Long-term work plan

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Labor training in preschool institutions

Labor education of preschool children is one of the most important tasks of a preschool educational institution (DOU). Work in this direction begins from the first days of the baby’s stay in kindergarten.

Work becomes a great educator when it enters the spiritual life of our students, gives the joy of friendship and camaraderie, develops inquisitiveness and curiosity, gives rise to the exciting joy of overcoming difficulties, reveals more and more 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.

Goals and objectives of labor education

The main goal of labor education for the youngest visitors to preschool institutions, taking into account their age characteristics, is to develop a positive perception of work and the ability to perform feasible labor actions.

Children should be taught to work from a very early age.

The tasks of labor education at this age are not as extensive as at older ages, but no less important. After all, their attitude towards the most important component of human activity in the future depends on whether the teacher is able to instill respect and love for work in children of the third and fourth year of life. Tasks of labor education in the first and second junior groups of preschool educational institutions:

Introduce children to professions whose workers they see in real life, in their immediate environment (teacher, nanny, salesman, builder, driver, doctor, cook). In the first junior group, children are given generalized, superficial information: “This is a builder, he builds beautiful, strong, large houses from bricks so that people can live in them.”
The knowledge that children of the fourth year of life are able to master is presented more fully and deeply. You can point out the connection between professions, name the tools and materials that workers of different professions use in the process of work (“For a builder to build a large store, the driver brought a lot of bricks in his car. When the store is built, sellers will work in it, sell us products, clothes, books, etc.").

Develop skills in caring for yourself, keeping your body and clothes clean and tidy.

A child of the third year of life, with the help of an adult, masters the ability to wash his hands with soap, use a towel, and a handkerchief.

A child of the second youngest group can look at himself in the mirror, inspect his clothes, wipe his nose with a handkerchief, his mouth after eating with a napkin, fasten a zipper on his clothes, buttons. If these operations are difficult, children should be able to ask adults for help using polite words.

To develop and maintain children’s interest in the work of adults, the desire to help, and to maintain cleanliness and order. Adults should encourage such behavior. Of course, sometimes it’s easier for a teacher or nanny to do certain work (water flowers, arrange plates with applique details) themselves, but once or twice refusing a child’s desire to do something on his own, adults risk forever extinguishing the spark of hard work in their little helpers, which is serious. pedagogical mistake. Throughout the day, many situations arise in which even young children can be involved in simple work activities, and the teacher and nanny should use them to the maximum (putting a toy in its place, putting clothes on a high chair, in a closet, picking up dropped trash, etc. .).

The child’s desire to maintain cleanliness and order is worthy of praise.

To form in children ideas about the necessity and importance of work, to evoke a feeling of joy and satisfaction from the work performed (“If we don’t water the flower, it will wither. Let’s put away the toys together, our group room will become clean, beautiful, and mothers, when they come for they will be happy with you and will praise us”).

The psychological characteristics of children of the third and fourth years are such that children cannot retain an event in their memory for a long time, so you should not tell them the result of labor designed for the long term (“Now we will plant onions, and when they grow up, we will give them to the kitchen to make soup"). The children will simply forget him. It is better to break such “long-term projects” into stages and communicate the result to children as it approaches. Before planting: “Today we will plant onions, water them, they will grow green and lush.” After the greenery appears: “This is such a good onion that has grown, now I will cut it and give it to the kitchen, where the cook will cook us a delicious soup.” In this way, kids will see the benefits of their work and repeat information about the development and use of vegetables.

To cultivate hard work, organization and diligence when performing assigned actions, independence and initiative, accuracy, neatness, and careful attitude towards the results of one’s own and others’ work.

Labor education of children in kindergarten is impossible without close interaction with the families of the pupils. Therefore, the teacher needs to think through a set of activities for working with parents: group and subgroup conversations, round tables, exhibitions of literature, thematic folders, etc.

It is important that not only the teacher, but also the parents teach the child to be independent and work

Types and methods of labor education for children of junior groups of preschool educational institutions

In the first and second groups of primary preschool age, the following types of work are used:

Self-service. This includes washing, undressing and dressing for a walk, going to bed, using the toilet (individual potty), using a handkerchief, towel, napkin, and careful eating.
Household work: maintaining order in the group room, locker room, bedroom, running errands around the dining room (arranging cups for napkins, bread bins, laying out spoons). In the second junior group, the children are given instructions for preparing classes: arrange plates with handouts, boards for modeling, etc., and then collect them and put them in a certain place. Children can help the teacher in gluing books and game boxes.
Labor in nature. Children, under the supervision of a teacher, can water plants, wipe large leaves with a damp sponge, loosen the soil in pots, plant onions on feathers, sow large seeds (pumpkins, beans, peas) in boxes.

Manual labor is planned starting from the older group, but it is acceptable to involve younger children in the making of crafts, collective applications, and compositions using various techniques. Kids will be happy to help the teacher make a colorful panel or an original craft to decorate a locker room, group room, or kindergarten lobby.

A bright panel made by the students will decorate the group’s locker room

The most acceptable form of work in early preschool age is an assignment, individual or subgroup, when the teacher asks three or four children to do something. In the second case, all children perform the same action, using the same equipment, for example, placing napkin holders on tables, wiping ficus leaves from dust with a sponge. It’s too early to give multifaceted actions (one waters the plant, the other wipes the leaves), they may get confused in the actions or want to do what their neighbor is doing, leaving their part of the work unfinished.

Since children are still very small, their attention is scattered and unstable, the teacher should carefully select methods of motivating work and guiding the activities of students. The most effective techniques are:

Observation. It is known that in children of the third year of life, imitation is very highly developed, and the main type of activity is object-based. By watching adults act using a variety of objects, the baby repeats after them and thereby learns a new skill. Therefore, it is necessary to organize observations as often as possible of the work of the nanny, janitor, teacher, who perform simple and understandable actions for children: setting the table, sweeping paths, watering flowers, etc.

