Methods for diagnosing the results of work activity. Monitoring the organization of children's work activities. Identification of skills in manual labor

⁰

Natalia Zolotova
Diagnosis of work activity

Labor activity

The study was carried out using a questionnaire proposed by G. A. Uruntaeva, Yu. A. Afonkina.

Target: learn the ability to plan labor activity.

Conducting research: observation of children in the process of execution labor assignment. Hand washing.

An object: group of children 4-5 years old, 15 people.

During the research process, many children had difficulty planning their activities.

Only two children completed the task in accordance with the planned plan, and did not experience any difficulty in planning their activity.

Seven children, with the help of questions from an adult, made a plan for their activities, but adhered to it partially during execution, making mistakes at the beginning or at the end activities. One part of the group forgot to raise their sleeves, the other part of the children did not evaluate the result of their activities, and hands were not thoroughly washed. Some of the children did not wipe their hands on the towel, although they planned to. The hand washing skill is not automatic; to successfully complete the task, they require adult accompaniment or visual guidance; with a little help, children will successfully complete the task.

It was difficult for two children to plan their activity. They described in detail how they would wash their hands and used the movements, but could not independently describe the sequence of actions. During the washing process, they asked for the help of an adult to open the tap, paid great attention to the washing process, and did not evaluate the result. Failed to follow the steps required during hand washing. What was their plan? activities. The skill of hand washing has not been learned; it is difficult to plan and carry out activity, are associated with ignorance of the sequence of actions.

Four children from this group could not tell their plan activities consistently and completely. They rearranged actions and forgot about some points. However, they completed the task successfully without skipping actions or disrupting their sequence, which was not in accordance with their plan. This group of children has developed the hand washing skill, but there are difficulties in speech development. With this group of children it is necessary to talk through the actions in the process activities, which will allow you to successfully master the ability to plan your activity verbally.

It is worth noting that the beginning activities and actions during the washing process, children paid more attention than evaluating the result and the end of the process (wiping hands with a towel and rolling up sleeves).

Self-service	Assignments related to economic work		Duty roster	Introduction to adult labor
Wash your hands whenever they become dirty before eating, wipe your face and hands dry with a personal towel	Place bread bins and napkin holders, maintain order in the playroom.	With the help of an adult, feed fish, birds, water indoor plants, plants in the beds		Chef janitor driver
Learn to clean yourself up with the help of an adult		Clamp the onion, collect the vegetables
Teach children how to dress and undress		Clear snow from paths, remove snow from benches
Learn how to put on clothes and shoes correctly

Senior preschool age

Self-service	Instructions related to economic labor	Assignments related to labor in nature	Duty roster	Familiarization with the work of adults	Manual labor	Collective work
Dressing and undressing	Help the teacher repair books, teaching aids(gluing books, boxes)	Garbage collection on site, collective cleaning in the garden	Arrange bread bins, plates, place napkin holders, lay out cutlery	The concept of “profession” is introduced	Safety rules for working with glue	Territory cleaning, group cleaning, flower care
	Caring for toys, washing them	Sweeping paths on site		Dating doctor best man postman salesman	Fosters independence
					Desire to give gifts

1. During the work, the assigned tasks were solved.

2. material: aprons, watering cans, basins, rags, plants, construction sets, cat toys. The object of labor is flowers.

3. Household work.

Wiping dust from the designer.

4. labor in nature. Watering plants.

5. distribution among units.

Each link performs its task.

6.use the watering can correctly. The quality of children's skills is average.

9. Positive attitude towards work.

10. The children worked hard and fulfilled the teacher’s goals.

11. Labor to the ranks.

Junior group.

Type of labor Household.

Goal: Formation of a positive, successful attitude towards one’s own work and its results.

Objectives: To cultivate the desire to take part in feasible work, to be able to overcome minor difficulties. To develop the ability to understand general words

Form of labor organization: assignment

Equipment: envelope with cut cards for dishes, 2 basins for each child, 2 woven napkins for each child, small pieces of soap, sponge, dirty doll dishes.

Methodological techniques: Showing the silhouette of a house, the speech game “Talking Dishes”, showing the teacher how to wash the dishes.

Middle group.

Type of labor is labor in nature.

Goal: develop a positive attitude towards nature.

Objectives: To form the habit of labor effort, the desire to work. To teach children how to hold a shovel correctly and clear the space of snow. Develop imagination, thinking, and the ability to carry out the teacher’s instructions. Cultivate a love of cleanliness.

Form of organization: collective work.

Equipment: Removable materials (shovels, bags, brooms, buckets, mittens), traffic light.

Methodical techniques: Showing an adult, questions, joint work of children and an adult, explanation, clarification, play, approval, encouragement of intermediate results, artistic expression, indirect control.

Observation and analysis of the productive activities of children at different age stages.

