Project duration: short-term (November).
Project type: educational and informational
Project participants: preparatory group children, teachers, parents, music director, speech therapist
Children's age: 6-7 years
The problem is that we are faced with the fact that children, even in the preparatory group, do not all know the names of their parents’ professions, the characteristic features of this specialty
Project goals: to expand children’s understanding of the role of work in people’s lives and the variety of professions
Project objectives
For children
— Enrich children’s ideas about the diversity of the world of professions in society;
— Expand children’s knowledge and understanding of their parents’ professions (parents’ place of work, the significance of their work; pride and respect for the work of their parents);
— Expand ideas about different types of labor, about the structure of the labor process (goal, motive, material, tools, set of labor actions, result);
— Develop the ability to correlate labor results and a set of labor processes with the names of professions;
— Foster a conscious attitude towards the value of adult labor;
— Arouse curiosity and interest in the activities of adults;
— Enrich children’s vocabulary with special terms specific to a particular profession;
— Show the relationship between different types of labor;
— Learn to display ideas about the work processes of adults in role-playing games, conveying in the game the attitude of adults to work;
— Develop creative imagination, the ability to jointly develop a game, coordinating one’s own game plan with the plans of peers, imagining oneself in different social roles;
— Develop understanding and ability to evaluate people’s actions;
— Develop the ability to use speech-evidence to substantiate your judgments;
— Encourage children to think about choosing a future profession.
For teachers
— Create an information base: creating presentations about various professions, producing a book of children's stories about professions;
— Selection of works of art on the topic of the project;
— Recording of the video “Who do I want to become?” (followed by display at the final event);
— Selection of didictic and printed board games, illustrations on the topic of the project;
— Create conditions for active, independent and jointly with an adult, creative, playful activity of preschool children through role-playing games;
— Enrich the subject-development environment on the topic of the project;
— Ensure the implementation of educational, developmental and training tasks through children’s mastery of educational areas;
— Continue to develop coherent speech in preschoolers;
-Develop interest in children and parents in project activities.
For parents
— Engage in joint activities with children when creating products of project activities;
- Stimulate the creative and cognitive activity of children;
- Conduct a conversation - a story about your profession;
— Conduct a master class for children (parents’ hobby).
Organizational stage
1. Creating a problem situation for children, the solution of which the project will be aimed at, using a model of three questions:
I
- Why do you need to work? What do your parents do, what do you know about their professions? What do you want to be when you grow up?
II
-What do we need to do to find out?
III
Where can we find out? How can we tell everyone what we learn?
2. Joint discussion with children about the stages of work on the project
Content-practical stage
Health and physical development
- Introduction to professions related to sports;
- Daily thematic rhythmic exercises;
- Sports leisure “At the athletics stadium”
- Thematic physical education minutes
- P/i “Firemen in exercises”, “Cosmonauts”, relay race games
- Compliance with work schedule (work and rest)
Safety
- “How to prepare for a subbotnik?” — discussion
- Safety rules for household work
- People of different professions have their own safety rules
Cognition
- Presentations “All works are good”, “The master’s work is afraid”, “Professions”
- Examination of reproductions, albums, illustrations on the theme “Professions”
- Series of conversations: “Who works in kindergarten”, “Objects and tools needed by people of various professions”, “World of professions”
- Conversations about the professions of parents and relatives, their places of work
- Didactic games: “Give me a word”, “Guess who it is?”, “Toy store”, “Who can tell you more about the profession!”, “Guess what I’m doing?”, “What’s first, what’s next?”, “Where you can should I buy this?”, “Name the profession”, “What to whom”, “Guess the profession”, “Who can’t do without them”, “Professions of people”, “Who does what? “,” “Names of professions from A to Z,” “What would have happened if I hadn’t worked...”, “What they do with this object,” “What the object will tell.”
- Labor process modeling
- Using logic games
- Using TRIZ elements when solving problem situations
- Drawing up a diagram for writing a story about professions
- Round table “Professions that have appeared recently”, “Let’s tell Smart Guy about changes in the work of people in some professions” (children’s choice: driver, baker, doctor, etc.), “How it was before, and how it is now”
Socialization.
Interaction with parents:
Meeting with an interesting person:
- Karina’s dad is a police officer “Our service is both dangerous and difficult...”
- Timur’s dad is a traumatologist, problem situation “What happened to the monkey”
- Alice's grandmother is a former kindergarten teacher
- master class by Vasilisa’s mother – “In the pottery workshop” (clay modeling and baking in a muffle oven)
Games and conversations
- Role-playing games: “Shop”, “Garage”, “Library”, “Builders”, “Hospital”, “Hairdresser”, “Beauty Salon”, “Television”
- Imitation games: “Mom’s Helpers,” “Cooking Dinner for the Whole Family,” “We’re Making a Movie”
- Game situation: “Who will I become?”
