The role and place of artistic manual labor in the middle group of kindergarten
Natalia Kravchenko
The role and place of artistic manual labor in the middle group of kindergarten
“ Manual labor contributes to the diversified development of a child’s personality. Artistic and creative activities distract children from sad events, relieve nervous tension and fear, and provide a positive emotional state. Therefore, it is so important to include artistic manual labor in the pedagogical process of kindergarten "
V. A. Sukhomlinsky
Artistic manual labor is aimed at satisfying the aesthetic needs of a person, developing the constructive and creative abilities of children.
Artistic manual labor is a productive and at the same time instrumental activity in which the child masters tools (scissors, knife, stapler, needle, crochet hook, etc., explores the properties of various materials (paper, fabric, dough, foil, leaves, etc.). etc.)
and transforms them in cultural ways in order to obtain a specific result.
(do not speak in brackets)
Artistic manual labor is the creative work of a child, in the process of which he creates useful and aesthetically significant objects and products.
The main task of manual labor is to teach children to enjoy tinkering, work with any available material , imagine and make cute crafts with their own hands so that the process and result of the work are visible.
Certain elements of artistic manual labor can be introduced already in younger groups . In this case, the participation of an adult is mandatory. More precisely, children help an adult in creating crafts. And although the activity of children of this age is minimal, involvement in such interesting work is very useful . The child sees how, in the hands of the teacher, a simple stick suddenly turns into a doll, and a ball into the head of a funny clown. This is magic"
fascinates children, delights them and motivates them to their own activities.
are engaged in artistic manual labor in the morning and evening periods together with the teacher .
It is known that the life of children in kindergarten includes various types of games: role-playing games, dramatization games, didactic and active games. They all bring joy to the child. Play and hand-made art have much in common. Both types of activities are based on the impressions that children receive from the surrounding life and in the process of life in kindergarten and at home . artistic manual activity and play is so important
Let's focus on the role-playing game. Children in the middle group can create objects for play.
(photo candies, beads, decorative napkins, rugs)
So, for the game "House"
the children made candy for tea parties from candy wrappers, for
“mom”
- a clothing accessory - paper beads. For the doll's room - decorative items - napkins, rugs.
(photo with items for the Clinic)
To play "Polyclinic"
The children themselves prepared notebooks from paper - medical histories, forms for prescriptions. We cut out thermometers and pills from cardboard.
Great opportunities for solving the problems of comprehensive education of children and the development of children's creativity lie in the relationship between manual labor and dramatization games . For dramatization games, children can make the scenery itself or parts of it, costume parts, and masks.
(photo with headbands)
Thus, a subgroup of children prepared masks to dramatize the Russian folk tale “Teremok”
(we cut out the finished images ourselves, used additional material to decorate the mustache, eyes, ears, noses, and attached the images of the characters to the headband using glue).
With great interest and pleasure, children perceive the teacher’s proposal to create masks for outdoor games: “Cat and Mice”
,
“Shaggy Dog”
,
“Crucian Carp and Pike”
, etc.
Interesting opportunities for establishing a connection between artistic manual labor and play are contained in didactic games. Children of the middle group are able to make didactic games (in applications)
: dominoes, lotto, paired pictures, cut pictures.
Children are especially interested in creating images based on fairy tale themes. Children love fairy tales and are ready to listen to them endlessly; fairy tales awaken children's imagination . Each child has his own favorite works and fairy-tale characters, so the proposal to create images of fairy-tale characters always evokes a positive response from children. Children with great pleasure accept the teacher’s offer to create a general layout for a work.
(photo – layout)
In a joint activity, the children and I made a model for the fairy tale “The Three Bears”
(children made their own paper logs, painted the sleeves for the characters and the tree)
The interest of teachers in creating collective panels is not accidental: firstly, collective work is provided for by the final event on the theme of the week, and secondly, children are pleased with collective work, joint activity to create one common image. Particular satisfaction comes from the overall result, which in this case is rich in content and makes a more vivid impression than individually completed work. Children understand that together they can create a more significant image than each individual. In the process of collective work, favorable conditions are created for children to communicate with each other and with the teacher, and upon completion of the work, the children rejoice at the results of their joint activity - the same feelings unite them. The creation of collective images is organized in different age groups of the kindergarten . In junior and middle groups , the simplest form of organizing such an activity is used: each child cuts out and glues some object (a bird, a flower, a chicken, a house, etc.), and then a collective panel is compiled from these images. Of course, together with the children The teacher works. He performs that part of the work that is beyond the strength of children. In the process of work, adults and children are united by one goal, interested in the overall result. They discuss the upcoming work, its progress, everyone consults together , tries it on, see how it will work out better. The interaction of the teacher's children occurs more freely, the child has the opportunity to see how the teacher acts and learn without direct instructions from an adult. Let's consider some possible themes of collective compositions for the middle group ;
"Birds on a Branch"
— theme of the week
“Meeting birds”
“City street”
— theme of the week
“My city”
“Flowers in the meadow”
— theme of the week
“Festival of Spring and
Labor ” or
“World of Nature”
“Autumn Carpet”
(pattern of autumn leaves)
– theme of the week
“Colors of Autumn”
“Merry Carousel”
(based on Dymkovo toys)
– theme of the week
“City of Craftsmen”
or
“ Folk culture and traditions"
"Jolly Train"
(the train is made up of carriages created in the process of individual work by each child) - the theme of the week is
“Transport”
.
