DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW
GBOU SPO PC №13 IM. S.Ya. MARSHAK
Abstract
carrying out labor activity
(age group)
Type of work _______________
(domestic work, self-service, manual labor, labor in nature)
on the topic of: " "
GBOU kindergarten (compensating or combined type, if any)
Conducts:
Group student ___
(FULL NAME.)
Checked by teacher:
Marachinskaya N.A.
Grade .
Essay score
Grade .
Date: (day, month, year)
Target:
Tasks:
Educational tasks:
Development tasks:
Educational tasks:
Equipment:
Demo Material -
Handout -
Type of child labor:(write what you need) (do not take self-service!)
labor in nature
Household work
Manual and artistic labor
Form of organization of labor activity:(required to write)
- general labor
- joint work
- collective labor
Work progress
I Introduction ( min.)
– motivation for 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 duties, distribution of equipment, discussion of the content of each labor operation in accordance with the chosen labor operation, discussion of criteria for the quality of work performance (result of labor), 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 in the younger age group
Target: teach children to carry out labor assignments for the care of indoor plants.
Tasks:
Educational tasks:
1. to give knowledge about the importance of water (the amount of water depends on the size of the pot of the plant) and light (dust on the leaves traps light) in the life of indoor plants;
2. introduce the watering can, the rules for watering flowers, wiping dust from the leaves of a flower.
Development tasks:
1. develop attention, dialogic speech;
2.to form plant care skills (watering, dusting).
Educational tasks:
1. foster a desire to care for indoor plants;
2. to 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 alive and they need water. To do this, they need to be watered so that they do not wither, do not dry out. Before you are two identical plants - ficuses. 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 got sick. Why do ficus leaves dry? (the plant has not been watered for a long time)
Educator: Anya, come and fill the ficus (the child is watering, spilling water on the windowsill)
Educator: Guys, is Anya watering the flower correctly? Let me teach you all how to do it right.
Main part:
I order.
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 from one side, but from three sides? (so that the water gets on the whole earth of the pot)
II order.
Educator: Guys, there is a flower in front of you. big size grows in a large pot, and a small flower in a small pot. What do you think, for which plant did I prepare a glass filled to the brim with water? (for a large flower). That's right, so we prepared a glass with a small amount of water for which plant? (for a plant in a small pot). Water gently 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 flowers that have not yet been watered. We will pour them from a watering can. Look how interesting she is - she has a long nose, at the end of which there are holes. Water pours from them like rain (the teacher shows while watering the flower). The watering can also has a convenient handle. Who wants to water the remaining flowers on the windowsills from a watering can. You need to water the way I taught you. Who remembers how to water the flowers? (tilt the watering can at the edge of the pot, water from three sides).
Educator: What good 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, you must definitely draw water into the watering can so that for 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, not forgetting to roll up your sleeves.
III order.
Educator: Sasha, come with me, you will run your finger over the entire surface of the sheet. Why did your finger and mine become dirty? (leaves of flowers are dirty, dusty). Guys, you know, it is very difficult for flowers to warm themselves in the sun if their leaves are dusty. Let's wipe all the flowers with damp cloths. See how I will do it. First, I roll up my sleeves, dip the washcloth into the water, and wring it out hard. I put a leaf of a flower on my left palm, and right hand I begin to wipe the leaf from the trunk itself to the end of the leaf. I wipe gently so as not to damage the leaf. Let's dust the leaves of our flowers together.
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 got from the tap? (the water in our basin is dirty). Educator: 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 from the leaves? (clean leaves better receive light from the sun, it became easier for flowers to warm up).
Educator: What great fellows you are, how great you helped our flowers: watered them, wiped the dust from 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 in the middle age group
on the topic: "Care for indoor plants"
Target: to teach to perform several labor assignments in the organization of joint work.
Tasks:
Educational tasks:
1. to give knowledge about the dependence of plants on heat, water, soil loosening;
2.give knowledge about different options wiping dust from plant leaves depending on the surface of the leaf.
Development tasks:
1. develop attention, dialogical speech;
2. to form the skills of loosening the soil, wiping dust from the leaves different ways, watering plants depending on the type of flower roots.
Educational tasks:
1. foster interest in plants and the desire to care for them;
2. to cultivate a sense of beauty in relation to indoor plants.
Equipment:
Aprons, watering cans, rippers, rags, spray guns, brushes according to the number of children.
Introductory part:
Educator: Guys, look, I have two onions in my hands. How do they differ from each other? (in the right hand, the bulb rotted)
Educator: Why did one of the bulbs rot? Where was she kept, dry or wet? (in a humid place)
Educator: pay attention, the bulb 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 hits the ground 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 order.
Who wants to help me water the Guzmania? How to properly water? (tilt the watering can at the edge of the pallet)
II order.
Educator: Look out the window, what season is it outside? (autumn) Are there flowers on the trees and shrubs? (no, why? (it's cold outside) Is our guzmania blooming? (but why? (in the group it's warm)
Educator: Who will tell me what is necessary for a plant to bloom? (need heat) That's right, do you think the amount of water that we always collected for guzmania will be enough for the plant? After all, she had a big beautiful flower? (not enough water, you need to water the plant with plenty of water).
