Construct “Labor in Nature”
The teacher invites the children to sit on chairs placed in a semicircle on the carpet, opposite the table where the flowers stand, names and shows the flowers they have to work with.- Guys, what are these flowers called?
Children's answers.
-Guys, look how different the flowers are. How are they similar and how are they different?
Children's answers.
The teacher listens to the children's answers and leads them to the fact that the leaves of all colors are different.
-Guys, how are we going to take care of the flowers, what are we going to do first and what then? To better understand, I suggest you play the game.
The teacher lays out cards depicting actions for caring for flowers on the table, examines them one by one with the children and invites one of the children to lay out these cards in order. (Choose a tool for work, water the flowers, loosen, then irrigate, put the tools back in place).
-Guys, how are we going to take care of the flowers?
Children's answers
The teacher invites one of the children to come out and show all the actions based on the cards.
-Guys, look at what tools I have lying around, I suggest you look at them.
The teacher draws the children's attention to various tools (stick, brush, spray bottle, rag, container with water, brush, tassel).
-Guys, how are we going to use these tools?
Children's answers.
-Guys, any tool can be dangerous if it is not handled correctly. I suggest you remember how to work with these tools.
-What is this?
Children's answers.
-What is this tool for?
-What happens if we spill water?
Children's answers.
-The teacher talks about safety precautions and culture of behavior while working with each instrument. Draws attention to the fact that children should be careful and help each other.
-Guys, let's choose a tool for working with leaves.
The teacher shows a sample of actions for irrigating different leaves.
-Guys, how will we water and irrigate the land, what tools will we use?
Children's answers.
Thus, the teacher shows a sample action with all the tools.
- Guys, in order for us all to be on time, we need to unite into teams. I propose to do this by drawing lots.
-Look on the table there are colored circles turned upside down, and near the flowers. You need to choose a card, see the color and go to the flower that has the same color circle.
Children unite into teams, distribute responsibilities for caring for flowers, also by drawing lots. The teacher draws lots inside each team.
- Guys, we are ready to start, but we forgot to put on our aprons.
- What for?
Children's answers.
The teacher invites the children to get to work.
ROUTING
JOINT WORK ACTIVITY WITH CHILDREN OF SENIOR PRESCHOOL AGE
Spatio-temporal resource: 25-30 minutes, group.
Goal: To develop an interest in caring for indoor plants and a desire to work together in a group.
Tasks:
Educational:
· Stimulate:
— desire to learn more about indoor plants;
— manifestation of initiative and independence in planning and implementation of joint work activities.
· Develop activity, determination, perseverance in achieving goals.
Educational:
· Develop a willingness to work in a group, to establish partnerships in the process of joint activities;
· Strengthen interest in joint activities with adults, peers, and work.
Educational:
· To consolidate children’s knowledge about indoor plants, maintain interest in the life of indoor plants, the desire to observe them, clarify children’s ideas about caring for indoor plants;
· To develop the ability to analyze and establish cause-and-effect relationships between the characteristics of a houseplant and its care;
· To develop in children generalized methods of action, the ability to independently find ways to solve problems in caring for plants, and to transfer acquired skills to new conditions.
Equipment and materials: indoor plants, basins with water, oilcloth for tables, aprons for children, brushes for tables, rags, sticks for loosening, glue brushes, badges for children, magnetic board, card diagrams for caring for plants, pictures with images trees and indoor plants, desert, mountains, forest.
Planned result:
The methods and techniques used during joint work will contribute to the development of:
· interest in activities;
· independence;
· activity in performing activities;
· initiative in communicating with peers and adults;
· mastery of constructive forms of communication and interaction: negotiate, distribute actions in cooperation;
· ability to plan and coordinate your actions;
· ideas about the reasons for different approaches to plant care.
| Subsequence | Activities of a teacher | Children's activities | Planned result |
| Motivation for joint activities | The teacher brings in a large envelope. Guys, guess the riddle: “They grow on windows - they bring joy to people” /flowers/ He takes out pictures of a tree and a houseplant from the envelope. | Children show interest in communicating with the teacher and further joint activities. They guess the riddle. | Children's readiness to communicate with adults and children in further joint activities. |
| Updating children's knowledge | —Have you seen plants like those in our group on the street? What is the difference between plants outside and in a group? - That's right, guys! Such plants live only indoors, in a kindergarten or at home. That's why they call them that... How? /houseplants/ - I have several pictures of indoor plants in our group. Let's play the game "Find the same plant." I will show a picture, and you must find the same flower in the group. - Well done! We completed the task! - Listen to another riddle about the plant: “Without arms, without legs, but moves, Breathes, but does not speak, Feeds, but has no mouth.” - How does the plant move, since it has neither arms nor legs? /children's assumptions/ (grows, turns towards the sun) - How does it breathe? /children's assumptions/ (through leaves and roots) - How does it feed without a mouth? /children’s assumptions/ (roots) - So, we can say about plants that they are the same living beings as you and I. | List the characteristic features of differences. Give a general definition. They respond to the invitation to play, listen carefully to the task and complete it. They are happy about the positive result. They are active. They engage in active dialogue and do not interrupt each other. They reason. | Focus on generalizations. They know the signs of being “alive”. |
| A game situation that stimulates children's interest in new knowledge | - I turn you into flowers: I ask you, flower: Pick up your leaf, go out onto the path and stamp your foot. Shake your head and greet the sun in the morning. Tilt the stem slightly - Here is a charger for the flower. Now wash yourself with dew, shake yourself off and calm down. Finally, everyone is ready to celebrate the Day in all its glory! - Think about what kind of flower you have turned into? | Children perform movements in accordance with the text. They come up with it. | Perform movements clearly and consistently. Know the names of flowers. |
| Updating children's knowledge Involving children in goal setting Inspiration to activity, emotional mood | There is something else in the envelope... Pictures depicting the desert, southern mountains, gardens, forests... It turns out that our indoor plants did not always live in the house! Previously, they grew in different countries... Where do you think the violet lived?... | Show interest. They look at the pictures and make assumptions... | Know the names of indoor plants. They highlight the characteristics of flowers, establish cause-and-effect relationships between the characteristics of the flower and its care. |
| Problematic question | The homeland of violets is the mountains of Africa. How should you care for a flower? The brighter the room, the larger and brighter the violet blooms. The flower loves light, but is afraid of the sun - it leaves burns on the tender leaves. Plants should not be sprayed, as “bald spots” may appear on the leaves and the leaves will become unsightly. You need to water the plant carefully - in a plate - it will drink from the roots and breathe moist air from the leaves. How to clean leaves from dust? — That’s right, carefully brush off the dust. The teacher attaches a picture to the image of the mountains and sets out a diagram for caring for the violet. | Children make assumptions, justify their answer. Explain the rules for caring for plants by the features of their appearance. | |
| Including children in survey activities | Look carefully at the pictures and tell me what other indoor plants need to be cared for in the same way as the violet /geranium/. - That's right, geranium. Geranium was also born in Africa, and she also lived in India and the word “geranium” means “stork”. The teacher attaches a picture to the image of the garden, next to the violet care diagram. And about the next balsam flower they say this: “Beautiful wreath,” comparing the flowering plant with a beautiful girl, “Touch-me-not” and “Vanka wet.” It grows in the northern forests of Asia and loves moisture, light and warmth. How to care for this flower? It is inconvenient to wipe the leaves with a cloth. How to wash them? /spray/ What flowers can be sprayed? But the ficus has native countries: Africa, Japan, India, Asia, America. And in each country, ficuses are different: with small leaves or large ones, with a straight stem or creeping... How to care for a ficus? Don’t water it too much, you can put it in a place where there is no sun, spray or wipe the leaves. A picture of a ficus is attached with “garden”, and a care diagram is placed next to it. The teacher draws the children's attention to the loosening sticks. - What is this? Why did I prepare them? Why do you need to loosen the soil? | They show interest and a desire to learn new things about flowers. Children make assumptions and justify their answer. Explain the rules for caring for plants by the features of their appearance. Based on experience, a conclusion is made about the purpose of sticks and the rules for their use in work. | The skill of independent search through comparison. |
| Independent activities of children | - Disassemble the badges: whoever got the picture - a drop - go to the table where you will wash the plants, and whoever got the sun - go to the table at which you will clean the plant with a brush. | Divided into subgroups. They prepare their own workplace and negotiate. Ask clarifying questions to the teacher. They answer questions and perform actions, trying not to damage the plant. | Children know how to negotiate, distribute actions, negotiate, avoiding conflicts. They know how to organize a workplace. Children care for the plant properly. |
| — Prepare your workplace: put on aprons, lay out oilcloths, prepare the necessary items. — Agree on how you will care for the plants. — What flowers should be put on the table? What are their names? — What hint diagram should you put on your desk? The teacher tells the children that they can agree in different ways: each person can take care of their own flower, or they can split up: one brings flowers, another sprays, a third loosens the soil, a fourth waters, a fifth washes large leaves, a sixth wipes and washes the pots. plates. — After everyone has finished, put the flowers back in place and tidy up the tables. In the process of independent activity, the teacher clarifies the children’s actions, asks questions that consolidate new information, and helps as necessary. | |||
| Summing up, evaluation. | - Plants like to live in our group... - Why? How do we care for flowers? — Was it difficult for you to come to an agreement? You are caring and friendly. Who is the most important in the world, the kindest, the most glorious? Who is he? What's his name? Well, of course, it's work! Who is the smartest in the world, the oldest, the youngest? Who is he? What's his name? Well, of course, it's work! Who is the True King of Nature for all centuries and years ? King of fields, factories, ores? Who is he? What's his name? Well, of course, it's work! - Because you have worked hard, I want to give you the Flower Lotto game. | They reason and rejoice at the results achieved. Listen carefully to the poem. Interested in a new game. | They know how to positively evaluate the work of their comrades. They empathize with success. |
TOPIC 21
GENDER APPROACH TO ORGANIZING THE LABOR ACTIVITY OF PRESCHOOL CHILDREN
TASK 34
Using different information sources, define the concepts: “Gender”, “Gender education”.
Determine the purpose of a gender approach in pedagogy.
Highlight the essence of the gender approach in organizing the work activities of preschool children, fill out the table:
| Types and forms of organization of labor activity | boys | girls |
| SELF-CARE | ||
| Orders | ||
| HOUSEHOLD LABOR | ||
| Orders | ||
| Duty roster | ||
| Teamwork | ||
| WORK IN NATURE | ||
| Orders | ||
| Duty roster | ||
| Teamwork | ||
| MANUAL LABOR | ||
| Orders | ||
| Teamwork | ||
TASK 35***
Develop recommendations for parents on organizing child labor depending on the gender of the child.
Prepare the booklet “A boy (girl) is growing in a family.”
TOPIC 22
METHODOLOGICAL SUPPORT FOR THE FORMATION OF LABOR SKILLS OF CHILDREN OF DIFFERENT AGE GROUPS
To provide methodological support for the development of children’s labor skills, the following priority vectors can be identified:
1. Regulatory and legal support for the activities of educators in developing the labor skills of preschool children:
2. Pedagogical diagnostics;
3. Introduction of new approaches, forms and technologies;
4. Analysis of pedagogical means, search and modeling of new ones to provide space for the child’s educational opportunities;
5. Advisory support for families;
6. Project and research activities;
7. Competitions and Olympiads for preschoolers.
TASK 36***
Select content for each “vector” for developing a teacher’s work program (section “Organization of work activities of preschool children”).
TOPIC 23
USE OF GAME TRAINING SITUATIONS IN THE ORGANIZATION OF JOINT WORK ACTIVITIES
TASK 37
Define and reveal the types of game educational situations:
— IOS with analogue toys;
-IOS with literary characters;
-IOS travel type.
TASK 38***
Draw up a scenario for using IOS in organizing joint work activities in accordance with the structure proposed in the technology of the activity approach by L.G. Peterson:
1. Introduction to the game situation;
2. Updating knowledge and experience;
3. Difficulty in a game situation;
4. Children’s discovery of new knowledge (way of action);
5. Incorporation of new knowledge (mode of action) into the knowledge system;
6. Comprehension (result).
Recommended sources:
1. M. V. Krulekht, A. A. Krulekht. Educational area "Labor", St. Petersburg - Childhood-Press, 2012;
2. https://www.sch2000.ru/ - “To educators. Methodical piggy bank."
TOPIC 24
DEVELOPMENT OF A DEVELOPMENTAL ENVIRONMENT MODEL FOR FORMING WORK SKILLS OF CHILDREN OF DIFFERENT AGE GROUPS
TASK 39***
Select content to develop a model of a developmental environment for developing the labor skills of children of different age groups.
Compare the choice with the requirements of the Federal State Educational Standard for Education (clause 3.3).
