Article “Labor education of young children”

Labor education of young children

Vera Gavrilova

Labor education of young children

The purpose of labor education: the formation of a positive attitude towards work.

Types of work:

•self-service;

•socially – useful work.

In younger groups, children’s work is organized in the form of individual assignments, which they carry out together with the teacher. Children need constant supervision. Due to their characteristics, children are not sufficiently independent in their actions, are prone to imitation, cannot yet coordinate their actions with the actions of their comrades, are often distracted, and do not finish what they start. Kids are little interested in the result; they are attracted by the process of action itself. They do not yet have the necessary skills and abilities to achieve results.

Therefore, the kids work together with the teacher: they help set the table, lay out materials for classes, water the plants, and collect vegetables in the garden. The adult takes on the most difficult work, leaving for the child what he can do. In the process of work, the teacher helps the child master the necessary skills, cope with emerging difficulties, and correct mistakes.

Tasks and content of self-service work:

1. Form the habit (first under the supervision of an adult, and then independently) of washing your hands when dirty and before eating, wiping your face and hands dry with a personal towel.

2. Learn to put yourself in order with the help of an adult.

3. Learn to use individual objects (handkerchief, napkin, towel, comb, pot).

4. Develop the ability to hold a spoon correctly while eating.

5. Teach children to dress and undress in a certain order; with a little help from an adult, remove clothes and shoes (unfasten front buttons, Velcro fasteners); Carefully fold removed clothes in a certain order. Accustom to neatness.

Socially useful work: tasks and content of work:

1. Involve children in performing simple labor actions: together with an adult and under his control, arrange bread bins (without bread, napkin holders, lay out spoons, etc.

2. To teach how to maintain order in the playroom and, at the end of the games, to place the play material in its place.

3. Encourage children's interest in adult activities. Pay attention to what an adult does and how, why he performs certain actions.

4. Learn to recognize and name some labor actions.

Term Contents of work

September

Week 1 - self-service - Game “We came to wash ourselves”

Week 2 – economic and household work – Conversation “Everything has its place”

Week 3 - work in nature - Involve children in filling water containers for settling water

Week 4 - joint work with adults - Involve children in helping the nanny (remove napkin holders and bread bins)

October

Week 1 – self-care – Exercise “Roll up our sleeves”

Week 2 – household chores – Game “Put the trash in the basket”

Week 3 – work in nature – Watering indoor plants

Week 4 – joint work with adults – Involving children in helping the teacher (preparation for the lesson); Involving children in helping the teacher (cleaning up fallen leaves on the site)

November

Week 1 – self-care – Exercise “Turn out your tights”

Week 2 – household chores – Exercise “Arranging the chairs”

Week 3 – work in nature – Spraying plants with water

Week 4 – joint work with adults - Targeted visit to the head nurse’s office, observation of the work of the head nurse; Involving children in helping the teacher (cleaning up fallen leaves on the site)

December

Week 1 - Self-Care - Button Up Exercise

Week 2 – household chores – Exercise “Lay out the pencils”

Week 3 – labor in nature – Wash the ficus leaves

Week 4 - joint work with adults - Help the nanny hang towels in the washroom; Involving children in helping the teacher (clearing snow on the site)

January

Week 2 – self-care – Exercise “We do everything in order”

Week 3 – household chores – Wipe off dust from toy shelves

Week 4 - joint work with adults - Helping the nanny set the tables for dinner (napkin holders and bread bins); Involving children in helping the teacher (clearing snow on the site)

February

1 week - self-service - Game "Odezhkin's House"

Week 2 – household chores – Wipe down toys

Week 3 – work in nature – Loosening indoor plants

Week 4 - joint work with adults - Help the teacher in washing doll clothes; Involving children in helping the teacher (clearing snow on the site)

March

Week 1 – self-care – Exercise “Let’s wash our hands”

Week 2 – household chores – Laying out books in the book corner

Week 3 – labor in nature – Planting large vegetable seeds

Week 4 - joint work with adults - Help the teacher in repairing books and educational games; Targeted visit to the canteen, observing the work of the cook

April

Week 1 – self-care – Exercise “Our things go to bed”

Week 2 – household chores – Remove building material after playing

Week 3 – work in nature – Watering indoor plants

Week 4 – joint work with adults – Helping the teacher prepare equipment for the lesson; Targeted visit to a laundress, observation of the work of a laundry worker

May

Week 1 – Self-Care – “We’ll Tuck Our T-Shirts” Game

Week 2 – household chores – Dress up the dolls in the doll corner

Week 3 – labor in nature – Wash plant leaves

Week 4 - joint work with adults - Helping the teacher in putting order in the play corners; Monitoring the work of the janitor.