(photo with New Year's panel)
Our group has created individual and collective compositions:
So, for example, in the month of December, on the theme of the week “New Year’s Kaleidoscope”
“New Year’s Eve”
was made .
On the topic of the week : “Hello Zimushka Winter”
“Bullfinches on branches”
was made on the theme of the week “Natural World”
a collective work was made
"Flowers in the meadow"
Children's works can also be used to organize exhibitions of children's creativity , to decorate the group for the holidays, so the children of our group made individual compositions.
Hedgehogs" (a hedgehog is made from a pine cone - the theme of the week is "Animal World"
Leopard", leopard made from cereals (rice and buckwheat)
— theme of the week
“Animal World”
“Autumn Sunflower”
(pattern of autumn leaves)
– theme of the week
“Colors of Autumn”
“Pear”
(pencil shavings)
– theme of the week
“We want to be healthy”
(photo of Christmas tree, snowmen)
To decorate the group for the New Year, the children made Christmas trees from cotton pads and snowmen from bushings. The children experienced the joy of decorating their “home”
. The teacher’s assessment of their contribution to the overall work also helps to realize this.
Children's works and crafts should “live”
in
a children's institution , used in its interior, in children's games, on holidays, they can be presented to parents, friends, and guests.
(Options for gifts or cards for dads on February 23 and moms on March 8 have already been discussed). In the group there are very insecure, dependent children who turn to the teacher for help for any reason; some children are very upset by failures. Therefore, it is advisable to include words of support, jokes, humor, and surprise moments joint When working, the atmosphere should be lively and relaxed, without harsh disciplinary measures that constrain the freedom and creative potential of children. Children need to be interested.
Thus, by doing manual labor in kindergarten , children not only develop a certain apparatus of actions, knowledge and skills, but also increase their development potential. The child becomes more self-confident, and therefore free to choose goals and find ways to achieve them.
“The world will be happy only when every person has the soul of an artist . In other words, when everyone finds joy in their work .”
Rodin
Junior group. Early childhood, nursery. Children 1-4 years old
Labor activity on the walk “Sowing seeds of ornamental plants” (second junior group)
Labor activity on the walk “SOUNDING SEEDS OF ORNAMENTAL PLANTS”
To form ideas: • about the features of the appearance of seeds of ornamental plants
(shape, color, surface character)
; • sequence of actions for sowing seeds of ornamental plants (spread the seeds...
Consultation for parents “How to organize the work of children 3–4 years old” Consultation for parents “ Work in the life of a child 3–4 years old”
We adults, parents and teachers, of course, want our children to become real people, love
work , and be happy. The famous teacher of our time, V. A. Sukhomlinsky, deeply believed in the ennobling power of labor :...
