Lesson notes for the middle group of kindergarten. canteen duty

How to organize a duty schedule?

Whatman paper can serve as the basis for organizing duty in kindergarten, creating a schedule and schedule. It is best to place photographs of the students on the sheet or assign each child his own symbol. This notation will be useful later. The line of duty can be arranged in alphabetical order of the children's surnames, if desired, or according to the principle of desks, the children at the first table are on duty first, and at the end of the month - the children at the last.

For good behavior, help and attentiveness, the child will receive a card at the end of duty. If, for example, the paper is red, it means that the child coped with his duties perfectly. If something didn’t work out during duty, the card may be a different color.

On whatman paper with your own kindergarten duty schedule, you can add small pockets under the photographs of the pupils, in which leaflets indicating the child’s achievements will be stored. Or you can do without photographs of children and put images of special symbols that would characterize the pupil directly into a special handbag.

For example, the duty officer chose a squirrel as his own symbol, and for successfully completed work, red cards with the image of a squirrel will appear in his pocket. This will mean that this particular student copes well with all tasks.

Thus, being on duty develops another trait in children - the ability to fantasize. After all, when creating a duty corner in a kindergarten with their own hands, students will be able to fully demonstrate their creative abilities, as well as when choosing a personal picture that will become a symbol of successful work.

Duty in a preschool educational institution in different age groups.

Topic: Duty in a preschool educational institution in different age groups.

Plan:

1. Pedagogical value of duty.
2. Types of duty, their content in different age groups.
3. Methodology for managing the work of duty officers.

1. Pedagogical value of duty.

Duty

- Requires a high degree of independence from the child. It is of great importance in raising children: those on duty always perform work that has social significance and is necessary for the team.

Unlike running errands, while on duty children have the opportunity to make independent decisions. The content of duty in preschool age is very diverse. During duty, not only labor operations are repeated, but also typical life situations arise. At the same time, when performing work tasks, children are required to have coherent actions, the ability to establish correct business relationships, organization, and a desire to work for everyone. Constantly performing such tasks evokes a special emotional mood in children and contributes to the formation of such qualities as hard work, perseverance, perseverance, and a friendly attitude towards others. This, in turn, creates favorable conditions for cultivating a positive attitude towards this type of work.

The teacher, assessing the work of each of the duty officers, points out mistakes, notes which of the children have already learned to be on duty, and which still needs to try. He explains to the children that the work of the duty attendants is very necessary for the whole group, praises those who diligently complete the task: “Olya and Seryozha were real duty attendants, they took care of everyone”; “Igor wasn’t distracted at all today and quickly laid out everything he needed.”

Gradually, the teacher develops a positive attitude towards the work of the duty officers.

2. Types of duty, their content in different age groups.

For middle group students, assignments remain the leading form of organizing work activity. Based on their constant and successful implementation, children begin to develop the ability and desire to work, the habit of labor effort, a caring attitude towards others, and an interest in work activities. It should be borne in mind that children of this age cannot always cope with the assigned task, although they see how the teacher acts and show diligence and desire to complete the work successfully. In this case, the adult must explain to the child how to complete the task, help him or work with him.

A large place in working with children of the fifth year of life is given to individual work assignments, with the help of which preschoolers are taught techniques for performing work actions and cultivate their interest in work, as well as consolidate insufficiently acquired work skills, knowledge and abilities. Gradually, the instructions given to children become more complicated. If at the beginning of the year their implementation consisted of one or two actions (give something, move something, lift), then later the child performs several actions, while observing a certain sequence. To this end, the teacher invites the student to first list what items will be needed, then together with him he checks to see if anything has been forgotten, and helps to put things in a certain order.

At the same time, children are taught to follow a sequence of actions. For this purpose, it is good to use object pictures that the child can first lay out on the board or flannelograph. By adhering to the plan and method of action clearly presented in the pictures, the student will be able to complete the task without much difficulty.

In the middle group, children continue to be on duty in the dining room. Such duties ensure the systematic participation of all children in work. The attendants place bread bins and vases with napkins on the tables, hand out spoons, check that all children have chairs, so as not to carry them or move them when the nanny is handing out food.

When organizing duty, the teacher must remember that children of the fifth year of life do not yet perceive this activity as their responsibility, therefore it needs stimulation, instructions, reminders, and often direct help from adults.

In the second half of the year, duties are introduced to prepare for classes. The teacher motivates the need for this work by the fact that the children have become older, and the classes have become more complex and therefore constant assistants are needed. The attendants, together with the teacher, prepare the items necessary for classes on a separate table. Then each student prepares his/her workplace. At the end of the lesson, the children take their items to the common table. The attendants wash equipment and put everything back in its place. This order teaches children to be independent.

