PC 2.3. Organize feasible work and self-service.
Labor education is one of the most important aspects of raising the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them.
The main types of work in kindergarten are self-service, household work, work in nature, manual labor, and the forms of its organization are assignments, duty and collective work of children.
Self-care is the work of a child aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures).
Children of senior preschool age are assigned a number of more complex self-care responsibilities.
During practice, I taught children how to do self-care work. But now I have helped them to correctly approach the implementation of a complex task, showing them how to complete it easier and better. Monitoring continues to ensure that each item is placed in a specific place and that children put away their toys after playing. This is achieved by presenting constant demands. In kindergarten, I continued to teach children to take care of things: clean clothes, shoes, repair toys, books. This instills neatness in children.
Household and household work. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes.
The household work of children of senior preschool age is much more meaningful and becomes collective. This makes it possible to use it more widely as a means of moral education of children: the formation of purposefulness and organization.
When working with older children, it is of great importance to involve children in helping adults. In the process of work, the adult himself is a role model. It is very important to organize work in such a way that children are not just passive performers of some task, but also see the nanny as an organizer of affairs, her hard work.
In attracting children from the older group to household work, general assignments play an important role, when the teacher asks several children to do some kind of work. Since children’s self-organization skills are not yet sufficiently formulated, I tried to discuss with the children how to complete a general task: where they will start working, what they will need, how to organize the work so as not to get dirty themselves, litter, and spill on the floor. I helped everyone agree on who would carry out what general part of the task.
The main form of organizing the economic and everyday work of children of the older group is their inclusion in collective labor activities of socially significant content.
Duty duties are a more complex form of organizing children’s work; 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. Duty involves the work of one or more children in the interests of the entire group. Duty to prepare for classes requires children to concentrate. Since the content of this duty is not as constant as the duty in the dining room, children should be helped and reminded of what should be on the tables when drawing with pencils, paints, modeling, designing. When the work was completed, I asked the people on duty to check if everything was in place. Duty in a corner of nature is organized from the senior group, since it requires a large amount of knowledge about nature.
If duty is introduced for the first time, then immediately before its introduction a special training session was conducted. I created a duty corner 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, I noted every day who was on duty, where and when. I used photographs of children, pictures, pockets, etc. In the duty corner there were robes, scarves, caps, also rags, watering cans, sticks for loosening the earth, etc. The duration of duty varies depending on the type of work, age, educational background goals. At the end of the shift, we discussed with the children the quality of the work performed. If mistakes were made, they were discussed only with those on duty. The appointment of duty officers is carried out daily; in senior groups, appointments for 2-3 days are possible. During duty, sanitary and hygienic conditions were observed. The duties of the duty officers gradually become more complex. Thus, despite the seemingly insignificant result of labor, duty is of great importance in raising children.
Labor in nature
Varied work in nature brings children a lot of joy and contributes to their all-round development. In the process of work, a love for nature and a careful attitude towards it are cultivated. Children develop an interest in work activity and a conscious, responsible attitude towards it. Working in nature has great educational value. It broadens children's horizons and creates favorable conditions for solving problems of sensory education. Working in nature, children become familiar with the properties and qualities, states of natural objects, and learn ways to establish these properties. During practice, I taught children to focus on the properties of natural objects to perform labor actions. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a standard idea of the properties, qualities, and states of natural objects.
Duties in the nature corner begin in the senior group. This form of labor organization allows one to improve labor skills and form social motives for work.
Collective work makes it possible to develop work skills and abilities simultaneously in all children in the group. These forms of labor are necessary to establish relationships in a team. Here the skills are formed to accept the common goal of work, to come to an agreement, to coordinate one’s actions, to plan work together, to help a friend, to evaluate his work; Collective responsibility for completing a task is fostered.
In the frontal organization of collective work, when all children of an age group participate in the work, we together performed one task, for example, weeding a garden. When cleaning a corner of nature, some wash plants, others clean animal cages, others wash trays and wipe down window sills. In this case, the children were divided into subgroups. Collective work can be organized for one small subgroup (for example, 5-6 children watering a flower garden or picking fruits).
