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Types and forms of organizing the labor activity of preschool children. Organization of labor activity of preschool children in a preschool educational organization
Victoria Kudaeva
Big educational value It has collective work of children, during which they experience joy cooperation, they develop a sense of responsibility for the work being done, and a desire to work together arises.
In order for the work to take on a purposeful, systematic nature, the educator must outline a long-term plan that includes the following types collective work:
1. Cleaning in play centers.
2. Washing toys.
3. Workshop of Doctor Aibolit (book repair).
4. Decorating the group for the holidays.
5. Cleaning the area.
6. Sowing vegetable seeds in the garden.
7. Weeding the vegetable garden and flower garden.
8. Watering plants in the vegetable garden and flower garden.
9. Collection of vegetables, seeds, flowers of medicinal plants.
10. Hanging feeders, feeding birds in winter.
11. Working in a natural area.
TO collective form of labor organization The teacher prepares the children gradually. In the younger group, simple individual work assignments. At this stage, the teacher does not unite children in team to complete general tasks, since the child is still difficult coordinate your pace activities with the pace of work of other children.
Already in middle group teacher, forming new work skills, uses the union form – work"near". As experience in participating in labor and mastery of children working skills, the teacher moves on to a more complex task - teaching children work together, to help each other.
IN labor organization in the older group, the teacher identifies three consecutive stage: distribution of upcoming work, children performing various tasks, discussing the results labor activity.
In progress labor The teacher directs the efforts of each child to achieve the set goal (for one, to wash the plants, for another, to clean up the play center, for the third, to wash the doll’s clothes).
And, of course, the teacher pays Special attention those children who find it difficult to complete a work task(shows how to properly wash the leaves of a plant or wash doll dress). The teacher encourages children to help each other with advice and demonstration, but not to do the work for another.
So, in the process of joint labor The teacher carefully looks at the relationships between children, regulates any misunderstandings that arise, and encourages them to show camaraderie and responsibility. Teacher please lunges: “How the children worked together today, helping the assistant teacher make the beds! Things were going well between them, so the beds were neatly made and the bedroom was cozy.”
Properly done work as a teacher produces positive results. The overall level of development of children increases. They acquire labor skills, realize the vital necessity and benefits of their labor for others, interest in labor. During collective activity children learn to work together, help each other, and distribute responsibilities fairly.
But I would like to remind you that in collective work It is possible to unite children only after they have gained some experience working among their peers and can independently work. And when determining the content of the work, the teacher should include only those types labor, the skills of which children are sufficiently proficient.
Bibliography
1. Bure R. S., Zagik L. V. et al. Raising children preschool age V labor. - 3rd ed., revised, supplemented. - M., 1983.
2. Bure R.S. Labour Organization children and leadership methods // Moral- labor raising children in kindergarten. - M.: Education, 1987.
3. L.V. Moral labor child education- preschooler: A manual for preschool teachers. institutions: Program -method. allowance. - M.: VLADOS, 2003.
4., D. V. Education of preschool children in the process labor activity. / D. V. Sergeeva. M.: Education, 1987.
Publications on the topic:
Summary of collective work activity in the senior group “Book Hospital” Integration: “Cognitive” development, “Speech” development, “Artistic and aesthetic” development, “Physical” development, “Socially.
Abstract of the organization of collective labor activity of preschool children “New Year’s toys” Topic: “New Year’s Decorations” Type of labor: Household work Form of labor organization: collective Purpose: creating conditions for development.
Lesson notes on work activities Summary of work activities in the senior group. 1. Type of work: self-service. 2. Contents of work: Develop skills independently.
Consultation for teachers “Organization of work activities of children of primary preschool age” GBOU Gymnasium No. 1404 "Gamma" Consultation for teachers. Topic: “Organization of labor activities of children of primary preschool age.”
Goal: To foster a positive attitude towards work responsibilities, to develop relevant skills in preschoolers during organized activities.
Autumn, leaf fall, yellow leaves are flying. Autumn- beautiful time year to attract children to work. The foundations of labor education are being laid.
Introduction
In our time, a generalized image of a person who meets the requirements of the twenty-first century has already emerged in the public consciousness. This is a physically healthy, educated, creative person, capable of purposeful social work, construction own life, spheres of habitation and communication, in accordance with fundamental moral principles. Therefore, the problem of instilling independence in kindergarten at the present stage of society is of particular relevance and significance.
The first manifestations of independence in children's activities are seen in preschool age. Every healthy child strives, within the limits of his still small capabilities, to some independence from adults in everyday life. practical life. The foundation of independence is laid at the border of early and preschool age, further development of independence as personal quality during preschool childhood associated with the development of basic activities: games, household work, design, artistic and educational activities. Each type of children's activity has a unique impact 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 practice preschool education The problem of independence of a preschooler in everyday work is given a special place. Independence is fostered when children perform responsibilities to serve themselves and loved ones; the level of independence is associated with the development of social experience of work activity, the possibility of a child demonstrating a subjective position in work. The independence of children unfolds 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 work activity in preschool age.
The main task of labor education of preschool children is the formation of the right attitude towards work. It can be successfully solved only on the basis of taking into account the characteristics of this activity in comparison with games, activities, and on the basis of taking into account age characteristics child.
When developing hard work in children, it is necessary to teach them to set goals, find ways to achieve them, and get results that correspond to the goal.
The goal for the child is first set by the teacher. In raising children of primary preschool age, the teacher usually encounters procedural actions characteristic of this age; in some cases, they can also occur in children 4-5 years old.
A child’s desire 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 must be designed for the possibility of its implementation. Therefore, when forming purposeful activities for children, work that is beyond their strength should be avoided.
In the work of young children, more distant goals must also take place. You should not follow the path of involving only those children who already know how to work in work; it is necessary to involve in work those children who do not yet know how to work; they must be taught what they do not yet know how to do.
In the formation of purposeful activities in the development of the ability and desire to work important have motives, determining the labor activity of children, their desire to achieve high results work.
In a child’s work life, his own creative activity is of great importance: thinking about the upcoming activity, selecting the necessary materials and 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.
Children aged 5 - 7 years can also do basic planning. The ability to plan work is most successfully developed in the labor process. In classes, the plan is most often proposed by the teacher, since here the main task is to teach the child what he does not yet 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 train the child in preliminary thinking about his activities. Children are asked questions: “Think about what you will do, where will you start? What tool will you use first? How much material will you need?
Children should be placed under conditions of the need to first think about the process of activity.
Summarizing the results at the end of the work has a certain effect on children. “Look, children, how we washed the toys clean, we all worked together, in unison, and quickly did everything,” says the teacher.
The ability to correctly evaluate the result of work and compare their achievements with the achievements of others develops in children as they accumulate experience in comparing and analyzing the results of their activities.
When cultivating children's interest in work, it is very important to remember that achieving high-quality results from children should be done gradually, in accordance with their strengths and developing skills.