Observation and analysis of the organization of children's work activities.

Analyze the tasks of developing children’s labor skills for a given age group, the content and volume of labor actions in different types labor for this age group (according to the program “From birth to school”). For 1 or 2 half days, observe the teacher’s organization of the children’s labor activity or their independent manifestations of labor.

Enter the observation results into the protocol and then analyze them according to the questions proposed below. The protocol must reflect all structural parts of the labor process: motivation and setting goals for work, planning the work process, preparing and cleaning equipment and materials, progress of work, evaluation of its results.

Protocol form

Date and time of observation: 02/05/2018

Age group: senior group

Contents of the work: I bring to your attention a summary of collective work on caring for indoor plants in senior group. This summary will be useful in the work of teachers of older age groups kindergarten. Number of children participating: 15 Forms of work organization: collective work

Structural part

Actions and speech of the teacher

Actions and speech of children

Notes

Motivating children to work

Guys, let's take care of the plants today

They began to prepare the equipment well and happily.

Setting a labor goal

Guys, today a mole came to visit us. But the mole came for a reason, he came on business. The mole decided to warn you and me and save our plants in the group.
- Listen to what the mole says!
- "Guys! Trouble! The evil wizard found out that we have a lot of beautiful plants in our group and decided to take them away from us! He sent his assistants - dust and dirt, so that they settled on the plants, and they dried up."

Children listen carefully to the teacher and the mole.

Invites children to answer the questions: - How to care for flowers? (At firstspray

Work process planning

Improve your ability to work in a team. continue to teach children to work in a team; Train them in the ability to offer their help to a friend; Foster a sense of responsibility for the common cause, satisfaction from the successful completion of work

Preparing equipment, materials, yourself and the workplace

2 basins, rags according to the number of children, aprons according to the number of children, dry brushes, watering cans, sprayers, a mole toy.

Before starting work, the teacher reinforces the rules with the children, compliance which improves the quality of work

Progress

Children remember that they cannot be distracted, that any task must be completed carefully, etc. The teacher reminds that in order for the task to be completed, we must help each other. In the process of collective work, the teacher checks how the children have distributed responsibilities, what relationships are developing, and whether they skillfully use the equipment

Cleaning materials and equipment

Now the attendants will take the basins to the washroom, pour the water out of them and put them in place, and all the other guys will hang rags on the radiator, put the brushes in the box, the aprons in the cabinet, and fill the watering cans with water.

Assessment of labor results

Children are happy with their work

Summary of a practical lesson in the senior group on caring for indoor plants

Form of organization labor : collective work

Type of labor : labor in nature

Educational tasks :

Improve your ability to work in a team.

continue to teach children to work in a team;

Train them in the ability to offer their help to a friend;

Foster a sense of responsibility for the common cause, satisfaction from the successful completion of work;

Equipment: 2 basins, rags according to the number of children, aprons according to the number of children, dry brushes, watering cans, sprayers, a mole toy.
Indoor plants: sansevieria, coleus, violet, balsam, ever-flowering begonia, birch, tradescantia

we will wipe with a wet cloth, and small leaves -sprayfrom fleecy leaves - brush with a dry brush

Guidance during

The teacher distributes children into groups, assigns responsibility, and determines the scope of tasks. Advises children to distribute work within the unit itself

labor

Before starting work, the teacher establishes rules with the children, the observance of which improves the quality of work. Children remember that they cannot be distracted, that any task must be completed carefully, etc. The teacher reminds that in order for the task to be completed, we must help each other. In the process of collective work, the teacher checks how the children have distributed responsibilities, what relationships are developing, and whether they skillfully use the equipment

Labor Analysis

All children are involved in the analysis and evaluation of work performance. He asks them the following questions: - Why did you manage to do the job quickly and well? (Because the children worked together, carefully removed the dust, brushed it off with a dry brush.) - Which of you did your comrades help? (To Artem and Vova.)

Result of the work

The teacher summarizes the work:That's how great you all are! As hard as you try, you work together, you removed all the dust from the plants, now the evil wizard will never get to them! The mole thanks you, and now he’ll go and tell everyone how good, kind the kids are in our group, how they work together!

Analysis of the organization of work, the formation of work skills in preschool children:

Self-service, independence labor education

Cultural and hygienic skills

The child has developed the habit of keeping his body clean, his clothes and hair tidy; The child knows how to brush his teeth, wash his face, and wash his hands as necessary. Able to keep nails clean; When coughing and sneezing, cover your mouth and nose with a tissue.

The child’s food culture has been improved: the ability to correctly use cutlery (fork, knife); the child knows how to eat carefully, silently, keeping correct posture at the table.

Self-service

The child knows how to quickly and neatly dress and undress, maintain order in his closet (lay out clothes in certain places), make the bed neatly.

