Labor activity in preschool age is in its infancy and manifests itself, first of all, as productive imitative activity. The emergence of work activity often occurs in connection with the game or the process of it.

When we talk about the work of children, we recognize that it is somewhat conventional in comparison with the work of adults. The value of child labor lies in its educational value.

Timely involvement of a preschool child in feasible work is necessary for his diversified development. Labor requires and develops a preschooler’s intelligence, observation, attention, thinking, and memory. Labor is especially important for the moral education of a child. In work, independence is fostered, initiative, responsibility, and hard work are developed. It also contains considerable opportunities for the manifestation of the child’s individuality, his “self.”

The formation of each component of work activity (goal, motives, planning, process of activity, result) has its own characteristics.

The work activity of preschoolers is stimulated by various motives. The same work process and the resulting product can have different psychological meanings depending on whether the child does it for his own pleasure or in order to achieve a result useful to other people.

Younger preschoolers have a more pronounced interest in the external side of work (attractive actions, tools and materials, results). Among older preschoolers, motives of a social nature are becoming increasingly important. They manifest themselves as a desire to do something useful for loved ones: parents, kindergarten staff, friends, kids. Motives can be: the child’s desire to receive an approving assessment from an adult, awareness of his own skills and the ability to independently achieve the result of work, interest in joint activities with children and adults, cognitive interest, personal practical or play interest.

There is a close connection between motivation and the characteristics of children’s behavior at work. Thus, if children are motivated to work only by obeying the demands of an adult, then the work is completed well only with constant supervision. If a child works for the praise of an adult, then he only does well what he is assigned and always waits for evaluation.

Depending on the motive, children's relationships change during the labor process. If there is a social motive, children have a desire to help each other, show goodwill, and interest in the result of a common cause.

The task of moral and labor education is to ensure that people are encouraged to work not by selfish motives of personal success or only personal benefit, not so much by the motives of the external, procedural attractiveness of the activity, but by motives of a social nature.

In the labor process, adults and children act together, directing efforts to achieve a common result. This does not mean that the teacher does the work together with the students from beginning to end. It is important that children see the adult’s interest in achieving a common goal.

In labor, the leading actions are object-tool actions, with the help of which the result is achieved. Mastery of the simplest tools and instrumental actions occurs already at an early and preschool age.

Younger preschoolers are not yet able to independently evaluate the results of their work. This is done by the teacher after completion of the labor process.

In older preschoolers, their approach to work begins to change. They develop evaluation criteria and overcome their categorical and unmotivated nature. The teacher’s interaction with children, his pedagogical assessment, and personal example contribute greatly to this.

All the work of preschool teachers to introduce children to work is based on the following principles:

Natural conformity and individualization - involves taking into account the age and individual characteristics of children in work;

Humanization - manifests itself in the teacher’s orientation towards the child’s personality, taking into account his needs, interests and capabilities, presenting reasonable and feasible demands; children in work, providing them with freedom to choose the content of work;

Cooperation with the families of pupils - also manifests itself in helping parents in the labor education of the child: determining the content of the child’s work at home, joint work of parents and children, revealing the importance of communication between adults and children in joint work, showing parents techniques for managing children’s work.

The work of a child differs from the work of an adult:

· the child does not create socially significant material values ​​in his work;

· work is educational in nature and is a means of comprehensive development of the child’s personality (according to adults);

· a distinctive feature of children’s work is its closeness to play (game reflects the work of adults, work activity is organized for future play, play actions are included in the work process, elements of work actions are reflected in the game, children happily accept a game situation associated with work);

· the work activity of young children is characterized by interest in the process of action itself;

· the work of preschool children does not have constant material reward;

· the child’s work is situational and optional (its absence affects the child’s moral character);

· all structural components of work activity are in the development stage and necessarily require the participation and assistance of an adult.

The work activities of preschoolers contain all the components characteristic of this activity:

* The planning process;

* labor actions;

* result of labor.

The purpose of work activity is Children of primary preschool age cannot set goals or retain the entire process and result in memory. The child immediately begins to act; the actions are not goal-oriented, but procedural in nature. A goal for a small child does not make sense; he formulates it to indicate a momentary action.

