Abstract on the topic of labor activity. Lesson summary on labor activity in the middle group
Olga Churikova
Summary of a lesson on labor education. Household labor
Target: developing a positive attitude towards work and its results.
Tasks:
1. Teach children to participate in organized labor group of peers, correlate their activities with the work of others and understand, that the work of the subgroup in which you work, is part of the common cause of the team.
2. Improve labor skills and abilities in the process labor, improve your ability to plan your activities, distribute responsibilities among yourself, and make assessments labor your group and the team as a whole.
3. Strengthen the ability to rationally use materials and equipment for labor, observing safety precautions.
4. To form a belief in the social significance and necessity of everyday labor.
5. Bring up friendly relationships in the process labor, desire to help, positive attitude towards one’s own.
Individual work to intensify the speech of Vanya, Olya, Nikita.
Integration of educational regions: speech development, artistic and aesthetic development.
Materials and equipment: rags, aprons, laundry soap, trays, oilcloth, rope, clothespins, basins, rags for teacher, apron for teacher.
Preliminary work: conversation about labor, memorizing proverbs and sayings about labor, reading poems, looking at illustrations and albums about various professions of adults, consolidating ideas about labor through didactic games. Methods and techniques: conversation, intriguing beginning, problematic questions, artistic expression, practical work, relying on children’s knowledge, explanation, demonstration, analysis.
Predicted result: as a result of collective household labor children have formed a value attitude towards their own the work and work of their peers; children should understand that after their work the group became clean, light and beautiful.
Work progress:
1 part. Children enter the group. Suddenly the voice of the Fairy of Purity sounds. (Dear guys, I am the fairy of Purity. I travel around the world and will come to you soon). How do we prepare to welcome guests? (children: cleaning up, preparing a treat) How else? Guys, what will help us in our work? (music, proverbs, sayings)
Educator: Guys, do you know the proverbs? (Yes) Kira, what proverb do you know? Kirill, what proverb do you know? And I know the proverbs who loves people honor his work. How many proverbs do you know! Where should we start preparing? (children from cleaning).
Educator: Let's choose what we will clean (dust, wash, wipe chairs).
Educator:
1st team - wipes dust in cabinets and arranges toys beautifully
2nd brigade - washing doll clothes
3rd brigade - washes chairs
Educator: Guys, what do you need for work? (basins, rags, etc.)
Please prepare your workplaces. (children get ready)
Educator: I propose to distribute responsibilities: who will do what, says. Guys, tell us who will do what in your team? (Yura pours water into the basin, Arina does the laundry, etc.)
Educator: The quality of the work performed by the entire team depends on the work of each individual.
part 2: Practical work.
Educator: Well done boys! Please tell us what your team will do? Let's see if you have everything ready. (teacher shows illustrations). Everything is ready, let's start work.
During work activity, the teacher gives advice, helps in organization, reminds the order of work.
Educator: Are you comfortable? Why does water flow from a rag? Why are you moving chairs? Who is responsible for arranging books on shelves? Guys, your work is in full swing! Well done! Which such labors are fruits! Without action, strength weakens! A bird is recognized in flight, and a person is recognized in labor!
Part 3: Summing up the work. Evaluation of the application's implementation.
The teacher is watching so that after completion of work, children clean up their work places and put all materials and equipment back in place. Then he invites you to admire the results. labor. The team that finishes first approaches other teams and offers their help.
Educator: You guys are great, you got the job done. Let's see what kind of chairs we have? (clean, beautiful) Let's see what our other brigades are doing?
Educator: The foremen take turns telling what they did and giving their own assessment of the activities of their team.
Educator: What did you do? (I address each team) Did you guys like it? work? What did you like best? What would you like to do in the future? Let's see how things are going in our group? (group inspection).
Educator. Each of you did your own little thing, but together you did a big thing. This is how clean and beautiful the room is now. Congratulations guys, the job is finished.
On the topic: “Polite helpers.”
Time in the day mode: 15.00-15.20
Type of work activity, form of organization: Self-service (errands).
Program content: To develop the ability to dress independently. Learn to notice and independently fix problems in your appearance. Continue to teach how to use politeness formulas correctly.
Equipment: mirror.
: Children, what kind of person can you say is polite? (A polite person always thanks for help, says hello when meeting, and says polite words). When can you be called polite?
We use polite words when we come to kindergarten and when we leave home, and also when we meet with friends.
Now please check everything and fix your hairstyles.
What do we do with a comb?
We're doing Tanya's hair.
Hair to hair - braid,
Every girl is beautiful!
What do we do with a comb?
Let's do Vita's hair.
Vitya looks in the mirror:
No cowlicks - nice look.
Children are encouraged to admire the hairstyles.
Time in the day mode: 15.20 -15.30.
Household work (canteen duty).
Program content: to teach children to independently and conscientiously perform the duties of the dining room attendants: setting the table, clearing away the dishes.
Equipment: aprons for duty officers.
Well done kids, you all tried your best. Now we are washed, combed and dressed up. Do we have real hostesses? Who is on duty today? Remind how the table is set correctly. (Napkins are placed in the center of the table. Glasses and plates are arranged according to the number of children at the table. Cutlery is laid out on individual napkins).
Educator. Now you can go set the table. Then we will look and evaluate the work of the duty officers. We will place a vase with flowers on the most beautiful table, and vases with twigs on other tables. How beautiful it is in our group!
The children sit at the tables.
