Card file of work assignments in the senior group card file on the topic

Card file of work assignments in the senior group card file on the topic

File of work assignments in the senior group

"Putting toys back in place"

Goal: to improve the ability to independently maintain order in a group (cleaning up building materials, toys). To cultivate aesthetic taste and the desire to work for the benefit of others.

"Order in the toy closet"

Goal: to teach children to independently and aesthetically arrange toys, maintain order in closets, and wipe dust. Develop hard work and the ability to see disorder. To cultivate aesthetic taste and the desire to work for the benefit of others.

"Helping the nanny"

Goal: To teach how to clear dishes from tables after meals, to teach children to provide all possible assistance to adults. Develop hard work and a desire to help adults. Foster respect for the work of adults.

"Dining duty"

Goal: independently and conscientiously perform the duties of a duty officer; wash your hands thoroughly, put on the clothes of the person on duty, set the table correctly, put away the dishes after eating. Develop labor skills and abilities, the ability to see disorder in the table setting. Cultivate a desire to work for the benefit of others.

"Class Duty"

Goal: independently and conscientiously perform the duties of an attendant: lay out materials and aids prepared by the teacher for the lesson on tables; wash and put them away after class. Develop hard work and a desire to help adults. Cultivate a desire to work for the benefit of others.

"Order in toys"

Goal: to teach children to put on work aprons before starting work; keep toys in order: wash, dry, wipe and put in place. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work for the benefit of others.

"Duty in a corner of nature"

Goal: to improve the ability to independently care for indoor plants: watering, loosening the soil. Foster a sense of responsibility. Learn to follow safety and personal hygiene rules.

"Clean flower pallets"

Goal: to teach children to observe hygienic skills when working with water: roll up their sleeves, wet a cloth and wring it dry, rinse when dirty. Develop labor skills and habits, accuracy when working with water. Cultivate a desire to work. Learn to follow safety and personal hygiene rules.

"We wash napkins"

Goal: teach children the skills of soaping, rinsing and wringing out napkins, and continue to build a work culture. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work in a team, in harmony.

“Order in the dressing room closet” (together with the teacher’s assistant)

Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and neatly put the clothes back in place. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to work in a team, in harmony.

"Book Repair"

Goal: to teach children to peck at books, use glue and scissors correctly, and use napkins. Develop labor skills, eye, fine motor skills, creative imagination. Foster a desire to work for the benefit of others, treat books and toys with care.

"Clean chairs"

Goal: to teach children to keep the chairs in the group room tidy and clean: wipe them with a damp cloth; arrange in places after classes. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to help adults and respect for their work.

"Washing Doll Clothes"

Purpose: To teach children to help the teacher in washing doll clothes and bedding: to teach children to put on work aprons before starting work; prepare the necessary supplies for washing and drying, as well as a workplace; know how to use soap. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to work for the benefit of others.

"Washing the Dolls"

Goal: To teach children to help the teacher in washing dolls: rinse soaked dolls, clean them with brushes. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to help adults and respect for their work.

“The closet is in order” us in

Purpose: To teach children to be careful when folding things in a coat closet.

“Changing the towels.”

Goal: To develop a desire to work, to be able to offer help.

“Helping the nanny put bedding on the beds.”

Goal: To teach how to sort bed linen according to their belongings, to cultivate a desire to help the nanny and respect for other people’s work. Cultivate a desire to work, a sense of responsibility for the assigned work.

“Let’s arrange the chairs in a certain order.”

Goal: Continue to develop work skills; carry out the assignment carefully, quickly, diligently.

"Cleaning up building material"

Goal: To teach how to wash, dry and lay building materials, to teach children to constantly and promptly maintain order in the play corner, to wash building materials with a soapy solution prepared by the teacher, to rinse it, and to dry it; observe the rules of personal hygiene.

Duty roster. Older age

How to do IVF for free under compulsory medical insurance: what documents are needed