Educator: It is true that if a plant blooms or new leaves bloom, it needs more water than usual. After all, the plant has increased in size, which means that the previous amount of water is not enough for it.
III order.
Educator: Children, what do you think, what benefits do 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, which flower will seep water from a watering can faster into the ground? 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 at the flower in which you loosened the ground)
Educator: Why do you need to loosen the earth? (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 in your right hand (a stick with a colored mark at the bottom) as a table fork ( forefinger above). Lower the stick to the colored mark in the ground near the stem of the plant. Loosen the soil from the stem of the plant to the edge of the pot with slow and careful movements so as not to damage the roots. Do not raise the ripper high so as not to scatter the earth from the pot.
Educator: Who is the most attentive among us, tell me where to loosen the earth? (from the stem of the plant to the edge of the pot)
Educator: Why does the ripper have a colored mark at the end? (you can’t lower the stick into the ground deeper than the mark, the roots can be damaged)
Educator: Who wants to loosen the earth in the rest of the pots of our flowers? (children begin to loosen the earth in pots under the guidance of a teacher)
IV order.
Educator: We watered the plants, loosened the soil for them, what have we not done with you yet? (did not wipe the dust from the leaves)
Educator: Right, why do you need to wipe the dust from the leaves of flowers? (so that the light hits the plants better)
Educator: Look, there is asparagus in front of you. Can it be wiped with a damp cloth? (No)
Educator: Asparagus must be sprayed from a pooler, because its leaves are reduced. See how I do it.
Educator: In front of you is a begonia, can it be wiped with a cloth, like a sansevier? (No)
Educator: It is necessary to wipe the begonia and other flowers, in which the leaves are covered with small hairs, with a wet brush. See how I do it.
Educator: Now let me play the game “How to wipe the 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 the dust from the leaves of the plants of the group.
Final part:
Educator: What good fellows you are. How did we help our flowers today? What have we done? (they watered the flowers, which have bulbs and tubers, loosened the soil, wiped the leaves from dust).
Teacher: Why did we do this? (so that the flowers feel better, do not get sick, decorate our group with their bright flowers and fresh greens).
SAMPLE Summary of work in the older age group
(or in preschool group)
on the topic: "Care for indoor plants"
Target: to teach to carry out a series of labor assignments in the organization of collective labor.
Tasks:
Educational tasks:
1. systematize knowledge about the needs of plants in moisture, light and temperature;
2. consolidate the skills of caring for plants (watering, loosening the soil, wiping leaves with different surfaces from dust);
3. teach how to save time in the process of watering;
4.teach the correct sequence of washing pallets.
Development tasks:
1. develop attention, logical thinking:
2. develop organizational skills (distribution of duties, preparation of equipment, cleaning of the workplace).
Educational tasks:
1. to cultivate a sense of collectivism, mutual assistance, responsibility in the process of work;
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 guns, rippers, basins of water.
Introductory part:
Educator: Children, today we will take care of indoor plants. Remember what our flowers need? To do this, run your finger along the surface of the leaf of the plant. What happened to your finger? (he became dirty, covered in dust).
Educator: What do plants need? (cleanliness, care).
Main part:
I order.
Educator: Tell me how to properly dust the leaves? (smooth leaves are wiped with a damp cloth, a leaf is placed on the left palm, the leaf is wiped from the trunk to the very end with the right hand, so as not to damage the leaf).
Educator: Dima, show all the guys how to wipe smooth leaves (the child shows on the poinsettia, scindapsus).
Educator: If the leaves of the 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 the dust? (asparagus, cypress, aloe, cactus, cyperus - the child sprays the plant).
Educator: What surface of the sheet have we not talked about yet? (if the leaves of flowers are covered with villi, it is necessary to wipe them with a wet brush or sponge so that the villi are not damaged. Wipe should be the same as smooth leaves - hold the leaf from below with your left palm, wipe the leaf with a brush with your right hand).
Educator: Find among our plants those whose leaves are covered with villi (children find begonia, violet, ginura, koleria, coleus).
II order.
Educator: Look out the window, what trees are 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, don't shed their leaves? (in the group it's warm)
Educator: Pay attention, geraniums have appeared pink flowers. On the street, do you see buds blooming near the trees? (no, it's cold outside)
Educator: If the flowers have buds open, how should they be watered, plentifully or moderately? (copiously).
Educator: Find flowers that have blossomed buds (children find them, the teacher puts them on a separate table).
Educator: Remember the rules for watering the soil near 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 from three sides away from the trunk so that all the earth is soaked and the roots do not open).
III order.
Educator: Earthworms are loosening the ground on the street, why is this necessary? (loose soil allows air to pass better to the roots, water passes faster to the roots of plants)
Educator: Who loosens the ground for indoor flowers? (people, we)
Educator: Tell me how to properly loosen the ground for indoor plants? (the ripper has a mark below which the stick must not be lowered into the ground so as not to damage the roots. Loosening should be done carefully from the plant stem to the pot without damaging the roots).