Children, today we have a poppy seed bun and milk for afternoon tea. Bon appetit, be careful, take your time.
Time of day: 15.30-15.50.
Type of work activity, form of organization:“Cooking cookies” (collective household work.
Program content: To develop children's interest in cooking. Reinforce techniques for working with dough: rolling out with a rolling pin, cutting out cookies using a cookie cutter. To form socially significant motives for work, the ability to work carefully, diligently, and in a friendly manner.
Equipment: On the tables, cutting boards and rolling pins, molds for cutting out dough, in the middle, a bowl of dough, a bowl of egg, knives, napkins, are placed together.
Organizational and methodological instructions:- Let's, guys, prepare a treat for our dolls today. We have already prepared everything for work, all that remains is to make cookies from salt dough. Let's work together. Wash your hands, put on your aprons, and let's get to work. I'll tell you how the dough was kneaded. First we took flour, then poured in water, added salt. It turned out to be a cool dough.
After this, I suggest rolling the dough into a sausage and dividing it into four parts. Let me remind you that you should roll out the dough in a thin layer so that the cookies bake quickly and are tasty. I show and tell you how to cut out cookies with a cookie cutter. Then I invite the children to start making cookies. I remove unnecessary items from the tables and place a baking sheet. I remind you that you need to place cookies on them tightly to each other.
To summarize, I read the poem:
We took a glass of water
Poured into a bowl,
And then they drove in the testicle,
Add a little salt.
We sifted the flour
The dough is kneaded.
Roll out the dough with a rolling pin
And they began to make circles.
No! We weren't naughty at all
We made cookies!
Now, what will need to be done? (Invite our dolls to the table). At the end of the work, I remind you that you need to put everything in order, wash your hands, and prepare to receive guests on the site.
Time in the day mode: 16.30-17.00.
Type of work activity, form of organization. TO collective household labor for cleaning the site.
Program content. Improve your ability to dress yourself. Cultivate neatness and the desire to take care of one’s appearance. Show respect for things, provide mutual assistance, and show humane feelings towards each other. Reinforce the concepts: reverse, face, outside, inside, front, back.
Teach children to participate in the organized work of a group of peers. Develop relationship skills, the habit of cleanliness and order. Strengthen the ability to plan activities and distribute responsibilities among themselves. To form in children a belief in the social significance and necessity of household work. Consolidate actions with inventory.
Equipment: pictures with tasks, three brooms, two brooms, two dustpans, stretchers, buckets, watering cans, rags.
Organizational and methodological instructions. I remind you of the rules for using tools. I draw your attention to the prepared equipment and suggest taking with you three brooms, two brooms, two dustpans, stretchers, buckets, watering cans, and rags.
I suggest you get dressed, take your equipment with you and go out to the site.
The sun is walking in the sky,
Congratulations on a clear day.
Get up, baby
It's time to go for a walk!
We'll dress ourselves.
Get ready for a walk.
The guys go to their lockers. I encourage each other to fasten buttons, zippers, buckles, straighten collars, straighten dresses, etc. I draw attention to those who have already dressed, to how neat, clean, and unwrinkled their clothes are. Helps children draw a conclusion: those who do not get things dirty, hang them up neatly, and take care of them, always look beautiful and neat.
I remind you to take your equipment with you.
Location on.
We will pour sand from watering cans
And we'll sweep the paths,
We'll wipe the dust off all the benches,
And then let's go play.
The children get to work. During the work, I give advice, help with organization, and remind you of the work procedure.
We will collect the papers in this bucket. Who did we entrust this task to?
I observe the activities of children, I monitor the actions of children in relation to each other.
Sasha will take the broom
And he will sweep the veranda.
With this rag Natasha
The dust will be wiped off the benches.
I encourage the guys, help with advice and actions, and encourage them to help each other.
I see that Kolya and Vera have already watered the sand well. And now they will take shovels and rake it into a pile, and Sveta and Olya will help them.
At the end of the work, please clean up the work areas, rinse rags, wipe down buckets, and take the equipment to the group.
MOSCOW DEPARTMENT OF EDUCATION
GBOU SPO PK No. 13 IM. S.Ya. MARSHAKA
Abstract
carrying out labor activities
(age group)
Type of work _______________
(household work, self-service, manual labor, work in nature)
on the topic of: " "
GBOU kindergarten (compensatory or combined type, if any)
Conducts:
Student group ___
(FULL NAME.)
Checked by the teacher:
Marachinskaya N.A.
Grade .
Assessment for taking notes
Grade .
Date: (day, month, year)
Target:
Tasks:
Educational objectives:
Developmental tasks:
Educational tasks:
Equipment:
Demonstration material –
Handout -
Type of child labor:(write as necessary) (do not take self-service!)
Labor in nature
Household labor
Handmade and artistic work
Form of organization of labor activity:(write as necessary)
- common labor
- joint work
- collective work
Progress of work
I Introductory part ( min.)
– motivation to work, putting on aprons and rolling up sleeves
Educator:
Educator:
II Main part ( min.)
– discussion with children of the form of organization of labor activity (sample of labor operations, distribution of responsibilities, distribution of equipment, discussion of the content of each labor operation in accordance with the selected labor operation, discussion of criteria for the quality of labor performance (labor result), guidance and intermediate control by the teacher)
Educator:
Educator:
III Final part ( min.)
