Labor education of children in a foster family. Labor education of preschool children in the family. Consultation for parents. Labor education in a playful way

Introduction

In the conditions of scientific and technological progress and the transition of the economy of our state to market relations, the choice of sphere of labor activity becomes especially problematic. With the advent of market relations, a labor market also arises. Self-supporting state enterprises, collective and state farms, cooperators and tenants will hire the most qualified and capable of performing labor functions. In this situation, labor education in the family is a very important task today. That is, instilling in children a hard work ethic and a desire to work, especially in urban families where, due to the prevailing circumstances, children, not being accustomed to work from a very early age, do not have a hard work ethic.

Forming students' readiness for work is an integral part of the holistic pedagogical process.

The purpose of labor education, carried out within the framework of the family and school of the Russian Federation, is to equip students with a set of certain general education, polytechnic and general technical knowledge, skills, and abilities necessary to participate in productive labor, as well as to cultivate diligence as a moral trait.

In the past, famous teachers such as Jan Amos Komensky, I.G. Pestalozzi, K.D. dealt with the problem of labor education. Ushinsky.

Thus, Jan Amos Komensky viewed school as a source of joy, light and knowledge, and considered interest, including in work, as one of the main ways to create this bright and joyful learning environment.

I.G. Pestalozzi saw labor education as combining the learning process with productive labor. In his opinion, children at school spend the whole day spinning and weaving; There is a plot of land at the school, and each child cultivates his own beds and cares for the animals. Children learn how to process flax and wool. During work, as well as in free hours, the teacher conducts classes with children, teaches them literacy, numeracy, and other vital knowledge.

Pestalozzi emphasized the importance of labor education for the formation of a person. He attached high educational importance to the work of children.

K.D. Ushinsky in his article “Labor in its mental and educational significance” points to the large role of labor in the formation of personality. He castigates idleness and highly values ​​labor, saying that it is labor that creates value. Work develops a person’s personal qualities. He noted that work is the main factor for the physical, mental and moral improvement of a person. It is necessary for human dignity, for human freedom and happiness. To work a person owes moments of high pleasure. Work strengthens family life.

In 1918, documents on public education were adopted, which formed the concept of a labor school. It was most fully realized by A.S. Makarenko.

He believed that labor education is one of the main ways of personality formation. A.S. Makarenko expressed this idea in a clear and precise form:

“Correct education cannot be imagined as education without labor. In educational work, work should be one of the most basic elements.” Makarenko considered the participation of children in the labor affairs of the family as a necessity that the child himself must be aware of. He said that it is necessary to make academic work as interesting as possible, and not to turn this work into fun. Makarenko argued that a person who does not know how to work and treat work conscientiously evokes pity and condemnation, since he always needs the services of others, without the help of others he lives sloppily and carelessly. In the “Lectures on Raising Children” and in the “Book for Parents” he gave basic recommendations on labor education in the family.

The experience of labor education in the Nikitin family is interesting. Where education in their large family took place practically: the elders were responsible for the younger ones and set an example of how to work, adopting the experience of their parents. Parents were an example for their children and gave their children freedom to choose work based on their interests.

Object of study: The process of labor education.

Item: Labor education in the family.

Target: To study the pedagogical conditions for the successful implementation of labor education in a modern family.

Tasks:

1. Determine the goals and objectives of labor education in the family.

2. Determine the forms and methods of implementing labor education in a modern family.

3. Characterize the content of the child’s interest in work in the process of labor education in the family.

4. Identify the interest in work that develops in a child in a modern family.

Main part

§ 1. The task and content of work in the family

Keeping a child busy and being enthusiastic about his work is a reliable guarantee that he will not become an empty, worthless person.

Collective work days of the family play a large educational role. Working together with adults allows children to learn the skills of properly organizing their workplace, rational work methods, and safety rules. You can involve children in improving the apartment and creating conditions for the most complete rest. Finally, there is always a need to improve your street, your neighborhood, where you can organize collective affairs together with your neighbors.

The words of the great Russian teacher K.D. are relevant. Ushinsky: “Education itself, if it wishes happiness to a person, should educate him not for happiness, but sentence him to the work of life.”

Labor education in the family lays the foundation for children for their future righteous life. A person who is not accustomed to work has one path - the search for an “easy” life. As a rule, he ends poorly. If parents want to see their child on this path, they can afford the luxury of removing themselves from labor education.