Older children independently formulate a goal based on the material of already known work, and maintain it throughout the process until a result is obtained. With unfamiliar content of work, the help of an adult is required.

Children's independence in goal setting and its awareness are relative. The peculiarity of this component is the participation of an adult.

Motives for work – characterize what and why the child works. Motives may include:

· need for positive evaluation from adults;

· self-affirmation;

· need to communicate with adults;

· desire to learn something;

· social motives (to benefit others);

The peculiarity of this component is the lack of desire to receive a material reward for work.

Planning of work activities – includes the organization of work, execution, control and evaluation of both individual stages and the result as a whole.

A child of primary preschool age does not plan his activities. Planning activities for older preschoolers is carried out with the help of adults.

Specifics of planning by older preschoolers:

· plan only the execution process;

· do not plan the organization of work;

· outline only the main stages, but not the methods of execution;

· do not provide for monitoring and evaluation of work;

· verbal planning lags behind practical planning;

· cannot draw up a work plan, but acts consistently.

The role of an adult is different at different stages: initially he plans himself, then he involves children in joint planning.

The peculiarity of this component is that children should be taught how to plan activities.

Labor actions – children of primary preschool age are fascinated by

namely the process of activity. The child performs labor actions directly under the guidance of an adult, when he is shown.

Older preschoolers have mastered many actions and are able to learn work actions based on verbal explanation, but the process of activity is also attractive to them.

The activity develops work skills, develops perseverance and the need to do everything beautifully, accurately, and correctly. Adult participation makes children's work more attractive.

The peculiarity of this component is that children develop individual labor skills that they can perform freely without the help of adults.

Performance evaluation – It is extremely important for a child to find out the opinion of an adult, experienced and authoritative person about how successfully he completed the work, what results he achieved, why and for whom they are important.

It is necessary to evaluate the result of the work and the attitude towards the task, but not the child himself. The assessment must be objective, taking into account the psychophysical capabilities of the child.

Younger preschoolers find it difficult to evaluate their activities. Older children learn to evaluate the process of implementation and the result of their work. The peculiarity of this component is that children should be taught to predict whether their efforts will lead to a bad or good result.

The result of labor is The result of the work of preschoolers should be understood not only as material embodiment, but also as moral content: the child sees that his actions are pleasant to someone, arouse gratitude, and a friendly attitude. Emotional reinforcement of the result of work is its main pedagogical value.

For younger preschoolers, it is not the material result that is important, but the moral one, expressed in a positive assessment from an adult.

A child of senior preschool age is interested in achieving a practical, materially presented result; the assessment of an adult is also important for him.

Children 5-7 years old may already begin to feel pride and satisfaction from the independently achieved result of their work. In older preschoolers, with some convention, we can assume the presence of elements of work activity performed together with adults and with their help.

The peculiarity of this component is that all preschoolers can see the result.

Related information.

Components of work activity

Labor activity is a broad concept that generalizes different types of labor, consisting of different labor processes. The labor process is a unique unit of labor activity, in the structure of which all components of labor activity are clearly presented: the purpose of labor, material and labor equipment (tools), a set of human labor actions to transform materials using tools, the achieved result of labor that satisfies human needs as the realization of the goal , motives of work. To master labor activity is, first of all, to master the labor process, its components in unity and connections.

Setting a goal.The prerequisite for the emergence of this element is purposeful actions that appear in the child’s objective activity at an early age. The conditions for the emergence and development of a goal in work are its accessibility to the child’s understanding (why it needs to be done, what result to get), the visual presentation of the intended result in the form of a drawing, design, the proximity of the result in time, the feasibility of achieving it.

The ability to understand and then independently set a goal develops better if the child receives a result that is significant for him and his loved ones.

Result - the main component of labor activity. It acts as a materialized goal of labor, a clear measure of the cost of labor effort. Children’s awareness of the results of their work is facilitated by:

1. The teacher establishes a connection between the result and the goal and activity that is meaningful to the children. In this case, the result is expected by the children, and its receipt is recognized as the completion of work, as its most important component.
2. Using the result of labor in children’s activities, which allows them to see and understand the practical necessity of the result, its significance for all children, and the desire to obtain it in their own work activities. The need to achieve a certain result encourages the child to master labor skills.

