Summary of work activities in the senior group. Conducting a lesson on labor activity in the senior group of a kindergarten. Summary of a lesson on labor activity on the land self-government.
Natalya Kochurova
Lesson notes for labor activity
1. View labor: self-service.
3. Form of organization on work: errands.
4. Objectives:
work.
labor. Generate interest in adult labor.
5. Material: mirror, combs, hairpins for girls.
6. Guidance Methodology: Conversation, help, joint actions, artistic expression.
Organizational and methodological instructions: Children, what kind of person can we say is polite? (A polite person always thanks for help, says hello when meeting, and says polite words). When can you be called polite?
We use polite words when we come to kindergarten and when we leave home, and also when we meet with friends.
Now please check everything and fix your hairstyles.
What do we do with a comb?
We're doing Tanya's hair.
Hair to hair - braid,
Every girl is beautiful!
What do we do with a comb?
Let's do Vita's hair.
Vitya looks in the mirror:
No cowlicks - nice look.
Children comb their hair, the teacher helps the girls do their hair.
7. Evaluation labor: Children are encouraged to admire their hairstyles in the mirror.
Summary of work activities in senior group .
1. View labor: Collective household utility site cleaning labor.
Teach children to participate in organized labor peer group. Develop relationship skills, the habit of cleanliness and order. Strengthen planning skills activity, distribute responsibilities among themselves. To form in children a belief in the social significance and necessity of everyday life labor. Consolidate actions with inventory.
3. Form of organization on work: collective work.
4. Objectives:
a) Develop the ability to see the need for work and set its goal on one’s own initiative.
b) Develop the habit of pre-thinking about the organization of work and the sequence of its implementation.
c) Improve skills, develop habits work.
d) Form the habit of persistently achieving goals and correctly assessing the results of your work.
e) Develop interest and habit of work. Develop the ability and desire to help a friend. Form the habit of caring for things and objects labor. Generate interest in adult labor.
5. Material: pictures with tasks, three brooms, two brooms, two dustpans, stretchers, buckets, watering cans, rags.
6. Guidance Methodology: Conversation, help, joint actions, artistic expression, advice, distribution of responsibilities, reminder, example of another child.
Organizational and methodological instructions. I remind you of the rules for using tools. I draw your attention to the prepared equipment and suggest taking with you three brooms, two brooms, two dustpans, stretchers, buckets, watering cans, and rags.
I suggest you get dressed, take your equipment with you and go out to the site.
The sun is walking in the sky,
Congratulations on a clear day.
Get up, baby
It's time to go for a walk!
We'll dress ourselves.
Get ready for a walk.
The guys go to their lockers. I encourage each other to fasten buttons, zippers, buckles, straighten collars, straighten dresses, etc. I draw attention to those who have already dressed, to how neat, clean, and unwrinkled their clothes are. Helps children do conclusion: whoever does not get things dirty, hangs them carefully, takes care of them, always looks beautiful and neat.
I remind you to take your equipment with you.
On the site.
We will pour sand from watering cans
And we'll sweep the paths,
We'll wipe the dust off all the benches,
And then let's go play.
The children get to work. During labor I give advice, I help with organization, remind you of the work order.
We will collect the papers in this bucket. Who did we entrust this task to?
I'm watching children's activities, I monitor the children’s actions towards each other.
Sasha will take the broom
And he will sweep the veranda.
With this rag Natasha
The dust will be wiped off the benches.
I encourage the guys, help with advice and actions, and encourage them to help each other.
I see that Kolya and Vera have already watered the sand well. And now they will take shovels and rake it into a pile, and Sveta and Olya will help them.
At the end of the work, please clean up the work areas, rinse rags, wipe down buckets, and take the equipment to the group.
7. Evaluation labor: What great fellows we are! good today worked hard! Look how clean it is all around.
Summary of work activities in the senior group.
1. View labor: Manual work
Introduce children to ways of turning paper into "ring",
"a drop", "arch", And "leaf";
Learn to show creativity and imagination by adding to the basic forms
funny details (eyes, tails, legs, etc.)
Show finished strip products;
Create a desire to learn "transformation of stripes",
Learn to make from strips "ring", "leaf", "arch", "a drop,
Teach how to assemble a product from individual parts - strips of paper.
3. Form of organization on work: collective (general) work
4. Objectives:
a) Develop the ability to see the need for work and set its goal on one’s own initiative.
b) Develop the habit of pre-thinking about the organization of work and the sequence of its implementation.
c) Improve skills, develop habits work.
d) Form the habit of persistently achieving goals and correctly assessing the results of your work.
e) Develop interest and habit of work. Develop the ability and desire to help a friend. Form the habit of caring for things and objects labor. Generate interest in adult labor.
5. Material: colorful strips of paper (2 cm wide)- each child but 3-4 pcs. and 4 stripes green(2 cm wide, glue, samples of basic forms from strips, finished craft - “caterpillar”.
6. Guidance Methodology: Conversation, help, joint actions, artistic expression, reminder.
Part 1. V.: - Guys, I invite you to visit an extraordinary place. Do you want it? Then close your eyes and imagine that you are flying high, a fresh breeze is breathing in your face, you are at ease and calm (at this time, light instrumental music is playing, the teacher is laying out items made from colored stripes in the group)
Open your eyes, see if you see anything unusual?
D.: - they answer, they find products made from strips.
V.: - Guys, we have found ourselves in the country of “Magic Stripes”: Who do you think the inhabitants of this country are?
D.: children's answers (crafts, strip toys)
V.: - Look what bright and unusual residents of the country surround us. And they told me that in order for us to be and play here, we ourselves must learn the magic of turning a stripe into "ring", "a drop","arch", "leaf". If we learn this, then the country "Magic Stripes" will become more beautiful.
2. Finger gymnastics.
Are we friendly guys? Of course, we all ended up in the “Magic” together.
country,” no one remained in the group. So are our fingers are friends:
"Friendship"
Friends in our group
Girls and boys
(join fingers in "lock"«)
We will make friends with you
Little fingers
(touching the fingertips of both hands)
One, two, three, four, five -
(paired touch of fingers from the little fingers)
One, two, three, four, five -
(hands down, shake hands)
Z. Construction:
І) from a strip of paper of any color we create "ring"- lubricate one end with glue, put the other end on top;
2) do the same "ring" and in the place of gluing we squeeze with our fingers - What happened? ( "droplet");
3) from "ring"- remove with fingers "ring" both at the point of fastening and on the opposite side. What happened? ( "leaf"«);
4) "ring" squeeze with your fingers so that you get "arch" (the place of fastening should be between the folds)
V.: Well done! You are real wizards! Now let's rest.
