Card file: Household work in the middle group card file (secondary group) on the topic

Card file: Household work in the middle group card file (secondary group) on the topic

Card index: Household work in the middle group.

Card No. 1.

“Order in the closet with toys and manuals”

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

Card No. 2.

"Clean window sills"

Goal: to teach children to observe hygienic skills when working with water: roll up their sleeves, wet a cloth and wring it dry, rinse when dirty. Develop labor skills and habits, accuracy when working with water. Cultivate a desire to work in a team, in harmony.

Card number 3.

"Helping the nanny"

Goal: To teach how to make bed linen and to teach children to provide all possible assistance to adults. Develop hard work and a desire to help adults. Foster respect for the work of adults.

Card number 4.

"Dining duty"

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

Card number 5.

"Class Duty"

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

Card number 6.

"Order in toys"

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

Card number 7.

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

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

Card number 8.

"Book Repair"

Goal: to teach children to peck at books, use glue and scissors correctly, and use napkins.

Develop labor skills, eye, fine motor skills, creative imagination. Foster a desire to work for the benefit of others, treat books and toys with care.

Card number 9.

"Clean chairs"

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

Card number 10.

"Washing Doll Clothes"

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

Card number 11.

"Washing my combs"

Goal: To teach children to help the teacher in washing combs: rinse soaked combs, clean them with brushes. Develop diligence, the ability to see disorder, and accuracy when working with water.

Cultivate a desire to help adults and respect for their work.

MAGAZINE Preschooler.RF

Goal: developing a positive attitude towards work and its results.

Tasks:

1. Teach children to participate in the organized work of a group of peers, to correlate their activities with the work of others and to understand that the work of the subgroup in which you work is part of the common cause of the team.
2. Improve labor skills and abilities in the work process, improve the ability to plan your activities, distribute responsibilities among yourself, evaluate the work of your group and the team as a whole.
3. Strengthen the ability to correctly use materials and work equipment, observing safety precautions.
4. To form a belief in the social significance and necessity of domestic work.
5. Cultivate friendly relationships during the work process, a desire to help, a positive attitude towards one’s own work and the work of one’s peers.

Methods and techniques: conversation, explanation, problematic questions, clarification, literary expression, relying on children’s knowledge, practical work, surprise moment.

Venue: group.

Materials and equipment: sponges, aprons, clean water, trays, oilcloths, basins, tables; sets of dishes, toys, fruit models; multimedia equipment (TV).

Preliminary work: conversation about work, memorizing proverbs and sayings about work, reading poems and fairy tales, looking at illustrations and albums about various professions of adults, consolidating ideas about work through didactic games.

Predicted result: as a result of collective household work, children have formed a value-based attitude towards their own work and the work of their peers; children should understand that after their work the group became clean, light and beautiful.

Progress of the lesson:

1. Introductory part

Educator: I’m in a good mood, and I want to convey my smile to you, and you smile to your neighbor.

— Guys, today I invite you to watch a fragment of a cartoon about how important it is to maintain cleanliness and order! (viewing a cartoon fragment).

- Do you know the name of this cartoon? (children's answers)

- Right! Guys, who wrote this fairy tale? (children's answers)

Educator: Who is it that is crying here? What's happened?

(Fedora's grandmother enters)

Educator: Hello, Fedora!!!

Fedora: Hello! (addresses the teachers) Hello, children!

Children: Hello!

2. Main part.

Educator: Guys, do you know why Fedora is crying?

Children: Yes, the dishes left her because she didn’t wash the dishes, didn’t wash or tidy up her things, she was lazy.

Educator: Children, is it good to be lazy?

Children: no

Fedora: I didn’t like working: washing dishes and floors, tidying up all my things. Now the trouble has happened...

Guys, I don't know what to do?

How to return all things?

Help, teach

And teach them to be in order.

Educator: Children, let's teach Fedora how to clean and tidy the house, and at the same time we'll work hard ourselves and put the group in order. But first, let's remember the sequence of actions and immediately clarify why we are doing this:

- an apron... Children's answers (so as not to get your clothes wet while working)

(the teacher offers to give Fedora an apron)

- we cover the tables with oilcloths... Children's answers (so as not to get the tables wet if water accidentally spills on the table).

- we have a towel on one table... Children’s answers (we will put washed toys on it.)

- in one basin we will wash the toys with soap, and in the other... Children’s answers (rinse them.)

- a soap dish is needed for this... Children's answers (a soap dish is needed so as not to stain the table with soap.)

- with rags... Children's answers (we will wipe the dust on the shelves, furniture, wash toys.)

Educator: Guys, before work, let’s stretch and play.