Mastering labor skills and abilities- one of the very significant components of the labor process and factors in the development of the work activity of a preschooler. No matter how interested a child is in the goal of labor, no matter how attracted he is by the result of labor, if he does not master labor actions, he will never achieve the result. At the same time, the level of children’s mastery of skills and abilities influences the formation of such a personal quality as independence, which manifests itself in greater independence from adults and in the desire to help younger peers, which, in turn, provides the child with a new position in children’s society, changes his social connections. However, mastery of individual techniques and individual work actions does not yet ensure rapidachieving results. Any labor process includes a series of sequential labor actions, the use of various materials and tools in a certain sequence. Hence, it is important that the child master a set of labor actions with materials and tools that make up one or another labor process. Its consistent implementation requires the ability to plan work activities.

Becoming a skillplan the labor process(to determine the goal, select material in accordance with it, select and organize equipment, determine the order of work actions, etc.) depends on how clear and differentiated children’s knowledge is about the structure of a specific labor process and its organization by adults. The presence of such knowledge allows the child to imagine the course of the labor process and plan its sequence, and vice versa, the absence of it leads to the child not being able to cope with the preliminary planning of work and not achieving results.

At the beginning, preliminary planning of children’s work activities is carried out entirely by the teacher: he explains the purpose of the work, selects the necessary materials and tools, places them near each child in a certain order, shows or reminds the sequence of work actions. As they master labor actions and the labor process in general, children themselves move on to basic planning. It goes through a number of stages. At first, children, having found out the purpose of the work, immediately strive to fulfill it, without pre-planning their activity, its sequence, do not prepare the necessary materials and work equipment, so their activity is chaotic, not economical in terms of effort and time. Without knowing how to organize their work, children often lose their goal and fail to achieve results. In these cases, the teacher’s task is to organize the planning of activities in accordance with the purpose of the work: select the necessary materials, present a sequence of operations, and if the work is collective, agree on interaction. Then the ability to independently plan and organize work is formed: before starting work, the child selects materials and tools, prepares the workplace and decides what he will do and in what order. Mastery of planning contributes to a significant improvement in the quality of the child’s work results.

Participation in work, achieving results and using them change children’s attitude towards work, motives of work, those. what the child works for. The productivity of work already in preschool children depends on what motives formulated by adults guide their activities. Social motives for work, as the most valuable, arise already in preschool age. However, they do not immediately become leaders. Social motives for work are influenced by the following conditions:

1. Knowledge about the results of labor, their social significance and necessity for people, and then knowledge about the social significance of labor in people's lives.
2. Public use in kindergartens and families of the results of labor achieved by children.
3. Organization of practical activities for children aimed at helping adults, peers, and younger children.
4. Evaluating the results of work by adults and their significance for other people.

Older children increasingly explain their motivation to work - to do something necessary for others. Gradually, under the guidance of adults, significant social motives become the internal motivation of the child himself.

Thus, mastery of labor processes and their components in unity is the beginning of the formation of children’s labor activity.

Labor training as a means of labor

Education in kindergarten

Labor education is aimed at developing in children the entire set of skills necessary for the holistic implementation of labor processes as the main units of labor activity. It is designed to teach children in specific labor processes and types of labor that are feasible for preschoolers, to set and motivate the goal of work, to choose the right subject of labor and work equipment, to rationally organize the workplace, to correctly carry out labor actions and achieve the desired result.

Labor training allows children to master labor processes in the shortest possible time, because the adult purposefully forms rational ways of implementing them, saving children from lengthy trial and error.

Labor training has a significant impact on the nature of children's knowledge about work. In the process of labor training, knowledge about the structure of the labor process is clarified, becomes more conscious, differentiated, and then more generalized, due to the fact that the general structure of the labor process is highlighted. This allows children, guided by knowledge, to better carry out and control their own activities.