Observing the work of a nanny develops children's understanding of the people who care about them, fosters a sense of gratitude and a desire to help.
Display is closely related to observation. The teacher uses this technique constantly throughout the day when performing all routine moments, since children cannot yet perform actions independently, from memory. Before washing hands, the teacher rolls up the sleeves of his own clothes, and then helps the kids do this. Using soap, shaking water from hands, wiping with a towel, the teacher does this so that all the children can clearly see and understand what should be done.
In addition to showing, explanation is also necessary. Children need to be told in a simple and understandable form why this or that action is being performed, what its benefits are, what the result will be: “If you each hang clothes on their own chair, they will not wrinkle and it will be easier to find them after sleep.”
An emotional explanation that encourages a positive result is an excellent motivation for action. Compare 2 sentences: “Now we will wash our hands and dry them with a towel” and “Now we will wash our hands with this fragrant soap, and they will also smell good, become clean, and then we will dry them with a beautiful fluffy towel!” Of course, in the second case, the child will be much more willing to carry out the washing procedure.
Works of art also help to quickly remember the order of actions and teach children to be neat and tidy. Using them is a very successful technique if the work is not too long and is suitable for a routine moment (dressing, undressing, washing, etc.)
Creating playful and surprise moments. A favorite toy (a bear, a doll) comes to the children and asks for help, to teach them how to wash their hands, get dressed, and fold things neatly. Or suddenly a new bright comb, decorated with a lush bow, appears and announces that she has come to comb all the dolls in the group. And the children, together with the teacher, comb the dolls’ hair, straighten their outfits, and seat them beautifully in the play corner.
Creating problematic situations. The game character voices the problem to the children. For example, a bunny comes very sad and reports that all his toys have gone, but in the conversation it turns out that the hero does not know how to fold and put toys in their place. The guys volunteer to help him, teach him how to do it correctly.
Didactic game. After voicing a problem situation, it is possible to solve it during a didactic game: children “teach” the character to wash hands, put away toys, and perform other labor actions in the games “Toys, in places!”, “What for what?”, “What our hands can do” and others.
Telling instructive stories compiled by the teacher himself. They should also not be long, loaded with information, but short and appeal to the children’s direct experience: “This morning I found a mitten on the floor in the locker room. She cried because they forgot to put her in the closet. I picked her up, put her in her place and promised that our children would never throw their things on the floor.”
Encouragement is the most effective and necessary technique in early and early preschool age.

Encouragement is an excellent method of labor education, so you should not skimp on praising children for their neatness and desire for cleanliness.
It is necessary to praise children for every small achievement, and even in case of failure, you need to find something positive: “Today you tried to fasten the buttons, and you almost succeeded! We'll practice a little, and soon you'll be able to fasten them all! But you put on the shirt yourself, well done!” By encouraging the child, the teacher reinforces in his memory that work is associated with success. This forms in students a positive attitude towards work in general and makes them want to perform labor actions in the future.

Table: poems for use during routine moments related to children’s self-care

The role and place of artistic manual labor in the middle group of kindergarten

Natalia Kravchenko

The role and place of artistic manual labor in the middle group of kindergarten

“ Manual labor contributes to the diversified development of a child’s personality. Artistic and creative activities distract children from sad events, relieve nervous tension and fear, and provide a positive emotional state. Therefore, it is so important to include artistic manual labor in the pedagogical process of kindergarten "

V. A. Sukhomlinsky

Artistic manual labor is aimed at satisfying the aesthetic needs of a person, developing the constructive and creative abilities of children.

Artistic manual labor is a productive and at the same time instrumental activity in which the child masters tools (scissors, knife, stapler, needle, crochet hook, etc., explores the properties of various materials (paper, fabric, dough, foil, leaves, etc.). etc.)

and transforms them in cultural ways in order to obtain a specific result.
(do not speak in brackets)
Artistic manual labor is the creative work of a child, in the process of which he creates useful and aesthetically significant objects and products.

The main task of manual labor is to teach children to enjoy tinkering, work with any available material , imagine and make cute crafts with their own hands so that the process and result of the work are visible.

Certain elements of artistic manual labor can be introduced already in younger groups . In this case, the participation of an adult is mandatory. More precisely, children help an adult in creating crafts. And although the activity of children of this age is minimal, involvement in such interesting work is very useful . The child sees how, in the hands of the teacher, a simple stick suddenly turns into a doll, and a ball into the head of a funny clown. This is magic"

fascinates children, delights them and motivates them to their own activities.

are engaged in artistic manual labor in the morning and evening periods together with the teacher .

It is known that the life of children in kindergarten includes various types of games: role-playing games, dramatization games, didactic and active games. They all bring joy to the child. Play and hand-made art have much in common. Both types of activities are based on the impressions that children receive from the surrounding life and in the process of life in kindergarten and at home . artistic manual activity and play is so important

Let's focus on the role-playing game. Children in the middle group can create objects for play.

(photo candies, beads, decorative napkins, rugs)

So, for the game "House"

the children made candy for tea parties from candy wrappers, for
“mom”
- a clothing accessory - paper beads. For the doll's room - decorative items - napkins, rugs.

(photo with items for the Clinic)

To play "Polyclinic"

The children themselves prepared notebooks from paper - medical histories, forms for prescriptions. We cut out thermometers and pills from cardboard.

Great opportunities for solving the problems of comprehensive education of children and the development of children's creativity lie in the relationship between manual labor and dramatization games . For dramatization games, children can make the scenery itself or parts of it, costume parts, and masks.

(photo with headbands)

Thus, a subgroup of children prepared masks to dramatize the Russian folk tale “Teremok”

(we cut out the finished images ourselves, used additional material to decorate the mustache, eyes, ears, noses, and attached the images of the characters to the headband using glue).

With great interest and pleasure, children perceive the teacher’s proposal to create masks for outdoor games: “Cat and Mice”

,
“Shaggy Dog”
,
“Crucian Carp and Pike”
, etc.

Interesting opportunities for establishing a connection between artistic manual labor and play are contained in didactic games. Children of the middle group are able to make didactic games (in applications)

: dominoes, lotto, paired pictures, cut pictures.

Children are especially interested in creating images based on fairy tale themes. Children love fairy tales and are ready to listen to them endlessly; fairy tales awaken children's imagination . Each child has his own favorite works and fairy-tale characters, so the proposal to create images of fairy-tale characters always evokes a positive response from children. Children with great pleasure accept the teacher’s offer to create a general layout for a work.