Fostering work activity in children of primary preschool age is one of the most important results of work in kindergarten. It is at this age that the foundation for the formation of moral and labor qualities is laid.

Knowing the peculiarities of the organization of work, mastering methods and techniques with children of primary preschool age, students actively develop such personality qualities as hard work, humanity, respect for the work of peers and adults, and the results of their work. In addition, they develop a sense of friendship, responsiveness, independence, initiative, consciousness, etc.

Types of work of preschool children, forms of organization, tasks of labor education

Tsyganova Marina Anatolevna

The work of preschool children: types, forms of organization, tasks of labor education

Introduction

Hard work and the ability to work are not given to a person by nature, but are cultivated from early childhood. Understanding the huge role of labor in educating the younger generation, the great teachers K.D. Ushinsky, A.S. Makarenko, V.A. Sukhomlinsky and others often touched on this topic in their works.

The great Russian teacher K. D. Ushinsky argued that “the material fruits of labor constitute human property; but only the inner spiritual life-giving power of labor serves as a source of human dignity, and at the same time morality and happiness.” Quoted from: Education of a preschooler at work / Ed. V. G. Nechaeva, R. S. Bure. - M., 1991. P. 24.

V. A. Sukhomlinsky also wrote about this: “work becomes a great educator when it enters into the spiritual life of pupils, 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 them, awakens the first civic feeling - the feeling of the creator of material wealth, without which human life is impossible.” Right there. P. 25.

“Labor has always been the basis for human life and culture. Therefore, in educational work it should be one of the most basic elements,” believed A. S. Makarenko. Right there.

Labor is the most important means of education, starting from preschool age; in the process, the child’s personality is formed and collective relationships are formed.

The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and for the team. Treating work with love and seeing joy in it is a necessary condition for the manifestation of a person’s creativity and talents.

Labor education is a necessary and essential condition for the successful preparation of children for school. Children raised to work from an early age are distinguished in school by their independence, organization, activity, neatness, and ability to serve themselves. Labor is what develops a little person, supports him, helps him assert himself. That is why the topic of instilling hard work in children will always remain relevant.

1. Concept and tasks of labor education of preschool children

Among the educational tasks put forward by society, the issues of labor education of children always come first.

Labor is a central social phenomenon. All values ​​embodied in objects of material and spiritual culture are created by human labor.

The concept of labor is interpreted as “expedient human activity aimed at modifying and adapting natural objects to satisfy one’s needs.” Markova T. A. Cultivating hard work in preschoolers. - M., 1991. C12.

The work of adults differs significantly from the work of children. The work of people in society is always aimed at creating material and spiritual values. The work of children does not and cannot have such significance. The results of children's work satisfy the needs of the child himself or those around him.

An objective assessment of the results of a child’s work is extremely difficult. But at the same time, in the process of labor, the preschooler makes a true labor effort and begins to realize its significance and focus on satisfying his needs. His inclusion in work is always ensured by motives that are essential for him, and, finally, the child experiences a high emotional uplift and joy from the results achieved. Work captivates the child, allows him to feel his capabilities, experience the joy of the results achieved, and joint activities unite children with common emotional experiences, thereby contributing to the formation of a children's society.

In the work of a preschooler, a connection with play is clearly revealed. In the game, the first manipulative actions are carried out, reminiscent of labor in nature: they contain imaginary labor operations. But this is not the only thing that exhausts the meaning of the game, in which the child, in role-playing actions, reflects the work of adults. Taking on the role of an adult, he becomes imbued with an emotional attitude towards the actions being performed: he worries about the patient, pays attention to passengers, etc. He experiences emotional uplift, excitement, joy, his feelings correspond to the feelings of a worker, although they are not associated with labor efforts.

Hard work and the ability to work are cultivated from early childhood. Labor education is “the joint activity of the teacher and pupils, aimed at developing in them general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude towards work and its products, and a conscious choice of profession” Bordovskaya N.V., Rean A.A. Pedagogy. - St. Petersburg, 2000. P. 116. .