Detsky sad.Ru >> Electronic library >> Family and children >> Labor education >> “Educating a preschooler at work.” Ed. V. G. Nechaeva Publishing house "Prosveshcheniye", M., 1974 OCR Detskiysad.Ru Given with some abbreviations
Duties continue to take place in the senior and school-preparatory groups of kindergarten, gradually becoming more complex both in the content of work and in forms unification of children, both according to the requirement for independence in the process of work, and for self-organization in the process of activity.
An important task in organizing the duties of older preschoolers is to develop in children responsibility for the assigned task, the desire to work for the benefit of the team, and the habit of systematically performing duties. The development of these qualities can only be achieved with the regular participation of children in labor. In the practice of kindergartens, children are regularly on duty in the dining room, in preparation for classes, and in the corner of nature. Typically, two children are assigned to each type of duty. The shift of duty personnel is carried out daily. It is very important for the teacher to think through the content of the work of those on duty, so that they are not of a formal nature, but are filled with specific tasks necessary for the team, so that the children understand the significance of their work. He addresses those on duty as his assistants, approves of their actions, diligence, initiative, and ability to perform the task deftly and economically. So, before class, the teacher, addressing the children, can say: “The attendants prepared everything they needed so quickly that you can start studying right away. Thank you, well done!” Another time, he may turn to those on duty with the question: “Well, can we start the lesson?” And after an affirmative answer, suggest: “Invite the guys to class.” All this increases children's attitude towards work. They feel that their work is appreciated, that it is needed for the team, and a positive assessment from the teacher encourages their actions. He also teaches children to thank those on duty for the service provided and to respect their work, for example: “Let the people on duty go ahead so that they wash their hands early, because they need to have time to set the table while everyone is getting ready for dinner.” Or: “Who will arrange folding beds for the duty officers today? After all, they need to clear the tables; so that they don’t stay late and can go to bed with everyone else, they need help,” etc. If the teacher knows how to rely on those on duty, and in every possible way increases their importance for the normal life of the group, then the children do not lose interest in work, but their responsibility for completing the assigned task. This is also facilitated by classes in which the teacher invites children to talk about “how we are on duty.” In addition to various cognitive tasks and speech formation, the teacher here solves important educational tasks: he teaches children to positively evaluate the actions of their comrades, treat them kindly, be able to notice difficulties, and come to the rescue. The work of the dining room attendants includes full table setting and cleaning after meals. The requirements for the pace of work, the manifestation of organization in the process, efficiency and independence are increasing. When organizing the work of those on duty, the teacher has to pay attention to one more issue - the combination of the work of the attendants with the self-service of children. What part of the work, for example, in preparing for classes should those on duty do, and what should each child prepare himself? After eating, do the people on duty have to clean up everything, or does everyone clean up after themselves? When deciding this issue, the teacher must proceed from the expediency of the work of both. So, leaving the table, each of the children, pushing up a chair, can grab a cup and saucer to take to the serving table. And at the same time, if each of them first carries a deep plate, then a shallow one, and finally a cup, then there will never be a calm atmosphere in the group while eating. And vice versa, if all the cleaning is done by those on duty, then the duration of their work will increase significantly, which is undesirable, since this will delay work or reduce the sleep of those on duty. The most appropriate arrangement would be to organize cleaning in a way that naturally combines the work of the attendants and each child. For example, after eating, each child moves his plate to the middle of the table, stacking it on top of others, and takes the cup and saucer to the serving table. (At the same time, it is important to ensure that children do not linger near the serving table and do not create a mess there. This will not happen if the children are comfortable and are accustomed to folding dishes neatly.) The work of those on duty in preparing for classes should be thought through in the same way. If each child has a permanent place at a double table, in a drawer of which the necessary material for classes is stored, then the children can prepare their workplace in advance, and the attendants can prepare that part of the necessary material that is not constantly in the drawer. This is all the more important because it accustoms children to future work at school (think about what needs to be obtained, how to arrange everything they need conveniently, neatly, in a certain sequence, etc.). By organizing the work of the attendants in this way, the teacher saves their time and at the same time teaches children to clean up after themselves, take care of their readiness for classes, etc. The content of the work of the attendants in preparing for classes can also be significantly increased. So, children can not only push the tables apart, but also select handouts, put them in envelopes, pour gouache paint and glue into the sockets, bring manuals to the group for classes on the development of movements or prepare them in the hall (wipe off the dust, push them to the right place ). Those on duty can help the music director arrange chairs and select teaching aids (flags, ribbons, hoops, etc.). Sometimes the work of those on duty can be postponed: for example, cutting geometric shapes for classes, bringing pictures from the teaching room, visual material is more convenient the day before. In senior troupes, another type of duty is being introduced - duty in a corner of nature. The meaning of duty can be explained in class. The teacher identifies new objects in the living corner and tells how to care for them. (If the rules for caring for a new object are complex or children will be introduced to a new animal, then this should not be combined in one lesson. It is better to introduce such an object into the group a little later.) He especially emphasizes the importance of careful ongoing care of animals and plants; Only under this condition will they feel good in the group. During the lesson, the teacher can also show some new techniques for the work of the attendants: how to spray plants from a spray bottle (which ones need to be sprayed and which ones should not be sprayed, why), how to plant onions instead of cut ones, so that the group always has green onions, how to prepare water for watering plants, etc. It should be noted that the work of the attendants will be more successful if the teacher constantly instills in all children an interest in the corner of nature. Then its inhabitants become the subject of constant observation; children note the slightest changes, and the teacher, based on specific facts, emphasizes the importance of the work of those on duty. In the school preparatory group, the amount of work of those on duty can be increased: children make sure that there is always green food for the animals (they occasionally sow oats), grow greens for the table, with the help of the teacher, transplant flowering plants from the lawns (asters, marigolds) and transfer them to the group. When organizing the work of those on duty, the teacher determines at the beginning of the year how much the children have mastered work techniques, how they use the necessary equipment, whether they know the sequence of actions, and whether they carry out the assigned task responsibly. The need for such observations and the formation of behavior leads to the fact that at the beginning of the year in the senior group, the teacher assigns each person on duty a separate task, for example: “Vova will set these two tables, Galya will set the others.” Or: “Seryozha will hand out coasters and brushes, and Lena will pour glue over the sockets, place the trays on the tables and smash the sockets.” After some time (after 2-3 months, and if necessary in the second half of the year), the teacher can combine the work of those on duty, assigning them a common task. Thus, children find themselves in conditions in which they must independently decide who will take on what part of the work, but so that the entire volume is completed. While doing their work, each child must observe the work of a friend and come to his aid. In such conditions, the teacher has the opportunity to form positive relationships between children: he explains how to provide help and in what cases it is needed, shows with specific examples how to treat a friend on a common task: “You agreed that you will water the plants, and Katya will clean the guinea pig's cage. And now, when you have already watered the plants, you need to help her: you see, she has cleaned the cage and laid out fresh straw, but has not yet had time to cut the carrots. Do it with her, and then you can go play.” The teacher helps the children divide the work equally, take into account each other’s wishes, and when the children themselves carry out this activity, controls it, sometimes asking questions: “Did you work together? How did you agree? Which of you did what tasks today, and how will you work next time?” In this way, the teacher helps children master the full range of ideas about what it means to work together, what is needed for this, and how to negotiate. At the end of the work, the teacher especially emphasizes the children’s ability to work together, harmoniously, and help each other. When the teacher moves on to organizing the general work of those on duty, he needs to keep in mind the pairing of children for collective work. If earlier this question did not arise, since each of the children did the work separately, now, when uniting them in a common task, it is important to foresee what kind of association will be useful for raising children. The attendants, working together, serve the entire group. With such an organization, they are placed in new conditions, more complex demands are placed on them: to coordinate their work with the work of a friend, to be jointly responsible for the result, to fairly distribute work among themselves. Children are often paired up according to the principle of “skilled with unskilled.” At the same time, they believe that the first will have a positive influence on the second and will help him master the relevant skills. But this leads to the desired result only if the teacher pays special attention to the child who knows how to cope with the task, to his desire not only to teach the skills of another child, but also to remain a good friend to him: to show a friendly attitude towards him, not do all the work for him, do not emphasize his inability, etc. However, this is not always the case. There are often cases when the skilled one does the entire job, and the second child is only listed as on duty. Let's give typical examples. Galya is a collected, attentive and hardworking girl, she is on duty with Slava Z., who does not have sufficient skills, is often distracted from work, and participates in work without much desire. Galya does almost all the work herself, without influencing Slava in any way. As a result, during three months of working together, Slava never learned to perform tasks related to duty, and did not realize his responsibility for the common cause. The teacher’s omission in this case was that he paid main attention to the result of the work (whether everything was completed, on time or not). And he did not take into account the correspondence between the volume of his work and the work performed by each of the children. Igor is an initiative, confident and energetic boy, on duty with his friend Yura E., indecisive, but conscientious and neat. Under the influence of Igor, who shows a friendly attitude towards Yura, the latter acts more decisively, overcoming his timidity. As a result, all responsibilities are performed jointly, diligently, and bring the job to the end. Uniting children for common work becomes regular in the older groups of kindergarten. This example suggests that the friendly relationships between the boys that developed in everyday life in the group had a positive impact on joint work. Nadya knows well the duties of the duty officer, quickly and actively carries out the assigned task, but with children she is often harsh, answers rudely, offends, laughs at their inability, and emphasizes her superiority. Children do not like to be friends with her, since she offends the incompetent, and tries to overtake the skillful one, correcting his work even when there is no need for it. Examples show that the issue of uniting children to work together is important in the moral education of children. The combination of “skilled and unskilled” in pairs does not always lead to positive results. It is very important to take into account the personal qualities of children, to influence the child so that during work the children not only complete the task, but also show attention to each other, provide assistance, regulate misunderstandings that arise, address each other in a polite manner, etc. So, Slava should have been taught to be more attentive to the matter and not be distracted. In this case, rely on the example of Gali. Maybe it would be worthwhile to divide their responsibilities for a while, inviting Slava to set two tables on her own, and Gala to set the other two tables. By helping Slava work without distractions, suggesting a sequence of actions, and drawing his attention to Gali’s work, we can ensure that Slava learns to work more collectedly and strives to keep up with Gali. Nadya should have developed a friendly attitude towards her comrades: without emphasizing her skills, point out that many children in the group have not only learned to work quickly, but also always help each other, without the teacher’s reminder they themselves see who needs help. You can tell all the children about the friendly work of Igor and Yura so that she can become an example to follow. In older groups, children often exhibit selective friendships. This should also be taken into account, support the children’s attraction to each other, and assign them to be on duty together. From time to time, the teacher emphasizes the growing skills of the children, discusses with them what else they can do; in the conversation, he especially highlights cases of manifestation of a friendly attitude towards peers, a desire to help the nanny. He teaches children to take care of the nanny and offer her their services. It is very important from an educational standpoint that the nanny rely in her work on the help of the children and be patient with their uncertain movements and slow pace of activity. It can be of great help to the teacher in teaching children the necessary skills. continuation of the book...

