File of work assignments for children of senior preschool age
Alexandra Alekseeva
File of work assignments for children of senior preschool age
File of work orders
for children of senior preschool age
Task No. 1
"Watering indoor plants"
.
Goal: to expand children’s about the needs of plants for light and moisture, to teach how to recognize moisture-loving and drought-resistant, light-loving and shade-tolerant plants by their leaves. Develop accuracy when working with water and plants, confidence in your actions, work skills . Foster a caring attitude towards the natural environment and a desire to take care of it.
Task No. 2
"Washing houseplants"
.
Purpose: to give children an idea of watering methods (in a tray, under leaves)
and rules
(do not flood, water evenly)
;
cultivate a desire to care for plants. Involve children in all possible help , clarify children’s about indoor plants.
Task No. 3
“Spraying indoor plants with water from a spray bottle”
.
Goal: teach a new work skill ; reinforce children’s that leaves also need moisture; cultivate a caring attitude towards plants. Teach children to independently determine the need for watering (by the color and condition of the soil, by the appearance of the plant, recall the watering technique.
Task No. 4
“Green landing on indoor plants”
(remove diseased leaves, fertilize)
.
Goal: to teach children to determine by the condition of indoor plants what actions are necessary to care for them (watering, cleaning, loosening, fertilizing, correctly perform the relevant labor operations , invite the children to tell about the purpose of each of them.
Task No. 5
"Taking care of plants"
.
Goal: to clarify previously acquired knowledge about ways to keep plants clean, to teach children how to choose a method for removing dust from a plant, focusing on the features of its appearance and structure.
Task No. 6
“Loosening the soil of indoor plants”
.
Goal: teach children to care for indoor plants; give children knowledge about why it is necessary to loosen the soil of plants; consolidate loosening techniques and rules for using the necessary items for this. Develop labor skills , accuracy. Foster an ecological culture and respect for the environment.
Task No. 7
"Feeding plants"
.
Goal: to tell children about the need to feed plants, based on children’s that the source of nutrition for plants is the soil, and that gradually, by giving nutrients to plants, the soil is depleted. Show how to fertilize plants.
Task No. 8
"Washing pallets"
.
Goal: to teach children to do work independently and responsibly, distribute responsibilities, and coordinate actions.
Task No. 9
"Transplanting indoor plants"
.
Goal: to expand children’s understanding of the labor involved in caring for plants of various types: to learn how to replant indoor plants. Introduce children to the sequence and technique of work, the rules of personal hygiene, and offer to provide all possible assistance to the teacher.
Task No. 10
"Planting Onions"
.
Goal: to teach children to set a goal, prepare a workplace, tools and clean up after themselves. To consolidate children's knowledge about the structure of the onion , about the conditions necessary for onion growth. Develop labor skills and habits , accuracy when working with land, water and plants. Foster an environmental culture, a desire to achieve results, and participate in a common cause.
Task No. 11
"Planting pea seeds"
.
Goal: invite children to tell how a plant grows from a seed, clarify and supplement the children’s . To update and specify ideas about the conditions necessary for the growth of peas.
Task No. 12
“Sowing seeds of flowers and vegetables”
.
Goal: to give children knowledge that every plant has seeds. Teach the sequence of actions required when sowing seeds: make a hole in the ground (to sow seeds, each time marking the distance between them and the grooves with a stick); teach to observe cultural and hygienic skills when working. To consolidate children's knowledge about at what time, which seeds are sown in boxes in a group for preparing seedlings, and which seeds are sown in open ground. Develop labor skills and abilities . Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
Task No. 13
“Planting seedlings, caring for them”
.
Goal: to form children’s about the main stages of plant growth and development (seed, seedling, stem with leaves)
;
about the basic methods of growing plants and caring for them (planting in loose soil, watering, loosening the soil, weeding, feeding). Be careful when planting seedlings, as the plants are very fragile. Develop labor skills and habits , accuracy when working with land, water and plants.
Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it. Task No. 14
"Dining duty"
.
Goal: to teach children to independently and conscientiously perform the duties of a duty officer. Wash your hands thoroughly, put on the duty officer's clothes, and set the table correctly. Clear dishes after meals. Develop labor skills and abilities , the ability to see disorder in the table setting. Foster a desire to work for the benefit of others .
Task No. 15
“Duty in the educational activity zone”
Goal: independently and conscientiously fulfill the duties of the duty officer: lay out on the tables materials and aids prepared by the teacher for the lesson; wash, if necessary, put them back in place after class.
Task No. 16
“We will prepare equipment and materials for educational activities”
.