MAGAZINE Preschooler.RF
TOPIC: “NEW YEAR’S BELL” GOAL: INVOLVING CHILDREN INTO DOMESTIC SPIRITUAL AND MORAL TRADITIONS THROUGH THE ORGANIZATION OF ARTISTIC ACTIVITIES. OBJECTIVES: EDUCATIONAL: - TO FAMILIARIZE CHILDREN WITH THE TRADITIONS OF THE RUSSIAN PEOPLE WITH THE FEATURES OF PREPARING AND HOLDING HOLIDAYS. — TO PROMOTE CHILDREN’S COLLECTION — TALK ABOUT THE SEQUENCE OF DEVELOPMENTAL CRAFTS: — TO DEVELOP FINE MOTOR SKILLS OF THE HANDS THROUGH THE SKILLS OF WORKING WITH TINSEL, COLOR FOIL, PLASTIC OBJECTS, WIRE, GLUE. — PROMOTE SPEECH DEVELOPMENT: ENRICHMENT OF VOCABULARY, DEVELOPMENT OF SPEECH COMMUNICATION SKILLS IN ACTIVITY. — PROVIDE HELP IN DEVELOPING SOCIAL SKILLS AND NORDS OF BEHAVIOR, ESTABLISHING COMMUNICATIONS WITH ADULTS AND PEERS IN JOINT ACTIVITIES. EDUCATIONAL: - CULTIVATE A RESPECTIVE, CAREFUL ATTITUDE TO YOUR NEIGHBORHOOD, SKILLS OF FRIENDLY BEHAVIOR, ABILITY FOR EMPATHY. — FORMATION OF A CHILD’S PERSONALITY BASED ON INCLUSION TO THE TRADITIONS OF RUSSIAN CULTURE. PRELIMINARY WORK: - CONSIDERATION OF ILLUSTRATIONS FOR THE NEW YEAR, MEMORIZING POEMS, READING WORKS, LISTENING TO MUSICAL WORKS. MATERIAL: CUT TINSEL, FOIL, GLUE ON PLATES, THIN WIRE, CUT PLASTIC BOTTLES WITH CORK AND ROLL, LETTER, BOX, READY BELL, napkins. PROGRESS OF THE CLASS: CHILDREN PLAY, ADULTS ENTER, SAY HEALTH. TEACHER - HELLO, COME IN, PLEASE, HAVE A SEAT. -GUYS, SAY GREET TO THE GUESTS. SUDDENLY THERE IS A KNOCKING ON THE DOOR, A BUFFIN FLYS IN WITH AN ENVELOPE AND A BOX FROM D. MOROZ AND SAYS. BUFFIN: —THIS IS THE GUYS GR. "STARS?" CHILDREN - "YES" BUFFIN: - SANTA CLAUS GAVE YOU A LETTER AND A BOX, AND I FLY ON ON MY FOREST BUSINESS, "FLY AWAY." TEACHER: - OH, GUYS, WHAT IS IN THIS ENVELOPE? “DECORATED WITH SNOWFLAKES. — DASHENKA, OPEN SOON, NOW WE WILL FIND OUT EVERYTHING, (I LEAN TOWARDS THE GUYS AND READ THE LETTER): “DEAR GUYS, I HAVE MISSING TOYS FOR THE MAIN TREE OF THE VILLAGE. ORICHI. I ASK YOU, PLEASE HELP TO MAKE NEW CHRISTMAS TOYS. GRANDFATHER COLA" TEACHER: (PAYING ATTENTION TO THE BOX) - GUYS, WHAT'S IN THE BOX, LET'S OPEN IT. THERE IS ONE TOY LEFT HERE, SO BEAUTIFUL! WHAT IS THIS? BELL (MUSIC SOUNDS) - HOW IS IT MADE? WHAT DOES IT CONSISTE OF? (THE TAB IS ON A THIN WIRE AND THE TAP IS OPENED, AND IT’S DECORATED SO BEAUTIFULLY: - STARS, CIRCLES. - LET’S SPIN ON YOUR TOES TO THE RINGING OF THE BELL (MUSIC SOUNDS) THE CHILDREN RAN IN A CIRCLE. - GUYS, AND WE ARE WITH YOU LET'S HELP GRANDFATHER CLAUS MAKE A NEW YEAR'S BELL? THEN LET'S STRETCH OUR FINGERSPHYSICIST: “1 2 3 4 5 — CONNECT THE FINGERS OF THE SAME HANDS WE WILL DECORATE THE TREE — SHOW “THREE TREE” — INTERLOCK THE FINGERS. BEADS, BALLS, TOYS - BEND YOUR FINGERS INTO A FIST RAIN, STARKS, CRAPPERS FIR IN THE GLOW OF LIGHTS Squeeze and unclench the “Pinch” YOU CAN INVITE GUESTS - COTTON, THEN Stretch your arms forward with your palms