Educator: Masha, show me how to loosen the soil? (child shows)
Educator: Dima, fields the plant, the soil of which Masha has loosened, and Nastya will water the flower, the soil of which we have not loosened (the children are watering)
Educator: Guys, who saw the difference in the absorption of water into the ground? (water soaks in easier and faster where the soil is loose)
Educator: To save your time while caring for indoor plants, you must not only loosen the soil, but also pour water into the soil at three flowers at once. While you are watering the third flower, the water in the first pot will have time to get to the roots. So you can start watering the first flower again, the second, and so on, until all the flowers get drunk.
IV order.
After watering after 1-2 hours, excess water should be poured out of the pan.
Educator: Do you think that we leave the pallets dirty during flower care or should they be washed too? (pallets need to be washed)
Educator: That's right, pallets are sung like saucers - on both sides. See how I do it. I take the pallet, 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 pallet under the flower pot, from under which I took it.
Educator: Do all flowers need to be watered from above, falling into the ground? (no, if the plant has a rhizome in the bulbs, water is poured into the pan so that the bulb does not rot in the water, if the leaves are collected in a socket, then water is poured not only into the pan, but not much into the socket).
V order.
Educator: Among all the plants, find those flowers that need to be poured into the pan (children find flowers, the teacher transfers them to a separate table: with a socket - guzmania, vriesia).
Educator: What do you think, what should be done first with flowers that have rosettes and bulbs? Water the flowers or wash the pallet of these plants? (wash the pan, 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 pallets and carefully fold the equipment on the tables. What tables should be during flower care and at the end of work? (clean, dry).
VI order.
Teacher: Divide into four subgroups. The first subgroup will wipe the dust from the leaves of the plants, the second subgroup will loosen the soil and water the flowers, the third subgroup will wash the pallets, and the fourth subgroup will keep the tables and floors clean.
Educator: Distribute equipment and responsibilities in your subgroups. Discuss who will stand where so as not to interfere with their partners. Work together, negotiate, prompt and help each other if necessary. Start caring for indoor plants.
The teacher controls the work of subgroups, prompts, guides the children, advises what and how best to do in the first place. Maintain discipline in the group.
Final part:
At the end of the labor activity, the educator evaluates the results of the work of each subgroup (swipes his finger over the surface of the leaves when searching for dust, touches the surface of the soil in each pot with his finger, checks that there is water in all trays (must go through the entire soil of the plants), there should be a small amount of water in the sockets) the amount of water, the pallets are clean, the tables and floors are washed and dry, the equipment is washed, wiped dry, laid out at the workplace.
Memo 6
"Features of the organization of labor activity of preschoolers"
In the process of organizing the work of preschoolers, the following points should be taken into account:
1. Motivation of children to the content of labor (observation, watering, loosening, feeding, cleaning and washing equipment).
2. The attitude of children to activities (showing interest, responsibility or lack thereof).
3. Timely adjustment of labor skills and abilities among preschoolers (the ability to understand the task, act rationally, efficiently, show a sense of collectivism)
4. Organize the interaction of children in the process of activity (joint planning, manifestation of mutual assistance, mutual evaluation).
5. Thinking through the planning of work activities by adults:
Himself planning
Divides responsibilities between children
Planning with children
Children independently plan activities and distribute responsibilities, control
6. Creation of conditions for successful organization of work:
Ensuring the systematic participation in the work of each child;
Ensuring the volume of labor;
Load accounting;
Provision of equipment;
Creating a positive emotional atmosphere;
Accounting for 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 the formation of skills (the ability to understand the task, independently choose the necessary equipment, act rationally, efficiently, strive for contact with peers and adults around them)
2. Features of the child's attitude to activities (shows interest, responsibility or not).
3. Features of the interaction of the child with surrounding peers and adults in the process of activity (joint planning, manifestation of mutual assistance, mutual evaluation).
5. What motives for labor do the child have:
Get a positive assessment from an adult (increased self-esteem);
Self-affirm (manifestation of leadership abilities);
The desire to cooperate with an adult (likes junior educator);
The desire to benefit society (not leave the younger brother hungry, please the kids with gifts - crafts).
6. Features of the child's planning of his own labor activity:
organize workplace;
Execute labor stages;
Control their own actions and evaluate individual stages of work;
Evaluate the results of common work;
He sees the impact of the quality of the result of his own work on the quality of the result of other children.
7. On the basis of the labor skills and abilities inherent in the child, noted during the observation, to conclude what form of labor is available to the child? (general labor, joint labor, collective labor, brigade labor) (See table below)
Table "Characteristics of labor skills and abilities of preschoolers in different age groups when observing the labor of a child"
| Junior age group | Average age group | Senior Age and Preparatory School Groups | preschool group |
| General Labor | Joint labor | Collective labor | brigade labor |
| -a common goal, but children do not realize this; -general labor activities; - no mutual control and mutual evaluation; -at the end of the work "well done". | -a common goal, but children do not realize this; - labor actions are given for one subgroup, the other 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 evaluation; - the final result is evaluated for each subgroup (differentiated assessment). | -a common goal, children are aware of this; - in each subgroup there are all labor actions; - the result of one child affects the quality of the result of another child; - moral qualities - mutual assistance, mutual support, an example to follow; - there is mutual control and mutual evaluation (differentiated evaluation). | - there are all signs of collective work; -team work lasts several days. |
| For example: 1.everyone cleans up the toys in the group before dressing for a walk; 2.everyone collects sand in the sandbox; 3.everyone collects twigs and cones for crafts. | For example: 1 subgroup washes toys; 2 subgroup wipes the dust on the shelves; 3 subgroup carries toys from the shelf to the shelf. | For example: in one subgroup, 1 child wipes the leaves; 2 - loosens the soil; 3 - watering 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 lowers the seeds into them (he measures the growth of dill during the week); 2 - watering dill seeds; 3 - removes weeds in the process of dill growth. |
Memo 8
"Issues to the analysis and self-analysis of the organization of labor activity of children in different age groups"
I. Organization:
1. Preparation of the educator for the work of preschoolers (development of a summary, signing it, arrival in advance).
2. Equipment preparation:
· Visual demonstration material;
· Handout.