2. Forms of organizing children's labor.
The work of preschool children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective work activities.
Orders- these are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, as well as educational tasks.
Instructions 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.
Carrying out work assignments helps children develop an interest in work and a sense of responsibility for the assigned task. The child must concentrate his attention, show strong will in order to complete the task and inform the teacher about the completion of the assignment.
In 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 involve children in activities aimed at benefiting the team, in conditions where they are not yet able to organize work on their own.
In the middle group, the teacher instructs the children to wash doll clothes, wash toys, sweep paths, and rake sand into a pile on their own. 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 work in which children have insufficiently developed skills, or when they are taught new skills. Individual assignments are also given to children who need additional training or particularly careful supervision (when the child is inattentive and often distracted), i.e. if necessary, individualize methods of influence.
In a school preparatory group, when carrying out general assignments, children must demonstrate the necessary self-organization skills, and therefore the teacher is more demanding of them, moving from explanation to control and reminder.
Duty roster- a form of organizing children’s work, which requires the child to perform work aimed at serving the team. Children are alternately included in different types of duty, which ensures systematic participation in work. The appointment and change of duty officers occurs daily. Duties have great educational value. They place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.
In the younger group, in the process of running errands, children acquired the skills necessary to set the table and became more independent when doing work. This allows the middle group to introduce canteen duty at the beginning of the year. There is one person on duty at each table every day. In the second half of the year, duties are introduced to prepare for classes. In older groups, duty in a corner of nature is introduced. The duty officers change daily, each of the children systematically participates in all types of duty.
The most complex form of organizing children's labor is collective work. It is widely used in the senior and preparatory groups of kindergarten, when skills become more stable and the results of work have practical and social significance. Children already have sufficient experience of participating in different types duty, in carrying out various assignments. Increased capabilities allow the teacher to solve more complex problems of labor education: he teaches children to negotiate upcoming work, work at the right pace, and complete a task within a certain time frame. In the older group, the teacher uses such a form of uniting children as common work, when children receive a common task for everyone and when, at the end of the work, a general result is summed up.
IN preparatory group Collaborative work takes on special significance when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.
3. Supervision of children's work.
Of great importance for the formation of children's ideas about decent work and the development of a positive attitude towards work are the methods of guiding them and how systematically it is organized.
Usually, an adult can quite easily make children aged 5-7 years old want to work. This is explained by the desire of older preschoolers to be active practical action, to imitate adults, sincere trust in them, and their increased emotionality.
At the same time, in children of this age there is a discrepancy between the desire to work and the ability to take part in work. Thus, the desire to work develops faster than mastery of work skills. Insufficient physical development compared to adults, unstable attention, lack of self-control, underdeveloped willpower - all this leads to the fact that children, although they have a great desire to work, are unable to do this and are switched off from the labor process ahead of time. As a result, their work often ends in failure and, therefore, does not bring them joy or satisfaction. And a person who does not experience the joy of success in work will never love work and will strive to get rid of it.
When organizing the work of children of senior preschool age, it is necessary to take into account such factors as the feasibility of work, timely switching to other types of work, changing working posture (this relieves physical fatigue and promotes concentration), the correct alternation of work and rest for children.
No less important is the nature of the work itself and its features. Thus, making paper toys, making cookies, picking vegetables and berries is varied and episodic work. There is a lot of novelty and emotionality in it. Self-service and household work, on the contrary, is monotonous, repeated day after day. These types of work require more patience, constant work effort, and daily self-control from children. Naturally, children are much easier and more willing to engage in work that is episodic in nature than in performing everyday work duties for self-care in kindergarten and at home. When putting things in order in their play area at home, tidying up the bed, putting shoes and clothes in proper shape, wiping dust from furniture, etc., they must understand the necessity of this work.
The task of teachers and parents is to instill in them a positive emotional attitude towards any type of work and for this to create conditions that will ensure that children develop the habit of work and hard work.
In this regard, it is of great importance to develop in children at the same time labor skills, motives for work activity and correct attitude to the people around you. The last two points are most significant when instilling in children a desire to work. Firstly, because a child, having mastered skills, can perform work only out of fear of punishment, under the influence of adult demands or: out of a desire to satisfy his immediate interest; the educational value of such work is extremely low. And secondly, children’s attitude towards work depends on the moral motives that guide them.
What comes to the fore here is not only labor skills and abilities, but also the attitude towards the person who gives the order or for whose sake it must be completed, as well as the attitude towards the event for which he is working. Thus, motives of a moral and social nature - work for the benefit of people around, caring attitude to loved ones and strangers, adults and peers - are very important for instilling in children a positive emotional attitude towards work. Therefore, children must first understand the purpose of work.
E.A. Klimov believes that human development in preschool and school age as a potential subject of labor depends significantly on the system of interpersonal relations in which he is included and for which the adult generation is primarily responsible.
Many educators and psychologists have repeatedly noted that child labor must have great social significance. It should not be a game of work, but real work. The task of adults is to reveal to children the objective necessity of their work and thereby help instill in them a sense of duty.
How should such work be organized?
Before it begins, it is necessary to explain to the children the need for the proposed work, to show the need of others (janitor, nanny, teacher) in their work. A clearly defined socially significant goal - for example, helping adults put the site in order - activates the children’s activities and determines their attitude towards work. The main thing: for them it will not just be to be first and get a flag, but to do their job well and conscientiously.
It is wrong to think that it is premature for children 5-7 years old to talk about high goals of work. On the contrary, in older preschool age, when children perceive everything directly, when they begin to realize the social significance of the work of Russian people, such conversations are necessary, but they must be accessible, understandable, and accompanied by clear examples. Children’s awareness of high, socially significant goals of work, emotional passion for them is the most important incentive for the active inclusion of preschool children in various types of work.
Adults must organically connect children’s desire to work with the direct organization of work, help them understand the relationship between socially valuable labor and self-service work, the need to master labor skills, and also help them master the skills of manual and household labor.
In the process of labor education, it is important to move in time from teaching labor skills to using the acquired skills and abilities in Everyday life. As V. A. Sukhomlinsky wrote, the labor skills acquired by children cannot be considered ultimate goal labor education. They - necessary condition achieving socially significant labor goals by children, instilling in children a desire to work.
4. The importance of the collective form of labor for the formation of a child’s personality.
Manifesting social activity, each student perceives the team as an arena for self-expression and self-affirmation as an individual. Thanks to the pedagogical leadership of collective life activities, the desire to establish itself in one’s own eyes and in the eyes of peers finds favorable soil in the team. Only in a team are such essential personal characteristics formed as self-esteem, level of aspirations and self-respect, i.e. acceptance or rejection of oneself as a person.
The educational team, according to the definition of I.F. Kozlov, who specially studied the work of A.S. Makarenko, is a scientifically organized system of educating children's life. The organization of collective educational-cognitive, value-oriented activities and communication creates conditions for the formation and exercise in the manifestation of intellectual and moral freedom. Only in collective life are the intellectual and moral orientations of the individual, his civic position and whole line socially significant skills and abilities.