Project in the middle group “Duty Corner”

Middle group project

“Group duty corner”

Name of the organization implementing the project: Chernogorsk MBDOU "Teremok"

Completion time: project duration: 1 year

Project participants: teachers, middle school children, parents.

Relevance of the project:

Raising the younger generation in the spirit of respect and love for work is one of the main tasks of a preschool institution. Labor education, i.e., involving children in independent work within their capabilities and observing the work of adults, explaining its significance in people’s lives, plays an important role in the comprehensive development of the child’s personality. The main goal of labor education for children of middle preschool age is the formation of moral guidelines, hard work, and awareness of the usefulness of work. The work activity of a preschooler has a significant impact on the development of the child’s volitional traits, his thinking, speech, memory, attention, and imagination. From preschool age, every child must take part in work and perform simple duty duties.

Duty duty is one of the forms of organizing children’s work, which requires the child to perform work aimed at serving the team. Duty involves the work of one or more children in the interests of the entire group. Despite the seemingly insignificant result of labor, duty is of great importance in raising children. On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several children for others, is highlighted, therefore this form contributes to the development of responsibility, a humane and caring attitude towards people and nature. Duty duties place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.

The goal of the project is to replenish the RPPS group with equipment and supplies for labor education. Formation of a positive attitude towards work in preschool children. Project objectives 1. Organize educational activities aimed at developing work skills and abilities, a sense of responsibility for one’s work activity. 2. Create a duty corner in the group, conditions for the implementation of labor education of children. 3. Create the necessary conditions for the manifestation of the labor activity of each child, awaken in children the desire to work, help adults, have a positive attitude towards the results of their work and the work of their peers. 4. Involve parents in the educational process. To interest parents in participating in the project, in providing assistance in organizing and replenishing the RPPS group, in preparing the necessary material for the “Duty Corner” 5. Participation of children and parents in events and exhibitions in preschool educational institutions

Required materials: • didactic games; • special methodological literature; • equipment for a duty corner; • material for the manufacture of aprons, scarves, caps and napkins; • material for designing the “Duty Corner” in the group. Educational areas of the project: social and communicative development, cognitive development, speech development

Estimated product of the project: 1. Creation of a “Duty Corner” in the group. 2. Making various kinds of didactic games 3. Card index of didactic games on labor education 4. Making aprons, scarves, caps, napkins for the duty corner, equipping with the necessary materials and equipment 5. Conducting conversations on labor education 6. Photo report on the work done 7. Systematized literary and illustrative material on the topic. 8. Developed consultations and booklets for parents on labor education and the development of independence in children.