3. Preparation of the workplace:
· Arrangement of tables;
· Preparation of handout and demonstration material by one teacher or together with children.
II. Introductory part:
1. How did the teacher motivate the children to work? Did the children remove the play material?
2. What pedagogical approach (playful, problematic or authoritarian) was used to arouse children's interest in the upcoming work, to attract their attention?
3. How clearly did the educator formulate the purpose of the children's labor activity? What will the children be doing? 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 the task? (Immediately, it was difficult).
2. What help did the teacher provide? (He reminded the tasks himself, with the help of children, offered the children to cope with difficulties on their own).
3. How many parts are there in a lesson? How did the children work in each of the parts (interest, mutual exchange of knowledge and experience, mutual assistance, quality)?
4. What individual work did the educator do? (I did it for the child, together with the child, helped verbally, turned to other children for help - an example of a peer).
5. Did the teacher make the tasks more difficult for more capable children?
IV. Final part:
1. What debriefing method did the teacher use?
2. Did the children complete all the tasks for work, did they cope with them?
3. Did the children and the caregiver experience the pleasure of working?
v. Teaching skills:
1. Speech of the educator.
2. The emotionality of the educator.
3. The total duration of labor activity (summation of the introductory, main and final parts).
Memo 9
Types and forms of labor activity of children;
The value of work in a child's life;
Cooperation between an adult and a child in the organization of labor activity;
Accounting physical activity and complexity of work operations.
1. A plan is being developed for holding regime moments for the first half of the day, with the formulation of the goals and objectives of education, training and development. If special equipment is needed (for example, for inserting new game), then it should be specified.
2. The summary covers all routine processes (morning reception of children, morning exercises, cultural and hygienic procedures, preparation for breakfast and breakfast, independent activity children, preparation for a walk and a walk, preparation for dinner and lunch, preparation for bed).
3. In the abstract, you should often use a literary word (folklore, poetry, songs).
4. Play activities and play moments must be present at all times.
Questions for observation and analysis of the organization of regime processes by the educator in the 1st half of the day:
1. How does the teacher meet the children? What greeting words does he say, what does he pay attention to? (Appearance, mood).
2. Does any activity offer or are the children left to their own devices?
3. What activities does the teacher organize? (Games, observation, work, entertainment, gymnastic exercises).
4. At what time does the teacher start collecting 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, what is this expressed in?
6. Does the teacher have time to prepare the children for washing and for breakfast at the same time? (Attention to the table setting, to the participation of children in this).
7. What does the teacher pay attention to while washing? Does this one use regime moment to broaden the horizons of children? What techniques does he use to make washing go quickly, in an organized way, right?
8. Did the children sit down to breakfast exactly according to the regimen? How long was breakfast? Does this time correspond to the established mode? Why didn't the children finish breakfast on time?
9. What does the teacher pay attention to during breakfast, what moments does he miss? Are there any interesting tricks in the work of the educator?
10. What do the children do after breakfast? Does the teacher organize the children, does he suggest games, activities, what kind? How long is the break between breakfast and the children's direct educational activities? Does this time correspond to the established routine of the day?
11. At what time did the immediate educational activities children? How long did it take? Does this time correspond to the established routine of the day?
12. Is independent children's activity organized interestingly? Does it provide children with rest: yes, no, why?
13. At what time do the children go out to get dressed? Does it fit into the 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? What techniques in working with children, in addition to reminders and remarks, have you noticed? What methods could be applied?
16. How long did it take to get dressed? Is this the correct time or should it be shorter, longer?
17. What was the content of working with children during the walk? Were various activities organized for children, what kind? (gaming, labor, productive, communication)
18. What benefits have they received for their comprehensive development? Was the teacher active in guiding the children or passively supervising them? What moments during the walk did you especially like, dislike, why?
19. How long did the walk last? Does this time correspond to the established routine of the day?
20. What methods does the teacher use to collect children in the room? Are they successful: yes, no, why?
Note: undressing by the educator is analyzed similarly to dressing, preparation for dinner, lunch is analyzed similarly to breakfast.
Abstract of a lesson on labor activity senior group "Let's help Fedora" - page No. 1/1
Abstract of a lesson on labor activity
senior group
"Help Fedora"
Educational field: Communication and personal development
Goal: Formation of a positive attitude towards work and its results.
Tasks:
Tutorials:
1. To teach children to participate in the organized work of a team 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 properly use the material and equipment for work, observing safety precautions.