4. Physical education minute. "Butterfly" (optional)
In the morning the butterfly woke up
Smiled, stretched,
Once she washed herself with dew;
Two - gracefully circled;
Three - bent down and sat down;
Flew off at four.
5. V.: Oh, guys! Hear someone crying! (a caterpillar appears)
What's happened?
He bewitched all my caterpillar girlfriends. He blew on them when they were in a forest clearing and turned them into stripes. But I managed to hide, so I remained unharmed. But you can help me.
G.: You can disenchant the stripes and turn them into caterpillars.
Q: Guys, do you want to help the little gosling?
V.: Then we must consider what parts the caterpillar consists of
("ring" and 3 "arches"") And you can also decorate your caterpillars after you collect them (eyes, horns, mouth).
6. Making caterpillars.
I) Made from 3 rings "arches"«
2) "arches" stick together;
3) To 1st "arch" sticks "ring" - head:
4) Children perform additional details - horns, eyes, mouth, etc.)
V.: Here "caterpillar" and your girlfriends!
G.: Oh, how beautiful "caterpillars""! They will be beautiful in the summer
butterflies. Thank you guys!
V.: What great fellows we are! Helped to break the spell "caterpillar""! And now,
It's time for us to return to the group. Let's say together "Goodbye!"» residents
countries "magic stripes". Let's close our eyes (the teacher turns on the music, removes the toys from the stripes). Well, we returned to our kindergarten.
7. Evaluation labor:
Did you like the land of magical stripes?
What do you remember most?
What transformations of the strip have we met?
Would you like to go there again?
Examine the work, pay attention to individual details, manifestations of creativity and imagination (work can be reviewed at any free time).
Summary of work activities in the senior group.
1. View labor: Labor in nature
2. Contents labor: Care indoor plants. Bring children to the concept of collective labor, to the conclusion about its value, to the realization that work can bring joy and a feeling of satisfaction. Teach children to treat plants as living beings, continue to teach practical help and empathy. The ability to correctly hold a watering can with water, the skill of carefully wiping strong, leathery leaves, holding the leaf from below with a cloth. Learn to care for indoor plants and maintain curiosity. Strengthen your knowledge of the names of indoor plants.
Dictionary: loosen, spray, aloe, chlorophytum, geranium.
3. Form of organization on work: collective (by subgroups).
4. Objectives:
a) Develop the ability to see the need for work and set its goal on one’s own initiative.
b) Develop the habit of pre-thinking about the organization of work and the sequence of its implementation.
c) Improve skills, develop habits work.
d) Form the habit of persistently achieving goals and correctly assessing the results of your work.
e) Develop interest and habit of work. Develop the ability and desire to help a friend. Form the habit of caring for things and objects labor. Generate interest in adult labor.
5. Material: oilcloths for tables, sticks for loosening, rags for wiping off dust, brushes for cleaning the fuzzy leaves of indoor plants, a spray bottle, watering cans, basins.
6. Guidance Methodology: Conversation, help, joint actions, artistic expression, reminder, distribution of responsibilities.
Progress of work:
Children approach the teacher. The teacher begins conversation:
Purify the air
Create comfort
The windows are green,
They bloom all year round. (Indoor plants)
Look what's on our windowsills? (houseplants) .
Are houseplants living things?
Do they get hurt?
Houseplants always hear music, love affectionate hands, and love it when people talk to them.
What conditions do plants need to live and grow? (water, light, heat, earth, air, food) .
How should you care for indoor plants?
Plants need to be watered and the soil loosened. It is necessary to spray and wipe large leaves so that the plant can breathe. Love flowers and care for them properly.
And now, having guessed the riddles, you will find out what indoor plants we will care for.
Leaf with a hump, groove
It has thorns, but does not know how to hurt,
But treat us at any hour (Aloe)
Purifies the air
Create comfort
The windows are turning green
Bloom all year round (Geranium)
From the mountain on cobwebs
Spiders hanging down
Green bunches (Chlorophytum)
Children approach indoor plants.
How do you think you can find out if these plants need care?
You can touch the soil with your finger; if the soil is wet, it will remain on your finger. This means that this plant should not be watered. And if there is no dust on the leaves, then there is no need to wipe with a cloth.
Take each houseplant that needs help, put it on the table, put on aprons, take all the necessary equipment to care for your plant.
Before we get started, let's remember the rules for caring for indoor plants (children name the features of caring for geranium, chlorophytum, aloe.) .
There is a main condition in work: WORK IS NOT FAMOUS FOR HURRY, BUT ACCURACY.
During labor Calm music plays quietly.
While caring for flowers, the teacher asks the children the name of the houseplant and the features of care.
Children read poetry:
There is such a flower - aloe.
It's so healing!
You should put some juice on the wound
And it will heal in no time.
Here is an intricate flower,
The leaves are hanging down
Chlorophytum fasciculata
Useful for everyone, I know!
On the window this early
The geranium has blossomed.
round leaves,
Lush flowers
Even very good -
That's what the kids decided.
7. Evaluation labor:
Did you like it work?
Guys, why do we need flowers in the group?
To make it beautiful in our group. Plants release oxygen and clean the air of dust. Some houseplants can heal.
Plants need sunlight, warmth, and water.
Look how cheerful, beautiful, and clean the indoor plants have become. They breathe easily, they are glad that you took good care of them.
Children put plants back in their places, clean up work areas, and put away equipment and paraphernalia.
We are fine with you today worked hard, and now you can rest and relax. Sit on the carpet, close your eyes, relax.
Everyone can dance
Jump, run, clean,
But not everyone knows how to relax and rest.
We have a game like this, very easy and simple.
We sit and don’t play, but relax quietly.
Movement slows down and tension disappears.
We open our eyes and get up quietly. Look, all our indoor plants are shining, sparkling and they are very grateful to you. How does this make you feel?
Outline of direct educational activities with preschoolers in the senior group Topic: « Ambulance for books"
Integration educational areas: "Socialization" , "Work" , “Hood. creation" .
Tasks:
- Develop labor activity among preschoolers through manual labor ("Work" ) ;
- Cultivate a value-based attitude towards one’s own work, the work of other people and its results ("Work" ) ;
- Introduce basic generally accepted norms and rules of relationships with peers ("Socialization" ) ;
- Develop productive activity children (“Hood. creation" ) .
Methods and techniques:
- practical: work, play
- visual: viewing books, illustrations
- verbal: discussion, reading, art. word.
Materials and equipment:
A colorful box of torn books and a box of new books. Brushes, glue, scissors, paper.