– final control, differentiated assessment (except for the younger age group), cleaning the workplace, removing aprons, washing hands
Educator:
Educator:
SAMPLE Summary of work activities in the younger age group
Target: teach children to carry out labor tasks to care for indoor plants.
Tasks:
Educational objectives:
1.give knowledge about the importance of water (the amount of water depends on the size of the plant’s pot) and light (dust on the leaves delays light) in the life of indoor plants;
2.introduce the watering can, the rules of watering flowers, wiping dust from the leaves of a flower.
Developmental tasks:
1.develop attention and dialogical speech;
2.develop skills in caring for plants (watering, dusting).
Educational tasks:
1. cultivate a desire to care for indoor plants;
2. teach to see the beauty of plants and their aesthetic benefits for the group.
Equipment:
Aprons according to the number of children, two basins, rags and watering cans according to the number of children, two glasses, indoor flowers.
Introductory part:
Educator: Guys, you all like to drink, plants are also living and they need water. To do this, they need to be watered so that they do not wither or dry out. Here are two identical plants - ficus. See how they differ from each other? (the ficus that grows in the right pot has dried leaves, while the other ficus has fresh, green leaves).
Educator: That's right, guys, our ficus is sick. Why are the ficus leaves dry? (the plant has not been watered for a long time)
Educator: Anya, come and water the ficus (the child waters, spilling water on the windowsill)
Educator: Guys, is Anya watering the flower correctly? Let me teach you all how to do this correctly.
Main part:
I assignment.
A glass of water is held at the edge of the pot and, tilting the glass slowly, water the plant from three sides. Why do you think it is necessary to water the plant not on one side, but on three sides? (so that the water gets to the entire soil of the pot)
II assignment.
Educator: Guys, in front of you is a large flower growing in a large pot, and a small flower growing in a small pot. What plant do you think I prepared a glass filled to the brim with water for? (for a large flower). That's right, so which plant did we prepare a glass with a small amount of water for? (for a plant in a small pot). Water carefully and as I taught you (tilt the glass at the edge of the pot, water from three sides) both of our plants. You know, we still have some flowers that haven’t been watered yet. We will water them from a watering can. Look how interesting she is - she has a long nose with holes at the end. Water pours out of them like rain (the teacher shows while watering a flower). The watering can also has a comfortable handle. Who wants to water the remaining flowers on the windowsills with a watering can? You need to water it the way I taught you. Who will remember how to water flowers? (tilt the watering can at the edge of the pot, water from three sides).
Educator: What great fellows you all are, how well you water our flowers. Now our plants will not get sick, because we know how to water them. Guys, after watering the flowers, be sure to fill the watering can with water so that the next time the water is ready for watering and has time to settle. Take all the watering cans and draw water from the tap, remembering to roll up your sleeves.
III assignment.
Educator: Sasha, come with me and run your finger over the entire surface of the sheet. Why did your finger and mine become dirty? (flower leaves are dirty, dusty). Guys, you know, it is very difficult for flowers to warm up in the sun if their leaves are covered in dust. Let's wipe all the flowers with damp cloths. Look how I will do it. First, I roll up my sleeves, dip the cloth in the water and wring it out very hard. I put a flower leaf on my left palm, and with my right hand I begin to wipe the leaf from the very trunk to the end of the leaf. I wipe it carefully so as not to damage the leaf. Let's all wipe the dust off the leaves of our flowers.
Educator: Look, the water in the basin in which we rinsed the rags has changed. How is it different from the water in the basin that I just collected from the tap? (the water in our basin is dirty). Educator: That's right, where is now the dust that we washed off the leaves of the flowers? (she floats in the basin, and our flowers have become clean).
Final part:
Educator: Why did we wipe the dust off the leaves? (clean leaves receive light from the sun better, it’s easier for flowers to warm up).
Educator: What a great fellow you are, how great you helped our flowers: you watered them, wiped the dust off the leaves. Now all the flowers will be healthy and strong. And in our group it will become even more beautiful from the bright greenery of indoor flowers.
SAMPLE Summary of work activities in the middle age group
on the topic: “Care for indoor plants”
Target: learn to carry out several work assignments when organizing joint work.
Tasks:
Educational objectives:
1.give knowledge about the dependence of plants on heat, water, loosening the soil;
2.give knowledge about different options for wiping dust from plant leaves depending on the surface of the leaf.
Developmental tasks:
1.develop attention and dialogical speech;
2. develop skills in loosening the soil, wiping dust from leaves in different ways, watering plants depending on the type of flower roots.
Educational tasks:
1.develop an interest in plants and a desire to care for them;
2. cultivate a sense of beauty in relation to indoor plants.
Equipment:
Aprons, watering cans, rippers, rags, spray bottles, brushes according to the number of children.
Introductory part:
Educator: Guys, look, I have two onions in my hands. How are they different from each other? (in the right hand the onion is rotten)
Educator: Why did one of the bulbs rot? In what place was it kept, dry or wet? (in a humid place)
Educator: Pay attention, the onion was lying in a damp, damp place, so it rotted. Some of our flowers also have bulbs and tubers (Guzmania). Do you think it is possible to water these plants so that the water gets into the soil near the surface of the pot? (no, these plants have bulbs, just like onions. The plants will rot.)
Educator: So plants that have bulbs and tubers need to be watered differently. Water must be poured into the pan.
Main part:
I assignment.
Who wants to help me water my guzmania? How should I water correctly? (tilt the watering can at the edge of the tray)
II assignment.