Fill out the tables:
Table 1
| Center (corner) in the group | Purpose | Possible work activity |
table 2
| Types of labor | Equipment list | Location or storage in a group |
TOPIC 25
SOFTWARE AND METHODOLOGICAL COMPLEXES
STRUCTURE, PURPOSE AND CONTENT OF THE COMPLEX
TASK 40***
Develop an electronic annotated collection for children about labor:
| Section name | Approximate contents of the section | Exercise |
| "The ABC of Folk Wisdom" | Proverbs and sayings, nursery rhymes, riddles, tales about work. | Explain the meaning of proverbs and sayings, accompany riddles with pictures and answers, illustrated accompanying fairy tales. |
| “We praise work and the working man” | Children's literature about work, paintings by artists, thematic presentations about the work of adults. | Compose art history stories for the paintings; highlight the moral of the works. |
| "Musical Kaleidoscope" | Songs about work. | Make recommendations for listening to songs. |
| "Game Encyclopedia" | Didactic, active, role-playing and other games | Select games aimed at reinforcing knowledge about adult work. Describe the games (goal, rules, course - for didactic and active; name and content of game actions - for role-playing ones). Distribute games by age group. |
| "Cartoon collection" | Cartoons about professions, about demonstrated moral qualities in work, about the history of objects related to work, etc. | Make recommendations for viewing, highlight the moral of the cartoon content. |
| “Educational collage” (crossword, rebus, etc.) | Pictures reflecting the themes: “Professions of adults”, “Man-made world”, “Little helpers”, “Smart machines”, etc. | Make recommendations for working with a collage (crossword, rebus, etc.) |
| “Explanatory dictionary in pictures” for children | Pictures indicating objects of labor, professions, products of labor, materials and equipment for labor, etc. | Develop recommendations for educators and parents on using the dictionary. |
| Operating cards for manual labor | Schemes and technological series for making crafts from various materials: paper, natural and waste material, fabric, etc. | Describe the sequence of making crafts. |
NOTE:
Please note that it is necessary to develop an annotation for the collection - a short retelling of the manual.
The abstract indicates the prospect of practical application of the material in this manual in practice when working with children. By making a link in the abstract to modern technologies, methodological recommendations and manuals, you will increase interest in your work. Write about who this material is intended for and how it can be used.
Benefit requirements:
All material is designed in the same style:
font - TimesNewRoman, text should not be large in volume, concise in content, designed in the form of diagrams/tables. If the text uses colors, then no more than 3, compatible with the design of the presentation or page.
TOPIC 26
DRAFTING A SUMMARY OF THE ORGANIZATION OF LABOR ACTIVITY FOR CHILDREN OF SENIOR PRESCHOOL AGE USING A PROGRAM AND METHODOLOGICAL COMPLEX
Prepare a presentation of your electronic annotated collection for children about labor (task 40).
TASK 41***
Make a summary of joint work activities with children using materials from the collection.
NOTE:
Presentation requirements:
1. *The first slide of the presentation should be designed as the title page of a collection: name of educational institution, creative name, information about the author (full name, group, code and name of specialty);
*Second slide – annotation to the collection;
*Third slide - hyperlinks to sections.
2. Sections of the collection must be titled and have a list of contents;
3. The presentation must be completed in a single format (see task 41 - “Requirements for the manual”);
4. Presentation of the collection – no more than 7 minutes;
5. A summary of joint work with children using materials from the collection is submitted in printed form.
TOPIC 27
DIAGNOSTICS OF LABOR SKILLS AND ABILITIES
PRESCHOOL CHILDREN
“Diagnostics (from the Greek “dia”
- transparent and
“gnosis”
- knowledge) - a general way of obtaining advanced information about the object or process being studied"
I. P. Podlasy.
TASK 42
1. Study paragraph 3.2.3. Federal State Educational Standard DO.
2. Define the concept of “pedagogical diagnostics”.
TASK 43
1. Formulate the purpose of pedagogical diagnostics, define criteria for determining the level of development of labor skills of preschool children, taking into account the requirements of the educational program.
2. Fill out the table:
Children working outdoors
Children's hard work in the open air
Good feelings have their roots in childhood, and humanity, kindness, dignity, goodwill are born in work, worries, and worries about the beauty of the world around us.
V.A. Sukhomlinsky.
The work of preschool children in nature has its own specifics:
Final goal
is remote in time and requires long-term physical and mental effort from the child, as well as daily painstaking work. For example, to grow vegetables, berries, flowers, etc., the results of labor are concrete and understandable to the child, but they cannot be achieved quickly, as is the case in manual labor (if you made some kind of toy, you can play).
