The importance of a collective form of work for the formation of a child’s personality
Showing social activity, each student perceives the team as an arena for self-expression and self-affirmation as an individual. Thanks to pedagogical support of social life, the desire to assert oneself in the eyes of one’s own and peers finds favorable soil in the team. Only in a group are such important personality traits as self-esteem, self-acceptance and self-respect formed, that is, acceptance or non-acceptance of one’s own person.
The educational team, as defined by I.F. Kozlov, who specifically studied Makarenko’s work, is a scientifically organized system for educating children’s lives. The organization of collective educational-cognitive, value-oriented activities and communication creates conditions for the formation and implementation of intellectual and moral freedom. Only in the activities of collective life are the intellectual and moral orientations of an individual, his civic position, and a set of socially significant skills and abilities formed.
The role of the team in organizing the work activities of children cannot be replaced by anything. In a team setting, this stimulates the manifestation of mutual responsibility for the final results of work and mutual assistance.
The formation of collective planning skills contributes to the emergence in children of a desire for self-control, independent improvement of methods and skills necessary for the implementation of an independent plan, and an increased sense of responsibility. And the result of collective planning is the high quality of the jointly obtained result of work activity.
Successful achievement of a goal largely depends on the ability to control one’s own activity. Children 3-4 years old do not notice mistakes in their work and consider it good, regardless of how and what result is achieved. They are critical of the work of their peers. At the age of 5-7 years, preschoolers try to correctly evaluate their work, although they do not notice all the mistakes, but only the most serious ones. They are interested in the quality of work. Therefore, they turn to an adult with questions about the correctness and quality of their own work activities.
The teacher invites all children to bake cookies, plant onions, wash the dolls’ clothes (the number of children can be very different: from 2-3 to 6-7, and in older groups even more). Each of the children is given a specific task, for example: take a piece of dough, roll it out and cut out cookies with a cookie cutter, or take several onions, let the teacher show which path, marked with a line, needs to be planted, and start working, etc.
Children work side by side. But when the work process is completed, the mentor sums up the results. Thus, he can point out the advantage of teamwork: Everyone did a little work, but together they achieved a lot. This is the simplest join; only the results are joined. But in this task, the teacher tells the children as they work: “We must try to keep up with others. Don't keep your friends waiting. And taking into account the capabilities and level of ability of a particular child, he will provide such an amount of work for everyone that everyone can do the work at approximately the same time.
This form of association is a transition from working side by side to working together.
As children gain experience in participating in work and master skills, as well as the rules for organizing their own work activities, as their development of certain principles of hard work increases (that is, as they solve previously set educational tasks), the teacher begins to move on to more complex tasks.
It is important to develop in children the beginnings of collectivism, the ability to work together, help each other, see the difficulties of comrades and offer their services, seek help from peers, rejoice at their successes, overall results of work, and so on. These tasks are most successfully solved when children work together.
Household work in 1st junior group
Irina Khoreva
Household work in the 1st junior group
Contents of the work : “Washing toys”
Form of work : joint.
1. Tasks aimed at developing the ability to set a goal and motive.
* Teach children, with the help of a teacher, to feel the need for work
(the goal is set by the teacher)
.
*Arouse interest in joint activities with adults and peers.
2. A task aimed at developing planning skills.
Teach children to establish a sequence of work actions according to
telling and showing the teacher.
3. A task aimed at developing skills in work .
Teach children, with the help of a teacher, to do feasible work
(for example, bring toys for washing, put clean ones in their place)
.
4. A task aimed at evaluating actions and results.
Teach children and their teacher to evaluate joint work .
5. Tasks aimed at moral education at work .
*Cultivate a positive attitude towards working together with
adults: willingness to help (bring a toy for washing)
.
*Nurture qualities: activity, determination, patience.
Materials and equipment: basins, oilcloths, toys, rags
(sponges, soap, brushes, diapers (cloth)
for drying toys,
cleaning equipment.
1. A technique aimed at solving the problem of setting a goal, motive
Question: “The toys are dirty and we can’t play with them, we need to wash them (encourage children to take socially significant actions)
.
2. Methodology aimed at solving the problem of action planning:
Note: in the 1st junior group, the teacher himself plans his actions and the actions of the children, while talking and explaining about each of his actions, getting the children interested in washing toys. The teacher prepares everything necessary: basins, soap, rags (sponges)
brushes, soap, cloth, pours water into a basin, asks children
(1-2 children)
to bring dirty toys and put them in the basin, the teacher himself soaps the toys or can offer the children, while
“putting”
the child’s hand in his hand, then rinse toy in clean water, make sure it is clean, lay out the oilcloth, then put the cloth
(diaper)
and lay the toys, pour out the water, put all the materials in their places. After the toys have dried, put them in place (the teacher can ask the children to help put them in place, while looking at the clean toys).