Physical education

We help mom together: we do the laundry ourselves in a basin (bending forward)

Both shirts and socks for son and daughter (movements imitating washing, rinsing)

We will deftly stretch three ropes across the yard for clothes (stretching - arms to the sides)

The chamomile sun is shining, the shirts will dry soon (stretching - hands up)

Educator: But before we start working, let’s remember together the rules for safe handling of objects of labor.

Rules:

• wring out the cloth well
• do not pour water on the floor because you may slip and fall
• You can’t push each other or interfere with each other’s work
• Before you start working, prepare everything you need
• do everything carefully, without rushing
• don't leave work unfinished

- if you finished the job earlier, help others.

Educator: Now I suggest you choose one chip (red, yellow, green). Those guys who have red chips wash the dishes. The guys who have green chips wash vegetables and fruits, and those who have yellow chips, those guys wipe the dust.

Children go to work places, helping each other, dismantling equipment.

During the work process, the teacher gives advice, helps in organization, reminds the work procedure; asks how the children divided up their work responsibilities and provides individual assistance.

Educator: Well done, what wonderful and hardworking children, and now let’s not forget to clean up our desk.

(The teacher invites the children to sit on chairs)

Educator: “If you’ve done the job, walk boldly.” Can we walk boldly? And why? (Children's answers...)

3. Final part. Analysis of work activity in subgroups

— Do you think Grandma Fedora has now learned to take care of her things, wash the dishes and keep the house in order? Children's answers.

— Have you managed to do everything?

— Did you work together?

— Did you finish the job you started?

— Has your mood changed?

- Why?

- It's because you love to work! And work brings joy. Friendship is born in joint work.

- And now I suggest you watch another fragment of the cartoon!

Educator: Each of you did your own little thing, but together you did a big thing. This is how clean and beautiful the group is now, because cleanliness is the key to health. And most importantly, we taught Fedora to work!

Fedora: Thank you for teaching me how to restore order in the group. Now I will always work too, it’s so interesting! I will keep my home clean and tidy.

I won't, I won't

I will offend the dishes.

I will, I will be my home

Keep everything clean!

Fedora: Goodbye, guys!

Educator: Guys, you worked very hard today, well done! I want to thank you and give everyone a medal for their conscientious work!

CONTENT

INTRODUCTION

Raising the younger generation in the spirit of respect and love for work is one of the main tasks of a preschool institution. Labor education, i.e. Involving children in independent feasible work and observing the work of adults, explaining its significance in people’s lives, plays an important role in the comprehensive development of the child’s personality.

The main goal of labor education for preschool children is to develop their moral guidelines, hard work, and awareness of the usefulness of work. The work activity of a preschooler has a significant impact on the development of the child’s volitional traits, his thinking, speech, memory, attention, and imagination. There are 4 types of child labor:

• self-service (work aimed at satisfying everyday personal needs);
• Household labor (related to cleaning a group room, area);
• work in nature (in a corner of nature, in a flower garden, in a vegetable garden, in a garden);
• manual labor (children working with paper, cardboard, fabric, and natural materials).

Independent work activities of children in all age groups are organized outside of classes.

Three forms of labor organization have been defined: assignments, duty, collective work.

It is possible to successfully resolve issues of labor education only if an atmosphere of constant employment is created in the children's team. This should be facilitated by a clearly thought-out organization of children's activities throughout the day and by the example of adults.

The day in kindergarten should be organized so that each child, in addition to self-care activities, takes part in some type of work.

From preschool age, every child must take part in work and perform simple duty duties.

In the process of being on duty, children develop respect for people, emotional and aesthetic sensitivity to the environment; a caring attitude towards nature is formed.

Duty requires children to have greater independence, knowledge of the sequence of work, ideas about its full scope, and the requirements for the final result.

Duty is of great importance in the upbringing of children, it helps in accessible specific matters to form in children a desire to work for the sake of others, to show a caring attitude towards their comrades, to animals and plants, and also to develop in them the ability to help an adult, to notice where help is needed.

The teacher can solve this problem in practice by compiling a list of tasks in which children of this age group can take part within their means. Having clearly defined the number of participants, the teacher ensures the work activity of all students on a daily basis, periodically changing their assignments.

For preschoolers to work, special equipment is needed. It must meet aesthetic and hygienic requirements, be convenient for use, and meet the age characteristics of children.

For children of primary preschool age, inventory and equipment should have a particularly attractive appearance.

1. DUTY AS A FORM OF CHILDREN’S WORK ORGANIZATION

Mastering work skills should be considered as one of the main conditions for instilling in children the desire and ability to work. No matter how interested a child is in the goal of work, without mastering work skills, he will never achieve results. Developed labor skills and abilities serve as the basis for instilling in children a serious attitude towards work, a habit of work effort, a desire to work, to engage in work of their own accord, and to complete it successfully.