(photo – layout)

In a joint activity, the children and I made a model for the fairy tale “The Three Bears”

(children made their own paper logs, painted the sleeves for the characters and the tree)

The interest of teachers in creating collective panels is not accidental: firstly, collective work is provided for by the final event on the theme of the week, and secondly, children are pleased with collective work, joint activity to create one common image. Particular satisfaction comes from the overall result, which in this case is rich in content and makes a more vivid impression than individually completed work. Children understand that together they can create a more significant image than each individual. In the process of collective work, favorable conditions are created for children to communicate with each other and with the teacher, and upon completion of the work, the children rejoice at the results of their joint activity - the same feelings unite them. The creation of collective images is organized in different age groups of the kindergarten . In junior and middle groups , the simplest form of organizing such an activity is used: each child cuts out and glues some object (a bird, a flower, a chicken, a house, etc.), and then a collective panel is compiled from these images. Of course, together with the children The teacher works. He performs that part of the work that is beyond the strength of children. In the process of work, adults and children are united by one goal, interested in the overall result. They discuss the upcoming work, its progress, everyone consults together , tries it on, see how it will work out better. The interaction of the teacher's children occurs more freely, the child has the opportunity to see how the teacher acts and learn without direct instructions from an adult. Let's consider some possible themes of collective compositions for the middle group ;

"Birds on a Branch"

— theme of the week
“Meeting birds”
“City street”

— theme of the week
“My city”
“Flowers in the meadow”

— theme of the week
“Festival of Spring and
Labor ” or
“World of Nature”
“Autumn Carpet”
(pattern of autumn leaves)
– theme of the week
“Colors of Autumn”
“Merry Carousel”
(based on Dymkovo toys)
– theme of the week
“City of Craftsmen”
or
“ Folk culture and traditions"
"Jolly Train"

(the train is made up of carriages created in the process of individual work by each child) - the theme of the week is
“Transport”
.

(photo with New Year's panel)

Our group has created individual and collective compositions:

So, for example, in the month of December, on the theme of the week “New Year’s Kaleidoscope”

“New Year’s Eve”
was made .

On the topic of the week : “Hello Zimushka Winter”

“Bullfinches on branches”
was made on the theme of the week “Natural World”

a collective work was made

"Flowers in the meadow"

Children's works can also be used to organize exhibitions of children's creativity , to decorate the group for the holidays, so the children of our group made individual compositions.

Hedgehogs" (a hedgehog is made from a pine cone - the theme of the week is "Animal World"

Leopard", leopard made from cereals (rice and buckwheat)

— theme of the week
“Animal World”
“Autumn Sunflower”
(pattern of autumn leaves)
– theme of the week
“Colors of Autumn”
“Pear”
(pencil shavings)
– theme of the week

“We want to be healthy”

(photo of Christmas tree, snowmen)

To decorate the group for the New Year, the children made Christmas trees from cotton pads and snowmen from bushings. The children experienced the joy of decorating their “home”

. The teacher’s assessment of their contribution to the overall work also helps to realize this.

Children's works and crafts should “live”

in
a children's institution , used in its interior, in children's games, on holidays, they can be presented to parents, friends, and guests.
(Options for gifts or cards for dads on February 23 and moms on March 8 have already been discussed). In the group there are very insecure, dependent children who turn to the teacher for help for any reason; some children are very upset by failures. Therefore, it is advisable to include words of support, jokes, humor, and surprise moments joint When working, the atmosphere should be lively and relaxed, without harsh disciplinary measures that constrain the freedom and creative potential of children. Children need to be interested.

Thus, by doing manual labor in kindergarten , children not only develop a certain apparatus of actions, knowledge and skills, but also increase their development potential. The child becomes more self-confident, and therefore free to choose goals and find ways to achieve them.

“The world will be happy only when every person has the soul of an artist . In other words, when everyone finds joy in their work .”
Rodin

Labor activity in the second junior group of preschool educational institutions

Children of the fourth year of life can perform more labor activities both indoors and outdoors. For example, they have access to:

Wiping dust off shelves, arranging toys and books.
Assisting the teacher in preparing for classes (arranging and collecting material).
Cleaning up leaves in the fall and snow in the winter, but these tasks should be brief, and during them the teacher should carefully monitor the condition of the children, avoiding overload. The best option would be to clear one or two benches of snow or sweep a short path.
Laying out counting material and pencils in boxes and cups.
Dressing and combing dolls, cleaning large construction toys and cars.
Participation in the creation of crafts and collective decorative compositions.

Children of the fourth year of life can be entrusted with caring for indoor plants under the supervision of a teacher.

Time is allocated for household chores in the afternoon. Its duration does not exceed 15 minutes. To engage in work related to water, children must be dressed in oilskin aprons that protect their clothing; all tools and materials for work must be stored in an accessible place. When drawing up a long-term plan for work activity, it does not have to be tied to the topic of the block (week, month). The teacher can choose those types of training that he considers necessary to pay more attention to.

Table: example of long-term planning of work activity in the second junior group of a preschool educational institution (fragment)

Table: example of a lesson summary on labor education with children of the fourth year of life

Video: lesson on household work in the younger group

Junior group. Early childhood, nursery. Children 1-4 years old

Summary of a lesson with children 3 years old “Work with children on a walk in winter” Work with children on a walk in winter (third year of life. Program content. 1. Observing the work of a janitor on the street. 2. Instill in children respect for the work of people . Teach to come to work helping others 3. Labor actions : - clear a path covered with snow - teach...

Program for labor education of children from 1 year to 3 years old “Merry Garden” Explanatory note Labor education of the younger generation is one of the most important tasks of our society. An active, purposeful person, capable of self-realization, creativity, satisfying his interests in his chosen business and self-improvement is...

Analysis of work activity in the junior group

To assess a child's ability to care, not to be lazy and to work, a game is played, participation in which takes a long time. The most common game among educators is the game “Our Garden.”

Pupils are encouraged to plant certain seeds and care for them until they sprout. The resulting seedlings, together with the teacher, are planted on the territory of the preschool educational institution or in pots in a group.

Interesting! Prospective analysis makes it possible not only to identify children who are incapable of caring for children, but also to clearly tell children about how some common fruits, vegetables, and herbs are grown.

Diagnosis of diligence control

Throughout the year, from time to time, during walks or in a group, children are offered work of a different nature, within their capabilities. The teacher, in a playful way, asks the children to wipe dust from the foliage of indoor plants, encouraging them with praise about how big boys and girls have grown and can do everything, but their mutual friend Dunno does not know how to water flowers or wipe dust. All the action takes place in front of the teacher, but after several training sessions the children themselves must pour water into watering cans, wet rags and take care of the flowers.

Attention! While the pupils are fascinated by the process, the teacher fills out a diagnostic card for the group, in which he makes notes on how quickly everyone figured out where to get water, how to identify plants that needed watering, and which of the preschoolers helped a friend and who accepted this help.