3. To form a conviction in the social significance and necessity of domestic work.
4. Introduce children to plant propagation by cuttings.
Developing:
5. Improve labor skills and abilities in the process of work, improve the ability to plan one's activities, distribute duties among themselves, evaluate the work of one's group and the team as a whole.
Educational:
6. Cultivate friendly relationships in the labor process, a desire to help, a positive attitude towards their own work and the work of their peers.
Corrective:
7. Develop the vocabulary of children on the topic "Economic and household work"
Clarify and activate in the speech of children the name of various objects of the surrounding reality.
Fix the correct pronunciation of sounds in proverbs and sayings.
Fix the use of nouns in the nominative case
Methods and techniques: conversation, explanation, problematic questions, clarification, artistic word, reliance on the knowledge of children, practical work, surprise moment.
Venue: group.
Materials and equipment by type of labor:
Children's dishes, sponges, aprons, basins with soapy and clean water, oilcloths, clean diapers, algorithms.
Indoor flowers in pots, basins, tables, spray guns, rags, oilcloths, aprons, algorithms, watering cans, spatulas for loosening, brushes.
Books with a worn spine according to the number of children, color and White paper, on which lines 4-5 cm wide are applied, scissors, glue, oilcloths, rags for removing excess glue, algorithms.
Indoor plant, knife, transparent vase with water, charcoal.
Preliminary work: a conversation about work, memorizing proverbs and sayings about work, looking at illustrations and albums about various adult professions, watching the work of a cook, janitor, assistant educator, laundress, librarian, fixing the idea of work through didactic games, reading poems, fairy tales by Korney Chukovsky: “Fedorino grief”, “Moydodyr”, a poem by S.Ya. Marshak “How our book was printed”, “A book about a book”, “The song of library books”, a conversation with children about the rules for working with a book. Watching cartoons.
Was held research: "Which flower pot absorbs water faster" (loose soil or not) we watered both plants and compared where the water absorbed faster. Why does water soak faster in loose soil? (Because we have loosened the soil and it is easier for water to get to the root of the plant). Identified which houseplant needs watering, which does not.
Predicted result: As a result of collective household work, children develop a value attitude towards their own work and the work of their peers; children must understand that after their work in the group it became clean, bright and beautiful.
Lesson progress:
The teacher and children greet the invited guests. There is a rustle, noise behind the doors.
Educator: Oh, guys, someone is coming to visit us.
Fedor enters and sings a song about laziness.
Song "Fedora"
1. How good it is to do nothing,
Soup in a saucepan to cook,
But who would?
Here is my bowl
Yes, all black is black.
Who would wash it for me?
And I'm quite sick.
2. I would drink tea -
The samovar is empty.
Can someone bring
Do I need plain water?
Only my cup
Yes, all black is black,
Who would wash it for me?
And I'm quite sick.
Teacher: Who are these guys?
Children: Fedora.
Fedora: Hello guys (Fedora's words about how good it is to be lazy).
It's good to do nothing, lie down, relax. And everything is done by itself
on its own, washing itself, watering, preparing. Beauty!
Educator: Guys, is it good to be lazy?
Children: No.
Educator: Listen, Fyodor, what sayings and proverbs do the guys know about laziness.
Proverbs and sayings:
A lazy person does not know fatigue; The lazy one always has tomorrow and the day after tomorrow; For lazy people, every day is a day off; A lazy person does not sunbathe even in summer; If you are not lazy, there will be bread and salt; From idleness a person deteriorates; There is no disease worse than laziness; It is easy only for those who do nothing.
Educator: - Our guys Fedor love and know how to work. Do you want us to teach you too?
Fedora: - Well, I don't know, but are you willing to help me?
Educator: Guys, who knows proverbs about work?
Children read proverbs and sayings about work:
“Patience and work will grind everything”, “Labor feeds a person, but laziness spoils”, “Judge not by words, but by deeds”, “Who loves to work, he cannot sit still”.
Educator: - But before helping Fedora, we will play a game
with the help of which, we 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 pattern. Whoever has an image, he will deal with it.
(Held sedentary game"Find a Pair"
A) Teacher: What do you see in the pictures?
Children: Dishes.
Children: Wash the dishes.
Educator: That's right.
b) Teacher: What do you see in the pictures?
Children: Book.
Educator: What do you think, what is your task?
Children: Repair the book.
Educator: That's right.
C) Teacher: What do you see in the pictures?
Children: Indoor flowers
Educator: What do you think, what is your task?
Children: Caring for indoor plants
Educator: That's right.
Educator: Guys, you have formed teams, and now we will choose a foreman. The foreman must be honest, hardworking, diligent, responsible, accurate. (Children suggest who can be chosen as foremen)
Educator: When they work together, it is necessary to distribute the work and decide together who will do what and what equipment you will need for work. (Dishes) Guys, what equipment do you need to wash toys? Who among you will wash the dishes and who will rinse? (Flowers) What equipment do you need to care for indoor plants? What plant needs care? How will you take care of him? (Books) What do you need to repair books? Which of you will adjust the length of the strips for gluing books, who will cut them off, and who will glue them?
Educator: Take the equipment that you need for work
There are bowls of water on the tables.
But before starting to work, the children, together with the educator, remember and consolidate the rules for the safe handling of objects of work.
