Features of the formation of ideas about the work of adults in preschool children - the importance of labor education for the development of children

The importance of labor education for the development of children

There are also objective problems that complicate the education of hard work in preschool children:

• Economic crisis, increasing family breakdown, migration of children from preschool institutions;
• Reduced attention of parents and educators to the formation of hard work (in comparison with the physical, mental, aesthetic development of the individual);
• The desire of preschool children for self-realization in a community of children with little social experience.

Thus, contradictions arose:

• Between the social significance of instilling hard work and the insufficient implementation of this pedagogical task in preschool institutions;
• Between the need to prepare a teacher or preschool teacher to develop hard work in children and the lack of theoretical foundations and organizational and pedagogical conditions for the development of this fundamental quality of a child.

In psychology and labor pedagogy, as in any other matter, there are still untapped reserves in the educational process. Teaching staff and sociologists are working to uncover them. In this regard, the science of psychology plays a special role. Psychological knowledge has already recognized the psychological patterns of teaching and upbringing, the formation of a child’s personality at different ages in different types of activities (play, learning, work), and generalized significant relationships in the field of pedagogical and psychological phenomena.

When organizing child labor, the age and individual characteristics of children and the patterns of their development should be taken into account. In the process of work, the aesthetic and physical are carried out. This organization of work must be ensured by the teacher. He must be a role model, learn the strengths and weaknesses of his students, organize events and much more.

The psychological aspect of a teacher’s activity in education through work lies in the influence of personal example, control of the influence of the environment on the individual and control of one’s work activity. The teacher must coordinate the content and forms of work with pedagogical goals, direct work activity in such a way that it requires students to demonstrate certain qualities, and evaluate the effectiveness of educational influences.

The role of the teacher is also to help the student increase his authority among his peers. Many students perform better in vocational education than in general education subjects. Therefore, the child has a need for recognition. When he achieves an increase in his authority, his activity in other activities increases. One of the main tasks of the teacher is to shape and direct this activity.

Taking into account the child’s role in the formation of his personality is also necessary, since he has his own needs, desires and interests. The discrepancy between the plans of adults and children explains the difficulties in education. Therefore, the main task of the teacher is to make the role of self-education in education as great as possible.

The formation of vital skills in preschool children is associated with activities aimed largely at satisfying everyday personal needs. Labor education of young children begins with self-service. Washing, dressing, etc. can be included in the content of labor education only to a limited extent, but the great educational significance and vital importance of the skills acquired by children in the process of self-service make it one of the important types of labor. Self-care involves simple routines that make washing and dressing easier.

With a properly organized pedagogical process, daily self-care work, in comparison with all other types of work, creates the most favorable conditions for the child to actively acquire the necessary skills and gain practical experience of independent behavior. This is one of the reasons for the wider use of this type of work in younger groups of kindergartens.

When assessing the educational value of self-care, we must first of all note its critical importance for meeting the child’s daily personal needs. Daily fulfillment of basic work tasks accustoms children to systematic work. Children begin to understand that every person has tasks related to the daily needs of life.

MAGAZINE Preschooler.RF

The choice of profession occupies an important place in a person’s life and professional development. The successful and harmonious development of an individual in society depends on the correct choice of profession.

Preparation for choosing a profession is very important, as it is associated with the system of the educational process, and is an integral part of the comprehensive development of the individual. At preschool age, children show great interest in the professions of adults. Children of senior preschool age imitate their elders, experience satisfaction and joy from their work, realize the benefits of their actions, and show respect for the work of adults.

It is in senior preschool age that the prerequisites for future professions are laid:

• ideas about the work of adults and their professions are laid down
• children learn to value work
• develops a sense of respect for the work of adults
• aspirations for work are manifested
• personal qualities such as hard work, perseverance, diligence, etc. are formed.

IN AND. Loginova writes: “Knowledge about work, the attitude towards the work of adults, the motives, the direction of work, begin to regulate the actions of children, rebuild their motives and attitudes towards their own work, objects created by people. Hence, knowledge about work and profession should occupy one of the leading places in the educational work of a kindergarten... ”

The Federal State Educational Standard for Education has established 5 educational areas - “Social and communicative development” , “Cognitive development” , “Speech development” , “Artistic and aesthetic development” , “Physical development” .