Plant care

Project activities for labor education of younger preschoolers

Since in project activities with younger students the leading role belongs to the teacher, and the kids assimilate information and take the first steps in search and research activities, it is advisable to plan a labor education project that is informational, introducing adults to the professions (driver, builder, doctor), or playful, enriching children's experience with new games related to professions and performing work assignments, self-service. Due to the fact that younger preschoolers do not have sufficiently developed long-term memory, it is better to plan short-term projects, lasting 1-2 weeks.

Project activities go through the following stages:

When preparing to implement a project, the teacher must think through the topic and goal, as well as whether they correspond to the age of the children, whether the kids will be able to successfully complete all the points of the future project, and what results are expected.
At the second stage (project development), the teacher determines ways to achieve the goals and objectives, selects materials, equipment, and information sources. Next comes the actual implementation of the project. Children, with the help and direct participation of the teacher, carry out the planned forms of work, which leads to the expected result.
The final stage (presentation) of the project takes place with the participation of children. The product of an information project can be an album or a mobile folder, which will reflect the information learned by children, while a game project can be attributes for directorial and plot games.

Getting to know any profession can be done in a playful way

Table: example of a pedagogical project in a junior group

Labor education in junior groups of kindergarten; methodological development (junior group) on the topic

MADOU "Kindergarten No. 13" of the Kashira Urban District

Labor education in younger groups of kindergarten

Educator: Blashkova.L.R.

Kashira 2018

Labor education in younger groups of kindergarten

Labor is the most important component of human life. Both material and cultural values are created through labor. It is necessary to instill in children a love and respect for work from early childhood. And the role of preschool educational institutions in this important process is great.

1.1 Goals and objectives of labor education
1.2 Types and methods of labor education for children of junior groups of preschool educational institutions

1.2.1 Table: poems for use during routine moments related to children’s self-care

3 Labor activity in the second junior group of preschool educational institutions

3.1 Table: example of a lesson summary on labor education with children of the fourth year of life

4 Project activities for labor education of younger preschoolers

4.1 Table: example of a pedagogical project in a junior group

5 Analysis and diagnosis of work activity in junior groups of preschool educational institutions

5.1 Table: diagnostic chart for monitoring the level of mastery of labor skills in children of the third and fourth year of life

Labor training in preschool institutions

Work becomes a great educator when it enters the spiritual life of our students, gives the joy of friendship and camaraderie, develops inquisitiveness and curiosity, gives rise to the exciting joy of overcoming difficulties, reveals more and more 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

Goals and objectives of labor education

Children should be taught to work from a very early age.

The tasks of labor education at this age are not as extensive as at older ages, but no less important. After all, their attitude towards the most important component of human activity in the future depends on whether the teacher is able to instill respect and love for work in children of the third and fourth year of life. Objectives of labor education in the junior group of preschool educational institutions:

Introduce children to professions whose workers they see in real life, in their immediate environment (teacher, nanny, salesman, builder, driver, doctor, cook).

In the first junior group, children are given generalized, superficial information: “This is a builder, he builds beautiful, strong, large houses from bricks so that people can live in them.”
The knowledge that children of the fourth year of life are able to master is presented more fully and deeply. You can point out the connection between professions, name the tools and materials that workers of different professions use in the process of work (“For a builder to build a large store, the driver brought a lot of bricks in his car. When the store is built, sellers will work in it, sell us products, clothes, books, etc.").

Develop skills in caring for yourself, keeping your body and clothes clean and tidy.

A child of the third year of life, with the help of an adult, masters the ability to wash his hands with soap, use a towel, and a handkerchief.
A child of the second youngest group can look at himself in the mirror, inspect his clothes, wipe his nose with a handkerchief, his mouth after eating with a napkin, fasten a zipper on his clothes, buttons. If these operations are difficult, children should be able to ask adults for help using polite words.

To develop and maintain children’s interest in the work of adults, the desire to help, and to maintain cleanliness and order. Adults should encourage such behavior. Of course, sometimes it’s easier for a teacher or nanny to do certain work (water flowers, arrange plates with applique details) themselves, but once or twice refusing a child’s desire to do something on his own, adults risk forever extinguishing the spark of hard work in their little helpers, which is serious. pedagogical mistake. Throughout the day, many situations arise in which even young children can be involved in simple work activities, and the teacher and nanny should use them to the maximum (putting a toy in its place, putting clothes on a high chair, in a closet, picking up dropped trash, etc. .).

The child’s desire to maintain cleanliness and order is worthy of praise.

To form in children ideas about the necessity and importance of work, to evoke a feeling of joy and satisfaction from the work performed (“If we don’t water the flower, it will wither. Let’s put away the toys together, our group room will become clean, beautiful, and mothers, when they come for they will be happy with you and will praise us”).

The psychological characteristics of children of the third and fourth years are such that children cannot retain an event in their memory for a long time, so you should not tell them the result of labor designed for the long term (“Now we will plant onions, and when they grow up, we will give them to the kitchen to make soup"). The children will simply forget him. It is better to break such “long-term projects” into stages and communicate the result to children as it approaches. Before planting: “Today we will plant onions, water them, they will grow green and lush.” After the greenery appears: “This is such a good onion that has grown, now I will cut it and give it to the kitchen, where the cook will cook us a delicious soup.” In this way, kids will see the benefits of their work and repeat information about the development and use of vegetables.

To cultivate hard work, organization and diligence when performing assigned actions, independence and initiative, accuracy, neatness, and careful attitude towards the results of one’s own and others’ work.

Labor education of children in kindergarten is impossible without close interaction with the families of the pupils. Therefore, the teacher needs to think through a set of activities for working with parents: group and subgroup conversations, round tables, exhibitions of literature, thematic folders, etc.

It is important that not only the teacher, but also the parents teach the child to be independent and work

Types and methods of labor education for children of junior groups of preschool educational institutions

In the first and second groups of primary preschool age, the following types of work are used:

Self-service. This includes washing, undressing and dressing for a walk, going to bed, using the toilet (individual potty), using a handkerchief, towel, napkin, and careful eating.
Household work: maintaining order in the group room, locker room, bedroom, running errands around the dining room (arranging cups for napkins, bread bins, laying out spoons). In the second junior group, the children are given instructions for preparing classes: arrange plates with handouts, boards for modeling, etc., and then collect them and put them in a certain place. Children can help the teacher in gluing books and game boxes.
Labor in nature. Children, under the supervision of a teacher, can water plants, wipe large leaves with a damp sponge, loosen the soil in pots, plant onions on feathers, sow large seeds (pumpkins, beans, peas) in boxes.