Preschool pedagogy identifies the following main tasks of labor education for children: familiarizing adults with labor and instilling respect for it; training in simple labor skills; nurturing interest in work, hard work and independence; education of socially oriented motives for work, the ability to work in a team and for a team. Kozlova S. A. Kulikova T. A. Preschool pedagogy. - M., 2004. P. 214.

Based on the classification of Yu. K. Babansky, V. I. Loginova, V. G. Nechaeva, two groups of tasks in the labor education of preschool children can be distinguished:

1. Helping the child in mastering work activity: in mastering the structure of activity, acquiring work skills and abilities.

2. Development of the child’s personality in work: development of personality traits and qualities; relationship building; acquisition of social experience of interaction. Right there.

The labor education of preschoolers does not end in kindergarten. In kindergarten, in the family, in the public environment accessible to him - everywhere the child encounters the work of adults and uses its results. At first, children’s attention is attracted only by external aspects: the process of labor actions itself, the movement of mechanisms, machines. Consistently familiarizing children with the work of adults in their immediate environment, and then outside the kindergarten, allows them to form an idea of ​​the essence and significance of labor actions, to explain, using specific examples, the attitude of adults to work and its social significance.

Teachers of a preschool educational institution must cooperate with the family in the process of labor education of preschoolers.

The knowledge of preschoolers about the work of adults should have a great influence on the formation of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not combined with the work of the children themselves.

The “Kindergarten Education Program” reveals the scope of labor skills and abilities that children of each age group must master. So, for example, when developing in younger preschoolers the skills and abilities of household work, the teacher teaches them to wipe toys with a damp cloth, rinse clothes, etc. In the middle group, children rinse and wring out the cloth used to wipe toys, soap doll clothes, and wash them . Older preschoolers wash toys with a sponge and soap, wash small items, prepare the necessary equipment for classes, work, games, and then put it in order.

When determining the content and sequence of teaching children labor skills, the educator must take into account the characteristics of their age, the availability of the proposed labor content, its educational value, as well as the sanitary and hygienic requirements for its organization.

In the course of teaching labor skills, the teacher creates in children the desire to do independently everything that they can do, coming to help whenever they need it. Preschoolers should not be allowed to experience disappointment from unsuccessful attempts to independently cope with the proposed task, since in these cases, self-doubt and reluctance to work are born.

It is necessary to remember that work should bring joy to children: from the results achieved, from their usefulness to others.

In kindergarten, the task of developing in children the ability to work in a team is solved. This happens gradually, by uniting children in the labor process into small groups with a common task (if they already have experience working together, then a group of 6-7 participants can perform the common task). In the process of such work, the teacher forms in children the idea of ​​shared responsibility for the assigned task, the ability to act independently and in a coordinated manner, to distribute work among themselves, coming to each other’s aid and striving to achieve results through joint efforts. All this enriches their experience of relationships in activities and gives them a positive character.

Thus, work activity is one of the important factors in the education of the individual. By getting involved in the labor process, a child radically changes his entire understanding of himself and the world around him. Self-esteem changes radically. It changes under the influence of success in work activity, which in turn changes the child’s status in the peer group. In the process of labor, the physical strength and mental activity of children are activated.

In the process of work, abilities, skills and abilities are developed. New types of thinking are formed in work activity. As a result of collective work, the child gains skills in work, communication, and cooperation, which improves the child’s adaptation in society. Labor is an equivalent subject in the kindergarten curriculum.

2. Types of work of preschool children

The work of children in kindergarten is varied. This allows them to maintain their interest in activities and provide them with a comprehensive education. There are four main types of child labor: self-service, domestic labor, outdoor labor and manual labor. Kutsakova. L.V. Moral and labor education in kindergarten. For working with children 3-7 years old. - M., 2007. pp. 16 - 24.

Self-care is aimed at caring for oneself (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational significance of this type of work activity lies, first of all, in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-care begins to be recognized as a responsibility.

Household and household work of preschoolers is necessary in the daily life of a kindergarten, although its results are not so noticeable in comparison with other types of their labor activity. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes. Children learn to notice any violation of order in a group room or area and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for cultivating a caring attitude towards peers.