The role of the team in organizing the work activities of children cannot be replaced. In a team setting, it stimulates the manifestation of mutual responsibility for final results labor, mutual assistance.
The development of collective planning skills contributes to the emergence in children of a desire for self-control, independent improvement of the techniques and skills necessary to implement an independent plan, and an increased sense of responsibility. And as a result of collective planning is high quality the result of work obtained jointly.
The success of achieving a goal largely depends on the ability to control one’s activities. Children 3-4 years old do not notice mistakes in their work, considering it good, regardless of how and what result is achieved. The work of peers is viewed critically. At the age of 5-7, preschoolers try to correctly evaluate their work, although they notice not all mistakes, but the most serious ones. They are interested in the quality of work. Therefore, they turn to adults with questions about the correctness and quality of their own work actions.
The teacher invites all children to cook cookies together, plant onions,
wash doll clothes (the number of children can be very different: from 2-3 to
6-7, and in older groups and more). Each of the children receives a specific task, for example: receives a piece of dough, rolls it out and cuts it out with a cookie cutter or takes several onions, receives instructions from the teacher on which path, indicated by a line, to plant, and gets to work, etc.
Children work side by side. But when the labor process comes to an end, the teacher combines the results of everyone into one overall result. This allows him to draw attention to the advantage of collective work: everyone worked a little, but together they did a lot of work. This is the simplest merge; only the results are merged. But, setting this task, the teacher explains to the children in the process of work: “We must try to keep up with others. You shouldn’t keep your comrades waiting.” And taking into account the capabilities and level of skills of a particular child, he will provide such an amount of work for everyone so that everyone completes the work at approximately the same time.
This form of association is transitional from work “side by side” to collective work.
As children gain experience in participating in work and master skills, as well as master the rules for organizing their own work activities, growth in
the formation of some principles of hard work (i.e., as the solutions put forward
previously the tasks of education), the teacher begins to move on to more complex tasks.
It is important to develop in children the principles of collectivism, the ability to work together, help each other, see the difficulties of comrades and offer their services, seek help from peers, rejoice at their successes, the overall results of work, etc. These tasks are most successfully solved in joint children's labor.
5. Familiarization of preschool children with the work of adults (lesson notes).
Tasks
Educational:
1. To expand children’s knowledge about the work of a kindergarten cook: a cook takes care of the health of children, prepares delicious dishes for them, the work of a cook is not easy, but necessary.
2. Consolidate knowledge about utensils and kitchen equipment, group them according to their purpose. Find differences and similarities between household and kindergarten items.
3. Give new concepts about potato peelers, electric meat grinders (their external signs and functions).
4. Strengthen children’s ability to navigate around the territory of the kindergarten with the help of a map plan and identification signs.
5.Promote the development of phrasal speech and the ability to correctly construct sentences. Activate children's vocabulary: dish, potatoes, metal, minced meat, potato peeler, electric meat grinder.
Educational:
To promote the development of abstract thinking, visual orientation, the ability to reason logically, and draw conclusions.
Educational:
Foster a sense of respect for the work of adults: cooks. To know him by name and patronymic, to evoke a desire to thank him: with your crafts, good appetite. Develop the ability to communicate with adults. Reinforce the rules of a culture of behavior.
Methods and techniques:
Letter of invitation, reference cards, plan map, identification marks, photo of the cook, questions.
Progress of the lesson
Playback: Children, we received a letter, and now we’ll find out from whom.
(The envelope contains a photograph of the cook, support cards, an invitation, and a plan map).
Vosp.: (shows a photograph).
Do you recognize who it is?
Children: Our cook, Nina Viktorovna!
Playback: Nina Viktorovna sent us a letter (reads).
Text: Dear children! I invite you to visit us. A lot of interesting things await you there. And so that you can quickly and correctly find us, we are sending you a plan map.
Cook Nina Viktorovna.
(the teacher takes out the plan map)
Vosp.: Children , Nina Viktorovna sent something else in the envelope.
Let's see, what is this? (little helpers). (a knife is needed to cut onions...)
(shows cards with objects)
Vosp.: These little helpers help Nina Viktorovna prepare different dishes. Tell us what dishes Nina Viktorovna prepares for us?
First course
Children: soup... cabbage soup... borscht...
Second course
Children: mashed potatoes with chicken... pasta with cutlet...
Third course
Children: tea... compote...
Vosp.: Now let's look at the plan - the map. How unusual it is... (they look at the plan - a map of the corridor).
Playback: But before you go on an excursion, let's remember the rules: walk calmly, don't run, don't make noise, because... There are other children and adults in the kindergarten and we can disturb them, hold on to the railings on the stairs, etc.
(Children follow the plan map to the kitchen, paying attention to the symbols on the doors).
The children came into the kitchen and knocked.
Vosp.: Can I come in? Hello!
N.V.: Hello children!
Vosp.: Children, did you find out? This is our cook, Nina Viktorovna - the mistress of the kitchen! Look, children, how big the kitchen is in the kindergarten, how spacious, bright and clean it is.
Vosp.: How many are there? various equipment! And what is in the very center? This is a stove. Does it look like the stove at your house? Why is she so big? How do you think?
(Because there is a lot of food to prepare for all the children
kindergarten).
N.V..: Children, I invited you to the kitchen to see how we prepare breakfast, lunch, and afternoon snack for you. And my assistants help me with this: Emma Ilyinichna, Valentina Mikhailovna, Elena Viktorovna.
N.V..: Today we have for lunch...
Children, what is the soup used in? (In a saucepan)
Vosp.: Look, there is a saucepan on the stove. What is she like? (large, metal). Why? (You need to cook a lot of food, so it is large, metal utensils can be placed on a hot stove).
N.V..: And for the second there will be cutlets. Have you seen how mom cooks cutlets? (Yes). What does she do first? (Scrolls the meat in a meat grinder.) Is a meat grinder like the one you have at home suitable for us? (No). Why? (It is small and the meat will have to be cranked for a long time).
N.V..: Yes, that’s why we have such a large meat grinder in our kitchen. There is no need to turn the handle here, the meat grinder is electric. Now we will turn it on, and you will see how quickly it scrolls through the meat.
Vosp.: Nina Viktorovna, we know the rules for using electrical appliances:
Children should not turn on electrical appliances themselves;
Do not pull the cord when turning off electrical appliances; you only need to hold on to the plug;
Do not turn on electrical appliances with wet hands;
Electrical appliances must not be left unattended.
N.V..: Well done! You know the rules. (Turn on the meat grinder).
Well, now we will make cutlets from this rolled meat (minced meat). The side dish for the cutlets today will be mashed potatoes, and we will need to peel a lot of potatoes. If we clean it with our hands, it will be very long and difficult. For this we have a potato peeler.
