age
Basic concepts of labor psychology and engineering psychology
2.1 Characteristics of work activity
Analyzing the process of labor and the role of a person in it, it is advisable to turn to the analysis of such concepts as activity, activity, labor.
Under activity in psychology, they understand the source of transformation or maintenance by living beings of vitally significant connections with the outside world.
Activity - a specific type of activity aimed at creative transformation, improvement of reality and oneself.
The concept of "activity" in psychology must be distinguished from other forms of activity, processes. E.A. Klimov suggests that activity is understood as such a form of activity of the subject, which simultaneously has three basic features:
there is a process of actions (a set, a sequence of certain acts);
the process of actions is generally aimed at adapting to the requirements of the environment and (or) some of its transformation;
the process of action is important for the existence and development of a person and (or society).
Work - a type of activity to transform the surrounding world in order to meet human needs. This is the process of realizing human resources in the field of psychological, physiological, professional and other functional capabilities of a person, the value of which is not the same for different people and varies depending on age, professional preparedness, and health status. Work - this is the expedient activity of a person, in the process of which he, with the help of tools of labor, influences nature and uses it in order to create use values necessary to satisfy needs.
Work in the psychological sense, it is an activity, the result of which is a socially valuable product. But, in addition, labor, according to E.A. Klimov, differs from the game, teaching, communication in the following signs of labor:
labor is focused on a given socially valuable result;
labor is regulated by social norms, rules, traditions;
in labor, tools are used that have a cultural and historical origin and methods of use;
in labor people enter into special interpersonal relations of production.
E.A. Klimov singled out the psychological signs of the consciousness of the subject of labor:
conscious anticipation of a valuable social result (knowledge about the product - the result of labor; awareness of its social significance; affective tone of the corresponding knowledge - attitude towards this knowledge);
consciousness of the obligation to achieve a given result (understanding of responsibility; experience of responsibility);
conscious allocation and possession of external and internal means of activity (knowledge of the means of activity; practical possession of the means of activity; experiences associated with the use of means of activity);
Conscious orientation in interpersonal production relations (understanding - knowledge of relationship options; experience of relationships).
The variety of characteristics of labor activity determines the possibilities of multifactorial systematization (classification) of its types according to various classification criteria. As an example, one of the fragments of such a classification can be cited.
According to the nature of the workload of the subject of labor and his efforts to implement labor tasks, physical and mental labor are distinguished.
According to the characteristics of the purpose of labor, workload, organization of the labor process, mental labor is divided into:
operational (manager), operator (information interaction with technology), creative (standard - teaching, medical work, etc., non-standard - scientific work, composing musical, literary works, etc.), heuristic (invention);
dynamic and static;
monotonous (monotonous) and varied (in content, tempo, etc.);
Depending on the conditions of activity, labor is distinguished in comfortable conditions (hygienic parameters of the environment are within the normative values), in unusual conditions under the constant influence of adverse factors (high pressure - diving, low temperatures - polar explorers, information overload - dispatching work, etc. ), in experimental conditions (with increased responsibility for success in work, people's health and the safety of equipment, as well as in danger to life, harm to health, etc.).
According to the form of organization of activity, the following types of work are distinguished:
regulated (with a specific work schedule), unregulated (with a free schedule), mixed (shift change, shift);
individual and collective (joint).
Joint activity is an organized system of labor activity of a set of labor subjects united by the unity of motives and goals of activity, its spatial and temporal conditions, management and coordination of its individual activities. In modern society, in fact, any labor activity in terms of content and form of organization is objectively becoming more and more collaborative. Individual activity can only conditionally be considered as an isolated and closed system, since in reality it is always included in the structure of joint activity. The psychological structure of joint activity includes such components as a common goal and specific tasks, a common motive, joint actions and a common result.
The main features of joint activity and the properties of its subject are closely interrelated. Among the main characteristics of the subject of joint activity, it is necessary to single out purposefulness, motivation, integrity level, organization (controllability), performance (productivity), spatial and temporal features of the living conditions of the collective subject (group).
The solution of many applied problems of improving labor activity, as well as the study of the fundamental phenomena of human mental activity, are associated with the need to consider the features of the relationship between various components of the structure of labor activity (Fig. 2).
Subject of labor is an actively acting, cognizing and transforming individual or group of people with consciousness and will.
When analyzing it, it is necessary to consider two components: social and individual-psychological.
Social component is revealed through the system of needs of the team, motives, goals, value orientations of the organization, interpersonal relationships and socio-psychological climate.
Individual psychological component manifests itself in personal needs, professional knowledge, skills, psychological, physiological and personal qualities of workers.
As means of labor there may be a thing or a set of things that are used as a conductor of influence on the object of labor in order to obtain material benefits.
Means of labor are divided into basic and auxiliary.
Basic means of labor - this is the main equipment with which a person performs labor operations (machines, equipment, industrial robots, etc.).
Auxiliary means of labor are divided according to their purpose into technological and organizational equipment.
Technological equipment ensures the efficient operation of the main production equipment at the workplace (tools for sharpening, repair, adjustment, control, etc.).
Organizational tooling ensures efficient organization of work human by creating convenience and safety in the operation and maintenance of the main production equipment: working furniture, devices and devices for transporting and storing objects of labor, means of signaling, communication, lighting, containers, items for cleaning the workplace.
Psychological requirements for tools are characterized by indicators of compliance of technology with human capabilities for perceiving information, building an information model of the management process. The content information model should adequately reflect the objects of management and the environment with the optimal amount of information.
Psychological requirements for tools are provided by the resolution of two interrelated tasks: reducing the amount of information by rational coding and reducing the amount of movement of analyzers when perceiving information.
TO working conditions include a set of elements of the production environment that affect the functional state of a person, performance, health.
Working conditions include socio-economic and production components.
Socio-economic component reveals the level of education, the possibility of a good rest, living conditions that affect the level of preparation of an employee for work;
Manufacturing Component includes elements of the working environment that affect the worker in the process of work, these include sanitary and hygienic conditions (natural climate, noise, vibration, lighting, etc.), psychophysiological (expenditure of human nervous and muscular energy), aesthetic (combination of colors), social -psychological conditions (climate in the team, leadership style, features of material and moral incentives).
In the process of labor, the structural components of labor activity are objectified. A person develops his own unique way of activity in accordance with his personal and psychophysiological capabilities and needs. Therefore, when analyzing labor activity, it is necessary to consider psychological components.
When building a psychological system of labor activity, it is necessary to rely on the following premises:
The employee functions in the system "man - machine - production environment", where he is the organizing link;
Professional activity is a dynamic, polystructural, multi-level hierarchical system in which it is necessary to explore the relationship of the individual with objects, means, products, other people;
The analysis of professional activity can be carried out along the line of the analysis of the object as an element of a wider whole and along the line of the analysis of individual elements of the object itself;
The study of professional activity should cover the external and internal structure of activity.
The general scheme of the psychological system of activity (Shadrikov) includes the following components (Fig. 3).
Rice. 3. Block diagram of the psychological system of activity
motive s act as motivators for action.
The chain of professional activity acts as a result. It is she who creates the content. The main stages of goal formation are:
Highlighting the field of acceptable results;
Clarification of a specific goal.
Programs of activities reflect ideas about its real content and process. The formation of an idea about the program of activities is:
Formation of ideas about the structure of activities;
Formation of ideas about the ways of performing activities;
Formation of an idea about the program of activities (as a sequence of adequate actions and
ways).
Information basis of activity contains information about the subject and subjective conditions of implementation. The levels of formation of the information basis of activity include:
Sensory-perceptual level (perception of information);
Cognitive level (assessment of the significance of information);
Figurative-operational level (processing of information and construction of information images).
Decision processes identify a problem situation, put forward hypotheses, determine the principle of the solution, develop judgments about the options for solving and evaluating. There are two main types of solutions:
Deterministic - based on strict logic;
Probabilistic - based on the miscalculation of the most favorable probability of achieving the goal.
Psychomotor processes and work activities implement activities in the form of procedures, motor acts and participate in the implementation of activities.
Professionally important qualities - psychological characteristics of the subject of labor, reflecting the influence of a particular labor process on the totality of individual psychological qualities and functions.
E.A. Klimov, analyzing labor activity, identifies its following structure:
Set target;
Given subject;
The system of means of labor;
System of professional duties;
Rights system;
Production environment, subject and social conditions.
Target is a projection of the final result of professional activity fixed in culture through samples of the relevant work, their descriptions, the formulation of general and special requirements for them.
It is necessary to distinguish between the goals of labor activity and the goals of a specialist who will perform this activity while occupying this position. Provided that this workplace is vacant, the goals of this activity are objective and can be strictly fixed. However, at the moment when this place is occupied by a specific specialist, the goals of professional activity become subjective, learned and accepted by this specialist.
The subject of labor - this is a system of interrelated features, properties of things, processes, phenomena, functions of both a material and non-material order, which a person must change, transform.
The subject of labor fixed with the help of documentation, workspace organization, etc. In practice, it is not always possible to accurately describe the subject of labor. For example, the subject of labor can be a situation characterized by a certain level of information uncertainty.
The bus driver makes a trip with passengers along a certain route. The subject of his work is some sequences or "chains" of traffic situations, characterized by a high level of uncertainty. Consequently, the driver, when making a trip, transforms the sequence of traffic situations, reduces their level of uncertainty and, through the implementation of his own professional goals, introduces some degree of certainty.
In pedagogical activity, the subject of the teacher's work is the student, or rather the level of his development and upbringing. In the learning process, the teacher forms the child's various knowledge, skills and abilities.
Consequently, the subject of labor for the teacher is the child's psyche, his personal, intellectual and emotional functions and processes.
Means of professional activity - these are material means of labor and non-material auxiliary (external and internal functional) means of labor activity, with the help of which a person interacts with the object of his labor in accordance with the goal, changes and transforms it.
Means of labor are divided into real, external functional, internal functional.
Material means of labor- is a hardware designed to receive, process and transmit information. With the help of material means, practical actions are carried out in biological, technical, inanimate natural, sign systems, systems of artistic reflection of reality.
External functional means of labor- these are expressive means of behavior and speech of a person as a subject of professional activity (specialist).
For example, in the work of a leader, announcer, artist, these intangible means of labor are of great importance.
In addition, the body of a professional person can act as an external functional means of labor activity. So, for a sports coach, his body is a special, functional "tool" of labor.
For a manager, an external functional means of labor can be a working team, a labor collective, a group of like-minded people at the same time as an object and means of his organizational and managerial activities.
Internal functional means of labor are reflected in the normative, instructive and methodological documentation that characterizes a particular professional activity. As an internal functional means of labor, professional knowledge, skills, individual style of professional activity, the image of "I" in the profession, professional self-awareness and professional self-esteem can act.
There is a complex system of interrelations and interdependencies between external and internal functional means of labor activity. The following trend of the relationship between these two factors is manifested: the less pronounced a person has the means of professional activity, the more complex the system of internal means turns out to be, the higher the demands on the part of the profession are made to the level of qualification, intellectual and emotional development of the employee.
Professional Duties are often reflected in the job description and prescribe the main forms of employee activity as mandatory, constituting the content of his professional activity.
Rights system reflected in the regulatory documents adopted in the system of legislation, and defines the rights of the employee in relation to healthy and safe working conditions, remuneration, opportunities for free advanced training, use of medical care, various forms of household assistance, participation in the life of the working team and the labor collective.
Subject and social working conditions make up an environment where a professional is. The first ones are vital (vital) and sanitary and hygienic working conditions: temperature, humidity and air pressure, dust and various sound conditions, various types of radiant energy. vibrations, ultrasounds, infections, the likelihood of physical and mental injuries, dynamic loads.
Social working conditions- this is the social significance of this profession, the socio-psychological climate in the workforce and in the organization (firm, bank, enterprise) as a whole, collective labor and professional traditions, corporate culture in this professional area, the system of business interactions and business activity norms adopted in society in a given historical and economic period of its development.
Work new position in the organization
The key component of the basic concepts that characterize professional labor activity, according to E. A. Klimov, is the “labor post”.
Work new post - this is a limited due to the division of labor and documented area of application of human forces in order to create a socially valuable product (material things, information, services, functionally, aesthetically and socially useful effects, the orderly flow of social processes).
Conditions and types of formation of a labor post.
First type. Someone set up a smithy or a mill on the outskirts of the village near the bend of the river, opened a store of related goods on the outskirts of the city, opened a legal clinic in the center next to the administrative institutions, next to the playground - a medical center, in the summer on the city beach - a swimming training section, a rescue service or food outlet. It is clear that the determining moment in such initiatives is the relevance and frequency of the corresponding needs of people, but by no means the requirements of the highest professionalism of the performer.