Expected result Children get an idea of ​​work and its types (self-service, household work, work in nature, get acquainted with the work of adults). Formed responsible attitude towards the assigned task. Carry out collective and individual assignments, understand the significance of the results of your work, take care of the timely completion of a joint task. Ability to independently perform duty duties. Be able to perform feasible work, help the teacher put in order the equipment used in work activities. To improve parental culture in matters of labor education of preschool children. Productive interaction between parents and children. Top up the group's RPP. References 1. Bondarenko, T. M. Introducing preschoolers to work. Methodological manual / T. M. Bondarenko. - Moscow: IL, 2014. - 208 p. 2. Bure, R. S. Preschooler and labor. Theory and methodology of labor education / R. S. Bure. - M.: Mozaika-Sintez, 2011. - 136 p. 3. Bure, Rosa Preschooler and labor / Rosa Bure. - M.: Mozaika-Sintez, 2014. - 2004 p. 4. Komarova, T. S. Labor education in kindergarten. Program and methodological recommendations / T. S. Komarova, L. V. Kutsakova, L. Yu. Pavlova. - Moscow: Higher School, 2009. - 719 p. 5. Labutina, N.V. Labor education of preschool children: a methodological guide for kindergarten teachers. / N.V. Labutina, A.A. Ivanova, N.P. Guseva. - Moscow: Gostekhizdat, 2016. - 2481 p. 6. Makhaneva, M. D. Teaching children to work / M. D. Makhaneva, O. V. Skvortsova. - M.: Sfera, 2012. - 2727 p. 7. Education of preschool children at work // Ed. V. G. Nechaeva. – M., 1999. 8. L. V. Kutsakova Labor education in kindergarten. -M., 2014.

9. Sergeeva D.V. Raising children in the process of labor activity. – M., 2000.

The result of the project. Long-term project implementation plan Stage Action, event Participants, responsible Result Dates Stage 1: preparatory 1. Setting goals, determining the relevance and significance of the project Educator Identification of the problem September 1 2. Selection of materials, study of methodological literature on this topic Educator Methodological support for the project From 1 to September 23 3. Long-term project planning. Development of a long-term work plan. Educator, parents Distribution of responsibilities for the successful implementation of the project From September 23 to 30 4. Discuss the goals and objectives of the project. Generate interest among parents in creating conditions for the implementation of the project. Educator, parents Distribution of responsibilities for the successful implementation of the project From September 23 to 30 5. Diagnosis of parents’ knowledge on the chosen topic Educator Analysis of results, solutions during the project duration 6. Organization of the RPPS creation of a “Duty Corner” Educator, parents Environment for the implementation of the project during project deadlines 7. Consultation with parents on labor education of children Educator. To help parents understand the importance of labor education for children during the duration of the project 8. Increasing the level of teacher self-education. Educator Replenishment of the subject-development environment with various kinds of didactic material and manuals during the duration of the project Stage 2 (basic, formative, practical) 1. Work with parents on involving the group in replenishing the “Duty Corner” group. Educator, parents Involve parents in replenishing the RPPS group during the project period 2. Production of schemes, algorithms, manuals Educator Parents Schemes, algorithms, manuals: • Algorithm for setting the table • Algorithm for washing toys • Algorithm for washing hands • Algorithm for making the bed • Algorithm for folding things correctly in the closet • Algorithm for dressing according to the seasons • Schemes of duty in the corner of the dining room, etc. during the project period 3. Preparation of consultations on labor education, carrying out work with parents on this topic Educator, parents Consultations: • “Joint work of children and parents” • “Duty as a form of organizing the work activities of preschoolers” • “Nurturing independence in preschool children” • “Labor education of children in the family” • “Effective advice for introducing children to work” • Recommendations for parents on labor education during the project period 4. Development notes "On duty" Educator Children Note 6. Making didactic games Educator Parents Various games:

• Find by silhouette • Arrange in order • Call affectionately • Table setting • Ability to use cutlery

• What did the artist mix up • Let’s make soup, compote • Supermarket • Pick up the shadow • What’s what and other games during the project’s duration

7. Posting information on labor education on the preschool educational institution website and on pedagogical portals Educator Material for sites during the project period 8. Educator, children Notes, photo report. 9. Development of a card index of games for labor education Educator Card index. 10. Making a calendar of duties in the group Teacher Duty calendar (dining room, classes) September-October. 11. Development of a duty schedule Educator Duty schedule in the group September 12. Development of conversations on labor education Educator Card file of conversations during the project period 13. Reading literature on labor education Educator, children. To form children’s ideas about work during the project period 3rd stage: control and diagnostic tic, final 1. Report at the teachers’ council on the work done Educator Photo collage (presentation) 2. Participation in the competition of the preschool educational institution “Duty Corner” Educator Presentation of experience and methodological developments at the preschool educational institution level 3. Publication of the project, consultations, manuals in Internet resources

In the middle group, cafeteria duty is usually introduced in the first half of the year. Complication comes due to an increase in the amount of work (full table setting). From the second half of the year, we begin to teach children to be on duty in preparing materials for classes.

The group, of course, needs a corner for those on duty. The duty officer's corner should have everything necessary for work: aprons, hats, scoops. Vases for napkins and bread bins are located in such a place that it is convenient for children to pick them up and put them away after use. This is what the duty officers' corner looks like in our group.

Application

DINING DUTY IN JUNIOR GROUPS

· Duties are of great importance in raising children:

. Those on duty always perform work that has social significance and is necessary for the team. Forms a desire to work for the sake of others, to show a caring attitude towards one’s comrades, to develop the ability to help an adult, to notice where help is needed.

· Being on duty in the canteen develops in children moral and volitional qualities and skills, the ability to accept a goal and achieve results.

· From the age of 2, children are involved in the preparation of the feeding process, carry out simple tasks: place chairs correctly at the table, place plates with bread in the middle of the tables, place spoons on the right side of the plates standing on the table.

· Dining room duty is carried out from the 2nd junior group.

· Tasks: help the assistant teacher set the table at which he and his friends are sitting. Distribute spoons, put out bread bins, vases with napkins.

· Before introducing duty, the teacher organizes special classes in which he shows and explains in detail all the actions, involving children in their implementation.

· While on duty, the teacher explains the need to work hard and encourages any attempt by the child to show independence.

· Reminds you of the order of priority in completing assigned tasks:

“Today Ira will take care of his comrades and will be on duty at his desk. Dima will set this table... Let them work for everyone today, and let other children do it tomorrow.”

· The teacher teaches children to carry out the assigned task without being distracted, without fussing, without rushing, without finishing one task, not to move on to another.