Goal: develop a sense of responsibility for the assigned task , teach children to carefully lay out materials and equipment for educational activities.
Task No. 17
Remove plasticine and modeling boards.
Goal: to develop teamwork skills
Task No. 18
“Learning to make our beds”
.
Goal: to bring to the awareness of children how to properly make the bed; cultivate independence, accuracy, and the desire to help adults. Foster a responsible attitude towards self-care work and independence.
Task No. 19
“Assisting the junior teacher in laying out bedding on the beds.”
Goal: to teach how to sort bed linen according to their belongings, to cultivate a desire to help the junior teacher and respect for other people’s work . Cultivate a desire to work , a sense of responsibility for the assigned work .
Task No. 20
"Changing dirty towels"
.
Goal: maintain a steady interest in work , the desire to diligently complete the assignment . Learn to hang a towel in an individual compartment. Foster a desire to work and help adults .
Task No. 21
"Order in the dressing room closet"
(together with the junior teacher)
Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and neatly put the clothes back in place. Develop diligence , the ability to see disorder, and accuracy when working with water. Cultivate a desire to work together in a team .
Task No. 21
"Washing chairs"
.
Goal: to teach children to help the junior teacher, to keep the chairs in the group room tidy and clean: wipe them with a damp cloth; put in place. Develop labor skills and abilities , the ability to comply with cultural and hygienic requirements when working. Foster a desire to help adults and respect for their work .
Task No. 22
"Washing building materials"
.
Goal: to teach how to wash, dry and lay building materials, to teach children to constantly and promptly maintain order in the play corner, to wash building materials with a soapy solution prepared by the teacher, to rinse and dry them; observe the rules of personal hygiene.
Task No. 23
Wet cleaning of modules for construction.
Goal: to develop teamwork skills .
Task No. 24
“We wipe the dust off the shelves for games and toys”
.
Goal: continue to teach children to wipe dust from shelves with a damp cloth. Develop labor skills and abilities . To cultivate aesthetic taste and the desire to work for the benefit of others .
Task No. 25
“Cleaning up order in the group after the game”
.
Goal: to form in children a conscious desire for order, the habit of putting away toys after playing. Improve the ability to draw up a work plan and select the necessary materials for upcoming activities.
Task No. 26
"Order in toys"
Goal: to teach children to put on work aprons before starting work; to keep toys in order: wash, dry, wipe and put in place. Develop diligence , the ability to see disorder; be careful when working with water. Cultivate respect for your own work and the work of others .
Task No. 27
"Washing Dolls"
.
Goal: to teach children to help the teacher in washing dolls: rinse soaked dolls, clean them with brushes. Develop diligence , the ability to see disorder, and accuracy when working with water. Foster a desire to help adults and respect for their work .
Task No. 28
Maintain the appearance of the dolls: select clothes, comb, tie a bow.
Goal: to foster a sense of satisfaction from the work done.
Task No. 29
"Washing doll's clothes"
.
Goal: to teach children to help the teacher in washing doll clothes and bedding. Teach children to put on work aprons before starting work; prepare the necessary supplies for washing and drying, as well as a workplace; know how to use soap. Develop labor skills and abilities , the ability to comply with cultural and hygienic requirements when working. Foster a desire to work for the benefit of others .
Task No. 30
“Washing napkins used for visual arts”
.
Goal: to teach children the skills of soaping , rinsing and wringing out napkins, to continue to form a work (tidiness in the process of work)
.
Task No. 31
"Keeping your manual closet tidy"
.
Goal: to teach children to organize manuals on their own, maintain order in closets, and wipe dust.
Task No. 32
“We wipe the window sills with a damp rag in the group room and bedroom”
.
Goal: to teach children to follow the following rules when working with water: roll up their sleeves, wet a cloth and wring it dry, and rinse it in water when it gets dirty.
Task No. 33
"Cleaning up building material"
.
Goal: to teach how to wash, dry and lay building materials, to teach children to constantly and promptly maintain order in the play area, to wash building materials with a soapy solution prepared by the teacher, to rinse and dry them; observe the rules of personal hygiene.
Task No. 34
"Cleaning the play area"
.
Goal: to teach children to put on work aprons before starting work; keep toys in order, wash them, dry them, wipe them and put them in place.
Task No. 35
“Let’s arrange the chairs in a certain order.”
.
Goal: continue to develop labor skills ; carry out the assignment carefully , quickly, diligently .
Task No. 36
"Repair of boxes for waste material"
.
Goal: to consolidate technical skills in working with scissors and glue, cultivate frugality, and the ability to work collectively.
Task No. 37
"Work in the book corner"
.