Socio-communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in a preschool institution. And also, the formation of positive attitudes towards various types of work through solving the following tasks:

• development of labor activity
• fostering a value-based attitude towards one’s own work, the work of other people and the results of work activity
• formation of ideas about the work of adults, its role in human life and in society as a whole.

The Federal State Educational Standard for Education identifies the main goal of labor education - this is the practical, moral and psychological preparation of children for work, the formation of a positive attitude towards work.

Systematic knowledge about work contributes to the development of speech. By naming objects and tools, labor actions and their characteristics, the vocabulary increases and is enriched. Sustained interest in work, the desire to learn the work processes of adults, is ensured by systematic knowledge about work. Children's attitude towards mastering work activity becomes conscious: there is a desire to learn what they do not know how to do. We can say that the basis for children’s mastery of labor processes is prepared through the formation of systemic knowledge about labor.

The first step in introducing preschoolers to the work of adults is the formation of knowledge about the result of labor. Knowledge about the results of labor allows us to show the uniqueness of labor as an activity, since obtaining results is intended to satisfy human needs. This is a distinctive feature from any other activity. An indicator of a properly organized labor process is obtaining the intended result of labor.

Many scientists have studied the means and ways of forming preschoolers’ ideas about the work of adults. Scientists highlight that the formation of ideas and knowledge about the social significance of work has a beneficial effect on children’s attitude towards work and subsequently contributes to the choice of a future profession. IN AND. Loginova in her works considers the need to develop in preschool children systematic knowledge about various professions, which significantly restructures their own work activity and significantly increases its productivity.

The child learns about the importance of adult labor through direct observations and verbal explanations given by the teacher. Due to this, preschoolers very early begin to develop a positive attitude towards work, respect for the working person, children begin to strive to imitate an adult in their activities. The idea of ​​the importance of work, its usefulness, becomes effective if familiarization with the work of adults is combined with participation in the work activities of the family or kindergarten team, which is feasible for a preschooler - this develops into hard work, the desire to take part in work activities and complete the assigned task as best as possible .

Familiarity with professions is one of the ways to form in preschoolers an idea of ​​the social significance of work. This is basic knowledge about the work of people from the child’s close environment, types and tools of labor, the work of people in factories and factories, in agriculture, etc.

The central link of knowledge about social reality is knowledge about work activity. They provide an understanding of the tasks of society and each individual. Forming in children correct ideas about the work of adults, developing interest and respect for working people, a positive attitude towards the work activities of other people is the most important component of psychological readiness for work.

Preschool children have a high level of cognitive activity and very early become interested in people's work activities. A child grows and is brought up in a certain social environment, in which every day a preschooler has the opportunity to observe the work of adults, accumulate impressions, and later, in games and in everyday life, strives to imitate adults. Of primary importance is maintaining and encouraging interest in the work of adults, creating conditions for obtaining the maximum amount of knowledge and its most effective assimilation, quenching the thirst for knowledge about the work of adults.

Isolating the results of labor is a more difficult task. Children mainly confuse the process of labor and its result (a teacher teaches children, a doctor treats people, etc.). It is difficult for a child to independently differentiate these components, especially in those professions where the result of labor is not clearly presented. Ideas about the social significance of work are the most significant in the process of forming children's ideas about the work of adults. Children of older preschool age generally correctly understand the social significance of the results of labor of various professions, they know why the work of a teacher, doctor, builder or driver is needed.

Based on specific ideas about the results of the work of individual professions, it is possible to form general ideas about the need for one or another type of activity of a person in a certain profession. The nanny washed the floor - the floor was clean; set the table for dinner - you can eat; prepared beds - children can go to bed, etc., therefore, the nanny takes care of the children in the absence of parents. The cook prepares soup, cutlets, compote - makes sure that the children are well-fed.

The family plays a huge role in the correct formation of ideas about the work of adults. The most favorable environment for fulfilling the tasks of labor education of children is created in the family. Parents and other family members serve as an example for the child; children see how the family shows interest in each other’s work successes and help with useful advice. A.S. Makarenko wrote that children who have not received any work experience in the family cannot decide on professions and obtain good qualifications; they are often poor workers.