TEACHER - NOW TAKE THE BLANK BLANKS YOU WANT, CHOOSE YOUR PLACE AT THE TABLE AND SIT DOWN - SEE WHAT ELSE IS ON THE TABLE? (GLUE, THICK AND THIN WIRE, FOIL, SLICED TINSEL) - TEACHER - YOU KNOW GUYS, I ALSO WANT TO MAKE SUCH A BELL FOR D. MOROZ, HE WILL BE VERY PLEASANT, JUST YOU TELL ME IF I FORGET SOMETHING. (I SPEAK EVERY ACTION) - WHAT WILL WE MAKE THE TONGUE FROM? CHILDREN: (FOIL) TEACHER - WHAT A GOOD YOU ARE, YOU NEED TO CRUSH IT IN YOUR PALM. - GUYS, WHAT DO YOU FEEL IN YOUR PALM? I AM ALSO TINGING AND COLD, AND I NEED TO ROLL THE BALL ROUND. -AND NOW, WHAT WIRE IS BETTER FOR US TO TAKE? (THIN) TEACHER - I ALSO THINK SO, IT’S MORE CONVENIENT TO SCREW THE TONG. - LOOK WHAT WONDERFUL BALLS TURNED OUT AND HOW THEY SWING! WE WRAP THE BALL WELL WITH THIN WIRE, LOOK, I WILL SHOW. - HOW DO WE MAKE SO THAT THE TONGUE IS INSIDE THE BELL? CHILDREN: - (THROUGH THE NECK, OR PUSH IT IN FROM THE TOP) TEACHER - CORRECT! WHAT A GOOD YOU ARE! - GUYS, I CAN HEAR MY BELL RINGING, AND YOU? LET'S CALL, SO GREAT. CHILDREN: - IT’S RINGING FOR ME TOO..... TEACHER: - THE BELL IS READY, CAN WE DECORATE THE TREE, OR IS SOMETHING MISSING HERE? CHILDREN: - DECORATE TEACHER: - OF COURSE, YOU'RE RIGHT, BECAUSE THE NEW YEAR IS SOON, EVERYTHING SHOULD SHINE AND SPARKLE, AND PLEASURE THE EYE. YOU HAVE SELF-ADHESIVE FOIL FIGURES ON YOUR TABLE, TAKE ANY COLOR, CAREFULLY BEND THE CORNER, REMOVE THE BOTTOM LAYER AND GLUE TO YOUR BELL. DECORATE AS YOU WANT. TEACHER: - LIFT IT, ADMIRE IT’S BEAUTIFUL, BUT SOMETHING ELSE IS MISSING... AND I KNOW THE SECRET OF HOW TO MAKE OUR BELL EVEN MORE BEAUTIFUL. LOOK: LIKE THIS, THEY DIPPED INTO PLATES WITH GLUE, AND THEN INTO CUT UP TINSEL, THEY ARE LIKE STICKS - OH, WHAT A BEAUTY YOU HAVE, MARINA... D. FROST WILL DEFINITELY LIKE OUR BELLS. - DO YOU GUYS LIKE THEM? CHILDREN: - LIKE IT VERY MUCH. TEACHER: - THEN TAKE YOUR BELLS IN YOUR HANDS, ADMIRE, WALK WITH THEM. (MUSIC SOUNDS) - NOW LET'S PUT THEM IN THIS BEAUTIFUL BOX AND SEND THEM TO D. MOROZA. (CHILDREN CAREFULLY PLACE THEIR BELLS IN A BEAUTIFUL BOX) TEACHER: - THIS IS HOW HAPPY D.MOROS WILL BE! HE WILL BE SURE TO DECORATE THE MAIN TREE OF THE VILLAGE WITH OUR NEW YEAR'S TOYS, AND YOU AND I WILL GO TO ADMIRE OUR BELLS.