- Conversation about the qualities that a person who wants to get a particular profession must have “This profession suits me”
- Game-discussion “I am in the past, present and future” (work is the main activity of an adult)
Communication
- Writing stories about parents' professions
- Learning poems about various professions
- Enriching children's vocabulary with new terms
- Guessing crosswords and puzzles on the topic “Professions”
- Children's stories from personal experience “At a doctor's appointment”
- Making a dictionary of professions
- Proverbs and sayings about work
- Discussion of phraseological units about work
- Computer game for the development of verbal and logical thinking “Such different professions”
Work
- Household and household work in a group
- participation in a subbotnik (work in nature)
- manual labor
Fiction
Proverbs and sayings about work Poems and riddles about professions Reading poems and stories about professions
V. Mayakovsky “Who to be? ", M. Poznanskaya "Let's go to work", D. Rodari "What do crafts smell like", S. Marshak "Where did the table come from", "We are military", S. Mikhalkov "What do you have? ", "Uncle Styopa", "Uncle Styopa is a policeman." In Lifshits “And we will work.” B. Zhitkov “Railway”,
M. Ilyin “Cars on our street” N. Naydenova “Olga Pavlovna”. S. Baruzdin “Who built the new house”,
L. Voronkova “We are building, building, building”,
Music
- Musical game “If you have fun, do it this way”
- Song about the masters (Y. Kim, A. Rybnikov)
- Conversation about creative professions related to art (pianist, conductor, composer, singer, ballerina, artist)
Artistic and creative activities
Exhibition of drawings “Who will I be” Making attributes for games: “Mail”, “Shop”, “Pharmacy”, “Television” Coloring coloring books - professions Drawing tools and equipment, using stencils in your work Modeling - vegetables and fruits, confectionery Creation layout "City of Masters"
Play activity
- Board games - “Professions”, “Who should I be?”, “Associations”, “Who needs what for work?”, “We know all professions”, Puzzles “Professions”, “Couples” (by topic), “Associations”, lotto , dominoes, cut pictures
- Didactic games “Give me a word”, “Guess who it is?”, “Toy store”, “Who will tell you more about the profession”, “Guess what I’m doing”, “What first, what later”, “Where can I buy it” , “Name the profession”, “What to whom”, “Guess the profession”, “Who can’t do without them”, “Professions of people”, “Who does what? ”, “Who needs what”, “Names of professions from A to Z”, “What would have happened if I hadn’t worked ...”, “What is done with this object”, “What will the object tell.”
- Games “Where we were, we won’t tell you what we did, we’ll show you”, “If you have fun, do this”
Working with parents
- consultations for parents “Children’s responsibilities at home”
- placement of materials in parent corners
- design of a photo newspaper together with parents “Mom at work”
- consultations with parents on conducting master classes and conversations with children
Final stage
— Holiday "City of Masters"
Project results:
- Teachers are satisfied with the work done and the results of the project
- All material on the project topic has been collected and systematized
- Preschoolers have developed an interest in this topic;
- A holistic understanding of the work activity of adults has been formed
- Children know and name a large number of professions, proverbs, sayings about work, tools, and can write a descriptive story about the profession.
- Children have become more liberated and independent. In free activities, singing songs is widely used, attributes and outfits are used for this purpose.
- Parents developed an interest in the educational process, the development of creativity, knowledge and skills in children, a desire to communicate with the teacher, and participate in the life of the group.
- Parents have the opportunity to introduce their profession to all children in the group
- The celebration “City of Masters” was prepared and held
Project for labor education teachers
Continue to teach children how to properly water plants (under the leaves); cultivate a desire to care for plants.Give an idea of the problem of garbage in the city; teach a responsible attitude towards nature.
Develop basic labor skills; cultivate a desire to help adults.
Cultivate the habit of maintaining cleanliness and order.
Expand knowledge about special equipment; enrich your vocabulary.
Teach children to turn tights inside out correctly; cultivate a love of order.
Cultivate a desire to help adults.
Cultivate the habit of putting everything in its place.
Continue to develop labor skills; cultivate the desire to complete the work started.
Teach children how to properly fold clothes in a locker; cultivate a love of order.
Develop the ability to correctly arrange equipment on tables; cultivate responsibility.
Teach children to neatly put things on a high chair; cultivate a caring attitude towards things.
Cultivate a caring attitude towards things.
Teach children to tuck in T-shirts and T-shirts; cultivate a desire to take care of your appearance.
To convey to children the idea that only work helps to achieve what they want in life, to cultivate hard work and respect for the work of other people.
Expand knowledge about the content of the work of a janitor; cultivate a desire for order and cleanliness; develop respect for the work of adults.
Develop speech, memory, artistic abilities; bring to the understanding that joint work helps the cause.