The main form of organizing the household work of children in the older group is their inclusion in collective labor activities of socially significant content.

3. Methodology of work management.

In the older group, children are on duty in a corner of nature. When organizing duty, the teacher conducts a lesson in which he introduces children to the duties of those on duty, reminds them of ways to care for objects in a corner of nature, and introduces them to new ones. 2-4 people are on duty at the same time. It is important to select groups in such a way that children with insufficiently developed skills are also on duty together with children who have good skills. The duration of duty is up to two days, or up to a week. Long-term duties develop a sense of responsibility, efficiency, and stability of interests. If children are on duty for a whole week, it is possible to change responsibilities in the middle of the week. The order and sequence of assigning children to duty is recorded on the duty board aimed at developing organizational skills and the ability to care for animals and plants, developing relationships and nurturing a positive attitude towards work. Those on duty must be able to agree on who will do what and in what sequence. The teacher's help consists of advice, questions, reminders, etc. If the attendants are doing work caring for animals that are new to them, the teacher initially performs all work processes together with the children.

Duty assessment plays a major role in managing the work of duty officers. All children are involved in the assessment. When transferring duties, children tell the whole group how they cared for animals and plants, what new and interesting things they noticed in the development of plants and in the behavior of animals. When assessing duty, the good condition of animals and plants should be emphasized. Children evaluate the work performed by those on duty, express judgments about the quality, about their attitudes towards responsibilities and towards each other in the process of work. When assessing, one should also note the negative manifestations of the attendants (arrived late, did not have time to water the plants).

In a corner of nature there is no literal repetition of the same actions, so children must constantly show initiative and ingenuity. All this obliges the teacher to carefully plan the children’s work to care for the inhabitants of the corner.

Before the appointment of the first duty officers in the nature corner, a conversation is held: the teacher shows and tells what the duties of each duty officer are, introduces the contents of the cabinet in which the items needed for those on duty are stored, shows where aprons hang, where floor brushes are, etc. ., explains in what order they should be left after duty.

At the end of duty, the teacher checks whether everything was done correctly: whether the feeders and drinkers are under the perches, whether the perches are clean, gives an assessment of the work and indicates how to correct the mistakes that were made. It is better to appoint people on duty by the end of the year for two or three days.

Cleaning of the corner of nature is carried out periodically with the participation of the entire group. When properly organized, cleaning is calm and fun. All items that children used during cleaning should be left clean and put in order in designated places. At the end of the work, the teacher conducts a conversation with the children about how each participant in the cleaning performed, what the importance of general cleaning is, and how those on duty should maintain cleanliness and order in the corner.

To successfully organize duty in a corner of nature, it is important to pay attention to familiarizing children with items for caring for plants and animals, to show and tell where everything lies, hangs, what is needed for what, and agree on the procedure for using the equipment. Children must correctly name the objects they use.

DINING DUTY IN JUNIOR GROUPS

· Duties are of great importance in raising children:

. Those on duty always perform work that has social significance and is necessary for the team. Forms a desire to work for the sake of others, to show a caring attitude towards one’s comrades, to develop the ability to help an adult, to notice where help is needed.

· Being on duty in the canteen develops in children moral and volitional qualities and skills, the ability to accept a goal and achieve results.

· From the age of 2, children are involved in the preparation of the feeding process, carry out simple tasks: place chairs correctly at the table, place plates with bread in the middle of the tables, place spoons on the right side of the plates standing on the table.

· Dining room duty is carried out from the 2nd junior group.

· Tasks: help the assistant teacher set the table at which he and his friends are sitting. Distribute spoons, put out bread bins, vases with napkins.

· Before introducing duty, the teacher organizes special classes in which he shows and explains in detail all the actions, involving children in their implementation.

· While on duty, the teacher explains the need to work hard and encourages any attempt by the child to show independence.

· Reminds you of the order of priority in completing assigned tasks:

“Today Ira will take care of his comrades and will be on duty at his desk. Dima will set this table... Let them work for everyone today, and let other children do it tomorrow.”

· The teacher teaches children to carry out the assigned task without being distracted, without fussing, without rushing, without finishing one task, not to move on to another.

The teacher says in a friendly tone: “Kolya, don’t rush. Why are you in such a hurry? You will have time to do everything. Lay out the spoons carefully for all the children.”