The teacher says in a friendly tone: “Kolya, don’t rush. Why are you in such a hurry? You will have time to do everything. Lay out the spoons carefully for all the children.”

Supervising the work of those on duty, the teacher reinforces the skills of laying out cutlery: “Spoons should be taken by the handle, one at a time, placed on the right side of the plate.” If forks are given, then the fork lies closer to the plate with its sharp ends up, and then the spoon with its convex side down. Now put the bread basket in the very middle of the table so that it’s easy for everyone to reach, and then put the napkins. First you need to finish one thing, and then start another.”

· “Let's see how you arranged the spoons. Did you miss anyone?

· The teacher supports indecisive children, encourages:

“I know, Nadyusha, you will set the table well now. Start handing out spoons: to Katya, and Sasha, and your friend Anya.”

· You should not constantly set the same children as an example and assign them to duty. Slightly higher demands can be placed on them.

· As children master skills, the teacher’s role in supervising those on duty changes. Initially, he reminds the kids of work techniques, the sequence of operations, and helps them cope with the task.

· Later, the adult limits himself to advice, general reminders, control, and approval.

· It is important that the duties of duty officers are performed by all pupils, and not just active and skillful ones.

DINING DUTY IN A MIDDLE GROUP

· Tasks:

-Form a responsible attitude for the assigned work.

-Cultivate concern for each other, a desire to help help. teacher, work carefully and diligently.

-Know how to properly set the table.

· The child on duty in the dining room must independently arrange forks, knives and spoons; put bread bins, vases with napkins; serve the second course; collect the dishes.

· The duty officer's corner should have everything necessary for work: aprons, caps, scoops, trays. Vases for napkins and bread bins are in such a place that it is convenient for children to pick them up and put them away after use.

· In the middle group, knives first appear in table settings, and the skill of handling them has not yet been developed.

· The volume of work in the middle group increases: children place saucers and cups from the serving table on children's tables, fill vases with napkins, lay out cutlery (spoons, forks, knives).

· In the middle group, each attendant serves one table.

Thus, duties are repeated frequently, and therefore children learn the necessary skills faster and better. The teacher needs to take into account the individual characteristics of children and the level of development of their work skills.

To work without haste, those on duty must be the first to finish the game and return to the room after a walk.

When the majority of the children are just starting to collect toys, the teacher reminds those on duty of their responsibilities and sends them to the group.

There they are met by the teacher's assistant (at this time she had already wiped the tables and placed a pile of dishes on each table).

The teacher and assistant teacher teach the attendants how to properly lay out the equipment.

The attendants place the plates, each opposite the high chair, spoons are placed to the right of them, and a glass with napkins is placed in the middle of the table. The cups are placed so that the handle is on the right side.

· If a knife is served for lunch, then it is placed to the right of the plate with the blade facing the plate, next to a spoon, then a salad fork.

The fork for the second one is on the left side of the plate.

A small spoon - in a saucer or next to a plate parallel to the edge of the table, the handle of the spoon should be on the right.

· The teacher must be patient and encourage those on duty:

“Seryozha was truly on duty today, he took care of everyone, he remembered everything himself, he didn’t forget anything.”

· The attendants remove bread bins and glasses with napkins from the table. They sweep the crumbs off the table, fold the tablecloths, turning to another person on duty for help.

· Do not overload the attendants with duties that each child must perform himself, for example, pushing in a chair, stacking plates, putting away a used napkin.

· At the end of the school year, children usually cope with cafeteria duty on their own, and the teacher is limited to control and individual reminders.

· It is important that the children on duty not only perform their duties, but also eat themselves without haste or interruption. Therefore, when the tables are set, soup is poured for those on duty before other children. Thus, those on duty are usually the first to finish lunch, after which they can begin their duties.

(The tablecloth on duty is folded in half on the table, and then in half again, and only then folded lengthwise).

DUTY FOR CLASSES

Lesson summary for middle group children

Goals:

Equipment: drawings for easels depicting equipment for art classes and elementary mathematics. Badges for flannelographs with images of pencils, brushes, jars, paints, rulers for counting, counting material... Sets of equipment for drawing, for modeling, for applique, for elementary mathematics.

Preliminary work. Carrying out individual assignments in preparation for classes. Supervising older children on duty.

PROGRESS OF THE CLASS

Educator. While the older children are preparing the desk for class, let's look out the window.

A short conversation is held about the weather (about the state of the sky, earth, trees). Outside the window, the children notice Carlson (the toy) and look through the glass. The teacher pulls Carlson by the fishing line through the window. Children say hello, ask any questions, comment on the situation.

Carlson. I want to be friends with you. Let's get acquainted!

Children say their names.

Educator. Carlson, we are about to have a lesson, so I ask you to sit on the windowsill. Places it in the study area next to the desks. After class you can play with the children. (Addresses the children) How many of you know the name of the children who prepare everything necessary for classes?

Children. On duty.

Educator. Yes, these are the duty officers. It turns out that you can be on duty not only in the canteen, but also in classes. Please look at what is shown in the pictures on the first easel.

Children. Paints, brushes, cups of water, napkins.

Educator. What activity do you think the attendants prepared these items for?

Children. For drawing.

Educator. Now think and tell me, what activity can be done with the objects drawn on the pictures of the second easel?

Children. Mathematics.

Educator. Why do you think so?

Children express their thoughts.

Educator. And who prepared all this?

Children. On duty.

Educator. Please tell me, for what lesson did the staff on duty prepare the material shown on the third beam?

Children. To the application.

Educator. Try to remember and name who puts the items needed for classes on the desks?

Children. On duty.

Educator. It turns out that the class attendants have a lot of work to do. You have already grown up and can also be on duty for classes. You need to be able to be on duty, know what items to prepare for what activity. Let's practice: I will name the item, and you will determine for what activity they will be needed. Lists: clay, pencils, glue, paints, metallophone, ball, scissors, hoop, abacus...

Children name the corresponding activities.

Educator. Employees on duty must be attentive while working. Why do you think?

Children express their thoughts and assumptions. With the help of the teacher, they come to the conclusion that proper duty helps all children study well.