Second type. The formation of a labor post will be different where the determining condition is the need for a high professional qualification of a specialist. Highly qualified medical services can only be provided within the structure of an appropriate medical institution, management of the training process for training high-class athletes can be built only within the walls of appropriate sports facilities run by a particular sports society, etc.
Third type conditions for the emergence of a labor post - the separation of the previously unified. For example, after the reorganization of the company's management structure, new job positions appeared (manager for working with regions, operational duty officer, responsible officer for working with the media, project manager, etc.).
Fourth type - unification of previously different posts (subordination to one head of related departments, industries, etc.).
Fifth type labor post is determined by changes in the technology of production of goods or services.
Sixth type - creation of a post "under the person" (the university invited an eminent scientist and opened a new department).
It is clear that there are many such mechanisms, that they are historically changeable and are included in the field of administrative creativity. But most of them are "created" by life itself - the development of technology and technology, the development of people's needs.
Work new post understood as one of the forms of existence professions, as one of its subsystems. In turn, it acts as a metasystem in relation to its subsystem - workplace. Each of the three systems is self-sufficient and can both enter into other systems and include them, and also act as the basis for the emergence of new systems (Fig.). The characteristics of a profession, a job post, a workplace as a system are determined by their structure, functional dynamism, regulatory documents, situational needs of an organization or a work collective, individual characteristics of subjects and other participants in joint activities.
In the aggregate of its various characteristics labor post acts as a multidimensional and systemic formation with different features, the main components of which are:
1) socially set goals and ideas about the result of labor;
2) a given subject (source materials, objects, processes - subject, informational, social, biological);
3) the system of means of labor;
4) system of professional duties (assigned labor functions);
5) the system of employee rights;
6) working environment (objective and social working conditions).
Recognizing the completeness of the attributes of a labor post, according to E. A. Klimov, “sufficient and necessary,” we see it preferable to divide the first of them into two components. If socially defined goals reflect objective, external, historically and technologically determined models, criteria, parameters of labor, then always appear as subjective realities. They belong to a particular subject and are determined by his professional readiness, competence, moral, volitional and other qualities. Up to now inclusive ideas about the results of work a specific manufacturer require a rather cumbersome and extensive system of external control from the immediate supervisor of the given area (foreman, head of the department), the workshop quality control service, and the production manager of the enterprise.
The allocation seems to be more correct. seven attributes of a labor post(specializations), namely:
1) socially assigned goals;
2) ideas about the result labor of producers of goods or services;
3) given subject(source materials, objects, processes);
4) means of labor;
5) job responsibilities(given labor functions);
6) employee rights;
7) work environment(objective and social working conditions).
Socially defined goals and ideas about the results of labor are fixed by means of samples of the relevant work, their documentary description, images, and the formulation of a general requirement for them. But if the goals of labor are fixed as socially formulated needs of people, then the ideas about the results of labor of both the producer and the consumer are de facto an area of compromise, an integral or - more often - an average characteristic of the level of technology, control over product quality, the ratio of supply and demand in the market. , the exactingness of the consumer, etc. In the case when goals labor are given from the outside and historically are invariant, representations of the results- variable, situational changeable. If the goals of labor can be determined only by a few, the most talented professionals who are able to anticipate the emergence new social needs people (a vivid example is the history of the appearance of jeans), then the ideas about the results of the work of each manufacturer, located in a specific production environment, corporate culture, are always variable and more often - in the direction of violation, blurring of their clear parameters.
How goals, so results far from always can be strictly documented, reflected in state standards. The result of the leader's activity is the effective functioning of the labor collective; conductor of an orchestra or vocal group - artistic performance of musical works; pilot and navigator of the aircraft - an optimal and safe flight. It is clear that such characteristics as "effective", "artistic", "optimal" are revealed only in the aggregate of specific, not always objectively measurable features.
Subjective assessments of experts also by no means always can serve as reliable criteria for the goals and results of work. The latter is especially significant in those activities where the product and result are not given, A sought, for example, in scientific activity, in art, and also where it is important not only nearest, but also remote effect (science, upbringing, education, healthcare,
art, public service, etc.). In many cases, an attempt to rigidly "objectively" fix the results of activity leads only to formalism, which ultimately destroys the content of the work. In particular, the content of the work of a manager (head of a subdivision, manager, commander, civil servant) can hardly be adequately reflected by the title of the position held, work premises, basic technology, the content of final reports, declared goals. Consistent implementation of clear messages for the development and change of the social environment, formulated by political "prophets", often brings grief and suffering to people. Paradoxical as it may seem, but the goals and results of labor in a number of cases, for example, in the work of a civil servant, can best be expressed by meaningless, objectively fixed from the outside. procedural characteristics: harmonization of interests of legal entities and individuals, resolution of a conflict or contradiction of business entities, optimization of relations between the parties, solution of the region's priorities, etc.
The subject of labor and source materials.The subject of labor there is a system of properties and relationships of objects, phenomena, processes that a person must practically or mentally operate at a certain labor post.
The subject of labor and source materials are most clearly recorded by documents and traditions in mass professions, in professions associated with material production. In some cases, the subject of labor can be situations of uncertainty- for example, traffic situations for a car driver. The object of labor can be state of the functional system. For example, for an educator, this is the initial “state of upbringing” of the child that is not amenable to unambiguous formulation; for the coach - the state of the body, fitness and special preparedness of the athlete; for the leader - the state of socio-psychological and professional development of the workforce; for the doctor - the state of human health.
In scientific and artistic activity, the subject of labor can be some "original chaos"(E. A. Klimov) information, emotional impressions, which, as a result of the work of a scientist, artist or writer, must acquire a certain informational, semantic, ethical or aesthetic structure.
So, we recognize that the subject of labor can often be some non-obviously delineated subject area, a set of interrelated features and properties of objects, processes, phenomena that can not always be clearly identified, described, and quantified.
Means of labor it is also often difficult to unambiguously define, describe and inventory. The means of labor can be an objective reality that allows a person to interact with the object of labor in accordance with its purpose..
As the means of labor of a teacher, manager, civil servant, in general, all representatives of professions such as "person - person", "person - social group" are not only technical means, technology samples, standards, methodological guidelines, but also the body as a whole and individual organs of the subject labor. For example, a voice (its intonation, tone, loudness), subjectively perceived as demanding, strict, benevolent, etc., which significantly expands the range of verbal managerial influences or direct demonstrations of work methods. For a teacher, lecturer, coach, conductor, director, head of a department or organization, facial expressions, posture, gestures, and others can act as an effective means of managerial work. nonverbal means.
To a greater or lesser extent, this is also inherent in representatives of other types of professions. The tone and facial expressions during a conversation between a doctor and a patient contribute to recovery or, on the contrary, to aggravation of the disease. The non-verbal behavior of an engineer maintaining computers in an organization can encourage or hinder the active use of hardware and software capabilities by employees.
E. A. Klimov divides the means of labor into external(in relation to the consciousness of the subject) and internal(features of mental activity). Their general classification is presented below.
Control work with a park assignment
1) The essence of the concepts of "labor", "labor activity" in relation to preschool children. 3
2) Features of each component of the labor activity of preschoolers 5
Practical task. 10
Literature. eleven
1) The essence of the concepts of "labor", "labor activity" in relation to preschool children
Labor education is one of the most important aspects of the upbringing of the younger generation. In kindergarten, labor education consists in familiarizing children with the work of adults, in introducing children to work activities available to them. In the process of getting acquainted with the work of adults, the educator forms in children a positive attitude towards their work, a careful attitude to its results, and the desire to provide adults with all possible assistance. Including children in labor activity, the educator forms labor skills, cultivates the habit of labor effort, responsibility, care, thrift, diligence, willingness to participate in labor without avoiding unpleasant work, and forms positive relationships between children.When organizing work, the educator is guided by the "Programeducation in kindergarten ”, which determines the content of the labor activity of children in each age group.The main types of labor in kindergarten are household labor, labor in nature, manual labor, and the forms of its organization are assignments, duties and collective labor of children.
Orders are widely used in all age groups of the kindergarten, but in younger groups they are the leading form of organizing child labor. Educators should know why work with children in labor education should begin with individual assignments that the child performs together with the teacher, and only much later move on to other forms. Due to psychological characteristics, children of younger groups are still not independent enough in their actions, they are prone to imitation, they cannot coordinate their actions with the actions of their comrades and work at the pace necessary for the team, they are often distracted, do not finish the work they have begun. At this age, children are little interested in the result, they are attracted by the process of action itself (they do not yet possess the necessary skills and abilities to achieve the result). Therefore, only in the second younger group from the second half of the year, when the children already have some work experience, educators use group assignments. The main form of association in the work of children of this age is work "nearby", when each child works independently and is responsible for his work to the educator; at the same time, the child exercises the skills and abilities necessary for teamwork.
At the end of the year, shifts are introduced in the second junior group - systematic work that requires a certain level of independence. (Different types of duty are most widely used in the senior and preparatory groups.)
The most complex form of organizing the work of children is collective labor. It is widely used in the senior and preparatory groups of the kindergarten, when skills become more stable, and the results of labor are of practical and social significance. Children already have sufficient experience of participating in different types of duty, in performing various assignments. Increased opportunities allow the teacher to solve more complex tasks of labor education: he teaches children to agree on the upcoming work, work at the right pace, and complete the task within a certain time. In the older group, the teacher uses such a form of uniting children as common work, when children receive a common task for all and when a general result is summed up at the end of the work.In the preparatory group, joint work is of particular importance, when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to educate positive forms of communication between children: the ability to politely address each other with a request, agree on joint actions, and help each other.
Properly organized and feasible work unites children, promotes the education of mutual assistance, discipline, the ability to distribute forces and overcome difficulties, promotes the education of independence, initiative, the desire to do a good job, the habit of cooperation. Reasonably directed feasible work contributes to the physical development of children, the growth of overall performance and endurance of the body, accuracy and coordination of movements. In the process of labor, children acquire the necessary skills, including the skills of caring for plants and animals, master the simplest actions with items (pencil, hammer), learn about materials and their properties. Children develop an interest in work, a desire to work, a correct idea that work brings joy. On this basis, the concept of the obligation of everyone to work for the benefit of the people will subsequently be formed.When observing the labor of children in each age group, it is important to establish whether the conditions for labor activity have been created; are there tools and materials for all types of labor appropriate for the age of children; whether inventory and materials are rationally stored, can children use them independently, and also pay attention to the content of children's work, to the system of including them in work, its duration and volume, forms of combining children in work, to methods and techniques of raising children, to gradual complication of tasks and increased requirements for the independence of children.
During the academic year, control over the implementation of the program should be carried out in all groups. Observations should cover all types of child labor and all forms of organization of children. So, observing the educational process during self-service, in the younger group it should be clarified what initial labor duties are introduced for children, how they are assimilated by babies; in the middle group, attention should be paid to consolidating these skills, to accelerating the pace of self-service; in older groups - to check the independence of children in the process of self-service. Observing how household work is organized, in the older groups one should look at whether complications have been introduced into the content of labor, whether children are able to distribute responsibilities, what is the effectiveness of child labor; and in the younger groups - to pay attention to the availability of labor, to the methods and techniques that encourage children to work, to the behavior of children in the subsequent time, their interest in labor activity. Observing the work of children in nature, it is important to establish its correspondence with the age of the children, local conditions, and seasons.
The organization of manual labor also requires serious attention. Observations will help to find out whether all varieties of this work are used by educators; what types of labor have firmly entered the lives of children, which ones are just being introduced; what skills the children are learning or have mastered.
Observing the work of the attendants in the second junior group, one should pay attention to the ability of children to act with the help of adults, to the desire to get involved in work on their own, without the help of others; in the middle group - on the ability of children to start on duty without reminders, to work in a certain sequence, not to be distracted, to bring the work started to the end; in the senior and preparatory groups - on the ability to independently distribute duties, consistently perform all the necessary actions, observe all hygiene rules at work (wash hands before duty, take a cup only by the handle, etc.). When monitoring work on labor education, attention should be paid to establishing continuity between groups, as well as the unity of requirements among educators and other personnel. In the course of observations and in the process of analysis, the head reminds of the need to pay constant attention to the formation of children's labor skills, the education of children's attitude to the performance of their duties; discuss the results of everyday child labor, evaluate it, otherwise children lose interest in work. Interest in work disappears even if for everything that children do, they are only praised: “Well done!” Carelessness unnoticed by the educator, lack of diligence, undeserved praise reduce the pedagogical impact of labor. When analyzing the work of the educator, these points should also be paid attention to.