Labor in nature involves the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, in a flower garden. This type of work is of particular importance for the development of observation, nurturing a caring attitude towards all living things, and love for one’s native nature. It helps the teacher solve the problems of children’s physical development, improving movements, increasing endurance, and developing the ability for physical effort.

Manual labor develops children's constructive abilities, useful practical skills and orientation, creates interest in work, readiness to do it, cope with it, the ability to evaluate one's capabilities, and the desire to do the job as best as possible (stronger, more stable, more graceful, more accurate).

Through experience, children learn elementary concepts about the properties of various materials: the material undergoes various transformations, a variety of things can be made from it. Thus, while learning to make useful items from thick paper, children learn that it can be folded, cut, and glued.

Wood can be sawed, planed, cut, drilled, glued. When working with wood, the guys use a hammer, saw, and pliers. They learn to compare details by superposition, by eye, using a ruler. Working with natural materials - leaves, acorns, straw, bark, etc. - gives the teacher the opportunity to introduce children to the variety of its qualities: color, shape, hardness.

Thus, there are four main types of child labor: self-service, household labor, labor in nature and manual labor. However, these forms do not limit the work activity of preschoolers, which is characterized by diversity. This allows them to maintain their interest in activities and provide them with a comprehensive education.

3. Forms of organization of work for preschool children

The work of preschool children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective work activities. Kutsakova. L.V. Moral and labor education in kindergarten. For working with children 3-7 years old. - M., 2007. pp. 38 - 49.

Assignments are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, as well as educational tasks.

Instructions can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.

Carrying out work assignments helps children develop an interest in work and a sense of responsibility for the assigned task. The child must concentrate his attention, show strong will in order to complete the task and inform the teacher about the completion of the assignment.

In younger groups, the instructions are individual, specific and simple, containing one or two actions (lay out spoons on the table, bring a watering can, remove dresses from the doll for washing, etc.). Such elementary tasks involve children in activities aimed at benefiting the team, in conditions where they are not yet able to organize work on their own.

In the middle group, the teacher instructs the children to wash doll clothes, wash toys, sweep paths, and rake sand into a pile on their own. These tasks are more complex, because they contain not only several actions, but also elements of self-organization (prepare a place for work, determine its sequence, etc.).

In the older group, individual assignments are organized in those types of work in which children have insufficiently developed skills, or when they are taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive and often distracted), i.e., if necessary, individualize the methods of influence.

In a school preparatory group, when carrying out general assignments, children must demonstrate the necessary self-organization skills, and therefore the teacher is more demanding of them, moving from explanation to control and reminder.

Duty duty is a form of organizing children’s work, which requires the child to perform work aimed at serving the team. Children are alternately included in different types of duty, which ensures systematic participation in work. The appointment and change of duty officers occurs daily. Duties have great educational value. They place the child under conditions of obligatory fulfillment of certain tasks necessary for the team. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.

In the younger group, in the process of running errands, children acquired the skills necessary to set the table and became more independent when doing work. This allows the middle group to introduce canteen duty at the beginning of the year. There is one person on duty at each table every day. In the second half of the year, duties are introduced to prepare for classes. In older groups, duty in a corner of nature is introduced. The duty officers change daily, each of the children systematically participates in all types of duty.

The most complex form of organizing children's work is collective work. It is widely used in the senior and preparatory groups of kindergarten, when skills become more stable and the results of work have practical and social significance. Children already have sufficient experience in participating in various types of duty and in carrying out various assignments. Increased capabilities allow the teacher to solve more complex problems of labor education: he teaches children to negotiate upcoming work, work at the right pace, and complete a task within a certain time frame. In the older group, the teacher uses such a form of uniting children as common work, when children receive a common task for everyone and when, at the end of the work, a general result is summed up.

In the preparatory group, joint work takes on special importance when children become dependent on each other in the process of work. Joint work gives the teacher the opportunity to cultivate positive forms of communication between children: the ability to politely address each other with requests, agree on joint actions, and help each other.

Thus, the main forms of work of preschoolers are: running errands, being on duty, and collective work activity.

Conclusion

Labor education is one of the most important aspects of raising the younger generation. In a preschool educational institution, labor education consists of familiarizing children with the work of adults, introducing children to the work activities available to them.

The main types of work in kindergarten are self-service, household work, work in nature, manual and artistic labor.