The child knows how to independently and timely prepare materials and aids for class, knows how to independently lay out materials for classes prepared by the teacher, put them away, wash brushes, paint sockets, palettes, and wipe tables.

Socially useful work

The child has positive attitude to work, the desire to carry out feasible work assignments. The child has developed the necessary skills and abilities in various types of work, developed independence and responsibility, and the ability to complete the work he has started.

The child is familiar with the most economical working methods. The child knows how to evaluate the result of his work (with the help of an adult).

Children have formed the prerequisites (elements) for educational activities.

Children know how to help adults maintain order in the group: wipe toys, construction material and so on.

Children are taught to conscientiously perform the duties of the dining room attendants: setting the table, putting it in order after eating.

Labor in nature

Children are involved in helping adults and doing hard work in nature: in the fall - in harvesting vegetables in the garden, collecting seeds, replanting flowering plants from the ground into a corner of nature; in winter - to shoveling snow towards tree trunks and bushes, growing green food for birds and animals (inhabitants of a corner of nature), planting root crops, creating figures and buildings from snow; in spring - sowing seeds of vegetables, flowers, planting seedlings; in summer - to loosen the soil, watering beds and flower beds.

Respect for the work of adults

Children have expanded ideas about the work of adults, the results of work, and its social significance. A caring attitude towards what is made by human hands has been formed. Children are instilled with a sense of gratitude towards people for their work.

Safe behavior in nature

The child has developed the foundations of environmental culture and safe behavior in nature. The concept has been formed that everything in nature is interconnected, that a person should not violate this relationship so as not to harm the animal and plant world.

The child is familiar with the phenomena of inanimate nature (thunderstorm, thunder, lightning, rainbow), with the rules of behavior during a thunderstorm, with the rules of first aid for bruises and insect bites.

5 - 6 years

Development of work activity:

Maintains consistency in dressing and undressing, folds and puts away clothes, puts them in order, dries wet things, takes care of shoes;

Brush teeth independently, wash as needed;

Independently performs the duties of a canteen attendant, properly sets the table, and carries out assignments for caring for animals and plants in a corner of nature.

Fostering a value-based attitude towards one’s own work, the work of other people and its results:

brings the job started to completion, maintains order in the group and in the kindergarten area;

can evaluate the result of his work;

experiences pleasure in the process of performing activities that are interesting to him and useful to others.

Formation of primary ideas about the work of adults, its role in society and the life of each person:

Has knowledge about various professions, including creative ones: artists, writers, composers;

Has an idea of the importance of the work of adults, feels a sense of gratitude to people for their work;

Treats with care what is made by human hands.

Questions for analyzing the organization of work, developing the work skills of preschoolers:

Determine whether the content and scope of work corresponds to the requirements of the educational program for this age group.

Determine the compliance of the tasks set by the teacher with the program requirements and the characteristics of individual children.

Determine the correspondence of the forms of labor organization (in collective work - forms of unification of children) to the level of development of children’s labor activity and their experience.

How convincing are children of the importance of work?
how they influence feelings, stimulate the desire to achieve a goal;
to what extent they are taught to independently determine the need for work and its quality implementation;

what planning method is chosen by the teacher (children’s action according to the plan proposed by the teacher, planning - instructions, planning based on questions for children, collective planning by children), does it correspond to the experience of the children;
does the content of the plan cover all stages of planning (organization of work, preparation of oneself, sequence and methods of performing labor operations), does it provide for self-control of work by children;
in collective planning, evaluate how and in what ways friendly relations between children are manifested, how the teacher encourages them to do this;

how pedagogically justified is the teacher’s participation in children’s work;
what moral and volitional qualities are manifested in preschoolers at work and how the teacher helps to consolidate positive manifestations, how he encourages them (prevents or resolves conflicts);
to what extent the teacher’s management techniques contribute to solving the tasks set for developing work skills and nurturing the positive personality traits of children;

children’s attitude to the result of the activity, the degree of adequacy of the results obtained;
children’s independence in evaluating their own work and the work of their peers;
the nature of peer assessment (positive, critical, negative);
what techniques does the teacher use to develop in children the ability to evaluate their work, find the causes of mistakes or successes.

Based on the results of the analysis, make a description of the state of organization of work activities of children in this group, mark positive sides work and its shortcomings. Determine areas for correction and improvement of work, suggest the measures required for this. Make appropriate entries in the Diary of Teaching Practice.