Analyzing psychological and pedagogical research, we can conclude that the world of adults is a special social environment for the development of preschool children. This environment includes parents, educators and people from the immediate environment with whom the child interacts. The preschooler focuses on them as a model and builds his activities and behavior.

Labor education

Labor education is an important part of the education of the younger generation. N.K. Krupskaya in her works repeatedly emphasized the need to accustom children from an early age to the simplest types of work available to them, noting that in this way they become familiar with the properties of materials and learn to work with various tools. In their work, children show activity, ingenuity, perseverance, a desire for results, and they develop a desire to provide adults with all possible help.

The work activity of preschoolers is characterized by their interest in the real process of action. For example, after watering the plants, the child begins to water them again; Having placed a spoon for each plant on the table, he begins to lay out the second spoon. If there is no sufficient guidance for children, then work activity continues for a long time at the level of actions that are interesting to the child himself. Under the influence of the teacher, children gradually develop the ability to set goals, plan and organize their activities in advance (prepare everything necessary, determine the order of actions), and bring things to a result.

At work, children acquire a variety of skills and abilities that are necessary in everyday life: self-care, housekeeping, etc. Improving skills and abilities does not mean that the child begins to do without the help of adults. It develops self-confidence, the ability to overcome difficulties, and the ability to make volitional efforts. This brings him joy and a desire to learn new skills.

In the process of work, children practically study the properties of the things around them, observe the growth and changes of plants, examine animals, get acquainted with their living conditions, etc. They compare, contrast, and try to find the answer to the endless “whys” themselves. They develop their curiosity and educational interests. Work becomes an important means of children's intellectual development.

The work is physically taxing for children as they perform many outdoor activities (digging a garden bed, fetching water, shoveling snow, etc.). Children become able to show strength and overcome difficulties.

Labor activity is of particular importance for the formation of moral qualities. By completing simple tasks related to setting the table and preparing everything needed for lessons, children learn to be useful to others. This makes them ready to come to the aid of those who need them, willingly perform feasible work tasks, and develops a responsible attitude to work, hard work and attentiveness.

Preschool pedagogy identifies the following main tasks of labor education of children:

• Familiarization with the work of adults and instilling respect for it;
• Training in basic labor skills and abilities;
• Encouraging interest in work, hard work and independence;
• Encouraging socially oriented work motives and the ability to work in a group and for a team.

In kindergarten, in the family, in the social environment - everywhere the child encounters the work of adults and uses their results. Initially, children's attention is attracted only by external aspects: the process of labor activity, the movement of mechanisms, machines. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, helps to form their understanding of the nature and meaning of work, and to explain to them, using specific examples, the attitude of adults to work and its social significance. The teacher explains to the children what a diligent person should be (one who works conscientiously and cares about completing the work), what it means to work well, to care for others, and reads to them works about work that convey its meaning and beauty in a clear and emotional form. By instilling in children respect for the working man and the desire to be like him, the teacher encourages them to take a careful attitude towards the results of their work.

The knowledge that preschoolers have about the work of adults should have a great influence on the formation of a correct attitude towards work, but it can remain formal if familiarity with work activity is not combined with child labor.

Methods for introducing children to the work of adults.

Author: Bertova Olesya Viktorovna

Educational institution: GBDOU kindergarten No. 76

Locality: St. Petersburg

Topic: Methods of introducing children to the work of adults.

Library section: Articles

In the theory and practice of preschool education, a large place in the labor education of children is given to familiarizing them with the work of adults, as this contributes to the formation of ideas about the role of work in people’s lives and the cultivation of the desire to participate in work. This is only possible if educators teach children to see the direction of people’s labor actions to achieve results and to highlight the result of labor.

The activities of adults serve as role models for children, as evidenced by their games. Children enthusiastically play “hospital”, “shop”, “construction site”, conveying not only labor actions, but also relationships between people, their attitude to work. Play for children is a path to learning and, finally, an introduction to life, even, if you like, the beginning of career guidance.

We are preparing our child so that in due time, no matter how distant that time may seem to us now, he can boldly enter into an independent life. This means that we want our child:

— understood that labor and work occupy a very important place in people’s lives, that labor is, in fact, the basis of life;

— respected everyone who works and appreciated the fruits of their labor;

— would get acquainted with what different jobs can be, what people of different professions do, with the help of what tools and machines and what is the result;

- was ready to work himself, both because he liked it, it was interesting, and because it was necessary;

— would learn to work, mastering the necessary skills, would work, benefiting people, and would develop their working abilities.

