Card index of didactic games on labor education for preschoolers

Do-it-yourself didactic games for labor education

Anna Ilyina
Didactic games for labor education with your own hands

About the development in children of the formation of a complex of qualities in labor education , my colleague (Naslednikova G.N.)

have been thinking about it for a long time.

By immersing themselves in a gaming situation, children more consciously and excitingly receive a set of qualities that are necessary in the process of this or that work .

Now there are a lot of didactic games on labor education , but my colleague and I decided to create games with our own hands .

And as it turned out, we were right in our choice, the children perceived these games and asked a lot of questions (what was it made of? How was it made? Who does this?.)

.

We present to your attention our didactic games on labor education :

Thank you for your attention! We will be glad to receive your support.

Do-it-yourself didactic math games Hello, dear colleagues! In a modern kindergarten, with its capabilities, there is no shortage of equipping the developmental environment with a variety of... Didactic games with do-it-yourself clothespins Didactic games with do-it-yourself clothespins. Author: Vasilkova Tatyana Leonidovna, teacher of preschool children in kindergarten. Do-it-yourself didactic games Didactic game “Loto” Goals: Improving knowledge of numbers within 20, designating them with numbers; development of attention and memory. Progress of the game: V. Didactic games with your own hands In older preschool age, children have a need to interact and communicate with peers. Children tend to be observant.

Do-it-yourself didactic games According to the Federal State Educational Standard for Education, children should develop the prerequisites for the emergence of universal educational activities. Learning activities should be engaging.

Do-it-yourself didactic games Children with great pleasure play didactic games made with their own hands. It makes them more interested. If at. Didactic games with your own hands Didactic games with your own hands1. Magic cubes. Large cubes are covered on each side with pictures: animals or vehicles or. Didactic games with your own hands Didactic games with your own hands, part 21. Didactic game “Skier” A game to distinguish the direction of movement of the melody - up or down. DIY didactic games. Lapbook age group: senior preschool age Goals and objectives of the game: 1. Teach children to independently find information on the topic being studied.

Source

The use of gaming activities in the process of labor education of preschool children

Scientific hands - Ph.D. pedagogical sciences, associate professor Minnullina Rosalia Faizovna.

Preschool institutions play a special role in the education of preschool children. One of the important areas of the educational process of preschool educational institutions is labor education. Many teachers talk about the importance of labor education for preschoolers (R.S. Bure [1], M.A. Vasilyeva [2], G.N. Godina [5], V.G. Nechaeva [3] and others). Labor education is one of the key components of the educational process in preschool educational institutions. Research on the problem of labor education covers a wide range of authors who have devoted their scientific work specifically to labor education. First of all, it is necessary to note A.S. Makarenko [11], V.A. Sukhomlinsky [12], N.K. Krupskaya [7]. And also modern researchers: R.S. Bure [1], M.V. Krulekht [6], L.V. Kutsakova [8], V.I. Loginova [9], V.G. Nechaev [3].

A.S. Makarenko spoke of labor as a “mighty educator.” The teacher considered the child as a future member of the work team, and he considered the main task of labor education to be the formation of a creative attitude towards work [11]. V.A. Sukhomlinsky also attached special importance to work and, in his opinion, childhood is not a continuous holiday, and if in the everyday life of a child there is no labor stress feasible for him, then the joy of work remains inaccessible [12]. N.K. Krupskaya noted the importance of labor in educating the younger generation; they noted that in their work activities, children become familiar with the tools of labor, learn to help adults, and are active [7]. K.D. Ushinsky emphasized the development of the habit of working and instilling in children respect and love of work as the basis for the tasks of labor education [13].

In accordance with the Federal State Educational Standard for Education, the main tasks of labor education are: expanding children’s ideas about the work of adults, nurturing an emotional, value-based, positive and respectful attitude towards work, developing labor skills and hard work [14].

Labor education has a positive effect on the development of a child’s personality. Most modern researchers (R.S. Bure, I.V. Zhitko, A.I. Kochetov, E.I. Obraztsova, D.V. Sergeeva) [2] note that work contributes to the development of moral and volitional qualities, habits work, which in the future will develop into a character trait. In the works of T.A. Markova [10], V.G. Nechaeva [3] talks about the development of such qualities as hard work, frugality, caring, respectful attitude towards the working person, caring attitude towards the results of his work.

Throughout preschool age, a child enters into various types of work activities, carries out work assignments for adults, and provides them with all possible assistance.

The work activity of preschool children, firstly, presupposes the presence of certain practical skills (for example, the ability to use simple tools), as well as familiarity with the properties of certain materials. Secondly, it requires the presence of intellectual qualities, for example the ability to plan one’s actions and foresee their results. Thirdly, it presupposes a certain level of development of children's will - a stable desire to achieve a set goal, to receive a product presented in advance and the ability to subordinate one’s behavior to the set goals [11].

The labor activity of preschoolers takes the form of self-service, household work, work in nature, and manual labor.

Self-care is a type of child labor aimed at taking care of oneself and includes the ability to dress, undress, and eat; cultural and hygienic skills; ability to get ready for bed.

Household labor is a type of child labor aimed at maintaining order in the room (cleaning up toys, garbage), introducing them to street work (cleaning up garbage, branches, clearing paths of snow, dirt), developing the ability to work in the dining room (setting tables, clean up after yourself, wash dishes) and keep your workplace in order (put things in order and clean your workplace after class).

Labor in nature is a type of child labor that involves working in a corner of nature, in a garden, in a vegetable garden, caring for plants and animals.

Manual labor is a child’s creative work with various materials, during which he creates useful and aesthetically significant objects and products for decorating everyday life.

Child labor differs from adult labor in that a child does not create socially significant material values ​​in his labor. The work of children is educational in nature and satisfies his needs, brings him closer to adults, and helps the child to know his own capabilities [10].

The uniqueness of children's work comes down to the fact that it is associated with play. A.S. Makarenko drew attention to the close connection between play and work; in his opinion, play should smoothly transition into work [11]. Opinion of P.P. Blonsky is also similar to the opinion of outstanding Russian teachers. He identified the main feature of child labor, which boils down to the fact that it is difficult to draw a line between play and work, and there is not much difference between them, “since the highest form of labor - creative work, like play, contains an element of enjoyment in the process of activity. He assumed that while playing, a child undergoes the best training for creative work” [1].

Therefore, the organization of labor education in preschool educational institutions should take place precisely in play activities. For example, didactic games on labor education deepen and expand preschoolers’ knowledge about the work of adults, about the specific labor process of a particular profession. In role-playing games, children learn labor skills and abilities, perform one or another role related to work activity, and are included in imaginary situations also associated with labor or a specific labor process of any procession [4].

Based on a theoretical analysis of the literature, experimental work was carried out aimed at identifying the effectiveness of the organization of labor education in gaming activities.

The labor skills of middle group preschoolers were diagnosed. For this purpose, observation of the labor activity of preschool children in household work and work in nature was carried out. Diagnostics showed that many preschool children showed an average level of development of labor skills in household work and work in nature. Children do not work well enough, do not always help each other, do not always make efforts to achieve a common result, and are not always friendly in their relationships with each other. Children do not always perform labor operations independently and with poor quality.