Analysis of the organization of children's productive activities

Date 02/06/2018 MBDOU No. 21 senior group

Type of activity;drawing

Organizational aspect;

1).ventilation has been carried out, wet cleaning has been carried out, lighting conditions have been observed; children are positively disposed to work, expressing positive emotions.

stylistic design of the room for classes on child development fine arts;

the design of the room is stylistically harmonious

functionality of the room:

5) constructibility of the room: available

the constructive side is subordinate to other aspects; thoughtful zoning;

6) children’s access to materials and aids:

children have free access to materials

Teacher's readiness to conduct a lesson

availability of lesson notes;

various manuals and stimulating material are available

the aesthetics and pedagogical appropriateness of the prepared material are present

Analyze the lesson (drawing, modeling) according to the proposed scheme:

Date No. Preschool educational institution group

Type of activity

Stage: training, consolidation, improvement (underline as appropriate).

I. Organizational aspect:

Readiness of the premises for the lesson:

availability of equipment and materials necessary for the work of children and teachers (select one answer):

equipment and materials are varied and fully correspond to the type and content of the lesson;

equipment and materials are not fully thought out and do not always comply with pedagogical standards;

the available equipment and materials do not correspond to the organized lesson;

your own option;

compliance with psychological and hygienic requirements for conducting classes;

stylistic design of the room for classes on the development of children's fine arts:

the design of the room is stylistically harmonious;

the design for classes is traditional, many aspects do not reflect a single concept;

there is complete stylistic chaos in the design;

your own option;

functionality of the room:

the room is functional and convenient to use;

the room is not always convenient and practical;

the room is not practical and functionally inconvenient;

your own option;

design of the room:

the constructive side of the room is subordinate to other aspects (function and aesthetics), zoning is thoughtful;

the constructive side of the room is not always subordinate to other aspects, zoning is not always thought out flexibly;

the constructive side in the design of the room does not correspond to either the functional purpose or its aesthetics; there is no flexibility and dynamism of the zones in the room;

your own option;

children's access to materials and aids:

children have free access to materials;

children have limited access to materials;

children do not have independent access to materials at all;

your own option;

Teacher's readiness to conduct a lesson:

availability of a lesson note or outline plan;

availability of various benefits and stimulating material;

aesthetics and pedagogical appropriateness of the prepared material;

the psychological mood of the teacher before the lesson and throughout it.

Organizational skills of a teacher:

5) the teacher’s ability to maintain the mood and interest of children throughout the lesson.

V. Children's activities:

children work independently, isolated from each other, and do not communicate during classes;

children communicate, but only on the topic of the lesson;

children do not communicate with each other, but constantly resort to the help of the teacher;

children try to spy on each other, copy, but at the same time not express dissatisfaction;

children often complain about each other during class;

There is pronounced tension in relationships, children show envy and aggression towards each other;

your own option:

children's ability to analyze their own work and the work of other children.

Summary:

Positive aspects of the lesson:_______________________________

Negative aspects of the lesson: _______________________________

General conclusions:_______________________________________________

Observation and analysis of the organization play activity children.

Analyze the tasks of managing various types of games for this age group (according to the program “From birth to school”). For 1 or 2 half days, observe the teacher’s organization of children’s play activities and their independent play.

Record the results of your observations in the protocol and then analyze them using the questions suggested below. The protocol must reflect all the structural parts of the teacher’s organization of children’s play activities: identification of play interests, assistance in the distribution of roles, planning of the play space, preparation and cleaning of play equipment, paraphernalia, teacher participation in the game, evaluation of its results.

If possible, write all the teacher’s addresses to the children and their answers into the protocol in direct speech. Observe 1–2 children in more detail, recording in as much detail as possible all their manifestations, reactions to the actions and speech of the teacher and peers.

Having finished the recording, read it immediately, restore the abbreviated words, and give the necessary notes characterizing what you saw.

Protocol form (it is better to use a horizontal (landscape) page layout):

The content of the work: ________________________________________________

Number of participating children: _____________________________________________

Types of games organized by the teacher: _________________________________

__________________________________________________________________

Types of games organized by children: ___________________________________

__________________________________________________________________

Structural part

Actions and speech of the teacher

Actions and speech of children

Notes

Identification of gaming interests

Help in assigning roles

Planning the game space

Preparing playground equipment

Progress of the game

Cleaning playground equipment

Evaluation of game results

Questions for analyzing the organization of play activities and the formation of play skills in preschoolers:

Determine the relevance of the themes of the games to the age of the children and their diversity;

Determine the compliance of the tasks set by the teacher with the program requirements for the development of gaming activities;

Indicate the variety of types of games organized, the variety of themes of role-playing games for preschoolers:

what games children play before breakfast, their duration;
the nature of the children’s games after breakfast, the direction of the games that the teacher sets, their compliance with the nature and content of the upcoming classes;
what games does the teacher organize between classes, do they provide children with rest before the next lesson;
types of games during a walk, their themes;
what types of games do children play independently, how many children take part in one game;
actual time allotted for children to play during the observation period, its compliance with regime requirements.