Forms of organizing joint activities
Game Game situation "Knizhkina Hospital" .
Productive Book Repair Workshop
Communicative Conversation "My favorite books" , situational conversation "Is it hard to work"
Reading fiction (perception) Reading V. Mayakovsky "What is good..." , discussion of the actions of the characters in the poem.
Labor Orders (including subgroup, joint (collective) work
In accordance with SanPiN - clauses 6.13., 12. 22.
Logic of educational activities
Activities of the teacher. Activities of pupils. Expected results
- The teacher offers to look at two beautiful boxes of books. Children look and see that there are new books in one box and old books in the other. (torn). The children noticed the difference between the books.
- The teacher conducts a conversation "My favorite books" . Children take an active part in the conversation. The children came to the conclusion that they needed books. Spoiling books is bad.
- A teacher reads to children from V. Mayakovsky "What is good..." Children discuss the actions of the characters in the poem. Children are able to distinguish between good and bad actions.
- The teacher offers to do a good deed “work hard and repair the books” . Children offer to create "Knizhkina Hospital" and select materials for repairing books. Children are included in creative activities.
- With the help of a leading dialogue, the teacher suggests dividing into subgroups. Children decide independently what kind of work they will do. Children are able to make their own decisions.
- The teacher organizes a joint manual labor for book repair. Children in subgroups complete the task assigned to them. Children are introduced to feasible labor.
Developed labor skills for book repair.
7 The teacher offers to look at the work done. Children look at books and evaluate their activities. The ability to interact with each other during work has been developed.
8 The teacher organizes a situational conversation "Is it hard to work" . Children express their opinions about the work done and about work in general. The children realized what work is.
The concept of labor activity has been formed.
9 The teacher suggests placing repaired books in the art reading corner.
Children place books on the shelves along with new books. A sense of responsibility for the work done has been developed. A caring attitude towards one’s own work and the work of other people has been formed.
On the topic: “Polite helpers.”
Time in the day mode: 15.00-15.20
Type of work activity, form of organization: Self-service (errands).
Program content: To develop the ability to dress independently. Learn to notice and independently fix problems in your appearance. Continue to teach how to use politeness formulas correctly.
Equipment: mirror.
: Children, what kind of person can we say is polite? (A polite person always thanks for help, says hello when meeting, and says polite words). When can you be called polite?
We use polite words when we come to kindergarten and when we leave home, and also when we meet with friends.
Now please check everything and fix your hairstyles.
What do we do with a comb?
We're doing Tanya's hair.
Hair to hair - braid,
Every girl is beautiful!
What do we do with a comb?
Let's do Vita's hair.
Vitya looks in the mirror:
No cowlicks - nice look.
Children are encouraged to admire the hairstyles.
Time in the day mode: 15.20 -15.30.
Household work (canteen duty).
Program content: to teach children to independently and conscientiously perform the duties of the dining room attendants: setting the table, clearing away the dishes.
Equipment: aprons for duty officers.
Well done kids, you all tried your best. Now we are washed, combed and dressed up. Do we have real hostesses? Who is on duty today? Remind how the table is set correctly. (Napkins are placed in the center of the table. Glasses and plates are arranged according to the number of children at the table. Cutlery is laid out on individual napkins).
Educator. Now you can go set the table. Then we will look and evaluate the work of the duty officers. At the very beautiful table Let's put a vase with flowers, and on other tables - vases with twigs. How beautiful it is in our group!
The children sit at the tables.
Children, today we have a poppy seed bun and milk for afternoon tea. Bon appetit, be careful, take your time.
Time of day: 15.30-15.50.
Type of work activity, form of organization:“Cooking cookies” (collective household work.
Program content: To develop children's interest in cooking. Reinforce techniques for working with dough: rolling out with a rolling pin, cutting out cookies using a cookie cutter. To form socially significant motives for work, the ability to work carefully, diligently, and in a friendly manner.
Equipment: On the tables, there are cutting boards and rolling pins, cutters for cutting out dough, pushed together, a bowl of dough in the middle, a bowl of eggs, knives, napkins.
Organizational and methodological instructions:- Let's, guys, prepare a treat for our dolls today. We have already prepared everything for work, all that remains is to make cookies from salt dough. Let's work together. Wash your hands, put on your aprons, and let's get to work. I'll tell you how the dough was kneaded. First we took flour, then poured in water, added salt. It turned out to be a cool dough.
After this, I suggest rolling the dough into a sausage and dividing it into four parts. Let me remind you that you should roll out the dough in a thin layer so that the cookies bake quickly and are tasty. I show and tell you how to cut out cookies with a cookie cutter. Then I invite the children to start making cookies. I remove unnecessary items from the tables and place a baking sheet. I remind you that you need to place cookies on them tightly to each other.
To summarize, I read the poem:
We took a glass of water
Poured into a bowl,
And then they drove in the testicle,
Add a little salt.
We sifted the flour
The dough is kneaded.
Roll out the dough with a rolling pin
And they began to make circles.
No! We weren't naughty at all
We made cookies!
Now, what will need to be done? (Invite our dolls to the table). At the end of the work, I remind you that you need to put everything in order, wash your hands, and prepare to receive guests on the site.
Time in the day mode: 16.30-17.00.
Type of work activity, form of organization. TO collective household labor for cleaning the site.
Program content. Improve your ability to dress yourself. Cultivate neatness and the desire to take care of one’s appearance. Show respect for things, provide mutual assistance, and show humane feelings towards each other. Reinforce the concepts: back, face, outside, inside, front, back.
Teach children to participate in the organized work of a group of peers. Develop relationship skills, the habit of cleanliness and order. Strengthen the ability to plan activities and distribute responsibilities among themselves. To form in children a belief in the social significance and necessity of household work. Consolidate actions with inventory.
Equipment: pictures with tasks, three brooms, two brooms, two dustpans, stretchers, buckets, watering cans, rags.
Organizational and methodological instructions. I remind you of the rules for using tools. I draw your attention to the prepared equipment and suggest taking with you three brooms, two brooms, two dustpans, stretchers, buckets, watering cans, and rags.
I suggest you get dressed, take your equipment with you and go out to the site.
The sun is walking in the sky,
Congratulations on a clear day.
Get up, baby
It's time to go for a walk!
We'll dress ourselves.
Get ready for a walk.
The guys go to their lockers. I encourage each other to fasten buttons, zippers, buckles, straighten collars, straighten dresses, etc. I draw attention to those who have already dressed, to how neat, clean, and unwrinkled their clothes are. Helps children conclude: whoever does not get things dirty, hangs them carefully, and takes care of them, always looks beautiful and neat.
I remind you to take your equipment with you.
On the site.
We will pour sand from watering cans
And we'll sweep the paths,
We'll wipe the dust off all the benches,
And then let's go play.
The children get to work. During the work, I give advice, help with organization, and remind you of the work procedure.
We will collect the papers in this bucket. Who did we entrust this task to?
I observe the activities of children, I monitor the actions of children in relation to each other.
Sasha will take the broom
And he will sweep the veranda.
With this rag Natasha
The dust will be wiped off the benches.
I encourage the guys, help with advice and actions, and encourage them to help each other.
I see that Kolya and Vera have already watered the sand well. And now they will take shovels and rake it into a pile, and Sveta and Olya will help them.
At the end of the work, please clean up the work areas, rinse rags, wipe down buckets, and take the equipment to the group.
COVER
Summary of work organization
V ___________ preschool age
MKDOU TsRR – D/S No. 2
Educator:
_______________________________
STRUCTURE OF THE NOTE
Form of organization of labor activity:
Type of work:
Goals: educational –
developing –
educational –
Equipment:
Vocabulary work:
Individual work:
Preliminary work:
Work progress:
SAMPLE PLAN FOR HOUSEHOLD WORK:
Subject:« Cleaning the area from snow”
Age: middle group
Form a habit of work effort, a desire to work,
Teach children how to hold a shovel correctly and clear the space of snow,
Develop imagination, thinking, and the ability to carry out the teacher’s instructions.
Cultivate a love of cleanliness.
Develop the ability and desire to provide all possible assistance to a friend, teach him what he can do himself.
Form of organization of labor activity:
Teamwork.
Methods and techniques:
Demonstration by an adult, questions, joint work of children and adults, explanation, clarification, games, approval, encouragement of intermediate results, encouragement of successful methods and actions of the child, reminder, artistic expression, indirect control, assessment, involvement of other adults in the assessment.
Equipment:
Removable material (shovels, bags, brooms, buckets, mittens), traffic light
Preliminary work:
Observation of the activities of the janitor, a story about his work, showing illustrations, reading S. Baruzin’s poem “Interesting Machine”, Selection of equipment for children’s work, role-playing game ‘Travel on a Train’.
Vocabulary work:
Snowfall, paths, blizzard
Individual work:
Strengthen Sasha’s developed skills in working with a shovel.
Work progress:
A message that now everyone will go on a train to a snowy country and play a new one interesting game. The driver will be the one who is the first to dress correctly, the next 4 people will be his assistants, who will carry valuable cargo (equipment for work), and the rest will be passengers.
| Stage name | Activities of the teacher | Children's activities |
| I Organizational Goal setting Discussion of issues when distributing work | -Everyone got on the train?! Let's go! -Stop! Look, the traffic light is red, because... The paths and our entire site are covered with snow and the train cannot move further and we will not be able to get to our site and play there. -What needs to be done to get the train moving? -Right! - Our janitor Ivan Petrovich is removing the snow, guys. The rubbish will be cleared away from the roads and the traffic light will turn on! Let’s call him quickly, he’ll come running to us quickly, well, together, well, together: “Ivan Petrovich” - And here he is. Janitor: “What happened guys?” - Oh, guys, I'm tired, I've been sweeping the paths all day, And the snow covered them again! - Maybe we can help you? -Who wants to help Ivan Petrovich? - Well done, I knew that you would all want to help! -Look, what needs to be done? If the children find it difficult to answer, the teacher prompts (clear the paths, collect garbage, sweep the veranda) - Let's agree on how we will distribute the work: The driver and his assistants - put the snow in buckets and take it to the designated place, 1 trailer - clear the paths, 2 trailer - collect garbage, 3 trailer - sweep the veranda. So we distributed all the work among ourselves. Now get ready for it: take necessary tools, discuss with each other the order in which you will complete your task, and start working. Don't forget that you are working together. When they work together, they help each other, don’t quarrel, and don’t get offended by their comrades’ comments.” | -Choo-chu-chu-chu-chu! -Remove the snow! “Ivan Petrovich” (Explain) I, I, I, I…. children's answers |
| II Main Instructions for managing the labor process of children | Observing the work of the children of the first group, the teacher checks how the children were able to distribute responsibilities. While observing the work of the children of the second group, if the paths are narrow, the children are warned not to crowd together; It’s better to distribute the work so that the children stand at a certain distance. The janitor shows correct execution. The work of the third group does not require close attention, but they need to be reminded of the need to collect all garbage on the territory and to wear special gloves. Children of the fourth group are asked to first sweep the veranda, and then take the snow to the designated place. Be sure to warn about careful use of a shovel, taking into account the proximity of peers. Encourages: “How wonderfully and amicably car 3 works; Dima, you’re doing well,” Conducts individual work: - Sasha, look at how to hold the shovel correctly, it will be more comfortable for you and you won’t get too tired! Pays great attention to the nature of relationships between peers. On specific examples shows examples of a friendly, humane attitude towards peers, the ability to teach, show, while remaining polite and tactful. Pays attention to what has already been learned, positively evaluates these skills, as well as the desire to show working techniques and prevent the mistakes of others. | They are working |
| Look how our site has changed! What has changed, why? Anya very diligently swept the table. Misha, having completed his work, did not board the train, but decided to help Katyusha. A special place in his assessments is given to the specific actions of children in the labor process, which showed attention to peers, perseverance, and a responsible attitude to the assigned work. The janitor is involved in the assessment. Well done guys, they worked well, they did a great job, and now you can continue on your way: The rubbish was removed from the tracks, and the traffic light came on! Everyone in place, let's go! | Children's answers Chu-chu-chu-chu |
PLAN FOR ORGANIZING DUTY IN A MIDDLE GROUP:
Tasks for the development of labor activity:
Tasks moral education:
Methods and techniques:
Equipment:
Preliminary work:
Progress of duty:
SAMPLE PLAN FOR DUTY ORGANIZATION:
Tasks for the development of labor activity:
Teach children to independently perform the duties of a canteen attendant: arrange bread bins, plates, place napkin holders, lay out cutlery. Introduce the technique of folding a tablecloth.
Form a responsible attitude towards a task (the ability and desire to complete a task, the desire to do it well)
Objectives of moral education:
To develop the child’s desire to bring joy to other children through his work and to help a friend.
Methods and techniques:
Approval, showing, encouragement, reminder, control, evaluation.
Equipment:
Aprons, caps, flowers, napkins, tablecloths.