Manual labor is planned starting from the older group, but it is acceptable to involve younger children in the making of crafts, collective applications, and compositions using various techniques. Kids will be happy to help the teacher make a colorful panel or an original craft to decorate a locker room, group room, or kindergarten lobby.

A bright panel made by the students will decorate the group’s locker room

Since children are still very small, their attention is scattered and unstable, the teacher should carefully select methods of motivating work and guiding the activities of students. The most effective techniques are:

Observation. It is known that in children of the third year of life, imitation is very highly developed, and the main type of activity is object-based. By watching adults act using a variety of objects, the baby repeats after them and thereby learns a new skill. Therefore, it is necessary to organize observations as often as possible of the work of the nanny, janitor, teacher, who perform simple and understandable actions for children: setting the table, sweeping paths, watering flowers, etc.

Observing the work of a nanny develops children's understanding of the people who care about them, fosters a sense of gratitude and a desire to help.

Display is closely related to observation. The teacher uses this technique constantly throughout the day when performing all routine moments, since children cannot yet perform actions independently, from memory. Before washing hands, the teacher rolls up the sleeves of his own clothes, and then helps the kids do this. Using soap, shaking water from hands, wiping with a towel, the teacher does this so that all the children can clearly see and understand what should be done.
In addition to showing, explanation is also necessary. Children need to be told in a simple and understandable form why this or that action is being performed, what its benefits are, what the result will be: “If you each hang clothes on their own chair, they will not wrinkle and it will be easier to find them after sleep.”
An emotional explanation that encourages a positive result is an excellent motivation for action. Compare 2 sentences: “Now we will wash our hands and dry them with a towel” and “Now we will wash our hands with this fragrant soap, and they will also smell good, become clean, and then we will dry them with a beautiful fluffy towel!” Of course, in the second case, the child will be much more willing to carry out the washing procedure.
Works of art also help to quickly remember the order of actions and teach children to be neat and tidy. Using them is a very successful technique if the work is not too long and is suitable for a routine moment (dressing, undressing, washing, etc.)
Creating playful and surprise moments. A favorite toy (a bear, a doll) comes to the children and asks for help, to teach them how to wash their hands, get dressed, and fold things neatly. Or suddenly a new bright comb, decorated with a lush bow, appears and announces that she has come to comb all the dolls in the group. And the children, together with the teacher, comb the dolls’ hair, straighten their outfits, and seat them beautifully in the play corner.
Creating problematic situations. The game character voices the problem to the children. For example, a bunny comes very sad and reports that all his toys have gone, but in the conversation it turns out that the hero does not know how to fold and put toys in their place. The guys volunteer to help him, teach him how to do it correctly.
Didactic game. After voicing a problem situation, it is possible to solve it during a didactic game: children “teach” the character to wash hands, put away toys, and perform other labor actions in the games “Toys, in places!”, “What for what?”, “What our hands can do” and others.
Telling instructive stories compiled by the teacher himself. They should also not be long, loaded with information, but short and appeal to the children’s direct experience: “This morning I found a mitten on the floor in the locker room. She cried because they forgot to put her in the closet. I picked her up, put her in her place and promised that our children would never throw their things on the floor.”
Encouragement is the most effective and necessary technique in early and early preschool age.

Encouragement is an excellent method of labor education, so you should not skimp on praising children for their neatness and desire for cleanliness.

It is necessary to praise children for every small achievement, and even in case of failure, you need to find something positive: “Today you tried to fasten the buttons, and you almost succeeded! We'll practice a little, and soon you'll be able to fasten them all! But you put on the shirt yourself, well done!” By encouraging the child, the teacher reinforces in his memory that work is associated with success. This forms in students a positive attitude towards work in general and makes them want to perform labor actions in the future.

Table: poems for use during routine moments related to children’s self-care

Children's actions	Poems
Washing up, washing hands	Clean water washes Vova’s face, Tanya’s palms, Antosha’s fingers. Oh, okay, okay, okay, we are not afraid of water, we wash ourselves clean, we smile at each other. You, my friend, listen to me, It is very important not to forget: Before you sit down to eat, you need to wash your hands with soap! After the street, a walk, Before a delicious meal, Visiting the toilet Always wash your hands. All you have to do is open the tap and water will flow. I can wash my hands, or I can wash myself. I am always friends with water and love to swim. Water helps me stay clean.
Put things away	Sasha is our bunny, Bunny is a runaway! Bunny Sasha - hop-hop, pick up his pants and sock. He doesn’t lose his things and puts them away. Those who throw things in disarray, then play hide and seek with them.
Dressing up	We wash ourselves clean, We dress quickly. So neat and tidy, everyone enjoys looking at us.
Combing	Bobik, you are so shaggy, you can’t comb your fur with your paw! Here, take a comb and straighten your hair.
Eating food	Don't throw bread and crumbs And don't push each other. Tablecloth, don’t stain your dress, wipe your mouth with a napkin. And a beautiful appearance will give you a good appetite.
Brushing teeth	The cheerful beaver always has clean teeth, Because our little beaver has been brushing them since he was in diapers.
Blowing their nose	If your nose is sniffling, it means it's completely clogged. Take out your handkerchief, wipe your nose better.

Labor activity in the second junior group of preschool educational institutions

Children of the fourth year of life can perform more labor activities both indoors and outdoors. For example, they have access to:

Wiping dust off shelves, arranging toys and books.
Assisting the teacher in preparing for classes (arranging and collecting material).
Cleaning up leaves in the fall and snow in the winter, but these tasks should be brief, and during them the teacher should carefully monitor the condition of the children, avoiding overload. The best option would be to clear one or two benches of snow or sweep a short path.
Laying out counting material and pencils in boxes and cups.
Dressing and combing dolls, cleaning large construction toys and cars.
Participation in the creation of crafts and collective decorative compositions.

Children of the fourth year of life can be entrusted with caring for indoor plants under the supervision of a teacher.

Time is allocated for household chores in the afternoon. Its duration does not exceed 15 minutes. To engage in work related to water, children must be dressed in oilskin aprons that protect their clothing; all tools and materials for work must be stored in an accessible place. When drawing up a long-term plan for work activity, it does not have to be tied to the topic of the block (week, month). The teacher can choose those types of training that he considers necessary to pay more attention to.