Forms of its organization: orders; duty roster; collective work of children.

Properly organized and feasible work unites children, promotes mutual assistance, discipline, the ability to distribute forces and overcome difficulties, promotes independence, initiative, the desire to do a good job, and the habit of cooperation. Reasonably directed feasible work promotes the physical development of children, the growth of overall performance and endurance of the body, accuracy and coordination of movements. In the process of work, children acquire the necessary skills, including the skills of caring for plants and animals, master the simplest operations with objects (pencil, hammer, learn about materials and their properties.

In the process of introducing adults to the work, the teacher forms in children a positive attitude towards their work, a caring attitude towards its results, and a desire to provide adults with all possible help. By including children in work activities, the teacher develops work skills, develops the habit of work effort, responsibility, caring, thrift, hard work, willingness to participate in work, without avoiding unpleasant work, and forms positive relationships between children.

In order for children to work with pleasure, it is necessary to create an emotionally positive atmosphere. Properly organize the material environment and work equipment. It is important to take into account the load, avoiding overloading children. It is imperative to take into account the individual interests and inclinations of children for one or another type of work.

In a preschool educational institution, specially organized work with parents must be carried out; they must be explained what a huge role work plays in the upbringing of preschoolers, how important it is to jointly create all the necessary conditions under which work would truly become a means of moral education of children.

Mastering new types and forms of labor.

The following types of work for preschoolers are distinguished:

1. Self-care work (starts at an early age). First, it is directed at oneself (combed one’s hair, washed one’s hands), then at another, which is a prerequisite for the development of everyday work.

2. Household work. The object of transformation are objects included in the everyday process (dishes, clothes, shoes). External attributes play an important role: an apron, vacuum cleaner, broom, brush, etc. (very attractive to children). The result will be interesting if an adult forms the need to maintain order, work is organized aesthetically attractive, constantly pointing out the possibility and significance of such work for other people to form social motives.

The main areas of household work are: organizing one’s own household activities (cleaning clothes so that they don’t spoil; it’s nice when you look neat; arranging cutlery beautifully - it’s nice to dine), as well as facilitating the work of another person (helping mom wash clothes so that she can do less tired).

3. Labor in nature. The objects here will be plants and animals (weaker than the child himself, so their well-being depends on the child to a certain extent: forgot to water a flower - it dried up; did not give water to the puppy - it suffers from thirst). Thus, the child develops responsibility for those who are more defenseless than the child (the child feels big, mature, strong, experiences bright positive emotions, feels involved in nature).

4. Manual labor - requires complex actions (ability to use a needle, skein, etc.). A child masters this type of work from about 5 years old. Originality - labor acquires its own productive character. The child creates an idea, implements it and receives a new product (embroidery, crafts). The main motives for manual labor in preschool age can be the following: playful (attributes for playing), social (to please the kids, to please mother), aesthetic (to create something beautiful, to decorate your home). As a result, the position of a creator develops.

Thus, in mastering different types of work there are two interrelated trends: the child’s independence increases within the limits of the skills he has developed and the child gradually becomes involved in life together with adults, performing ordinary everyday duties with them.

The forms of organization of children depend not so much on age, but on the level of development of children’s labor skills and the content of work tasks.

forms of organizing the work activity of a preschooler are distinguished :

1. Joint work with adults (most common in early and early preschool age). An adult teaches labor skills, controls the labor process, shows the sequence of actions, helps to achieve results and understand methods of action, their connection with the result obtained.

2. Order. An adult formulates a goal, substantiates its significance, highlights the end result, and ways to achieve the goal. A child can carry out an assignment if the work actions are familiar to him.

3. Responsibility arises if the child understands the need to constantly systematically perform any task. The content is determined by the adult, then the child himself chooses the conditions, means and ways to achieve the result, organizes and controls the labor process. This is possible only in constantly repeating work processes and in familiar conditions.

4. Work on one’s own initiative – as a manifestation of the highest level of independence. The child not only organizes the work himself, but notices when it is necessary to work.

Early introduction of children to useful work activities

The article analyzes the degree to which preschool children aged 4 to 5 years are involved in useful work activities. Based on the results of the study, the level of involvement of children in labor was revealed.

Key words: labor activity, diagnostics of useful labor, folk culture, traditional pedagogy, Russian folklore.