Playback: Children, repeat the name of the machine that peels potatoes itself.
(The cook shows how a potato peeler works.)
N.V..: It needs to be connected to an electric current, the motor will start and the potato peeler will work. (Consider peeled potatoes).
N.V..: Well, for the third there will be compote. Do you see a large saucepan on the stove? Compote is cooked in it. To make it sweet, what should you put in it? (Sugar).
N.V..: While you are walking, we will fry cutlets, cook potatoes and soup, and everything will be ready for lunch.
Vosp.: Children, today you got acquainted with the work of our chefs. Do you think it is difficult to work as a chef? (Yes, the work is difficult, interesting, but very necessary). Children, which of you would like to become a chef?
Vosp.: Children, let's thank Nina Viktorovna, Emma Ilyinichna, Elena Viktorovna for their hard work, let's say thank you to them!
We want to sing for you our favorite song - “Semolina Porridge”. Stasya and Anyuta will read a poem for you. We have also prepared gifts for you! (Children give gifts)
N.V..: Thank you, children, for the gifts. Well, the greatest joy and gratitude for us will be your clean plates. This will give us great pleasure!
Goodbye children!
Conclusion
Labor is the most important means of education, starting from preschool age; In the process, the child’s personality is formed and collective relationships are formed.
The work of preschool children is the most important means of education. The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and for the team. Treating work with love, seeing joy in it is a necessary condition for the manifestation of a person’s creativity and talents. Work has always been the basis for human life and culture.
Particular importance in the process moral education the child has labor. Work develops such personality qualities as responsibility, hard work, discipline, independence and initiative.
Performing certain feasible work duties helps to develop a child’s sense of responsibility, goodwill, and responsiveness. For the formation of all these qualities, the family has the most favorable conditions. Here all affairs and concerns are common.
Labor activity is one of the important factors in personal development. By getting involved in the labor process, a child radically changes his entire understanding of himself and the world around him. Self-esteem changes radically. It changes under the influence of success in work activity, which in turn changes the child’s authority in kindergarten.
The main developmental function of labor is the transition from self-esteem to self-knowledge. In addition, abilities, skills and abilities are developed in the process of work. New types of thinking are formed in work activity.
As a result of collective work, the child gains skills in work, communication, and cooperation, which improves the child’s adaptation in society. Labor is an equivalent subject of the training program.
Therefore in educational work labor must be one of the most basic elements.
It is important that the system of work for the labor education of children creates in children a desire to help their elders, to do work quickly and accurately, to complete the task, and to experience the joy of work.
Literature
1. Education through work. /Ed. Bure R. s. - M., 1987. - 158 p.
2. Krylekht M.V. The problem of the holistic development of a preschool child as a subject of labor activity: A textbook for a special course. - St. Petersburg: Aksident, 1995.
3. Moral labor education children in kindergarten / Ed. R.S. Bure. - M.: Education, 1987. - 176 p.
4. Sergeeva, D.V. Raising preschool children in the process of working. / D.V. Sergeeva. M.: Education, 1987. 96 p.
The work of children in kindergarten is varied. This allows them to maintain their interest in activities and provide them with comprehensive education and upbringing.
There are four main types child labor: self-service, household work, work in nature and manual labor. Specific gravity individual species labor at different age stages is not the same. Each of them has certain capabilities for solving educational problems.
Self-service
aimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational significance of this type of work activity lies primarily in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-care begins to be recognized as a responsibility.
In early preschool age, self-care is associated with certain difficulties ( underdevelopment finger muscles, difficulty in mastering a sequence of actions, inability to plan them, easy distractibility), which slows down the process of skill formation and sometimes makes the child unwilling to perform necessary actions. However, already in these children, the teacher begins to develop the ability to serve themselves, achieving accuracy and thoroughness in performing the necessary actions, independence, and forms the habit of cleanliness and tidiness. All this requires patience, perseverance and goodwill from him, supporting the kids in their sometimes futile efforts. When guiding children’s self-care, the teacher communicates individually with each child, establishes various contacts with him, and maintains his positive emotional state. By naming items of clothing and its parts, necessary actions, he expands the children's vocabulary. They feel cared for and imbued with a sense of love and trust in the adults serving them.
In middle preschool age, children are quite independent in self-care, and this type of work becomes their constant responsibility. The complication of educational tasks is expressed in increased requirements for the quality of actions, for organized behavior in the process of self-care, and for the time spent on this. The teacher develops techniques for mutual assistance in children, teaches them how to ask a friend for help, how to provide it, and thank them for the service.
In older preschool age, new self-care skills are acquired: making the bed, caring for hair and shoes. The processes associated with it are used to solve more complex educational problems: developing in children the habit of neatness and cleanliness, and behavioral skills when surrounded by peers. The child serves himself while being around others, and therefore he must understand the needs and difficulties of others. Teacher at specific examples explains what to do, taking into account the needs of others: step aside in the dressing room to allow someone who has already undressed to pass; when washing, let those on duty go ahead (it is more important for them to wash as quickly as possible in order to begin their duties), do not linger at the tap so that everyone washes on time, ask permission to pass so as not to cause inconvenience to anyone, etc. All this shapes children basic courtesy and respect for others.
Household labor preschoolers is necessary in the daily life of the kindergarten, although its results in comparison with other types of their work activities are not so noticeable. This work is aimed at maintaining cleanliness and order in the premises and area, and at helping adults organize routine processes. Children learn to notice any violation of order in group room or on site and own initiative eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for developing a caring attitude towards peers. In early preschool age, the teacher develops basic household skills in children: helping to set the table, tidying up toys after playing and washing them, collecting leaves on the site, sweeping snow from benches, etc. He necessarily evaluates the moral side of labor participation children: “Natasha and Seryozha helped our nanny well, what great guys!”, “Irochka is a caring girl, neat, how diligently she put away her toys!” Such assessments make children want to imitate their peers and contribute to the formation of ideas about how to act in such cases.
In the middle group, the content of household work expands significantly: children fully set the table, prepare everything necessary for classes, wash doll clothes, wipe dust off shelves, sweep paths in the area, etc.
Using their increased capabilities and taking into account the developed skills, the teacher accustoms children to the fact that in work it is necessary to make an effort, develops independence, active initiative in carrying out assigned tasks.
In the older groups of the kindergarten, household work is even more enriched in content and becomes systematic, largely turning into the permanent duties of those on duty. Children keep the room and area clean, repair toys and books, and provide assistance to children. The peculiarity of the household work of older preschoolers is the ability to independently organize it: select necessary equipment, conveniently place it, put everything in order after work. In the process of work, children show diligence and desire to good result, treat their peers kindly.
Labor in nature provides for the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, in a flower garden. This type of work is of particular importance for the development of observation, nurturing a caring attitude towards all living things, and love for one’s native nature. It helps the teacher solve problems physical development children, improving movements, increasing endurance, developing the ability to perform physical effort.