what method of identifying play interests was chosen by the teacher (questions to children, a surprise moment, creating a subject-matter environment), does it correspond to the children’s experience;
does the teacher offer plots of children's games, what kind and in what form;
what techniques are used when distributing game roles (“magic arrow”, children’s desire, motivated choice for a role);
what techniques are used to organize the playing space, prepare and distribute playing equipment and paraphernalia;
Is the teacher’s participation in the actual game organized, how is it done (playing partner in the main or additional roles, advisor);
what techniques are used to summarize the game, create an attitude towards further development this type of games;
what techniques are used to guide children’s independent play (advice on choosing games, play partners, assistance in creating a play environment, assigning roles, drawing up a plot plan);

how pedagogically justified is the teacher’s participation in children’s play;
what moral qualities are stimulated in preschoolers in the game and how the teacher helps to consolidate positive manifestations, how he encourages them (prevents or resolves conflicts);
how the teacher manages children’s relationships in the game (does he see conflicts and resolves them correctly);
to what extent the teacher’s leadership techniques contribute to solving the assigned tasks of developing gaming skills and nurturing the positive personality traits of children.

Based on the results of the analysis, create a description of the state of organization of play activities for children in this group, note the positive aspects of the work and its disadvantages. Determine areas for correction and improvement of work, propose the measures required for this. Make appropriate entries in the Diary of Teaching Practice.

. Observation and analysis of the organization of musical didactic games children

Analyze the tasks of managing musical and didactic games for this age group (according to the program “From birth to school”). For 1 or 2 half days, observe the teacher’s organization of musical and didactic games and their independent games.

Record the results of your observations in the protocol and then analyze them using the questions suggested below.

Having finished the recording, read it immediately, restore the abbreviated words, and give the necessary notes characterizing what you saw.

Protocol form (it is better to use a horizontal (landscape) page layout):

Date and time of observation: _____________________________________________________

Age group: _________________________________________________

Number of children involved in the game: ________________________________

Types of musical and didactic games organized by the teacher: ________

__________________________________________________________________

Types of musical and didactic games organized by children: ____________

__________________________________________________________________

Structural part

Actions and speech of the teacher

Actions and speech of children

Notes

Entering the game

Review of game material

Statement of the game problem

Explanation of game actions and game rules

Providing a trial run

The nature of the teacher’s participation in the game

Evaluation of game results

Questions for analyzing the organization of musical and didactic games:

Determine the relevance of the themes of musical and didactic games to the age of children and their diversity;

Determine the compliance of the tasks set by the teacher with the program requirements for musical and gaming activities;

Indicate the variety of organized types of musical and didactic games, the variety of their topics:

what games are organized before breakfast, after classes (in the evening), their duration;

the use of musical and didactic games during a walk, their themes;

what types of musical and didactic games children play independently, how many children take part in one game;

actual time allotted for musical and didactic games of children during the observation period, its compliance with regime requirements.

how pedagogically justified is the teacher’s participation in the game;
what qualities are stimulated in preschoolers in the game and how the teacher helps to consolidate positive manifestations, how he encourages them (prevents or resolves conflicts);
techniques for including timid and shy children in the game, ways to help overcome indecision;
to what extent the teacher’s leadership techniques contribute to solving the assigned tasks of musical and gaming activities and nurturing the positive personality traits of children.

Based on the results of the analysis, write a description of the state of organization of musical and didactic games in this group, note the positive aspects of the work and its shortcomings. Determine areas for correction and improvement of work, propose the measures required for this. Make appropriate entries in the Diary of Teaching Practice.

Introduction

2. Analysis and diagnosis of labor skills of children of senior preschool age

Bibliography

Application

Introduction

Labor education is one of the most important aspects of raising the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them. In the process of familiarizing themselves with the work of adults, the teacher forms in children a positive attitude towards their work, a caring attitude towards its results, and a desire to provide adults with all possible help.

The study of pedagogical literature has shown that the formation of a positive attitude towards work in preschoolers is influenced by various factors: the formation of knowledge and ideas about the work of adults and its social significance, the development of labor motives, the acquisition of skills and abilities, the creation of a highly emotional atmosphere, methods and techniques pedagogical impact.

The base for the practice was kindergarten No.__ in Zelenogorsk. The kindergarten is working on the problem of creating conditions for the social and personal development of preschool children.

The basis for planning the “Labor education” section is a comprehensive educational program IN AND. Loginova "Childhood".

The organization of the process of creating conditions for the labor education of preschoolers is regulated by regulatory documents: the Charter of the preschool educational institution, Job descriptions of educators and specialists, Agreement with parents, Orders on core activities.

During the practice, the main questions were raised for monitoring and analyzing the work activities of children:

1. Organization of collective work for cleaning a group room or area, repairing and gluing up books, game boxes, caring for crops and plantings in the vegetable garden and flower garden, etc. in the older group.

2. Organization of work with small groups of children: cleaning the premises, play areas, washing and ironing doll clothes; repair of toys and books, production of play equipment, crafts from natural material; working with fabric in senior and preparatory school groups; work in nature, organizing sowing and planting, caring for plants; work in the vegetable garden and flower garden; animal care, etc.

3. Organization of work assignments and work with duty officers: training them in performing duties, providing assistance and evaluating the result.

4. Observation and analysis of the organization of children’s work activities: work assignments, duty, collective work.

5. Observation of the performance of work duties or assignments by some children, analysis of the level of development of labor skills and attitudes towards work.

1. Features of work of preschool children

Labor education in the program is a mandatory component of the development of the child’s basic and creative abilities, the most important means of developing a culture of interpersonal relationships.

The task is to gradually develop in children (taking into account age capabilities and gender characteristics) an interest in the work of adults, fostering a desire to work, basic work skills, and hard work.

When organizing work, the teacher is guided by the “Education Program in Kindergarten,” which determines the content of the work activities of children in each age group. Gradually, from group to group, the tasks of labor education become more complex and expanded. Starting from the second junior group, in the “Work in Nature” section, the subsection “Work in a corner of nature” is highlighted, and in the older group, manual labor is introduced as an independent type of labor.

By organizing their work activities, educators ensure the comprehensive development of children, help them gain confidence in their abilities, develop vital skills and abilities, and instill responsibility and independence. Kindergarten teachers take into account the main aspects of managing children’s work activities, namely:

Emphasize the social significance of work;

Make sure that all types of work and their content correspond to the age capabilities of children;

Strictly observe the norms of the load performed by children, avoiding their overload and fatigue;

Gradually expand children's independence;

They create a favorable psychological atmosphere, form in children a friendly attitude towards all participants in work activities, and a desire to help each other;

Direct the attention and efforts of children to perform high-quality work actions.

Children of senior preschool age can perform the following types of work, united by the concept of “household labor”: keeping their toys in order, Board games, study aids; wipe and wash some toys; wipe furniture (together with an adult); wash clothes for dolls, small personal items (handkerchiefs, socks, ribbons), napkins for the bread bin, etc.; set the table, clear the dishes after eating; wash cups, spoons; sweep the floor in the room, sweep the path in the yard with a small broom; provide all possible assistance in various household chores: hang or remove small-sized laundry from a line, help carry a shopping bag, buy bread, bring, carry an item, pick up a fallen one; take care of the younger ones (help with dressing, walking, playing, singing a song, reading a poem by heart).

In accordance with the program, labor education includes the main types: self-service, household work, work in nature, manual labor, and the forms of its organization are assignments, duty and collective work of children.

Self-care is aimed at caring for oneself (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational significance of this type of work activity lies, first of all, in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-care begins to be recognized as a responsibility. In senior preschool age new self-care skills are acquired: making the bed, caring for hair and shoes. The processes associated with it are used to solve more complex educational problems: developing in children the habit of neatness and cleanliness, and behavioral skills when surrounded by peers. The child serves himself while being close to others, in connection with which he must understand the needs and difficulties of others.

The teacher, using specific examples, explains what to do, taking into account the needs of others: step aside in the dressing room to allow someone who has already undressed to pass; when washing, let those on duty go ahead (it is more important for them to wash as quickly as possible in order to begin their duties), do not linger at the tap so that everyone washes on time, ask permission to pass so as not to cause inconvenience to anyone, etc. All this forms in children elementary courtesy and respectful attitude towards others.

Household work of preschoolers is necessary in the daily life of a kindergarten, although its results are not so noticeable in comparison with other types of their labor activity. This work is aimed at maintaining cleanliness and order in the premises and area, and at helping adults organize routine processes. Children learn to notice any disturbance of order in a group room or area and, on their own initiative, eliminate it.

Household work is aimed at serving the team and therefore contains great opportunities for developing a caring attitude towards peers. In the older groups of the kindergarten, household work is even more enriched in content and becomes systematic, largely turning into the permanent duties of those on duty. Children keep the room and area clean, repair toys and books, and provide assistance to children. The peculiarity of the household work of older preschoolers is the ability to organize it independently: select the necessary equipment, place it conveniently, put everything in order after work. In the process of work, children show diligence, a desire for a good result, and treat their peers kindly.

Labor in nature involves the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, in a flower garden. This type of work is of particular importance for the development of observation, nurturing a caring attitude towards all living things, and love for one’s native nature. It helps the teacher solve the problems of children’s physical development, improving movements, increasing endurance, and developing the ability for physical effort. For the older group, plants and animals that require more complex care techniques are placed in a corner of nature; different kinds vegetables with for different periods growing season, which makes work more systematic. The volume also increases child labor.

