Summary of a lesson on developing self-service skills in the senior group “Every thing has its place”
Karaseva Olga Ivanovna
Summary of a lesson on developing self-service skills in the senior group “Every thing has its place”
Goal: To develop skills independently and with the help of adults and peers to maintain and restore order in the group.
Objectives: To cultivate diligence, respect for working people: the ability and desire to appreciate one’s own and other people’s work. To cultivate neatness, thrift, neatness, and the ability to take care of one’s appearance and one’s belongings.
Equipment: Household items and object pictures, a bear toy.
Preliminary work: The day before, the story “Masha the Confused” by L. Voronkova is read to the children and a conversation is held on its content:
-Who is the story about? Who woke up Masha in kindergarten?
-Why was Masha late for kindergarten one day?
-Why couldn’t she find her things right away? Where was the dress thrown? Who is to blame that Masha was late?
Progress
Educator:
-Guys, who keeps order in the house?
Children
: -Mother!
Educator:
- How do you help mom with this?
Children:
— We clean up our toys after we’ve played; We make our bed.
Educator:
— Who keeps order in the group? — Do you help adults with this? How?
Children:
We put the toys away, hang the clothes in the locker, put them on the high chair before going to bed, put the shoes on the shelf, set the table, and remove the dishes from the table after eating.
Educator:
- What great fellows you are!
-We’ll now go on a tour of the group and see if all the things are in place. If someone does not put the toy back in its place, then the toys may become offended and hide from you.
Educator:
(children and teacher approach the sports corner). Guys, please tell me what is missing in our sports corner?
Children:
Jump rope and ball.
Educator:
He approaches the music corner with the children and asks them to name what is missing?
Children:
A tambourine harmonica and a basket of rattles are missing.
Educator: Children, look how many toys they hid from us. But I think I know who can help us find the toys.
Look who's coming to us!
Children:
It's a bear!
Educator:
Children, let's ask the bear to help us find the toys.
Children:
Let's! (they start looking for toys together with the bear)
Bear: Phew, guys, we found all the toys and put them back in their place. Well done we did it. I'm tired, let's relax and play a game! Do you agree?
Children:
Yes, we agree!
Bear: the game is called “Every thing has its place” (Didactic game). Have you ever played such a game?
Children:
No
Bear: Then let's play now.
On the table there are a lot of small items (pencils, ribbons, hairpins, elastic bands, decorations for dolls, cubes, some parts from the designer) and boxes, boxes, baskets, cups.
The teacher and Mishka ask one of the called children to find a place for each item. After the game, Mishka rewards the children with stars for their help.
Educator:
Why should every thing be in its place?
Children:
So as not to waste time searching, you could take it right away.
Educator:
Who should keep order?
Children:
Adults and children.
Educator:
Guys, you are all great guys, but without Mishka’s help we couldn’t cope with you! Is it true?
Children:
Yes.
Educator:
Let's thank Mishka for his help then.
Bear:
I was glad to help you! See you soon guys!
PC 2.3. Organize feasible work and self-service.
Labor education is one of the most important aspects of raising the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them.
The main types of work in kindergarten are self-service, household work, work in nature, manual labor, and the forms of its organization are assignments, duty and collective work of children.
Self-care is the work of a child aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures).
Children of senior preschool age are assigned a number of more complex self-care responsibilities.
During practice, I taught children how to do self-care work. But now I have helped them to correctly approach the implementation of a complex task, showing them how to complete it easier and better. Monitoring continues to ensure that each item is placed in a specific place and that children put away their toys after playing. This is achieved by presenting constant demands. In kindergarten, I continued to teach children to take care of things: clean clothes, shoes, repair toys, books. This instills neatness in children.
Household and household work. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes.
The household work of children of senior preschool age is much more meaningful and becomes collective. This makes it possible to use it more widely as a means of moral education of children: the formation of purposefulness and organization.
When working with older children, it is of great importance to involve children in helping adults. In the process of work, the adult himself is a role model. It is very important to organize work in such a way that children are not just passive performers of some task, but also see the nanny as an organizer of affairs, her hard work.
In attracting children from the older group to household work, general assignments play an important role, when the teacher asks several children to do some kind of work. Since children’s self-organization skills are not yet sufficiently formulated, I tried to discuss with the children how to complete a general task: where they will start working, what they will need, how to organize the work so as not to get dirty themselves, litter, and spill on the floor. I helped everyone agree on who would carry out what general part of the task.
The main form of organizing the economic and everyday work of children of the older group is their inclusion in collective labor activities of socially significant content.
Duty duties are a more complex form of organizing children’s work; these are the first responsibilities of preschoolers. Duty duties require children to have sufficiently developed independence and require the child to perform work aimed at serving the team. Duty involves the work of one or more children in the interests of the entire group. Duty to prepare for classes requires children to concentrate. Since the content of this duty is not as constant as the duty in the dining room, children should be helped and reminded of what should be on the tables when drawing with pencils, paints, modeling, designing. When the work was completed, I asked the people on duty to check if everything was in place. Duty in a corner of nature is organized from the senior group, since it requires a large amount of knowledge about nature.