In younger groups, children, with the help of adults, feed the fish, water them and wash them. houseplants, plant bulbs, sow large seeds, take part in harvesting from their garden, and feed wintering birds. Supervising the work of the children, the teacher names the plants, their parts, and the actions performed in the work; this expands children's vocabulary and activates it.
In the middle group, work becomes more difficult. Children water the plants themselves, learn to determine the need for moisture, grow vegetables (sow seeds, water the beds, harvest), and with the help of the teacher prepare food for animals (squirrels, hamsters, rabbits, chickens). The teacher explains what food a particular animal needs, what it is called and how to store it. The process of caring for animals is closely connected with observations of them. Children begin to realize the dependence of the growth and development of plants and animal behavior on the quality of care, and their responsibility for them. There is growing concern and attention to the inhabitants of the living corner, who become children's favorites.
For senior group plants and animals that require more complex care techniques are placed in a corner of nature; different kinds vegetables with different growing seasons, which makes work more systematic.
The volume of child labor is also increasing. Preschoolers spray plants with a spray bottle, sweep away dust from fuzzy leaves with a brush, and loosen the ground. With the help of the teacher, children feed the plants, recharge the aquarium, dig up the soil in the vegetable garden and flower garden, plant seedlings, and collect seeds of wild plants (to feed wintering birds). In the process of work, the teacher teaches children to observe the growth and development of plants, to note changes that occur, to distinguish plants by characteristic features, leaves, seeds. This expands their understanding of the life of plants and animals and arouses keen interest in them.
In the preparatory group, in the process of working in nature, children learn to establish connections between individual phenomena and discover patterns. The beginnings of a materialistic understanding of natural phenomena are being formed. Information about plants and animals and methods of caring for the inhabitants of a living area is expanding. Children's independence in work matters increases: without being reminded, they determine the need for watering and loosening the soil, replanting plants, sowing seeds in the garden, in the flower garden, and in winter - in a corner of nature where onions and other greens are constantly grown. Children will learn techniques for propagating plants by cuttings, growing seedlings and then replanting them in the ground. Caring for animals in the corner of nature continues (birds, squirrels, rabbits, pigeons, frogs, lizards, etc.).
Children become more responsible for the condition of the living area, vegetable garden and flower garden. Harvesting flowers gives them great joy. They give flowers to parents, treat the kids with grown vegetables, prepare vegetables for vinaigrette (wash them, peel them, take them to the kitchen), and decorate the group room with flowers.
Manual labor - production of objects from a variety of materials: cardboard, paper, wood, natural materials (cones, acorns, straw, bark, corn cobs, peach seeds), waste material (reels, boxes) using fur, feathers, scraps of fabric, etc. - carried out in older groups of kindergarten. Children make the toys and attributes they need for games: boats, cars, baskets, houses, furniture, animals. Such crafts can become a nice gift to family and friends. This is of no small importance in moral education, teaching children to pay attention to others and to work hard in order to please them.
Manual labor develops children's constructive abilities, creativity, imagination, and invention. So, in order to make a funny fairy-tale man from natural material, the child selects a large acorn for the body, a cup from it for a skirt or hat, splits the acorn in half to make boots, etc. Preschoolers look at the natural material to choose a shape that corresponds to the intended object: dragonfly wings are made from maple seeds, forester wings are made from a cone, etc. In the process of work, they get acquainted with the properties various materials, ways of processing and connecting them, learn to use various tools. The production of intended objects always involves the application of force. The child needs to show persistence, patience, and accuracy in order for the object to be durable and have a neat, elegant appearance.
All this has a great impact educational influence on children, shapes their aesthetic feelings and moral and volitional qualities.
The work of preschool children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective work activities.
Orders - these are tasks that the teacher occasionally gives to one or several children, taking into account their age and individual characteristics, experience, as well as educational tasks. Instructions 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.
Carrying out work assignments helps children develop an interest in work and a sense of responsibility for the assigned task. The child must concentrate his attention, show strong will in order to complete the task and inform the teacher about the completion of the assignment.
In younger groups, the instructions are individual, specific and simple, containing one or two actions (lay out the spoons on the table, bring a watering can, remove the doll’s dress for washing, etc.). Such elementary tasks involve children in activities aimed at benefiting the team, in conditions where they are not yet able to organize work on their own.
The assignment gives the teacher the opportunity to individualize the methods of guiding children: to help one, to teach another, to provide support to another, to approve. As preschoolers gain experience in participating in completing assignments, the teacher complicates their content. So, in the middle group, he instructs the children to wash doll clothes, wash toys, sweep paths, and rake sand into a pile on their own. 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.).
The number of assignments in the middle group increases significantly, as the experience of children’s participation in work gradually increases and their skills become more durable. The teacher now has the opportunity to give instructions to several preschoolers at once, although each of them is assigned a specific task. Thus, several children are increasingly beginning to take part in work at the same time, which makes it possible to include them more often and more systematically in useful work.
Assignments become a means of forming a habit of work effort in children and prepare them for duty.
In the older group, individual assignments are organized in those types of work in which children have insufficiently developed skills, or when they are taught new skills. Individual instructions are also given to children who need additional training or particularly careful control, i.e., if necessary, individualize methods of influence.
Most of the assignments that already took place in the middle group become group assignments, uniting from 2 to 5-6 participants, i.e., they take on a collective nature. The teacher instructs the children to work together to clean shelves with toys, glue boxes for educational games, wash building materials, etc. The children perform a common task for everyone, which forces them to independently distribute the work between the participants, complete it together, and clean up after work. This contributes to the formation of the principles of collectivism, teaches them to show attention to each other in the process of work, and to provide assistance in case of difficulties.
Considering that self-organization skills in children of the older group are not yet sufficiently developed, the teacher should pay great attention explaining the ways of arranging equipment, placing inventory, distributing work between its participants. In a school preparatory group, when carrying out general assignments, children must demonstrate the necessary self-organization skills, and therefore the teacher is more demanding of them, moving from explanation to control and reminder.
Duty roster - a form of organizing the work of children, which requires the child to perform work aimed at serving the team. Children are alternately included in different types of duty, which ensures the systematicity of their participation in work. The appointment and change of duty officers occurs daily. Duties have great educational value. They put the child under conditions of obligatory fulfillment of certain tasks; they are needed for the team. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.
Duties are being introduced gradually. In the younger group, in the process of running errands, children acquired the skills necessary to set the table and became more independent when doing work. This allows the middle group to introduce canteen duty at the beginning of the year. There is one person on duty at each table every day. The teacher teaches the child to maintain consistency in work, controls him, and comes to the rescue, taking into account his individual characteristics.
Evaluating the work of those on duty, he emphasizes their diligence, thoroughness in performing duties, care for their comrades, and assistance provided to adults.
In the second half of the year, duties are introduced to prepare for classes. The teacher appoints 2-3 people on duty (depending on the amount of work) and distributes the work between them, comes to their aid, teaches the children how to finish the job and put away used equipment.