Preliminary work:
Identify the people on duty (pictures in the corner of the people on duty)
Progress of duty:
| Stage name | Activities of the teacher | Children's activities |
| I Organizational Discussion of issues when distributing work | - The officers on duty come to me, they will bring lunch now, and we will set the table. -Maxim, which table will you be on duty at? -Are you Kostya, Natasha? Before you start being on duty, don't forget to put on your aprons. | They put on aprons and caps. |
| IIBasic Instructions for managing the labor process of children | Pays attention to the pace and quality of work. Approves children's creative ideas: - Let's think about how we will please the children today? If there is any difficulty, the teacher or junior teacher prompts: “Let’s put flowers or lay out new tablecloths.” He explains that the work of the attendants is very necessary, comrades always do this, take care of each other, etc. - That's right, Natasha first pulled all the chairs towards the table. Now it will be more convenient to walk around the table. - We carry two plates. - How Kostya carefully lays out the spoons, takes one at a time and places it on the right side. -Check if everything is in place? -Well done guys, thank you. Guys, look at how to fold the tablecloth more conveniently, help me, Kostya. You need to take it by the ends, fold it in half on the table, and then in half again, and only then fold it lengthwise. Now try it yourself. Everyone did well. | Children's answers arrange bread bins, deep plates, place napkin holders, lay out cutlery. -All! -Yes! After eating, they clear the bread and napkins from the table, sweep away the crumbs from the table, and fold the tablecloths. |
| III Final Discussion of the results of the work | -Well done, guys, you were all real duty workers today, you took care of everyone! -Kostya, he remembered everything himself, didn’t forget anything. -Maxim, he worked as carefully and diligently as the nanny. - And how pleased mom will be to know that Natasha was on duty today like an adult. Here the assistant is growing. | Remove aprons and caps. |
MOSCOW DEPARTMENT OF EDUCATION
GBOU SPO PK No. 13 IM. S.Ya. MARSHAKA
Abstract
carrying out labor activities
(age group)
Type of work _______________
(household work, self-service, manual labor, work in nature)
on the topic: ""
GBOU kindergarten (compensatory or combined type, if any)
Conducts:
Student group ___
(full name)
Checked by the teacher:
Marachinskaya N.A.
Grade .
Assessment for taking notes
Grade .
Date: (day, month, year)
Target:
Tasks:
Educational objectives:
Developmental tasks:
Educational tasks:
Equipment:
Demonstration material –
Handouts –
Type of child labor:(write as necessary) (do not take self-service!)
Labor in nature
Household labor
Manual and artistic work
Form of organization of labor activity:(write as necessary)
- common labor
- joint work
- collective work
Progress of work
I Introductory part ( min.)
– motivation to work, putting on aprons and rolling up sleeves
Educator:
Educator:
II Main part ( min.)
– discussion with children of the form of organization of labor activity (sample of labor operations, distribution of responsibilities, distribution of equipment, discussion of the content of each labor operation in accordance with the selected labor operation, discussion of criteria for the quality of labor performance (labor result), guidance and intermediate control by the teacher)
Educator:
Educator:
III Final part ( min.)
– final control, differentiated assessment (except for the younger age group), cleaning the workplace, removing aprons, washing hands
Educator:
Educator:
SAMPLE Summary of work activities in the younger age group
Target: teach children to carry out labor tasks to care for indoor plants.
Tasks:
Educational objectives:
1.give knowledge about the importance of water (the amount of water depends on the size of the plant’s pot) and light (dust on the leaves delays light) in the life of indoor plants;
2.introduce the watering can, the rules of watering flowers, wiping dust from the leaves of a flower.
Developmental tasks:
1.develop attention and dialogical speech;
2.develop skills in caring for plants (watering, dusting).
Educational tasks:
1. cultivate a desire to care for indoor plants;
2. teach to see the beauty of plants and their aesthetic benefits for the group.
Equipment:
Aprons according to the number of children, two basins, rags and watering cans according to the number of children, two glasses, indoor flowers.
Introductory part:
Educator: Guys, you all like to drink, plants are also living and they need water. To do this, they need to be watered so that they do not wither or dry out. Here are two identical plants - ficus. See how they differ from each other? (the ficus that grows in the right pot has dried leaves, while the other ficus has fresh, green leaves).
Educator: That's right, guys, our ficus is sick. Why are the ficus leaves dry? (the plant has not been watered for a long time)
Educator: Anya, come and water the ficus (the child waters, spilling water on the windowsill)
Educator: Guys, is Anya watering the flower correctly? Let me teach you all how to do this correctly.
Main part:
I assignment.
A glass of water is held at the edge of the pot and, tilting the glass slowly, water the plant from three sides. Why do you think it is necessary to water the plant not on one side, but on three sides? (so that the water gets to the entire soil of the pot)
II assignment.
Educator: Guys, there is a flower in front of you large size grows in a large pot, and a small flower grows in a small pot. What plant do you think I prepared a glass filled to the brim with water for? (for a large flower). That's right, so which plant did we prepare a glass with a small amount of water for? (for a plant in a small pot). Water carefully and as I taught you (tilt the glass at the edge of the pot, water from three sides) both of our plants. You know, we still have some flowers that haven’t been watered yet. We will water them from a watering can. Look how interesting she is - she has a long nose with holes at the end. Water pours out of them like rain (the teacher shows while watering a flower). The watering can also has a comfortable handle. Who wants to water the remaining flowers on the windowsills with a watering can? You need to water it the way I taught you. Who will remember how to water flowers? (tilt the watering can at the edge of the pot, water from three sides).
Educator: What great fellows you all are, how well you water our flowers. Now our plants will not get sick, because we know how to water them. Guys, after watering the flowers, be sure to fill the watering can with water so that the next time the water is ready for watering and has time to settle. Take all the watering cans and draw water from the tap, remembering to roll up your sleeves.
III assignment.
Educator: Sasha, come with me and run your finger over the entire surface of the sheet. Why did your finger and mine become dirty? (flower leaves are dirty, dusty). Guys, you know, it is very difficult for flowers to warm up in the sun if their leaves are covered in dust. Let's wipe all the flowers with damp cloths. Look how I will do it. First, I roll up my sleeves, dip the cloth in the water and wring it out very hard. I place a flower leaf on my left palm, and with my right hand I begin to wipe the leaf from the very trunk to the end of the leaf. I wipe it carefully so as not to damage the leaf. Let's all wipe the dust off the leaves of our flowers.
Educator: Look, the water in the basin in which we rinsed the rags has changed. How is it different from the water in the basin that I just collected from the tap? (the water in our basin is dirty). Educator: That's right, where is now the dust that we washed off the leaves of the flowers? (she floats in the basin, and our flowers have become clean).