Supervising the work of those on duty, the teacher reinforces the skills of laying out cutlery: “Spoons should be taken by the handle, one at a time, placed on the right side of the plate.” If forks are given, then the fork lies closer to the plate with its sharp ends up, and then the spoon with its convex side down. Now put the bread basket in the very middle of the table so that it’s easy for everyone to reach, and then put the napkins. First you need to finish one thing, and then start another.”

· “Let's see how you arranged the spoons. Did you miss anyone?

· The teacher supports indecisive children, encourages:

“I know, Nadyusha, you will set the table well now. Start handing out spoons: to Katya, and Sasha, and your friend Anya.”

· You should not constantly set the same children as an example and assign them to duty. Slightly higher demands can be placed on them.

· As children master skills, the teacher’s role in supervising those on duty changes. Initially, he reminds the kids of work techniques, the sequence of operations, and helps them cope with the task.

· Later, the adult limits himself to advice, general reminders, control, and approval.

· It is important that the duties of duty officers are performed by all pupils, and not just active and skillful ones.

Duty roster. Older age

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Detsky sad.Ru >> Electronic library >> Family and children >> Labor education >> “Educating a preschooler at work.” Ed. V. G. Nechaeva Publishing house "Prosveshcheniye", M., 1974 OCR Detskiysad.Ru Given with some abbreviations
Duties continue to take place in the senior and school-preparatory groups of kindergarten, gradually becoming more complex both in the content of work and in forms unification of children, both according to the requirement for independence in the process of work, and for self-organization in the process of activity.
An important task in organizing the duties of older preschoolers is to develop in children responsibility for the assigned task, the desire to work for the benefit of the team, and the habit of systematically performing duties. The development of these qualities can only be achieved with the regular participation of children in labor. In the practice of kindergartens, children are regularly on duty in the dining room, in preparation for classes, and in the corner of nature. Typically, two children are assigned to each type of duty. The shift of duty personnel is carried out daily. It is very important for the teacher to think through the content of the work of those on duty, so that they are not of a formal nature, but are filled with specific tasks necessary for the team, so that the children understand the significance of their work. He addresses those on duty as his assistants, approves of their actions, diligence, initiative, and ability to perform the task deftly and economically. So, before class, the teacher, addressing the children, can say: “The attendants prepared everything they needed so quickly that you can start studying right away. Thank you, well done!” Another time, he may turn to those on duty with the question: “Well, can we start the lesson?” And after an affirmative answer, suggest: “Invite the guys to class.” All this increases children's attitude towards work. They feel that their work is appreciated, that it is needed for the team, and a positive assessment from the teacher encourages their actions. He also teaches children to thank those on duty for the service provided and to respect their work, for example: “Let the people on duty go ahead so that they wash their hands early, because they need to have time to set the table while everyone is getting ready for dinner.” Or: “Who will arrange folding beds for the duty officers today? After all, they need to clear the tables; so that they don’t stay late and can go to bed with everyone else, they need help,” etc. If the teacher knows how to rely on those on duty, and in every possible way increases their importance for the normal life of the group, then the children do not lose interest in work, but their responsibility for completing the assigned task. This is also facilitated by classes in which the teacher invites children to talk about “how we are on duty.” In addition to various cognitive tasks and speech formation, the teacher here solves important educational tasks: he teaches children to positively evaluate the actions of their comrades, treat them kindly, be able to notice difficulties, and come to the rescue. The work of the dining room attendants includes full table setting and cleaning after meals. The requirements for the pace of work, the manifestation of organization in the process, efficiency and independence are increasing. When organizing the work of those on duty, the teacher has to pay attention to one more issue - the combination of the work of the attendants with the self-service of children. What part of the work, for example, in preparing for classes should those on duty do, and what should each child prepare himself? After eating, do the people on duty have to clean up everything, or does everyone clean up after themselves? When deciding this issue, the teacher must proceed from the expediency of the work of both. So, leaving the table, each of the children, pushing up a chair, can grab a cup and saucer to take to the serving table. And at the same time, if each of them first carries a deep plate, then a shallow one, and finally a cup, then there will never be a calm atmosphere in the group while eating. And vice versa, if all the cleaning is done by those on duty, then the duration of their work will increase significantly, which is undesirable, since this will delay work or reduce the sleep of those on duty. The most appropriate arrangement would be to organize cleaning in a way that naturally combines the work of the attendants and each child. For example, after eating, each child moves his plate to the middle of the table, stacking it on top of others, and takes the cup and saucer to the serving table. (At the same time, it is important to ensure that children do not linger near the serving table and do not create a mess there. This will not happen if the children are comfortable and are accustomed to folding dishes neatly.) The work of those on duty in preparing for classes should be thought through in the same way. If each child has a permanent place at a double table, in a drawer of which the necessary material for classes is stored, then the children can prepare their workplace in advance, and the attendants can prepare that part of the necessary material that is not constantly in the drawer. This is all the more important because it accustoms children to future work at school (think about what needs to be obtained, how to arrange everything they need conveniently, neatly, in a certain sequence, etc.). By organizing the work of the attendants in this way, the teacher saves their time and at the same time teaches children to clean up after themselves, take care of their readiness for classes, etc. The content of the work of the attendants in preparing for classes can also be significantly increased. So, children can not only push the tables apart, but also select handouts, put them in envelopes, pour gouache paint and glue into the sockets, bring manuals to the group for classes on the development of movements or prepare them in the hall (wipe off the dust, push them to the right place ). Those on duty can help the music director arrange chairs and select teaching aids (flags, ribbons, hoops, etc.). Sometimes the work of those on duty can be postponed: for example, cutting geometric shapes for classes, bringing pictures from the teaching room, visual material is more convenient the day before. In senior troupes, another type of duty is being introduced - duty in a corner of nature. The meaning of duty can be explained in class. The teacher identifies new objects in the living corner and tells how to care for them. (If the rules for caring for a new object are complex or children will be introduced to a new animal, then this should not be combined in one lesson. It is better to introduce such an object into the group a little later.) He especially emphasizes the importance of careful ongoing care of animals and plants; Only under this condition will they feel good in the group. During the lesson, the teacher can also show some new techniques for the work of the attendants: how to spray plants