Educator. I know that each of you has your favorite activity. Let's play with you. Imagine that you are all on duty. On flannelographs, each of you will attach those items that are needed for his favorite activity. And I'll try to guess what kind of activity this is. Just don't tell me. Agreed?

The teacher observes the children’s work and determines the activity. Unnoticed, he removes one item from each table and puts them near Carlson. As the children complete the task, they name the activities and justify their guesses. Children confirm or refute the teacher’s assumptions.

Educator. Now find a place at the table that is prepared specifically for your lesson. You can do your favorite thing there.

Children look for the right places and start studying. The teacher observes when everyone discovers a lack of equipment and how they react to it. If necessary, asks leading questions like: “why don’t you start gluing, cutting, painting...”, helps to find out the reason for the inability to complete the task. Together they conclude that those on duty must be very attentive and conscientious, otherwise the lesson will not work.

Carlson. Guys, it's my fault. I decided to make a joke and removed several items from your tables. Your duty officers are not to blame; they did everything right. And I let them down. Excuse me please. Take turns, name someone who needs something for work and I will return the missing item to you.

Children name the missing items and take them from Carlson. They work at tables of their own design.

Educator. Today I taught you how to be a good student on duty in preparation for classes. Tell me, please, what kind of work do these attendants do?

Children list.

Educator. What kind of staff should be on duty in order to prepare everything correctly?

Children. Attentive, know what to prepare for what lesson...

Educator. And next time we’ll talk about what duty workers should do after classes.

Consultation “Duty duty as a form of mastering work skills by preschoolers”

Duty duty is one of the forms of organizing children's work. Despite

The seemingly insignificant result of labor and duty are of great importance in raising children: those on duty always perform work that has social significance and is necessary for the team.

There are three types of duty: duty in the dining room, duty in classes and duty in a corner of nature.

Canteen duty is introduced in the junior group, starting in the second half of the year. The child on duty is given only one condition: to help the assistant teacher set the table at which he and his friends are sitting. The child hands out spoons, places bread bins, glasses with napkins. When guiding children, the teacher relies on interest in the activity process and creates an emotionally positive attitude towards it.

The teacher focuses on teaching children consistency in work and the ability not to be distracted from work, and also strives to create a calm environment.

In the younger group, the teacher assigns a person on duty at each table.

In the middle group, children continue to be on duty in the dining room, and just like in the younger group, each table is assigned its own attendant, who distributes spoons, places bread bins, glasses with napkins.

When assessing the work of the duty officer, the teacher emphasizes how much he cares about his comrades, is attentive to them, and how he treats his duties. He explains that the work of duty officers is very necessary, that children should help adults in their work, and relies on positive examples of children’s behavior at work.

In the second half of the year, when children's skills become stronger, the amount of work can be increased. The attendants are instructed to place cups (2 cups each) brought by the assistant teacher and carry them from the serving table to the children's tables. The attendants themselves fill the napkin holders with napkins.

Children in the middle group clear the dishes after eating. The attendants clear bread bins and napkin holders with napkins from the table, sweep crumbs off the table, and fold tablecloths. The teacher teaches children how to fold a tablecloth: holding the ends, fold it in half on the table, and then again

in half and only then fold lengthwise.

The teacher's assistant removes the stacked plates and takes away the cups.

In the second half of the year, class duty is introduced in the middle group.

The duties of older preschoolers are gradually becoming more complex both in the content of work and in the forms of unification of children, in terms of the requirement for independence and self-organization in work. Children of older groups are on duty in the dining room, in classes and in the nature corner. Typically, two children are assigned to each type of duty daily.

The work of the dining room attendants includes full table setting and cleaning after meals. The requirements for the pace of work, the manifestation of organization in the process, efficiency and independence are increasing. After eating - arrange the dishes (without food leftovers) after eating in a pile on each table, remove the bread bins and napkin holders. Sweeping crumbs off the table.

It is very important that the assistant teacher rely in her work on the help of children and be patient with their uncertain movements and slow pace of activity. It can be of great help to the teacher in teaching children the necessary skills.

Distribution of responsibilities in the process of organizing duty in preschool educational institutions

The effective use of such a regime moment as catering for educational and developmental purposes largely depends on the rational distribution of responsibilities between adults.

Consultation for parents

Labor education of children in the family

Goal: to introduce and familiarize parents with information about labor education in the family. Purpose: this material is intended for parents of preschoolers, and will also be useful to educators. Relevance. “Education itself, if it wishes a person happiness, should educate him not for happiness, but prepare him for the work of life. Education should develop in a person the habit and love of work; it should give him the opportunity to find work for himself in life.” (K. D. Ushinsky). Labor has always been the basis for human life and culture. Hard work and the ability to work are not given by nature, but are cultivated from early childhood. Work must be creative, because it is creative work that makes a person spiritually rich. In order for a child to receive a full education, not only joint activity with an adult, physical activity and the desire for knowledge are necessary, but work is also important. Hard work is instilled from infancy. And here the contribution of not only educators, but also parents is needed. The desire to work is initially instilled by parents. And then it develops in kindergarten and school. If a child himself strives to work or carry out work assignments, then he develops a love of work and a sense of duty. His character, skills, and skills in work develop quickly and, most importantly, with interest for the child himself. The foundations of labor education are laid in the family. The family is a friendly work team. The love of work must begin to be cultivated very early. Imitation, characteristic of a child, is one of the most important motives that encourage children to be active. Watching adults work gives rise to a desire to do the same. Not to extinguish this desire, but to develop and deepen it is the main task of parents if they want to raise a child to be a hard worker. Success in instilling hard work can be called developing the habit in children of performing responsibilities independently. The child must be taught that he must do his work himself, then he will develop a sense of importance. And our responsibility – the responsibility of adults – is to develop independence, hard work and the desire for success.

Who is he, what is his name? Who is the most important in the world? The kindest; the most glorious? Who is he? What's his name? Well, of course, it’s work! Who is the smartest in the world, the oldest; the youngest? Who is he? What's his name? Well, of course, it's work! Who is the true king of nature for all centuries and years? King of fields, factories, ores? Who is he? What's his name? Well, of course, it's work!