The central link of knowledge about social reality is knowledge about people’s work activities. This content of knowledge is of enduring importance in the socialization of the individual. “Knowledge about work, the attitudes of adults towards it, the motives, the direction of work, reflected in the images, begin to regulate the actions of children, rebuild their motives and attitudes towards their own work, the work of adults, and objects created by people. Hence, knowledge about the work of adults should occupy one of the leading places in the educational work of kindergartens…” writes V.I. Loginova.

It was, in particular, found that interest in work, the development of cognitive activity, and the ability to practically carry out accessible labor processes depend on the level of knowledge about work (increasing the level of knowledge is accompanied by increased interest in performing labor processes). When familiarizing yourself with a work, it is very important to be gradual in expanding the information. It should be borne in mind that the abundance of impressions leads to the fact that children receive fragmentary, superficial information that has little impact on the formation of the right attitude to work, on the development of skills and abilities.

Children are initially attracted to the external side of work - the visible actions of people, tools, materials. The working person himself, his attitude to work, relationships with other people usually escape the attention of children.

In the preschool years, children show a keen interest in the work of adults; they strive to imitate in play and everyday life and want to do something themselves. In a kindergarten, a significant part of the work of adults does not take place in front of children. Therefore, educators are looking for ways and forms of approaching the children of the adults working in the kindergarten.

There are different ways possible here.

The first way is widely practiced in kindergarten - this is a specially organized in the classroom showing children the varied work of adults, observations, organized visits to the kitchen, pantry, doctor's office and an explanation of its significance. Such organized displays with the aim of familiarizing children with the work of adults are provided for in the kindergarten program.

Observations of the work of adults in kindergarten are of great educational importance: they clarify children’s ideas, awaken curiosity and interest in the activities of adults, and contribute to the development of a positive attitude and respect for their work.

Classes contribute to the child’s desire to imitate adults in their behavior. In children of younger groups this is most clearly manifested in play, and in older children in performing work tasks. The second way is the direct organization of joint activities between adults and children.

By joint work we mean such activity between adults and children, when the teacher acts not only as a person organizing and directing the work of children, but also as a direct participant in the labor process.

When selecting types of work for joint activities of adults and children, it is necessary to be guided by the following principles: work should be natural for children, necessary, vitally significant; it must be acceptable from a general pedagogical and hygienic point of view; it should easily and naturally carry out joint activities with a certain division of functions between children and adults. The joint activities of children and adults can be carried out in the process of domestic work, work in nature, work in the maintenance of games and activities.

Familiarization with the work activities of adults is crucial for the formation of a child’s initial ideas about the role of work in the life of society. Therefore, it is recommended to solve the problem of introducing adults to work in different forms: both in the classroom and outside of them, using methods such as:

observing the work of adults; excursions and meetings with representatives of various professions; conversations; viewing illustrations; reading fiction; play educational games and role-playing games; classes to master certain skills, elements of work activity, etc. The formation of generalized ideas about the significance of the work of adults requires that children, first of all, have clear concepts that in each specific process a result is achieved that has a precise purpose to satisfy a particular need. Familiarization with the work of adults aims to give children specific knowledge and ideas about work and to instill respect for the work of adults, teach them to value it, and arouse interest and love for work. At the same time, the task is solved to influence the behavior of children - to create a desire to work, to work conscientiously, carefully. The work activities of adults, which children can directly observe, usually have a more effective impact. Living and quite attractive examples are more likely to evoke imitation. For example, conversations about how a nanny and laundress work increased the children's neatness when eating and washing. At the same time, children often motivate their actions with the desire to make the nanny’s work easier. This demonstrates the manifestation of attention and respect for work not in words, but in deeds. Children's behavior is indirectly influenced by observations of adults' work. Young children are strongly influenced by the example of adults' household work (cleaning, cooking, etc.), as well as by various actions of medical workers (doctor, nurse). This work is understandable to children, since it is aimed at satisfying their personal needs, there are many interesting actions in it, and it can be often observed. Older people are less interested in household work. But it is necessary to use it, since in the process of this work the attention of children is recorded (through observation and conversations) on such aspects as the organization of work, responsibility, collective coherence, etc. The older the children, the more they are attracted to the work that takes place outside the walls of the kindergarten. In games, children imitate the actions of builders and transport workers. Skillfully organized observations of this work are of great importance for the formation of the general labor orientation and activities of the children themselves. The greatest influence is exerted by constantly acting impressions, observations of the work that takes place in the immediate environment.