What parent would not be flattered by the words: “Your children are very neat,” “Your children are so well-mannered,” “Your children amazingly combine loyalty and self-esteem.” Which of them would not want their children to give preference to sports rather than cigarettes, work rather than alcohol, intense self-education rather than wasting time.

But for this you need to work long and hard in the field of education. The most important place in family education is occupied by labor education.

The task of a child’s labor activity in a family is the development of his moral, physical and mental qualities, the development of his personality, and his involvement in work.

The importance of labor in the moral education of the individual is extremely great. Many teachers connected work activity with the development of civic consciousness, patriotic feelings, and understanding of their social duty.

One of the important qualities that should be developed and formed in a child is hard work.

Hard work– a moral quality that expresses a positive attitude towards work, manifested in the labor activity, diligence and diligence of the employee. One of the means of personal self-affirmation.

Labor and practical production activities have a beneficial effect on the physical development of a person. Physiological studies show that physical labor associated with movements and muscular exercises, with exposure to fresh air, strengthens a person’s strength and health, and increases his vital energy.

Work develops a person’s mental abilities, his intelligence, and creative ingenuity. Working in modern production requires extensive educational and technical training, the ability to quickly master new technology, and the ability to rationalize and improve work practices.

When we talk about the system of labor education in the experience and views of A.S. Makarenko, we do not mean some isolated system of ideas, but one that grew out of the direct practice of an innovating teacher. It is also impossible to imagine this system as something that was established once and for all and unchanged throughout the sixteen years of Makarenko’s work in the colony named after M. Gorky and the commune named after F.E. Dzerzhinsky.

From his experience working in a colony, he deeply realized the harm of individual attempts that took place in educational institutions of those years to replace all the diverse content of the pedagogical process with labor. A.S. Makarenko steadily strived for a scientific organization of labor.

While working in the colony, he came to the firm conviction that “we should consider the economy primarily as a pedagogical factor. Its success, of course, is necessary, but no more than any other phenomenon useful in educational terms. Simply put, pedagogical tasks should prevail in the economy, not narrow economic ones.”

A.S. Makarenko relatively quickly established that the participation of colonists in productive labor, even on a primitive craft basis, gives an immeasurably greater educational effect than self-service. “The negligible motivational value of self-service work, significant fatigue, and weak intellectual content of the work destroyed our faith in self-service already in the very first months.”

A.S. Makarenko, in his experience, came to the organic inclusion of self-service in the system of labor education. In the experience of the M. Gorky colony, such important components of the labor education system as the participation of pupils in productive work and the organization of collective self-service aimed at meeting the diverse needs of the entire team were developed.

“...The assertion that no education is needed, that only work in production educates is one of the insidious ideas with which the pedagogical cottage industry is so full,” wrote Makarenko. “...Work without accompanying education and upbringing does not bring educational benefits; it turns out to be a neutral process.

Makarenko, on the labor education of children in the family, believed that even young children should be given not one-time assignments, but constant tasks designed for months and even years, so that the children would be responsible for the work assigned to them for a long time. Children can water the flowers in the room or throughout the apartment, set the table before dinner, look after their father’s desk, clean the room, cultivate and care for a certain area of ​​the family garden or flower garden, etc.

It is impossible to imagine the upbringing of Soviet children as an unearned upbringing, the upbringing of lazy people and white-handed people. Therefore, work should be a necessary element of family pedagogy. This is understandable and no one has any objections. If parents are asked how they imagine “at-home” labor education, nine out of ten will confidently answer:

Accustom the child to help with the housework and look after the kids; so that he has his own permanent duties; so as not to be a white-handed person, he knew how to do everything and clean up after himself.

And they will be right. Therefore, without detaining the reader’s attention to generally known things, we will give only a few clarifying tips.

At an early age, children usually love to help adults with housework. A three-year-old toddler is dying to wash dishes, cook or sweep the floor with his mother. Try never to reject children's help, even if you know that it will only turn out to be a hindrance. By pushing children away: “Go away, don’t get in the way, I’d rather do it without you,” you discourage any work.

Any new skill is not easy for a child and is reinforced only by constant repetition. So he learns to dress himself. At first, this is both an interesting and difficult task for him. Let him get used to coping with it without parental help as soon as possible. Often the mother does not have the patience to wait. “You’ll be digging for an hour again, come on, give me the leg here,” she can’t resist. But this happens several times, and the skill is destroyed.