(book restoration)
.
Goal: to teach children to choose books that need repair, carefully glue them (use glue and scissors correctly, use napkins)
.
Cultivate a caring attitude towards books, a desire to work , and maintain order.
Task No. 38
“Work in the book corner: we help repair books from the library of the junior group.”
Goal: invite children to help repair children's books. Cultivate a caring attitude toward books and mutual assistance. Develop and teach how to use book repair skills.
Task No. 39
“We have a tidy closet”
.
Goal: to teach children to be careful when folding things in a coat closet.
Task No. 40
“General cleaning in a group room”
.
Goal: invite children to carefully examine the group room and determine what needs to be done to put things in order; Together with the teacher, outline a work plan. Learn to organize joint work . Create responsibility for fulfilling instructions
Organization of children's work activities during the summer period in accordance with the Federal State Educational Standard.
Kozlitina Marina Petrovna, teacher of the MBDOU "Kindergarten of general developmental type "Ryabinushka" Gostishchevo village" Belgorod region Yakovlevsky district.
Characterizing the organization of work activity in the summer, we can highlight general patterns and specifics of solving program problems related to weather conditions and special opportunities of summer.
Zaporozhets A.V. considered work as an activity that allows the child to separate from the adult. In the process of organizing work activities in the family and in preschool educational institutions, many important tasks in the upbringing, training, and development of children are solved:
- formation of interest in work, a conscious, responsible attitude to the performance of labor actions;
– development of practical, labor skills, abilities of independent and collective performance of labor actions;
– formation of a work culture, including a culture of labor safety;
– acquisition and expansion of sensory, communicative, research experience, a system of ideas about the objective world and natural objects, about professions, about the work of adults;
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– development of observation, cognitive interest, intellectual skills (understand and independently set the goal of the work, plan its implementation, select materials, equipment, coordinate actions with partners, evaluate the result);
– the formation of moral and volitional qualities, a sense of duty, justice, increasing the level of development of the individual’s self-awareness;
– instilling respect for work and its results, developing a caring attitude towards the products of human labor;
– fostering a love for nature, a caring and responsible attitude towards it.
Labor activity is closely related to other types of children's activities.
The relationship between work and play activities. The work activity of a preschooler is often connected with play. The work is carried out during a role-playing game.
The relationship between work activity and cognitive-research activity. While performing labor activities, children become familiar with the properties of substances, materials, and objects. In turn, knowledge about the qualities of various objects determines the choice and characteristics of performing labor actions.
The relationship between work activity and physical development. Labor creates favorable conditions for the development of a culture of movements. At the same time, a certain level of physical development is required to carry out labor activities.
The relationship between work activity and speech development.
By showing adults work actions and explaining their essence and purpose, children’s vocabulary is enriched. Communication when carrying out collective assignments requires a certain level of development of dialogic speech and communication skills.
The relationship between work activity and artistic and aesthetic development.
An adult needs to focus on aspects of work that make it possible to satisfy the aesthetic needs of children.
Various forms of labor organization are a necessary component of educational activities, carried out in various regime moments. In the morning hours, the teacher organizes shifts and the children carry out individual assignments.
In accordance with the Federal State Educational Standard, labor education is one of the important areas in the work of preschool institutions, the main goal of which is the formation of a positive attitude towards work through solving the following tasks:
- the formation of positive attitudes towards various types of work and creativity;
- fostering a value-based attitude towards one’s own work, the work of other people and its results;
- education of the child’s personality in the aspect of work and creativity. development of creative initiative, the ability to realize oneself independently in various types of work and creativity
In the summer, the importance of this area of work increases significantly.
Summer is a period of active plant growth, so in a short period of time you can achieve certain goals and get results.
In the process of working under the supervision of the teacher, children identify patterns, relationships, and interdependencies in nature. The role of labor in caring for plants also becomes clear.
In summer, the volume and semantic basis of work activity change. (from performing individual tasks to completing complete work cycles). This allows the child to see goals, ways to achieve them, and evaluate the results of work, which ensures awareness of individual work actions and all work operations.
The diversity in content and scale of work tasks solved during the summer period are objective prerequisites for the organization of collective work. Structurally, collective work can be organized as common labor. Several children or the whole group participate in the common work, each child receives a separate task. The results of everyone's work are combined into a common result. Joint work can also be organized, in which several children participate. The labor process is divided into several operations, each of which is carried out by one of the participants or a group of preschoolers. Each one performs its own operation and passes the object on.
Collective work unites children, develops the ability to accept a common goal of work, negotiate, jointly plan actions, coordinate them, distribute the scope of work, help each other, and evaluate the result.