Continue to develop skills in a culture of behavior in nature; expand the idea that everything in nature is interconnected.
Form an idea of the need for labor, expand knowledge about labor processes.
To instill in children a culture of behavior on city streets and to maintain cleanliness.
Clarify children's knowledge about the rules of replanting indoor plants.
Help adults set the table; continue to teach table setting.
Cultivate a caring attitude towards things.
Develop logical thinking; continue to expand knowledge about labor processes.
Expand knowledge about labor processes.
Promote environmental education, expand ideas about people’s work related to ecology.
Make children aware of the importance of her work; cultivate respect for the work of the assistant teacher and a desire to help her.
Cultivate the desire to work.
Improve the ability to dress independently for a walk.
To cultivate a caring attitude towards the nature around us; desire to take good care of her.
Cultivate a caring attitude towards the environment.
The desire to help adults, teach them to work.
To consolidate children's knowledge about materials, tools, equipment needed by people of different professions.
Cultivate a caring attitude towards the environment.
Form the habit of taking care of your appearance; cultivate a caring attitude towards clothes and shoes.
Development of cognitive activity about city problems; ability to observe and draw conclusions.
To develop an understanding of the need for humans to observe the rules of behavior in nature.
Strengthen the ability to wisely use waste material.
Maintain neatness at the table; Don’t forget to put your napkins from the table in the trash bin.
Cultivate neatness; the habit of putting things back in their place.
Build cultural skills in nature.
Form an ecological culture.
Develop interest in everyday work.
Foster respect for plants; desire to look after them.
Formation of ecological culture of children.
Develop children's speech, memory, fine motor skills.
Continue to teach how to dress and undress in the correct sequence.
Teach children to set tables, understand the purpose of their work, cultivate a caring attitude towards each other, and a desire to help adults.
Form labor relationships between children and adults.
Expand children's horizons; cultivate respect for the work of adults.
Name objects and their purpose. Fix the names of professions.
Develop gaming skills. Continue to introduce children to the profession of hairdresser.
Project “Labor in kindergarten”
Relevance. Main idea . Interest in work and the necessary work skills are established in early childhood. It is important for us, teachers and parents, not to miss this moment, because preschool childhood is a unique time when the child is interested in everything - he discovers the world around him, gets to know it. And he does it with joy. Work should enter a child’s life joyfully and help in all-round development.
Adults want to do everything themselves - faster, better, more accurately. They do not think about the fact that if a child is constantly denied the desire to help, to do something himself, then soon such desires will not appear in the child.
The main task of the educator is to help the child independently acquire his own experience, develop his desires and needs in obtaining labor skills.
Positive results can be achieved provided that the actions of teachers and families are coordinated. The involvement of parents in the activities of preschool educational institutions, their interested participation in the educational process is necessary for the successful development of the child.
Project participants : children, parents, teachers.
Project type: group, practical, long-term
The goal of the project: to develop a sustainable positive attitude towards work.
Objectives: - develop children's interest and love for work;
- maintain respect and interest in the work activities of parents and adults;
- cultivate a desire to work, persistently achieve results in work,
willingness to participate in joint work activities;
- involve parents in joint work activities.
Hypothesis : achieving the greatest effectiveness in organizing interaction between kindergarten and family on issues of labor education is possible during the implementation of complex activities. By implementing this project, it is possible to ensure that children accumulate a lot of diverse knowledge and skills about the work of adults, about the importance of work in human life, about work culture.
Various forms of work with children : conversations, observations, excursions, stories from adults about different professions, reading fiction, looking at paintings and illustrations, didactic games, creating the necessary conditions and preparing attributes for creative games, organizing feasible work.
Labor training for preschoolers must be carried out in compliance with the basic principles:
— the principle of consistency: work must be carried out not from case to case, but systematically throughout the academic year;
— the principle of taking into account age characteristics: it is important to conduct activities, games, excursions and observations taking into account age and environmental conditions;
— the principle of gradualism: the knowledge imparted to children is gradually refined, complicated and supplemented;
— principle of integration: the topics of work on labor education are included in the topics of other classes, for example, in visual arts, or physical education, as well as in other types of daily activities of children.
- the principle of practical application of knowledge: it is necessary to ensure that children do not automatically memorize rules and knowledge about work, but transfer theoretical knowledge into practical skills.
— the principle of continuity between the work of the kindergarten and the family: parents are the child’s first educators and full participants in the pedagogical process.
Predicted results:
— interest in work will increase;
- children will receive the necessary knowledge about different professions;
- will know about the importance of work;
- will diligently and carefully carry out instructions from adults;
- learn to take care of tools, objects, labor materials and put them away after work;
- children will develop skills in joint activities;
— friendly contacts, mutual understanding, mutual assistance will be established;
— for children, work will become a necessity.
Stages of work on the project.