Labor training is carried out in everyday life and in classes, it can be individual and group. Frontal learning in the classroom is most effective. It is advisable to conduct classes in the afternoon, during hours intended for work.

Basic didactic conditions ensuring the effectiveness of labor training:

1. Close connection between labor training classes and classes on developing systematic knowledge about labor.
2. Complex use of various techniques by the teachertraining (showing and explaining how to perform actions, showing methods of self-control, etc.) with the aim of developing skills.
3. Differentiated training for each component of the labor process is carried out by showing and explaining to the teacher. Demonstration and explanation include: 1. goal setting, 2. work motivation, 3.preparatory and main stages of work, 4. assessment of the final result of the work.
4. Children independently perform the mastered labor process in stages:

Stage 1 - organization of the workplace (selection of materials, labor items and equipment)

Stage 2 - execution of the labor process itself.

Stage 3 - assessment of the quality of children’s work results (their suitability for purpose and ability to be used for their intended purpose).

5. Formation of the foundations of a work culture (careful and economical use of materials and objects of labor, maintaining order in the workplace).

6. Consolidation of knowledge and skills acquired in labor training classes, in play exercises and in the daily work of children.

Psychological and pedagogical features

Children diagnosed with OHP

OSD in preschool children is not necessarily complicated by any disorders of neuropsychic activity, however, in practice, the combination of speech underdevelopment with a number of neurological and psychopathological syndromes is much more common. Among the neurological syndromes accompanying speech underdevelopment, the following can be distinguished:

1. Hypertensive-hydrocephalic syndrome- a syndrome in which preschool children are characterized by rapid fatigue and satiety with any type of activity, increased excitability, irritability, and motor disinhibition.
2. Cerebrasthenic syndromeexpressed by violations of active attention, memory and perception of educational material, insufficient development of verbal and logical thinking. Such children experience difficulties in classifying objects and generalizing phenomena and signs. Often their judgments and conclusions are poor, fragmentary, and logically not connected with each other.
3. Movement disorder syndromes.In the vast majority of children diagnosed with OHP, the fingers have little mobility, and their movements are characterized by inaccuracy or inconsistency. Many children hold a spoon in their fist, or have difficulty grasping a brush and pencil correctly, sometimes they cannot fasten buttons, lace their shoes, etc.

In groups of children with ODD, there are children who, in addition to the above, have the following characteristics, which manifest themselves in classes, in everyday life, play and other activities:

1. During classes, some of them are much faster than their normally developing peers; they get tired, get distracted, start fidgeting, talking, i.e. stop understanding educational material. Others, on the contrary, sit quietly, calmly, but do not answer questions or answer inappropriately, do not understand tasks, and sometimes cannot even repeat their friend’s answers;
2. pronounced negativism;
3. aggressiveness, pugnacity, conflict;
4. increased impressionability;
5. a feeling of depression, a state of discomfort, sometimes accompanied by neurotic vomiting, loss of appetite;
6. increased sensitivity, vulnerability;
7. tendency to morbid fantasies.

The presence of these painful features in children with OHP is explained by the fact that speech underdevelopment itself, as a rule, is a consequence of residual organic damage to the central nervous system.

Thus, the problem of correcting general speech underdevelopment in the vast majority of cases is a complex medical and pedagogical problem, and work activity is one of the means to help solve this problem, because labor education forms the correct attitude of children towards their own work: hard work, willingness to participate in work, the desire to complete the task and the habit of labor effort. In the process of work, personal traits are fostered: responsibility, independence, determination, perseverance, initiative, endurance and patience. Children learn to plan, organize their activities and achieve results.

Unlike the work of adults, the work activity of a preschooler does not create an objectively significant product, but is of great importance for his mental development. This is primarily due to the fact that the child’s preparation for future work begins long before her participation in socially useful work. The mental qualities of a person necessary for this activity are formed under the influence of living conditions and upbringing.

Labor activity is aimed at creating socially useful products - material and spiritual values ​​necessary for humanity.