2) Features of each component of the labor activity of preschoolers
In comparison with the developed labor activity of an adult, the work of children has a number of features. The most significant is the absence of a significant result of material value to society: the products of child labor are of value only to the child or a group of children.The social significance of the work of preschoolers in its educational impact on the personality of the child. In the process of labor, children form the habit of labor effort, the ability to bring things to the end, as well as perseverance, independence, responsibility, the ability and desire to help a friend, initiative and other personal qualities. Consistency and accuracy of movements in labor, the result obtained form the ability to create, appreciate, protect the beautiful, that is, they provide the moral and aesthetic development of the preschooler.
Labor is of great importance for the development of the mental activity of the child. The desire to achieve the goal puts the child in front of the need to study the properties and qualities of materials, tools, encourages recognition of materials and objects included in labor activity. There is an accumulation of knowledge systems, the development of differentiated perception, ideas, mental operations (analysis, comparison, generalization), speech. In the process of labor activity, previously acquired knowledge is used, which leads to the ability to apply knowledge in practical activities, to the development of ingenuity, ingenuity.
Achieving the result requires planning the labor process: selection of materials, tools, determination of a number of sequential operations. This contributes to the development of imagination, planning activities, which include the ability to foresee not only the final result, but also intermediate ones, purposefully build the labor process.
The work of children is of great importance for physical development: muscle activity, physical effort increase the functional activity of all systems of the child's body; movements are improved in labor, their coordination, consistency, arbitrariness. Achieving work goals causes a positive emotional state, increases the child's vital activity. Thus, labor is a means of comprehensive development of the child, and it is for this purpose that it is used in the pedagogical process of the kindergarten. The developing role of labor is closely related to the level of development of labor activity itself: the higher the level of development of labor activity, the more effective its use in order to improve the personality of the child.
The labor activity of children must be considered in development, formation in three directions:
1) the separation of labor from play and its design as an independent activity;
2) the formation of the components of labor activity - the child's mastery of the labor process;
3) the formation of different types of labor.
Labor and play genetically arise from objective activity. They are closely related, although they have significant differences. The first difference between labor and play activity lies in the fact that labor always has a clearly expressed end result aimed at satisfying the needs of the child himself or the group of children. The process of labor without achieving a result has no meaning.The second difference is that the process of labor always takes place on a real plane: there is no imaginary situation, no substitution of some objects for others, the child acts with real objects, actually transforms them, achieving a labor result. Possessing labor skills, children easily switch from playing to making the missing items, and having received the desired result, back to the game. These tendencies are especially pronounced in the group preparing for school, provided that the children master the labor processes and all their components. Thus, already in the period of preschool childhood, labor activity is separated from play. This isolation can be viewed as a consequence of the formation of the components of labor activity, the child's mastery of labor processes. Labor activity is a broad concept that generalizes different types of labor, consisting of different labor processes. The labor process is a kind of unit of labor activity, in the structure of which all components of labor activity are clearly represented: the purpose of labor, material and labor equipment (tools); a set of human labor actions to transform materials with the help of tools; the achieved result of labor that satisfies the needs of a person as the realization of a goal; labor motives. To master labor activity is, first of all, to master the labor process, its components in unity, connections.
Goal setting. A prerequisite for the emergence of this element is purposeful actions that appear in the objective activity of the child at an early age. At a younger preschool age, the child begins to associate his actions with the result, which contributes to the emergence of purposeful effective actions. However, the target setting in labor is unstable at first. Its development proceeds from the acceptance of the goal of labor proposed by adults to the independent setting of the goal; from close goals (for example, watering plants) to distant ones in time (for example, growing flowers, etc.). The conditions for the emergence and development of a goal in labor are its availability to the understanding of the child (why it needs to be done, what result to get), the visual representation of the intended result in the form of a drawing, design, the closeness of the result in time, the feasibility of achieving it.
With a more distant goal, it is necessary to identify intermediate ones: plant seeds, water so that shoots appear, then buds, etc. The ability to accept, and then independently set the goal of work, develops better if the child receives a result that is significant for him or for relatives , which can be used in the game or for other needs. The result is the main component of labor activity. The social orientation of the result of labor, which is already realized by the middle preschool age, makes it possible to form an understanding of the need for labor for others, cultivates respect for the result of labor and the working person.
The result acts as a materialized goal of labor, a clear measure of the cost of labor efforts.The isolation of the result of labor occurs in children at the age of 3, subject to the teaching influence of an adult. Children's awareness of the result of labor is facilitated by:
a) the teacher establishes a connection between the result and the goal and activities that are significant for children. In this case, the result is expected by the children, and its receipt is perceived as the completion of labor, as its main component. For example, the need to feed the bear during the game determines the goal - to make a cup for the bear. The made cup is the expected result of labor, which allows you to connect it with the goal and realize this result as an achieved goal;
b) the use of the result of labor in the activities of children, which allows you to see and understand the practical necessity of the result, its significance for all children, the desire to get it in your own labor activity: wash the dress for the doll and dress it up for the holiday; make lanterns and decorate a Christmas tree for dolls with them; set the table for breakfast, so that all children feel comfortable and pleasant, etc. The need to achieve a certain result encourages the child to master labor skills.
Mastering labor skills and abilities is one of the most significant components of the labor process and factors in the formation of the labor activity of a preschooler. No matter how interested the child is in the goal of labor, no matter how attracted to the result of labor, but if he does not master labor actions, then he will never achieve a result. Mastering labor skills and abilities makes the labor process accessible, feasible and joyful. At the same time, the level of children's mastery of labor skills and abilities affects the formation of such a personal quality as independence, which manifests itself both in greater independence from adults and in the desire to help younger, peers, which in turn provides the child with a new position in the children's society, changes it. social connections.However, the mastery of individual techniques, individual labor actions does not yet ensure the rapid achievement of results. Any labor process includes a series of sequential labor actions, the use of a variety of materials, tools in a certain sequence. Hence, it is important that the child masters the entire set of labor actions with material and tools that make up a particular labor process. Its consistent implementation requires the ability to plan work activities.
The development of the ability to plan the labor process (define the goal, select material in accordance with it, select and organize equipment, determine the order of labor actions, etc.) depends on how clear and differentiated children's knowledge about the structure of a particular labor process and organizing it for adults. The presence of such knowledge allows the child to imagine the course of the labor process, to plan its sequence, and, conversely, their absence leads to the fact that the child cannot cope with the preliminary planning of labor, does not achieve results.Participation in work, the achievement of a result and its use change the attitude of children to work, the motives of work, that is, what the child works for. The effectiveness of labor already in preschool children depends on what motives formulated by adults direct their activities. Social motives of labor as the most valuable arise already in preschool age. However, they do not immediately become leaders. For younger preschoolers, the interest in the external side of the activity is characteristic: to labor actions, to tools of labor, then to the result. Social motives for labor activity are formed under the influence of the following conditions:
1) knowledge about the results of labor, their social significance and necessity for people, and then knowledge about the social significance of labor in people's lives;
2) public use in kindergarten and family (for example, in a collective game) of the results of labor achieved by children;
3) organization of practical activities of children aimed at helping adults, peers, younger children;
4) assessment of the results of labor by adults, their significance for other people (helping the nanny change towels, making toys for kids or repairing books, etc.).
Children already of primary and middle preschool age, beginning to be guided by social motives, try to express them in speech, explaining their labor motives by the desire to do what is necessary for others: “wash the cups so that it would be pleasant for children to drink from clean cups and not get sick” or “help the nanny change towels, so that all children have clean towels, so that it is pleasant for them to wipe their hands, ”etc. But for children of this age, the attitude of an adult to certain actions is also a strong incentive to work.
Children often explain their desire to work by the fact that they were "ordered" by adults, by the desire to receive praise, approval from the educator or parents.
Older children increasingly explain their motivation to work as a desire to do something for others. Gradually, under the guidance of adults, significant social motives become the internal motivation of the child himself.
Thus, the mastery of labor processes, their components in unity is the beginning of the formation of labor activity.
Practical task
|
Components |
Age features |
Real manifestations |
|
target |
Children of senior preschool age already know how to independently set a goal in various types of work, and achieve it. The ability to set and achieve a goal develops especially successfully in those cases when, as a result, a material result is obtained. |
The labor of preschool children is organized by adults. The set goal gives a certain direction to the child's behavior, orients him to the result of labor. The smaller the children, the more active the adult in setting goals. However, there are times when a child sets a goal and solves simple and understandable tasks. But the child can also set a goal that he obviously cannot fulfill, since the preschooler does not yet know how to correlate his abilities with the set and accepted goal. Therefore, it is the adult who needs to choose tasks for children. At the same time, overwhelming tasks should be avoided, because, without achieving a result, the kids may refuse to complete the task next time. |
|
ways of doing |
the necessary actions to achieve the goal, the acquisition of skills and abilities. This also includes such intellectual activities as planning and self-control, which largely determine the quality of work. |
first remove the toys and game boxes from the shelves, wipe the furniture, place the washed toys and glued boxes on the clean shelves, and then sweep the floor. Violation of the sequence will complicate the achievement of the goal in this type of work, or even interfere with obtaining the appropriate result. |
|
result |
shows the compliance of the activity with the goal |
the child either independently evaluates the result of the activity, or turns to the teacher, if something went wrong, tries to redo it, thereby earning praise. |
|
motives |
determines the purpose of the activity, is its stimulus |
to do something for another, to help a peer achieve the desired result. Such initial social motives encourage children to long-term labor efforts, to achieve a good quality result of labor, and provide a strong interest in the labor activity itself. |
Literature
1. "Preschool Pedagogy". Ed. V. I. Loginova, P. G. Samorukova . Textbook for students ped. in-t on spec. “Preschool. pedagogy and psychology". Publishing house "Enlightenment", M., 2003
2.
"Preschool Pedagogy". Edited by V. I. Yadeshko and F. A. Sokhin
"Enlightenment", Moscow, 2008
3. Moral and labor education of preschoolers: Proc. allowance for students. higher ped. textbook institutions / S. A. Kozlova, N. K. Dedovskikh, V. D. Kalishenko and others; Ed. S. A. Kozlova - M .: Publishing Center "Academy", 2002. - S. 1-50.
Introduction
2.1 Diagnostic technique of Uruntaeva G.A.
Conclusion
Bibliographic list
Introduction
The relevance of research.
In the late 1980s, educational institutions began to free themselves from strict ideological and administrative control. There was an opportunity to get acquainted with different approaches to the education and upbringing of children, foreign literature became available for study. Joint projects have been developed. The implementation of this process in a certain way affected the changes that have taken place in the domestic system of preschool education: a transition is being made to the variability of the software for the work of preschool educational institutions (DOE).
These transformations require rethinking and changing the existing system of training teachers, due to the new paradigm of education.
At the same time, the crisis phenomena affected the state of the education system, in particular, this was reflected in the devaluation of the tasks and practices of education. Society at the turn of the millennium faced a number of social problems in the development of the younger generation: insufficient readiness for independent life; unformed readiness for hard work and responsibility for choosing the means to achieve the goal; the commitment of a certain part of the youth to the "easy life", dependency; exposure to the influence of the propaganda of the cult of force and violence, conducted by the media.
In our time, a generalized image of a person who meets the requirements of the twenty-first century has already emerged in the public mind. This is a physically healthy, educated creative person, capable of purposeful social work, building his own life, habitat and communication, in accordance with fundamental moral principles. Therefore, the problem of moral and labor education in kindergarten at the present stage of society's life is of particular relevance and significance.
Preschool childhood is the beginning of an active life in human society, where the child faces many problems and difficulties. They are connected not only with the fact that he still knows little about this world, but must and wants to know it. He, this sweet "alien", needs to learn how to live among his own kind. And not only to live physically, but to feel good and comfortable among people and to develop and improve.
At preschool age, the first manifestations of the independence of the child are seen. Every healthy child strives, within the limits of his still small possibilities, for some independence from adults in everyday practical life.
The development of independence as a personal quality during preschool childhood is associated with the development of labor activity, which has a peculiar effect on the development of activity and initiative, the search for adequate ways of self-expression in activity, the development of methods of self-control, the development of the volitional aspect of independence, etc.
Thus, labor education, i.e. attracting children to independent feasible work and observing the work of adults, explaining its significance in people's lives, plays an important role in the comprehensive development of the child's personality, and is also one of the main tasks of a preschool institution.
Purpose of the study- to determine the conditions for the development of the labor activity of preschoolers.