The child must have simple chores around the house. But where, under the slogan of labor education, a child is simply running errands all day, he is not truly accustomed to work. The child should have a business that he would consider his own, for which he would feel responsible and which would be at least a little interesting to him.

The child should be given some independence in the assigned task. At first, of course, you need to explain to him what’s what and monitor the execution. But you can’t constantly stand over his soul and command: do this, and now do that. “The more complex and independent the work task, the better it will be in pedagogical terms,” pointed out A. S. Makarenko.

Particular care must be taken to ensure that what is started is always completed. If there is something left unfinished from yesterday, then today there should be no new assignment until the previous one is completed. Any carelessness, inability to plan one’s activities, or organize one’s time must be banished in the most merciless manner.

But there is another side to family labor education that is often forgotten. I would like to warn against a limited understanding of its tasks.

There is no doubt that participation in the household gives a certain habit of work and useful skills necessary in life. But washing dishes and sweeping the floor in one’s own apartment does not necessarily instill a communist attitude towards work, which is based on the perceived necessity and need to work with full dedication for the common good.

In an effort to develop a child’s hard work “for the needs” of the family, don’t we sometimes lose sight of the main goal of labor education? Let us explain this using more “adult” examples.

Some teenagers are at home doing all kinds of work, but you can’t get enough of them on Sunday. “Mother won’t let me in, she says she’s full of her own things...” - “But all the kids are coming!” - “So I say? It’s inconvenient, mom, everyone is coming.” And she: “The stadium will be built without you, but I’m losing my feet here, who is more valuable - your own mother or the stadium?”

One girl happily bragged to the family: she was put in charge of collecting scraps, and the class took first place. “Look!” the mother said with caustic reproach. “But at home, I suppose, if you take out the trash, you won’t even be interrogated!”

The son brought a friend, they laid out on the floor, making some materials for the circle. “No, to help my mother, he’s just spreading dirt!”

There is no doubt that helping adults in the family is a fair demand. Fair and obligatory! And it’s very insulting and bitter when your son or daughter “can’t be questioned.”

But isn’t it more terrible that with such remarks you contrast the personal with the public in the eyes of a child and encourage him to prefer the first to the second? Isn’t it from such a view of “one’s own” and “someone else’s” that sometimes the vile idea takes root that working for society is working “for someone else” and therefore there is nothing to be especially zealous about?

All of the above allows us to assert: labor education in the family is inevitably limited if it results only in education through labor - household labor. It acquires full ideological depth when it is organically combined with the education of a communist attitude towards work.

Know how to convey to the children the breath of those ideas for which you live and fight in your big adult world, know how to permeate the moral atmosphere of the family with them. This cannot be replaced by any distribution of household responsibilities, no matter how wisely it is organized. Be sure to tell (and, if possible, show) your children where you work, what your responsibilities are, and why your work is interesting. Don't push your merits forward, but don't belittle them casually either. Good Soviet pride in the labor successes of the mother and father has a very beneficial effect on the upbringing of children.

It is necessary that sons, learning, for example, that their father was elected to the trade union committee or given him a bonus, rejoice not only at the honor and money, but also at his labor successes, because they understood that all this was not without reason, not for nothing, but for selfless work, for restless rationalization “inventions”, for honest sweat and honest fatigue.

Our society still lives according to the principle “from each according to his ability, to each according to his work,” and material interest remains a very important motive that encourages people to work honestly and conscientiously. But the first part of this principle is acquiring more and more weight, more and more meaning in our eyes: “from each according to his ability.” New, moral incentives for work are increasingly developing and strengthening: for many it is becoming - and has already become! - a vital need.

We work not only for money, and not even only because we recognize our duty, but also because we find high human satisfaction in work. At the same time, only she provides the Soviet family with a means of subsistence and ensures its well-being. It is not so easy to convey to a child a correct understanding of how moral and material “engines” are combined and correlated in our work activities.

Moreover, it is not easy to maintain the right tone here for a family that - like an economic unit - has its own budget, constantly keeps records of income and expenses, saves on something, saves for something, plans, estimates, calculates... But no matter how it is difficult, but necessary. More than anywhere else, you need to be attentive, even scrupulous, when analyzing financial issues in the family. Otherwise, the material consequences may obscure the child’s social meaning.

“The child does not see how the work is going,” but he sees that when they come home from work, the elders bring money, that they celebrate their pay with “gifts,” shopping, drinking (alas!). He sees that a fair share of family joys and expectations is associated with the acquisition of new things, clothes, furniture. And this is natural. The material level of Soviet people is increasing year by year. They move into separate apartments, furnish them, settle in, and lo and behold, they are already looking for a place for a garage... Refrigerator. TV. Garbage chute. Washing machine. As they say, there were no such words before the war! I’m very happy for the new residents and for everyone who is updating their life in the old place, getting rid of tattered chests of drawers and beds “with balls”. Who, if not the Soviet people, have earned the right to prosperity, coziness, beautiful clothes, comfort!

But... The child looks, listens and, forgive the big words, thinks about the meaning of life... What role will apartment impressions play in his thoughts if no one reveals to him what gigantic, almost half-century efforts of the entire people are worth for a pleasant opportunity to settle down in this very apartment?!

We adults are happy that our children do not know the hardships and troubles that befell many of us during their years. We rejoice, it seems, no less than the children themselves, buying them never-before-seen toys or bright, cheerful clothes, or books with tempting pictures. We are happy if we can pamper them a little... And behind all this we often forget to explain to the child one simple but immutable truth: the fact that a person should have the right to benefits, and in Soviet society this right is given only by one’s own, honest, fully the power of work for everyone.

The labor education of a child in a family, in addition to the moral burden, solves another, practical problem: to prepare him for school, for successful studies. Parents do not always clearly imagine how important this stage will be in the life of their son or daughter.

Schooling is, first of all, work. It requires the child to get into the habit of systematic, regular exercise, requires patience and perseverance, and considerable effort.

For someone who has not received the minimum labor skills at home, it is sometimes difficult to overcome even school self-care. He is lost from his ineptitude and the involuntary neglect of his comrades. People are shamed for poorly done work and ridiculed in the wall newspaper. What is natural and simple for others turns out to be sheer torment for him. But in addition to general labor training, the issue of entering school deserves special parental attention.

First of all, the child must realize the significance of the upcoming change in his life and look forward to it with joy. When purchasing school uniforms, textbooks, and preparing a special place for the future first-grader to study, parents must emphasize their respectful, serious attitude towards the upcoming event.

Before school, the child usually did not spend so much time in a row focused on one activity. One of the main difficulties for a child in his first school year is, according to teachers, a lack of understanding that studying is not a kind of game, but a serious, real matter. For a child who is disciplined, diligent, and accustomed to carrying out work assignments from adults, the transition to becoming a schoolchild is easier; for those whose attention is not accustomed to lingering on something for a long time, it is much more difficult to cross this line.

There is one more serious point when entering school: the child must be ready to plunge into a large children's group. For children coming from kindergarten, there is no problem here. For children at home, who often do not have experience communicating with so many peers, their own difficulties may arise. Some guys, for example, find it difficult to master even discipline, the need to obey the headman, and even more so the chain-level buddies who are “no better than him.” It happens that normal communication with the team is disrupted by the nervousness and isolation of a child who has problems in the family or a lag associated with poor health. And every time the child acutely experiences his inferiority, tries to hide it or compensate for it with something else, not always worthy.

To prevent the possibility of a rift arising between your child and his classmates, try to develop in them sociability, agreeableness, and the ability to get along with play partners. Encourage children's first mutual aid, friendships that arise in the yard. Children visiting each other often irritates adults, but the experience of such communication is useful. In a word, strive to make the child an accommodating, “comfortable” member of the future school team. (We will dwell on this below when talking about the child’s readiness for school).

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Labor education of a preschooler in the family.