3. Methodology aimed at developing skills and abilities: in the process of performing the simplest labor actions together with children, the teacher leads the process, using the children’s feasible work , instructions, requests, while developing knowledge, skills and abilities.
4. Methodology aimed at evaluating actions and results: the teacher, together with the children, evaluates joint actions and results.
5. Methodology aimed at moral education at work :
In the process of performing labor actions, the teacher explains how to do the work carefully, treat toys with care, encourages for the help provided (activity, determination, thanks for joint work .
Project “Involving children in work is the most important component of spiritual and moral education” Labor education is an obligatory component of the development of a child’s basic and creative abilities, the most important means of formation.
Source
Forms of organization of child labor
The work of preschool children in kindergarten is organized in three main forms: assignments, compulsory work and collective labor activity.
Assignments are tasks that the teacher occasionally assigns to one or more children, taking into account their age and individual abilities, experience and learning goals.
Tasks can be short or long, individual or general, simple (with a simple specific action) or more complex, with a chain of sequential actions.
Carrying out work assignments helps children develop an interest in work and a sense of responsibility for the assigned task. The child must focus his attention, show willpower to complete the task and inform the teacher when it is completed.
In younger groups, tasks are individual, specific and simple and involve one or two actions (put a spoon on the table, bring a watering can, remove clothes from a doll for washing, etc.). Such elementary tasks involve children in activities aimed at the benefit of the team, in conditions where they are not yet able to independently organize the work.
In the middle group, the teacher instructs the children to wash doll clothes, wash toys, sweep paths, and rake sand into a pile. These tasks are more difficult, since they contain not only several actions, but also elements of self-organization (prepare a place to work, determine the order of work, etc.).
In the older group, individual tasks are organized in work where children's skills are not sufficiently developed, or when they are learning new skills. Individual tasks are also given to children who need additional training or particularly close supervision (when the child is inattentive and often distracted), that is, when it is necessary to individualize methods of influence.
In the preschool group, children must demonstrate the necessary self-organization skills when performing general tasks, and therefore the teacher is more demanding of them, moving from explanation to control, to reminder.
Duty duty is an organizational form of child labor that involves mandatory work performance, focused on serving the team. Children are alternately involved in various types of services, which ensures their systematic participation in the work. The distribution and rotation of duties is carried out on a daily basis. Debt has great educational value. They put the child in a state of obligatory performance of certain work necessary for the team. This allows children to develop responsibility for the group, a caring attitude and an understanding of the importance of their work for everyone.
In the younger group, while running errands, children acquired the skills necessary to set the table and became more independent in completing work. This allows the middle group to introduce canteen duty at the beginning of the year. One person works at each table every day. In the second half of the year, children are on duty to prepare for classes. In older groups, duty in natural corners is introduced. The attendants change daily, each of the children systematically participates in all types of services.
Collective work is the most complex form of organizing children's work. It is often used in the senior and preparatory groups of kindergarten, when skills become more stable and the results of work have practical and social significance. Children already have sufficient experience with various types of services and assignments. Expanding opportunities allows the teacher to solve more complex tasks of labor education: teaching children to negotiate upcoming work, work at the right pace, and complete a task at a certain time. In the older group, the teacher uses a form of uniting children such as joint work, when children are given a common task for all, and at the end of the work the overall result is added up.
In the preparatory group, joint work takes on special importance when children are dependent on each other in the process of work. Working together gives the teacher the opportunity to develop positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.
Abstract "Organization of labor activities for children of primary preschool age"
Municipal budget preschool
educational institution "Kindergarten No.___"
abstract
organization of labor activities
for children of primary preschool age
Educational area
: Social and communicative
Teacher Kinzina L.O
March 2022
Forms of organized labor activity
:
- collective work
Type of work:
household
Target:
organizing practical work activities for children through caring for dolls
Tasks:
Educational:
—
teach children to be kind to dolls
Developmental:
- activate children’s vocabulary by using words in speech: soap dish, soaping, rinsing, foaming, sponge
- learn to determine the properties of water (cold, hot, warm)
- learn to indicate the nature of actions (soaping, rinsing soap, wiping)
Educational:
- cultivate a sense of responsibility for the common cause, satisfaction from the successful completion of work
— continue to teach children to work in a team
Integration of educational areas:
- cognitive development (learn the properties of water and soap)
- speech development (add the words soap dish, foam, sponge to the child’s vocabulary)
— social and communicative development (children’s ability to work in a team, treat dolls with care)
Tools and materials:
—
2 basins, soap, sponges, a towel, a green bucket with hot water, a yellow bucket with cold water, Katya doll, a beautiful box, soap bubbles.