In older groups, duty in a corner of nature is introduced. The duty officers change daily, each of the children systematically participates in all types of duty. As a rule, children are on duty together. When selecting duty officers, the growing friendships between children are taken into account and their desire to work with one of their peers is satisfied. If the skills of one of the attendants are more advanced, he is advised to be attentive to his comrade, to provide him with assistance, but not to deprive him of his independence, and not to express his dissatisfaction with his slowness or inability. The teacher teaches children to coordinate their actions, determine what needs to be done taking into account the actions of a friend, agree on who will do what part of the work, teaches self-control, time- and effort-saving work methods.
Managing children's work activities requires the teacher to know the specifics of the child's development and upbringing, as well as the ability to actively promote the acquisition of the necessary skills.
50. Forms of organizing the labor activity of preschool children.
The choice of one or another form of organization of labor activity
children depends primarily on:
age and psychophysiological capabilities of children;
children's level of work experience;
specific educational tasks set by the teacher organizing work activities;
LABOR ORDER- assigning a specific task to the child, which he must complete alone or with one of his peers. To assign means to oblige the child to do some kind of work related to both self-service and work for the team.
Peculiarities: they always come from an adult, they contain a clear focus on obtaining a result, the task is specifically defined; this is the simplest form of organizing the work activity of preschool children; have special educational significance in working with children of primary preschool age, they enable the teacher to distinguish between play and work; they contain an element of demand, with the help of which the baby learns to act purposefully, to realize that he is carrying out an adult’s task; helps the teacher monitor the correctness of the work, the presence of work skills, the child’s attitude towards the assigned task, the ability to complete the work, provide ample opportunities for individual work with children, give educators the opportunity to daily, systematically involve children in feasible work, and create a businesslike atmosphere in the group. The assignments are varied in difficulty (simple, complex), nature of execution (individual or joint), time of execution (short-term, episodic, long-term).
Contents: assignments for children of younger groups are predominantly individual in nature: at the request of the teacher, put forgotten shoes in the closet, pick up a dropped item, put it in its place, help take toys out to the area, collect them before leaving for a walk, distribute pencils for drawing, sweep sand from a bench, etc. .d.;
in the middle group, children are given instructions to water indoor plants, arrange soft toys correctly, wash soap dishes, put them in place, feed the fish, distribute boards for modeling, sweep the veranda, straighten clothes in closets, close them, wipe off dust on the shelf, etc. .; in older groups, the teacher involves children in carrying out a wide variety of assignments that are not part of the duties of the attendants; a special place is occupied by assignments - tasks, the result of which is delayed in time (sowing, planting, washing doll clothes, bringing a postcard from home, a picture of a certain content, etc. ), assignments of a public nature are given (to help children of younger groups, kindergarten staff,)
DUTY ROSTER- a form of organizing children’s work in which those on duty always perform work that has social significance and is necessary for the team.
Peculiarities : This is a more complex form of organizing children’s work than assignments, requiring greater independence; those on duty are forced to carry out the task and cannot refuse it, do other work that is more interesting for them, or switch to a game; give the opportunity create desire in children work for the sake of others, show a caring attitude towards your comrades, animals and plants, develop the ability to help an adult, notice where help is needed.
In the practice of preschool institutions, several types of duty are used, which are being introduced gradually:
duty in the canteen (2nd junior group),
duty to prepare for classes (middle group).
Duty in a corner of nature (senior group).
COLLECTIVE WORK- general work activity that unites all the children of the group at once (cleaning a group room or area, setting up a vegetable garden, flower garden, picking vegetables or fruits, decorating a hall or group room for a holiday).
Conditions :
I. All children can be united only after they have acquired the necessary experience of working in a small team.
2. When organizing the collective work of children of the entire group, it is advisable to divide them into several units (up to 4), each of which is offered a common task.
4. All children should be involved in work.
Methods of combining children in labor:
labor is nearby- used starting from junior group; in work, everyone is independent, this allows the child to act at an “individual pace, and the teacher to take into account his capabilities, establish contact with each child; the tasks of developing the necessary skills, sustainable attention to the task, and the ability to bring it to the end are successfully solved;
common labor- one of the types of collective work itself, in which children are united by a common task and generalization of the results of the work of all participants;
for the first time can be organized in the middle group in the 2nd half of the day, takes place in all types of work, is organized as a general assignment, gives the child the opportunity to feel like a member of the team, realize the usefulness of his work, and be convinced of the team’s attitude towards him as a member of the children’s society; the significance of each individual result and its connection with others appears only after the end of the activity process itself;
joint work, its features are:
a) the presence of a number of successive stages (each child does not complete the entire task, but some part, repeats the same actions many times and each time transfers the result of his work to the next participant, who continues the work further; in this case, the children become dependent on each other from friend;
b) non-simultaneous inclusion of children in the activity process;
c) each of the proposed operations has some completeness; presents great opportunities for the formation of positive relationships between participants.
Work assignments- the simplest form of organizing children's work. This is a request from an adult addressed to a child to perform some kind of work action. The scientific works of V.G. were devoted to the study of this form. Nechaeva, A.D. Shatova (1974).
Instructions play a big role in younger groups, because Children do not know how to work on their own initiative. They are introduced from the first days of children’s stay in kindergarten and are of great importance for the development and education of children (interest in work is formed, responsibility for the assigned work, etc.) in all age groups. But instructions are especially important in the period from 3 to 5 years:
· Instructions always come from an adult.
· Instructions define a specific task and a clear focus on obtaining a result (what and how to do it).
· Assignments create the opportunity to work individually with children.
· In the process of carrying out assignments, it is convenient to monitor the availability of work skills, the child’s attitude towards the assigned task, and the ability to complete the work.
According to the form of organization, work assignments can be individual, subgroup, general; by duration - short-term or long-term, permanent or one-time: by content - correspond to the types of labor.
In the practice of working with children, individual assignments are especially common (less often - collective, subgroup - for two or three children). It is easier to teach one or two children than a whole group; it is more convenient to monitor the actions of everyone, timely provision of assistance to those who need it, additional demonstration, advice, etc.
Special opportunities for developing skills are provided by long-term assignments, when a child is responsible for some task for two or three days. Instructions contain an element of demand, with the help of which a child, especially a younger one, learns to act purposefully and to realize that he is carrying out an adult’s task. Through various assignments, the child learns to perform certain duties.
In the practice of education, assignments are most often organized in the first half of the day (before breakfast) or in the second half (after nap). Since there are no duties in the younger groups, the teacher has great opportunities to systematically involve a large number of children in carrying out various tasks associated with work in a corner of nature, with various household labor in the group room and in the kindergarten area (collecting toys before leaving walks, distribute pencils for drawing, etc.).
The age level at which errands are especially common is the middle group, where a greater number of errands are carried out. individual character and occur in the first half of the day (water indoor plants, sweep part of the area, collect garbage in a bucket, feed the fish, etc.).