Final part:
Educator: Why did we wipe the dust off the leaves? (clean leaves receive light from the sun better, it’s easier for flowers to warm up).
Educator: What a great fellow you are, how great you helped our flowers: you watered them, wiped the dust off the leaves. Now all the flowers will be healthy and strong. And in our group it will become even more beautiful from the bright greenery of indoor flowers.
SAMPLE Summary of work activities in the middle age group
on the topic: “Care for indoor plants”
Target: learn to perform several labor assignments when organizing joint work.
Tasks:
Educational objectives:
1.give knowledge about the dependence of plants on heat, water, loosening the soil;
2.give knowledge about different options wiping dust from plant leaves depending on the leaf surface.
Developmental tasks:
1.develop attention and dialogical speech;
2. develop skills in loosening the soil and wiping dust from leaves in different ways, watering plants depending on the type of flower roots.
Educational tasks:
1.develop an interest in plants and a desire to care for them;
2. cultivate a sense of beauty in relation to indoor plants.
Equipment:
Aprons, watering cans, rippers, rags, spray bottles, brushes according to the number of children.
Introductory part:
Educator: Guys, look, I have two onions in my hands. How are they different from each other? (in the right hand the onion is rotten)
Educator: Why did one of the bulbs rot? In what place was it kept, dry or wet? (in a humid place)
Educator: Pay attention, the onion was lying in a damp, damp place, so it rotted. Some of our flowers also have bulbs and tubers (Guzmania). Do you think it is possible to water these plants so that the water gets into the soil near the surface of the pot? (no, these plants have bulbs, just like onions. The plants will rot.)
Educator: So plants that have bulbs and tubers need to be watered differently. Water must be poured into the pan.
Main part:
I assignment.
Who wants to help me water my guzmania? How should I water correctly? (tilt the watering can at the edge of the tray)
II assignment.
Educator: Look out the window, what time of year is it outside? (autumn) Are there flowers on the trees and bushes? (no) Why? (it’s cold outside) Is our guzmania blooming? (yes) Why? (it’s warm in the group)
Educator: Who can tell me what is necessary for a plant to bloom? (needs warmth) Correct, do you think the amount of water that we have always collected for guzmania will be enough for the plant? After all, she got a big one beautiful flower? (there is not enough water, you need to water the plant with plenty of water).
Educator: That’s right, if a plant blooms or new leaves bloom, it needs more water than always. After all, the plant has increased in size, which means that the previous amount of water will not be enough for it.
III assignment.
Educator: Children, what benefits do you think earthworms bring in nature? (they crawl underground, loosen the ground). Do these worms live in our flower pots? (No). Who can loosen the soil for our flowers? (People).
Educator: Let's compare, into the ground of which flower will water from a watering can seep faster? I have a plant with loose soil and not loose soil (the teacher waters both pots from two watering cans at the same time).
Educator: Who was observant, which flower received moisture faster? (water passed through the ground faster near the flower in which you loosened the soil)
Educator: Why do you need to loosen the soil? (so that water gets to the roots of the flower faster)
Educator: Now I will show you how to properly loosen the soil in a flower pot. You need to take the ripper (a stick with a colored mark on the bottom) in your right hand like a dinner fork (index finger on top). Lower the stick to the colored mark in the ground near the trunk of the plant. Using slow and gentle movements, loosen the soil from the trunk of the plant to the edge of the pot so as not to damage the roots. Do not raise the ripper high, so as not to scatter the soil from the pot.
Educator: Who is the most attentive among us, tell me where to loosen the soil from? (from the trunk of the plant to the edge of the pot)
Educator: Why does the ripper have a colored mark on the end? (the stick cannot be lowered into the ground deeper than the mark, the roots can be damaged)
Educator: Who wants to loosen the soil in the rest of our flower pots? (children begin to loosen the soil in pots under the guidance of the teacher)
IV order.
Educator: We watered the plants, loosened the soil for them, what haven’t we done with you yet? (did not wipe the dust from the leaves)
Educator: That's right, why do you need to wipe dust from the leaves of flowers? (so that the light reaches the plants better)
Educator: Look, there is asparagus in front of you. Can it be wiped with a damp cloth? (No)
Educator: Asparagus needs to be sprayed with a spray bottle, because its leaves are reduced. Look how I do it.
Educator: This is a begonia, is it possible to wipe it with a cloth, like a sansevieria? (No)
Educator: You need to wipe begonia and other flowers whose leaves are covered with small hairs with a damp brush. Look how I do it.
Educator: Now let me play the game “How to wipe dust?”. I show the plant, and you choose from the equipment that you can use to wipe the dust.
After the game, the children begin to wipe dust from the leaves of the group’s plants.
Final part:
Educator: What great fellows you are. How did we help our flowers today? What have we done? (we watered the flowers with bulbs and tubers, loosened the soil, wiped the leaves from dust).
Educator: Why did we do this? (so that the flowers feel better, don’t get sick, decorate our group with their bright flowers and fresh greens).
SAMPLE Summary of work activities in the older age group
(or in a pre-school group)
on the topic: “Care for indoor plants”
Target: teach how to carry out a series of work assignments when organizing collective work.
Tasks:
Educational objectives:
1. systematize knowledge about plant needs for moisture, light and temperature;
2. strengthen the skills of caring for plants (watering, loosening the soil, wiping leaves with different surfaces from dust);
3. teach how to spend time economically during the watering process;
4. teach the correct sequence of washing pallets.
Developmental tasks:
1.develop attention, logical thinking:
2.develop organizational skills (distribution of responsibilities, preparation of equipment, cleaning of the workplace).
Educational tasks:
1. foster a sense of collectivism, mutual assistance, and responsibility in the work process;
2. to cultivate a desire to care for plants, a consciously correct attitude towards nature.
Equipment:
Aprons according to the number of children in the group, rags, watering cans, brushes, spray bottles, rippers, basins with water.
Introductory part:
Educator: Children, today we are going to take care of indoor plants. Remember what our flowers need? To do this, run your finger over the surface of the plant leaf. What happened to your finger? (he became dirty, covered in dust).
Educator: What do plants need? (in cleanliness, care).
Main part:
I assignment.
Educator: Tell me how to properly wipe dust from leaves? (smooth leaves are wiped with a damp cloth, left palm put the leaf down, wipe the leaf from the trunk to the very end with your right hand, carefully so as not to damage the leaf).
Educator: Dima, show all the children how to wipe smooth leaves (the child points to poinsettia and scindapsus).