Vocabulary work:
soaping, rinsing, foaming, sponge, soap dish
Preliminary work
: Games with water: “Cold - hot”, “Floats-Sinks”, “Transfusion” D / game: “Washbasin”, “Wash your hands” Game exercises: “Clean palms”
Fun games: “Soap bubbles” Reading nursery rhymes and poems.
Expected result:
Children learned to treat dolls with care, monitor their cleanliness, and strengthened their ability to wash their hands.
Work progress:
1.Introductory stage:
Educator:
Guys, today the doll Katya promised to come to visit us, but for some reason she is late... there is a knock on the door. The teacher opens the door and brings in a large doll (the nose, cheeks and arms are smeared with black paint)
Educator
: Oh, Katya, what’s wrong with you? What's on your nose, on your cheeks, on your arms? What is this, children? (dirt)
The teacher reads A. Barto’s poem “The Dirty Girl”, accompanying the reading with a dramatization
Educator
: Guys, the doll is very sad, it doesn’t want to be dirty, should we help Katya? (We'll help). I have a magic box, there are a lot of useful things in it, I will take them out, and you tell me which ones we need to wash the doll.
The teacher takes soap, a notebook, a towel, a car, a sponge, and a phone from the box one by one - the children determine what they need for bathing. The teacher clarifies the purpose of the objects and explains how to use them.
2.Main stage:
Educator:
Now, let's give Katya a bath in the basin. (They go to the table where there are two empty basins and two buckets with hot and cold water). Touch, children, what kind of water is in the green bucket? (Hot) There is hot water in the green bucket. What kind of water is in the yellow bucket? (Cold) Katya doesn’t like to swim in hot water and doesn’t like to swim in cold water. She loves to swim in warm water. Now we will first pour cold water into the basin, and then add hot water. I mixed hot and cold water. What kind of water did you get? (Children put their hands in warm water) - The water has become warm. The teacher takes the Katya doll, takes off her clothes, puts the doll in a basin and begins to bathe her. At the same time, he accompanies his actions with explanations, pronounces the words: soap, soap dish, etc.
The teacher takes a sponge. He says, this is a sponge, we use it to wash the Katya doll. While soaping the doll’s head, he whips up some foam and says: The soap will foam and the dirt will go somewhere. Water, water Wash Katyusha's face, So that her eyes sparkle, So that her cheeks blush, So that her mouth laughs, So that her teeth bite. Educator
: Our Katyushka is now clean, we just need to wash off all the foam from her.
What do I need to do? (You need to rinse the doll with clean, warm water). Do you remember what kind of water is in the green bucket? (Hot). And in the yellow bucket? (Cold). Educator:
What kind of water will I get if I mix hot water with cold (warm).
Pour warm water into the second basin. Educator:
With this warm water I will wash off the remaining soap from our doll.
He pours water on the doll, gently saying: Let’s pour warm water on our bird. (The teacher takes the doll out of the basin and wipes it with a towel) Let’s dry Katya with a towel and put her on the crib to rest. (The doll is placed on a wide towel - “in bed”) Educator:
Guys, look, the rest of the dolls also want to be clean and beautiful, let’s wash them too? Take one doll each. (The children, with the help of the teacher, wash their dolls, rinse them and place the clean dolls next to Katya)
Educator:
Look, the water in the basin has become dirty and soapy. It needs to be poured out. The teacher also puts the soap in the soap dish and hangs the towel to dry. Then the teacher offers to see which dolls have become clean and beautiful. He notes that everyone did a good job, everyone worked together and helped each other. Then he covers the dolls with a towel and says that the dolls need to rest, sleep, and invites the children to play with soap bubbles.
3. Reflection.
You see, guys, we did a good deed, we helped Katya become clean.
(Did you enjoy helping Katya?)
And if you help at home like this, then your parents will be very glad that their children have grown up and become great helpers.
Educator
: Everyone did a good job, everyone worked together, helped each other.
Then he covers the dolls with a towel and says that the dolls need to rest, sleep, and invites the children to play with soap bubbles.
Used sources:
- https://kopilkaurokov.ru/doshkolnoeObrazovanie/prochee/konspiekt-raboty-s-diet-mi-po-trudovomu-vospitaniiu-v-mladshiei-ghruppie
2.https://kopilkaurokov.ru/doshkolnoeObrazovanie/prochee/konspiekt-raboty-s-diet-mi-po-trudovomu-vospitaniiu-v-mladshiei-ghruppie