The forms of work activity of a preschooler are varied: self-service, performing duties as an attendant, performing errands for adults, caring for indoor plants and animals, working on the kindergarten site, making products from paper, cardboard, wood, fabric, etc.

In preschool age, work activity is just beginning to take shape, so adults play a particularly important role in its organization and direction. They must interest the child in this activity, explain its significance, guide and correct actions, and optimistically evaluate the results. It is important for the teacher to organize the joint work of the group, to find a place in it to realize the efforts of each child, to help them master rational methods of interaction, to develop in themselves the ability to work for the common benefit, the ability to carry out the assigned task to the end and as best as possible.

Due to insufficient attention from an adult during the work activity of a preschooler, the motivation of a preschooler may change, and he will work not in the interests of the team, but for the sake of pleasure from the labor process, its results, for example, from a toy made for himself. This means that the labor process in itself does not ensure the preservation of the social motive; it must be supported by an assessment of the child’s achievements, focusing her attention on the importance of the common cause, and the like. Without this, the work activity of a preschooler, especially in the initial stages of its formation, will be no different from his usual productive activity.

During preschool childhood, the initial forms of labor activity form the prerequisites for the development of various types of children's activities (primarily productive and playful), the arbitrariness of his behavior, the purposefulness of actions, the introduction of planning elements, and the mastery of labor skills. Thanks to this, the formation of work activity itself occurs, the introduction of social motives in it.

Formation of psychological prerequisites for the work activity of a preschooler

In preschool age, it is necessary to form psychological prerequisites for future work activity. These prerequisites are:

a) the ability to act expediently, in accordance with the circumstances and requirements of other people;

b) development of voluntary movements of the hand, consistent with certain physical and functional characteristics of the objects used;

c) the ability to previously present the results of one’s actions and plan the sequence of their implementation;

d) various motor skills.

Already in the first year of life, intensive formation of voluntary movements of the hand occurs, the foundations of coordinated work of the hand and eye are laid, and effective actions appear. A child’s mastery of speech creates the prerequisites for verbal regulation of her actions, developing her ability to subordinate her behavior to the demands of those around her.

By the beginning of preschool age, children master relatively developed actions that are effective in nature. Then comes the transition from effective to productive actions. The baby is already trying not only to use a finished object, but also to transform it; he is developing the ability to imagine the results of his actions, plan their sequence, and strive to achieve a specific result.

Labor activity presupposes the presence of certain practical skills (for example, the ability to use simple tools) and familiarization with the properties of materials. It requires the development of intellectual qualities (the ability to plan one’s actions and foresee their results), a certain level of development of freedom (a sustainable desire to achieve a goal, obtain a planned product, the ability to subordinate behavior to set goals).

In productive types of activity (visual, constructive) there is a general development of voluntary actions and the formation of various motor skills. Self-service, visual arts, and making products from a variety of materials require certain skills related to the appropriate use of household items and simple tools. Thanks to this, according to P. Galperin, the formation of “weapon operations” occurs - specifically human skills, which consist in the ability to subordinate hand movements to the logic of the “tool” movement. Mastering them is extremely important for preparing a child for future work.

A special role in the development of work activity belongs to the game, in which the motives for future socially useful activities are formed and manifested. By enriching the child with impressions and encouraging her to play, adults orient him towards socially useful work and contribute to the development of a positive attitude towards her. In the game, the child reflects the working life of adults, learns to build relationships, and masters some work operations. Taking into account the specific signs of the work of preschoolers. Bulonsky noted that at this age it is difficult to distinguish between it and play; the child does not see much difference between them, because the highest form of labor (creative work), like play, also includes an element of enjoying the process of activity. “Therefore, by playing, the child prepares to creative work.

Observation of role-playing games on everyday and industrial topics provides grounds for drawing conclusions about children’s attitude towards work, what they consider to be the main thing in it, and what relationships they reflect. Play as the leading activity of a preschooler helps to form a positive attitude towards work, social motivation, and moral relations. In games, a child learns the characteristics of relationships, the motives of work, the qualities of people, if all this is a natural element of the game and is not imposed from the outside.