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Education for labor activity in the first junior group of preschool educational institutions
Due to the age-related capabilities of the child’s body, the labor activity of a child of the 3rd year of life is still very limited. At this stage, the tasks of developing the prerequisites for work activity, the formation of hygienic skills and self-care skills are solved. From the age of 2, children begin to develop an interest in the work of adults and a desire to help them. For example, introducing the work of a nanny, the teacher says: “Look, children, how Anna Ivanovna washes the floor, how she tries to keep the group clean!” Or: “Who was it that scattered the paper on the floor? It will be difficult for Anna Ivanovna to assemble it alone. We will now pick up the rubbish together with Olya, Ira and Seryozha... The children did a good job! They love Anna Ivanovna and help her work.” The main thing in the labor education of children of this age is to introduce them to self-service, the formation of simple skills in this type of work. The goal for the child should be set specific, feasible, understandable, taking into account the fact that the child will see the result of the work and feel its necessity for himself:; I fastened the buttons on the sleeves with the help of an adult - it became convenient to play, the sleeves do not fall down on the hands and do not interfere; With the help of the teacher, I laced my shoes - it became comfortable to walk, the laces did not get tangled under my feet; I washed my hands myself - I felt a pleasant feeling of satisfaction, etc. The work activities of young children should take place in a playful way. Playful techniques help create a joyful, emotional mood in children, and consequently, more successful learning of work skills. So, the teacher invites the kids to teach Piggy and turns to the pig: “Learn, Piggy, to take off our guys’ tights! Now look how Sasha can wipe her nose with a handkerchief.” And so on. The formation of certain self-service skills always begins with a direct demonstration of the action, accompanied by an explanation, and then performing the action together with the children. For example, when teaching students to wash their hands, the teacher rolls up the sleeves of his robe, soaps his hands, rubs them, rinses them, wipes them, then encourages the kids to repeat these operations in the same sequence. At the same time, he tries to evoke a joyful mood in children, using poems, nursery rhymes, and songs. For example: Clean water washes Vova’s face, Tanya’s hands, and Antosha’s fingers. While reciting the song, the teacher washes Antosha’s doll’s hands, wipes them and invites the kids to dry their hands with a towel as he shows. While teaching children to take off their clothes, the teacher undresses the doll Masha, who was walking with them. She accompanies her actions with the words: “The doll Masha took off her hat and put it in the closet on the top shelf. Look, Masha, now all the guys will take off their hats and put them in their closets on the top shelves.” Etc. In the learning process, children need benevolent, emotional encouragement, timely help, and support. This stimulates the baby’s activity, causing him joy and satisfaction. From 2 to 3 years old, children learn, with the help of adults, to take off clothes and shoes (unbutton the front buttons, untie the laces), undress in a certain sequence, and neatly fold things. In this age group, it is recommended to involve children in carrying out simple individual tasks (bringing a toy, putting a ball in its place, etc.). If a child refuses to complete an order, you should not insist. It is better to use a gaming technique. For example, a teacher may say: “What a big car Vova has! Using such a vehicle, he will now quickly transport all the cubes that are lying on the floor and put them neatly on the shelf.” Or: “Our good housewife Olya, she will now pick up all the rags from the floor, fold them and hide them in the closet, and her house will be clean and tidy.” In household work, familiarization of children with a new labor operation should begin with the joint activity of the child with an adult. First, the teacher turns to the child with a request, for example, to help wipe the table. Then he tells and shows what needs to be done, calmly and kindly encouraging the child to work with him. For example: “Today Tanya will help me wipe the tables with damp cloths. These are some beautiful rags we have! This is how you need to fold a cloth and wipe the table with it: both the middle and all the corners. Tanechka worked well, how clean she wiped her table, it would have been difficult for me alone without her, I would have had to work for a long time!” Such joint activities especially help in establishing contact between a child and an adult. During work, special attention should be paid to instilling humane feelings and positive relationships in children, encouraging the child to be responsive and compassionate (“Kolya, let’s help Olya collect the cubes... That’s how friendly we are! We cleaned everything up quickly!”). The teacher should give children examples of affectionate, friendly treatment. For example, picking up a doll from the floor, the teacher asks it: “Who lost you, who is your mother? Tanya is your mother? Take my daughter, Tanya, have pity, put her in the stroller.” The creation of a friendly, emotional atmosphere in the group is facilitated by the playful technique of the episodic appearance of toys and the teacher’s conversation with the children on behalf of one or another character. For example, grandma Varvarushka, bear Toptyzhka or other fairy-tale characters may come to the kids and praise them, encourage them with affectionate words or make comments in a gentle form (“Our bear Toptyzhka noticed that Sasha is bad at putting away toys”; “Zhenya, you can’t knock a toy on a toy, this could cause them to break"). The teacher constantly instills in children a caring attitude towards all living things, teaches them to take care of the inhabitants of a corner of nature. The personal example of an adult is especially effective. So, while caring for the bird, the teacher says: “Good, beautiful bird, you are so small, we all love you, now we’ll pour some water, give some grains so that you can always sing your songs to us.” Etc. It is necessary to create in children the prerequisites for joint activities, encouraging children to briefly interact with each other, teach them to work together without interfering with each other, and show sympathy for peers (“Look, Andryusha, how difficult it is for Verochka to pick up the cubes alone and put them on the shelf! Go tell her: let's work together!" Or: "Guys! Don't you know why our bunny is smiling? Let's ask him... He told me in my ear that he was very happy. He likes how Andryusha and Irochka work together"). Didactic games such as “Let’s put the bunny to sleep”, “Let’s dress the doll Nastya”, “Treat the dolls”, etc. also contribute to children’s learning of labor skills.
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