The teacher is required to have clear knowledge of what skills the students in his group should master. This will give him the opportunity to determine the nature of the management of labor training in relation to children of different preschool ages: during the period of mastering the action - patiently show, explain, help, as they master it - demand independence and good quality of performance.

The labor skills and abilities that a preschool child masters are different. Their nature and volume are determined by the specifics of a particular type of labor, its specific content

The content of household work includes the ability to maintain and restore order in a group room, rooms adjacent to it, on the site and at home, as well as participation in organizing everyday processes, preparing for classes, and walks.

Children of primary preschool age put away toys and books, help the teacher take the toys out to the area, wipe the leaves of plants, lay out materials for classes (pencils, brushes, napkins) on tables, and put them away after classes. When preparing for food, children lay out spoons, place bread bins, plates, glasses with napkins; help the nanny hang up clean towels. They take part in clearing snow from paths and collecting garbage on the veranda, playground and physical education grounds.

Children of the fifth year of life wash toys, plants, pallets, wash and hang doll clothes, are on duty in the dining room and classes (second half of the year), and wipe dust from chairs. They help the teacher take the toys out to the site and bring them back, and take part in cleaning the site and veranda. Older preschoolers help the nanny bring clean white clothes and lay out the sets on the bed, receive soap from the caretaker and place it in soap dishes. They maintain order in the area: they sweep the paths and veranda, in the warm season they wipe dust from play structures, tables and benches, water and dig up sand in the sandbox, and in winter they clear the snow from the paths. Children are on duty in the nature corner and clean the group room (once a week).

Children of the seventh year of life have new work processes: they put things in order in the closet with materials and aids, wipe the furniture, lay clean sheets on the bed, and put pillowcases on the pillows.

As children master labor skills, they acquire independence in performing actions and learn to work quickly, correctly, deftly, and accurately. Mastering skills and abilities in the field of household labor provides greater activity and initiative in everyday life, in performing various labor processes.

In order to fully implement the program objectives for labor training, the educator must improve the technique of performing both individual labor actions and the process as a whole. Speed, accuracy, economy, dexterity and beauty of movements - these are the signs that should characterize the working skills of children in the preparatory group for school. Requirements for the quality of actions increase gradually, sequentially from group to group.

Simultaneously with the mastery of labor skills, the requirements for children’s independent work are increased. When a child is just being taught a labor action, there is no requirement to perform it independently. As the teacher masters this action, he gradually gives the child the opportunity to perform it independently.

The teacher must develop in children not only strong, but also flexible work skills. This is one of the important tasks of labor training in the preparatory school group. Often, 1st grade students who had good self-service skills in household chores in preschool, for some reason begin to show helplessness and little activity. And the teacher expresses dissatisfaction with the fact that the children do not know how to do anything without prompting (sweep the floor in the classroom, wipe the dust from the desks, erase the blackboard, etc.). This is observed if children were not taught to apply the acquired skills in other, slightly changed conditions, and were not taught independence.

When developing labor skills, it is necessary to specifically train children to perform specific actions. Training is organized identically in each age group. The main methodological technique for developing skills is showing how to perform elementary actions and their sequence.

Familiarizing children with the method of performing a new action requires a detailed demonstration and detailed explanation of each movement and their sequence. In this case, the active behavior of the child is of decisive importance, i.e. his practical participation in the implementation of this action. Without this, no mastery of a skill is conceivable. You can show as much as you like, explain how to put away toys, how to glue a book, a box from a board game, but all this will remain ineffective if the child himself does not repeat what is shown to him.

A detailed demonstration and explanation of how to perform this or that specific action, combined with direct participation in the work, makes it possible to teach children to accurately follow the required method of action and diligence.

SUMMARY of duty management “Organization of duty” in the preparatory group

ABSTRACT

duty management "

Organization of duty
" in preparatory group
1.
Type of activity, topic:
duty "Organization of duty."

2.
Goal:
Improving children to independently perform the duties
of a dining room attendant : setting the table.
Tasks:

Educational objectives:

improve skills in performing consistent work actions in accordance with the task;

Developmental tasks:

develop logic, memory, thought processes; develop accuracy and the habit of labor effort.

Activating the dictionary:

napkins, bread, plates, spoons, forks.

Enriching children's vocabulary:

napkin holders, salad bowls.

Educational tasks:

cultivate a positive attitude towards
duty ;
to form in children responsibility for the assigned task.

3.
Integration of educational areas:
4.
Conditions.
Equipment: napkin holders with napkins, bread bins, salad bowls, deep plates, small plates, glasses, forks, spoons, teaspoons for compote berries, trays

5.
Form of organization of children.
6.
Preliminary work with children
: conversation about table setting, designing a
duty , introducing children to it, developing an algorithm diagram.
7.
Present the progress of activities in the table: