Plan of work on self-education. "Moral education of children of primary preschool age through labor activity"

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1 Municipal budgetary preschool educational institution Kindergarten of a general developmental type "Solnyshko". Approved From 2017 Head: Nikitina S.P. Plan for self-education on the topic: "Education of preschoolers through work." On the city of Educator 1 categories Cherkashina G.N.

2 Education of preschoolers through work. Relevance of the topic. Labor education is one of the most important components of the educational process. In the Federal State Educational Standard for Preschool Education, one of the directions in social and communicative development is the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature. For preschool children, labor education is carried out by instilling self-service skills and elementary household work (indoors and outdoors), constructing from various materials, including constructors, modules, paper, natural and other materials. As A.S. Makarenko: "Labor is a powerful educator in the pedagogical system of education." With the help of labor activity, the child actively acquires knowledge, skills and abilities that will be useful to him throughout his life. Labor activity satisfies the cognitive activity of the child. Labor should also be considered as a means of mental education, since it contributes to the development of thinking, attention, ingenuity, creative imagination, and the ability to plan one's work. Labor education should enter the life of a child from a very early age and be carried out consistently and systematically. The purpose of the work on the topic of self-education: to unite the efforts of teachers and parents in the work on the labor education of children; formation of the foundations of labor activity among pupils; education of respect for work. Tasks: to develop labor skills in children; educate interest and positive attitude to work; contribute to the all-round development of children in work. Plan of work for the year Section Terms Work content Practical outcomes Study of methodological literature - May 1. Bure R.S. Organization of children's labor and leadership methodology // Moral and labor education of children in kindergarten. - M.: Enlightenment, Godina G.N. Education of a positive attitude to work // Education of moral feelings among older preschoolers / Ed. A.M. Vinogradova. M.: Enlightenment, Kutsakova L.V. We create and craft. Manual labor in kindergarten and at home. Mozaika-Sintez, Moscow Analysis of the studied literature (in terms of self-education).

3 4. Kutsakova L.V. "Labor education in kindergarten" - Mosaic-Synthesis, Moscow Markova T.A. Education of industriousness in preschoolers. M .: Education, Nechaeva V.G., Bure R.S. Education of a preschooler in labor. M .: Education, 1980 Work with children October November Joint activity on the design of the duty corner in the group. Introduction to the profession of a postman. Conversations, didactic games to familiarize with the work of adults. Acquaintance with proverbs and sayings about work. Setting up a duty area. Excursion to the post office. Drawing competition "Who loves work, people honor him." December Making Christmas decorations A series of manual labor lessons. January Acquaintance with the profession Excursion to the school. teacher. February Planting flower seeds. Labor landing "We are flower growers". March Making crafts from scraps of fabric. A series of classes on manual labor, teaching how to make simple crafts April Introduction to the profession of a cook. from scraps of fabric. A tour of the kitchen. Recording children's stories about what they want to be when they grow up. Making a collection of stories. (Or making a video in which children tell what they want to be when they grow up.) A collection of children's stories (or a video to show to parents at the final parent-teacher meeting) "What I want to be when I grow up."

4 Working with the family Questioning of parents in order to identify their attitude to the labor education of children in the family. Questioning of parents on the topic: "Education of industriousness in the family." Self-realization October Preparation of information to improve the pedagogical competence of parents. Folder-slider for parents on the topic: "Labor education in the family." November Counseling of parents. Consultation for parents "What kind of work is available to children?" January April November February Involvement of parents in the manufacture of snow buildings on the site. Involving parents in cleaning the territory of the kindergarten. Preparation of an exhibition of photographs of children during labor activities. The study of pedagogical experience (Internet, books, magazines). Preparation of a consultation for teachers "Labor education of preschoolers." Preparation of a consultation for teachers "Labor and the formation of the child's personality." Report on the work done on the topic of self-education at the final teachers' council. Labor landing "Winter fantasies". Subbotnik "On an April day, we are not too lazy to work." Photo exhibition "We love work!" Development of a card index of games on labor education. Consultation of educators Consultation of educators Speech at the teachers' council.

5 Questionnaire for parents on labor education of children. Education industriousness in the family. Dear parents, in order to improve the educational process, we need to know your opinion. Please answer the following questions: 1. Should the need to work be developed in today's children? Why? 2. What does your child's work activity include? 3. What self-care skills does your child have? 4. Do you involve your child in household chores in the family? Why? 5. What household chores does the child do? 6. Does your child do outdoor work, cleaning the territory near the house, does he take part in parental subbotniks, help in the garden, and so on? 7. Do you often do joint manual labor (designing, sewing, knitting, appliqué? Once a week, once a month, once every six months, never or very rarely 8. Do you consider it possible for your child to fulfill the feasible assignments of a kindergarten teacher 9. What work skills should be formed in children first of all in kindergarten 10. What work skills should be formed in children first of all in the family?

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Topic: Education of preschoolers through work.

Relevance: The relevance of the problem of labor education of preschoolers is reflected in the wise folk saying - "Without labor there is no good."

“Good” in the popular understanding is not only the creation of real products by labor efforts, but the conclusion in labor of the opportunity to positively influence the mind and heart of the child, his behavior, attitude to the world around him.

Thus, the labor activity of children, like other types of children's activity, contributes to the development of the child's personality.

An active purposeful person, capable of self-realization, creativity, satisfaction of his interests in the chosen business and self-improvement are the goals of modern education. These positions are reflected in the federal state requirements for the basic structure of the general educational program of preschool education. Work in this direction is allocated to a separate educational area "Labor".

Target: Proper upbringing of the child and the timely development of the necessary labor skills.

Tasks: Familiarization with the work of adults and education of respect for work;

Training in the simplest labor skills and abilities;

Education of interest in work, diligence, independence;

Cultivating positive relationships in the process of work between children - the ability to work in a team, if necessary, provide assistance, favorably evaluate the work of peers and make comments in a respectful manner.

This year we have a younger group, the age of children is from 3 to 4 years. At the beginning of the school year there were 30 children. There are 21 boys and 9 girls in the group. The group for the recruitment of children is very complex, difficult. Children are at home, they did not go to kindergarten. There were many difficulties (in dressing, in undressing, in eating, in cultural and hygienic skills, in communication, in behavior, etc.) I thought that the boys would be more independent, but it turned out quite the opposite.

Children entered the group gradually. Adaptation took place within four months. The level of preparation for kindergarten was different for everyone. We began to observe the children, there were a lot of weakened children - these are, as a rule, pampered children, unseasoned children, not prepared for kindergarten. Also, the children were with increased nervousness. There were children who did not sleep at all, did not eat, cried a lot. No matter how difficult it was for us, we tried to create a homely calm atmosphere in the group, which relieves tension in children.

The first year of working with new children is the most difficult year. it is not always possible to accurately determine the method of influencing each child, and children are not yet accustomed to the educator. In the first months, we usually study children, observe them in the game, in everyday life, what they like to do, what they can do, what skills and abilities they already have.

I had no difficulties in choosing a topic for self-education, because observing and working with children, I came to the conclusion that one of the main tasks of raising children at this stage is the development of moral and labor education skills. "I myself!" It means to teach children to be independent, to self-service. The sooner you start instilling moral concepts in children, the better the result will be.

By choosing this topic, I set myself a specific goal:

GOAL: Search for new approaches to solving the problem of personal development of a child of primary preschool age in the system of work on the formation and teaching of independence skills and a positive attitude towards work. And to achieve this goal, I have identified the following tasks that will help children in this matter.

TASKS:

1. Formation of the prerequisites for labor activity.
2. Raising a positive attitude towards the work of adults.
3. Education of the child's personality, personality traits (independence, responsibility, initiative).

In doing so, I used the main areas of work:

1. Acquaintance with the work of adults.
2. Organization of children's work.

And so I set the following tasks:

1. Self-service (teach children to dress themselves, take off their clothes, fold neatly, wash their hands and face, use handkerchiefs, teach them how to properly hold cutlery, wipe their mouths with a napkin, teach the culture of behavior at the table).
2. Household work: to teach how to do errands (put away toys, manuals after class, etc.)
3. labor in nature. To teach to show interest in the life of plants and animals, to help adults care for them.

And so, when the plan was ready, I proceeded to the selection of literature. I selected the literature in the following way: firstly, I took the main books that are needed for all points of the plan. The main book of Kutsakova L.V. "Moral and labor education", "I love to work"; Uruktaeva G.A., Afonkina Yu.A. "How to introduce children to hygiene and self-care"; Nechaeva V.G. "Moral education in kindergarten"; Kononenko E.N. “I myself”, as well as the magazines “Preschool education” and the Vasilyeva program. I indicated all the literature in the plan, in the portfolio. Having chosen literature, I started the thematic planning of work with children for the entire academic year.

Main areas of work with children:

1. Acquaintance with the labor of adults
2. Organization of children's work

In the portfolio, thematic planning has been developed, you can familiarize yourself with it.

For example, subject: “What kind of subject” (learn to lay the foundations for mastering self-service skills).

Memorizing the poem “Vodichka, Vodichka, wash my face” (to teach children cultural and hygienic skills).

Reading "Masha the Confused" (consolidating the skills of dressing and undressing)

Conversation "Dirty Piggy" (to form self-service skills).

Conversation “Everything has its place” (educate independence).

So, gradually, step by step, we mastered this direction with the children.

The school year is coming to an end in the second junior group No. 5. At the end of the school year, 24 children remained in the group, of which 20 were boys and 4 were girls. Of course, it is very noticeable that our children have grown up and become more independent. How nice it is to meet them in the morning - no one cries, they say hello, entering the group with adults and children. They know that in the morning - before breakfast - you must definitely go for exercises. No one sits at the table with dirty hands. This makes me happy. Basically, all children eat on their own, try to sit at the table correctly, eat carefully. They dress and undress for a walk almost on their own. The main thing is that children need to believe that they can do everything, they can handle everything on their own. When the boys want, they can do everything and then success is obvious. We are satisfied with our work, if something did not work out, we will take it into account for the future. We also work in close contact with parents - they see how their children grow and develop, rejoice in their success, see our care for them. Next year I will continue this topic, because. She is of different ages, and the result of my work is visible.

The thematic plan, of course, helps a lot. I have deepened my knowledge on this topic and it is easier for me to communicate with parents, conduct conversations, consultations. But there is much more to come!

Nikitina Yunna Valentinovna

City (town):

Ufa, Republic of Bashkortostan

The concepts of "Labor", "Labor education".

Labor is a powerful educator, in the pedagogical system of education

A.S. Makarenko. Labor is the basis. But what is labor is not at all what the hands of a child, a teenager are busy with. Labor is what develops a small person, supports him, helps him to assert himself.

Diligence and the ability to work are not given by nature, but are brought up from early childhood. Labor must be creative, because it is creative labor that makes a person spiritually rich.

Labor makes a person physically move. And, finally, work should bring joy, bring happiness, well-being. You can also say that labor is a manifestation of people about each other.

Labor education is a joint activity of the educator and pupils, aimed at developing the latter's general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude to work and its products, and a conscious choice of profession.

Great teachers about work.

Understanding the huge role of labor in the upbringing of the younger generation, this topic was often touched upon in their works. And Veliky Ushinsky, and A..C. Makarenko, V.A. Sukhomlinsky, N.K. Krupskaya.

I will cite some of their statements in my work.

“Labor is the first basic condition of all human life, and to such an extent that in a certain sense we must say: Labor created man himself.

The great teacher "V.A. Sukhomlinsky" wrote that work becomes a great educator when it enters the spiritual life of our students, gives the joy of friendship and camaraderie, develops inquisitiveness and curiosity, gives rise to the exciting joy of overcoming difficulties, reveals more and more new beauty in the world around, awakens the first civic feeling - the feeling of the creator of material goods, without which human life is impossible.

The joy of work is a powerful educational force. In the years of childhood, the child must deeply experience this noble feeling. Labor for the people is not only a vital necessity, without which human existence is inconceivable, but also a sphere of multifaceted manifestations of spiritual life, the spiritual wealth of the individual. In labor, the richness of human relationships spreads. It is impossible to cultivate a love for work if the child does not feel the beauty of these relationships. In labor activity, the people see the most important means of self-expression, self-affirmation of the individual. Without labor, a person becomes an empty place. An important educational task is to ensure that the sense of personal dignity and personal pride of each pupil is based on labor success.

V.A. Sukhomlinsky.

"Free labor is needed by man in itself for the development and maintenance of human dignity"

K. Ushinsky.

Ushinsky's thoughts on labor education are deep enough. Ushinsky argues that the material fruits of labor constitute human property; but only the inner spiritual life-giving force of labor serves as a source of human dignity, and at the same time morality and happiness.

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

The work of preschool children is the most important means of education. The whole process of educating children in kindergarten can and should be organized in such a way that they learn to understand the benefits and necessity of work for themselves and for the team. To treat work with love, to see joy in it is a necessary condition for the manifestation of the creativity of the individual, his talents.

Labor has always been the basis for human life and culture.

Therefore, in educational work, labor should be one of the most basic elements. A. S. Makarenko.

N.K. Krupskaya in her works repeatedly emphasized the need to accustom children from an early age to the simplest types of labor available to them, noting that in this way they get acquainted with the properties of materials, learn how to work with various tools. In work, children show activity, ingenuity, perseverance, the desire to achieve results, they develop a desire to provide all possible assistance to adults.

The special significance of N.K. Krupskaya attached to the unification of children in labor, pointing out that “the joint work of children should be especially valued - these are the beginnings of collective labor. In this collective work, the forces of the child are best deployed.

At the same time, she urged teachers to take into account the possibilities of children, the characteristics of child labor, its originality, and its connection with play.

The difference between the work of adults and children.

The work of people in society is always aimed at creating material and spiritual values. The labor 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.

We can agree that an objective assessment of the results of a child's work is extremely difficult. But at the same time, a preschooler in the process of labor experiences true labor effort, begins to realize its significance, the focus on satisfying his needs on his own, without using the help of adults. His inclusion in work is always provided by motives that are essential for him, and, finally, the child experiences a high emotional upsurge and joy from the results achieved. Labor captivates the child, allows you to feel your abilities, 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 the game is clearly revealed. In the game, the first manipulative actions are carried out, which by their nature resemble labor ones: they contain imaginary labor operations. But not only this exhausts the significance 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 to the actions performed: he worries about the patient, pays attention to passengers, etc. He experiences an emotional upsurge, excitement, joy, his feelings correspond to the feelings of a worker, although they are not related to labor efforts.

Tasks of labor education.

Preschool pedagogy highlights the following main tasks of the labor education of children: familiarization with the work of adults and the education of respect for it; training in the simplest labor skills and abilities; fostering interest in work, diligence and independence; education of socially directed labor motives, skills to work in a team and for the team.

In the kindergarten, in the family, in the social environment accessible to him - everywhere the child encounters the work of adults, enjoys its results. At first, only external moments attract the attention of children: the process of labor actions, the movement of mechanisms, machines. Consistently familiarizing children with the work of adults in the immediate environment, and then outside the kindergarten, allows them to form an idea of ​​the essence and significance of labor actions, to explain with specific examples the attitude of adults to work, its social significance.

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

The "Kindergarten Education Program" reveals the scope of work skills and abilities that children of each age group must master. So, for example, while developing the skills and abilities of household work in younger preschoolers, the teacher teaches them to wipe toys with a damp cloth, rinse clothes, etc. In the middle group, children rinse and wring out a rag with which toys are wiped, soap doll linen, and wash it. Older preschoolers wash toys with a sponge and soap, wash small things, prepare the necessary equipment for classes, work, play, and then put it in order.

In the course of teaching labor skills, the educator forms in children the desire to independently do everything that is within their power, coming to the rescue whenever they need it. Preschoolers should not be allowed to experience grief from unsuccessful attempts to cope with the proposed business on their own, since in these cases, self-doubt and unwillingness to work are born.

It must be remembered 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 being solved. This happens gradually, by combining children in the process of labor into small ones with a common task (if they already have experience working together or three, then a group of 6-7 participants can perform a common task). In the process of such work, the educator forms in children ideas about the general responsibility for the task assigned, the ability to act independently and in concert, to distribute work among themselves, coming to the aid of each other and striving to achieve results through joint efforts. All this enriches their experience of relationships in activities, gives them a positive character.

Types of work of preschoolers.

The work of children in kindergarten is diverse. This allows them to maintain their interest in activities, to carry out their comprehensive education. There are four main types of child labor: self-service, household labor, labor in nature and manual labor.

Self-service is aimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational value of this type of labor activity lies primarily in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-service is beginning to be perceived as a duty.

Household work of preschool children is necessary in the daily life of a kindergarten, although its results are not so noticeable compared to other types of their work activity. This work is aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes. Children learn to notice any disturbance in the group room or on the site 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 provides for the participation of children in caring for plants and animals, growing plants in a corner of nature, in a garden, in a flower garden. This type of labor is of particular importance for the development of observation, the upbringing of a caring attitude towards all living things, and love for native nature. It helps the teacher to solve the problems of the physical development of children, improve movements, increase endurance, develop the ability for physical effort.

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

In the process of labor, children get acquainted with the simplest technical devices, master the skills of working with some tools, learn to take care of materials, objects of labor, and tools.

Children by experience learn elementary ideas about the properties of various materials: the material undergoes various transformations, various things can be made from it. So learning to make useful objects from thick paper, children learn that it can be folded, cut, glued.

The tree can be sawn, planed, cut, drilled, glued. Working with wood, the guys use a hammer, saw, tongs. They learn to compare details by superposition, by eye, with a ruler. Working with natural material - leaves, acorns, straw, bark, etc. - gives the teacher the opportunity to acquaint children with the variety of its qualities: color, shape, hardness.

Forms of labor organization.

The work of preschool children in kindergarten is organized in three main forms: in the form of assignments, duties, and collective labor activity.

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

Orders 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.

The fulfillment of labor assignments contributes to the formation in children of interest in work, a sense of responsibility for the task assigned. The child must concentrate, show strong-willed effort to bring the matter to the end and inform the teacher about the fulfillment of the assignment.

In the younger groups, the instructions are individual, specific and simple, contain 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 include children in activities aimed at the benefit of the team, in conditions when they are not yet able to organize work on their own initiative.

In the middle group, the teacher instructs the children to wash doll clothes on their own, wash toys, sweep paths, and shovel sand into a pile. 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 labor in which children have insufficiently developed skills, or when they are being taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive, often distracted), i.e. if necessary, individualize the methods of influence.

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

Duty is a form of organizing the work of children, which implies the obligatory performance by the child of work aimed at serving the team. Children are alternately included in different types of duty, which ensures their systematic participation in labor. The appointment and change of attendants occurs daily. Duties are of great educational value. They put the child in the conditions of mandatory performance of certain tasks necessary for the team. This allows children to educate responsibility to the team, caring, as well as understanding the need for their work for everyone.

In the younger group, in the process of completing assignments, the children acquired the skills necessary for setting the table, and became more independent when doing work. This allows in the middle group at the beginning of the year to introduce canteen duty. There is one attendant at each table daily. In the second half of the year, duties are introduced to prepare for classes. In the older groups, duty is introduced in the corner of nature. The attendants change daily, each of the children systematically participates in all types of duty.

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

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

Conditions for the upbringing of a preschool child at work.

Each kindergarten group is provided with equipment and materials for organizing children. So, for household work, aprons, brushes, basins, trays are needed; for labor in nature - shovels, rakes, watering cans; in manual labor, children use saws, hammers and other equipment. Various materials are also required: seeds for sowing and planting, food for birds and fish, cones, acorns, wood bars, etc. All equipment should be in sufficient quantity, of good quality and appropriate for the age of children, have an attractive appearance: the bright color of watering cans, the pleasant shape of boxes for storing natural material, elegant aprons, etc. - all this pleases children, contributes to the formation of a culture of work, causes aesthetic pleasure .

The equipment on the site and in the group room is placed in such a way that it is convenient to use it. So, it is advisable to combine equipment by type of work: in a natural corner - watering cans, spray guns, animal feed; in the place reserved for manual labor - saws, hammers; accessories for household work - brushes and scoops for garbage collection can be placed on special shelves in the washroom, and for those on duty in the dining room - closer to the pantry, etc.

Labor is always associated with the expenditure of physical strength, requires attention, so it is necessary to dose it, taking into account the physical capabilities and psychological characteristics of children of this age. Under the dosage of labor is meant its duration, volume, complexity, the definition of physical activity that causes fatigue. Children 3-4 years old can do the work for 10-15 minutes, 6-7 years old - 20-30 minutes. The most labor-intensive types of labor - raking snow, digging up the earth - require particularly careful monitoring of the condition of preschoolers. Watching them, the teacher pays attention to the appearance of external signs of fatigue: rapid breathing, frequent stops, reddening of the face, sweating. In such cases, switches the child to another activity. In order to prevent overload, it is possible to recommend a change of actions after 10-15 minutes: some dig up the ground, others loosen it with a rake or rake snow, others load it into sleds and take it to a place designated for future construction.

Taking care of the creation of hygienic conditions for work, the educator warns the possibility of its negative impact on the health of children. So, work that requires eye strain (sewing on buttons, gluing books) should take place with sufficient lighting. The teacher makes sure that the children do not work for a long time in one position (bent knees, squatting, etc.). regular ventilation of the room should be ensured. Especially valuable is the work in the air.

Labor becomes a means of education when it is systematic and all children participate in it. Each child must often perform various assignments, be on duty, and take part in collective work. Therefore, it is necessary to plan the labor activity of children, gradually complicate educational tasks throughout the year and from age to age, take into account, analyze and evaluate the work of labor education of preschoolers.

Means of labor education

The means of labor education of preschool children should ensure the formation of sufficiently complete ideas about the content of adult labor, about the worker, his attitude to work, and the importance of labor in the life of society; assistance in teaching children the labor skills available to them and organizing various types of labor in order to educate them in the process of their activity in a positive attitude towards work and establish friendly relationships with peers. Such means are:

familiarization with the work of adults;

training in labor skills, organization and planning of activities;

organization of children's labor in the content accessible to them.

Summaries of classes on manual labor

"Let's make a needle and thread"

Program content: continue to acquaint children with sewing accessories: needle, thread, needle bed; learn to measure the desired length of thread; learn how to thread a needle and tie a knot at the end of the thread; learn how to sew a button to a piece of fabric; consolidate knowledge of safety regulations when working with sewing accessories and scissors; continue to teach how to plan the sequence of your work; continue to teach children to keep their workplace clean and tidy.

Developmental tasks: to develop accuracy, perseverance, to bring the work started to the end; continue to develop the desire to do manual labor; develop the ability to use both a short and a common form of answer, depending on the question.

Educational tasks: to cultivate a careful and accurate attitude to sewing accessories; cultivate positive moral qualities: patience, diligence, mutual assistance.

Speech activation:

Spool, thread (a), needle, eye, point, thread, knot, button, hole.

Previous work:

Reading the fairy tale "How the needle made friends with the thread" (see Appendix).

Examining sewing accessories.

Making needles.

Safety lesson "Learning to work with scissors"

Material for lesson 1:

Demonstration: scissors, a large needle, a spool of thread, the text of the fairy tale "How the needle made friends with the thread."

Handout for each child: a tray, a needle holder with a needle, a spool of thread, scissors.

Material for lesson 2:

Demonstration: the same + doll dress, large size button.

Handout for each child: the same + a piece of fabric for each, a button with two holes.

Methods and techniques:

Creating interest.

Set to correct posture.

Conversation, in order to revive the impressions received from reading a new fairy tale.

Activation of children's speech.

Show with explanation.

Reminder of safety rules when working with scissors.

Dynamic pause.

Consider workflow diagrams.

Practical activity of children.

Clarifying questions.

Help from an adult and children to those who find it difficult.

The use of artistic words and musical accompaniment.

Analysis and self-assessment of activities by children.

Both classes are held in subgroups.

Organizing time:

Before class, the teacher instructs the attendants to lay out the necessary material.

With all the children he conducts an outdoor game "Merry Needle".

Description of the game: children stand in a circle, a child is selected - "Needle" with the help of a counter:

1, 2, 3, 4, 5,

Let's play now.

You, needle, come out

Lead the thread!

"Needle" - the child runs between the children, the one whom she touches, takes her by the waist and continues to run with her, the game ends when all the children are holding each other by the waist, i.e. get a "needle with a long thread."

Breathing exercise "Blow on a string"

They sit down at the tables, the teacher gives the installation on the correct posture.

Lesson 1 "Threading the needle"

There is a conversation based on the reading of the story.

Let's remember what new smart fairy tale we recently began to get acquainted with?

- "How a needle and thread made friends."

What interesting things did you learn from this story? (children briefly convey the content of the tale)

Well done, you haven’t forgotten, but now listen carefully, I’ll tell you a fairy tale further, and we will find out what Alyonka’s mother advised in order for the needle and thread to become friends.

Mom stroked Alyonka on the head and said that each needle has a special hole - an “eye”, and you can put a thread into this hole, and so that the thread does not get tangled, you need to measure it, and mom showed Alyonka how to correctly measure the desired length of thread.

She took one end of the thread tightly with the fingers of her left hand, and left the spool in a jar for needlework so that it would not run off the table, with her right hand, mother wrapped a long thread around her elbow and also took it firmly with the fingers of her left hand. It turned out such a loop around the elbow, my mother took the scissors with her right hand and cut off a long thread. See how long the cut thread turned out to be (show).

Let's try to measure the thread for ourselves too. Do not forget that our hands are all of different lengths, so you will get a thread only of the length that will be needed only for your hands (goal setting).

Children measure out a thread for themselves. (Productive activity of children).

Well done, the threads have been measured, and now, in order to make the needle and thread friends, we need to thread the needle into the eye of the needle. See how I do it.

First, I take the end of the thread in my left hand, and with my right hand I clean it from fluff, and now I sharpen this end of the thread with a twisting movement of my thumb and forefinger. Here she is ready. Now I shift the thread to my right hand, and with my left hand I take a needle from a jar for needlework so that it does not harm us, because we remember from a fairy tale that it can be very capricious, it can slip out of our fingers and prick us. I send the sharp end of the thread into the eye and pull it from the other side. Look how my needle and thread swing like on a swing, but it can slip and run away at any moment. Therefore, I will now wrap both ends of the thread twice around the right index finger, and with my thumb I will remove this loop, now pull it down, here the knot is ready (show with an explanation).

The teacher invites the children to take a needle from their needle beds and thread a thread into it, individually helps those who cannot do it.

Well done, the needle has swayed on a thread and wants to rest. Stick it in your needle bed, let it sit there for a while, and now we will play a little with you, relieve tension in our shoulders. Remind me what time of year it is? (Spring). That's right, and spring, as you know, brings us rains and thunderstorms. Stand near the table and ... (dynamic pause)

- "The first drops fell, (lightly tapping fingers on the table)

The spiders were scared. (fingers touch from the belt down the legs)

The rain pounded harder, (they knock loudly on the table with all fingers)

The birds disappeared from among the branches. (hands to the sides - mahi)

The rain poured down like a bucket (fingers tap on the table)

The kids ran away (running in place)

Lightning flashes in the sky, (sharp movements of the hands in front of the chest)

Thunder breaks the whole sky, (drumming on the table with fists)

And then from the clouds the sun (smoothly raise their hands up)

Looked at us in the window "(turning the head from one side to the other)

We rested a little with you, sit down quietly so as not to wake our needle. (Children sit down).

The teacher draws the attention of the children to the sequence diagrams of the previous work:

Look, guys, I have schemes for threading a needle on my table, only while we were airing the group, the wind joked and mixed them up. Who wants to put them in order and tell us the whole sequence of our previous work, what we did first, then and how we finished the work?

The child lays out the diagrams, pronouncing the sequence, if he finds it difficult to tell, but laid it out correctly, then you can resort to the help of children, before that, be sure to praise the first child for putting everything in order.

Well done, they were very attentive and remembered everything correctly, but look, our needle is sleeping soundly, and next to it another needle is a little offended by us, she also wants to make friends with the thread, let's help her without my showing, looking only at the diagrams, you thread the needle yourself.

Children thread a needle, the teacher turns on calm music, helps to tie a knot. Analysis:

We coped with this task very well, but who didn’t succeed? Who helped you?

Now stick this needle into the needle bar too. Let's check if they are firmly seated in the needle bed. How can you check?

Yes, you can flip and shake over the table. Do not fall out? Well done, it means that our needles sit firmly on their needle cushion.

The teacher clarifies the rules for storing needles, gives instructions to those on duty.

Needles and threads have become friends with us, now they are sitting in needle beds, but from a fairy tale we learned that needles are cunning and wayward, they strive to escape from their needle bed all the time, so all needle beds need to be removed to a safe place. I have a beautiful box with a tight lid, and now our attendants will put all the needle beds with needles into it. We close it tightly, and put it away in our manual labor corner, and even if someone accidentally drops it, it will not open and the needles will not fall out.

The attendants remove the handout, the teacher sums up:

Our needles today found their girlfriends - threads, but we will find out what adventure awaits these girlfriends next time. Lesson completed.

Lesson 2 "Sewing on buttons"

The teacher conducts a conversation on the read fairy tale:

We recently read a clever fairy tale, but who will remember what it is called?

Like a needle and a thread made friends.

Who can briefly tell what it is about?

Alenka's dress button came off, and her mother suggested that Alenka sew it on.

Why couldn't Alyonka sew it on herself?

The needle of the ball is capricious and decided to sew it on without a thread, she jumped from one hole of the button to another, but the button fell on

Topic:

Educator: Nikolaeva Olga Vladimirovna

2016 - 2017 academic year.

Topic:"The moral education of children of primary preschool age through work."

Relevance: The orientation of modern pedagogy towards the humanization of the upbringing and educational process puts forward the creation of optimal conditions for the development of the personality of each child, his personal self-determination, among the urgent problems. In line with the latest concepts of preschool education, the formation of children's skills of positive interaction with others is of particular importance as a guarantee of their successful development. According to the views of domestic psychologists (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, M.I. Lisina, S.L. Rubinshtein, D.B. Elkonin, etc.), communication acts as one of the main conditions for the development of the child, the most important factor in the formation of his personality, and finally, the leading type of human activity aimed at knowing and evaluating oneself through other people. At present, in the theory and practice of educational psychology, more and more importance is attached to children's collective activity. Joint activities unite children with a common goal, task, joys, sorrows, feelings for a common cause. There is a distribution of responsibilities, coordination of actions. By participating in joint activities, the child learns to yield to the wishes of peers or to convince them that he is right, to make efforts to achieve a common result.

Collective work is of great educational importance, during which children cooperate with each other, they develop a sense of responsibility and exactingness towards themselves for the work performed, as well as the ability to work together. By organizing collective work, we teach children to plan work, help each other, distribute responsibilities, and develop their social skills.

This form of organization of children's work primarily contributes to solving the problems of moral education. Already acquired labor skills and abilities are only consolidated, and training for new ones is carried out, as before, individually.

General, joint and especially collective work creates favorable conditions for the formation in children of the ability to coordinate their actions, help each other, establish a single pace of work, etc.

Target: increasing the competence of the educator in matters of organizing collective forms of work for preschoolers with the aim of moral, psychological and practical preparation of children for conscientious work for the common good and the formation of the principles of industriousness.