Dear parents! Allow me to present to your attention a booklet on the topic

“Labor education of preschool children” WHAT DOES IT MEAN to prepare a child for life? What is the main guarantee that this life, so dear to us, will be lived beautifully, brightly, and profitably? We will probably not be mistaken if we say: the main thing is to teach people to love work and find a source of joy in it. Without this there can be no success either in learning or in future activities; without this there is neither respect from others nor self-esteem. In other words, without this there is no happiness. Only through systematic and persistent work is a personality formed and its best qualities forged. Working together with other children, helping them and receiving their help, the child becomes more responsive and sensitive. Daily solution of one or another practical problem develops mental abilities, curiosity, and perseverance.

Love and the habit of work determine the future of a little person. When taking care of him, make sure he is hardworking!

Parents who think that the time for labor education comes when the child reaches school age or becomes even older are mistaken. The desire for active practical action is characteristic of children, inherent in them by nature. This precious quality must be maintained, developed, and skillfully directed. The earlier labor education is started, the better its results will be.

Advice for parents • Involve the child in family work as early as possible; • Assign permanent responsibilities to the preschooler, for the fulfillment of which he is responsible; • Do not allow deviations from the requirements accepted by adults, otherwise the child will shirk fulfilling his responsibilities; • Do not punish the child with work: work should please and bring satisfaction; • Teach a child to work, instilling in him basic work culture skills: rational work methods, proper use of tools, planning the labor process, completing work; • Do not give the child excessive tasks, but assign work with sufficient load; • Do not rush, do not rush the child, be able to wait until he completes the work himself; • Do not forget to thank the child for things that required special efforts from him; A child values ​​and cherishes what he has made with his own hands, so it is necessary to involve him in socially useful work. This is where the education of respect for the public property begins.

“Duty duty is a form of organizing the work of children in preschool educational institutions”

Municipal autonomous preschool educational institution

"Combined kindergarten No. 122 in Orsk"

Generalization of work experience

“Duty duty is a form of organizing the work of children in preschool educational institutions”

Prepared by: Victoria Andreevna Demchenkova, teacher

Orsk 2022

Work becomes a great educator when it enters the lives of our students, gives the joy of friendship and camaraderie, develops inquisitiveness and curiosity, gives birth to new beauty in the world around us, awakens the first civic feeling - the feeling of a creator of material wealth, without which human life is impossible.

V. A. Sukhomlinsky

Relevance

Labor education is one of the most important aspects of raising the younger generation. Everyone knows that interest in work and basic work skills are established in childhood. Learning to work should be a joy for a child. Based on primary ideas about labor, it is possible to form more complex ideas that different types of labor make it possible to meet different needs of people. Observations of children have shown that children are interested in trying on the instructions of adults. However, some children find it difficult to do this because they considered it a punishment for disobedience. Preschoolers have insufficiently developed moral and labor qualities; we have set ourselves the task of creating conditions for the labor education of older preschoolers.

Duty is a form of organizing the work of children in a preschool educational institution.

Duty duty is one of the forms of organizing the work of children in a preschool educational institution, which provides for the mandatory performance of work by children aimed at serving the entire team.

The results of work obtained during duty seem insignificant, but duty has enormous educational significance. This is due to the fact that on duty, unlike other types of work activity, the social orientation of the work performed is highlighted. While on duty, students realize the importance of the work they do. The significance lies in the fact that through their work, children help the junior teacher or teacher, and also work for the benefit of the entire group. Duty puts each child under conditions of obligatory performance of specific tasks. Thus, duty contributes to the development in children of such personal qualities as responsibility, caring and humanity towards other people, independence and initiative.

Target:

Forming in children a responsible attitude for the work entrusted to them, developing the desire to work for the benefit of the team, establishing the habit of systematically fulfilling their duties.

The general tasks of duty are solved by two main groups of labor education tasks:

- help the child in mastering a certain work activity (in mastering the structure of the activity, acquiring work skills, abilities);

- develop the child’s personality in work (development of personality traits, qualities, formation of relationships and acquisition of social experience of interaction).

Achieving this goal is carried out through the organization of regular duty in the group of preschool educational institutions. Depending on the age group, the responsibilities of children during duty become more complicated in terms of the form of work organization and its content.

We have identified the following types of duty for implementation, depending on the content of the work:

· Canteen duty;

· duty during classes;

· duty in the group and on the site;

· duty in a corner of nature.

Stages of organizing the duty of children of senior preschool age.

Our work consisted of the following stages.

Stage 1. Division into groups.

The teacher draws attention to how beautiful the group is, how clean and cozy it is. How much work teachers and junior teachers put in. Talks to children about how they have grown up and are becoming worthy helpers in kindergarten and at home.

He suggests dividing into groups according to some criteria, for example, using geometric shapes, and then children can unite according to their own preference. The teacher records the composition of the groups.

Stage 2. Development of the name and logo of the group.

The teacher invites the children to discuss the name of the groups, talks with the group members: why they chose this name. Gives the children homework with the help of their parents: come up with an emblem for their group.

After each group presented the logo, a subgroup map was created. Children had the opportunity to independently design a map of their group using their own picture markers.

Stage 3

.
Familiarization with the work responsibilities of duty officers.
We placed duty stands in the group premises. We introduced the children to the types of duty: in a group, in the canteen, in preparation for classes, in a corner of nature; with the labor responsibilities of duty officers; with technological maps, algorithms of labor actions.

Stage 4. Practicing work actions.

Children of the older group while on duty in the dining room

prepare for duty (wash hands, put on aprons, headscarves, etc.), fully set the tables with dishes, pre-prepared dishes, which the junior teacher leaves for those on duty at the serving table. In addition to preparing tables, attendants help clear tables. After cleaning, their work is given an appropriate assessment, the rest of the children thank the workers on duty for the help they provided. Over time, demands are made on the pace of work. Children must work at a fast pace, but still produce quality work. To do this, the teacher helps children do their work, teaches them economical techniques, and how to correctly distribute responsibilities among themselves.