If duty is introduced for the first time, then immediately before its introduction a special training session was conducted. I created a duty corner with the children. You can design it in different ways depending on the imagination and skills of the teacher and children. Together with the children, I noted every day who was on duty, where and when. I used photographs of children, pictures, pockets, etc. In the duty corner there were robes, scarves, caps, also rags, watering cans, sticks for loosening the earth, etc. The duration of duty varies depending on the type of work, age, educational background goals. At the end of the shift, we discussed with the children the quality of the work performed. If mistakes were made, they were discussed only with those on duty. The appointment of duty officers is carried out daily; in senior groups, appointments for 2-3 days are possible. During duty, sanitary and hygienic conditions were observed. The duties of the duty officers gradually become more complex. Thus, despite the seemingly insignificant result of labor, duty is of great importance in raising children.
Labor in nature
Varied work in nature brings children a lot of joy and contributes to their all-round development. In the process of work, a love for nature and a careful attitude towards it are cultivated. Children develop an interest in work activity and a conscious, responsible attitude towards it. Working in nature has great educational value. It broadens children's horizons and creates favorable conditions for solving problems of sensory education. Working in nature, children become familiar with the properties and qualities, states of natural objects, and learn ways to establish these properties. During practice, I taught children to focus on the properties of natural objects to perform labor actions. So, to determine whether a plant needs watering, you need to take into account its condition (elasticity, density of leaves and stem). As a result, children develop a standard idea of the properties, qualities, and states of natural objects.
Duties in the nature corner begin in the senior group. This form of labor organization allows one to improve labor skills and form social motives for work.
Collective work makes it possible to develop work skills and abilities simultaneously in all children in the group. These forms of labor are necessary to establish relationships in a team. Here the skills are formed to accept the common goal of work, to come to an agreement, to coordinate one’s actions, to plan work together, to help a friend, to evaluate his work; Collective responsibility for completing a task is fostered.
In the frontal organization of collective work, when all children of an age group participate in the work, we together performed one task, for example, weeding a garden. When cleaning a corner of nature, some wash plants, others clean animal cages, others wash trays and wipe down window sills. In this case, the children were divided into subgroups. Collective work can be organized for one small subgroup (for example, 5-6 children watering a flower garden or picking fruits).
At the beginning of the school year, children of senior preschool age in a preschool educational institution carried out daily tasks to care for plants in a corner of nature. Duties around the nature corner are introduced at the end of September - beginning of October. Previously, conversations were held about the indoor plants that are there, about methods of caring for them, about the conditions necessary for their growth and development; talk about the daily duties of the duty officers. Duties were appointed daily. Their number depends on the number of objects in the corner of nature. I helped the duty officers distribute the work. My constant, friendly attention to the work of the duty officers, timely help and support are very necessary for children, especially in the first weeks of their work. In the spring, children were involved in replanting and propagating indoor plants. It is necessary to prepare for this work in advance. We examined all the plants together with the children and selected those that needed replanting; prepares soil, sand, pots of different sizes, shards, scoops, pointed sticks, manganese solution. The main work on transplantation is performed by the teacher himself. Children help clear the ground from pebbles and wood chips and sift it. At this time, the teacher consolidates the students’ ideas about the parts of the plant (root, stem, leaf, flower, bud).
So, the main form of work in a corner of nature for pupils of senior preschool age is systematic duty, which is introduced from the very beginning of the year. In order to interest children in the older group with targeted observations, you need to introduce a “Diary of a Corner of Nature”, where those on duty will sketch the changes they noticed in the development of plants and the habits of animals. It’s interesting from time to time for everyone to look at these sketches together, to remember what was grown and how, what they observed. In the Diary, only those on duty can draw and only what they did and what they noticed - such a rule must be established. Watching the children while they were on duty in a corner of nature, I noticed how they work. How they approach their responsibilities, what business interests them most.
I carried out most of my observations and work in the corner of nature in the morning, before breakfast, or after a nap.
She carried out her work activities regularly. I tried to involve every child in it. The work of children in nature should be feasible. The physical effort expended by the child should not cause overwork. Otherwise, he develops a negative attitude towards work assignments.
Varied work in nature brings children a lot of joy and contributes to their all-round development.
Manual and artistic labor, by its purpose, is labor aimed at satisfying the aesthetic needs of a person. Its content includes the production of fakes from natural materials, paper, cardboard, fabric, wood. This work contributes to the development of imagination and creative abilities; develops small arm muscles, promotes endurance, perseverance, and the ability to finish a job. Children delight other people with the results of their work by creating gifts for them.