Research objectives:
-To analyze the psychological and pedagogical literature in order to identify the essence of the process of development of the labor activity of preschool children.
-To study the conditions for the development of labor skills of preschoolers.
-To study the development of the elements of labor of preschool children.
-Draw conclusions on the work done.
An object- educational process in a preschool educational institution.
Item- conditions for the development of labor activity of preschoolers in preschool educational institutions.
Research hypothesis:The development of the labor activity of preschool children will be successfully carried out if the following conditions are met during the labor activity of the child:
-formation of systemic knowledge about labor;
-training in holistic work processes;
-organization of independent labor activity of children.
Methodological basis of the study:modern, psychological concepts of personality development, an activity approach to raising children, moral education, the concept of problem-based education, methodological achievements of the theory and methodology for the formation of positive qualities in preschoolers, including forms, methods and means of education.
Research methods:analysis of psychological and pedagogical literature; observation of the pedagogical process; carrying out diagnostic work; analysis of the work performed.
work activity teacher preschooler
Chapter 1. Theoretical aspects, problems of development of labor activity
1.1 Analysis of psychological and pedagogical literature on the problem of the development of labor activity
Labor education and labor activity is a necessary, most important condition for the development of children's independence. Children brought up from an early age in labor are distinguished by independence, organization, activity, neatness, and the ability to serve themselves.
The problem of the development of labor activity in childhood, leading to the development of other personality traits, was dealt with by many well-known psychologists, teachers, as well as representatives of other related sciences.
Even Comenius highlighted a number of issues about children's independence. K.D. Ushinsky, P.Ya. Galperin, S.L. Rubenshtein, L. I. Bozovic., A.L. Wenger, as well as many others, have made a huge contribution to the study of activity and independence in preschool children. At present, such scientists as L.I. Antsyferova, R.S. Bure, G.A. Zuckerman, I.S. Yakimanskaya, N.V. Elizarova studied the psychological and pedagogical conditions for the formation of independence in children.
The importance of labor as a factor in the development of a child's personality is reflected in the history of Russian pedagogy: the works of P.P. Blonsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky, ST. Shatsky and others.
V.A. Sukhomlinsky repeatedly noted that any work makes a person more creative, more joyful, smart, cultured, educated. A very important point in the system of labor education V.A. Sukhomlinsky is the position that work allows you to most fully and vividly reveal the natural inclinations and inclinations of the child. When analyzing a child's readiness for working life, one must think not only about what he can give to society, but also about what work gives him personally. In every child, the makings of some abilities are dormant. These inclinations are like gunpowder: in order to ignite, a spark is needed. The abilities of the child develop mainly in the conditions of activity.
A.S. Makarenko emphasized that in order to successfully solve the problems of labor education of preschool children, the creation of the necessary conditions is of paramount importance. A.S. Makarenko said that only with good organization does a child experience the joy of work, therefore, when organizing any activity, the primary tasks are clear planning of activities, organization of jobs, team building and a clear distribution of responsibilities in accordance with the interests of children. Labor activity should contribute to the overall development of children, the expansion of their interests, the emergence of the simplest forms of cooperation, the formation of such moral qualities as diligence, responsibility for the assigned work, good advice. Good advice, kind help, support for even the smallest success contributes to the education of positive personality traits.
Also, an important condition in labor education is knowledge of the characteristics of family education. Educators should know well how the labor activity of their pupils in the family is organized, provide parents with the necessary assistance, they should constantly remember that only in close cooperation with the family can the task of labor education of the child be successfully solved.
Considering preschool age as a basic stage in the formation of personal qualities, the concept of lifelong education defines the essence of a new approach to preschool education based on the principles of variable content, development pedagogy, and the preschooler's knowledge of the world through the types of activities that interest him. At the same time, the concept draws attention to the development of personal qualities necessary for the further development of the personality: curiosity, initiative, communication, creative imagination, arbitrariness.
However, the task of educating diligence is not put forward in the concept. Meanwhile, many authors (R.S. Bure, G.N. Godina, M.V. Krulekht, V.I. Loginova, T.A. Markova, V.G. Nechaeva, D.V. Sergeeva, etc.) ) note that a number of indicators of industriousness (awareness of the purpose of the activity and perseverance in achieving it; readiness to bring the work begun to the end; manifestation of an emotionally positive attitude to work; adequate assessment of the results of activities; accuracy, diligence, careful attitude to the means and products of labor) are the most successfully formed in preschool and primary school age. Their unformedness at this age stage becomes an obstacle in educational and cognitive activity and subsequent adaptation in independent labor activity.
In the works of leading psychologists, the problem of personality, the importance of activity in the process of its formation, received a clearer solution (B.G. Ananiev, A.G. Asmolov, L.I. Bozhovich, L.S. Vygotsky, V.V. Davydov, A. V. Zaporozhets, V. T. Kudryavtsev, A. N. Leontiev, A. V. Petrovsky, S. L. Rubinshtein, D. B. Elkonin, etc.).
Works of philosophers and sociologists M.M. Bakhtin, N.A. Berdyaev, I. Prigozhin, G. Haken, I. Stengers, M. Heideger, A.P. Bueva, M.S. Kagan, G.A. Cherednichenko and others present an opportunity to consider the upbringing of a personality in activity from the standpoint of synergy, i.e. self-organization of the child.
To date, the place of labor in the pedagogical process of preschool educational institutions has been determined:
-its content was developed (E.I. Korzakova, V.G. Nechaeva, E.I. Radina, etc.);
-the forms of organization of children in labor were identified (Z.N. Borisova, R.S. Bure, A.D. Shatova);
-the process of forming a positive attitude towards the work of adults is being studied (V.I. Glotova, V.I. Loginova, YaZ. Neverovich, A.G. Tulegenova, M.V. Krulekht, etc.);
-the features of labor education of preschoolers in the family are considered (D.O. Dzintere, L.V. Zagik, T.A. Markova), the influence of labor on the development of moral and volitional qualities of children, their relationships (R.S. Bure, G.N. Godina, A.D. Shatova and others).
Of no small importance are the studies of Ya.Z. Neverovich, T.A. Markova, who showed that the main motive that encourages children to work is their desire to help adults.
In preschool pedagogy, three ways have been identified for bringing children closer to the work of adults: labor observation, partial assistance of children to adults, and organization of joint activities of adults and children (V.I. Glotova, L.V. Zagik, S.M. Kotlyarova, G.N. Leskova, E. I. Radina, D. V. Sergeeva and others).
According to E.I. Radina, in joint work, an adult can act as a role model not only with his skills, but also with his attitude to work.
Thus, scientists have made a significant contribution to the development of the problem of identifying the signs and components of the industriousness of preschool children. However, the problem of educating the industriousness of preschoolers as the main personality trait still remains insufficiently developed.
1.2 Characteristics of the components of labor activity
1.2.1 The concept and features of the labor activity of preschoolers
In the big encyclopedic dictionary workis defined as an expedient, material, social, instrumental activity of people aimed at meeting the needs of the individual and society. Labor is the basis and an indispensable condition for the life of people.
Labor activity -this is an activity aimed at developing in children general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude to work and its products, and a conscious choice of profession.
Diligence and the ability to work are not given by nature, but are brought up from early childhood. Labor must be creative, because it is creative labor that makes a person rich spiritually. Labor makes a person physically move. And, finally, work should bring joy, bring happiness, well-being.
The labor activity of preschool children is the most important means of education. The whole process of educating children in kindergarten can and should be organized in such a way that they learn to understand the benefits and necessity of work for themselves and for the team. To treat work with love, to see joy in it is a necessary condition for the manifestation of the creativity of the individual, his talents.
The labor activity of preschoolers is educative in nature - this is how adults look at it. Labor activity satisfies the child's need for self-affirmation, knowledge of his own capabilities, brings him closer to adults - this is how the child himself perceives this activity.
In the process of labor activity, children acquire labor skills and abilities. But these are not professional skills, but skills that help a child become independent of an adult, independent.
The child's labor activity is of a situational, optional nature; only the emerging moral image of the child "suffers" from its absence, since many vital qualities of the personality are developed in labor.
A feature of child labor is that, despite the presence in it of all the structural components of activity, they are still in the development stage and necessarily involve the participation and assistance of an adult.
In labor activity, preschoolers master a variety of skills and abilities necessary in everyday life: in self-service, in household activities. Improving skills and habits does not consist only in the fact that the child begins to do without the help of adults. He develops independence, the ability to overcome difficulties, the ability to volitional efforts. This gives him joy, causes a desire to master new skills and abilities.
In the process of labor activity, preschoolers practically learn the properties of surrounding things, observe the growth and changes of plants, examine animals, getting acquainted with the conditions of their habitat. They develop curiosity, cognitive interests. Labor activity becomes an important means of mental development of children.
Aesthetic education is also carried out in labor activity. Children develop the ability to do any job carefully, to give their crafts a beautiful look. They rejoice, noticing a new bud when watering the plant, examining the neatly tidied room, cleanly washed doll things.
Labor activity hardens children physically, since they perform many of its types in the air. Children become capable of exerting strength and overcoming difficulties.
Labor activity is of particular importance for the formation of moral qualities. By performing simple duties related to table setting, helping to prepare everything necessary for classes, children learn to be useful to others. This forms their readiness to come to the aid of those who need it, willingly carry out feasible labor assignments, forms a responsible attitude to the task assigned, diligence and diligence.
1.2.2 Tasks of work activity
Preschool pedagogy identifies the following main work taskschildren: familiarization with the work of adults and education respect for him; training in the simplest labor skills and abilities; fostering interest in work, diligence and independence; education of socially oriented labor motives, skills to work in a team and for the team.
In the kindergarten, in the family, in the social environment accessible to him - everywhere the child encounters the work of adults, enjoys its results. At first, only external moments attract the attention of children: the process of labor actions, the movement of mechanisms, machines. Consistently familiarizing children with the work of adults in the immediate environment, and then outside the kindergarten, allows them to form an idea of the essence and significance of labor actions, to explain with specific examples the attitude of adults to work, its social significance.
The knowledge of preschoolers about the work of adults should have a great influence on the formation of their correct attitude towards work, but they can remain formal if familiarization with work activity is not combined with the work of the children themselves.
The "Kindergarten Education Program" reveals the scope of work skills and abilities that children of each age group must master. So, for example, while developing the skills and abilities of household work in younger preschoolers, the teacher teaches them to wipe toys with a damp cloth, rinse clothes, etc. In the middle group, children rinse and wring out a rag with which toys are wiped, soap doll linen, and wash it. Older preschoolers wash toys with a sponge and soap, wash small things, prepare the necessary equipment for classes, work, play, and then put it in order.
In the course of teaching labor skills, the educator forms in children the desire to independently do everything that is within their power, coming to the rescue whenever they need it. Preschoolers should not be allowed to experience grief from unsuccessful attempts to cope with the proposed business on their own, since in these cases, self-doubt and unwillingness to work are born.
It must be remembered that work should bring joy to children: from the results achieved, from their usefulness to others.
In kindergarten, the task of developing in children the ability to work in a team is being solved. This happens gradually, by combining children in the process of labor into small ones with a common task (if they already have experience of working together - three of them, then a group of 6-7 participants can perform a common task). In the process of such work, the educator forms in children ideas about the general responsibility for the task assigned, the ability to act independently and in concert, to distribute work among themselves, coming to the aid of each other and striving to achieve results through joint efforts. All this enriches their experience of relationships in activities, gives them a positive character.
1.2.3 Social functions of work
Considering labor activity in terms of the impact that it has on the social life of a preschooler, seven special functions of labor can be distinguished:
.The socio-economic (reproductive) function consists in the impact of preschoolers on familiar objects and elements of the natural environment in order to transform them into new objects to meet the needs of the team. The implementation of this function allows you to reproduce the standard material or symbolic (ideal) conditions of their future social life.
2.The productive (creative, creative) function of labor activity consists in that part of labor activity that satisfies the needs of a preschooler in creativity and self-expression. The result of this function of labor activity is the creation of fundamentally new or unknown combinations of previously existing objects and technologies.
.The socially structuring (integrative) function of labor activity consists in the differentiation and cooperation of the efforts of preschoolers participating in the labor process. As a result of the implementation of this function, on the one hand, specialized types of labor are assigned to preschoolers participating in labor activity, on the other hand, special social ties are established between preschoolers, mediated by the exchange of the results of their joint labor activity. Thus, the two sides of joint labor activity - division and cooperation - give rise to a special social structure that unites preschoolers into a team along with other types of social ties.