Table: example of a lesson summary on labor education with children of the fourth year of life

Author	Blashkova L.R. MADOU "Kindergarten No. 13" of the Kashira Urban District.
Name	"Toys love cleanliness"
OOD stages	Contents of the stage
Tasks	Improve the ability to carry out instructions for an adult. To promote the development of children's interest in work activities and the desire to help. Activate children's vocabulary: name the toy, pronounce the stages of work. Foster a positive attitude towards work and take care of the results of work. Continue to develop in children an emotional response to music and a desire to independently perform dance movements.
Material	Unwashed plastic and rubber toys, bag, basins, tables, bench, soap dishes with soap, sponges, napkins, buckets of water, character Teddy Bear (toy).
Introductory part (1–2 min.)	V.: Guys, listen to a poem about toys. Let toys be friends with us. We will not offend them. We'll play, and then we'll put everything back in its place. We will help ourselves - We will arrange them in their places. Toys are not people, but they understand everything, And they really don’t like it when they break them! Q: Guys, what are your favorite toys? (Children's answers). Do you want to play with the toys that live in our group? (Yes). Gather up, people, the locomotive blows its whistle: “Too-too-too!”
Main part (8–10 min).	Mishka sits in the group with a bag with toys peeking out of it. V.: Hello, Mishka! (Children also say hello to Mishka). Bear, we wanted to play, and for some reason you put our toys in a bag? Bear: No, I didn’t take your toys. Here in the bag are my cubs’ toys, which for some reason they don’t want to play with. So I brought them to you guys. Can you help me figure out why the cubs don’t want to play with toys? (The teacher takes 2-3 toys out of the bag and places them on a tray). Q: Children, look at the toys, why do you think the bear cubs don’t want to play with them? Children: The toys are dirty, unwashed, unkempt, etc. Educator: Of course, who would want to play with such toys? The cubs need help, they are bored without toys. But we also wanted to play with you! What are we going to do? (Children offer options: play or help). Q: What should we do correctly if Mishka is waiting for help from us? (Help Mishka and wash the toys for the cubs). V.: So, guys, we decided to wash the toys. Look at yourself, are you ready to work? We will wash toys in water, but how can we avoid getting our clothes and sleeves wet? That's right - put on aprons and roll up your sleeves. We will now prepare everything, and I am sure that each of you will cope and help Mishka. (Children put on aprons.) Individual orders: Go, Varya, take all the basins and place them on the tables so that the children can work comfortably. Sofia and Sasha, put soap dishes on the table. Olya, spread out your sponges. And Nadezhda Alexandrovna will pour water into our basins. Children prepare places, the teacher's assistant pours water into basins. V.: Well done, you did it! And now I’ll show you how to wash your toys correctly. Come all of you to me, stand so that everyone can see. The teacher speaks and shows the algorithm of work: I take a toy; I put it in a basin of water; I wet the sponge and soap it; I take the toy in my hands and rub it with a sponge; I wash off the soap suds in the same basin; I rinse the toy in a bowl of clean water and put it on a napkin to dry. V.: Well, do you remember? (Yes). Repeat the sequence of actions with children. V.: Katya, go to Mishka, take the toy from him and bring it to me, I will wash it clean, and Sasha will rinse it in clean water and put it on a napkin to dry. The process of work: music sounds, children carry out individual assignments.
Final part (1–2 min.)	V.: Well done, everyone did a great job! We promised to help Mishka and we did. The cubs will be happy. Why were we able to do this? Because now we know how to properly wash toys. We worked together, all together, and we succeeded. Bear: Thank you guys. Let's dance together to cheerful music, and then I'll go to my cubs. A moment of pranks (dance with a bear to the music). V.: Guys, we had a great time, and now we need to get our workspaces in order. Children put things in order and carry out individual assignments.

Project activities for labor education of younger preschoolers

Project activities go through the following stages:

When preparing to implement a project, the teacher must think through the topic and goal, as well as whether they correspond to the age of the children, whether the kids will be able to successfully complete all the points of the future project, and what results are expected.
At the second stage (project development), the teacher determines ways to achieve the goals and objectives, selects materials, equipment, and information sources. Next comes the actual implementation of the project. Children, with the help and direct participation of the teacher, carry out the planned forms of work, which leads to the expected result.
The final stage (presentation) of the project takes place with the participation of children. The product of an information project can be an album or a mobile folder, which will reflect the information learned by children, while a game project can be attributes for directorial and plot games.

Getting to know any profession can be done in a playful way

Table: pedagogical project in the junior group

Author	Blashkova L.R. MADOU "Kindergarten No. 13" of the Kashira Urban District
Subject	"Introduction to the profession of a doctor"
Project type	Group, creative, informational, gaming.
Target	Create conditions for the formation of ideas among students about the profession of a cook.
Tasks	Introduce children to the profession of a Doctor, his work activities, and supporting objects. Enrich your vocabulary with medical terminology. Foster respect for work. Learn to act according to the rules of the game.
Preparatory stage	Create a development environment: fill the corner with attributes. make didactic and board games: “Professions”, “Who has what?” ", "Assemble a picture from cubes", "Who does what", "Wonderful bag; replenish your library with books by B. Zakhoder “All works are good”, V. Mayakovsky “Who should I be?” , K. Chukovsky “Aibolit”; design the album “Poems about a Doctor.” Plan basic activities with children and parents: social and personal development, familiarity with the profession of “Doctor”; speech development - expand your vocabulary with medical terminology; productive activities - applique, “Ambulance”, modeling “Vitamins for animals”.
Main stage	Direct educational activities. Cognitive activity. Introduction to the general concept of “Medical instruments”. Social and personal development. Introduction to the profession of “Doctor”. Productive activity: application “Ambulance” “Vitamins for animals”. Game activity. Role-playing games: “The doll Natasha got sick”, “So that the tooth bites” Didactic and board games “Professions”, “Who has what?” ", "Assemble a picture from cubes", "Who is doing what", "Wonderful bag", "Who needs what for work?". Finger games "", "", "". Speech development. Learning poems about a doctor. Discussion of plots, actions of characters.. Reading fiction V. Mayakovsky “Who to be? ", K. Chukovsky "Aibolit", V. Suteev "About the hippopotamus who was afraid of vaccinations." Guessing riddles about the doctor. Conversation about the doctor. Independent activity. Doctor, nurse, ambulance coloring pages. Board and didactic games “Professions”, “Who has what?” ", "Assemble a picture from cubes", "Who does what", "Wonderful bag", "Who needs what for work." Role-playing games “The doll Natasha got sick”, “So that the tooth bites” Interaction with family. Joint production of attributes for the role-playing game “Doctor”. Replenishment of the corner. Sewing gowns, caps. A selection of poems about the profession of VR Creation of the photo album “Little Doctors”
The final stage	To evaluate the results, a final conversation was held, which showed that the level of knowledge on this topic had increased. 72% of children independently answered the following questions: Who is a doctor? What is he doing? What helper items does he use? 20% of children answered with the help of a teacher. And only 8% found it difficult to answer. In the process of work, an interest in the profession of “Doctor” and cognitive activity developed. The vocabulary for this profession has been enriched. Children began to understand the importance of a doctor’s work. Thus, we can conclude that the work done on this topic has a positive result and provides opportunities for subsequent development in the middle group. Studying the topic “Doctor” during project activities fully justifies itself, bringing pleasure from joint activities not only to children, teachers, but also to parents.