1. Selection and study of literature.
2. Setting goals, objectives, grouping material, drawing up long-term plans for each age group.
3. Project implementation.
Literature:
“Conversations with preschoolers about professions”, T.V. Potakova, M.: “Creative Center”, 2003.
“For preschoolers about technology”, I.I. Kobitina, M.: “Enlightenment”, 1991.
“Preschool education” No. 1, 2006.
“To love work in one’s native land”, N.N. Kokareva, A.K. Bondarenko, M.: “Enlightenment”, 1987.
"Small Kindergarten" ed. M.A. Vasilyeva, M.: “Enlightenment”, 1988.
“Moral and labor education in kindergarten”, ed. R. Bure, M.: “Enlightenment”, 1987.
“Moral and labor education in kindergarten”, L.V. Kutsakova, M.: “Mosaic-Synthesis”, 2007.
“Familiarization of preschoolers with the surrounding and social reality”, V. Aleshina, M., 2005.
“Native Land”, R.I. Zhukovskaya, M.: “Enlightenment”, 1987.
“Teach children to work”, R.S. Bure, G.N. Todina, M.: “Enlightenment”, 1983.
First junior group.
Tasks:
1. To form in children the prerequisites for a positive attitude towards the work process.
2. Develop the ability to care for yourself independently.
3. Teach children to put toys away after playing.
4. Together with adults, care for animals and plants: feed birds, water plants, wipe large leaves with a damp cloth, etc.
5. Involve in performing simple labor actions.
6. Cultivate respect for people of any profession.
| Observations | Deadlines |
| - the work of a junior teacher | January February |
| - the work of a nurse | March |
| - at work of the cook | May |
| Didactic games | |
| — “Let’s teach a doll to wash dishes” | January |
| - “How the cat rode in a car” | February |
| — “Treating the doll Katya” | March |
| - "Bus" | March |
| - “Let’s feed the doll” | April |
| - “Let’s treat our friends” | May |
| — “Doll’s Birthday” | May |
| - “Let’s wash the doll’s dress” | June |
| - “Let’s dress the doll for a walk” | July |
| Role-playing games | |
| - “Let’s arrange a room for the doll” | January |
| — “Builders” | February |
| - “Let’s put the doll to sleep” | March |
| - “The doll got sick” | March |
| - "Family" | April |
| - "Bus" | May |
| - "Treating Friends" | June |
| - “Greasy girl” | July |
| Fiction | |
| - “Water, water...” | January |
| — “Turnip” (fairy tale) | February |
| - “Okay, okay…” | March |
| — “Masha doesn’t cry” S. Kaputikyan | April |
| — “Teremok” (fairy tale) arr. Bulatova | May |
| — “Sick Doll” by V. Berestov | June |
| — “The Driver’s Song” by A. Vvedensky | July |
| Looking at paintings | |
| - “Before the walk” | January |
| — “Children on a walk in winter” | February |
| - “You should definitely eat porridge” | March |
| — “Playing with a doll” | April |
| — “Feeding the chickens” | May |
| - "Big Wash" | June |
| - “Grow, grow, flower” | July |
Second junior group.
Tasks:
1. Maintain and develop interest in the work of peers and adults, the desire for communication and joint activities.
2. Cultivate the desire to take part in feasible work, the ability to overcome minor difficulties.
3. Foster a caring attitude towards the results of the work of adults.
4. Encourage them to independently carry out basic tasks (prepare brushes, pencils, modeling boards, etc.) for classes.
5. Develop the ability to finish what you start.
| Observations | Deadlines |
| — at work as a driver | September |
| - the work of a doctor | november |
| - at work of the cook | January |
| - the work of a music director | March |
| - at work as a janitor | May |
| Role-playing games | |
| - "Hospital" | October |
| — "Doctor ophthalmologist" | november |
| - "Kindergarten" | December |
| — “Let’s build a playground for dolls” | January |
| - "A toy shop" | February |
| — “Zoological Garden” | March |
| — “Lessons of Aibolit” | April |
| - “We’ll build the house ourselves” | May |
| Fiction | |
| — B. Zakhoder “Chauffeur” | September |
| — N. Pavlova “By car” | October |
| — A. Kardashova “Our Doctor” | november |
| — A. Kuznetsova “Who can?” | December |
| — E. Blaginina “I’ll teach my brother how to dress” | January |
| — D. Tabe “Work” | February |
| — A. and P. Barto “The Dirty Girl” | March |
| — D. Tabe “My Mother” | March |
| — E. Bloshkina “That’s what a mother is like” | April |
| — Y. Tuvim “Letter” | May |
| — K. Chukovsky “Moidodyr” | June |
| Productive activity: application | |
| - “Arrange the plates” | September |
| — Fruit plate" | October |
| “Let’s load the car with vegetables.” | november |
| — “Spatula and Broom” | January |
| — “Cups big and small” | March |
| - “We are making a rug” | April |
| - “Let’s build a house” | May |
| Drawing | |
| -“Plates large and small” | September |
| - “Let’s help the nanny set the table” | October |
| - "Car repairs" | December |
| — “What does a janitor need for work?” | February |
| - “Let's plant trees on our street” | April |
| Modeling | |
| — “Candy for guests” | October |
| - "Fruits and vegetables" | December |
| — “Buns, bagels, pies” | February |
| - "Dishes" | April |
| — “Houses for gnomes” | May |
| Looking at paintings | |
| - “Playing with sand” | September |
| — “On a walk in winter” | December |
| - “We’re going on the bus” | February |
| - “Helping a friend” | March |
| - “We are builders” | April |
| Conversations | |
| — “How we cleaned the site” | September |
| - “Where does mom (dad) work?” | October |
| - based on the fairy tales “Turnip”, “Fox, Hare and Rooster” | november |
| - based on the fairy tale “The Cockerel and the Bean Seed” | December |
| - “Why are you helping mom?” | February |
| — “Grandma’s Helpers” | March |
| - a story about the work of a junior teacher | April |
| — a story about the work of builders | May |
| Didactic games | |
| - “What grows where?” | October |
| - “Whose thing?” | november |
| - "A toy shop" | December |
| - “Who needs what” | February |
| - “Find something to tell me about” | March |
| - “You ask, and I will answer” | April |
| - “Who eats what?” | May |
Middle group
Tasks:
1. To educate and encourage children’s desire to help each other, to develop the ability to accept the help of their comrades.
2. Develop the ability to achieve a goal without switching to a more interesting activity, a game.
3. Accustom children to observe work culture skills: know and find what is needed for work, carefully use objects of work, take them to their place upon completion of work and at the request of the teacher.
4. Deepen children’s knowledge about the work of adults.
5. To develop in children a sense of joy from work done together, from joint efforts aimed at achieving a common result.
6. Strengthen children’s desire to get involved in work on their own initiative, following the example of their peers: perform the duties of an attendant in the canteen, in a corner of nature.
7. Promote the emergence of friendly, friendly relations.
| Observations | deadlines |
| - behind the driver's work | September |
| - the work of a conductor | October |
| - at work as a baker | november |
| - the work of the seller | December |
| - the work of a doctor | February |
| — the work of people to improve the city | April |
| - at work as a laundress | May |
| Conversations | |
| — about the work of people in transport professions (driver, pilot, etc.) | September |
| — about the work of grain growers | October |
| — about the work of a baker, a cook | november |
| - “What will you do when you grow up?” | December |
| — about the work of a nurse | January |
| - “What does it mean to take care of people’s work?” | February |
| — “Where and what do your parents work for?” | March |
| — about the work of livestock farmers | April |
| - about the work of builders | May |
| Role-playing games | |
| - "Big Wash" | September |
| - "Bus driver" | October |
| — “Builders” | november |
| - "Pilots" | December |
| - "Steamboat" | January |
| — “Apartment renovation” | February |
| — “Firefighters in training” | March |
| - "Post office" | April |
| — “Hospital” (inpatient) | May |
| Fiction | |
| — V. Berestov “Who can learn what?” | September |
| — K. Chukovsky “Fedorino’s grief” | September |
| — “Spikelet” (fairy tale) | October |