It is important to evoke in children a sense of admiration for the wonderful transformations that occur as a result of labor: old dirty walls are covered with new plaster, paint becomes beautiful and attractive; a street covered with snow, after clearing, opens up its spaces again for the free movement of vehicles and pedestrians, a piece of cloth in the hands of a seamstress turns into a piece of clothing, etc.

So gradually children begin to understand the meaning of work. They see his results and become infected with his enthusiasm. Creating conditions includes enriching children with realities about the environment: objects, phenomena; in addition, children should know about the relationships between people. When introducing children to the work of adults, educators, as a rule, use visual methods, skillfully combining them with verbal ones (stories, conversations); the proportion of the latter may increase when working with older children. A special place among verbal methods is occupied by the use of children's fiction.

An indelible impression on children is made by the images of modest heroes from the works of S. Marshak - fireman Kuzma ("Fire"), postman ("Mail"), S. Mikhalkov - Uncle Styopa the policeman. These works help to instill in children interest and respect for the work of adults, and arouse the desire to imitate them.

Excursions are an important means of developing adults’ ideas about work, since children have the opportunity to see labor actions, the labor process itself, and its tools. Excursions are one of the main types of classes and a special form of organizing educational work, one of the very labor-intensive and complex forms of training. The advantage of excursions is that they allow children to become acquainted with objects and phenomena in a natural setting. Excursions contribute to the development of observation skills and interest. To create a positive attitude towards work and understand its significance, there is a living example of surrounding adults, direct contact with their work.

Pedagogical approaches to the formation of ideas about adult work in preschool children

Analysis of psychological and pedagogical literature allowed us to identify different approaches to the problem of developing ideas about the work of adults.

N.K. Krupskaya, directing educators to broaden the horizons of children, pointed out that the main source of impressions of preschoolers is their immediate environment, the public sphere in which they live. But not everything that surrounds a child is educationally equal. Therefore, from a pedagogical point of view, it is very important to make the right choice of objects to tell children about.

Further, the role of the immediate environment was emphasized in the works of R.O. Zhukovskaya, S.A. Kozlova, T.A. Markova et al. experimentally proved it.

The formation of a positive attitude towards the work of adults is facilitated by the independent work of children. V.A. Sukhomlinsky wrote: “Patriotic beliefs are strengthened in the minds of children only when the child with his own hands creates something necessary and useful for the people, experiences his activities, his work as a struggle to increase the wealth of the fatherland.

In the works of R.S. Bure, G.N. Godina, the main component of work activity is socially significant motivation, and therefore the method of involving children in work activity is justified by demonstrating the importance and value of the process and result of work. In the study by D.V. Sergeeva systematically shows the methodology for organizing manual labor, its moral and aesthetic value in the education of preschool children. In preschool pedagogy, a scientific school is distinguished, which shows the role of knowledge and ideas about the work of adults in the life of a preschool child.

In the works of V.I. Loginova, G.G. Samorukova’s acquaintance with the labor of adults is built on the basis of cause-and-effect relationships: Transformation of the subject of labor in the labor process into its product.

In the works of T.A. Markova, V.G. Nechaeva shows the role of ideas about the work of adults in the aspect of the formation of personal qualities: Diligence, care, attention, etc., and reveals the method of forming ideas. This includes ethical conversations, looking at pictures, creating problem situations, etc. These scientists emphasize the role of field trips, which clearly show the possibility of introducing children to professions.

In the work of A.M. Vinogradova emphasizes the need to support and develop a child’s interest in the work of adults. For this purpose, field trips, walks, observations, conversations, and reading fiction are organized. With the help of specific visual examples, it is important to convey to children an understanding of existing concepts (all work is worthy of honor; the work of people is interconnected and serves the common good; work is respected; respect for work is manifested in caring for what is made by human hands), as well as as much as possible involve the youngest family member in the affairs of adults.