Educator: Look out the window, what time of year is it outside? (autumn) Are there flowers on the trees and bushes? (no, why? (it’s cold outside) Is our guzmania blooming? (but why? (it’s warm in the group)
Educator: Who can tell me what is necessary for a plant to bloom? (needs warmth) Correct, do you think the amount of water that we have always collected for guzmania will be enough for the plant? After all, she got a big beautiful flower? (there is not enough water, you need to water the plant with plenty of water).
Educator: That’s right, if a plant blooms or new leaves bloom, it needs more water than always. After all, the plant has increased in size, which means that the previous amount of water will not be enough for it.
III assignment.
Educator: Children, what benefits do you think earthworms bring in nature? (they crawl underground, loosen the ground). Do these worms live in our flower pots? (No). Who can loosen the soil for our flowers? (People).
Educator: Let's compare, into the ground of which flower will water seep faster from a watering can? I have a plant with loose soil and not loose soil (the teacher waters both pots from two watering cans at the same time).
Educator: Who was observant, which flower received moisture faster? (water passed through the ground faster near the flower in which you loosened the soil)
Educator: Why do you need to loosen the soil? (so that water gets to the roots of the flower faster)
Educator: Now I will show you how to properly loosen the soil in a flower pot. You need to take the ripper (a stick with a colored mark on the bottom) in your right hand like a dinner fork (index finger on top). Lower the stick to the colored mark in the ground near the trunk of the plant. Using slow and gentle movements, loosen the soil from the trunk of the plant to the edge of the pot so as not to damage the roots. Do not raise the ripper high, so as not to scatter the soil from the pot.
Educator: Who is the most attentive among us, tell me where to loosen the soil from? (from the trunk of the plant to the edge of the pot)
Educator: Why does the ripper have a colored mark on the end? (the stick cannot be lowered into the ground deeper than the mark, as the roots can be damaged)
Educator: Who wants to loosen the soil in the rest of our flower pots? (children begin to loosen the soil in pots under the guidance of the teacher)
IV order.
Educator: We watered the plants, loosened the soil for them, what haven’t we done with you yet? (did not wipe the dust from the leaves)
Educator: That's right, why do you need to wipe dust from the leaves of flowers? (so that the light reaches the plants better)
Educator: Look, there is asparagus in front of you. Can it be wiped with a damp cloth? (No)
Educator: Asparagus needs to be sprayed with a spray bottle, because its leaves are reduced. Look how I do it.
Educator: This is a begonia, can you wipe it with a cloth, like a sansevieria? (No)
Educator: You need to wipe begonia and other flowers whose leaves are covered with small hairs with a damp brush. Look how I do it.
Educator: Now let me play the game “How to wipe dust?”. I show the plant, and you choose from the equipment that you can use to wipe the dust.
After the game, the children begin to wipe dust from the leaves of the group’s plants.
Final part:
Educator: What great fellows you are. How did we help our flowers today? What have we done? (we watered the flowers with bulbs and tubers, loosened the soil, wiped the leaves from dust).
Educator: Why did we do this? (so that the flowers feel better, don’t get sick, decorate our group with their bright flowers and fresh greens).
SAMPLE Summary of work activities in the older age group
(or in a pre-school group)
on the topic: “Care for indoor plants”
Target: teach how to carry out a series of work assignments when organizing collective work.
Tasks:
Educational objectives:
1. systematize knowledge about plant needs for moisture, light and temperature;
2. strengthen the skills of caring for plants (watering, loosening the soil, wiping leaves with different surfaces from dust);
3. teach how to spend time economically during the watering process;
4. teach the correct sequence of washing pallets.
Developmental tasks:
1.develop attention and logical thinking:
2. develop organizational skills (distribution of responsibilities, preparation of equipment, cleaning of the workplace).
Educational tasks:
1. foster a sense of collectivism, mutual assistance, and responsibility in the work process;
2. to cultivate a desire to care for plants, a consciously correct attitude towards nature.
Equipment:
Aprons according to the number of children in the group, rags, watering cans, brushes, spray bottles, rippers, basins with water.
Introductory part:
Educator: Children, today we are going to take care of indoor plants. Remember what our flowers need? To do this, run your finger over the surface of the plant leaf. What happened to your finger? (he became dirty, covered in dust).
Educator: What do plants need? (in cleanliness, care).
Main part:
I assignment.
Educator: Tell me how to properly wipe dust from leaves? (smooth leaves are wiped with a damp cloth, a leaf is placed on the left palm, and the leaf is carefully wiped from the trunk to the very end with the right hand so as not to damage the leaf).
Educator: Dima, show all the children how to wipe smooth leaves (the child points to poinsettia and scindapsus).
Educator: If the leaves of flowers are reduced, how should dust be removed? (you need to spray the leaves with a spray bottle).
Educator: Tanya, show us how to work with a spray gun. Which flower would you like to get rid of dust? (asparagus, cypress, aloe, cactus, cyperus - the child sprays the plant).
Educator: Which sheet surface have we not yet talked about? (if the leaves of flowers are covered with villi, you need to wipe them with a wet brush or sponge so as not to damage the villi. You should wipe them in the same way as smooth leaves - hold the leaf from below with your left palm, wipe the leaf with your right hand).
Educator: Find among our plants those whose leaves are covered with villi (children find begonia, violet, ginuru, koleria, coleus).
II assignment.