Analysis and diagnosis of labor activity in junior groups of preschool educational institutions

Analysis and control of the level of labor education and children’s mastery of skills is necessary, first of all, for the teacher himself in order to control the situation in the group and know in which direction to carry out individual work, what to pay special attention to. To monitor the level of children’s skills and abilities, it is recommended to fill out diagnostic cards twice a year, in the fall (in September-October) and in the spring (in April-May).

Table: diagnostic chart for monitoring the level of mastery of labor skills in children of the third and fourth year of life

No.	Evaluation criteria	F.I. children
No.	Evaluation criteria
1.	Development of work activity: independently dresses and undresses, puts on and takes off shoes in a certain sequence; independently performs simple labor actions (puts toys away, arranges cutlery, etc.).
2.	Fostering a value-based attitude towards one’s own work, the work of other people and its results: is able to complete the job he has started: remove toys, build a structure, etc.; experiences pleasure in the process of performing activities that are interesting to him and useful to others.
3.	Formation of primary ideas about the work of adults, its role in society and the life of each person: demonstrates knowledge about different professions (cook, hairdresser, driver, etc.); knows what people close to them do.
	Total	«+» «-»	«+» «-»	«+» «-»	«+» «-»
	Level
Level assessment: high level - all components of integrative quality; medium level - most components o; low level - most o. components.

A teacher working with younger preschoolers is entrusted with an important task: from an early age to accustom children to feasible work, to cultivate respect for working specialists, and a desire to grow by helping others. The attitude of children to work in subsequent years depends on how seriously and thoughtfully the teacher approaches the fulfillment of this responsibility. Therefore, all efforts should be made to develop in children the concept that work is important and necessary, and that working is useful and exciting. Having received such a life attitude in early childhood, the child will be able to steadfastly overcome temporary adversity, will easily study at school and find his place in life.

Methods and techniques of labor organization

According to the Federal State Educational Standard, from a very young age children must be taught measured independence and hard work. During each routine day, children perform a number of tasks that, in addition to their direct function, are capable of developing ingenuity and memory. For example, when a junior teacher asks for help in setting the table for dinner with cutlery from someone in the group, the young assistant involuntarily remembers which of his friends is sitting on one side of the table and which on the other, who has already been provided with a spoon and who has not yet.

White soap gloves

The most common method is asking for help: an inexperienced and upset toy who finds herself in a difficult situation asks for help from the guys, and they willingly help her.

Additional Information! With a little trick, you can get children interested in washing their hands; to do this, the teacher shows how to use soap and water to make beautiful white gloves that have magical powers - they cleanse the skin of dirt and bacteria.

It’s easy to instill in children respect for work if you choose the moment to start learning and follow a simple rule - children do everything while playing. If parents at home manage to turn an important task into a game, the child will play profitably without resistance.

MAGAZINE Preschooler.RF

TOPIC: “NEW YEAR’S BELL” GOAL: INVOLVING CHILDREN INTO DOMESTIC SPIRITUAL AND MORAL TRADITIONS THROUGH THE ORGANIZATION OF ARTISTIC ACTIVITIES. OBJECTIVES: EDUCATIONAL: - TO FAMILIARIZE CHILDREN WITH THE TRADITIONS OF THE RUSSIAN PEOPLE WITH THE FEATURES OF PREPARING AND HOLDING HOLIDAYS. — TO PROMOTE CHILDREN’S COLLECTION — TALK ABOUT THE SEQUENCE OF DEVELOPMENTAL CRAFTS: — TO DEVELOP FINE MOTOR SKILLS OF THE HANDS THROUGH THE SKILLS OF WORKING WITH TINSEL, COLOR FOIL, PLASTIC OBJECTS, WIRE, GLUE. — PROMOTE SPEECH DEVELOPMENT: ENRICHMENT OF VOCABULARY, DEVELOPMENT OF SPEECH COMMUNICATION SKILLS IN ACTIVITY. — PROVIDE HELP IN DEVELOPING SOCIAL SKILLS AND NORDS OF BEHAVIOR, ESTABLISHING COMMUNICATIONS WITH ADULTS AND PEERS IN JOINT ACTIVITIES. EDUCATIONAL: - CULTIVATE A RESPECTIVE, CAREFUL ATTITUDE TO YOUR NEIGHBORHOOD, SKILLS OF FRIENDLY BEHAVIOR, ABILITY FOR EMPATHY. — FORMATION OF A CHILD’S PERSONALITY BASED ON INCLUSION TO THE TRADITIONS OF RUSSIAN CULTURE. PRELIMINARY WORK: - CONSIDERATION OF ILLUSTRATIONS FOR THE NEW YEAR, MEMORIZING POEMS, READING WORKS, LISTENING TO MUSICAL WORKS. MATERIAL: CUT TINSEL, FOIL, GLUE ON PLATES, THIN WIRE, CUT PLASTIC BOTTLES WITH CORK AND ROLL, LETTER, BOX, READY BELL, napkins. PROGRESS OF THE CLASS: CHILDREN PLAY, ADULTS ENTER, SAY HEALTH. TEACHER - HELLO, COME IN, PLEASE, HAVE A SEAT. -GUYS, SAY GREET TO THE GUESTS. SUDDENLY THERE IS A KNOCKING ON THE DOOR, A BUFFIN FLYS IN WITH AN ENVELOPE AND A BOX FROM D. MOROZ AND SAYS. BUFFIN: —THIS IS THE GUYS GR. "STARS?" CHILDREN - "YES" BUFFIN: - SANTA CLAUS GAVE YOU A LETTER AND A BOX, AND I FLY ON ON MY FOREST BUSINESS, "FLY AWAY." TEACHER: - OH, GUYS, WHAT IS IN THIS ENVELOPE? “DECORATED WITH SNOWFLAKES. — DASHENKA, OPEN SOON, NOW WE WILL FIND OUT EVERYTHING, (I LEAN TOWARDS THE GUYS AND READ THE LETTER): “DEAR GUYS, I HAVE MISSING TOYS FOR THE MAIN TREE OF THE VILLAGE. ORICHI. I ASK YOU, PLEASE HELP TO MAKE NEW CHRISTMAS TOYS. GRANDFATHER COLA" TEACHER: (PAYING ATTENTION TO THE BOX) - GUYS, WHAT'S IN THE BOX, LET'S OPEN IT. THERE IS ONE TOY LEFT HERE, SO BEAUTIFUL! WHAT IS THIS? BELL (MUSIC SOUNDS) - HOW IS IT MADE? WHAT DOES IT CONSISTE OF? (THE TAB IS ON A THIN WIRE AND THE TAP IS OPENED, AND IT’S DECORATED SO BEAUTIFULLY: - STARS, CIRCLES. - LET’S SPIN ON YOUR TOES TO THE RINGING OF THE BELL (MUSIC SOUNDS) THE CHILDREN RAN IN A CIRCLE. - GUYS, AND WE ARE WITH YOU LET'S HELP GRANDFATHER CLAUS MAKE A NEW YEAR'S BELL? THEN LET'S STRETCH OUR FINGERS