from a spray bottle (which ones need to be sprayed and which ones should not be sprayed, why), how to plant onions instead of cut ones, so that the group always has green onions, how to prepare water for watering plants, etc. It should be noted that the work of the attendants will be more successful if the teacher constantly instills in all children an interest in the corner of nature. Then its inhabitants become the subject of constant observation; children note the slightest changes, and the teacher, based on specific facts, emphasizes the importance of the work of those on duty. In the school preparatory group, the amount of work of those on duty can be increased: children make sure that there is always green food for the animals (they occasionally sow oats), grow greens for the table, with the help of the teacher, transplant flowering plants from the lawns (asters, marigolds) and transfer them to the group. When organizing the work of those on duty, the teacher determines at the beginning of the year how much the children have mastered work techniques, how they use the necessary equipment, whether they know the sequence of actions, and whether they carry out the assigned task responsibly. The need for such observations and the formation of behavior leads to the fact that at the beginning of the year in the senior group, the teacher assigns each person on duty a separate task, for example: “Vova will set these two tables, Galya will set the others.” Or: “Seryozha will hand out coasters and brushes, and Lena will pour glue over the sockets, place the trays on the tables and smash the sockets.” After some time (after 2-3 months, and if necessary in the second half of the year), the teacher can combine the work of those on duty, assigning them a common task. Thus, children find themselves in conditions in which they must independently decide who will take on what part of the work, but so that the entire volume is completed. While doing their work, each child must observe the work of a friend and come to his aid. In such conditions, the teacher has the opportunity to form positive relationships between children: he explains how to provide help and in what cases it is needed, shows with specific examples how to treat a friend on a common task: “You agreed that you will water the plants, and Katya will clean the guinea pig's cage. And now, when you have already watered the plants, you need to help her: you see, she has cleaned the cage and laid out fresh straw, but has not yet had time to cut the carrots. Do it with her, and then you can go play.” The teacher helps the children divide the work equally, take into account each other’s wishes, and when the children themselves carry out this activity, controls it, sometimes asking questions: “Did you work together? How did you agree? Which of you did what tasks today, and how will you work next time?” In this way, the teacher helps children master the full range of ideas about what it means to work together, what is needed for this, and how to negotiate. At the end of the work, the teacher especially emphasizes the children’s ability to work together, harmoniously, and help each other. When the teacher moves on to organizing the general work of those on duty, he needs to keep in mind the pairing of children for collective work. If earlier this question did not arise, since each of the children did the work separately, now, when uniting them in a common task, it is important to foresee what kind of association will be useful for raising children. The attendants, working together, serve the entire group. With such an organization, they are placed in new conditions, more complex demands are placed on them: to coordinate their work with the work of a friend, to be jointly responsible for the result, to fairly distribute work among themselves. Children are often paired up according to the principle of “skilled with unskilled.” At the same time, they believe that the first will have a positive influence on the second and will help him master the relevant skills. But this leads to the desired result only if the teacher pays special attention to the child who knows how to cope with the task, to his desire not only to teach the skills of another child, but also to remain a good friend to him: to show a friendly attitude towards him, not do all the work for him, do not emphasize his inability, etc. However, this is not always the case. There are often cases when the skilled one does the entire job, and the second child is only listed as on duty. Let's give typical examples. Galya is a collected, attentive and hardworking girl, she is on duty with Slava Z., who does not have sufficient skills, is often distracted from work, and participates in work without much desire. Galya does almost all the work herself, without influencing Slava in any way. As a result, during three months of working together, Slava never learned to perform tasks related to duty, and did not realize his responsibility for the common cause. The teacher’s omission in this case was that he paid main attention to the result of the work (whether everything was completed, on time or not). And he did not take into account the correspondence between the volume of his work and the work performed by each of the children. Igor is an initiative, confident and energetic boy, on duty with his friend Yura E., indecisive, but conscientious and neat. Under the influence of Igor, who shows a friendly attitude towards Yura, the latter acts more decisively, overcoming his timidity. As a result, all responsibilities are performed jointly, diligently, and bring the job to the end. Uniting children for common work becomes regular in the older groups of kindergarten. This example suggests that the friendly relationships between the boys that developed in everyday life in the group had a positive impact on joint work. Nadya knows well the duties of the duty officer, quickly and actively carries out the assigned task, but with children she is often harsh, answers rudely, offends, laughs at their inability, and emphasizes her superiority. Children do not like to be friends with her, since she offends the incompetent, and tries to overtake the skillful one, correcting his work even when there is no need for it. Examples show that the issue of uniting children to work together is important in the moral education of children. The combination of “skilled and unskilled” in pairs does not always lead to positive results. It is very important to take into account the personal qualities of children, to influence the child so that during work the children not only complete the task, but also show attention to each other, provide assistance, regulate misunderstandings that arise, address each other in a polite manner, etc. So, Slava should have been taught to be more attentive to the matter and not be distracted. In this case, rely on the example of Gali. Maybe it would be worthwhile to divide their responsibilities for a while, inviting Slava to set two tables on her own, and Gala to set the other two tables. By helping Slava work without distractions, suggesting a sequence of actions, and drawing his attention to Gali’s work, we can ensure that Slava learns to work more collectedly and strives to keep up with Gali. Nadya should have developed a friendly attitude towards her comrades: without emphasizing her skills, point out that many children in the group have not only learned to work quickly, but also always help each other, without the teacher’s reminder they themselves see who needs help. You can tell all the children about the friendly work of Igor and Yura so that she can become an example to follow. In older groups, children often exhibit selective friendships. This should also be taken into account, support the children’s attraction to each other, and assign them to be on duty together. From time to time, the teacher emphasizes the growing skills of the children, discusses with them what else they can do; in the conversation, he especially highlights cases of manifestation of a friendly attitude towards peers, a desire to help the nanny. He teaches children to take care of the nanny and offer her their services. It is very important from an educational standpoint that the nanny rely in her work on the help of the children and be patient with their uncertain movements and slow pace of activity. It can be of great help to the teacher in teaching children the necessary skills. continuation of the book...