Tasks:

1. Increasing your professional level.

2. Raising a positive attitude towards the work of adults, the desire to provide them with all possible assistance.

3. Formation of labor skills and skills and their further improvement, gradual expansion of the content of labor activity.

4. Education in children of positive personal qualities: habits of labor effort, responsibility, care, frugality, readiness to take part in work.

5. Formation of skills for organizing one's own and general work.

6. Raising positive relationships between children in the process of work - the ability to work in a coordinated and friendly manner in a team, to help each other, to kindly evaluate the work of peers, to make comments and give advice in the correct form.

Stages of work:

I. Literature study:

1. Moral - labor education in kindergarten / Ed. R.S. Bure. - M.: Enlightenment, 1987.

2. Educator and children. Uch. allowance. Chapter "We grow independent and enterprising" / R.S. Bure, L.F. Ostrovskaya. - M. : Yuventa, 2001.

3. Man-made world. Scenarios of games - classes for preschoolers / O.V. Dybin. - M.; Sphere, 2001.

4. Vinogradova M.D. Collective cognitive activity and education of schoolchildren. - M. : Education, 1977. - 179 S.

5. The development of communication between preschoolers and peers / Under. ed. A.G. Ruzskaya. -M., 1989.

6. Royak A.A. Emotional well-being of a child in a kindergarten group // Preschool education. - 1977. - No. 2.

II. Acquisition of material for direct educational activities:

Lotto "Who to be?". Game for children 5-7 years old;

Illustrations about the work of adults;

Didactic game "Who needs what for work?";

doll clothes;

Seeds, boxes with earth.

III. Working with parents:

Consultations on the topic "Labor education of the child in the family";

Joint exhibitions of handicrafts of children and parents by season;

Parent meeting "Dad - an example in work";

Joint construction of winter buildings with parents.

IV. Registration of work experience on the topic "The influence of collective forms of labor activity on the relationship of children of senior preschool age."

Self service

1. Show the sequence of dressing and undressing (exercise in fastening buttons, zippers, laces on clothes and manuals), explain why things need to be put away, neatly put clothes in a closet and hang on a chair.

2. Observation of the process of dressing and undressing other children (personal example of the teacher).

3. Didactic games: “We have order”, “Show Mishka how to do it”, “We'll dress Katya for a walk”, “Katya is having lunch”, “Bunny Bathing”, “Brushing the crocodile's teeth”, “Show the same flower”, "Magic Mirror", "Flower Shop" (recognize the plant by description). Quest games: "Collect the seeds in a box", "Help carry the dry leaves."

4. Conversations about neatness, accuracy, order.

5. Reading fiction: "Masha the confused" L. Voronkov, "Cucumbers" N. Nosov, G. Lagzdyn, nursery rhymes.

Household work

1. Monitoring the work of a nurse: (treatment with brilliant green, iodine; dressing with a bandage, weighing). At the work of the laundress (ironing, drying, washing clothes). At the work of the cook.

2. Targeted visits to the medical office, kitchen, laundry (situational conversations).

3. Didactic games: “The doll is sick”, “Who needs what for work”, “We are preparing dinner”, “Laundries”, “Help the Doll collect toys”, “Show the doll Masha how to care for the flowers”.

4. Elementary duty in the dining room (fulfillment of instructions: arrange napkin holders, glasses).

5. Conversations about the work of a nurse, a cook; viewing illustrations.

6. Reading fiction: "Aibolit" K. Chukovsky, Zhuravleva E. "Funtik", Lebedeva G. "How Masha quarreled with a pillow."

labor in nature

1. Indoors and on the site, observe how an adult takes care of plants (watering, loosening, planting, collecting seeds, weeding).

2. Raising a caring attitude towards plants, animals, birds, fish through conversations and looking at illustrations.

3. Observation of changes that have occurred with familiar plants, sketches in the "Calendar of Nature".

4. Reading fiction: a collection of "Children about work."

5. Didactic games: “From which tree is the leaf?”, “What is from where?”, “Trees and shrubs”, “Flower-petal”.

Practical Outputs:

1. Making a folder-slider. Topic: "The value of moral and labor education";

2. exhibition of works. Topic: "All professions are important";

3. designing a collection of advice for parents. Topic: "How to accustom a child to work correctly?";

4. report on the work done for the academic year.

Forms of presentation of the results of self-education:

Report on the teachers' council, message on the teachers' council;

Consultation for teachers;

Creative report;

Holding events, entertainment;

Visual and illustrative material;

Consultation for parents, message at the parent meeting.

Conclusion:

Thus, we consider moral and labor education as a process integrating all spheres of development, training and moral formation of the child's personality.