Preschoolers spray plants with a spray bottle, sweep away dust from fuzzy leaves with a brush, and loosen the ground. With the help of the teacher, children feed the plants, recharge the aquarium, dig up the soil in the vegetable garden and flower garden, plant seedlings, and collect seeds of wild plants (to feed wintering birds). In the process of work, the teacher teaches children to observe the growth and development of plants, to note changes that occur, to distinguish plants by characteristic features, leaves, seeds. This expands their understanding of the life of plants and animals and arouses keen interest in them.

Manual labor - making objects from a variety of materials: cardboard, paper, wood, natural materials (cones, acorns, straw, bark, corn cobs, peach pits), waste material(reels, boxes) using fur, feathers, scraps of fabric, etc. - carried out in older groups of kindergarten. All this has a great educational impact on children, shaping their aesthetic feelings and moral and volitional qualities.

Indicators of moral and volitional development of children and the level of mastery of labor skills

(based on research by G.N. Godina)

The teacher can detect and evaluate the development of moral and volitional qualities, labor and organizational skills and abilities in his pupils.

General indicators of skill development in relation to children of different age groups are considered differentiated. Thus, the mastery by children of the younger group of individual effective actions in the process of self-service (soaping hands, washing, wiping, fastening buttons), household labor (laying out spoons, cleaning toys, etc.), labor in nature (feeding fish, watering plants) indicates for labor skills.

Skills can be identified by observing the child while washing, dressing or undressing. So, while dressing, you can note how he puts on (takes off) individual items of clothing independently or with the help of an adult, and when washing, you can find out how the child, independently or with the help of an adult, washes his hands, his face, and wipes himself with a towel.

Mastery of these actions is evidenced by the child’s independence, manifested in his independence from the adult.

If a child masters only individual actions in self-care work, then children of middle preschool age already master the integral processes of labor (dressing, undressing, washing, preparing food for animals and the ability to feed them, setting the table, participating in preparation for classes). How children have mastered these processes can be judged by such indicators as the completion of all actions in their sequence, taking into account the technique of execution (accuracy, speed) and the manifestation of independence.

To identify these indicators, the child is asked to perform a labor process familiar to him and his actions are observed.

The following will be assessed:

whether the child performs the necessary techniques and actions;

whether their sequence is observed;

performs work independently or with the help of an adult;

accuracy of actions and their pace.

The basis for assessing the labor skills of middle-aged children is their mastery of the way of performing the labor process, speed of action, and independence in completing a task.

In older preschool age, pupils master a large number of work skills. This can be judged by the same indicators as in the average group. However, the requirements for the technique of performing actions are increasing. Children must perform them deftly, accurately and beautifully.

The availability of labor skills of older children is determined by the following indicators:

the way of performing the labor process, compliance with the following actions;

degree of independence;

techniques for performing techniques and operations.

When assessing the labor skills of older children, attention is paid to accuracy, beauty, dexterity of movements, and independence when performing a labor action. The presence of labor skills in children of senior preschool age is evidenced by the automaticity in performing familiar work actions, the ability to select materials, organize the workplace and clean it up after work.

In addition to labor skills, children also develop organizational skills: preparing materials, equipment, planning the labor process, preparing the workplace, cleaning materials, etc.). These skills are formed in children already in middle group.

The ability to plan the labor process can be judged by the plan, how and in what sequence children follow the order of actions.

To find out whether the child has an idea of planning, you can invite him to talk about how he will carry out this work process

This work is assessed according to the following indicators:

does the child name all the actions;

indicates their order.

Along with the ability to plan the labor process, children develop the ability to control it. At the same time, they use visual aids (subject pictures) and teach preschoolers to check every action.

The purposeful actions of children, quality results and timely completion of work are subject to evaluation.

The ability to plan individual work affects the collective work of children when it is necessary to distribute the amount of work among everyone.

Children's understanding of the following skills is assessed:

name the materials and equipment necessary for this work process,

indicate the execution process;

talk about cleaning materials, equipment and the workplace.

The following indicators indicate the ability to plan work activities:

how a child selects materials and equipment;

whether everything is placed rationally in the workplace;

whether he thinks through the method of execution (it must correspond to the given content of the work) and whether he strictly follows it;

whether the work achieves high-quality results;

whether the work is completed on time.

Gradually, children’s volume of labor skills increases; it becomes possible to record not only the level of mastery of labor skills, but their volume. This is due to the expansion of the content of labor.

Indicators of moral and volitional development of children can be used in labor training. In any activity, including work, there are two sides: operational and emotional-motivational. The operational side does not have a direct impact on the moral development of the child, but the formation of such qualities as independence, diligence, activity, responsibility, determination, and perseverance depends on mastering these skills.

The influence of skills on the development of moral and volitional qualities is enhanced if the goal of work is formulated as moral, and the child is oriented towards its implementation.

Children of primary preschool age are taught to perform labor actions, increase interest in work, create a desire to work, and develop qualities such as diligence and independence.