.The socially controlling function of labor activity is due to the fact that activity organized in the interests of the collective is a kind of social institution, i.e. a complex system of social relations between preschoolers, regulated by values, norms of behavior, standards of activity and rules. Therefore, all preschoolers participating in labor activity are within the scope of an appropriate system for monitoring the quality of their duties.
.The socializing function of labor activity is manifested at the individual-personal level. Thanks to participation in it, the composition of social roles, patterns of behavior, social norms and values of preschool children is significantly expanded and enriched. They become more active and full participants in public life. It is thanks to labor activity that most preschoolers experience a sense of "need" and significance in the team.
.The socially developing function of labor activity is manifested in the results of the impact of the content of labor activity on preschoolers. It is known that the content of labor activity, with the improvement of the means of labor, due to the creative nature of man, tends to become more complex and continuously updated. Preschoolers are motivated to increase their level of knowledge and expand their range of skills, which encourages them to acquire new knowledge.
.The social stratification (disintegrative) function of labor activity is a derivative of the social structuring function. It is connected with the fact that the results of various types of labor activity of preschoolers are differently rewarded and evaluated. Accordingly, some types of labor activity are recognized as more, while others are less important and prestigious. Thus, labor activity performs the function of a certain ranking. At the same time, the effect of a certain competition for receiving the most significant praise appears between preschoolers.
1.2.4 Means of labor activity of preschoolers
The means of labor activity of preschool children should ensure the formation of sufficiently complete ideas about the content of the work of adults, about the worker, his attitude to work, about the importance of work in the life of society; assistance in teaching children the labor skills available to them and organizing various types of labor in order to educate them in the process of their activity in a positive attitude towards work and establish friendly relationships with peers. Such means are:
-familiarization with the work of adults;
-training in labor skills, organization and planning of activities;
-organization of children's labor in the content accessible to them.
1.2.5 Types of labor activity of preschoolers
The work activity of children in kindergarten is diverse. This allows them to maintain their interest in work, to carry out their comprehensive education. There are four main types of child labor: self-service, domestic work, labor in nature and manual labor.
Self serviceaimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational value of this type of labor activity lies, first of all, in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-service is beginning to be perceived as a duty.
Household workpreschoolers are necessary in the daily life of the kindergarten, although its results are not so noticeable compared to other types of their work activities. This type of labor activity is aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes. Children learn to notice any disturbance in the group room or on the site and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for cultivating a caring attitude towards peers.
labor in natureprovides for the participation of children in the care of plants and animals, growing plants in a corner of nature, in a garden, in a flower garden. This type of labor activity is of particular importance for the development of observation, the upbringing of a caring attitude towards all living things, and love for one's native nature. It helps the teacher to solve the problems of the physical development of children, improve movements, increase endurance, develop the ability for physical effort.
Manual labordevelops the constructive abilities of children, useful practical skills and orientation, forms interest in work, readiness for it, cope with it, the ability to assess their capabilities, the desire to do the job as best as possible (stronger, more stable, more elegant, more accurate).
In the process of labor activity, children get acquainted with the simplest technical devices, master the skills of working with some tools, learn to take care of materials, objects of labor, and tools.
Children by experience learn elementary ideas about the properties of various materials: the material undergoes various transformations, various things can be made from it. So learning to make useful objects from thick paper, children learn that it can be folded, cut, glued.
The tree can be sawn, planed, cut, drilled, glued. Working with wood, the guys use a hammer, saw, tongs. They learn to compare details by superposition, by eye, with a ruler. Working with natural material - leaves, acorns, straw, bark, etc. - gives the teacher the opportunity to acquaint children with a variety of its qualities: color, shape, hardness.
1.2.6 Forms of organization of labor activity of preschoolers
The labor activity of preschool children in kindergarten is organized in three main forms: in the form of an assignment, duty, collective labor activity.
Orders- these are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, and educational tasks.
Orders can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.
The fulfillment of labor assignments contributes to the formation in children of interest in work, a sense of responsibility for the task assigned. The child must concentrate, show strong-willed effort to bring the matter to the end and inform the teacher about the fulfillment of the assignment.
In the younger groups, the instructions are individual, specific and simple, containing one or two actions (lay out spoons on the table, bring a watering can, remove dresses from the doll for washing, etc.). Such elementary tasks include children in activities aimed at the benefit of the team, in conditions when they are not yet able to organize work on their own initiative.
In the middle group, the teacher instructs the children to wash doll clothes on their own, wash toys, sweep paths, and shovel sand into a pile. These tasks are more complex, because they contain not only several actions, but also elements of self-organization (prepare a place for work, determine its sequence, etc.).
In the older group, individual assignments are organized in those types of labor in which children have insufficiently developed skills, or when they are being taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive, often distracted), i.e. if necessary, individualize the methods of influence.
In the preparatory school group, when performing general assignments, children must show the necessary skills of self-organization, and therefore the teacher is more demanding of them, moving from explanation to control, reminder.
Duty roster- a form of organization of children's labor, which implies the obligatory performance by the child of work aimed at serving the team. Children are alternately included in different types of duty, which ensures their systematic participation in labor. The appointment and change of attendants occurs daily. Duties are of great educational value. They put the child in the conditions of mandatory performance of certain tasks necessary for the team. This allows children to educate responsibility to the team, caring, as well as understanding the need for their work for everyone.
In the younger group, in the process of completing assignments, the children acquired the skills necessary for setting the table, and became more independent when doing work. This allows in the middle group at the beginning of the year to introduce canteen duty. There is one attendant at each table daily. In the second half of the year, duties are introduced to prepare for classes. In the older groups, duty is introduced in the corner of nature. The attendants change daily, each of the children systematically participates in all types of duty.
The most complex form of organizing the work of children is collective labor. It is widely used in the senior and preparatory groups of the kindergarten, when skills become more stable, and the results of labor are of practical and social significance. Children already have sufficient experience of participating in different types of duty, in performing various assignments. Increased opportunities allow the teacher to solve more complex tasks of labor activity: he teaches children to agree on the upcoming work, work at the right pace, and complete the task on time. In the older group, the educator uses such a form of uniting children as common work, when children receive a task common to all and when a general result is summed up at the end of the work.
In the preparatory group, joint work is of particular importance, when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to educate positive forms of communication between children: the ability to politely address each other with a request, agree on joint actions, and help each other.
1.2.7 The difference between the work activity of adults and children
The labor activity of people in society is always aimed at creating material and spiritual values. The labor activity of children does not and cannot have such significance. The results of the labor activity of children satisfy the needs of the child himself or those around him.
We can agree that an objective assessment of the results of a child's labor activity is extremely difficult. But at the same time, a preschooler in the process of this activity experiences true labor effort, begins to realize its significance, the focus on satisfying their needs on their own, without using the help of adults. His inclusion in labor activity is always provided by motives that are essential for him, and, finally, the child experiences a high emotional uplift and joy from the results achieved. Labor activity captivates the child, allows you to feel your capabilities, experience the joy of the results achieved, and joint activities unite children with common emotional experiences, thereby contributing to the formation of a children's society.
In the work of a preschooler, a connection with the game is clearly revealed. In the game, the first manipulative actions are carried out, which by their nature resemble labor ones: they contain imaginary labor operations. But not only this exhausts the significance of the game, in which the child in role-playing actions reflects the work of adults. Taking on the role of an adult, he becomes imbued with an emotional attitude to the actions performed: he worries about the patient, pays attention to passengers, etc. He experiences an emotional upsurge, excitement, joy, his feelings correspond to the feelings of a worker, although they are not related to labor efforts.
1.3 Conditions for the development of child labor
1.3.1 The specifics of the work activity of a preschooler
The work activity of a preschooler differs from the productive and domestic work of adults. It does not lead to obtaining an objectively significant product, but it is of great importance for the mental development of the child himself.
The specificity of the work of a preschooler is that it is closely connected with the game. It should be emphasized that these activities have a common source - the need to take an active part in the lives of adults and the desire for independence. In work and in play, the child masters the sphere of social relations and actions related to the everyday and professional functions of adults. In the game, the baby acts in an imaginary way, it does not have a specific result. Its development follows the path of increasing the conditionality of game actions.
In labor, actions and the situation of their implementation are real and lead to a tangible product. In labor activity, the child establishes a more direct, immediate connection with the life of adults than in play.
The younger the children, the faster their work activity turns into a game. Especially often the replacement of a labor goal with a game one happens at an early and younger preschool age. This happens if the task given to the child is too much for him, and he does not understand what is required of him, or does not know how to complete the task, and the adult does not control his activities. Six-year-old children are aware of the differences between play and work. In the game, they highlight toys or substitute objects that perform roles. In labor activity, preschoolers emphasize the use of tools, the performance of labor operations, indicate the objective goal of labor (“to keep it clean, order must be restored”), its socially useful orientation. The game is considered by children as an activity for pleasure, and work as an important work.
Throughout preschool childhood, the connection between play and work is preserved. On the one hand, often the need for certain play items dictates the performance of a labor action, then the children make attributes and then include them in the game. On the other hand, the products of child labor often help to create an imaginary situation, suggesting the choice and development of the plot of the game. For example, making a homemade toy is included in the director's game. In play activities, children are prepared for work. While playing, they comprehend the meaning of the work of adults, the essence of their relationship. In addition, the situation of the game is most favorable for the development of labor activity in that the quality of work improves, the desire to complete it grows.
It should be noted that the continuity between work activity and play of a preschooler lies in the fact that in these types of activity the child receives, generalizes and systematizes the idea of the work of adults. With work, as well as with the game, the first emotional stage of professional self-determination is connected. Acquaintance with the work of adults, the performance of labor duties forms an idea of professions, leads to the fact that the first professional preferences are formed, professional interests are outlined.
The labor activity of a preschooler develops in several directions. First, there is a complication of its components. Secondly, this complication leads to the development of new types and forms of labor activity.
Improving the components of labor activity includes the complication of his motives, goals, control and skills.
Often, game motives are transferred to work: when a child washes the dishes, he plays the role of a mother. Throughout the entire preschool age, the motive of encouragement and censure remains effective. If a child explains the meaning of labor in the following way: “So that mother does not scold”, “So that mother praises”, “When I work, they always give me something tasty”, then the adult has taken an inadequate position in labor education.
Mistakes in labor education are also indicated by motives related to fulfilling the requirements of an adult: "I work because my mother said." We emphasize that these two groups of motives quickly acquire a stable character. The reference to them indicates that the child does not understand the meaning of work, and, ultimately, he does not form the need to work.
Social motives for labor activity ("I help my mother") appear quite early. At first, the baby is not aware of them, although he is guided by them. At the older preschool age, such motives become conscious, the child sees the meaning of work in helping other people (“You need to work to help your mother, adults, small ones. And in general, mother needs to be helped”). The child moves from what is interesting to himself, to what others need.
For the formation of social motives, it is important that the child understands the meaning of the labor activity of adults. Thus, it is precisely at preschool age that the most favorable conditions for the formation of social motives in labor activity develop. Labor requires the child to be able to accept from an adult and independently set the goal of activity. Moreover, the younger the children, the more their goals are determined by the satisfaction of their own needs. A child of 2-4 years old can subordinate his actions to the set goal only if this goal is sensually perceived by him, and the task is clear. Often 3-4-year-old children refuse to put away toys precisely because they do not have a good idea of what is required of them. In such a situation, an explanation is needed: "Put the cubes in a box, and arrange the toys on the shelf." Gradually, with the accumulation of work experience, the task can be formulated more generally: "Put things in order in the toy corner."
Older preschoolers accept and set the goal of labor activity on the basis of formed ideas. They confidently act under the influence of an adult's verbal instruction, which implies the performance of complex actions for a sufficiently long time. With age, goals become not only more stable, but also realistic, based on the child's assessment of his abilities and skills.
Even before the start of labor activity, the senior preschooler identifies the conditions, means and ways to achieve the goal. That is, he develops the ability to pre-plan work, which significantly improves the quality of work.
Older preschoolers can already plan not only their own, but also work activities jointly with their peers, which is manifested in determining the work plan, finding a common opinion on ways to achieve the goal, understanding mutual responsibility for achieving the goal. The formation of collective planning skills contributes to the emergence in children of a desire for self-control, independent improvement of the techniques and skills necessary for the implementation of an independent plan, and an increase in a sense of responsibility. And as a result of collective planning, there is a high quality of the result of labor activity obtained jointly.
The success of achieving the goal largely depends on the ability to control their activities. Children 3-4 years old do not notice mistakes in their work, they consider it good, regardless of how and what result is achieved. The work of peers is critical. At the age of 5-7, preschoolers try to correctly evaluate their work, although they do not notice all the mistakes, but the most gross ones. They are interested in the quality of work. Therefore, they turn to adults with questions about the correctness and quality of their own labor actions.