At the beginning of the school year, children of senior preschool age in a preschool educational institution carried out daily tasks to care for plants in a corner of nature. Duties around the nature corner are introduced at the end of September - beginning of October. Previously, conversations were held about the indoor plants that are there, about methods of caring for them, about the conditions necessary for their growth and development; talk about the daily duties of the duty officers. Duties were appointed daily. Their number depends on the number of objects in the corner of nature. I helped the duty officers distribute the work. My constant, friendly attention to the work of the duty officers, timely help and support are very necessary for children, especially in the first weeks of their work. In the spring, children were involved in replanting and propagating indoor plants. It is necessary to prepare for this work in advance. We examined all the plants together with the children and selected those that needed replanting; prepares soil, sand, pots of different sizes, shards, scoops, pointed sticks, manganese solution. The main work on transplantation is performed by the teacher himself. Children help clear the ground from pebbles and wood chips and sift it. At this time, the teacher consolidates the students’ ideas about the parts of the plant (root, stem, leaf, flower, bud).
So, the main form of work in a corner of nature for pupils of senior preschool age is systematic duty, which is introduced from the very beginning of the year. In order to interest children in the older group with targeted observations, you need to introduce a “Diary of a Corner of Nature”, where those on duty will sketch the changes they noticed in the development of plants and the habits of animals. It’s interesting from time to time for everyone to look at these sketches together, to remember what was grown and how, what they observed. In the Diary, only those on duty can draw and only what they did and what they noticed - such a rule must be established. Watching the children while they were on duty in a corner of nature, I noticed how they work. How they approach their responsibilities, what business interests them most.
I carried out most of my observations and work in the corner of nature in the morning, before breakfast, or after a nap.
She carried out her work activities regularly. I tried to involve every child in it. The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork. Otherwise, he develops a negative attitude towards work assignments.
Varied work in nature brings children a lot of joy and contributes to their all-round development.
Manual and artistic labor, by its purpose, is labor aimed at satisfying the aesthetic needs of a person. Its content includes the production of fakes from natural materials, paper, cardboard, fabric, wood. This work contributes to the development of imagination and creative abilities; develops small arm muscles, promotes endurance, perseverance, and the ability to finish a job. Children delight other people with the results of their work by creating gifts for them.
Contents of self-care work
Self-care work has great educational potential. In the process of self-service, the child develops a desire for neatness, a habit of neatness, cleanliness and order, independence, the ability and desire to make efforts to achieve results.
In the preparatory group, self-care work becomes the responsibility of children. The content of work expands, educational tasks become more complicated: accuracy, a culture of activity and behavior, mutual assistance, and organization are formed.
To solve educational problems (forming in children sufficient concentration, independence, careful attitude to things, neatness), various techniques are used: positive assessment of children’s actions, their desire to follow the rules; warning of cases of oversight, negligence or reminder of the sequence of actions, constant monitoring of children’s performance of all actions.
Self-care is a constant concern for the cleanliness of the body, the order in the suit, the willingness to do everything necessary for this and to do it without external demands, out of internal need, to observe hygiene rules. It is clear that such an attitude of children towards self-care work can only be achieved through painstaking, systematic work by the kindergarten and family.
In self-care, a child is always given a specific goal, the achievement of which is understandable to the child and vitally important for him. The result that he achieves in self-care is clear and opens up certain prospects for his future activities: he gets dressed - he can go for a walk, put away his toys - he can sit down to study. While serving himself, the child exhibits certain physical and mental efforts; They become more noticeable in the child’s activities, the younger he is and the less he has the skills of dressing, washing, and eating independently.
For a 3-year-old child, each of these processes is attractive, as it provides an opportunity to show independence, satisfies his need for activity, and acts as a task that he must solve himself: put on shoes, lace them correctly, fasten buttons on a coat, fasten an elastic band. Performing these actions, the child strains his willpower, all his attention is absorbed in this process.