Educator: If the leaves of flowers are reduced, how should dust be removed? (you need to spray the leaves with a spray bottle).
Educator: Tanya, show us how to work with a spray gun. Which flower would you like to get rid of dust? (asparagus, cypress, aloe, cactus, cyperus - the child sprays the plant).
Educator: Which sheet surface have we not yet talked about? (if the leaves of flowers are covered with villi, you need to wipe them with a wet brush or sponge so as not to damage the villi. You should wipe them in the same way as smooth leaves - hold the leaf from below with your left palm, wipe the leaf with your right hand).
Educator: Find among our plants those whose leaves are covered with villi (children find begonia, violet, ginuru, koleria, coleus).
II assignment.
Educator: Look out the window, what kind of trees are there on the street? (with yellow leaves, there are trees without leaves)
Educator: Why do trees shed their leaves? (it's cold outside, autumn)
Educator: Why don’t our flowers turn yellow or shed their leaves? (it’s warm in the group)
Educator: Please note that the geranium has pink flowers. On the street, do you see buds blooming on trees? (no, it's cold outside)
Educator: If flowers have open buds, how should they be watered, abundantly or moderately? (abundantly).
Educator: Find flowers whose buds have bloomed (children find them, the teacher puts them on a separate table).
Educator: Remember the rules for watering the soil of flowers (hold the watering can by the handle, lean the spout of the watering can against the edge of the pot, slowly tilt it, do not raise the watering can high, water the flower on three sides away from the trunk so that all the soil is saturated and the roots do not open).
III assignment.
Educator: Earthworms are loosening the ground on the street, why is this necessary? (loose soil allows air to pass through to the roots better, water passes to the roots of plants faster)
Educator: Who loosens the soil for indoor flowers? (people, we)
Educator: Tell us how to properly loosen the soil of indoor plants? (the ripper has a mark below which the stick cannot be lowered into the ground, so as not to damage the roots. You should loosen from the trunk of the plant to the pot carefully, without damaging the roots).
Educator: Masha, show me how to loosen the soil? (child shows)
Educator: Dima, water the plant whose soil Masha loosened, and Nastya will water the flower whose soil we didn’t loosen (the children are watering)
Educator: Guys, who saw the difference in the absorption of water into the ground? (water is absorbed easier and faster where the soil is loose)
Educator: To save your time when caring for indoor plants, you need to not only loosen the soil, but also add water to the soil of three flowers at once. While you are watering the third flower, the water in the first pot will have time to reach the roots. This means you can start watering the first flower again, then the second, and so on until all the flowers have drunk.
IV order.
After watering 1-2 hours excess water should be poured out of the pan.
Educator: Do you think we leave the trays dirty when caring for flowers or should they be washed too? (pallets need to be washed)
Educator: That's right, pallets sing like saucers - on both sides. Look how I do it. I take the tray, hold it with my left hand, and with my right hand I wipe both sides of the dishes over the basin. Then I take a dry cloth and wipe the tray dry on both sides. I return the tray under the flower pot from which I took it.
Educator: Do all flowers need to be watered from above, falling into the ground? (no, if the plant has rhizomes in bulbs, water is poured into the pan so that the bulb does not rot in the water; if the leaves are collected in a rosette, then water is poured not only into the pan, but also a little into the rosette).
V order.
Educator: Find among all the plants those flowers that need to be poured with water into the pan (children find flowers, the teacher transfers them to a separate table: with a rosette - guzmania, vriesia).
Educator: What do you think should be done first with flowers that have rosettes and bulbs? Water the flowers or wash the tray of these plants? (wash the tray, then water the flower).
Educator: When can the work be considered finished? (when we wash all the plants, water them, loosen the soil, wash the trays and carefully place the equipment on the tables. What tables should be when caring for flowers and at the end of work? (clean, dry).
VI instruction.
Educator: Divide into four subgroups. The first subgroup will wipe dust from the leaves of plants, the second subgroup will loosen the soil and water the flowers, the third subgroup will wash the pallets, and the fourth subgroup will monitor the cleanliness of the tables and floors.
Educator: distribute equipment and responsibilities in your subgroups. Discuss who will stand where so as not to disturb their partners. Do the work together, agree, give hints and help each other if necessary. Start caring for your indoor plants.
The teacher controls the work of the subgroups, prompts, guides the children, and advises what and how best to do first. Maintains discipline in the group.
Final part:
At the end of the work activity, the teacher evaluates the results of the work of each subgroup (runs his finger along the surface of the leaves when looking for dust, touches the surface of the soil in each pot with his finger, checks that there is water in all trays (must pass through the entire soil of the plants), there should be a small amount of water in the sockets the amount of water, the trays are clean, the tables and floors are washed and dry, the equipment is washed, wiped dry, and laid out at work stations.
Memo 6
“Features of organizing the work activities of preschool children”
In the process of organizing the work activities of preschoolers, the following points should be taken into account:
1. Motivating children to maintain labor (observation, watering, loosening, feeding, cleaning and washing equipment).
2. Children’s attitude towards activities (showing interest, responsibility or lack thereof).
3. Timely adjustment of work skills in preschool children (the ability to understand the task, act rationally, effectively, and show a sense of teamwork)
4. Organize the interaction of children in the process of activity (joint planning, mutual assistance, mutual assessment).
5. Thinking through planning of work activities for adults:
He plans it himself
Distributes responsibilities between children
Plans together with children
Children independently plan activities and distribute responsibilities, carry out control
6. Creation of conditions for successful organization of work:
Ensuring the systematic participation of every child in labor;
Ensuring the volume of labor;
Load accounting;
Providing equipment;
Creating a positive emotional atmosphere;
Taking into account individual interests;
Compliance with hygiene requirements.
In the process of observing one of the preschoolers, you should pay attention to the following:
1. Features of skills formation (the ability to understand a task, independently select the necessary equipment, act rationally, effectively, strive for contact with surrounding peers and adults)
2. Features of the child’s attitude to the activity (shows interest, responsibility or not).
3. Features of the child’s interaction with surrounding peers and adults in the process of activity (joint planning, mutual assistance, mutual assessment).
5.What motives for work do the child have:
Receive a positive assessment from an adult (increasing self-esteem);
Self-assertion (demonstration of leadership abilities);
Desire to cooperate with adults (loves the junior teacher);
The desire to benefit society (not to leave people hungry younger brother, please the kids with gifts - crafts).
6. Features of the child’s planning of his own work activity:
Organize the workplace;
Perform labor stages;
Monitor your own actions and evaluate individual stages of work;
Evaluate the results of common work;
Sees the influence of the quality of the result of one’s own work on the quality of the result of other children.