During preschool age, labor activities mastered by children become more complicated. Gradually they become more accurate, faster and more coordinated. However, the limited capabilities of the child, the peculiarities of his mental development lead to the fact that he usually performs labor tasks for a long time, not always with high quality (a broom breaks, plates break). Therefore, it is so important to give the child feasible tasks, to teach him how to properly handle tools and objects of labor. The criterion for evaluating the child's work activity should be not only the achievement of the result as such, but mainly its quality. Let us recall the words of A.S. Makarenko: “The quality of labor should be of the most decisive importance: high quality must always be demanded, demanded seriously. Of course, the child is still inexperienced, often he is physically unable to do the work perfectly in all respects. feasible, which is accessible to both his forces and his understanding.
It is the quality of the result that expresses the child's attitude to other people, manifested in labor. An adult strives for the child to develop a caring attitude towards the results of not only his own work, but also other people. If he knows how difficult it is to wash the floor or dishes, how much effort it requires, then he will try not to dirty the floor, handle the dishes carefully. And then the quality of labor activity becomes the main criterion in evaluating the actions of one's own and peers: if he washed the chairs cleanly, it means that he worked hard.
The expansion of the interaction of a preschool child with the environment, the increase in his physical and mental capabilities leads to an expansion of the scope of labor actions and the emergence of new types of labor. The very first of them - self-service work - the child masters in early childhood. The performance of this type of labor is aimed at oneself (and making changes in oneself): combed his hair, washed his hands. Gradually, the focus on oneself is replaced by a focus on the other, and then, on the basis of self-service, everyday labor arises, where objects included in everyday processes become the object of transformation: dishes, clothes, shoes.
In household work, an important role is played by its external attributes: an apron, a vacuum cleaner, a broom, a brush, etc. It is they who attract the baby. The result of household work becomes interesting for a preschooler if an adult forms in the child the need to maintain order, aesthetically attractive to organize his life, constantly points out the importance and significance of such work for other people and thereby forms his social motives.
Two types of orientation of this type of labor should be emphasized. Firstly, the focus on organizing their own household activities: I cleaned my clothes so that they do not deteriorate; it's nice when you look neat; beautifully arranged cutlery, so that it was a pleasure to dine. Secondly, the focus on facilitating the work of another person: he helped his mother to wash clothes so that she was less tired.
The labor activity of the child in nature is directed to plants and animals - objects that are weaker than the preschooler himself and whose well-being to a certain extent depends on him. The kid sees that if he forgot to water the flower, then it has dried up; if you don't give the puppy water, he suffers from thirst. Therefore, labor in nature forms the responsibility of the child for those who are more defenseless than him. The kid feels big, mature, strong, he experiences bright positive emotions. Actively interacting with nature, the preschooler feels his involvement in it. Since manual labor requires complex tool actions (the ability to use a needle, hammer, jigsaw, etc.), preschoolers master it from about the age of five.
The peculiarity of manual labor lies in the fact that it acquires its own productive character. The child creates an idea, embodies it and receives a new product in the form of embroidery, crafts. The motives of this labor activity are varied: gaming (to make attributes for the game); public (to please the kids, to please the mother); aesthetic (create something beautiful, decorate your life). Therefore, in manual labor, the position of the child is formed - the position of the creator.
1.3.3 The role of the educator in the development of the labor activity of a preschooler
The most important feature of children's labor activity is that, despite the presence in it of all the structural components of activity, they are still in the development stage and necessarily involve the participation and assistance of an adult. Therefore, the role of the educator in the development of the work activity of a preschooler is the most important.
Any educator, when developing the work activity of preschoolers, must understand the following:
1.The systematic and consistent formation of the necessary labor skills of preschool children, the implementation of the tasks of labor activity is possible only if the child is systematically included in labor activity.
2.Depending on the age of the children, it is necessary to give preference to different forms of activity.
.Labor activity becomes a means of education when it is systematic and all children participate in it. Each child must often perform various assignments, be on duty, and take part in collective work. In order to involve all children in labor activity, it is necessary, if possible, to plan in advance in the calendar plan who will carry out assignments, take into account the order of participation of children on duty; and if the need to work hard arises suddenly, reflect in the account which of the children was involved in the work. It is also necessary to gradually complicate the educational tasks during the year and from age to age, to take into account, analyze and evaluate the work of labor education of preschoolers.
4.It is necessary to dose labor activity, taking into account the physical capabilities and psychological characteristics of children of a particular age, because labor activity is always associated with the expenditure of physical strength and requires attention. Under the dosage of labor is meant its duration, volume, complexity, the definition of physical activity that causes fatigue. Children 3-4 years old can do the work for 10-15 minutes, 6-7 years old - 20-30 minutes. The most labor-intensive types of labor - raking snow, digging up the earth - require especially careful monitoring of the condition of preschool children. Watching them, the teacher should pay attention to the appearance of external signs of fatigue: rapid breathing, frequent stops, reddening of the face, sweating. In such cases, switch the child to another activity. In order to prevent overload, we can recommend a change of action after 10-15 minutes.
5.Taking care of creating hygienic conditions for work, it is necessary to prevent the possibility of its negative impact on the health of children. So, work that requires eye strain (sewing on buttons, gluing books) should take place with sufficient lighting. The teacher makes sure that the children do not work for a long time in one position (bent knees, squatting, etc.). The room should be regularly ventilated. Of particular value is labor activity in the air.
.For the development of the ability to set a goal in labor activity, it is important to realize the goal, the ability to see the result, the possession of methods of action, skills. In younger preschoolers, all this is only in the initial stage. The teacher should set a goal for the children and help to achieve it. Children of senior preschool age in familiar situations should set a goal themselves. They can do this most successfully when they achieve a material result.
.In the formation of purposeful labor activity, it is important not only what and how the child does, but also for what he works. Therefore, it is necessary to praise and encourage the labor activity of the child.
Chapter 2
.1 Diagnostic technique of Uruntaeva G.A.
Uruntaeva Galina Anatolyevna - Doctor of Psychology. Graduated from the Faculty of Psychology of Moscow State University. M.V. Lomonosov. Senior Lecturer, Associate Professor, Professor, Head of the Department of Preschool Pedagogy and Psychology (1992-1995), Head of the Department of Psychology (since 1995).
Engaged in the study of the history of psychology, methods of teaching preschool psychology. Author of more than 100 scientific papers, including textbooks "Preschool psychology", "Diagnostics of the psychological characteristics of a preschooler", an reader "Psychology of a preschooler", a monograph "Psychology of studying a preschooler by an educator (history of the problem)".
Developed by GA. Uruntaeva educational and methodological set on preschool psychology for students of pedagogical colleges and schools was awarded a diploma of the 1st degree at the competition of scientific projects in 1997-1998. Northwestern Branch of the Russian Academy of Education.
G.A. Uruntaeva is the editor-in-chief of the regional scientific and practical journal "Science and Education". Active member of the International Academy of Pedagogical and Social Sciences. Honored Worker of the Higher School of the Russian Federation. Honorary Worker of Higher Professional Education of the Russian Federation. Awarded with a medal. K.D. Ushinsky.
G.A. Uruntaeva paid a lot of attention in her works to the development of the labor activity of preschool children.
According to Uruntaeva, the first type of activity that a baby masters is household. It arises on the basis of satisfying the biological needs of the baby for food, rest (everyday processes that an adult organizes with the help of the daily routine). During preschool childhood, the child masters the technical side of household activities, i.e. cultural and hygienic skills aimed at maintaining personal hygiene with the help of socially given methods and means. The older preschooler begins to realize the moral norms that determine behavior in everyday life, to observe cultural and hygienic skills on his own initiative, he develops his first household habits. Labor activity is closely connected with everyday life; Thus, one of the types of labor available to a preschooler is household work.
By labor activity, Uruntaeva understands activities aimed at creating socially useful products. Its developed forms are not typical for preschool children, they are formed later. In childhood, some prerequisites for participation in further productive work develop in the following areas: certain ideas about the work and professions of adults are formed, certain labor skills and abilities are formed, motives for performing work assignments are assimilated, the ability to maintain and independently set the goal of activity develops, some personal qualities are formed, ensuring the success of labor activity, such as diligence, perseverance, purposefulness, etc.
Uruntaeva writes that a preschooler often performs assignments together with other children and therefore learns to distribute duties, work harmoniously, and help comrades; gradually he begins to realize the relationship and dependence on each other in joint activities, to understand that the result of his work is included in the common cause. Children learn to plan their work, to divide it into component parts. Performing labor tasks, preschoolers learn various labor operations, acquire labor skills and abilities, for example, the ability to handle tools (scissors, hammer, etc.) and materials. As a result, they begin to understand the meaning of work, its importance and necessity, its significance for other people.
Uruntaeva pays special attention to an individual approach in the development of the labor activity of preschool children.
Uruntaeva writes that the correct organization of labor education of a child from early childhood serves as a reliable basis for its further development. In the organization of labor education of children of primary preschool age in the selection of methods and the most effective methods of work, an individual approach is a regularity. And you need to start it with studying the individual characteristics of all the children in the group, in this case - with studying the level of labor skills. It is very important to know these features, because. excessive demands lead to the fact that children get tired, lose confidence in their abilities and, due to overload, a negative attitude towards any labor process arises.
It is necessary to coordinate the requirements for the child from the kindergarten and the family so that they are the same. Compliance with this condition largely ensures success in correct labor education.
In order to implement an individual approach to children in the process of labor education, the teacher must know well not only the practical skills and abilities of each child, but also his moral qualities.
The study of the individual characteristics of children in labor activity shows, on the one hand, their great diversity both in terms of interest in various types of labor and in the level of development of skills and abilities; on the other hand, in individual manifestations, not only different things are noticed, but also much in common.
Knowing and taking into account the individual characteristics of the children of the whole group makes it possible to better organize teamwork. Thus, the implementation of an individual approach to older preschoolers is largely helped by a certain organization of them in the process of collective labor.
Of great importance for an individual approach to children in the process of labor education is contact with the family, the unity of requirements for the child in kindergarten and at home.
Individual manifestations in labor activity are very characteristic qualities that show not only the child's attitude to work, his skills and abilities, but also the level of moral education, his "public" face - the willingness to help comrades, to work not only for himself, but also for others. .
An individual approach has a positive impact on the formation of the personality of each child, provided that it is carried out in a certain sequence and system, as a continuous, well-organized process.
Techniques and methods of individual approach are not specific, they are general pedagogical. The creative task of the educator is to select from the general arsenal of means those that are most effective in a particular situation, meet the individual characteristics of the child.
When conducting individual work in the process of various children's activities, the teacher must constantly rely on the team, on the collective connections of children within the group.
2.2 Analysis of the results of the study according to the method of Uruntaeva
The practical part was carried out on the basis of a group of 15 children from a kindergarten in Chelyabinsk. A subgroup of 5 people was studied. The age of children is from 3.5 to 4 years.
In general, children are developed both mentally and physically: visual, auditory, tactile perception are well developed, children have a large vocabulary, thinking is developed, movements are coordinated in the classroom and in everyday life children are active, not constrained, feel confident. Children are very inquisitive and ask a lot of questions. They love to observe natural phenomena; sociable, friendly. In general, the group is disciplined, attentive and friendly towards each other and towards others.
Each child was offered 3 tasks: watering flowers, rubbing leaves, loosening the earth. And if the child coped with the task, then I gave this child a plus (+), if not, then he received a minus (-) from me, but there were children who half completed the task, then they received (+/-).
The table shows the results of the children's work.
SurnamesWatering the flowersWiping the leavesLoosening the earthNaumova Lera+-+/-Klimov Sasha-+/-+Rotozey Dasha-+-Erokhin Vladik+++Yakimova Nastya-+/--
The table shows that Naumova Lera coped well with the first task. The second one did not work out, but next time she will definitely try. With the third, she coped with half, her earth spilled out right on the table.
Klimov Sasha did not cope with the first task at all, he does not know how to water flowers, he pours too much water. With the second task I coped with half, not very carefully using a cloth. And he did an excellent job with the third task, he had no problems with loosening the earth.
Rotozey Dasha, like Sasha, could not cope with the first task, but she coped with the second one without prompting, and with the third she had no big difficulties, she needed to loosen the ground more carefully.
Erokhin Vladik surprised everyone, coped with all the tasks remarkably without remarks and without reminders
Yakimova Nastya did not cope with any task, this suggests that the child has not been accustomed to work since childhood.
Thus, it can be concluded that the individual originality of the child manifests itself quite early. Therefore, the importance of taking into account the individual characteristics of the child in the upbringing and education is obvious. Ignoring the personality traits of a child leads to the development of negative traits in preschoolers.
Conclusion
Pedagogical and psychological studies of recent years in our country indicate that significant changes in the moral and mental development of preschool children occur if children receive knowledge in a certain sequence, when the main patterns of certain phenomena in the world are revealed to them in an accessible form. reality.
The acquaintance of preschoolers with the labor activity of adults opens up opportunities for expanding the content of children's games, which reflect ideas about the diverse work of adults. The moral and intellectual level of these games rises: children have a desire to take part in work activities together with adults; they are more responsible in the performance of their duties and assignments (cleaning toys, duty, etc.).
The aesthetic needs of children are satisfied in labor activity. A feasible and interesting work gives them joy, and this is the basis for educating in the future the desire to work, a sustainable interest in work.
An important pedagogical requirement is the awareness of labor, which involves the disclosure to the child of its goals, results and ways to achieve them.
The data of our study showed that the process of developing the labor activity of preschool children requires purposeful pedagogical guidance, which consists in establishing influential ways to manage this process. By leadership, we mean a process in which methods and techniques are used that would contribute to the best development of the abilities of preschoolers.
Thus, labor activity is one of the important factors in the education of the individual. Being included in the labor process, the child radically changes the whole idea of himself and the world around him. Self-esteem changes radically. It changes under the influence of success in work, which in turn changes the authority of the child in kindergarten.
The main developing function of labor activity is the transition from self-esteem to self-knowledge. In addition, in the process of labor activity, abilities, skills and abilities develop. New types of thinking are formed in labor activity. As a result of collective work, the child receives the skills of work, communication, cooperation, which improves the adaptation of the child in society.
Labor activity is an equivalent subject of the training program. True, in recent years in most gardens to be in decline. This is connected both with the general socio-economic situation and with the general development of society. In this regard, labor training requires a radical restructuring. Labor activity should take on a broader function. This is where I see the future of labor education.
Thus, all the tasks set by us have been fulfilled: the analysis of psychological and pedagogical literature has been carried out, the conditions for the development of labor skills of preschoolers have been studied, the development of the elements of labor of preschoolers has been studied, conclusions have been drawn on the work done.
The formulated hypothesis was confirmed. The development of the labor activity of preschoolers will be successfully carried out if the following conditions are met during the labor activity of the child: the formation of systemic knowledge about work, training in holistic labor processes, and the organization of independent labor activity of children.
This work can be used by students of pedagogical colleges and educators of groups of preschool educational institutions in the process of developing the labor activity of preschoolers.
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PLAN
1. The concept of labor as an activity, its structure.
2. Types of professions.
3. Prerequisites for the emergence of labor activity at an early age.
4. Psychological features of the labor activity of children at preschool age:
a) the specifics of the work of preschool children;
b) components of the work of preschoolers;
c) development of new types and forms of labor;
d) familiarization with the work of adults and the formation of interest in it;
e) the impact of labor activity on the mental development of the child.
5. Household activities of a preschooler.
The concept of labor as an activity, its structure.
The main, historically the first type of human activity is labor. Work- expedient human activity aimed at changing and transforming reality to meet their needs, create material and spiritual values.
Labor activity is the leading, main human activity. Humanity (as a species) would cease to exist if it stopped working. Therefore, labor activity is a specific human behavior, ensuring his survival.
Thanks to labor, man has built:
Modern society;
Created objects of material and spiritual culture;
He transformed the conditions of his life in such a way that he discovered for himself the prospects for further, practically unlimited development;
Labor is associated with the creation and improvement of labor tools, which in turn are a factor in increasing labor productivity, the development of science, industrial production, technical and artistic creativity.
Work activity is by its very nature public:
1. A product produced by a person can be directed not only to satisfy personal needs, but mainly to the needs of society as a whole.
2. By nature - not a single person participates in the production of at least one product from beginning to end, but receives from society in exchange for his labor.
Actions in labor activity are determined not by biological needs, but by the set production goal And relationship of a person to other people in the course of achieving this goal. The defining characteristic of labor is the manufacture and use of tools, those. using the effects of one thing on another.
Collective activity highlights their objective properties in things. It forces you to exchange information with other people and fix this information in special communicative actions - speech. It teaches us to direct our actions to ideal goals and to determine them by social experience. Labor activity is a condition for the development and formation of personality.
Types of professions. A good compass in the world of professions offers a psychologist E.A. Klimov. In the book "The Path to the Profession" he identifies five main types of professions according to the principle of a person's relationship to various objects of the world around him.
1. Man is nature. This includes professions in which a person deals with various phenomena of inanimate and living nature. For example, a biologist, geographer, geologist, mathematician, physicist, chemist associated with crop production, animal husbandry, forestry (field grower, livestock breeder, beekeeper, forestry specialist, agronomist, veterinarian, etc.) and other professions related to the category of natural sciences .
2. Man is technology. This group of professions includes various types of labor activity in which a person deals with technology, its use or design (the profession of an engineer, operator, machinist, locksmiths, seamstresses, drivers, etc., i.e. all technical professions).
3. Man is man. This includes all types of professions that involve the interaction of people, their service and communication (politician, religion, pedagogy, psychology, medicine, law, etc.).
4. Man - sign system. This group includes professions related to the creation, study and use of various sign systems (they deal with conventional signs, codes, formulas, languages, etc.). Associated with calculation, digital and alphabetic characters, including musical specialties. For example, linguistics, mathematical programming languages, methods of geographical representation of observational results, etc.
5. Man is an artistic image. This group of professions represents various types of artistic and creative work. For example, literature, music, theater, visual arts, i.e. creative specialties (painters, copyists of drawings, graphic designers, painters, etc.).
Prerequisites for the emergence of labor activity at an early age.
source The work activities of a pre-preschooler are: the need to perform common activities together with adults, act like an adult (wash dishes, wash handkerchiefs). However, the meaning of labor actions, their purpose is not always clear to the child. The quality of work is often very low. The main thing is that the child wants to perform labor activities, they are interesting and attractive for him. Therefore, it is in early childhood that the foundations of diligence and respect for any work of an adult begin to be laid.
Prerequisites labor activity are formed in the objective activity of the child and are associated with the development of self-consciousness, personality.
1. Mastery of objective activity, the first instrumental actions.
The first labor skills are formed due to the emergence of a steady interest in the world of objects and the desire to act with them. Tooling is the main characteristic of labor. The child is attracted process use of tools and, as a rule, he doesn't show result their efforts. He often doesn't finish what he started. He does not have an attitude to the quality of the result. Target operating with a tool is hidden in the actions themselves: do not sweep the floor, but revenge him; do not wash the dishes, rather wash her.
2. Separation of oneself from one's actions and actions from the object.
In the second half of the 3rd year of life, a neoplasm begins to take shape - "pride in one's achievements." Now baby highlights the result of their actions and seeks to obtain positive feedback from an adult. The separation of actions from the object and oneself from one's actions (in connection with the use of one's own name) allows the child to understand the ways in which tools are used and the end result of their actions.
3. The emergence of a desire for independence, the first directed actions.
Actions with tools help the child to realize himself and show an ever-increasing desire for independence. An adult has the opportunity orient baby to receive quality result and help him understand the social significance of work: he swept the floor, helped his mother, so she is glad. It is the orientation of one's own actions and their results to another person - premise formation of social motives of work.
4. Manifestation of arbitrariness in behavior.
The child's idea of the final result (the end of early childhood) begins to direct the action, plan and control it. In the development of gun actions, the development of speech. First, speech fixes labor action and its result("Swept, washed"). By the end of the 3rd year of life, with the help of speech, the child begins to anticipate his action (“I will sweep. I will wash.”).
5. Development of visual - motor coordination.
Along with effective action(transformation of objects) prerequisites appear productive action(creating something new). Such actions are performed only in joint work with an adult, for example, when a baby makes pies with his mother. But the child still cannot get a new product on his own.
Psychological features of labor activity of children at preschool age.
Labor activity is formed in the process of all types of activity: gaming, productive, educational. IN gaming activity the child reproduces the labor of adults, relations in labor; acquires ideas about the necessity of labor, its social significance, the collective nature of labor. IN productive activities learns to set goals, expends effort to get results. Learning activities contributes to the understanding of the social significance of work, teaches to plan activities, achieve results, children get acquainted with the work of adults.
Child labor is very different from adult labor. adult labor - obtaining an objectively significant product, tangible, child labor is of great importance for the mental development of the child himself. The peculiarity of the work activity of a preschooler is manifested in the fact that he is associated with the game, does not have a socially significant result, and serves as a means for personal development.
The relationship between children's work and play lies in a common source - the need to take an active part in the lives of adults and the desire for independence; there is a development of the sphere of social relations and actions related to the everyday and professional functions of adults. The differences are manifested in the following: in the game, the child acts in an imaginary way, there is no possibility of obtaining a specific result. Labor, on the other hand, presupposes obtaining a tangible product, the child can establish a more direct, immediate connection with the life of an adult than in the game.
The younger the child, the faster their work turns into a game (especially in early and younger preschool age). This happens most often when the task is too much for the child, the child does not understand what is required of him, does not know how to carry it out, the adult does not control the child's activities. Older preschoolers (6 years old) are already aware differences: in the game, toys or substitute objects are distinguished; performing roles, understand that this activity is for pleasure; in labor activity, they can already distinguish tools of labor, perform a number of labor operations, indicate the objective goal of labor (“in order to be clean, order must be restored”), they are aware of the useful orientation of labor, they consider that this is important work.
throughout the preschool years the connection between play and work is preserved, because it is necessary to make attributes for game actions (for example, turntables); child labor products help to create an imaginary situation (for example, making a homemade toy is included in the director's play). Thanks to the game, children comprehend the meaning of the work of adults, the essence of their relationship, through the game the quality of work improves, the desire to bring it to the end, a positive attitude is formed towards household work, especially monotonous processes (for example, snow removal from the veranda).
Thus, the continuity between work and play lies in the fact that the child receives, generalizes and systematizes the idea of the work of adults, the first emotional stage of professional self-determination occurs, i.e. acquaintance with the work of adults, the fulfillment of labor duties forms performance about professions, the first professional preferences, professional interests.
According to studies (A.N. Belous), older preschoolers know from 4 to 15 professions; The choice of profession is determined by gender differences: boys - driving various types of transport, agricultural machinery, construction (mason, builder, welder, crane operator, bulldozer operator, excavator operator), military (pilot, tanker, rocket man) specialties; girls - professions of an educator, teacher, nurse, doctor, hairdresser, music worker, salesman.
complex for preschoolers is awareness adult labor. They more easily single out social significance in their activities. specific people professions they are familiar with. Older preschoolers know the tools of many professions; describe the labor process; highlight the qualities necessary for people of different specialties (“the captain must be brave and courageous”); comprehends the meaning of professional activity; understands the need for each profession (S. Mikhalkov “What do you have?” - “Different mothers are needed, all kinds of mothers are important”); there is respect for the work of adults.
Thus, knowledge about the work of adults acts as a central link in ideas about social reality.
The main directions in the development of the labor activity of a preschooler are: the complication of the components of labor activity, the development of new types and forms of labor.
Components of the work of preschoolers.
Throughout the preschool years improvement the following components of the work activity of a preschooler: goal-setting; planning; labor motives; labor skills and abilities; socio-psychological readiness for joint labor activity; self-control and self-assessment of labor results; foundations of work culture.
goal setting. In early preschool age, goals are determined by the satisfaction of one's own needs. At 2-4 years old, actions obey a goal if this goal is perceived by the child sensually, and the task is clear. At 3-4 years old, children refuse to put away toys, because they do not understand well what is required of them. Therefore, when working with kids, an explanation is needed: first, specifically: “Put the cubes in a box, and arrange the toys on the shelf”; then more generally: "Clean up the toy corner." Older preschoolers accept and set a goal based on the formed ideas; act according to the verbal instructions of adults, which involves the performance of complex actions for a long time; goals become more sustainable; based on the child's assessment of their real capabilities and skills.
Planning With associated with the allocation of conditions, means and ways to achieve the goal. This can significantly improve the quality of work. Senior preschoolers plan both their own (own) and joint work activities: determine the work plan; find a common opinion about how to achieve the goal. The value of collective planning lies in the emergence of a desire for self-control; children independently improve the techniques and skills necessary for the implementation of an independent plan; increased sense of responsibility. Eventually - high quality of the result of labor activity.