Prolonged stay in the air, a variety of contacts with various natural objects determine the need and provide the opportunity to develop skills that are safe for humans and nature. Introduce children to the tasks of nature conservation and related work activities.
The specifics of organizing labor activity in different age groups are associated with the need to take into account the characteristics of younger and older preschoolers and the patterns of their development.
At the stage of introduction to work, children perform basic individual tasks, including 1-2 consecutive labor operations.
When developing skills in the first junior group, the demonstration of labor operations is characterized by fragmentation with the simultaneous completion of tasks by children. The teacher combines demonstrations with explanations, and the children simultaneously carry out the labor process step by step.
In the second younger group, during a period when children may have significantly different levels of mastery of skills, “work nearby” is organized. Each child acts at his own pace, independently of the others, but still together. Work can be organized in subgroups.
In the middle group, children begin to develop processes of intentional memorization, the beginnings of a sense of responsibility for the assigned task, a conscious attitude towards performing work operations, an understanding of what actions need to be performed, and a critical attitude towards the results of their activities. There is a change in the assessment of work. The teacher needs to teach children to evaluate the correctness of individual actions and the quality of the work operation as a whole. The manifestation of positive qualities is encouraged: diligence, diligence, the desire to complete the work started, to help a friend.
In the senior and preparatory groups for school, the ability to accept and independently set a work task is developed, determine the sequence of work operations, select the necessary material and equipment, carry out the work process independently or with a little help from adults, and evaluate the results. In the process of organizing children’s work activities, the task of developing self-control is also set. When developing the skills of work and assessment activities in older preschoolers, the arsenal of teacher methods changes again. The leading method of teaching children new work actions is explanation, introducing the practice of discussing what and how needs to be done, why exactly, how to choose the optimal methods and materials. If necessary, demonstration of methods of action is also used.
For age groups, it is necessary to comply with uniform requirements for the organization of work activities.
1. Children’s work in nature should be feasible and not cause overwork.
2. The duration of work depends on its nature, the age of the children, weather conditions (in the second younger group 5-7 minutes, in the middle group - from 10 to 15 minutes, with a short rest, in older preschool age 20-25 minutes, with a rest break or a change in the nature of work).
3 Physical activity during work activities should not have a negative impact on the spine or body muscles. So, children's watering cans or buckets must be carried in both hands; when working with a rake or shovel, the body must be kept straight.
4. It is necessary to alternate types of labor operations, work and rest.
5. Tools must be real, but adapted for use by preschoolers - be safe, correspond to the height and physical capabilities of the child, and have aesthetic qualities.
Card index: Household work in the senior group.
Card index: Household work in the senior group.
Card No. 1.
“Order in the closet with toys and manuals”
Goal: to teach children to independently and aesthetically arrange toys and aids, maintain order in closets, and wipe dust. Develop hard work and the ability to see disorder. To cultivate aesthetic taste and the desire to work for the benefit of others.
Card No. 2.
"Clean window sills"
Goal: to teach children to observe hygienic skills when working with water: roll up their sleeves, wet a cloth and wring it dry, rinse when dirty. Develop labor skills and habits, accuracy when working with water. Cultivate a desire to work in a team, in harmony.
Card number 3.
"Helping the nanny"
Goal: To teach how to make bed linen and to teach children to provide all possible assistance to adults. Develop hard work and a desire to help adults. Foster respect for the work of adults.
Card number 4.
"Dining duty"
Goal: independently and conscientiously perform the duties of a duty officer; wash your hands thoroughly, put on the clothes of the person on duty, set the table correctly, remove the dishes after eating; brush off tables and sweep the floor. Develop labor skills and abilities, the ability to see disorder in the table setting. Cultivate a desire to work for the benefit of others.
Card number 5.
"Class Duty"
Goal: independently and conscientiously perform the duties of an attendant: lay out materials and aids prepared by the teacher for the lesson on tables; wash and put them away after class. Develop hard work and a desire to help adults. Cultivate a desire to work for the benefit of others.
Card number 6.
"Order in toys"
Goal: to teach children to put on work aprons before starting work; keep toys in order: wash, dry, wipe and put in place. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work for the benefit of others.
Card number 7.
"We wash napkins"
Goal: teach children the skills of soaping, rinsing and wringing out napkins, continue to build a work culture
(neatness in the process of activity)
Develop hard work and the ability to see disorder; be careful when working with water. Cultivate a desire to work in a team, in harmony.
Card number 8.
“Order in the dressing room closet (together with the assistant teacher)”
Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and neatly put the clothes back in place. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to work in a team, in harmony.