7. Based on the labor skills and abilities inherent in the child noted during observation, draw a conclusion what form of labor is available to the child? (common work, joint work, collective work, team work) (See table below)
Table “Characteristics of labor skills of preschool children in different age groups when observing a child's labor"
| Younger age group | Middle age group | Senior age and pre-school groups | Preparatory group for school |
| General labor | Joint work | Teamwork | Team work |
| - a common goal, but children do not realize this; -general labor actions; - no mutual control and mutual assessment; -at the end of the work “well done everyone.” | - a common goal, but children do not realize this; - labor actions are given for one subgroup, another subgroup has other labor actions; - the quality of the result of one child does not affect the quality of the result of another child; - no mutual control and mutual assessment; - the final result is assessed for each subgroup (differentiated assessment). | - a common goal, children realize this; -each subgroup contains all labor actions; -the result of one child affects the quality of the result of another child; -moral qualities– mutual assistance, mutual support, role model; -there is mutual control and mutual assessment (differentiated assessment). | - all signs of collective work are present; -team work lasts several days. |
| For example: 1. everyone puts away toys in the group before getting dressed for a walk; 2. everyone collects sand in the sandbox; 3. everyone collects twigs and cones for crafts. | For example: 1 subgroup washes toys; Subgroup 2 wipes dust on the shelves; Subgroup 3 carries toys from shelf to shelf. | For example: in one subgroup, 1 child wipes the leaves; 2 – loosens the soil; 3 – waters the flower; 4 – monitors the cleanliness of the pot tray and table. | For example: in one subgroup, 1 child measures the distance between the holes and drops the seeds into them (over the course of a week he measures the growth of dill); 2 – waters dill seeds; 3 – removes weeds during the growth of dill. |
Memo 8
“Questions for analysis and self-analysis of the organization of work activities of children in different age groups”
I. Organization:
1. Preparing the teacher for the work activities of preschoolers (developing a note, signing it, arriving in advance).
2. Equipment preparation:
· Visual demonstration material;
· Handouts.
3. Preparation of the workplace:
· Location of tables;
· Preparation of handouts and demonstration materials by one teacher or together with children.
II. Introductory part:
1. How did the teacher motivate the children to work? Have the children removed game material?
2. What pedagogical approach (game, problem-based or authoritarian) was used to arouse children’s interest in the upcoming work and attract their attention?
3. How did the teacher clearly formulate the purpose of the children’s work? What will the children do? How?
4. How did the teacher explain the task? (Clarity, brevity, accessibility, verbosity, multi-stage “explanation”).
5. Time spent on the first part.
III. Main part:
1. How did the children begin to complete the task? (Immediately, they found it difficult).
2. What kind of help did the teacher provide? (He recalled the tasks himself, with the help of the children, and suggested that the children cope with difficulties themselves).
3. How many parts are there in the lesson? How did the children work in each part (interest, mutual exchange of knowledge and experience, mutual assistance, quality)?
4. What individual work did the teacher do? (Did for the child, together with the child, helped verbally, turned to other children for help - example of a peer).
5. Did the teacher make tasks more difficult for more capable children?
IV. Final part:
1. What method of summing up did the teacher use?
2. Have the children completed all the tasks related to their work activities, and have they coped with them?
3. Did the children and the teacher enjoy their work?
V. Pedagogical skills:
1. Speech of the teacher.
2. Emotionality of the teacher.
3. The total duration of labor activity (summing up the introductory, main and final parts).
Memo 9
Types and forms of labor activity of children;
The importance of work in a child’s life;
Cooperation between an adult and a child in organizing work activities;
Accounting physical activity and the complexity of performing labor operations.
1. A outline plan for carrying out routine moments for the first half of the day is being developed, with the formulation of the goals and objectives of education, training and development. If special equipment is needed (for example, to administer new game), then it should be specified.
2. The summary covers all routine processes (morning reception of children, morning exercises, cultural and hygienic procedures, preparation for breakfast and breakfast, independent activity of children, preparation for a walk and a walk, preparation for lunch and lunch, preparation for bed).
3. Literary words (folklore, poetry, songs) should be used frequently in your notes.
4. Play activity And game moments must be present at all times.
Questions for observing and analyzing the organization of routine processes by the teacher in the 1st half of the day:
1. How does the teacher greet the children? What greeting words does he say, what does he pay attention to? ( Appearance, mood).
2. Is there any activity offered or are the children left to their own devices?
3. What types of activities does the teacher organize? (Games, observation, work, entertainment, gymnastic exercises).
4. At what time does the teacher begin gathering children for gymnastics, what techniques does he use?
5. How is the transition from gymnastics to washing organized? Is there a pause, does the teacher prepare the children for washing, how is this expressed?
6. Does the teacher have time to prepare children for bathing and breakfast at the same time? (Attention to table setting and children’s participation in this).
7. What does the teacher pay attention to when washing? Is this regime moment being used to broaden the horizons of children? What techniques does he use to make washing quick, organized, and correct?
8. Did the children sit down to breakfast exactly according to the schedule? How long did breakfast last? Does this time correspond to the established regime? Why didn't the children finish breakfast on time?
9. What does the teacher pay attention to during breakfast, what points does he miss? Are there any interesting techniques in being a teacher?
10. What do children do after breakfast? Does the teacher organize children, suggest games, activities, what? How long is the break between breakfast and the children’s direct educational activities? Does this time correspond to the established daily routine?
11. At what time did the immediate educational activities children? How long did it last? Does this time correspond to the established daily routine?
12. Are independent children’s activities organized in an interesting way? Does it provide children with rest: yes, no, why?
13. At what time do the children go out to get dressed for a walk? Does this correspond to the established daily routine?
14. Are there comfortable conditions for dressing children? Which? What's missing?
15. What, first of all, does the teacher pay attention to when dressing? What does he forget about? What techniques in working with children, in addition to reminders and comments, have you noticed? What techniques could be used?
16. How long did it take to get dressed? Is this the right time or should it be shorter or longer?
17. What was the content of working with children during the walk? Were a variety of activities organized for children, and what kind? (game, work, productive, communication)
18. What benefits did they receive for their all-round development? Was the teacher active in guiding the children or passively supervising them? What moments during the walk did you especially like or dislike, and why?
19. How long did the walk last? Does this time correspond to the established daily routine?
20. What techniques does the teacher use to gather children into the room? Are they successful: yes, no, why?
Note: The teacher's undressing is analyzed in the same way as dressing, preparation for lunch, lunch is analyzed in the same way as breakfast.