| — A. Sedugin “Conversation of machines” | October |
| — O. Driz “The Many-Colored Boy” | november |
| — Y. Tuvim “A mason builds houses” | november |
| - arr. Sokolov-Mikitov “Wintermovie” | December |
| — A. Chlenov “How Alyoshka lived in the North” | December |
| — N. Naydenova “Olga Pavlovna” | January |
| — K. Chukovsky “Aibolit” | January |
| — S. Mikhalkov “What do you have?” | February |
| — S. Baruzdin “Mom’s work” | March |
| — S. Marshak “Fire” | March |
| — N. Nosov “Patch” | April |
| — “Zhikharka” arr. Karnaukhova | April |
| — “The Cockerel and the Bean Seed” (fairy tale) | May |
| — Ya. Dyagutyte “Human Hands” | May |
| Targeted walks | |
| - on a nearby street | September |
| - to the roadway | October |
| - to the kindergarten kitchen | november |
| - to the grocery store | December |
| - to the medical office | February |
| - to the laundry | March |
| - to the construction site | May |
| Didactic games | |
| - “Who needs what for work?” | September |
| - “What is the item for?” | October |
| - “Guess and name” | november |
| - “Find something to talk about” | December |
| - “Does this happen or not?” | January |
| — “Sell what I describe” (tools) | February |
| - "Who's doing what" | March |
| - “What is porridge made from?” | April |
| - “Tops-Roots” | May |
| Productive activity: drawing | |
| — “How trees were planted on our porch” | September |
| - “My dad is a driver” | October |
| - “How we made a snowman” | December |
| - "Cat house" | January |
| “Let’s feed the birds.” | February |
| - “Planes are flying” | March |
| - “The house where you live” | May |
| modeling | |
| - “Gathering the Harvest” | October |
| — “Cups for dolls” | november |
| - “Let’s feed the birds” | December |
| - "Snowmen" | January |
| - “How we worked at the site” | February |
| — “Let’s help Aibolit cure the bear cub” | March |
| - based on the fairy tale “Fedorino’s grief” | April |
| applique | |
| — “Books for kids” | September |
| — “We are builders” (collective) | november |
| — “Dog House” | December |
| - “We’ll make a birdhouse” | March |
| — “Buses on our street” (collective) | April |
| - “Trucks are carrying cargo” | May |
| design | |
| — “City of Masters” (furniture) | September |
| — “Teremok” | October |
| — “Garage for cars” | november |
| — “Car Exhibition” (collective) | December |
| — “Dog kennel” | February |
| - "Bridge over river" | March |
| — “Two-story house” (collective) | April |
| Looking at paintings | |
| — “Passenger transport” | September |
| - “Where did the bread come from?” | October |
| - "Harvest" | november |
| - “Children feed the fish” | December |
| - “How we made a snowman” | January |
| - "On the farm" | February |
| - "Mom's Helpers" | March |
| - "My dad is a builder" | April |
| — “At a house construction site” | May |
Senior group
Tasks:
- Continue to expand children's understanding of adult work.
- Systematize children's knowledge about the work of adults at different times of the year.
3. Treat with care what is made by human hands.
4. Show the results of labor and its social significance.
5. Develop a desire together with adults and with their help to carry out feasible work assignments, bring the work started to completion, develop creativity and initiative.
6. Foster a culture of work activity, careful attitude to materials and tools.
7. Stimulate the desire to take part in work activities:
- help adults, maintain order in the group, in the kindergarten area;
- make your own bed;
- perform duties as attendants in the canteen, during classes, and in a corner of nature.
| Observations | Deadlines |
| - the work of a carpenter | September |
| -the work of a librarian | October |
| -the labor of builders | november |
| -the work of the cook | December |
| -the work of people to improve the city | January |
| -at the work of a janitor | February |
| -the work of a nurse | March |
| -the work of firefighters | May |
| Conversations | |
| -about the work of grain growers | September |
| -about the library and librarians | October |
| -about the work of a forester | november |
| -about the work of oil workers | December |
| - “Who is improving our city?” | January |
| -about the work of firefighters | February |
| -about the work of a doctor | March |
| - about the military, astronauts | April |
| -about the work of people in transport professions (pilot, captain, etc.) | May |
| Targeted walks, excursions | |
| -to the carpenter's workshop | September |
| - to the children's library | October |
| -on a nearby street | november |
| -to the construction site | January |
| - to the fire department | February |
| -to the medical office | March |
| -to the roadway | May |
| Role-playing games | |
| - “Kindergarten: music director” | September |
| -"Library" | October |
| -"Hospital" | november |
| - "Oil workers" | December |
| -"Beauty saloon" | January |
| - “Pilots.” "Border Guards" | February |
| - “We need all kinds of mothers...” | March |
| -“In public transport” | April |
| -"Builders" | May |
| Didactic games | |
| -"Guess what I'm doing" | September |
| - “What first, what then?” | October |
| - “Name your profession” | november |
| - “You ask, and I will answer” | December |
| -“Choosing a job” | January |
| - “Who needs what?” | February |