For example, a positive attitude towards self-service work, according to the observation of Y. Nevzerovich, overcomes the following stages:

1) the child’s understanding of the significance of the work offered to her for the team, while at the same time being unable to start and complete the job. she needs systematic control of the teacher and the children's team. Under the influence of reminders, praise, and condemnation, the child begins to learn the appropriate system of behavior;

2) implementation of self-service without external control. This occurs only during duty and within the immediate responsibilities of the child;

3) self-initiative in doing work that the child previously did only while on duty, trying to help others. At this stage, an internal need for activity arises;

4) organization of activities based on awareness of one’s duties as a duty officer, without external control. The child no longer needs to be constantly reminded of her duties, to reinforce her efforts with praise or condemnation;

b) the child’s transfer of experience in relation to people and responsibilities to other conditions, other areas of activity (activities, games). In new conditions, she also sees things through to the end, helps others, and cares for the quality of the common task. So, the experience formed in one type of activity becomes the basis for the child’s behavior in another type of activity.

Not every child necessarily overcomes all stages in the development of self-service work and at the same speed. In this area, significant individual differences are observed, which depend on the child’s existing attitude towards work responsibilities.

Work activity is constantly evolving. The formation of each of its components (skills, goal setting, motivation, work planning, achieving results and its evaluation) has its own characteristics.

· Target.

Children of primary preschool age cannot independently set goals in work, because... they do not know how to retain the entire process and result in memory. The children’s actions are not purposeful, but a procedural result (watered the flowers, started again; laid out the spoons, began to lay out the second). Awareness of the purpose of one’s actions and its connection with the result is formed gradually. At this stage, a huge role belongs to the adult; he sets a goal for the children and helps to realize it.

Older preschoolers, in familiar working conditions, independently set goals (in self-care, cleaning).

Older preschoolers set goals themselves when performing everyday duties, but they do this only in familiar situations (self-care, cleaning). They can also be aware of distant goals (growing crops). But such goals are set by an adult. So that long-term goals are not so difficult for children, it is necessary to set intermediate ones.

When conditions change, they should be told what to do. Children’s ability to set goals on their own develops most successfully in those types of work that ultimately produce a material result.

· Motives. When developing work skills, it is important not only what and how the child does, but also why. Children's motives can be different: to receive a positive assessment from an adult; assert oneself; to benefit others (social motives are formed only with the correct attitude of adults, “they say”). All of the above motives can be present in children of different ages:

Younger preschoolers have a more pronounced interest in the external side of work (attractive actions, tools and materials, results);

Among older people, motives of a social nature, which manifest themselves as a desire to do something useful to loved ones, become increasingly important. But only by the age of 5-7 they can formulate motives.

· Planning. An important component of work, which includes the organization of work, execution, control, evaluation of individual stages and the result as a whole.

Child junior preschool age does not plan his activities.

Planning of work activities seniors preschoolers is specific and has a number of features:

They plan only the process of performing the work, not including the organization (what to prepare for the work, what materials to take, where to put it, etc.);

They outline only the main stages of work, but not the methods of execution;

They do not plan to monitor and evaluate their work;

Verbal planning lags behind practical planning.

It is necessary to teach children to plan, thanks to this they develop the ability to act economically, rationally, and foresee the result. The role of adults at different age stages is different here: an adult plans work with children himself - involves them in joint planning - teaches them to plan independently.

· The process of activity itself. Children of primary preschool age are attracted by the process itself; gradually they master labor actions under the guidance of an adult (demonstration). Older children practice work skills through activities, cultivate perseverance, and the need to do things beautifully and accurately. They are able to learn labor actions without direct demonstration, but by verbal explanation.

· The result of labor. Younger preschoolers are not yet able to independently see and evaluate the result of their work. This is done by the teacher at the end of the work process; more often this is expressed in a positive assessment.

In older preschool age, the attitude towards work changes; they are interested in the practical result (before starting work, they are interested in why it is needed, who the result is intended for). The evaluative attitude towards the result of work also changes: evaluation criteria are formed, its categoricalness and lack of motivation are overcome, although it is easier for a child to evaluate the work of a peer than his own, but it is just as important for an adult. The social orientation of the result of labor, which is realized by middle age, allows us to form an understanding of the need for work for others and cultivate respect for the working person.