Features of organizing duty in the second junior and middle group of preschool educational institutions

The organization of duty begins with the second junior group in the second half of the school year. Children begin to be involved in helping prepare for breakfast, lunch or dinner, by being assigned to perform simple actions, for example, correctly placing chairs near the table, napkin holders and bread bins on the table, etc.

Before involving children on duty, the teacher has conversations with them, in which they talk about how to prepare for duty (wash hands, put on aprons and headscarves, etc.). At first, the teacher reminds the children of the sequence of preparation and helps them get ready. This is done until the children master the sequence of actions and perform them independently.

At the first stages of organizing duty in the second junior group, the teacher and assistant teacher use the following techniques:

• setting the table together with the child;
• conducting thematic didactic games (“Mishka’s Birthday”, “Dolls Drink Tea”, etc.);
• conducting conversations, discussions, etc.

Note 2

Thus, in the second junior group, at the first stages of organizing duties, children are given the task of providing all possible assistance to the junior teacher in setting the table. The task of the teacher and junior teacher is to establish friendly interaction, create a positive emotional and psychological attitude towards work during duty.

In the middle group, children continue to help in the dining room. The difference is that a couple is assigned to be on duty, who completely sets the tables (arranges dishes, lays out napkins, etc.) and helps the junior teacher clear the tables.