Handle water carefully, do not spill water, roll up your sleeves. When caring for flowers - gently wipe the leaves so as not to damage them, when loosening - so as not to damage the roots, when watering - gently water under the roots do not pour mime flower pot. When using with scissors, do not swing the scissors, keep the sharp ends away from you, do not lift to the top. Apply a little glue, remove excess glue with a cloth.
Rule: And now we will remember the rule that will help us work
Everything you can, do it yourself;
Don't forget to clean up after yourself;
Respect the work of other people;
Before you begin to work, prepare everything you need;
Do everything carefully, without haste;
Do not be distracted when you work;
Use tools correctly;
Don't leave work unfinished;
If you do not work alone, work together;
If you finish a job early, help others.
Educator: Well, now let's put on aprons, and let's get to work! Our motto: “Ready for work, more work, less words". (Soundtrack of children's songs about friendship sounds).
Independent labor activity.
In the process of work, the educator gives advice, helps in organizing, recalls the order of work; asks how the children distributed work responsibilities, provides individual assistance
In the course of her work, Fedor walks around the group and admires.
Fedora: How beautiful it is in your group, how cozy, not like in my hut. And you yourself, how beautiful, neat, clean.
The teacher draws Fedora's attention to the children, leads to different "centers". Fedora is surprised at how the guys are able to work together and neatly. He tries to help the guys, but he does it wrong. Children make comments and show how to work correctly.
Educator: Well done, and now let's not forget to put things in order on our desktop, we'll put everything in place.
The teacher makes sure that after the completion of work, the children put things in order at the workplace, all materials and equipment are put away
The brigadiers take turns telling what they have done, give their own assessment of the activities of their brigade.
Fedora: You guys are doing everything so cleanly and well - well done, and what beautiful you have houseplants! And I don’t have a single houseplant in my hut.
Educator: Guys, let's give Fedora a houseplant. Fedora, what plant did you like with us?
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 out of it, like the one from which it was taken. (the teacher cuts the stalk and puts it in the water)
Educator: Fedora, the guys and I will grow a houseplant geranium for you, and then we will give it to you.
Fedor - Thank you guys! Soon I will also have a houseplant that I will take care of! And you are all great! Everyone worked a little, but together they did a great job. What helped you?
Children: Friendship
Educator: Guys, do you know proverbs about friendship?
Children - Yes (several children answer)
Sayings:
A faithful friend is better than a hundred servants.
All for one and one for all.
Enmity does no good.
Life is hard without a friend.
Lose yourself, and save a comrade.
An old friend is better than two new ones.
Friendship is a great power.
Close together, but boring apart.
Educator- What do you think, after we all worked together, with what proverbs can we summarize our work?
Answers of the children: I did it - walk boldly.
Business time - fun hour.
Teacher: Well, let's have some fun! And we'll sing a song.
Children sing the song "True Friend"
Fedora thanks the children, says goodbye and leaves. Invites her to tea for a visit, as she has learned to be hardworking and accurate.
Children: Thank you, Fedora, of course, we will come when we plant the stalk 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. And what did we do today? what have we learned and taught Fedora today? What was hard for you to deal with? And what kind of work and activity did not cause difficulties? Did you enjoy working together and why?
What new did you learn today?
Educator: That's how much we have to do! How interesting it is to work like this together all together, helping each other. And the matter is debatable. Friendship is born in joint work.
Abstract of labor activity
Topic: "Cleanliness is the key to health"
Program tasks:
To improve the ability of children to wash toys, wipe them. To consolidate and expand ideas about how to care for indoor plants. Form a habit of healthy lifestyle life; the ability to interact in a team, to agree on the amount of work of each, to bring the work started to the end. Cultivate a caring attitude towards plants, a desire to care for them; to cultivate diligence, responsibility for the task assigned, accuracy, collectivism.
Methods and techniques: explanations, reminder, conversation, game moment, advice, demonstration, positive example, practical cleaning activities; encouragement, artistic word, musical accompaniment, experimentation
Previous work: Familiarity with the rules joint work; with proverbs and sayings; conversations: “Our house - we will put things in order in it”, “A small business is better than a big idleness”; figurative-plastic sketch “Guests have come to us”; listening to musical works: Polish song "Boots", music. R. Boyko "It was in Carolina"; reading V. Dragunsky "From top to bottom, obliquely", Y. Akim "Neumeyka", S. Mikhalkov "All by myself", A. Barto "Girl grimy"
Equipment: watering cans, napkins, sponges, basins, aprons, sticks for loosening the soil, a spray gun, toys, indoor plants.
Progress:
Pinocchio (a 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 caught a cold!
Educator: Didn’t they teach you that patients should be treated at home, not to spread infection and germs.
Pinocchio: And who are these microbes?
Educator: These are those who carry various diseases.
Pinocchio: I didn't bring anyone.
Educator: You didn’t bring it, but you sneezed without covering yourself with a handkerchief. Microbes scattered around the group, we will now show you how this happens.
Demonstration of experience with a spray gun.
Pinocchio: Oh. How many microbes I brought to you, what should I do now?
Educator: You, Pinocchio, should go home and be treated, and let's think about what we can do?
Pinocchio leaves.
Children: You can wipe the dust on the shelves in the closet, wipe the toys, arrange them beautifully. We also know how to wash building material ...