| - “Sell what I describe” | March |
| - “Guess and name” | April |
| - “Why (why) do you need to do this?” | May |
| Productive activity: drawing | |
| -"Harvest" | September |
| - “How we went to the library” | October |
| - “Who is in charge in the forest?” | november |
| - “I would go to the oil workers...” | December |
| - "Snowblower" | January |
| -"Fire" | February |
| - “Good Doctor Aibolit” | March |
| -"Flight to the moon" | April |
| - “Across the seas, along the waves...” | May |
| modeling | |
| - “What grew in the garden” | September |
| - “Teremok” | October |
| - “Who is in charge in the forest?” (teamwork) | november |
| - “Monument to the Discoverers of Oil” | December |
| - “We are on a walk” (team work) | January |
| -"Fire engine" | February |
| - “Aibolit treats animals” (team work) | March |
| - “Rocket” (bas-relief modeling) | April |
| - “Boat on the waves” (bas-relief modeling) | May |
| applique | |
| - “What grows in the garden?” | September |
| - “Street of our city” (collective) | October |
| - “How we planted trees” | november |
| - “Why should we build a house?” | December |
| - “Birds at the feeder” | January |
| - “Cars are going to the fire” (collective) | February |
| - “Mom at work” | March |
| -“Planes are flying” | April |
| - “Alley of Heroes” (collective) | May |
| manual labor | |
| - "Harvest trolley" | September |
| - "Magazine stand" | October |
| -"Fairytale house" | november |
| -"Christmas decorations" | December |
| -"Carousel" | January |
| -"High building" | February |
| -"Bus" | March |
| -"Rocket" | April |
| -"Military equipment" | May |
| Construction | |
| -"Cars" | September |
| -"Specialist. Transport" | October |
| - “Garage with two entrances” | november |
| -"Bridges" | December |
| -"Kindergarten" | January |
| -"Street" | February |
| -"Airplane" | March |
| -"Rocket" | April |
| -"Aerodrome" | May |
| Looking at paintings | |
| -“Child in kindergarten” | September |
| - “Family”, “Our Garden” | October |
| - “The doctor has arrived” | november |
| -"In the shop" | December |
| - “Our corner of nature”, “We are on duty” | January |
| -"Defenders" | February |
| - "Mom's Helpers" | March |
| -"Poultry farm" | April |
| - “On the construction of a residential building” | May |
| Fiction | |
| A. Barto “Lesson in the Garden” | September |
| A. Brodsky “My Brother” | September |
| Z. Aleksandrova “My bear” | October |
| V. Zaitsev “I can dress myself” | October |
| B. Zakhoder “Binder”, “Boots”, “Tailor” | november |
| J.Dagutite “Loaf” | november |
| E. Moshkovskaya “Ears” | December |
| N. Syngaevsky “Assistant” | December |
| V. Sukhomlinsky “My mother smells like bread” | January |
| A. Kardashova “Our Doctor” | January |
| Ya. Tayts “Obedient rain” | February |
| G. Ladonshchikov “Our Friends”, “Helpers of Spring” | February |
| G. Lyushkin “Craftswoman” | March |
| P. Obraztsov “Treating a doll” | March |
| N. Nosov “Cucumbers” | April |
| N. Nosov “Mishkina porridge” | April |
| “The Mouse and the Sparrow” (Udmurt fairy tale) | May |
| "Two Frosts" | May |
Preparatory group for school
Tasks:
1. Cultivate interest in various professions, in the professions and place of work of their parents.
2. Continue to introduce children to professions related to the specific local conditions.
3. Expand ideas about the work of adults.
4. Cultivate respect for the work of adults, love for work.
5. Create the need to work.
6. Accustom to diligently and accurately carry out instructions; take care of materials and objects, put them back in place after work.
7. Foster a desire to participate in joint work activities on an equal basis with everyone.
8. Cultivate the desire to be useful to others and achieve results.
| Observations | Deadlines |
| - the work of a housekeeper, a caretaker | September |
| — at work as a kindergarten plumber | October |
| - at work as a guard policeman | november |
| - behind the work of adults at the post office | December |
| - the work of a salesperson, cashier | January |
| - the work of a controller in a cinema | February |
| - the work of a hairdresser | March |
| — the work of a kindergarten electrician | April |
| - behind the work of builders | May |
| Conversations | |
| - the manager's story about his work | September |
| — with a plumber about his work | October |
| — about the work of a traffic controller | november |
| — about the work of a postman | December |
| — about the work of a sales consultant, cashier | January |
| — conversation with the projectionist | February |
| — about the work of a stylist and makeup artist | March |
| — about the work of oil workers | April |
| — about the defenders of the Motherland | May |
| Excursions, targeted walks | |
| — to the warehouse of products and equipment | September |
| - to the library | October |
| - to the roadway (to the police post) | november |
| - by mail | December |
| - to a hardware store | January |
| - in the movie theaters | February |
| - to the salon (hairdresser) | March |
| - to the oil museum | April |
| - to the Eternal Flame | May |
| Role-playing games | |
| - Kindergarten | September |
| — At the crossroads | October |
| - Post office | november |
| - Trading house | December |
| — Theatrical performance | January |