In the second half of the year, class duties are introduced in the middle group. While on duty, children independently prepare tables for study sessions (lay out brushes, place jars of paste, place individual napkins, etc.). At the end of the lesson, the children help the teacher clear the tables.

The teacher’s task is to show the child the significance of his work and maintain positive motivation for being on duty. The teacher teaches children to work in pairs, organize their work, share responsibilities, and help each other. Each time, while on duty, the teacher reminds the children the importance of their work not only for the entire group, but also for the teacher himself and the junior teacher whom they provide assistance.

Note 3

Thus, in the middle group, the content and form of work during duty become more complex. The responsibilities of the duty officer are expanding.

File of work orders

File of work orders

for children of senior preschool age

Task No. 1

"Watering indoor plants."

Goal: to expand children’s knowledge 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."

Goal: to give children an idea of ​​the methods of watering (in a tray, under the leaves) and the rules (do not flood, water evenly); cultivate a desire to care for plants. Invite children to help as much as possible, clarify children’s ideas about indoor plants.

Task No. 3

“Spraying indoor plants with water from a spray bottle.”

Goal: teach a new work skill; reinforce children’s understanding 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), and remind them of 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), to correctly perform the corresponding labor operations, and 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 knowledge that the source of nutrition for plants is the soil, and that gradually, by giving up 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 and 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 answers. 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. Learn 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 ideas 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. Cultivate a desire to work for the benefit of others.

Task No. 15

“Duty in the educational activity zone” Purpose: independently and conscientiously perform the duties of the duty officer: lay out materials and aids prepared by the teacher for the lesson on tables; wash, if necessary, put them back in place after class.

Task No. 16

“We will prepare equipment and materials for educational activities.” Goal: to develop a sense of responsibility for the assigned task, to 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 in a team environment.

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. Cultivate 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; 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 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. Cultivate 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 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. Cultivate 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 culture (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 “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 materials." 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 work skills; carry out the assignment carefully, quickly, diligently.

Task No. 36 “Repairing 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."

(restoration of books).

Goal: to teach children to select 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 order in our closet.” Goal: to teach children to be careful when folding things in a coat closet.

Task No. 40

“General cleaning in the 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 carrying out assignments.

Why is duty necessary?

The first word that is associated with the concept of “duty” is “responsibility,” and not only for the life and safety of the child on the part of the teacher, but also for the development of the individual. This type of labor education, when the child independently needs to help the teacher as much as possible in organizing a lesson or setting the table, forms in children the initial understanding of the word “labor.”

This technique allows the child to realize that everything around us did not appear by itself, someone created it. This thought creates a desire to also try to do something and encourages independent work.

Some interesting ideas for decorating duty corners

As a rule, the stand, that is, the base of the corner, is made in the form of a panel on which the name, pockets for pictures-signs (or photos) and decorative elements are located. Several design ideas will help to diversify and make the corner unusual.

There are usually no difficulties with the name of the duty officers’ corner, since in most groups it is called that way: “Duty duty corner.” There are also options: “We are on duty, they are on duty today.” But how much more interesting and useful in terms of the development and upbringing of children is to name the corner “We love to be on duty”, “Little Helpers”, “Hardworking Suns, Bees, Daisies” (depending on the name of the group).

The kids will definitely want to know what the inscription means, and it will be much more pleasant to hear in response not just a phrase, but praise. This will create a desire to participate in the labor process and may even serve as the topic of a fascinating educational conversation: “Why do you think our corner is called that? Who is called hardworking? How can you help the teacher, the nanny, your group friends?”

There are also several options for individual symbol cards:

• Figured: in the form of flowers, clouds, mushrooms with an individual picture and the child’s name. In this case, the stand itself should be designed accordingly - like a lawn, a sunny sky, a clearing in the forest.
• With fastening on stud buttons. In this case, pictures indicating the types of duty are placed on the stand, and under them there are buttons with a protruding plastic part, the so-called studs. In this case, children's cards are made with loops or slits, hanging them on buttons. The buttons must be secured to the stand securely, not just by sticking them in, but additionally secured with superglue so that they do not fall out and cause injury.
• In the form of flags. Under the pictures of those on duty in the dining room, nature and activities there is a shelf, and on it there are two holders for flags for each type of duty. Individual pictures or photos of children are glued onto the flags and inserted into the holders.