We can wash the flowers, water them so that they enrich the air with more oxygen.
Teacher: That's what we're going to do.
I propose to think about what equipment is needed to wash the building material. What is more convenient to wipe toys?
I suggest that before starting work, remember the basic rules of labor:
You can't be distracted.
Any task to carry out carefully, to bring the work begun to the end.
Help comrades, if they refuse help, do not interfere.
I distribute the guys into groups, I give a task to each group.
I propose to distribute the work yourself. (Turn on the music)
The kids get to work. The teacher and the Storyteller help with advice, sometimes they show the way of action.
If necessary, the educator redistributes labor duties.
After work, children clean up after themselves napkins, sponges, aprons.
Giving an assessment of the work of children, the teacher summarizes:
Educator: Guys, you did a good job. They did a lot of useful things, worked together, helped each other. No wonder the people say: "Friendly - not heavy!" And they also say “Patience and work - they will grind everything!” The group became clean, beautiful, and the flowers proper care will delight everyone with beautiful greenery and flowers. And most importantly - we got rid of germs!
Labor education includes the formation of the necessary for the future professional activity skills and moral qualities and pursues the achievement of many goals: the development of children positive attitude to work and desire to work, education of basic labor skills. In kindergarten, these goals are achieved in game form, and the complexity of tasks depends on the age capabilities of children and their ability to perceive information. Work education can help develop other skills as well. If the teacher organizes group work, then this will allow children to learn how to work in a team. Each child will be more responsible for their actions and will learn to work for the benefit of the team.
Organization of labor activity in the senior group of kindergarten
Labor activity implies not only the formation of skills, it develops attentiveness, activity and composure in children. In kindergarten, preschoolers are introduced to the work of adults and are introduced to activities that are feasible for them.
There are several functions of labor education:
- Educational - develops the child's practical skills and abilities.
- Developing - provides physical, social, mental development child.
- Educational - forms diligence, collectivism, discipline and attentiveness of the child.
Types of work activity of older preschoolers
The types of work activities of pupils of preschool educational institutions can be divided into several groups:
- Self-service. IN senior group self-care tasks become more difficult. The educator, as before, teaches the children to do certain work, but now he also helps them to correctly approach the implementation of a difficult task, explains how to complete it as quickly and better as possible. Control is being strengthened so that each thing lies in a certain place, the children clean up their toys. To achieve results, the teacher makes constant demands on the kids.
In the older group, the child must change clothes on his own
- labor in nature. This type of work is incredibly useful for child development. It is not only fascinating, but also allows you to learn a lot about the world around you. The child can directly get acquainted with nature and its features, thanks to which he develops respect and respect for plants and animals. Work in nature allows you to effectively solve the problems of sensory perception, and also helps to get a general idea of natural objects.
The types of activities include duty in the corner of nature and the creation of bird feeders. These tasks develop not only the artistic skills of the child, but also respect for nature.
When creating a bird feeder, a preschooler can participate in its design
- Collective work. This type labor develops social skills and teaches preschoolers teamwork. The teacher can organize the performance of one common task in which all children will participate, for example, cleaning group room or washing toys. This will allow each child to feel like an important link and begin to take more responsibility for their actions. Job types may vary. At the end of joint work activities, you can play group games.
An example of a group game "Mousetrap".
Children are divided into two groups. One of the groups stands in a circle, tightly holding hands and raising them up. The second group of children is in the middle. Their task is to run as many times as possible back and forth between the hands of the children standing in a circle. Those standing in a circle sing a rhyme:
We are all fed up with mice!
Cheese and sugar - all eaten.
Beware the cheats!
Don't run away from the mousetrap.
As soon as the teacher claps his hands, the children standing in a circle lower their hands and squat down. Those babies that remain in the circle are considered "caught". They stand in a circle and the game continues.Completing collective tasks teaches children to work together
- Manual and artistic work. This type of work aims to develop in children a sense of beauty and aesthetic taste. It includes work with art materials, modeling, wood carving, creating crafts from cardboard and paper, classes with fabric and origami. The fruits of his creative work children give to parents, friends or loved ones. This helps in the development of moral qualities and a positive attitude towards others.
Paperwork teaches accuracy and develops fine motor skills
- Household work. Such work develops in children the desire to maintain cleanliness and order in the environment. Children learn to work collectively to achieve a common goal, purposefulness and organization are formed. In this direction of labor development, the main role is played by the teacher, since it is from him that the children will take an example.
Preschoolers should do the work themselves, and not watch the actions of an adult. The teacher organizes their activities and directs them in the right direction. Examples of household chores include cleaning a room, washing dishes, and doing laundry.Clearing paths from snow teaches children to order and care for others
- Duty. this work implies the work of a group of children or only one child for the benefit of the rest. Often, duty requires incredible composure and commitment from the baby, so if such work is carried out for the first time, the teacher should conduct a special training session. You can also arrange a duty corner.
The inventory for duty is varied, it depends on the age of the children and their commitment. But still, there are basic tools and items that must be at the disposal of children. These are aprons, scarves, small brooms, rags, buckets of water, gloves and a few small spatulas.
The work itself has many directions:- Preparation for classes: children lay out pencils, bring glasses of water, paints.