Educator: Look out the window, what kind of trees are there on the street? (with yellow leaves, there are trees without leaves)
Educator: Why do trees shed their leaves? (it's cold outside, autumn)
Educator: Why don’t our flowers turn yellow or shed their leaves? (it’s warm in the group)
Educator: Please note that the geranium has pink flowers. On the street, do you see buds blooming on trees? (no, it's cold outside)
Educator: If flowers have open buds, how should they be watered, abundantly or moderately? (abundantly).
Educator: Find flowers whose buds have bloomed (children find them, the teacher puts them on a separate table).
Educator: Remember the rules for watering the soil of flowers (hold the watering can by the handle, lean the spout of the watering can against the edge of the pot, slowly tilt it, do not raise the watering can high, water the flower on three sides away from the trunk so that all the soil is saturated and the roots do not open).
III assignment.
Educator: Earthworms are loosening the ground on the street, why is this necessary? (loose soil allows air to pass through to the roots better, water passes to the roots of plants faster)
Educator: Who loosens the soil for indoor flowers? (people, we)
Educator: Tell us how to properly loosen the soil of indoor plants? (the ripper has a mark below which the stick cannot be lowered into the ground, so as not to damage the roots. You should loosen from the trunk of the plant to the pot carefully, without damaging the roots).
Educator: Masha, show me how to loosen the soil? (child shows)
Educator: Dima, water the plant whose soil Masha loosened, and Nastya will water the flower whose soil we didn’t loosen (the children are watering)
Educator: Guys, who saw the difference in the absorption of water into the ground? (water is absorbed easier and faster where the soil is loose)
Educator: To save your time when caring for indoor plants, you need to not only loosen the soil, but also add water to the soil of three flowers at once. While you are watering the third flower, the water in the first pot will have time to reach the roots. This means you can start watering the first flower again, then the second, and so on until all the flowers have drunk.
IV order.
After watering, after 1-2 hours, excess water should be poured out of the pan.
Educator: Do you think we leave the trays dirty when caring for flowers or should they be washed too? (pallets need to be washed)
Educator: That's right, pallets sing like saucers - on both sides. Look how I do it. I take the tray, hold it with my left hand, and with my right hand I wipe both sides of the dishes over the basin. Then I take a dry cloth and wipe the tray dry on both sides. I return the tray under the flower pot from which I took it.
Educator: Do all flowers need to be watered from above, falling into the ground? (no, if the plant has rhizomes in bulbs, water is poured into the pan so that the bulb does not rot in the water; if the leaves are collected in a rosette, then water is poured not only into the pan, but also a little into the rosette).
V order.
Educator: Find among all the plants those flowers that need to be poured with water into the pan (children find flowers, the teacher transfers them to a separate table: with a rosette - guzmania, vriesia).
Educator: What do you think should be done first with flowers that have rosettes and bulbs? Water the flowers or wash the tray of these plants? (wash the tray, then water the flower).
Educator: When can the work be considered finished? (when we wash all the plants, water them, loosen the soil, wash the trays and carefully place the equipment on the tables. What tables should be when caring for flowers and at the end of work? (clean, dry).
VI instruction.
Educator: Divide into four subgroups. The first subgroup will wipe dust from the leaves of plants, the second subgroup will loosen the soil and water the flowers, the third subgroup will wash the pallets, and the fourth subgroup will monitor the cleanliness of the tables and floors.
Educator: distribute equipment and responsibilities in your subgroups. Discuss who will stand where so as not to disturb their partners. Do the work together, agree, give hints and help each other if necessary. Start caring for your indoor plants.
The teacher controls the work of the subgroups, prompts, guides the children, and advises what and how best to do first. Maintains discipline in the group.
Final part:
At the end of the work activity, the teacher evaluates the results of the work of each subgroup (runs his finger along the surface of the leaves when looking for dust, touches the surface of the soil in each pot with his finger, checks that there is water in all trays (must pass through the entire soil of the plants), there should be a small amount of water in the sockets the amount of water, the trays are clean, the tables and floors are washed and dry, the equipment is washed, wiped dry, and laid out at work stations.
Memo 6
“Features of organizing the work activities of preschool children”
In the process of organizing the work activities of preschoolers, the following points should be taken into account:
1. Motivating children to maintain labor (observation, watering, loosening, feeding, cleaning and washing equipment).
2. Children’s attitude towards activities (showing interest, responsibility or lack thereof).
3. Timely adjustment of work skills in preschool children (the ability to understand the task, act rationally, effectively, and show a sense of teamwork)
4. Organize the interaction of children in the process of activity (joint planning, mutual assistance, mutual assessment).
5. Thinking through planning of work activities for adults:
He plans it himself
Distributes responsibilities between children
Plans together with children
Children independently plan activities and distribute responsibilities, carry out control
6. Creation of conditions for successful organization of work:
Ensuring the systematic participation of every child in labor;
Ensuring the volume of labor;
Load accounting;
Providing equipment;
Creating a positive emotional atmosphere;
Taking into account individual interests;
Compliance with hygiene requirements.
In the process of observing one of the preschoolers, you should pay attention to the following:
1. Features of skill development (the ability to understand a task, independently select the necessary equipment, act rationally, effectively, strive for contact with surrounding peers and adults)
2. Features of the child’s attitude to the activity (shows interest, responsibility or not).
3. Features of the child’s interaction with surrounding peers and adults in the process of activity (joint planning, mutual assistance, mutual assessment).