Class duty

, also implies providing assistance to the teacher both before and after classes. The attendants arrange the necessary materials and aids; at the end of the lesson, the children remove everything from the tables, including the trash, and wipe the tables. If necessary, the attendants on duty first help the teacher prepare handouts, for example, the necessary geometric figures; they can bring pictures, visual material, etc. from the teaching room. The teacher in every possible way emphasizes the importance of the work of those on duty and praises them for their help.

Duty in a corner of nature

, this activity is nothing more than the creation and maintenance of conditions for plants located in the “ecological space” of the group: those on duty water the plants, spray them, wipe their leaves, loosen the soil, care for the garden on the window, and keep a weather calendar. During this activity, children learn to work with tools: a watering can, a rake, a loosening stick, etc. Use oilcloths, aprons, and sleeves when organizing your workplace to care for indoor plants.

Group duty

,
site
, is also not an unimportant aspect of labor education. Children continue to learn how to maintain order in the group room and on the site. Children wash, wipe, and put toys in their places on their own. Wipe dust from children's furniture. Large debris is collected from the area, paths are cleaned, verandas are swept and sand is watered. All this helps them develop respect for the work of adults.

In the afternoon, during the evening circle, we discuss what we did, how we performed our work duties, agree on the next day which group will carry out what type of duty, and place group cards on duty stands. Thus, children come to kindergarten in the morning and begin to perform their work duties.

Stage 5. Independent work activity of children.

Completing all stages gives a good result. Children are introduced to work. They learn not only to work together with adults, but also to be independent and proactive. At this stage, children independently, by transferring their work experience, perform the action necessary for them, aimed at the benefit of the entire children's team. The teacher in this case acts indirectly. Despite the fact that children are already able to complete all the work independently and know the entire sequence of actions, duty is carried out under the control of the teacher and junior teacher.

Conclusion.

Sometimes a child who is not particularly eager to help, waits for duty and diligently performs his duties, because in the picture in the corner his name is indicated by his favorite cartoon or fairy tale character. Cards with pictures, names, tables with schematic images of table setting, order of actions encourage children to active mental activity. Children should know that work duties are performed not only in turns, but also as a team. This fosters both hard work and responsibility, as well as a sense of justice and camaraderie. Carrying out duties according to a certain algorithm does not mean that children cannot look for more rational ways to complete tasks. For example, while on duty during classes, children are convinced that it is more convenient when one person on duty lays out material of one type, and the second of another type. This helps not to get confused in actions, and to complete the assigned task faster and with better quality.

In addition, children begin to realize that the person on duty should be an example for other children, because he is an assistant teacher, and smart aprons and caps, always clean and ironed, will be an incentive for those on duty to want to take care of their appearance. A successful result of duty, supported by the praise of the teacher and the gratitude of his comrades, brings moral satisfaction to the child and encourages him to work. In addition, children, especially older preschool children, who are more oriented towards the opinion of an adult, enjoy being an assistant teacher and bring real benefit.

As a result of our work, we created the following conditions for organizing duty, necessary for labor education and the development of independence of older preschoolers:

· taking into account age-related psychological characteristics of the development of independence in work activity;

· children's mastery of labor skills;

· systematic participation in the duty of each child and equal distribution of responsibilities;

· creating an emotionally positive atmosphere;

· taking into account the individual characteristics of children;

· taking into account the load on the child;

· organizing adequate relationships between children in this activity;

· presence of an appropriate subject environment.

The structural components of independence on duty (goal, skills, planning, motive, self-control, result) are formed by creating adequate conditions for organizing duty and the pedagogical process of managing this activity.

The work of preschool educational institutions to develop independence in duty activities shows that the child’s independence is ensured by the appropriate construction of the developmental environment, the teacher’s targeted assistance in children’s mastering generalized methods of action (basic labor processes) when using teaching methods based on the principles of subject-subject pedagogical interaction with students.

The teacher must organize the work of children in such a way that the child feels the joy of joint activity, learns to help a friend, shows activity, initiative, independence, knows how to overcome individual failures, can achieve a common result, learns to value his own work, the work of his comrades and the work of people.

The variability of models for organizing duty and the rich content of activities allow each child to show their individuality, independence of behavior and receive positive emotions from recognition of their skills by adults.

"We are on duty"

We are on duty

(1024×1024)

Assistants

(1000×1000)"We are on duty"

The Rostochek secondary group is on duty every day.

The children take turns on duty, and it gives them great pleasure. Sometimes there is a dispute between the children about who is on duty and we try to resolve this dispute without tears.

The aprons and caps were sewn by my parents (they are very smart).

Organization of duty in kindergarten for
preschool children.
Duty roster -

This is one of the forms of organizing children’s work, which requires the child to perform work aimed at serving the team. Duty involves the work of one or more children in the interests of the entire group. Despite the seemingly insignificant result of labor, duty is of great importance in raising children. On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several children for others, is highlighted, therefore this form contributes to the development of responsibility, a humane and caring attitude towards people and nature. Duty duties place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.

Duty tasks:

— Skills of independence, responsibility, ability to organize oneself

— Execution according to the model, the desire to work for the benefit of the team

— Regularity: daily, setting aside time in your daily routine.

— At the end you need to get a skill that has clearly turned into a habit

Middle group

In the middle group, children continue to be on duty in the dining room; two attendants are appointed, who completely set the tables: hand out individual napkins, spoons, forks, place bread bins, glasses with napkins, prepared in advance on the serving table. The attendants themselves fill the glasses with napkins.

Children (not on duty) of the middle group clear the dishes after eating: each child places his plate on the edge of the table, and takes the cup to the serving table.

An adult must remove dishes, except cups (children take them themselves)!

The attendants remove bread bins, glasses with napkins from the table, and the nanny removes stacked plates, spoons, and forks.

class duty is introduced in the middle group

(lay out the brushes, put out jars of paste, lay out individual napkins, etc.), they also help clean up the material after class.

The teacher emphasizes how much the child cares about his friends, is attentive to them, and how he treats his responsibilities. He explains that the work of duty officers is necessary, that children should help adults in their work, and relies on positive examples of children’s behavior at work.