Thus, work activity is typical for preschool children, but has its own characteristics.

Types of labor of preschool children

Self service,

Household labor (socially useful labor)

Labor in nature

Manual labor.

Self-service- this is the child’s work aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures).

Self-care work has enormous educational significance, because... it is vital, aimed at meeting the daily personal needs of children. Doing it every day accustoms children to systematic work, to the understanding that everyone has work responsibilities, and develops a negative attitude towards laziness and idleness.

Meaning:

The labor education of preschool children begins with this type of labor;

teaches children to be independent, to overcome difficulties, and equips them with skills;

Its vital necessity is obvious, aimed at satisfying the child’s everyday personal needs;

Accustoms to systematic work; children begin to understand that everyone has work responsibilities related to their daily life needs; a negative attitude towards idleness and laziness is fostered;

For the first time, children establish known relationships with the people around them and become aware of their responsibilities towards them; learn the value of caring for themselves and acquire the ability to effectively care for their loved ones; strive to be useful (help), not burden others (perform actions independently);

Complements the child’s internal culture: he strives to be useful, not to burden others, helps them get by on their own in big and small things; always requires certain physical and mental efforts, which are more noticeable in the child’s activities, the younger he is and the less he has the skills of dressing, washing, and eating independently.

Age group	Contents of self-service work (tasks from the program)	Methods of working to develop self-service skills
Jr.gr	Cultural and hygienic skills. Improve cultural and hygienic skills, develop the simplest skills of behavior while eating and washing. Teach children to take care of their appearance; teach how to use soap correctly, carefully wash your hands, face, ears; Wipe yourself dry after washing, hang the towel back, use a comb and a handkerchief. Develop basic table behavior skills: the ability to correctly use tablespoons, teaspoons, forks, and napkins; do not crumble bread, chew food with your mouth closed, do not talk with your mouth full. Self-service. Teach children to dress and undress independently in a certain sequence (putting on and taking off clothes, unbuttoning and fastening buttons, folding, hanging items of clothing, etc.). Develop neatness skills, the ability to notice disorder in clothing and eliminate it with a little help from adults	Visual methods: Showing the implementation of each element of activity and their sequence. Observing the actions of an adult. Examination of illustrations and models. Watching filmstrips, cartoons Verbal methods: Explanations of the actions of an adult during the show. Detailed verbal explanation without showing. General or individual reminder. Monitoring and assessing the activities of children (younger group - teacher, older age - children) Reading fiction. Practical, game methods: Surprise moments. Games with dolls. Self-care skills exercises. Using special games and aids to teach children how to fasten buttons and lace.
Avg. gr.	Cultural and hygienic skills. Continue to instill in children neatness and the habit of taking care of their appearance. Develop the habit of washing yourself, washing your hands with soap before eating, when dirty, and after using the toilet. Strengthen the ability to use a comb and handkerchief; When coughing and sneezing, turn away and cover your mouth and nose with a handkerchief. Improve the skills of careful eating: the ability to take food little by little, chew well, eat silently, correctly use cutlery (spoon, fork), napkin, rinse your mouth after eating. Self-service. Improve the ability to dress and undress independently. Learn to neatly fold and hang clothes, and with the help of an adult, put them in order (clean, dry). Cultivate the desire to be neat and tidy. Accustom yourself to preparing your workplace and cleaning it after finishing classes in drawing, modeling, appliqué (washing jars, brushes, wiping the table, etc.)
St. gr.	Cultural and hygienic skills. Form in children the habit of keeping their bodies clean, their clothes and hair tidy; Brush your teeth, wash your face, and wash your hands as needed. keep your nails clean; When coughing and sneezing, cover your mouth and nose with a tissue. Strengthen the ability to notice and independently eliminate disorder in your appearance. Improve food culture: the ability to properly use cutlery (fork, knife); eat carefully, quietly, maintaining correct posture at the table; make a request, thank. Self-service. Strengthen the ability to quickly and neatly dress and undress, maintain order in your closet (put clothes in certain places), and neatly make your bed. Develop the ability to independently and timely prepare materials and aids for class, learn to independently lay out materials prepared by the teacher for classes, put them away, wash brushes, paint sockets, palettes, and wipe tables
Prep. gr.	Cultural and hygienic skills. Develop the habit of quickly and correctly washing your face, drying yourself using an individual towel, brushing your teeth properly, rinsing your mouth after eating, using a handkerchief and a comb. Strengthen children's ability to use cutlery carefully; behave correctly at the table; make a request, thank. Strengthen the ability to monitor the cleanliness of clothes and shoes, notice and eliminate disorder in one’s appearance, tactfully inform a friend about the need to correct something in a suit or hairstyle. Self-service. Strengthen the ability to dress and undress independently and quickly, put clothes in a closet, put shoes in place, dry wet things if necessary, care for shoes (wash, wipe, clean). Strengthen the ability to independently, quickly and accurately clean your bed after sleep. Strengthen the ability to prepare materials and aids for class independently and in a timely manner, without being reminded to clean your workplace.