In older groups, assignments continue to play big role, however, responsibilities begin to become important. The teacher involves children in carrying out assignments that are not part of the duties of the attendants. A special place is occupied by assignments of a public nature (helping children, a janitor, etc.).
In order for instructions to have an educational effect, they must always contain a specific goal and educational task, for example, to consolidate fragile work skills, introduce new content of work. Sometimes instructions are given to distract the child from an unwanted activity.
Children's interest in completing assignments is determined by their content. The first group includes instructions related to the implementation of one method of action (give, bring, carry, lift, etc.). They are short-term, episodic.
The second group consists of instructions that contain several methods of action, several labor operations (wash the cage, feed animals, fish, birds, water indoor plants, flower garden, vegetable garden).
The third group will include tasks related to results that children do not achieve immediately (sow, plant, wash, ask dad to sharpen colored pencils, etc.). Similar assignments are practiced in senior groups
IN special group assignments are highlighted, the execution of which has no visible result (ask the cook what’s for breakfast today, invite the methodologist to a lesson, etc.). Such assignments solve the problem of teaching children the ability to communicate with adults and be able to navigate the premises of a kindergarten.
In different age groups, managing assignments has its own characteristics. With children 3-5 years old, the teacher uses to a greater extent individual approach, reminder, collaboration with children. Observations show that most children from 3 to 5 years old, when carrying out assignments, are guided by the requirements of the teacher. To cultivate reasonable obedience and diligence in children, the teacher becomes a direct participant in the child’s activities. In joint activities, the teacher has the opportunity to exercise control unnoticed. The experience of working together with children 3-5 years old shows how great the role of educational influence is in carrying out assignments. In this case, the teacher uses the techniques of demonstration and explanation. Otherwise, the slightest difficulty and the child abandons the assigned task.
When children master work skills, the active role of the educator is necessary. However, as you gain experience in completing the task independently, it is advisable to move on to a verbal reminder (to suggest how to act) or to activate the children with questions.
Gradually, the teacher can switch children to individual assignments not for one, but for several children at once, showing work techniques to all children at the same time. Achieving positive result, it is important for the teacher to use an assessment of the content of the child’s activity (most often a positive, friendly assessment) in order to arouse children’s interest in completing the assignment.
In the younger and middle groups, it is especially important to notice children’s initiative (if you see a toy lying around, pick it up, put it in its place, etc.). For children 3-5 years old, the teacher asks them to look carefully and find out for themselves what needs to be done. Game techniques should be widely used in job evaluation.
The participation of all children in these groups in carrying out assignments is an important preparation for participation in duty.
In senior groups, assignments are introduced (bring boxes for everyone, etc.), assignments related to long-term observations. Most often, assignments are of a public nature. When managing assignments, the teacher widely uses assessment techniques (his own) and self-assessment (children), reminders, demands, and the role of control is enhanced.
In order to evenly involve all children in carrying out assignments, the teacher must maintain control.
So, orders allow you to decide various tasks education and are widely used in preschool institutions, taking into account the age and individual characteristics of children.
Duty roster- a more complex form of organizing children’s work compared to assignments; these are the first responsibilities of preschoolers. Duty duties require children to have sufficiently developed independence and require the child to perform work aimed at serving the team
For the first time, the topic of duty was studied by Z.N. Borisova (1953). This author developed the content of this form of work and the methodology for guiding children’s activities.
Duty involves the work of one or more children in the interests of the entire group. On duty, to a greater extent than on assignment, the social orientation of the work, the real practical care of several children for others, stand out. This allows children to develop responsibility and caring for people.
In preschool practice, it has already become traditional to be on duty in the dining room, in a corner of nature, in preparation for classes (if a large preparatory work to provide all children with materials and tools). In the second half of the year (at the end) of the second junior group or at the beginning of the middle group, canteen duty is introduced, because it is most accessible and understandable to children.
Duty to prepare for classes requires children to concentrate. It is introduced in the middle group from the second half of the year. Since the content of this duty is not as constant as the duty in the dining room, children should be helped, reminded of what should be on the tables when drawing with pencils, paints, modeling, designing. When the work is completed, the teacher asks those on duty to check if everything is in place.
Duty around the nature corner is organized from the senior group, because it requires a lot of knowledge about nature. Children on duty during the day must be responsible for living objects in the group. The teacher needs to help children distribute responsibilities throughout the day: the fish can be fed in the morning, and the plants can be watered later. In addition, the person on duty must understand that he needs to “talk” to the parrot, the fish, and the plants. After all, they are alive (at the biological level) and attention and sweet words. This way, children will develop a need to take care of nature and a sense of responsibility for its preservation.
In a preschool institution, duty duties have their own characteristics:
· contribute to the systematic inclusion of children in labor;
· require the child to be more independent;
· knowledge of the sequence and scope of work is required;
· have social significance for the entire team;
· tasks are given in a generalized form.
If duty is introduced for the first time, then a special training session should be held immediately before its introduction.
It is necessary to arrange a duty corner. It is better to arrange it together with the children. You can design it in different ways depending on the imagination and skills of the teacher and children. Together with the children, you need to note every day who was on duty, where and when. Photographs of children, pictures, pockets, etc. are used. In the duty corner there must be robes, scarves, caps, you must also have rags, watering cans, sticks for loosening the earth, fish food, etc.
The duration of duty varies depending on the type of work, age, educational purpose. At the end of duty, it is useful to discuss with the children the quality of the work performed. If mistakes were made, it is more advisable to discuss them only with those on duty.
The selection of duty officers has its own characteristics:
· uniting children with the same attitude towards work;
· association on the principle of “whoever wants with whom” or sits together”;
· association based on mobility (mobile with sedentary);
· association in alphabetical order (in the preparatory group).
Immediately before duty, you should remind the duties of those on duty or ask the children for these duties (so that they remember them).
Requirements for duty:
1. The work of attendants should not replace the work of adults, since it is organized in a preschool institution for educational purposes.
2. During the day, the child can participate in one type of duty.
3. During the year, all children must be on duty one by one.
4. The appointment of duty officers is carried out daily; in established groups, appointments for 2-3 days are possible. In the preparatory group, some teachers practice keeping children on duty for the entire week and then reporting for their work.
5. While on duty, observe sanitary and hygienic conditions.
6. The duties of those on duty become more complex gradually.
7. In the middle group, the organization of duty in the dining room takes the form of side-by-side work: at each table there is a separate duty officer; in older groups, the attendants (2-3 children) serve all tables and distribute responsibilities among themselves independently.
Thus, despite the seemingly insignificant result of labor, duty is of great importance in raising children. Duties help in accessible specific matters to form in children a desire to work for the sake of others, to show a caring attitude towards their comrades, towards animals and plants located in a corner of nature, to notice where adults need help.