PHYSICIST: “1 2 3 4 5 — CONNECT THE FINGERS OF THE SAME HANDS WE WILL DECORATE THE TREE — SHOW “THREE TREE” — INTERLOCK THE FINGERS. BEADS, BALLS, TOYS - BEND YOUR FINGERS INTO A FIST RAIN, STARKS, CRAPPERS FIR IN THE GLOW OF LIGHTS Squeeze and unclench the “Pinch” YOU CAN INVITE GUESTS - COTTON, THEN Stretch your arms forward with your palms

TEACHER - NOW TAKE THE BLANK BLANKS YOU WANT, CHOOSE YOUR PLACE AT THE TABLE AND SIT DOWN - SEE WHAT ELSE IS ON THE TABLE? (GLUE, THICK AND THIN WIRE, FOIL, SLICED TINSEL) - TEACHER - YOU KNOW GUYS, I ALSO WANT TO MAKE SUCH A BELL FOR D. MOROZ, HE WILL BE VERY PLEASANT, JUST YOU TELL ME IF I FORGET SOMETHING. (I SPEAK EVERY ACTION) - WHAT WILL WE MAKE THE TONGUE FROM? CHILDREN: (FOIL) TEACHER - WHAT A GOOD YOU ARE, YOU NEED TO CRUSH IT IN YOUR PALM. - GUYS, WHAT DO YOU FEEL IN YOUR PALM? I AM ALSO TINGING AND COLD, AND I NEED TO ROLL THE BALL ROUND. -AND NOW, WHAT WIRE IS BETTER FOR US TO TAKE? (THIN) TEACHER - I ALSO THINK SO, IT’S MORE CONVENIENT TO SCREW THE TONG. - LOOK WHAT WONDERFUL BALLS TURNED OUT AND HOW THEY SWING! WE WRAP THE BALL WELL WITH THIN WIRE, LOOK, I WILL SHOW. - HOW DO WE MAKE SO THAT THE TONGUE IS INSIDE THE BELL? CHILDREN: - (THROUGH THE NECK, OR PUSH IT IN FROM THE TOP) TEACHER - CORRECT! WHAT A GOOD YOU ARE! - GUYS, I CAN HEAR MY BELL RINGING, AND YOU? LET'S CALL, SO GREAT. CHILDREN: - IT’S RINGING FOR ME TOO..... TEACHER: - THE BELL IS READY, CAN WE DECORATE THE TREE, OR IS SOMETHING MISSING HERE? CHILDREN: - DECORATE TEACHER: - OF COURSE, YOU'RE RIGHT, BECAUSE THE NEW YEAR IS SOON, EVERYTHING SHOULD SHINE AND SPARKLE, AND PLEASURE THE EYE. YOU HAVE SELF-ADHESIVE FOIL FIGURES ON YOUR TABLE, TAKE ANY COLOR, CAREFULLY BEND THE CORNER, REMOVE THE BOTTOM LAYER AND GLUE TO YOUR BELL. DECORATE AS YOU WANT. TEACHER: - LIFT IT, ADMIRE IT’S BEAUTIFUL, BUT SOMETHING ELSE IS MISSING... AND I KNOW THE SECRET OF HOW TO MAKE OUR BELL EVEN MORE BEAUTIFUL. LOOK: LIKE THIS, THEY DIPPED INTO PLATES WITH GLUE, AND THEN INTO CUT UP TINSEL, THEY ARE LIKE STICKS - OH, WHAT A BEAUTY YOU HAVE, MARINA... D. FROST WILL DEFINITELY LIKE OUR BELLS. - DO YOU GUYS LIKE THEM? CHILDREN: - LIKE IT VERY MUCH. TEACHER: - THEN TAKE YOUR BELLS IN YOUR HANDS, ADMIRE, WALK WITH THEM. (MUSIC SOUNDS) - NOW LET'S PUT THEM IN THIS BEAUTIFUL BOX AND SEND THEM TO D. MOROZA. (CHILDREN CAREFULLY PLACE THEIR BELLS IN A BEAUTIFUL BOX) TEACHER: - THIS IS HOW HAPPY D.MOROS WILL BE! HE WILL BE SURE TO DECORATE THE MAIN TREE OF THE VILLAGE WITH OUR NEW YEAR'S TOYS, AND YOU AND I WILL GO TO ADMIRE OUR BELLS.

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Analysis and diagnosis of labor activity in junior groups of preschool educational institutions

Table: diagnostic chart for monitoring the level of mastery of labor skills in children of the third and fourth year of life

Author: Marina Yakovleva
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