Performance is evidenced by:

accurate reproduction of the method of action when performing familiar content of work;

achieving the goal.

Independence can be judged by:

to perform actions without outside help;

to achieve results in work.

Determination is assessed by how a child persistently achieves results.

It is possible to identify these moral and volitional manifestations of children by organizing, for example, self-service in the form of a game. You can invite your child to dress the doll, noting:

method of action (techniques, operations);

degree of mastery of individual actions;

interest in performing actions (distraction, chaotic transition from one action to another, refusal to perform actions);

whether the child makes efforts to achieve the goal;

degree of independence;

whether it achieves results;

quality of the result;

interest in the result (what the child says about this).

The nature of these manifestations allows us to conclude that children have independence, diligence, purposefulness, and their attitude to this labor process.

It is at early preschool age that children actively master a number of work actions that put them in a position independent of adults, arouse the desire to imitate him, develop diligence, the desire to master the action, and interest in the work task. Having mastered the techniques of performing actions, children show independence in self-care, can help a peer, and show care for him. This indicates a high level of independence in children.

In middle preschool age, along with skills, such qualities as diligence, accuracy, careful attitude to materials and objects of labor are formed, indicating a positive attitude towards work.

Accuracy can be judged by the quality of the labor product. Indicators of a child’s careful attitude towards work equipment are:

method of use (as intended);

nature of use (uses it carefully, does not throw it away, puts it back in its place after work).

Children’s careful attitude towards materials can be judged by the following indicators:

amount of material used (as required);

nature of use (whether it is put back after work).

In middle preschool age, the level of independence increases, manifested in the fact that children can

organize individual activities without the help of an adult;

pick up everything you need for work

put it back after work,

determine the sequence of actions.

Diligence gradually develops into responsibility. Its indicators are:

the ability to accept the goal of work proposed by adults;

determine the method of execution,

make efforts to achieve the goal;

achieve high-quality results.

When assessing this quality, it should be taken into account that the child must immediately respond to an adult’s request to complete a work task (regardless of the attractiveness of the goal). If the content of the work is familiar, the child himself determines the method of performing it. The perseverance of the student’s efforts and ability to achieve high-quality results are assessed.

Among children in the middle group, their attitude towards work changes in general. They begin to show interest in the purpose of work. This is expressed in two indicators: firstly, children, with rare exceptions, refuse to carry out those tasks that an adult sets for them; secondly, they begin to be more willing to carry out those tasks that are of social importance.

Their interest in the labor process increases noticeably. This is evidenced by the minimal amount of distractions during work. Often preschoolers are ready to continue it, although the result has already been obtained.

Children's attention to each other during work increases: they begin to be interested in who is doing what, offer help: they do this either on their own initiative or on behalf of an adult.

By the end of the year, in the middle group, children begin to realize that the result was achieved thanks to the skills they have and the efforts they make during work.

To identify a preschooler’s attitude to work (its goal, process, result), it is necessary to organize the child’s individual work, noting the following:

1. Attitude to the goal:

2. Attitude to the process:

whether he was carried away by the task (distractions, their nature, the reason for the distraction, the time spent on distractions);

did you make efforts, efforts;

degree of independence when performing work;

whether the result was achieved, what is its quality.

3. Attitude to the result:

how he assessed the result (what he said);

How did you behave in connection with the high-quality (low-quality) performance of the work or its non-fulfillment (upset; indifferent, cheerful)?

Using these indicators, we can generally give an answer about the child’s attitude towards work. The data obtained during the organization of work is supplemented by preliminary observations of the child.

As practice shows, in the older group, as children master work and organizational skills, they acquire greater independence and autonomy. They develop a habit of work. Such a quality as independence is filled with new content, including the following skills:

set the goal of work;

select materials and equipment;

distribute work among comrades (in collective forms of labor);

plan the labor process;

achieve quality results;

put materials and equipment back into place, wash and dry equipment;

tidy up the workplace.

Older children get used to participating in labor.

In an individual conversation with a child, it is possible to identify the presence of socially valuable motives for work. During the conversation, questions are asked: what would you like to make: counting cards for yourself (they will be needed at school) or for the children of the whole group? Why would you like to do this job? If a child prefers to work for others, it means that he has developed a socially valuable motive for activity.

Indicators that a child is guided in his work activities by a social motive are:

willing acceptance of the social purpose of labor;

targeted actions to achieve this goal;

achieving a high-quality socially significant result.

If these indicators can be noted in a child’s activity, then we can say that its basis is the social motive of labor.

By mastering the skills of a culture of activity, older preschoolers also demonstrate organization, which is expressed in timely and high-quality completion of work.

Another important moral quality - responsibility - is also being improved. It highlights such an indicator as diligence, which is the basis of conscientiousness.