If assignments and duties have become systematic, permanent forms of organizing work in a group and the children have achieved certain success, it becomes possible to move on to a more complex form - collective work. This form of labor organization was studied by V.G. Nechaeva, R.S. Bure, G.N. Godina, D.V. Sergeeva. S.A. Kozlova and others.
This form of organizing children’s work contributes to solving the problems of moral education, the formation of the principles of collectivism, the ability to coordinate their actions, help each other, establish a uniform pace of work, etc.
It is possible to unite all children in collective work only after they acquire required experience work in a small team and will be able to independently distribute work.
When organizing the collective work of children of the entire group, it is advisable to divide them into several units, each unit is offered a common task. For example, one link washes clothes, another tidies up toys, etc. The number of links should not exceed four. The composition of children in each Even may be constant, but the tasks they perform will change. This ensures the gradual inclusion of each child in work (R.S. Bure).
To increase interest in collective work, we can recommend organizing a workshop for good deeds, which will carry out a variety of orders, including from younger groups.
So, collective work of children is work that unites several or all children at once and has overall result. Teamwork characterized by bringing children together to achieve a common goal.
Based on research by V.G. Nechaeva, R.S. Bure, we can conclude that in kindergarten two types of collective labor are used: common labor and joint labor.
General labor. In the process of this work, each child performs his own task, independent of other participants in the work, but the result of the work is common.
In common work, children are united by a common task and a generalization of the results of the work of all participants. Carrying out part of a common task gives the child the opportunity to feel like a member of the team and realize the usefulness of his work.
For example, children are tasked with cleaning out a shelf of toys. The teacher explains to the children that each of them becomes a member of one working group, and that when they work together, they always try to help each other. The teacher distributes the work evenly among the children so that each of them can finish the work at approximately the same time. Children not only listen to the teacher’s explanations, but also see for themselves that the overall result of the work depends on how conscientiously each part of the overall task was completed.
Such an organization promotes the formation of positive relationships and the ability to subordinate one’s desires to the requirements of the group.
For the first time, common labor can be organized in the middle group in the second half of the year. It occurs in all types of work. Children's associations for general work become regular in older groups of kindergarten. Such associations usually include from 3 to 6 participants.
By alternating tasks and consistently involving all the children in the group in work, the teacher achieves that each child systematically takes part in different types of work and acquires stable skills. Children themselves begin to agree on the distribution of responsibilities, learn to give in to each other, and jointly come to a common decision.
It is necessary to emphasize the peculiarity of common labor: the significance of each individual result and its connection with others appears only after the end of the activity process itself. It is very important when the teacher at the end of the work makes a general summary: “What a good job you did! No one was left behind, everyone worked together!” The teacher’s ability to emphasize the pathos of collective work is of great importance for developing in children the desire for collective work.
Collaborative work of children. In the preparatory group, in addition to common work, they use a more complex form of organizing children - joint work, which is characterized by the fact that the work of another child depends on the work of another. Joint work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.
Joint work involves the interaction of children, the dependence of each on the pace and quality of the work of others. The goal, as in general work, is common.
With such an organization of work, it becomes necessary to take into account the labor intensity of each individual task, since some of them require more or less effort. Thus, wiping dust off a shelf is faster than changing clothes for dolls; washing a plant is more difficult and takes longer than moving it to the windowsill. In order to approximately equalize the work time of each child, the most difficult task should be entrusted to 2-3 children.
Another feature of joint work is the non-simultaneous inclusion of children in the process of activity. For example, when repairing books, the first child is assigned to prepare strips of paper. The second child, who will glue the spine, is forced to wait until the first one completes his task.
Taking into account the complexity of the organization, the entire labor process should be divided into 3-4 stages, each of which ends with the receipt of a certain result, to which demands can be made regarding its quality.
It should be especially emphasized that, despite the difficulties of the organization, bringing children together in joint work provides great opportunities for the formation of positive relationships between the participants. Here, naturally, in the labor process itself, situations repeatedly arise that require joint action. In the process of work, children regulate their relationships, learn to help in case of difficulties, make comments and give advice in the correct form. Joint work teaches children to act together, as a team, and to be jointly responsible for the results of their work.
Each of the methods of unification in work creates conditions for solving various educational tasks. By directing the collective work of children, the teacher solves two main tasks:
Directs the efforts of each child to achieve the set goal; pays special attention to those children who find it difficult to complete the task: makes sure that everyone achieves good results.
Carries out a lot of work to develop the principles of collectivism in children, so that children show attention to each other in the process of work, help those in need of help, establish positive relationships, etc.
There are four successive stages in organizing the collective work of children:
· workplace equipment;
· distribution of work between participants;
· children performing various tasks;
· discussion of work results.
In the middle group (general labor), with the help of collective labor, planting onions, oats, caring for plants in a corner of nature, washing doll clothes, washing toys can be organized. At first, the teacher himself works together with the children, shows, explains, and distributes responsibilities himself. To ensure that all children finish their work at the same time, the teacher involves the children in providing mutual assistance.
In older groups, collective work is carried out at least once a week. The teacher distributes the labor process into 3-4 stages, taking into account (if the work is joint):
· labor intensity of work of each link;
· non-simultaneous inclusion of children in the activity process;
· organizes work by dividing children into units, where children themselves distribute responsibilities among themselves. In each link, a leader (link) must be elected. The teacher reminds that before transferring your work to a friend (team), you need to check the quality. “If you do something bad, you will let your friend down”;
· the teacher involves the teacher in discussing the results of work activities
· children. The discussion should not last longer than 3-4 minutes.
It should be noted that there is another point of view on the classification of types of collective labor - S.A. Kozlova. She offers the following classification:
· general labor;
· joint work;
· collective work.
General labor is work that is performed by several (or all) children for a common purpose. Form of organization - associations into subgroups and individual work.
Joint work - work in subgroups. Each subgroup has its own business, the result of the work of one child depends on the other. It is not necessary for all children to participate.
Collective work can be general and joint, but with the obligatory inclusion of situations involving mutual assistance, support, and shared responsibility for the result.
Collective work is also organized by adults purposefully, i.e. Situations are specially created to develop children’s skills in collective relationships.
Thus, we can conclude that the labor activity of children in a preschool institution can be successfully used as a means of raising and developing a child only if the forms of its organization are correctly determined in all groups, which have their own characteristics at each age stage. .
Literature:
1. Bure R.S., Godina G.N. Teach children to work / R.S. Bure, G.N. Godina. - M.: Education, 1983.
3. Education of a preschooler at work / Ed. V.G. Nechaev. - M.: Education, 1988.
2. Preschool pedagogy/ Ed. IN AND. Yadeshko, F.A. Sokhina. – M.: Education, 1986.
4. Kozlova S.A., Kulikova T.A. Preschool pedagogy / S.A. Kozlova, T.A. Kulikova. - M.: Academy, 2000.
5. Moral and labor education of preschool children / Ed. S.A. Kozlova. - M.: Academy, 2002.