It is obvious that the work of kindergarten teachers to familiarize children with the work of adults cannot bring the desired results without appropriate explanatory work with parents. It is important to convey to parents that the child’s acquaintance with their work is a factor of great educational importance, that the child, knowing who the father and mother work, is imbued with special respect for them, and that at the same time their authority in the eyes of the growing person increases. The educational effect of work increases when the child shows interest in it. Introducing a child to the work of adults is one of the sources of instilling in him a caring attitude towards the common good.

According to T.A. Markova, R.S. Bure, frugality is formed from the right attitude towards the work of other people. It is important that the child is convinced from his own experience of the greatest benefits of work for others. Makarenko said: “Your child will be a member of a working society, so his value in this society, his value as a citizen will depend entirely on how he can participate in public work, how he will be prepared for this work.

Introduction

An important area of ​​social and cognitive development of preschool children is familiarization with the work of adults. In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results. At first, children’s attention is attracted only by external aspects, as A.V. Zaporozhets and V.S. Mukhina talk about this. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, allows them to develop an understanding of the essence and significance of labor actions, and of the social structure of life in general. According to V.I. Loginova, V.G. Nechaeva, a child’s daily observations of the diverse work of people is a prerequisite for labor education, while children need to be given sufficiently systematized data about the work of adults and, on their basis, develop respect for work, its results, to those who work. The knowledge of preschoolers about the work of adults has a great influence on the development of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not carried out consistently, systematically, based on an imaginative worldview and positive emotions, as V. G. says Nechaeva, T. A. Markova. Observing the work of adults and explaining its significance in people’s lives plays an important role in the comprehensive development of a child’s personality. The work of a kindergarten has its own difficulties in the implementation of labor education: a significant part of the work of adults does not take place in front of children, and there are limited opportunities to observe their work. Therefore, it is necessary to find ways and forms for preschoolers to approach the work of adults, showing its social significance, the essence of labor actions, the results of labor, and to determine the conditions for the most effective influence of adult labor on the formation of imaginative ideas about it. K. D. Ushinsky, who in many of his works defined a theoretical and methodological view of children’s work, attached great importance to labor education. In the work of V.G. Nechaeva says that preschoolers’ knowledge about the work of adults has a great influence on the formation of their correct attitude towards work.

To create a positive attitude towards work and understand its significance, there is a living example of surrounding adults, direct contact with their work. Many researchers spoke about the power of the example of adults in raising children: R. S. Bure, G. M. Godina, D. I. Sergeeva, etc. They attached great importance to the working atmosphere that constantly surrounds the child.

The importance of the problem and at the same time the insufficiently consistent implementation of this work in the practice of preschool educational institutions determined the choice of research.

The purpose of the study is to study the development of ideas about the work of adults in younger preschoolers.

The object of the study is the labor education of younger preschoolers.

The subject of the study is the process of developing ideas about the work of adults in primary school children.

Hypothesis. The development of ideas about the work of adults is an important direction in the personal development of preschool children. The process of developing such ideas will be successful if:

- carry it out in conjunction with the impact on the intellectual, emotional and active-practical spheres of the individual;

— create a positive emotional background through the use of fiction and entertaining tasks;

-carry out purposeful work to reflect the impressions received in visual and gaming activities.

Research objectives.

1. Based on the analysis of psychological, pedagogical and methodological literature, reveal approaches to the development of ideas in children of primary preschool age.
2. To experimentally test the effectiveness of pedagogical conditions aimed at developing ideas about the work of adults in younger preschoolers through excursions.

Theoretical basis of the study: labor education was considered as a means of developing moral qualities: hard work, caring, etc. (R. S. Bure, T. A. Markova, L. I. Saygusheva); labor as a type of children's activity (T. A. Markova, V. G. Nechaeva, D. I. Sergeeva, etc.); the peculiarities of relationships between children in work were considered (R. S. Bure, T. A. Repina). In the works of V.I. Loginova, Krulekht N.D. a system of knowledge about the work of adults is presented on the basis of cause and effect relationships - the transformation of objects of labor in the labor process into its product. The works of G. M. Godina, R. S. Bure, V. G. Nechaeva and others show the role of socially significant motivation as the main component of the labor process