The article analyzes the degree of familiarizing children of preschool age from 4 to 5 years to the useful work. The study revealed a level of familiarizing children to work.

Keywords: labor activity, diagnostics useful labor, folk culture, traditional pedagogy, Russian folklore.

Currently, little attention is paid to the problem of developing useful work skills in preschool children. More and more often we can see how a child refuses to carry out instructions from his parents or teacher. Children have become more interested in spending time on phones and computers than in watering plants, imitating adults in cleaning, cooking, etc. The problem discussed in this article is relevant, since the situation of social development of society requires attention to the work activity of the individual, active participation in labor. The process of activating the human factor depends on the results of the formation of a value attitude towards work. Our task is to cultivate in the modern generation of children a positive attitude towards work, the ability and desire to complete the work started, and to encourage initiative in helping adults and peers.

Educational experience shows that often ignorance and ignorance of national characteristics, reflected in customs, traditions, and folk wisdom, leads to the fact that the national psychological characteristics of people come into conflict with the goals and methods of education. Labor education is the central problem of folk pedagogy and psychology; according to established popular ideas, the development of morality and intelligence, physical and aesthetic improvement of the individual occurs mainly in the conditions of labor activity.

In the dictionary of the Russian language by T. F. Efremov, work is a purposeful human activity, work that requires mental or physical stress, the expenditure of physical or mental energy. Hard work and the ability to work are not given by nature, but are cultivated from early childhood. Work must be creative, because it is creative work that makes a person spiritually rich. It provides an opportunity to show care for a loved one and develops physically. The ability to work, to create valuable and beautiful things with one’s own hands is the leading criterion for assessing a person, the basis of people’s opinion about a person. In addition, a child acquires many skills and abilities among his peers, primarily through games and fun.

Labor activity is an important means of personal development. Already at preschool age, the initial forms of labor activity develop. This is confirmed by the research of psychologists A. V. Zaporozhets, D. B. Elkonin, E. A. Klimov. As psychologists point out, this happens in two directions: the formation of prerequisites for work activity and the formation of work activity itself, in the formation of social motives of behavior. Ushinsky spoke about the work of preschool children: “Labor is the most important means of education, starting from preschool age; In the process, the child’s personality is formed and family relationships are formed. The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and the team. Treats work with love, seeing joy in it is a necessary condition for the manifestation of a person’s creativity and talents” [6].

It is difficult to objectively evaluate the work of a preschooler, but the child experiences real labor efforts and evaluates the work accordingly. Work captivates the child, allows him to feel his capabilities, and experience the joy of the results achieved.

There is no doubt that the core of Russian folk culture and pedagogy was Russian agricultural culture and traditional pedagogy. Most holidays and rituals were of an agricultural nature; children were early prepared for future work on the land and accustomed to hard work in the field, in the garden and around the house. As soon as the child grew up, he easily and naturally got involved in work. He was not forced, he was not forced to work, but he was interested in the work and allowed to do something on his own. A child's thirst for imitation is the most effective incentive to work. Already at 4–5 years old, the girl helped her sister wind threads and feed chickens; She started babysitting her brothers and sisters very early. A 6-7 year old child was trusted to drive the cattle into the yard and bring firewood to the hut. But the children did not immediately get down to the real thing; popular experience suggested that this should be done gradually, including the kids in the game [5]. A small shovel and rake were in the child's hands as he worked with the adults. The girl learned to cook by making tiny cakes from dough. A small spinning wheel was made for the girl, where she learned to sew outfits for the doll that her older sisters could make.

From an early age, children began to understand the exceptional importance of the future harvest for the life of the family and share the adults’ concern about it.

In folklore, the volitional regulation of labor is widely represented, the fact that you need to bring any task to the end: “put off idleness, but don’t put off doing things” [3]. The idea of ​​fighting laziness was also reflected. Laziness is a disgusting character trait, mental flabbiness and impotence. “While the lazy one is warming up, the diligent one will return from work” [3].

Labor is the most important means of education, starting from preschool age; In the process, the child’s personality is formed and collective relationships are formed. The work of preschool children is the most important means of education. The entire process of raising children in kindergarten can and should be organized so that they learn to understand the benefits and necessity of work for themselves and for the team.