Organization of independent activities of older preschoolers

By the age of 5–6 years, important changes occur in the behavior and quality of children’s mental and physical actions. This is due to the formation of the basic processes of the nervous system, the development of various types of memory and thinking abilities. When preparing conditions for independent activity and thinking through methods for organizing children's activities, the teacher of the senior group takes into account the age characteristics of the students:

• In children 5–6 years old, attention is more stable than in younger preschoolers. At this age, the basic processes of the nervous system improve, self-regulation of behavior occurs, and children are less likely to become overtired. Children are able to observe any object or process for a long time, create large-scale buildings from a construction set, and assemble a mosaic from a significant number of parts.
• Children are capable of intentional memorization. Listening to the teacher’s explanations and instructions, students record the stages and methods of action in their memory and reproduce them later in independent studies: for example, they conduct experiments in the research corner or create crafts in the creativity center.
• The intellectual capabilities of children are improved. At the age of 5–6 years, a child quickly makes assumptions and predicts the results of actions. He independently establishes cause-and-effect relationships and navigates the temporal and spatial relationships of objects. Conscious experimentation, independently planned and executed, becomes possible. If a child wants to experiment with substances, he must first tell the teacher the safety rules. The teacher observes from the sidelines the children’s independent experimentation in the mini-laboratory.
• Cognitive interests expand, children study distant objects: planets, spaceships, the depths of the sea, dinosaurs, and children create drawings based on new information. Gaming activities become more complex: role-playing games are built according to rules discussed in advance, and roles are distributed among the participants.
• Fine motor skills are developed, children work and play with small objects: they assemble construction sets from small parts, make jewelry from beads and seed beads.
• Children willingly cooperate within the group. They like to independently choose partners for experiments, games and conversations, and discuss topics that interest them.

Older preschoolers are able to cooperate with each other during research and play activities

The development of independence is one of the conditions of the educational process in preschool educational institutions, aimed at raising a comprehensively developed personality. The Federal State Educational Standard (FSES) does not call children’s independent activities as a separate area of ​​learning and pays more attention to the joint work of the teacher and students. However, the target for each developmental area (cognitive, physical, social-communicative, speech, artistic and aesthetic) is to encourage initiative in children's activities (mental or practical), stimulate independence in choosing methods of activity and their implementation. Forming a research type of thinking and creating positive motivation for creative solutions to problem situations creates a solid basis for successful learning at school. The goal of organizing independent activities in kindergarten is to develop the child as an independent creator and researcher.

Developing the skill of independently searching for information is one of the target foundations of education in preschool educational institutions

Tasks of organizing independent activities in the senior group

• Formation of strong-willed qualities: psychological resistance to the influence of external factors (street noise, voices of other children) and other people’s opinions, the desire to bring the plan to the final result. Older preschoolers begin to develop the ability for self-analysis and evaluation of completed actions.
• Improving self-regulation processes: the ability to calculate energy expenditure to perform planned actions, feel the need to change the type of activity or rest. At the age of 5–6 years, the processes of the nervous system actively develop: the child has perseverance, reacts positively to advice and constructive comments.
• Development of the ability to independently construct a game plan, observation, research, employment, the desire to implement ideas without the help of adults.
• Strengthening self-care skills. The actions of dressing and undressing, observing the rules of personal hygiene and cleanliness of the room should be brought to automaticity.
• Development of independence through carrying out work assignments: duty in the dining room, play area, bedroom, etc.

When planning classes for the development of independent activity, the age and individual characteristics of children, their interests and passions, consistency with thematic planning for educational activities and creative activities, and the material base for play and children's experimentation are taken into account. The subject-spatial environment in the group room should be developmental. Children receive positive emotions from independent activity and acquire new knowledge about the properties of objects and the connections between them. This environment is organized by the teacher, and children are free to choose ways of acting in its conditions. The principles of functioning of children's activity centers: accessibility, safety, enrichment with temporary materials (for example, in the center of cognitive activity you can organize an exhibition for Cosmonautics Day, in a corner of nature in the spring you can display boxes with bulbs of hyacinths or tulips, supplement the play area with a set of road signs while studying traffic rules on ECD classes and walks).

Drawing up a duty schedule - a technique for developing self-service skills through work assignments

Forms of organization of the subject-spatial environment

• Center for educational and research activity: science center, knowledge corner, experimental workshop, laboratory, experimentarium. Equipped with a selection of encyclopedias and albums with educational illustrations, diagrams, cards, models and figures of objects to study, materials (including natural ones) and tools for conducting experiments. Before independently conducting any experiment in the laboratory, students must seek permission from the teacher and first discuss the safety rules. For public holidays and events in the kindergarten, temporary exhibitions are organized in the research corner: “Taking care of the planet”, “Secrets of the Solar system”, “Structure of a volcano”, “How primitive people lived”.