Involves the participation and assistance of an adult.
The content of children's work in nature in each age group.
In each age group, the types and content of children’s labor activity and the tasks that are solved in the process of child labor are determined.
Preschool children
At about age, children are taught to carry out the simplest instructions for adults: with the help of a teacher, sow large flower seeds, plant onions, water plants in the beds, and collect vegetables.
In the middle group
children carry out work assignments independently; together with adults, they grow vegetables and flowers on the site (when digging, they clear the ground of stones and sticks, systematically water the beds, flower beds, loosen the soil, and collect vegetables). At the same time, children are taught perseverance and the habit of making labor efforts to achieve a goal, as well as the skills of simple team work. Children of this age must be gradually prepared to understand that for plants to live and grow, it is necessary to create favorable conditions (certain soil, sunlight, heat, moisture, etc.).
Senior preschoolers (5-7 years old)
it is necessary to learn to work in all seasons:
In the fall, on their plot, children can harvest vegetables, collect seeds, dig up plant bulbs, rake leaves, take part in transplanting plants from the ground into a corner of nature, digging ridges and flower beds, and planting trees and shrubs.
In winter, remove snow from paths and feed wintering birds.
In the spring, dig up, loosen the soil, make beds and flower beds, sow large and small seeds, care for plants in the garden, in the garden, in the flower garden. Loosen the soil, water, thin out, weed, tie up plants, harvest - in the summer. Know how to properly use a shovel, scoop, rake, and watering can.
Organization of work of preschool children.
Child labor should be measured.
The duration of the labor process depends on the nature of the work, the age and capabilities of the child. For example, when sowing seeds, the size of the planting material and sowing technique are taken into account; when weeding, children are required to concentrate and pay great attention.
SUMMARY OF A LABOR EDUCATION CLASS IN THE NATURE CORNER “CARE OF HOUSE PLANTS.”
SUMMARY OF A CLASS ON LABOR EDUCATION IN A CORNER OF NATURE
"CARE OF HOUSE PLANTS."
Target:
Development of children's labor skills and abilities, education of responsibility and independence in the process of joint work in a corner of nature.
Program content: Bring children to the concept of collective work, to the conclusion about its value, to the realization that work can bring joy and a sense of satisfaction. Teach children to treat plants as living beings, continue to teach practical help and empathy. The ability to properly hold a watering can with water, the skill of carefully wiping strong, leathery leaves, holding the leaf from below with a cloth. Learn to care for indoor plants and maintain curiosity. Strengthen your knowledge of the names of indoor plants.
Materials and equipment: oilcloths for tables, sticks for loosening, rags for wiping off dust, brushes for cleaning fuzzy leaves of indoor plants, spray bottle, watering cans, basins.
Progress of work:
Educator: Guys, today in the group, I found a letter from the Fairy of Flowers (the teacher opens the envelope and reads): “Hello guys! I flew to your group to communicate with my friends with flowers. I liked your group. But I am a little upset about the appearance of my flower friends. They are all dusty, not watered and not well-groomed. Now I flew to visit my other friends. But I know that you are smart and hardworking and will put things in order in this corner of nature, I will definitely visit you again.” Fairy of Flowers.
Educator: Well, guys, let's prove to the Fairy of Flowers that you and I know how to care for indoor plants. But first I want to ask you a riddle:
Purify the air
Create comfort
The windows are green,
They bloom all year round. (Houseplants)
Educator: Tell me, what plants are there in our group? What conditions do plants need to live and grow?
Children's answers: (water, light, heat, earth, air, food).
Educator: How should you care for indoor plants?
Children's answers: (Plants need to be watered, loosen the soil. Large leaves need to be sprayed, wiped so that the plant can breathe. Love flowers and care for them properly.
Children approach indoor plants.
Educator: How do you think you can find out if these plants need care? (Children's answers)
You can touch the soil with your finger; if the soil is wet, it will remain on your finger. This means that this plant should not be watered. And if there is no dust on the leaves, then there is no need to wipe with a cloth.
Educator: Guys, I suggest you work hard. But before that, let's distribute the responsibilities: who will do what (watering, spraying, wiping, loosening, collecting dry leaves, cleaning plants from dust). Review and select those plants that need help, determine what kind of care is needed for each plant, put on aprons, take all the necessary equipment to care for your plant.