Labor motives. At a younger preschool age, the child's interest in the process itself or its equipment, as well as gaming motives, predominate. Motives of encouragement and censure are manifested throughout the preschool age. Most often they appear if the child does not understand the meaning of work, as a result, the need to work is not formed (“So that mom does not scold”; “So that mom praises”; “When I work, they always give me something tasty”), as well as when doing demands of adults (“I work because my mother said”). These two groups of motives quickly acquire a stable character and testify to errors in the labor education of children.
Of particular importance in the formation of labor activity are the social motives of labor, which appear quite early. If at a younger and middle preschool age children are not yet aware of them, but are guided by them, then the older preschooler sees the meaning of work in helping other people (“You need to work to help your mother, adults, small ones. And in general, you need to help your mother”).
During preschool age there is a complication labor skills and abilities: become more accurate, faster, coordinated; usually performs labor tasks for a long time, not always with high quality, tk. limited abilities of the child, especially his mental development (a broom breaks, dishes break). Therefore, it is necessary to give feasible tasks, to teach how to properly handle tools and objects of labor.
Criteria Evaluation of labor activity is the achievement of the result and its quality. The attitude towards other people and their work depends on the quality. Hence, quality will become the main criterion in evaluating the actions of his own and his peers (he washed the chairs cleanly, which means he worked hard).
Self-control and self-esteem labor results depends on the success of the goal. At 3-4 years old, the child does not notice mistakes in his work, considers it good, regardless of the result achieved, but is critical of the work of his peers. At 5-7 years old, children try to correctly evaluate their work; not all errors are noticed, but only gross ones; they are interested in the quality of work; appeal to adults about the correctness and quality of their own labor actions.
Mastering new types and forms of labor.
There are the following types of work of preschoolers:
1. Self-service labor(starts at an early age). first directed to myself ( combed his hair, washed his hands), then - on another which is a prerequisite for the formation of domestic work.
2. Household labor. An object ohm transformations are items included in the household process (dishes, clothes, shoes). External attributes play an important role : apron, vacuum cleaner, broom, brush, etc. (attract very child). The result will be interesting if an adult forms the need to maintain order, work is organized in an aesthetically attractive way, constantly pointing out the possibility and significance of such work for other people to form social motives.
The main areas of household work are: organizing one's own household activities (clean clothes so that they do not deteriorate; it's nice when you look neat; nicely arranged cutlery - nice to have lunch), as well as to facilitate the work of another person (helped my mother wash clothes so that she was less tired).
3. labor in nature. The objects here will be plants and animals (weaker than the child himself, so their well-being depends on the child to a certain extent: forgot to water the flower - dried up; did not water the puppy - suffers from thirst). Thus, the child develops responsibility for those who are more defenseless than the child (the child feels big, mature, strong, experiences bright positive emotions, feels involved in nature).
4. Manual labor- requires complex actions (the ability to use a needle, a skein, etc.). A child masters this type of work from about 5 years old. Originality - labor acquires its own productive character. The child creates an idea, embodies it and receives a new product (embroidery, crafts). The main motives for manual labor in preschool age can be the following: gaming (attributes for the game), public (to please the kids, to please the mother), aesthetic (to create something beautiful, decorate your life). As a result, the position of the creator is formed.
Thus, in the development of different types of labor, there are two interrelated trends: the child's independence increases within the limits of his skills, and gradually the child is included in a life together with adults, performs ordinary daily duties with them.
The forms of organization of children depend not so much on age as on the level of development of children's labor skills and the content of labor assignments.
There are the following forms of organization of labor activity of a preschooler :
1. Joint work with adults(most common in early and younger preschool age). An adult teaches labor skills, controls the labor process, shows a sequence of actions, helps to achieve a result and realize the methods of action, their connection with the result obtained.
2. Order. An adult formulates a goal, justifies its significance, highlights the final result, ways to achieve the goal. The child can fulfill the assignment if the labor actions are familiar to him.
3. Duty arises when the child understands the need for constant systematic performance of any business. The content is determined by the adult, then the child himself chooses the conditions, means and ways to achieve the result, organizes and controls the labor process. This is possible only in constantly repeating labor processes and under familiar conditions.
4. Labor on one's own initiative- as a manifestation of the highest level of independence. The child not only organizes work himself, but notices when it is necessary to work hard.
Collaboration with peers.
Stages of formation:
1. A common place or object of labor (children wash high chairs). This is not yet a joint activity, because Some children actively act, while others actively imitate them.
2. Message to each other about their intentions, motives, goals.
Children evaluate their work, but not its results. The finished result is discussed only in terms of the number or affiliation of the performer ("I washed it").
3. Management of the rules for the organization of joint work (only in 5-6 years):
The overall goal is specified;
Its content is revealed;
Participants are identified;
Agree on a plan of action;
Distribution of duties;
Help peers in the process of achieving the goal;
Concede part of the material in the interests of the case;
Striving for a quality result, realizing its value and importance as a common work.
A high level of organization of joint work is achieved if it is regulated by the children themselves. Among the participants of the work stands out organizer, with whom everyone is considered (ask questions, obey the requirements:
Distributes material;
Gives an assessment of the results of work;
Indicates errors and negligence in work;
Serves as an intermediary between children and adults when the intervention of a teacher is required.
The organizer must have such personal qualities as initiative, possession of communication and organizational skills, knowledge of the technical and motivational aspects of work.
Choice of partners passes on the basis of sympathy. Taken into account:
Availability of labor skills and abilities;
High-quality and accurate performance of labor actions;
Positive assessment of personality traits by both children and adults.
Preschool age is the period when the child wants to work and is happy to join the work of adults. Therefore, it is necessary to teach children to work.
Task for adults- organize work so that the child experiences the joy of work, has a positive attitude towards it.
Necessary:
1. Support the desire of the child to participate in the lives of adults.
2. Provide an opportunity to show their independence.
3. Teach technical skills and abilities.
4. Give the concept of the social significance of labor, the importance for other people.
5. Help to learn the rules that will help the child organize his own work.
Consequently, with the correct organization of labor activity, older preschoolers develop:
The habit of regular work;
The need to work at will;
Shows initiative and creativity;
Positive emotions;
Understanding the social significance of the results of labor;
Helps adults and peers, based not on their own interests, but on the needs and needs of another person.
Features in the development of labor activity of a preschooler:
1. Social motives for labor take shape.
2. Expand and become more complex labor skills and abilities.
3. Goal-setting, planning and self-control are formed.
4. The child's independence in work is expanding, which makes it possible to complicate the forms of labor activity.
5. Develops joint labor with peers.
6. There is a need to work and the habit of regular work, which characterize diligence.
7. An idea about the work of adults is being formed.
In our time, a generalized image of a person who meets the requirements of the twenty-first century has already emerged in the public mind. This is a physically healthy, educated creative person, capable of purposeful social work, building his own life, habitat and communication, in accordance with fundamental moral principles. Therefore, the problem of educating independence in kindergarten at the present stage of society's life is of particular relevance and significance.
The first manifestations of independence in children's activities are seen as early as preschool age. Every healthy child strives, within the limits of his still small possibilities, for some independence from adults in everyday practical life. The foundation of independence is laid at the border of early and preschool age, further development of independence as a personal quality during preschool childhood is associated with the development of the main activities: games, domestic work, design, artistic and educational activities. Each type of children's activity has a peculiar influence on the development of activity and initiative, the search for adequate ways of self-expression in activities, the development of methods of self-control, the development of the volitional aspect of independence, etc.
In the practice of preschool education, a special place is given to the problem of independence of a preschooler in everyday work. Independence is brought up when children fulfill the duties of serving themselves and loved ones; the level of independence is associated with the development of the social experience of labor activity, the possibility for the child to manifest a subjective position in labor. The independence of children is developing from independence of a reproductive nature to independence with elements of creativity, with a steady increase in the role of children's consciousness, self-control and self-esteem in the implementation of activities.
1. Features of labor activity in preschool age.
The main task of the labor education of preschool children is the formation of the correct attitude towards work. It can be successfully solved only on the basis of taking into account the characteristics of this activity in comparison with the game, classes, on the basis of taking into account the age characteristics of the child.
Forming industriousness in children, it is necessary to teach them to set goals, find ways to achieve it, and get a result that matches the goal.
The goal for the child is first set by the teacher. In the upbringing of children of younger preschool age, the teacher usually encounters procedural actions characteristic of this age, in some cases they can also take place in children 4-5 years old.
The desire of the child to do something on his own is an important factor in the development of his personality.
The goal set for the child by the teacher should be calculated on the possibility of its implementation. Therefore, when forming the purposeful activity of children, it is necessary to avoid work beyond their strength.
In the work of young children, there must be a place for more distant goals. We should not follow the path of involving only those children who already know how to work, it is necessary to involve in work those children who still do not know how to work, they must be taught what they do not yet know how to do.
In the formation of purposeful activity in the development of the ability and desire to work, motives, causing the labor activity of children, their desire to achieve a high result of work.
In the labor activity of the child, his own creative activity is of great importance: thinking about the upcoming activity, selecting the necessary materials, tools, overcoming known difficulties in achieving the intended result.
Preliminary planning of work is most often carried out by the teacher. It should be borne in mind that it should not take more time than the labor process itself.
Elementary planning can also be performed by children 5-7 years old. The ability to plan work is most successfully formed in the labor process. In the classroom, the plan is most often proposed by the teacher, since here the main task is to teach the child what he still does not know how to do.
In order to teach a child to plan his activities, you need to give him an example. It is important to exercise the child in preliminary reflection on their activities. Children are asked questions: “Think about how you will do it, where will you start? What instrument will you use first? How much material do you need?
Children should be placed in the conditions of the need to pre-think about the process of activity.
Summing up the results at the end of the work has a certain impact on children. “Look, children, how we washed the toys cleanly, worked all together, together, quickly did everything,” says the teacher.
The ability to correctly assess the result of labor, to compare their achievements with the achievements of others, develops in children in the course of accumulating experience in comparing and analyzing the results of activities.
When raising children's interest in work, it is very important to remember that it is necessary to achieve high-quality results from children gradually, in accordance with their strengths and skills.
2. Forms of organization of work of children.
The work of preschool children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective labor activity.
Orders- these are tasks that the educator occasionally gives to one or more children, taking into account their age and individual capabilities, experience, and educational tasks.
Orders can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.
The fulfillment of labor assignments contributes to the formation in children of interest in work, a sense of responsibility for the task assigned. The child must concentrate, show strong-willed effort to bring the matter to the end and inform the teacher about the fulfillment of the assignment.
In the younger groups, the instructions are individual, specific and simple, contain one or two actions (lay out spoons on the table, bring a watering can, remove dresses from the doll for washing, etc.). Such elementary tasks include children in activities aimed at the benefit of the team, in conditions when they are not yet able to organize work on their own initiative.
In the middle group, the teacher instructs the children to wash doll clothes on their own, wash toys, sweep paths, and shovel sand into a pile. These tasks are more complex, because they contain not only several actions, but also elements of self-organization (prepare a place for work, determine its sequence, etc.).
In the older group, individual assignments are organized in those types of labor in which children have insufficiently developed skills, or when they are being taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive, often distracted), i.e. if necessary, individualize the methods of influence.
In the preparatory school group, when performing general assignments, children must show the necessary skills of self-organization, and therefore the teacher is more demanding of them, moving from explanation to control, reminder.
Duty roster- a form of organization of the work of children, which implies the obligatory performance by the child of work aimed at serving the team. Children are alternately included in different types of duty, which ensures their systematic participation in labor. The appointment and change of attendants occurs daily. Duties are of great educational value. They put the child in the conditions of mandatory performance of certain tasks necessary for the team. This allows children to educate responsibility to the team, caring, as well as understanding the need for their work for everyone.
In the younger group, in the process of completing assignments, the children acquired the skills necessary for setting the table, and became more independent when doing work. This allows in the middle group at the beginning of the year to introduce canteen duty. There is one attendant at each table daily. In the second half of the year, duties are introduced to prepare for classes. In the older groups, duty is introduced in the corner of nature. The attendants change daily, each of the children systematically participates in all types of duty.
The most complex form of organizing the work of children is collective labor. It is widely used in the senior and preparatory groups of the kindergarten, when skills become more stable, and the results of labor are of practical and social significance. Children already have sufficient experience of participating in different types of duty, in performing various assignments. Increased opportunities allow the teacher to solve more complex tasks of labor education: he teaches children to agree on the upcoming work, work at the right pace, and complete the task within a certain time. In the older group, the educator uses such a form of uniting children as common work, when children receive a task common to all and when a general result is summed up at the end of the work.