The content of the experimental work on labor education of preschool children in the process of play activities included the organization of a developmental work environment in a kindergarten group and the organization of children’s labor activities in a corner of nature. Labor in nature and household labor were organized. The children were given various tasks: to clean up a corner of nature; water the flowers, loosen the soil, wipe the dust from the leaves of the flowers; feed pets and clean their cages and aquarium; duty in the dining room and in the play corner.

To enrich children's ideas about work, to develop their labor skills and abilities, a set of didactic and role-playing games was carried out. The following role-playing games were carried out: “Home. Family”, “Big Wash”, “Zoo”, “Kindergarten”. These games created problematic situations with elements of labor: washing and ironing doll clothes, mending clothes, cleaning the room, washing dishes, caring for and feeding animals, cleaning animal cages, helping a junior teacher organize lunch in a kindergarten group.

In addition to role-playing games, didactic games were held, the main goal of which was to enrich children’s knowledge about work, professions, the labor process, and labor actions.

Thus, at the end of the experimental work in the experimental group there is a positive dynamics in the development of labor skills and abilities in nature and household work, and the ability to work in a team. Children have improved their ability to correctly distribute responsibilities among themselves, organize a workplace, objectively evaluate the results of collective work, and build coherent and friendly relationships in the process of collective work in nature. Indicators have improved in the ability to accept the goal of labor, highlight the object of labor, anticipate the result of labor, plan the labor process, and choose labor tools.

Thus, we can say that the goal of the study was achieved and the effectiveness of labor education of preschool children in play activities was tested experimentally.

List of used literature.

1. Bure, R.S. Organization of children’s labor and management methods // Moral and labor education of children in kindergarten. – M.: Academy, 2021. – 821 p.
2. Vasilyeva, M.A. Labor education / M.A. Vasilyeva // Preschool education. – 2005. – No. 4. – P.18.
3. Raising a preschooler at work \ ed. V.G. Nechaev. – M.: Prospekt, 2010. – 208 p.
4. Gabdrakhmanova, M.R. Role-playing game as a means of forming ideas about adult professions among older preschoolers / M.R. Gabrakhmanova, F.V. Khazratova // Scientific and methodological electronic journal “Concept”. – 2015. – T. 26. – P. 61–65.
5. Godina, G.N. Cultivating a positive attitude towards work / G.N. Godina. – M.: Academy, 2021. – 694 p.
6. Krulekht, M.V. Educational area "Labor" / M. V. Krulekht, A.A. Krulecht. – St. Petersburg: Detstvo-press, 2012. – 176 p.
7. Krupskaya, N.K. Pedagogical essays. T.1. / N.K. Krupskaya. – M., 1957. – 314 p.
8. Kutsakova, L.V. Moral and labor education in kindergarten / L.V. Kutskanova. – M.: Mosaic Synthesis, 2021. – 276 p.
9. Loginova, V.I. Formation of ideas about the work of adults / V. Loginova, L. Misharina // Preschool education. – 2008. – No. 10. – pp. 56–63.
10. Markova T.A. Cultivating hard work in preschoolers / T.A. Markova. – M.: Sfera, 2011. – 112 p.
11. Makarenko, A.S. Labor education / A.S. Makarenko. – M.: Pedagogy, 2007. – 255 p.
12. Sukhomlinsky, V.A. About education / comp. DI. Latyshina. – M.: School Press, 2003. – 192 p.
13. Ushinsky, K. Pedagogical works: textbook. manual for pedagogical students. universities / K. Ushinsky. – M.: Pedagogy, 2008. – 490 p.
14. Federal State Educational Standard for Preschool Education / Ministry of Education and Science of the Russian Federation. – M.: Education, 2013. – 26 p.

Didactic games on manual labor

Marina Revina

Didactic games on manual labor

Didactic game "Atelier".

Program content: continue to introduce children to the properties of the materials from which things are made; help you remember and independently determine some properties of the fabric; activate the corresponding dictionary; learn to select fabric for different types of clothing.

Material: thick paper envelopes with slits on the front wall. The slots reproduce the contours of various garments. Scraps of fabric of different textures and colors (silk, chintz, satin, staple, crimplene, wool, drape, lace).

Didactic exercise “Globules”.

Program content: learn to wind threads evenly into a ball; develop fine motor skills; consolidate children's knowledge of what and how woolen threads are made from; cultivate accuracy and patience.

Material: wool threads.

Didactic exercise “Collect beads.”

Program content: introduce children to the properties of the materials from which beads are made; develop imagination; consolidate children's knowledge of the names of colors and shades; teach how to collect beads of the same color and size (or alternating the color and size of beads); cultivate neatness.

Material: fishing line, various beads, differing in color, shape, size.

Didactic exercise “Dress the dolls for a walk.”

Program content: practice using the names of colors and color shades, by developing the ability to combine colors, work with shape; develop imagination, taste; cultivate a caring attitude towards the materials used.

Didactic exercise “Journey through the labyrinth.”

Program content: learn to guide a small ball or bead through a fabric labyrinth; develop fine motor skills; cultivate perseverance.

Material: two pieces of fabric of the same size. Both parts of the fabric are stitched along the edge, and a labyrinth is stitched, on which holes are left for the entry and exit of the ball.

Didactic exercise “Balloons”.

Program content: strengthen children's ability to tie knots; develop imaginative thinking; learn to divide threads into sewing, embroidery, knitting, darning; learn to tie cords in a checkerboard pattern; cultivate a caring attitude towards the materials used.

Material: wooden plank with cords attached to it.

Didactic exercise “Multi-colored rug.”

Program content: learn to weave strips of colored oilcloth into the base in a certain order; develop fine motor skills of the hand; introduce children to working on a loom; develop an interest in working with your hands.

Material: a rectangular base with slots made parallel to each other at equal distances, as well as identical strips cut from colored oilcloth in a contrasting color to the base.

Preview:

Game "Who needs it?"

The game “Who can’t do without them?”

The teacher names the items, and the children name the profession of the person who needs it. For example: scissors, telephone, stretcher, nails, cash register, pencil, brush, tray, bell. It should be borne in mind that the same items are needed by people of different professions. For example, a rope is needed by athletes, sailors, builders, and rescuers.

Game "Let's set the table for dolls."

Target. Teach children to set the table, name items needed for reference. Introduce the rules of etiquette (meeting guests, accepting gifts, inviting people to the table, behavior at the table). To foster humane feelings and friendly relationships. Progress of the game: The teacher enters the group with an elegant doll. Children look at it and name items of clothing. The teacher says that today is the doll’s birthday, and guests will come to her - her friends. You need to help the doll set the festive table (doll furniture and dishes are used). The teacher plays out the stages of the activity with the children (wash hands, lay out the tablecloth, place a vase of flowers, a napkin holder and a bread box in the center of the table, prepare cups and saucers for tea or plates, and lay out cutlery nearby - spoons, forks, knives). Then the episode of meeting the guests is played out, the dolls are seated. In order to consolidate duty skills, children of older preschool age can be shown object pictures depicting the items listed above and asked to arrange them in order, determining the sequence of table setting.

Game “What does Masha want to do?”

Game "Who needs it?"

Game "Choose a job"

The game “Why (why, why) do you need to do this?”

Game "Guess what I'm doing?"

Game “What first, what then?”

Target. Clarify children's knowledge about the rules of replanting indoor plants. Progress of the game: The teacher shows the children pictures depicting the stages of replanting indoor plants and asks them to arrange them in the order in which the actions are performed. • A pot is overturned and the plant is removed from it. • Washing the potty. • Laying pebbles at the bottom of the pot. • Pour sand into the pot (height 1 cm). • Pour some soil into the pot on top of the sand. • Shaking off old soil from the roots of the plant with a stick. • Cutting off rotten roots. • Planting the plant in a pot so that the transition point between the stem and the root is on the surface, and covering it with soil. • Compaction of the earth. • Installing a pot with a plant on a pallet. • Watering the plant at the root.

Game "Name the profession."

Game "Guess the profession."

The game “Who can’t do without them?”

Target. To consolidate children's knowledge about materials, tools and equipment needed by people of different professions. Progress of the game: The teacher names the item, and the children name the profession of the person who needs it. For example: a syringe, a control panel, scissors, flour, a garden sprayer, a telephone, a milking machine, a stretcher, a plane, a wheelbarrow, a police baton, a drill, an electrical cable, a nail, a roll of wire, a cash register, a postman's bag, a roll of wallpaper, a cash register, a pencil, brush, tray, bell.

A selection of didactic games to develop knowledge and work skills

A selection of educational games

for the development of knowledge and work skills

D/game “Spring cleaning”

Target:

to teach children to provide all possible assistance to adults, to consolidate the ability to use everyday work skills.

Equipment:

children's dishes, sink, washcloth; ironing board, iron, doll clothes; vacuum cleaner; a cloth for wiping furniture, soap, a bowl of water, etc.

Progress of the game:

The teacher informs the children that the guests will soon leave, and the group is in chaos. To greet guests in a clean, tidy group, we all need to tidy it up. The teacher invites the children to choose what they will do. If a child finds it difficult or refuses to help, then the teacher divides the responsibilities among the children independently, while motivating them. The teacher and the children clean the group.

D/game “What does mom need?”

Target:

to consolidate knowledge about the subjects necessary for work at home, to consolidate the skills of correctly performing work activities.

Equipment:

ball.

Progress of the game:

The children are standing around. The teacher, throwing the ball to each child, asks a question in turn and asks to show how to perform this or that activity. For example: “What do you need to wash the dishes? How should you wash the dishes? The child catches the ball and answers the teacher’s question, showing the appropriate action.

D/game “Confusion”

Target:

consolidate knowledge about the subjects necessary for performing work activities such as cleaning the house, caring for plants, and instilling interest in work activities.

Equipment:

items for cleaning around the house: rags, soap, vacuum cleaner, iron, spray bottle, watering can, etc.

Progress of the game:

The teacher draws the children's attention to household items lying all together in one pile. The teacher asks the children: “Guys, is it right that all the objects lie together in one pile?” Guys, do things have their own places, or can they be put and thrown anywhere? That's right, every object and thing has its place. Look, all the objects are mixed up with each other. I suggest you help me and put every item, every thing in its place. Each of you takes one thing, an object, and puts it in its place. And then we will all check together whether the objects are in their place or not.

D/game “Competition”

Target:

to teach children to carry out work assignments for adults, to consolidate household work skills in everyday life.

Equipment:

music.

Progress of the game:

The teacher invites the children to participate in the “My Locker” competition. Rules of the game: children put things in order in their closet, arranging things on shelves, adjusting spare shoes and outerwear. The winner is the one who has order in the closet, correctly folded and laid out things, neatly arranged shoes, outerwear hanging on their loops. Children, accompanied by cheerful music, begin to tidy up their closet. During the work process of children, the teacher corrects their actions and draws their attention to the correctness of their implementation.

D/game “ Say the Word ”

Target:

teach children to listen to a question to the end and finish, clearly pronouncing the word, to consolidate knowledge about the subjects necessary to perform the work of a particular profession.

Equipment:

background melodic music.

Progress of the game:

Questions can be asked either to a group of children or to each child individually. The teacher invites the children to play a game where it is necessary, listening carefully to the text, to guess, finish, or add the word that is necessary in meaning. For example: a rake, a broom and a dustpan are needed ... (the janitor). A trowel, cement, a shovel, bricks are needed... (the builder). A watering can, garden shears, a hose are needed... (the gardener). Etc.

D/game “Get things in order”

Target:

to accustom children to cleanliness and order around them, to consolidate the ability to use everyday work skills.

Equipment:

toys and group room items.

Progress of the game:

The teacher draws the children's attention to the arrangement of objects and toys in the group room. Do you think all objects and toys are in their place? Of course not. Do you remember where the cars should be? What about the dishes? What about the balls? Let's all put things in order in the group and see how well you know the location of objects and toys in our group. Children place objects and toys in the group in their places. After putting things in order, the teacher, together with the children, checks the correct location of all objects and toys in the group.

D/game “What did adults teach us?”

Target:

activate verbs, learn to correlate a word with an action, consolidate knowledge about the method of performing a particular type of activity.

Equipment:

background melodic music.

Progress of the game:

The teacher, pronouncing the words “The adults taught us...” shows the movements, the children repeat the words after the teacher, repeat the action, call it: wash the dishes, wash clothes, dig the ground, sweep the floor, wipe the furniture, water the flowers, etc.

D/game “Show me how to do it”

Target:

consolidate the ability to perform different types of work activities, consolidate skills in the correct performance of work activities, and cultivate respect for people’s work.

Equipment:

two tables, equipment for manipulations in different types of activities.

Progress of the game:

Children sit in a semicircle.
The teacher invites the children to play the d/game “
Show me how to do it.” Rules of the game: the child goes to the table on which different objects are located to perform different types of activities. The teacher asks the child: “Please show all of us how to properly wipe the leaves of flowers,” “Please show all of us how to properly wash handkerchiefs,” “Please show all of us how to properly hang them on a rope.” clothes, “Please show us all how to fold things correctly,” etc. etc.

D/game “Show you care”

Target:

consolidate skills in caring for indoor plants and animals in a corner of nature, cultivate a love for nature and living beings.

Equipment:

equipment for caring for plants and animals of a corner of nature.

Progress of the game:

The teacher invites the children to pay attention to their appearance. Guys, you are all beautiful, neat, in clean clothes, shoes, braided, combed. Do you like the way you look? Who helps you be so neat and clean? Who washes your clothes, combs your clothes, washes them? That's right, mothers and grandmothers. What do you think, if mothers and grandmothers didn’t take care of you, didn’t wash your clothes, didn’t braid them, etc., would you be as neat as you are now? Of course not. Now look at the plant. Shows a dusty plant with dry soil and wilted leaves. Do you like the way it looks? No, do not like it. Now look at this plant. Shows another plant with clean leaves, no dry leaves with wet soil. Do you like this plant? I also like it more than the previous plant. Why do you think this plant is beautiful, its leaves shine, but this one is dull, dusty, with dry leaves? That's right, one plant is taken care of, looked after like your mothers take care of you, but the other is not taken care of, which is why they look different. Guys, can a plant take care of itself, wipe its leaves, water itself, loosen the soil? No, they can't, they don't have hands. Guys, you have hands and you can do a lot yourself, but you still need the help of adults. But plants have no hands and cannot take care of themselves. Therefore, I suggest you take care of the plants, make them as beautiful as you are. How to care for plants, what should you do? Involves children in caring for plants. Children begin to care for the plants: wipe the leaves, water them, loosen the soil, and place them in the light.

The same method of presenting information is used to attract children to care for animals in a corner of nature.

D/game “ Who will see and name more ”

Target:

consolidate knowledge about the subjects necessary to perform the work activity of a particular profession, develop attention, memory, and thinking.

Equipment:

images of professions, pictures depicting objects necessary to perform the work activity of a particular profession.

Progress of the game:

The teacher places pictures of the profession in a row on the board, and below them at a distance in a chaotic order there are pictures depicting objects necessary for performing the work activity of a particular profession. Assignment: find and place on the board next to the profession all the objects of labor necessary for its activities. The teacher analyzes the correctness or error of completing the task together with the children, justifying his conclusion.

D/game “Young ecologists”

Target:

to consolidate ideas about the need to maintain cleanliness around us (house, street), to consolidate the skills of correctly performing work activities.

Equipment:

removal materials: shovels, rakes, brooms, garbage bags, watering cans, small shovels, gloves for collecting garbage, twigs, pebbles.

Progress of the game:

While walking around the site, the teacher draws the children's attention to garbage, dry broken twigs, large pebbles, dry soil in flower beds, etc. Guys, look how much garbage there is on the ground around. Do you think this is correct? Why? That's right, there should be cleanliness around us, both at home and outside. When everything around you is clean and tidy, then the world becomes more beautiful, doesn’t it? I suggest you put things in order on our site and make it beautiful and clean. The children begin cleaning the area and caring for the flowers in the flower beds. The teacher monitors and corrects the children’s activities throughout the entire labor process, paying attention to the correctness and compliance of the action with a particular case. For example: garbage, pebbles are collected in bags; twigs and dry leaves are collected into piles with a rake; in the flowerbeds they loosen the soil and water the flowers and trees growing on the site.

D/game “ Name as many objects as possible ”

Target:

Exercise children in clear pronunciation of words, consolidate knowledge about different professions and their subjects of labor.

Progress of the game:

The teacher invites the children to remember and name as many items necessary for work as possible.... (janitor, gardener, builder, assistant teacher, seamstress, etc.). The teacher makes sure that children pronounce words correctly and clearly and do not repeat themselves. When the kids can’t name anything else on their own, the teacher can ask them leading questions: “What do you need to dig the ground?”, “What do you need to wash clothes,” etc.

D/game “ What are objects for ”

Target:

activate verbal vocabulary, consolidate knowledge about how to use objects of labor.

Equipment:

ball.

Progress of the game:

The children are standing around. The teacher, throwing the ball to each child, asks the question “What is a broom for?” (Sweep up trash), “What is a watering can for?” (Water the flowers), “What is a vacuum cleaner for?” (remove dust and debris), etc. The child catches the ball and answers the teacher’s question.

D/game
“Why do you need to do this?”
Target:

develop logical thinking, the ability to reason, draw conclusions based on existing knowledge, consolidate knowledge about the benefits that various types of activities bring, and cultivate interest in work.

Progress of the game:

Addressing the children, the teacher explains the rules of the game: “Now I will ask you questions, and you must answer my question after thinking. Those who wish to answer raise their hand."

Example questions from a teacher:

— Why is it necessary to wash dishes? (toys, wash, iron and neatly fold clothes, set the table)

— Why is it necessary to water flowers? (loosen the soil, wipe and spray leaves, trim dry leaves and flowers, replant large plants)

- Why is it necessary to clean up the house? (vacuum cleaning, dusting, washing floors, making beds, putting toys, objects and things in their places (shelves, cabinets))

- Why is it necessary to wash? (wash hands, heads, feet, etc.)

—Why is it necessary to know how to dress yourself? (undress, put on shoes, fold clothes neatly, put shoes on a shoe rack)

Etc.

D/game “What first, what then?”

Target:

consolidate knowledge about the correct way to perform different types of activities, learn to distinguish between the concepts of “first” and “then”, use these words correctly, and develop logical thinking.

Progress of the game:

The teacher invites the children to continue the sentence.

First we take a shovel, and then... (digging the ground)

First we clean up the dishes, and then…. (put the dishes in the closet)

First we wash the clothes, and then... (iron the clothes)

First we loosen the soil near the flower, and then... (we water the flowers)

First we wipe the table, and then... (we arrange the dishes)

First let's fold the clothes, and then... (put it on the shelf)

First we play with toys, and then... (we put the toys back in their places)

First we take a modeling board and plasticine, and then... (we sculpt from plasticine)

Etc.

D/game
“Sequence”
Purpose:

to learn to determine the correct sequence of performing different types of work activities according to the proposed plot pictures, to consolidate the awareness of the sequence and unidirectionality of time periods of one link in the system of time standards; develop logical thinking.

Equipment:

pictures depicting successive stages of any type of work activity.

Progress of the game:

The teacher places a number of plot pictures on the board. Then he draws the children’s attention to the fact that the pictures are arranged in a chaotic order. Then he invites the children to arrange the pictures in the correct sequence in accordance with the time periods of the given plot so that they reflect the correct sequence of performing different types of work activities. Children lay out the pictures, explaining their decision in the correct time sequence. If a child makes a mistake, the teacher, together with the children, analyzes the sequence of pictures, correcting the mistake and explaining his decision.

D/game
“Does it happen or not?”
Target:

develop logical thinking, the ability to notice inconsistencies in judgments, consolidate knowledge about the sequence of work activities and the means necessary for it.

Progress of the game:

Addressing the children, the teacher explains the rules of the game: “Now I will tell you about something. In my story you should notice something that does not happen. Whoever notices, after I finish the story, will say why it can’t be like that.”

Sample stories from a teacher:

“One day, when the moon was already shining in the sky, my mother decided to wash the dishes and took a vacuum cleaner. Turning on the cold water, my mother began to wash the dishes. After washing the dishes, mom immediately put the wet dishes on the table, put cutlets in it, poured soup and tea into it.”

“Summer has come. The gardener went to clear the snow from the flower beds. The gardener was so cold that he began removing snow in only a T-shirt and pants. Having removed the snow, the gardener went to tie up the flowers. After tying up the flowers, he took out the garden shears and trimmed them. The gardener has created a beautiful flower bed.”

“The janitor was glad that winter had come. “Now you don’t have to remove the snow, you can just sweep up the fallen leaves and dust on the path,” said the Janitor. The janitor collected the garbage into piles and left them on the roads until spring came.”

On the topic: methodological developments, presentations and notes

Didactic games for labor education of children 3-5 years old Game “Let's set the table for dolls.” Goal. Teach children to set the table, name items needed for reference. Introduce the rules e.

Didactic games on labor education for middle group children.

Manual labor. Self-service is the work of a child aimed at servicing himself (dressing and undressing, eating, sanitary and hygienic procedures). The quality and awareness of ra's actions.

Card index of labor education games for children 5–7 years old

Tatiana Pevneva

Card index of labor education games for children 5–7 years old

CARD INDEX

on labor education

for children 5-7 years old

Target. children's ideas about objects and their use in labor processes . Introduce professions.

Progress of the game:

The teacher shows the children various objects, asks them to name them and tell them when they are used and for what purpose? For example: this is a ladle, the cook needs it to stir porridge, pour soup and compote, etc.

When playing with children of senior preschool age, the teacher selects different pictures depicting objects. For example: pliers, a hammer, a vacuum cleaner, a coffee grinder, a steering wheel, a computer, a microphone, a microscope, a telescope, etc. Children name the profession of the person who uses the depicted object in their work .

“Who can’t do without them?”

Target. To consolidate children's knowledge about materials , tools and equipment needed by people of different professions.

MAGAZINE Preschooler.RF

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 7 COMBINED TYPE

Educator: Orlova A.A. Cuban, 2019

“Children should be raised not for happiness, but for work - this will bring them happiness.”

K.D. Ushinsky.

In accordance with the Federal State Educational Standard, labor education is one of the important areas in the work of preschool institutions.

Relevance:

Labor education is an important means of comprehensive development of the personality of a preschooler through familiarization with the work of adults and introducing children to accessible work activities. Raising the younger generation to be hardworking has always been the primary task of all educational institutions.

The problems of labor education are quite relevant for preschool children, since at this stage the child develops personal qualities, skills and desire for work.

Hard work is most successfully developed in preschool age. Their lack of formation at this age stage becomes an obstacle to educational and cognitive activity and subsequent adaptation to independent work.

The purpose of labor education is to lay the foundations for a positive and value-based attitude towards work as a primary human value.

Objectives of labor education:

1. Fostering a positive attitude towards the work of adults, the results of their work, the desire to provide all possible assistance;
2. Formation of work skills and personal qualities in children (to finish what they start, conscientiousness, responsibility);
3. Formation of positive relationships between children in the process of work;
4. Training in organization and work culture.

For preschool children, the main activity is play. Play is the most important means of development, training and education of preschool children. Many games develop in children respect for the working person, arouse adults to work, and the desire to work themselves.

The main types of games where children get acquainted with the work of adults are:

1. plot-role-playing game - a game in which children play out an imaginary situation. The situation is made up of plot and roles;
2. theatrical game - a game in which children act out a plot from a literary source.
3. a didactic game is an educational game.

Didactic games are a type of games with rules, specially created by pedagogy for the purpose of raising and teaching children.

The importance of didactic games is extremely great: in the process of gaming activities, the comprehensive development of the child’s personality occurs. Didactic games are a means of education; with their help, the teacher influences all aspects of the child: will, consciousness, feelings, relationships. Perform a teaching function. They are a means of initial education for preschoolers. In them, children reflect the life around them and learn facts and phenomena that are understandable to them.

In relation to labor education, didactic games are aimed at solving specific problems of teaching children (they contribute to the assimilation, expansion, consolidation of children’s knowledge about work, objects of work, materials, tools and equipment needed by people of different professions, about the variety of professions of adults), but in at the same time, an educational and developmental influence is manifested in them: the development of higher mental processes occurs, a respectful attitude towards working people, the professions of parents, a value-based attitude towards one’s own work, and the desire to realize oneself in one or another field of activity are formed.

In preschool pedagogy, didactic games are divided into four main types:

1. Games with objects
2. Board and printed games
3. Word games
4. Computer games.

Let's consider these types of games through the prism of labor education. So,

Games with objects

Toys and real objects are used here; by playing with them, children learn to compare, establish similarities and differences between objects.

To solve the didactic problem - getting to know the professions of adults, games with objects are used such as: “Kindergarten” (wooden builder, dishes, bed linen, etc. - children choose from a variety of different objects); “Builder” (from a variety of objects, children choose those that can be seen at a construction site - toy ones - a brick, a crane, a tractor). “Assemble a hairdresser’s kit” (toy scissors, combs, hair dryer, hairspray, curlers - children choose from a variety of different items). Children also interact with dolls wearing clothes of people from different professions. While playing with them, children analyze and draw conclusions why a person of a particular profession needs this type of clothing. For example, why does a builder need a helmet? Does the cook need an apron and cap? At a younger age, the doll is used to develop sensory-motor and basic labor skills (self-service) in children.

Board and printed games

Types of board and printed games:

1. Selection of pictures in pairs. The simplest task in this game is to find two completely identical ones among different pictures. Gradually the task becomes more difficult. The child combines pictures not only by external features, but also by meaning. For example, given 3 pictures with the image of Aibolit, in one of them there is no briefcase in the doctor’s hands, children must choose two other pictures.
2. Selection of pictures based on common characteristics. A connection is established between objects. For example, “What does the doctor need?”, “What does the hairdresser need?”, “What is in the store,” etc. Children select pictures with corresponding objects.
3. Selection of pictures to remember the composition, number of pictures arrangement. For example, in the game “Guess which picture was hidden?” Children must remember the contents of the pictures and then name the one that will be removed from the table. This type effectively promotes memory development. Pictures are selected in accordance with a particular profession.
4. Making cut pictures and cubes. To solve the didactic task of getting to know the professions of adults, these pictures can be on topics of various professions. This type effectively promotes the development of logical thinking in children.
5. Description, story about the picture showing actions, movements. Objectives: development of children's speech, imagination, creativity. For example, the game “Guess who it is?” The child depicts the sound and movement of what is planned.

Word games

Didactic games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, because Such games require the use of previously acquired knowledge. Children independently solve a variety of mental problems. They describe objects, guess from the description, find signs of similarities and differences, group objects according to various criteria. Example: game “Crocodile” (Using gestures and facial expressions, show the proverb).

1. Labor feeds a person, but laziness spoils him.
2. What goes around comes around.
3. You can't catch a fish from a pond without difficulty.
4. Who does not work shall not eat.

Game “Finish the proverb, saying .

1. Less words, more action.
2. The eyes are afraid, but the hands are doing.
3. Finished the job - go for a walk safely.

Computer games are games played on an interactive whiteboard or personal computer.

Computer didactic games are used to improve the quality of education.

Continuous duration of work with a computer in the form of educational games for children 5 years old should not exceed 10 minutes and for children 6 - 7 years old - 15 minutes.

The interactive whiteboard can only be used as additional technical equipment for short-term use in classes and for demonstrating certain educational materials. According to SanPiN, we can use ID every day only in 1 lesson and no more than 2 - 10 minutes, depending on the age of the children.

After playing computer games, it is necessary to do eye exercises.

When organizing a didactic game, you must follow a number of rules:

— The teacher has certain knowledge and skills regarding didactic games.

- Expressiveness of the game. This ensures children's interest, desire to listen, and participate in the game.

-The need to include the teacher in the game. He is both a participant and the leader of the game. The teacher must ensure the progressive development of the game in accordance with educational and educational objectives, but at the same time not exert pressure, play a secondary role, and, unnoticed by the children, direct the game in the right direction.

-It is necessary to optimally combine entertainment and learning. When conducting a game, the teacher must constantly remember that he is giving children complex educational tasks, and the form of their implementation turns them into a game - emotionality, lightness, ease.

-Means and methods that increase children’s emotional attitude towards play should be considered not as an end in itself, but as a path leading to

fulfillment of didactic tasks.

-There should be an atmosphere of respect, mutual understanding, trust and empathy between the teacher and children.

-The visualization used in the didactic game should be simple and succinct.

-Competent conduct of didactic games is ensured by clear organization of didactic games. First of all, the teacher must understand and formulate the purpose of the game, answer the questions: what skills and abilities will children master during the game, what moment of the game should be given special attention, what educational goals are pursued when playing the game? We must not forget that behind the game there is a learning process. And the teacher’s task is to direct the child’s energy to study, to make the serious work of children entertaining and productive.

-Next, you need to decide on the number of players. Different games have different numbers of them. If possible, we should strive to ensure that every child can participate in the game. Therefore, if some children carry out gaming activities, then the rest should play the role of controllers, judges, that is, also take part in the game.

-The next important step in organizing a didactic game is the selection of didactic materials and aids for the game. In addition, you need to clearly plan the timing of the game. In particular, how to introduce children to the rules of the game in the least amount of time. It is necessary to foresee what changes can be made to the game in order to increase the activity and interest of children, and to take into account the possible occurrence of planned situations when conducting didactic games.

And finally, it is important to think through the conclusion, summing up after the didactic game.

Thus, a well-organized didactic game is the most important means of labor education for preschoolers.

Progress of the game:

The teacher names the objects , and the children name the profession of the person who needs them. For example: scissors, telephone, stretcher, nails, cash register, pencil, brush, tray, bell.

It should be borne in mind that the same items are needed by people of different professions. For example, a rope is needed by athletes, sailors, builders, and rescuers.

"Guess what I'm doing?"

Target. Expand children's understanding of labor activities . Develop attention.

Didactic game “What a firefighter needs”

The game, intended for middle school preschoolers, expands their understanding of the work of a firefighter. The lesson requires an image of a firefighter, as well as pictures depicting the attributes and tools that this worker cannot do without: a helmet, a fire truck, a fire extinguisher, a box of sand, etc. You also need to make several pictures with objects not related to firefighting.

The player looks at pictures of objects and selects those that the fireman uses. He must explain in detail the purpose of each tool.

Progress of the game:

The teacher and children join hands and stand in a circle. A child comes to the center of the circle. Everyone walks in a circle and says:

We don’t know what you’re doing,

Let's take a look and guess.

The child imitates labor actions not only with movements, but also (if possible)

conveying sounds. For example, he cleans the floor with a vacuum cleaner, hammers a nail, saws, drives a car, does laundry, carries a bucket of water, wipes a mirror, chops wood, grates, turns something in a meat grinder, etc.

Children guess the actions.

“Let’s set the table for the dolls”

Target. Teach children to set the table , name the items needed for reference. Introduce the rules of etiquette (meeting guests, accepting gifts, inviting people to the table, behavior at the table). To foster humane feelings and friendly relationships.

Progress of the game:

The teacher enters the group with an elegant doll. Children look at it and name items of clothing. The teacher says that today is the doll’s birthday, and guests will come to her - her friends. You need to help the doll set the festive table (doll furniture and dishes are used)

.

The teacher plays out the stages of the activity with the children (wash hands, lay out the tablecloth, place a vase of flowers, a napkin holder and a bread box in the center of the table, prepare cups and saucers for tea or plates, and lay out cutlery nearby - spoons, forks, knives). Then the episode of meeting the guests is played out, the dolls are seated.

In order to consolidate duty skills, children of older preschool age can be shown object pictures depicting the items listed above and asked to arrange them in order, determining the sequence of table setting.

“What does Masha want to do?”

Target. Clarify children's ideas about certain labor activities ; about materials, tools and equipment needed for work.

"Guess what I'm doing?" Goal: To expand children’s understanding of labor actions. Develop attention. Progress of the game The teacher and children hold hands and stand in a circle. A child enters the center of the circle. Everyone goes in a circle and says: We know what you are doing, Let’s look and guess. The child imitates labor actions, showing them not only with movements, but also, if possible, conveying them with sounds. For example: Cleaning the floor with a vacuum cleaner Hammering a nail Sawing Driving a car Washing Carrying a bucket of water Wiping a mirror Grinding, etc. “Name the profession” Purpose: to teach how to correctly name a person’s profession by the types of cars driven by this person. Progress of the game The teacher names cars, vehicles and other technical means, and the children name the professions of the people who drive them. For example: Tractor - tractor driver Taxi car - driver (taxi driver) Excavator - excavator operator Combine - harvester Crane - crane operator Train - driver Ship - captain Airplane - pilot (pilot) Spaceship - astronaut Fire truck - fireman Bulldozer - bulldozer driver, etc. d. “Guess the profession” Goal: to expand children’s understanding of professions. Progress of the game The teacher shows the children cards with images of objects. Children name the profession of the person in whose work this object is used or is the result of his work. For example: Garden - gardener Flowers - florist Bee - beekeeper Wrench - mechanic Bucket and mop - cleaner Ticket - conductor Cash desk - cashier Plane - carpenter Paint and brush - painter Trowel - plasterer Kuhlman - engineer Computer - programmer Syringe - nurse Fire extinguisher - fireman " Who works where? Goal: to clarify children’s ideas about where people of different professions work and what their workplace is called. Kindergartener; school teacher; doctor - in a hospital, clinic, kindergarten, school; cook - in the kitchen, dining room, restaurant, cafe... etc. “Who knows and can do this?” Goal: to expand children’s ideas about what knowledge and skills people of different professions should have. Knows children's poems, tells fairy tales, plays and walks with children... a teacher. Plays the piano, knows children's songs, teaches singing, dancing, plays musical games with children... music director. Knows the human body, can provide first aid, knows how to recognize and treat diseases... a doctor, etc. “Who does this?” Goal: to train children in the ability to determine the name of a profession by the names of actions. Cuts, styles, washes, combs, dries... hairdresser. Soaks, soaps, washes, shakes, dries, irons... the laundress. Packs, weighs, cuts, wraps, counts... the seller. Cleans, washes, fries, cooks, cooks, salts, tastes, feeds... cook, etc. "Who's doing what?" Goal: to expand and clarify children’s ideas about the work (labor operations) of people of different professions. The janitor sweeps, cleans, waters, rakes... The music director sings, plays, dances, teaches... The junior teacher (nanny) washes, cleans, wipes, covers, dresses, reads... etc. “Correct the mistake” Goal: to teach children to find and correct mistakes in the actions of people of various professions. The cook treats, and the doctor cooks. The janitor sells, and the seller sweeps. The teacher cuts the hair and the hairdresser checks the notebooks. The musical director does the laundry, and the laundress sings songs with the children... etc. “For a person in what profession is this necessary?” Goal: to expand children’s understanding of the items necessary for a person in a certain profession. Scales, counter, goods, cash register... - to the seller. Broom, shovel, hose, sand, crowbar, snow blower... - to the janitor. Washing machine, bath, soap, iron... - to the laundress. Comb, scissors, hair dryer, shampoo, hairspray, hair clipper... - to the hairdresser, etc. “Who needs what for work?” Goal: to expand and clarify children’s ideas about the objects of the surrounding world (materials, tools, equipment, etc.) necessary for work by people of different professions. For the teacher - a pointer, textbook, chalk, blackboard... For the cook - a pot, frying pan, knife, vegetable cutter, electric oven... For the driver - a car, spare tire, gasoline, tools... For the art teacher - brushes, easel, clay, paints... etc. “Clap your hands if it is necessary for ... (name of profession)” Purpose: to exercise the ability to correlate words and phrases with a specific person’s profession. Children are invited to clap their hands when they hear a word or phrase that is suitable for a profession, for example, a doctor: haircut, cold, scales, ambulance, sewing machine, seeing patients, fashionable hairstyle, washing powder, white coat, snowblower, etc. . “Who can name more actions?” (with a ball) Purpose: to teach children to correlate the actions of people of different professions. The teacher names a profession and, in turn, throws the ball to the children, who name what a person in this profession does. “Continue the sentence” Purpose: to exercise the ability to complete sentences using words and phrases related to a person’s specific profession. The cook cleans... (fish, vegetables, dishes...), The laundress washes... (towels, bed linen, bathrobes...). A teacher in the morning with children...(does exercises, has breakfast, conducts classes...) A janitor in the yard in winter...(shovels snow, clears areas, sprinkles sand on paths...), etc. "Who is on the photo?"; “Find and tell” (based on photographs) Purpose: to consolidate children’s ideas about the work of kindergarten staff. Children are asked to name a kindergarten employee (from a photograph) or select the desired photograph and tell about this person: what is their name, what room does they work in, what is they like, what does they do? “Let’s draw a portrait” (speech) Purpose: to teach children to draw speech portraits of kindergarten employees. Children are asked to compose a descriptive story (Who is this? What does he look like? What does he do? Etc.) about a kindergarten employee according to a model, plan, algorithm, using photographs, mnemonic tables. “I start the sentence, and you finish it” Purpose: to consolidate children’s ideas about the meaning and results of the work of people of different professions. If there were no teachers, then... If there were no doctors, then... If there were no janitors, then... If there were no drivers, then... etc. Game "Let's set the table for dolls." Target. Teach children to set the table, name the items needed for serving. Introduce the rules of etiquette (meeting guests, accepting gifts, inviting people to the table, behavior at the table). To foster humane feelings and friendly relationships. Progress of the game The teacher enters the group with an elegant doll. Children examine it and name items of clothing. The teacher says that today is the doll’s birthday, and guests will come to her - her friends. You need to help the doll set the festive table (doll furniture and dishes are used). The teacher plays out the stages of the activity with the children (wash hands, lay out a tablecloth, place a vase of flowers, a napkin, a bread box in the center of the table, prepare cups and saucers for tea or plates, and lay out cutlery nearby - spoons, forks, knives). Then the episode of meeting the guests is played out, the dolls are seated. In order to consolidate duty skills, children of older preschool age can be shown object pictures depicting the items listed above and asked to arrange them in order, determining the sequence of table setting. Game "Guess what I'm doing?" Target. Expand children's understanding of work activities. Develop attention. Progress of the game. The teacher and children join hands and stand in a circle. A child comes out into the center of the circle. Everyone goes in a circle and says: We don’t know what you’re doing, Let’s take a look and guess. The child imitates labor actions not only with movements, but also (if possible) with sounds. For example, he cleans the floor with a vacuum cleaner, hammers a nail, saws, drives a car, washes, chops wood, grates, etc. Children guess the actions.

Progress of the game:

The teacher addresses the children on behalf of Masha (bibabo doll)

:

- Masha asks me for a basin, a bucket of water and soap.

Submits the objects she calls to the doll.

- What do you think she will do? (Wash.)

Right.
And now Masha asks to give her a saucepan, milk, sugar, salt and millet. What is Masha going to do? (The doll wants to cook porridge.)
What is the name of the porridge?
(Millet.)
Other work activities that require appropriate items can be considered in a playful form. The kids are shown these items (an iron and a stack of doll's laundry - for ironing; a bucket and a watering can - for watering the beds, etc.).

When conducting this game with older children, the teacher uses pictures depicting objects corresponding to a particular type of work , or simply lists these objects (without showing illustrations, asking the children to guess more complex labor processes . For example: scissors, colored paper, glue, ruler, pencil - gluing books, repairing boxes, paraphernalia.

The game can be complicated: one child draws objects on the board, and the rest of the children guess the type of work , or all children simultaneously draw on paper, and then show the drawings to each other and guess.

Target. To give children a basic understanding of the professions of people work was not in the sphere of their observations. Arouse interest in the work of people of any profession.

Card index of games for labor education of senior preschoolers card index (senior group)

Card index of games for labor education (Senior group)

Game "Who needs it?" Target. To consolidate children’s ideas about objects and their use in work processes. Introduce professions.

Progress of the game: The teacher shows the children various objects, asks them to name them and tell them when they are used and for what purpose? For example: this is a ladle, the cook needs it to stir porridge, pour soup and compote, etc. When playing a game with children of senior preschool age, the teacher selects different pictures depicting objects. For example: pliers, hammer, vacuum cleaner, coffee grinder, steering wheel, computer, microphone, microscope, telescope, etc. Children name the profession of the person who uses the depicted object in their work.

The game “Who can’t do without them?”

Target. To consolidate children's knowledge about materials, tools and equipment needed by people of different professions.

Progress of the game:

The teacher names the items, and the children name the profession of the person who needs it. For example: scissors, telephone, stretcher, nails, cash register, pencil, brush, tray, bell. It should be borne in mind that the same items are needed by people of different professions. For example, a rope is needed by athletes, sailors, builders, and rescuers.

Game "Let's set the table for dolls."

Target. Teach children to set the table, name items needed for reference. Introduce the rules of etiquette (meeting guests, accepting gifts, inviting people to the table, behavior at the table). To foster humane feelings and friendly relationships. Progress of the game: The teacher enters the group with an elegant doll. Children look at it and name items of clothing. The teacher says that today is the doll’s birthday, and guests will come to her - her friends. You need to help the doll set the festive table (doll furniture and dishes are used). The teacher plays out the stages of the activity with the children (wash hands, lay out the tablecloth, place a vase of flowers, a napkin holder and a bread box in the center of the table, prepare cups and saucers for tea or plates, and lay out cutlery nearby - spoons, forks, knives). Then the episode of meeting the guests is played out, the dolls are seated. In order to consolidate duty skills, children of older preschool age can be shown object pictures depicting the items listed above and asked to arrange them in order, determining the sequence of table setting.

Game “What does Masha want to do?”

Target. Clarify children’s ideas about certain work activities; about the materials, tools and equipment necessary for work. Progress of the game: The teacher addresses the children on behalf of Masha (bibabo doll): - Masha asks me for a basin, a bucket of water and soap. Submits the objects she calls to the doll. - What do you think she will do? (Wash.) That's right. And now Masha asks to give her a saucepan, milk, sugar, salt and millet. What is Masha going to do? (The doll wants to cook porridge.) What is the name of the porridge? (Millet.) Other work activities that require appropriate items can be considered in a playful form. The kids are shown these items (an iron and a stack of doll's laundry - for ironing; a bucket and a watering can - for watering the beds, etc.). When playing this game with older children, the teacher uses pictures depicting objects corresponding to a particular type of labor, or simply lists these objects (without showing illustrations), asking the children to guess more complex labor processes. For example: scissors, colored paper, glue, ruler, pencil - gluing books, repairing boxes, paraphernalia. The game can be complicated: one child draws objects on the board, and the rest of the children guess the type of work, or all children simultaneously draw on paper, and then show the drawings to each other and guess.

Game "Who needs it?"

Target. To consolidate children’s ideas about objects and their use in work processes. Introduce them to professions. Progress of the game: The teacher shows the children various objects, asks them to name them and tell them when they are used and for what purpose. For example: this is a ladle, the cook needs it to stir porridge, pour soup and compote, etc. When playing a game with children of senior preschool age, the teacher selects different pictures depicting objects. For example: pliers, hammer, vacuum cleaner, coffee grinder, steering wheel, computer, microphone, drawing board, centimeter, microscope, telescope, jackhammer, etc. Children name the profession of the person who uses the depicted object in his work.

Game "Choose a job"

Target. To give children a basic understanding of the professions of people whose work was not in the sphere of their observations. Arouse interest in the work of people of any profession. Progress of the game: The teacher and the children stand in a round dance and invite them to walk in a circle, saying: Let us grow up together and choose a job. We will become astronauts and fly rockets. (Children imitate the sound of an engine and the flight of a rocket, following the teacher’s instructions.) We will become captains, we will lead ships. (Children show how the captain looks through binoculars.) Let's go to helicopter pilots, let's fly helicopters. (Children run and make circular movements with their arms above their heads.) The game can be continued with older children; they already independently imitate the appropriate actions. And we will become pilots, we will fly airplanes. The first two lines are repeated at the beginning of each verse, the children walk in a circle to these words. We will go to combine harvesters and drive combine harvesters. We'll go to the fire department and start putting out the fire.

The game “Why (why, why) do you need to do this?”

Target. To form in children an idea of ​​the need for labor, to expand knowledge about labor processes. Progress of the game: The teacher shows the children a picture depicting an object that characterizes a particular action. Children must name this action. - Why do you need a plant? (Water can.) - Why do you need to feed? (Bird.) - What needs to be washed? (Plate.) - What needs to be cleaned? (Carpet.) - What needs to be washed? (Dress.) - What needs to be ironed? (Shirt.) - What do you need to bake? (Pies.) - What needs to be changed? (Bed linen.) - Who needs to be bathed? (Child.) Children of older preschool age are asked more difficult questions. - Why sow fields? (Grain.) - Why plant? (Potatoes.) - Why spray? (Apple tree.) - Why buy bread (milk, sausages, fruit) in the store? — Why repair a broken toy? — Why do weekly cleaning of the apartment? - Why take care of your body?

Game "Guess what I'm doing?"

Target. Expand children's understanding of work activities. Develop attention. Progress of the game: The teacher and children join hands and stand in a circle. A child comes to the center of the circle. Everyone goes in a circle and says: We don’t know what you’re doing, Let’s take a look and guess. The child imitates labor actions not only with movements, but also (if possible) with sounds. For example, he cleans the floor with a vacuum cleaner, hammers a nail, saws, drives a car, does laundry, carries a bucket of water, wipes a mirror, chops wood, grates, turns something in a meat grinder, etc. Children guess the actions.

Game “What first, what then?”

Target. Clarify children's knowledge about the rules for replanting indoor plants. Progress of the game: The teacher shows the children pictures depicting the stages of replanting indoor plants and asks them to arrange them in the order in which the actions are performed. • A pot is overturned and the plant is removed from it. • Washing the potty. • Laying pebbles at the bottom of the pot. • Pour sand into the pot (height 1 cm). • Pour some soil into the pot on top of the sand. • Shaking off old soil from the roots of the plant with a stick. • Cutting off rotten roots. • Planting the plant in a pot so that the transition point between the stem and the root is on the surface, and covering it with soil. • Compaction of the earth. • Installing a pot with a plant on a pallet. • Watering the plant at the root.

Game "Name the profession."

Target. Teach children to correctly name the professions of people by the types of machines they drive. Progress of the game: The teacher names cars, vehicles and other technical means, and the children name the professions of the people who drive them. Tractor - tractor driver. The car is a driver. Excavator - excavator operator. Combine - combine harvester. Crane - crane operator. Train driver. The ship is the captain. Airplane - pilot (pilot). Spaceship - astronaut. Fire truck - fireman. Bulldozer - bulldozer driver. Racing car - driver (pilot). Etc.

Game "Guess the profession."

Target. Expand children's ideas about professions. Progress of the game: The teacher shows the children an object picture. Children name the profession of the person in whose work this object is used or is the result of his work. Rabbit is a rabbit breeder. Calf - calf. Sheep is a sheep farmer. Deer - reindeer herder. Grapes - winegrower. Tea - tea grower. Bread - grain grower. Garden - gardener. Flowers - florist. Bee is a beekeeper. Field - field farmer. Wrench - locksmith. Bucket and mop—cleaning lady. Ticket - conductor. Cashier - cashier. Planer - carpenter. Paint and brush - painter. Trowel - plasterer. Kuhlman is an engineer. Hammer and anvil - blacksmith. Fire extinguisher - fireman. Syringe is a nurse. Electric saw - lumberjack. Fishing net - fisherman. Dental chair - dentist. Milking machine - milkmaid. Etc.

The game “Who can’t do without them?”

Target. To consolidate children's knowledge about materials, tools and equipment needed by people of different professions. Progress of the game: The teacher names the object, and the children name the profession of the person who needs it. For example: a syringe, a control panel, scissors, flour, a garden sprayer, a telephone, a milking machine, a stretcher, a plane, a wheelbarrow, a police baton, a drill, an electrical cable, a nail, a roll of wire, a cash register, a postman's bag, a roll of wallpaper, a cash register, a pencil, brush, tray, bell.

Progress of the game:

The teacher shows the children pictures depicting the stages of replanting indoor plants and asks them to arrange them in the order in which the actions are performed.

• A pot is overturned and the plant is removed from it.

• Laying pebbles at the bottom of the pot.

• Pour sand into a pot (height 1 cm)

.

• Pour some soil into the pot on top of the sand.

• Shaking off old soil from the roots of the plant with a stick.

• Cutting off rotten roots.

• Planting the plant in a pot so that the transition point between the stem and the root is on the surface, and covering it with soil.

• Installing a pot with a plant on a pallet.

• Watering the plant at the root.

Target. Teach children to correctly name people's professions by the types of cars they drive.