In the preparatory group, children acquire significant experience in a variety of actions, which reflect attention to peers and a desire to help them. Moreover, the independence of children increases: they begin to perform appropriate actions of their own free will. And the teacher’s task is to pick up and support the child’s initiative, to make others want to do the same.
The presence of sufficient skills in children allows the teacher to significantly increase the requirements for the quality of activity and its pace. Children should be able not only to quickly get dressed and put things in a certain sequence. The process of dressing and undressing should reflect the habit of neatness, careful attitude towards things, the need for cleanliness and order.
The teacher should constantly note how clothes are hung in the closet (whether the sleeves of a coat are turned out, whether a scarf is folded), whether the child made sure that wet things were put out to dry, whether he put himself in order in the dressing room or continues to straighten his clothes upon entering to the group room.
However, if a teacher notices shortcomings in appearance, he should not rush to make harsh remarks or direct instructions that can offend the child and thereby cause negativism. You can remind the child in a whisper, with a smile, which rule he forgot, or help him put himself in order, so that he feels cared for and attention.
The teacher must explain the meaning of correct actions that reflect a culture of behavior: “Children who act this way are cultured. They know how to put themselves in order, they are pleasant to look at.”
The teacher can remind children of familiar poems about Masha the Confused Man, the Absent-Minded Man from Basseynaya Street, various situations in which the hero’s sloppiness manifested itself, and laugh with them at such a sloppy person. We need to make children want to not be like him.
Children develop cultural behavior skills when surrounded by their peers. Namely, while dressing, you need to remember that your comrades are dressing nearby, not to interfere, not to cause trouble to anyone. Warn the leaning comrade so that he does not hit himself when straightening up. When passing by in an inconvenient place, turn to a friend in a polite form: “Let me pass, please.”
Older children are able to notice which of their peers need help. It is very important to create in the locker room such an atmosphere of mutual assistance and mutual respect, when children themselves offer help to a friend, ask for help themselves, eliminate the mistake made, without wasting time finding out who made it.
Children of the preparatory group have access to elementary forms of courtesy. Therefore, using situations that arise, they should be taught to be attentive, to notice which of those around them needs participation, help, support, and to act accordingly, without waiting for a request from them. There are a lot of situations for this that arise in the everyday life of a kindergarten, and they must be used to develop in children positive practical experience in actions that comply with moral standards.
The significantly increased level of skills makes it possible to increase the requirements for the pace of activity. Children's distractions should now be seen as shortcomings and composure should be persistently taught. The teacher must be extremely attentive to those children who are distracted from the task and therefore late, from the first moment they enter the locker room or get up after sleep. To encourage children to avoid delaying the dressing process, you can use the following techniques: remind them of upcoming interesting activities in the area, positively evaluate children who are efficient and focused (however, it is important that different children are given as examples).
Sometimes it happens that the whole process of dressing in a group proceeds too slowly, without the proper activity of the children. An hourglass can be used to attract attention and interest. Watch how the sand pours, tell what this hourglass shows, the time in which you need to get dressed. But this can only be done by someone who will not waste time.
Then ask the children to get dressed, without distraction, quickly, while at the same time paying attention to how much sand remains. This technique can significantly improve the organization of children and influences the formation of self-control. Of course, it should not be considered as universal, but in a number of cases it can be used.
The work of children in self-care varies, but the content and methods of managing their activities should always include the formation of skills and, on their basis, the development of independence, efficiency, a culture of activity, a culture of behavior among peers, and discipline.
Those educators who constantly make sure that in the process of self-service children show attention, care, and help do the right thing. Sometimes it happens like this: a child knows how to dress quickly and well, but does not want to help anyone with this. It is important to ensure that from a very early age children in kindergarten work not only to satisfy their personal needs for cleanliness and order, but also willingly help each other. The assessment of work activity should contain an emphasis on the child’s current achievements and what is still not working well. It must be borne in mind that objective assessment helps strengthen children’s desire to do everything themselves, the desire to work better, the ability to overcome difficulties, and achieve results.