| — Ladies' salon | February |
| - Musical Theatre | March |
| — Service center (automotive) | April |
| - Victory Day | May |
| Didactic games | |
| - Guess what I'm doing? | September |
| - What first, what then? | October |
| - Name your profession | november |
| — Guess the profession | December |
| -Who can’t do without them? | January |
| -Who works in the field? | February |
| - Find the item | March |
| - Guess and name | April |
| - You ask, and I will answer | May |
| Productive activity: drawing | |
| — Harvesting | September |
| - Who will I be? | October |
| — Visiting the masters of Dymkovo | november |
| - Postman Pechkin | December |
| — How we went to the cinema | January |
| — My dad is at work | February |
| - What does mom do? | March |
| —Where did the bread on the table come from? | April |
| — Fireworks over the city | May |
| Modeling | |
| — Gifts of Autumn | September |
| — Toy Factory | October |
| — Our street (collective) | november |
| - Tea-set | December |
| -What did we make out of snow? | January |
| - We are on a walk (collective) | February |
| How we helped the janitor | March |
| — Oil rig | April |
| — Military parade on Red Square (collective) | May |
| Application | |
| — Machines for harvesting | September |
| - Ship | October |
| — Types of special vehicles | november |
| — Factory of New Year's toys | December |
| — Houses on our street (collective) | January |
| - Military equipment | February |
| - Train | March |
| - We are builders | April |
| - Eternal flame | May |
| Manual labor | |
| — Wheelbarrow for cargo (made of cardboard) | September |
| — Bus (from matchboxes) | October |
| — Furniture factory (from boxes) | november |
| — Boats (made of natural material) | December |
| — Helicopter, plane (from plastic bottles) | January |
| — Aerodrome (collective) | February |
| – Sewing workshop (fabric) | March |
| — Spacecraft (from waste material) | April |
| — Kremlin (collective) | May |
| Construction | |
| - Building | September |
| - Cars | October |
| — City microdistrict (collective) | november |
| - Water transport | December |
| — Bridges | January |
| — Train staff (collective) | February |
| — Terem-teremok | March |
| — Zoo | April |
| — Red Square (collective) | May |
| Looking at paintings | |
| — I. Shishkin “Rye” | September |
| — A. Plastov “Haymaking” | October |
| — V. Vasnetsov “Bogatyrs” | november |
| — Winter feeding of wild animals | December |
| — How are woolen items made? | January |
| - We are in class; Children preparing homework | February |
| — On the construction of a school | March |
| — We work in the garden | April |
| - On the farm; Out to pasture | May |
| Fiction | |
| — V. Kuprin “Father’s Field” | September |
| — According to E. Permyak “How Masha became big” | September |
| — I. Muraveyka “I plowed myself” | September |
| — Y. Kupala “Field” | September |
| — V. Berestov “Nurse Fox” | October |
| — A. Usanova “Builders” | October |
| -S. Mogilevskaya “Our first conversation” | October |
| — According to V. Suteev “Skillful Hands” | October |
| — E. Uspensky “If I were a girl” | november |
| — M. Main “Button” | november |
| — R. Gamzatov “My Grandfather” | november |
| — M. Ilyin “Cars from our street” | november |
| — I. Drach “Doctor” | December |
| — I. Molyarova “Song of a Needle” | December |
| — D. Rodari “What crafts smell like” | December |
| — E. Moshkovskaya “In the port” | December |
| — S. Baruzdin “Mason”, “Painter”, “Carpenter” | January |
| — S. Baruzdin “Who built this house?” | January |
| — L. Kvitko “Grandma’s Hands”, “Daughter” | January |
| — I. Tokmakova “Who to be?” | January |
| — V. Glushchenko “Gridka” | February |
| — O. Vysotskaya “Bird House” | February |
| — E. Permyak “Mom’s work” | February |
| — S. Sakharov “Two Radio Operators” | February |
| — G. Lyushchin “Builders” | March |
| — S. Marshak “Mail” | March |
| — E. Blaginina “Don’t stop me from working” | March |
| — O. Donchenko “Blue Cog” | March |
| — A. Prokofiev “My deeds are good” | April |
| — K. Ushinsky “Know how to wait” | April |
| — M. Rodina “Mom’s Hands” | April |
| — Fairy tale “Sister Fox and the Gray Wolf” | April |
| — Fairy tale “Kolobok” | May |
| — Ch. Perrault “Little Red Riding Hood” | May |
| — M. Pozharov “Painters”, “We are the military” | May |
IV Final
| Subject |
| 1. Photo album “I am myself” |
| 2. Report at the teachers’ council “Education of independence in self-care in young children ” |
| 3. Entertainment “Mom’s Helpers” |
| 4. Consultation for parents “Involve your child in work” |
| 5. Entertainment “We made a birdhouse” |
| 6. Volunteer day for cleaning the territory of the kindergarten with parents |
| 7. Exhibition of drawings on the theme “My City” |
| 8. Labor landing (for cleaning the play area) |
| 9. “Household service” (joint work on cleaning the premises - open occupation) |
| 10. Planting flower seedlings in flower beds |
| 11. Presentation “Work in kindergarten” |
| 12. Exhibition of drawings and photos “How I work at home” |
| 13. Campaign “Plant a tree” (together with parents) |
| 14. Presentation of the best family “Kindergarten Helpers” |
| 15. Making crosswords |
| 16. Labor Day |
Author: Kiseleva Natalya Konstantinovna
Date modified: 09.24.2018 Date published: 09.24.2018