5.What motives for work do the child have:
Receive a positive assessment from an adult (increasing self-esteem);
Self-assertion (demonstration of leadership abilities);
Desire to cooperate with adults (loves the junior teacher);
The desire to benefit society (not to leave the younger brother hungry, to please the kids with gifts - crafts).
6. Features of the child’s planning of his own work activity:
Organize the workplace;
Perform labor stages;
Monitor your own actions and evaluate individual stages of work;
Evaluate the results of common work;
Sees the influence of the quality of the result of one’s own work on the quality of the result of other children.
7. Based on the labor skills and abilities inherent in the child noted during observation, draw a conclusion what form of labor is available to the child? (common work, joint work, collective work, team work) (See table below)
Table “Characteristics of labor skills of preschool children in different age groups when observing a child’s work”
| Younger age group | Middle age group | Senior age and pre-school groups | Preparatory group for school |
| General labor | Joint work | Teamwork | Team work |
| - a common goal, but children do not realize this; -general labor actions; - no mutual control and mutual assessment; -at the end of the work “well done everyone.” | - a common goal, but children do not realize this; - labor actions are given for one subgroup, another subgroup has other labor actions; - the quality of the result of one child does not affect the quality of the result of another child; - no mutual control and mutual assessment; - the final result is assessed for each subgroup (differentiated assessment). | - a common goal, children realize this; -each subgroup contains all labor actions; -the result of one child affects the quality of the result of another child; -moral qualities - mutual assistance, mutual support, role model; -there is mutual control and mutual assessment (differentiated assessment). | - all signs of collective work are present; -team work lasts several days. |
| For example: 1. everyone puts away toys in the group before getting dressed for a walk; 2. everyone collects sand in the sandbox; 3. everyone collects twigs and cones for crafts. | For example: 1 subgroup washes toys; Subgroup 2 wipes dust on the shelves; Subgroup 3 carries toys from shelf to shelf. | For example: in one subgroup, 1 child wipes the leaves; 2 – loosens the soil; 3 – waters the flower; 4 – monitors the cleanliness of the pot tray and table. | For example: in one subgroup, 1 child measures the distance between the holes and drops the seeds into them (over the course of a week he measures the growth of dill); 2 – waters dill seeds; 3 – removes weeds during the growth of dill. |
Memo 8
“Questions for analysis and self-analysis of the organization of work activities of children in different age groups”
I. Organization:
1. Preparing the teacher for the work activities of preschoolers (developing a note, signing it, arriving in advance).
2. Equipment preparation:
· Visual demonstration material;
· Handout.
3. Preparation of the workplace:
· Location of tables;
· Preparation of handouts and demonstration materials by one teacher or together with children.
II. Introductory part:
1. How did the teacher motivate the children to work? Have the children removed the play material?
2. What pedagogical approach (game, problem-based or authoritarian) was used to arouse children’s interest in the upcoming work and attract their attention?
3. How did the teacher clearly formulate the purpose of the children’s work? What will the children do? How?
4. How did the teacher explain the task? (Clarity, brevity, accessibility, verbosity, multi-stage “explanation”).
5. Time spent on the first part.
III. Main part:
1. How did the children begin to complete the task? (Immediately, they found it difficult).
2. What kind of help did the teacher provide? (He recalled the tasks himself, with the help of the children, and suggested that the children cope with difficulties themselves).
3. How many parts are there in the lesson? How did the children work in each part (interest, mutual exchange of knowledge and experience, mutual assistance, quality)?
4. What individual work did the teacher do? (Did for the child, together with the child, helped verbally, turned to other children for help - example of a peer).
5. Did the teacher make tasks more difficult for more capable children?
IV. Final part:
1. What method of summing up did the teacher use?
2. Have the children completed all the tasks related to their work activities, and have they coped with them?
3. Did the children and the teacher enjoy their work?
V. Pedagogical skills:
1. Speech of the teacher.
2. Emotionality of the teacher.
3. The total duration of labor activity (summing up the introductory, main and final parts).
Memo 9
Types and forms of labor activity of children;
The importance of work in a child’s life;
Cooperation between an adult and a child in organizing work activities;
Taking into account physical activity and the complexity of performing labor operations.
1. A outline plan for carrying out routine moments for the first half of the day is being developed, with the formulation of the goals and objectives of education, training and development. If special equipment is needed (for example, to introduce a new game), then it should be indicated.
2. The summary covers all routine processes (morning reception of children, morning exercises, cultural and hygienic procedures, preparation for breakfast and breakfast, independent activities of children, preparation for a walk and a walk, preparation for lunch and lunch, preparation for bed).
3. Literary words (folklore, poetry, songs) should be used frequently in your notes.
4. Game activities and game moments must be present at all times.
Questions for observing and analyzing the organization of routine processes by the teacher in the 1st half of the day:
1. How does the teacher greet the children? What greeting words does he say and what does he pay attention to? (Appearance, mood).
2. Is there any activity offered or are the children left to their own devices?
3. What types of activities does the teacher organize? (Games, observation, work, entertainment, gymnastic exercises).
4. At what time does the teacher begin gathering children for gymnastics, what techniques does he use?
5. How is the transition from gymnastics to washing organized? Is there a pause, does the teacher prepare the children for washing, how is this expressed?
6. Does the teacher have time to prepare children for bathing and breakfast at the same time? (Attention to table setting and children’s participation in this).