Labor in nature- this is a special type of work, the content of which is caring for plants and animals, growing vegetables in the garden, landscaping the site, etc.

Work in nature has great educational value:

1. The child develops cognitive interests (observation of the growth and development of plants, the characteristics of some plants and animals, experiments with inanimate nature), and the beginnings of an ecological culture are formed.

2. Moral qualities are formed (careful attitude towards living objects, responsibility, patience, endurance)

3. Gives you the opportunity to bring joy to other people (treat you with grown fruits, give flowers), i.e. promotes moral development.

4. All structural components of work activity are actively developing (motive, goal, organization, planning, execution of actions, result).

Labor in nature has its own characteristics. Let's look at them in more detail.

The result of this work can be a material product (vegetables grown by the child, a tree planted by him, etc.). This brings child labor closer to the productive labor of adults.

Labor in nature most often has a delayed result: they sowed seeds and only after some time were able to observe the result in the form of seedlings, and then fruits. This feature helps to cultivate endurance and patience.

While caring for animals and growing plants, the child always deals with living objects. Therefore, special caution, careful attitude, and responsibility are needed. The absence of these factors can lead to the death of a living person.

Working in nature makes it possible to simultaneously develop cognitive interests. Children observe the growth and development of living objects, learn about the characteristics of some plants and animals, experiment, learning about inanimate nature.

This type of work gives children the opportunity to bring joy to other people (treat them with grown fruits, give flowers).

Thus, work in nature contributes not only to labor education, but also to moral, aesthetic, mental, and physical development.

Younger age.

Cultivate a desire to participate in caring for plants and animals in a corner of nature and on a site: with the help of an adult, feed fish, birds, water indoor plants, plants in beds, plant onions, collect vegetables, clear paths of snow, clear snow from benches.

Middle group.

Encourage children's desire to care for plants and animals; water the plants, feed the fish, wash the drinking bowls, pour water into them, put food in the feeders (with the participation of the teacher).

In the spring, summer and autumn, involve children in all possible work in the garden and flower garden (sowing seeds, watering, harvesting); in winter - to clear snow.

Involve children in the work of growing greens to feed birds in the winter; for feeding wintering birds.

Develop a desire to help the teacher put in order the equipment used in work activities (clean, dry, take to a designated place). Respect for the work of adults.

Senior group.

Labor in nature. Encourage the desire to carry out various tasks related to caring for animals and plants in a corner of nature; duties of an attendant in a corner of nature (watering indoor plants, loosening the soil, etc.).

Involve children in helping adults and doing hard work in nature: in the fall - in harvesting vegetables in the garden, collecting seeds, replanting flowering plants from the ground into a corner of nature; in winter - to shoveling snow towards tree trunks and bushes, growing green food for birds and animals (inhabitants of a corner of nature), planting root crops, creating figures and buildings from snow; in spring - sowing seeds of vegetables, flowers, planting seedlings; in summer - to loosen the soil, watering beds and flower beds