  At the center of cognitive and research activities, students participate in the search for new knowledge

• Game center: areas with sets of toys and costumes for role-playing games (“Traffic officer and drivers”, “Hospital”, “Grocery store”, “Kitchen”), a center for educational games (shelves with board and educational games, puzzles). To consolidate and improve self-service skills, play corners are supplemented with materials on relevant topics: clothes for toys with various types of fasteners, items for acting out problem situations (“Who made a mess in the kitchen”, “Doll Katya, put things in order in the closet”, “The bear is going to the kindergarten").

  In a playful way, children reproduce what they have learned during classes

• Sports section. The physical activity center can be equipped with special equipment: hoops, balls of different sizes, jump ropes, elastic bands for jumping, sets for playing small towns, skittles.

  The physical activity center provides children with equipment for outdoor games and exercises

• Center for environmental activities: a corner of nature, a living corner, a winter garden, a mini-vegetable garden (boxes with soil on the windowsill for growing herbs and vegetables). Pupils of the senior group independently conduct long-term observations of plant growth, engage in labor activities with knowledge of the characteristics of representatives of the plant world: water, moisten leaves, loosen the soil, monitor the light and temperature conditions in a corner of nature.

  Senior preschoolers independently care for plants in a group

• Center for art/artistic and aesthetic activities: a corner of art or folk crafts (reproductions of paintings, small copies of architectural and sculptural objects, toys, dishes and interior items in folk style), a theater corner (scenery for staging fairy tales, puppet and finger theater, masks and character costumes for children, face painting), a productive creativity zone (materials for modeling, drawing, paper construction, including origami), a musical island (a collection of audio recordings - children's and holiday songs, sounds and voices of nature with instrumental accompaniment, musical instruments - xylophone, tambourine, children's synthesizer, castanets, balalaika, etc.).

  Dramatizing episodes of favorite stories and improvising in acting out various plots is one of the forms of independent activity of preschoolers

• Psychological comfort center: relaxation corner, quiet zone, magic room (tent, marquee, hammock, sofas where children can relax and chat quietly). Children independently choose ways to relax: looking at a book, quietly playing with a doll, calm conversation with each other.

• In the group it is necessary to organize a place where the child can be a little quiet and relax

Types of independent activities of older preschoolers: table

Game activity remains one of the leading types of activity in older preschool age

Motivating start to class

Children's independent activity manifests itself in various routine moments during the day: upon arrival at the garden in the morning, on a walk, during leisure time in the afternoon. In order for children to be able to use their imagination and a set of skills to occupy themselves in their free time in employment centers, the teacher must achieve the effectiveness of children's activity during educational classes. Interacting with students, the teacher, by directly showing verbal instructions, forms and develops in the students the ability to highlight the main thing - a question or problem. Those activities will be the most interesting and productive, which were aimed at achieving a specific result (making crafts, experimenting, compiling a completed story from pictures, completing a work assignment, playing a sports game). Having mastered the algorithm of actions and methods of implementation, children transfer the forms of activity worked out with the teacher into individual activity.

It is important not to occupy the time allocated for children's games with other activities. Play for older preschoolers still remains a way to consolidate practical skills, relieve mental stress, and interact with peers.

A game for preschoolers is not only entertainment, but also a form of communication

The structure of independent activity of preschoolers consists of three stages:

• motive,
• action,
• result.

The role of the teacher is to create motivation for further actions of students in the conditions of the subject-spatial environment organized by the teacher. The desire to work independently can be of different natures: playful, cognitive, volitional, social and emotional. Creating a friendly and trusting atmosphere is an indispensable condition for the children’s successful activities. The teacher makes sure that each child is in a good mood before and during the lesson. The social orientation of motives for work is expressed in a positive attitude towards collective activity, the desire to discuss what is being studied or created, and the ability to listen to the opinions and desires of classmates. Volitional motivation means the direction of a child’s actions towards achieving a specific goal, interest in demonstrating his abilities. Playful and educational motives often arise spontaneously, but the teacher can initiate these types of motivation by predicting the independent activities of students within the framework of thematic planning.

Using a motivational start to the lesson, the teacher predicts children’s independent activity in games

If you invite children to show how they can play with a familiar object, they are drawn into the game

Examples of independent activities in the senior group of kindergarten

We invite you to familiarize yourself with the options for independent activity of older preschoolers in various regime moments.

Role-playing game “Polyclinic”: video

Senior game - free activity (outdoor game): video

Game activities on traffic rules: video

Conditions for organizing independent activities during a walk: video

Theatrical activities: video

Independent activities (didactic games): video

Corner of solitude in the senior group: video