Work develops a person physically. And finally, work should bring joy, happiness and prosperity. We can also say that work is a manifestation of people’s care for each other.

The purpose of our research: to identify the degree to which preschool children from 4 to 5 years old are involved in useful work activities by preschoolers performing various tasks, by observation, and also by talking with the teacher and parents.

To achieve this goal, the children were offered the following types of tasks: helping the teacher, carrying out instructions for adults, helping peers, helping preschoolers from younger groups, and self-service.

Preschoolers encounter the first group of tasks quite often, so we were able to clearly trace the children’s tendency to be lazy or help the teacher. The task for the preschoolers was simple: to help the teacher water the plants in the garden. Diagnostics was used in 3 groups of preschool children aged 4 to 5 years. A total of 52 children (100%) took part in our study. Most children immediately grabbed the buckets and ran to the water tap, namely 60%. But there were also those who minded their own business and stood indifferently (40%).

In the second task, the teacher asked for help with arranging cutlery on the table. According to the observation results, only a few decided to help (35%). Preschoolers brought plates, laid out spoons and napkins. The remaining 65% of children explained their indifference as follows: some were simply afraid of breaking something, others were busy, in their opinion, with an important game.

The next stage of testing the children’s involvement in useful work was helping their peers prepare for a concert organized for parents so that they could see the successes of their children over the past year. The children tried to teach each other what they had already learned themselves. Some showed their friends dance moves, others helped with fakes, others introduced elements of acrobatics or karate. Most children were actively involved in helping each other (70%). The remaining 30% had difficulties. The main reason is quarrels with other children or excessive shyness. The secondary reason was simple laziness and reluctance to show anyone anything.

The next task was to help the children from the younger groups dress and undress, teach them to tie their shoelaces, hold a spoon correctly at the table, accompany them to the toilet, share toys from the group, tell them how to take care of themselves (carry a scarf, comb, personal towel and etc.) The girls agreed more willingly to such a task. Boys also took part in helping younger preschoolers, but in smaller numbers. In total, 55% of children showed their help. The remaining 45% were more interested in staying in the group.

We also observed how accessible self-care skills are to children. The result was quite high (80%). Children willingly put away dirty dishes in the sink, put away equipment, dress and undress independently, can use the toilet, take care of themselves, wash their hands before eating, make their bed, wash themselves, know how to fasten buttons and tie clothes. laces. Only 20% of children had minor difficulties. But many of them were accustomed to their parents constantly doing everything for them, so they simply refused to complete the task.

The results of a complete study on various labor groups in kindergarten are reflected in table [1].

Table 1

Level of involvement of children in useful work

Based on the results of the analysis, we made the following conclusions: 60% of children from 3 groups showed a high level of hard work. They completed almost all tasks without any difficulty. Such children have high self-service skills, willingly carry out instructions from adults and help the teacher, they do not have problems with peers, and are happy to help children. The remaining 40% of children did not show their best side. The percentage of lazy children, unfortunately, is not at all high. Parents and educators need to think about how to correct this situation.

One of the main reasons for the lack of a positive attitude towards work is that parents teach the child to not allow him to help adults, explaining that he is still too small for this, they try to do all the work for him, make his bed, tie his shoelaces , remove the toys themselves, etc.

Modern children increasingly prefer to sit at home, watch TV or play on the phone or computer, rather than go for a walk with other children. After all, it is on the street, in the company of other children, that they learn mutual assistance and mutual assistance. Therefore, you need to start introducing children to work as early as possible: a shovel or rake in the hands of a child in the sandbox, or small molds for sand pies in a girl. There is no need to hide a child from difficulties; he should feel responsible for everything he has done in life.

The main means of education is the example of parents, joint family leisure, and work matters. It is important to regularly reward your child for successfully completed work and try to interest him in carrying out your instructions. If the work is organized in such a way that other family members are involved in it, this will serve as an additional incentive and will help the child learn what the “spirit of competition” is.

Labor activity is necessary for children, because with its help preschoolers develop self-esteem. Children develop a very important new formation - a desire for recognition. It can be obtained through the approval of work actions by adults. In addition, in the process of work, abilities are developed, various skills and abilities are formed, new types of thinking are formed, and adaptation in society improves.

Based on our research, we can conclude that work on introducing preschool children to useful work activities should begin not only with the child himself, but also with his parents.

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