7. What does the teacher pay attention to when washing? Is this regime moment being used to broaden the horizons of children? What techniques does he use to make washing quick, organized, and correct?
8. Did the children sit down to breakfast exactly according to the schedule? How long did breakfast last? Does this time correspond to the established regime? Why didn't the children finish breakfast on time?
9. What does the teacher pay attention to during breakfast, what points does he miss? Are there any interesting techniques in being a teacher?
10. What do children do after breakfast? Does the teacher organize children, suggest games, activities, what? How long is the break between breakfast and the children’s direct educational activities? Does this time correspond to the established daily routine?
11. At what time did the children’s direct educational activities begin? How long did it last? Does this time correspond to the established daily routine?
12. Are independent children’s activities organized in an interesting way? Does it provide children with rest: yes, no, why?
13. At what time do the children go out to get dressed for a walk? Does this correspond to the established daily routine?
14. Are there comfortable conditions for dressing children? Which? What is missing?
15. What, first of all, does the teacher pay attention to when dressing? What does he forget about? What techniques in working with children, in addition to reminders and comments, have you noticed? What techniques could be used?
16. How long did it take to get dressed? Is this the right time or should it be shorter or longer?
17. What was the content of working with children during the walk? Were a variety of activities organized for children, and what kind? (game, work, productive, communication)
18. What benefits did they receive for their all-round development? Was the teacher active in guiding the children or passively supervising them? What moments during the walk did you especially like or dislike, and why?
19. How long did the walk last? Does this time correspond to the established daily routine?
20. What techniques does the teacher use to gather children into the room? Are they successful: yes, no, why?
Note: The teacher's undressing is analyzed in the same way as dressing, preparation for lunch, lunch is analyzed in the same way as breakfast.
Summary of a lesson on labor activity for the senior group
"Let's help Fedora"
Educational field: Communicative and personal development
Goal: Formation of a positive attitude towards work and its results.
Tasks:
1. Teach children to participate in the organized work of a group of peers, to correlate their activities with the work of others and to understand that the work of the subgroup in which you work is part of the common cause of the team.
2. Strengthen the ability to correctly use materials and work equipment, observing safety precautions.
3. Cultivate friendly relationships during the work process, a desire to help, a positive attitude towards one’s own work and the work of one’s peers.
Developmental environment:
Children's dishes, sponges, aprons, basins with soap and clean water, oilcloths, a clean diaper, algorithms.
Progress of the lesson:
The teacher and the children welcome the invited guests. You can hear rustling and noise behind the doors.
Educator: Oh, guys, someone is coming to visit us.
Fedora enters and sings the song “About Laziness.”
Song "Fedora"
1. How good it is to do nothing,
I would like to cook the soup in a saucepan,
But who would do it?
Here's my saucepan
Yes, everything is black - black.
Who would wash it for me?
And I'm completely sick.
2. I would like to drink some tea -
The samovar is empty.
Maybe someone will bring it
Should I have some plain water?
Just my cup
Yes, everything is black - black,
Who would wash it for me?
And I'm completely sick.
Educator: Who are these guys?
Children: Fedora.
Fedora: Hello, guys (Fedora’s words about how good it is to be lazy).
It’s so good to do nothing, lie down and relax. And everything is done by itself
on its own, it washes itself, waters it, prepares itself. Beauty!
Educator: Guys, is it good to be lazy?
Children: No.
Educator: Listen, Fedora, what sayings and proverbs the guys know about laziness.
Proverbs and sayings:
A lazy person does not know fatigue; For a lazy person, it’s always tomorrow and the day after tomorrow; For lazy people, every day is a day off; A lazy person doesn’t even sunbathe in summer; If you are not lazy, there will be bread and salt; Idleness spoils a person; There is no disease worse than laziness; It's easy only for those who do nothing.
Fedora: - Well, I don’t know, but are you willing to help me?
Children: - Yes
Educator: Guys, who knows the proverbs about work?
Children read proverbs and sayings about work:
“Patience and work will grind everything down”, “Work feeds a person, but laziness spoils”, “They are judged not by words, but by deeds”, “He who loves to work cannot sit still.”
Educator: - But before we help Fedora, we will play a game
with the help of which you and I will divide into pairs and find out who will do what. When the music starts, you will flutter like butterflies, and as soon as the music ends, everyone must take one card and find a pair with the same design. Whoever has what image will do that will be what he does.
(A sedentary game “Find a Pair” is played)
A) Educator: What is shown in your pictures?
Children: Dishes.
Children: Wash the dishes.
Educator: That's right,
B) Educator: What is shown in your pictures?
Children: Book.
Educator: What do you think your task is?
Children: Repair the book.
Educator: That's right,
Q) Educator: What is shown in your pictures?
Children: Indoor flowers
Educator: What do you think your task is?
Children: Caring for indoor plants
Educator: That's right,
Educator: Take the equipment you need for work
Basins of water are prepared on the tables.
Independent work activity.
During the work process, the teacher gives advice, helps in organization, reminds the work procedure; asks how the children divided up work responsibilities and provides individual assistance
During her work life, Fedora walks around the group and admires them.
Fedora: How beautiful it is in your group, how cozy, not like in my hut. And you yourself are so beautiful, neat, and clean.
The teacher draws Fedora’s attention to the children and leads them to different “centers.” Fedora is surprised at how the guys can work together and carefully. He tries to help the guys, but he does it wrong. Children make comments and show how to work correctly.