- Dining room duty: pupils clear the table, arrange the dishes.
Preschoolers are responsible for duty
Table: file of topics on labor activity in the senior group of the preschool educational institution
Author Savina P.I. Type of labor
On the topic: "Polite helpers."
Time in day mode: 15.00-15.20
Type of labor activity, form of organization: Self-service (errands).
Program content: To form the ability to dress independently. Learn to notice and fix problems on your own. Continue to learn how to use politeness formulas correctly.
Equipment: mirror.
: Children, what kind of person can be said to be polite? (A polite person always thanks for the help, greets at a meeting, says polite words). And 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 friends.
And now, please, check everything and fix your hair.
What do we do with a comb?
We do Tanya's hair.
Hair to hair - braid,
Every girl is beautiful!
What do we do with a comb?
Vite doing hair.
Vitya looks in the mirror:
No vortices - nice view.
Children are invited to admire the hairstyles.
Time in day mode: 15.20 -15.30.
household work (canteen duty).
Program content: teach children to independently and conscientiously fulfill the duties of dining room attendants: set the table, clean the dishes.
Equipment: aprons for attendants.
Well done kids, you all did your best. Now we are washed, combed and smart. Do we have real hostesses? Who is on duty today? Remind them how to properly set the table. (Napkins are placed in the center of the table. Glasses, 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 see and evaluate the work of the attendants. We put a vase with flowers on the most beautiful table, and vases with twigs on other tables. What a beautiful group!
Children sit at tables.
Children, today we have a poppy seed bun and milk for an afternoon snack. Bon appetit, be careful, take your time.
Time in day mode: 15.30-15.50.
Type of labor activity, form of organization:"Cookie making" (collective household work.
Program content: Develop children's interest in cooking. To consolidate the methods of working with dough: rolling with a rolling pin, cutting out cookies with a mold. To form socially significant motives of work, the ability to work carefully, diligently, together.
Equipment: On tables pushed together are cutting boards and rolling pins, dough cutters, a bowl of dough in the middle, a bowl of eggs, knives, napkins.
Organizational and methodological instructions:- Let's guys prepare a treat for our dolls today. We have already prepared everything for work, it remains only to make cookies from salt dough. Let's work together. Wash your hands, put on your aprons, and let's get to work. I tell you how the dough was kneaded. First we took flour, then poured water, added salt. It made a tough dough.
After that, I propose to roll the sausage out of the dough and divide it into four parts. I remind you that the dough should be rolled out in a thin layer so that the cookies are quickly baked and tasty. Show and tell how to cut cookies with a cookie cutter. Then I invite the children to start making cookies. I remove unnecessary items from the tables and put a baking sheet. I remind you that you need to stack cookies on them tightly to each other.
Summing up, I read the poem:
We took a glass of water
Poured into a bowl
And then the testicle was beaten
Slightly salted.
We sifted the flour
The dough was kneaded.
Rolled out the dough with a rolling pin
And circles began to be made.
No! We weren't kidding at all.
We made cookies!
Now what should 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, prepare to receive guests on the site.
Time in day mode: 16.30-17.00.
Type of labor activity, form of organization. TO collective household work on cleaning the site.
Software content. Improve your ability to dress yourself. Cultivate neatness, the desire to monitor their appearance. Show respect for things, provide mutual assistance, show humane feelings towards each other. To consolidate the concepts: inside out, face, outside, inside, front, back.
To teach children to participate in the organized work of a peer group. Develop relationship skills, the habit of cleanliness and order. Strengthen the ability to plan activities, distribute responsibilities among themselves. To form in children the conviction of the social significance and necessity of domestic work. Fix actions with inventory.
Equipment: pictures with tasks, three panicles, two brooms, two scoops, stretchers, buckets, watering cans, rags.
Organizational and methodological instructions. I remind you of the rules for using tools. I draw attention to the prepared inventory and suggest taking with you three panicles, two brooms, two scoops, a stretcher, buckets, watering cans, rags.
I propose to get dressed, take equipment with you and go to the site.
The sun is walking in the sky
Congratulations on a clear day.
Get up, kid
It's time to walk!
We will dress ourselves.
Gather for a walk.
The boys go to their lockers. I encourage each other to help each other fasten buttons, zippers, buckles, straighten collars, pull down dresses, etc. I draw attention to those who have already dressed, to what neat, clean, unwrinkled clothes they have. Helps children to conclude: whoever does not dirty things, carefully hangs them, takes care of them, he always looks beautiful and neat.
I remind you to bring your equipment.
Location on.
We pour sand from watering cans
And sweep the paths
Wipe the dust from all the benches,
And then let's go play.
The kids get to work. In the course of work, I give advice, help in organizing, remind the order of work.
We will collect papers in this bucket. To whom have we entrusted this task?
I observe the activities of children, I follow the actions of children in relation to each other.
Sasha will take a broom
And sweep the veranda.
With this cloth Natasha
Wipe the dust off the benches.
I encourage the guys, I help with advice and actions, I encourage them to help each other.
I see that Kolya and Vera have already watered the sand well. And now they will take the shoulder blades and rake it in a heap, and Sveta and Olya will help them.
At the end of the work, I ask you to clean up the workplace, rinse the rags, wipe the buckets, take the equipment to the group.