Educator: Well done, now let’s not forget to clean up our desk, we’ll put everything back in its place.
The teacher ensures that after completion of work the children clean up their work areas and put all materials and equipment back in place.
The foremen take turns telling what they did and giving their own assessment of the activities of their team.
Fedora: You guys do everything so cleanly and well - well done, and what beautiful indoor plants you have! And I don’t have a single indoor plant in my hut.
Educator: Guys, let's give Fedora a houseplant. Fedora, what plant did you like here?
Fedora: Geranium
Educator: If you take a twig from this plant - a cutting, put it in water, then it will give roots. Then plant it in the ground and water it, then the same plant will grow from it as the one from which it was taken. (the teacher cuts the cutting and puts it in water)
Educator: Fedora, the guys and I will grow a geranium indoor plant for you, and then give it to you.
Fedora - Thank you guys! Soon I will also have a houseplant that I will take care of! Well done to all of you! Everyone worked a little, but together they did a great job. What helped you?
Children: Friendship
Educator: Guys, do you know sayings about friendship?
Children - Yes (several children answer)
Sayings:
A true friend is better than a hundred servants.
All for one and one for all.
Hostility does no good.
Life is hard without a friend.
Get lost yourself, and help your comrade.
An old friend is better than two new ones.
Friendship is a great power.
Together it’s cramped, but apart it’s boring.
Educator - What do you think, after we have all worked together, what proverbs can be used to sum up our work?
Children's answers: If you did it, go ahead and go for a walk.
Time for business is time for fun.
Fedora thanks the children, says goodbye and leaves. She invites her over for tea, as she has learned to be hardworking and neat.
Children: Thank you, Fedora, of course, we will come when we plant the cuttings in the ground and bring you a houseplant, because it is not customary to visit without a gift.
Reflection: Guys, we had an interesting time today. What did you and I do today? What have we learned and taught Fedora today? What was the hardest thing for you to deal with? What kind of work and activity did not cause difficulties? Did you like working together and why?
What new did you learn today?
Educator: That's how much we had to do! How interesting it is to work together like this together, helping each other. And things are going well. Friendship is born in joint work.
Summary of the event
labor activity
in the senior group
topic: “Cleanliness is the key to health”
Software tasks:
Improve children's ability to wash toys and dry them. To consolidate and expand ideas about how to care for indoor plants. Form the habit of a healthy lifestyle; the ability to interact in a team, agree on the scope of everyone’s work, and bring the job started to completion. Foster a caring attitude towards plants and a desire to care for them; cultivate hard work, responsibility for the assigned work, accuracy, and collectivism.
Methods and techniques: explanations, reminders, conversation, game moments, advice, demonstrations, positive examples, practical cleaning actions; encouragement, artistic expression, musical accompaniment, experimentation
Previous work: Familiarization with the rules of collaboration; with proverbs and sayings; conversations: “Our house - let’s put it in order”, “A small task is better than a lot of idleness”; figurative-plastic sketch “Guests have come to us”; listening to music: Polish song “Boots”, music. R. Boyko “It Was in Carolina”; reading V. Dragunsky “Top to bottom, diagonally”, Y. Akim “The Incompetent”, S. Mikhalkov “All by myself”, A. Barto “The Dirty Girl”
Equipment: watering cans, napkins, sponges, basins, aprons, sticks for loosening the soil, spray bottle, toys, indoor plants.
Progress:
Buratino (toy) sits in the group and sneezes.
Educator: Guys, look, Pinocchio came to visit us, but he doesn’t look very healthy! Pinocchio, are you sick? Why are you sneezing all the time?
Pinocchio: Yes, I have a cold!
Educator: Haven’t you been taught that patients should be treated at home and not spread infections or germs?
Pinocchio: Who are these microbes?
Educator: These are the ones who spread various diseases.
Pinocchio: I didn't bring anyone.
Educator: You didn’t bring it, but you sneezed without covering yourself with a handkerchief. The microbes scattered throughout the group, we will now show you how this happens.
Demonstration of experience with a spray bottle.
Pinocchio: Oh. How many microbes I brought to you, what should I do now?
Educator: You, Pinocchio, should go home and get treatment, and we d let's think about what we can do?
Pinocchio leaves.
Children: You can wipe the dust on the shelves in the closet, wipe off the toys, and arrange them beautifully. We also know how to wash building materials...
We can wash the flowers and water them so that they enrich the air more with oxygen.
Educator: These are the things we will do.
I suggest you think about what equipment you will need to wash building materials. What is more convenient for wiping toys?
Before starting work, I suggest you remember the basic labor rules:
You can't be distracted.
Carry out any task carefully, bring the work started to the end.
Help your comrades if they refuse help, do not interfere.
I distribute the guys into groups and give each group a task.
I suggest distributing the work yourself. (Turn on music)
The children get to work. The teacher and the Storyteller help with advice and sometimes show the method of action.
If necessary, the teacher redistributes work responsibilities.
After work, children clean up after themselves with napkins, sponges, and aprons.
When assessing the children’s work, the teacher summarizes:
Educator: You guys did a great job. They did a lot of useful things, worked together, helped each other. It’s not for nothing that people say: “Friendly - not burdensome!” And they also say “Patience and work will grind everything down!” The group became clean, beautiful, and flowers from proper care will delight everyone with beautiful greenery and flowers. And most importantly, we got rid of germs!