At preschool age, the formation of basic types of activity, including labor, occurs.
Therefore, labor education of preschool children is one of the leading directions in the Pedagogical process
N.K. Krupskaya in her works repeatedly emphasized the need to accustom children from an early age to the simplest types of work available to them, noting that in this way they become familiar with the properties of materials and learn how to work with various tools. In their work, children show activity, ingenuity, perseverance, a desire to achieve results, and they develop a desire to provide all possible assistance to adults. But what labor is is not at all what a child’s hands are occupied with. Labor is what develops a little person, supports him, helps him assert himself. Hard work and the ability to work are not given by nature, but are cultivated from early childhood. Work must be creative, because it is creative work that makes a person spiritually rich. Work develops a person physically. And finally, work should bring joy, happiness and prosperity. 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.
Moral development of a child of senior preschool age, the process of introducing him to labor, possible only if properly organized labor activities in accordance withage characteristics. Labor organization activity includes goal setting, motivation labor, activity planning, mastery labor activity includes goal setting, motivation skills and ways of working, the process itself obtaining the result and evaluating it. In this case, the most important are the motives (motivations)of this or that work and its emotionally valuable course. The most important thing in the process of forming a child’s personality is education of hard work . In this plan it is difficult to overestimate the role of family who work honestly, andThey also jointly perform numerous household chores. The strength of family influence on a child is explained by a number of factors: the emotional, intimate nature of the relationship, based on family feelings and mutual love of all family members. A particularly beneficial atmosphere for child development kindness,compassion, caring, and collectivism are created in families, which are characterized by clear moral guidelines and continuity of generations. Repeated situations day after day have a detrimental effect on the child,testifying about negative attitude towards labor adult family members. It's even worse when children become the dishonesty of adults, their concern only for their own, personal things. Children should be involved in family life (taking into accountage characteristics) to work , relaxation, everyday communication. Involving the child in household chores helps education him as a member of the family team.

A child who is accustomed to meaningful and respectful communication in the family will be drawn to her. Children, who in the family are only objects of care from adults, are helpless, selfish, and not interested in the common interests of all. children's affairs. From this we can conclude that raise a hard worker a child is possible only when relationships between family members are based on love and respect. Adults are role models, and children are involved in activities that they understand and understand. educational - valuable family problems and learn to be independentlabor activity. The child’s independent activities, his daily observations of labor people are prerequisiteslabor education.

Preschool pedagogy identifies the following main tasks of labor education for children: familiarizing adults with labor and instilling respect for it; training in simple labor skills; nurturing interest in work, hard work and independence; education of socially oriented motives for work, skills to work in a team and for a team.

In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results. At first, children's attention is attracted only by external aspects: the process of labor actions itself, the movement of mechanisms and machines. Consistently introducing children to the work of adults in their immediate environment allows them to form an understanding of the essence and significance of labor actions, and to explain, using specific examples, the attitude of adults to work and its social significance.The knowledge of preschoolers about the work of adults should have a great influence on the formation of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not combined with the work of the children themselves.

The work of children in preschool age is varied. This allows them to maintain their interest in activities and provide them with a comprehensive education. There are four main types of child labor: self-service, domestic labor, outdoor labor and manual labor.

Self-care is aimed at caring for oneself (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational significance of this type of work activity lies primarily in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-care begins to be recognized as a responsibility.

Household work of preschool children is necessary in everyday life, although its results are not so noticeable in comparison with other types of their labor activity. This work is aimed at maintaining cleanliness and order in the premises and area, helping adults in organizing routine processes. Children learn to notice any violation of order in a room or area and, on their own initiative, eliminate it. Household work is aimed at serving the team, family and therefore contains great opportunities for fostering a caring attitude towards peers and loved ones.

Labor in nature involves the participation of children in caring for plants and animals, growing plants in a corner of nature, in a vegetable garden, in a flower garden. This type of work is of particular importance for the development of observation, nurturing a caring attitude towards all living things, and love for one’s native nature. It helps the teacher solve the problems of children’s physical development, improving movements, increasing endurance, and developing the ability for physical effort.

Manual labor - develops children's constructive abilities, useful practical skills and orientation, creates interest in work, willingness to do it, cope with it, the ability to evaluate one's capabilities, the desire to do the job as best as possible (stronger, more stable, more graceful, more accurate).

In the process of work, children become familiar with the simplest technical devices, master the skills of working with certain tools, and learn to treat materials, objects of labor, and tools with care.

To develop a conscientious attitude towards work, stimulating the child is of great importance. Social recognition plays a significant role in shaping students’ positive attitude towards work. This lifts the child’s mood and reveals his conscious attitude towards the need to work for the common good. Adult approval is especially important when a child experiences inner satisfaction from the knowledge that he has achieved success in completing a work task.

The biggest challenge for parents is how to deal with so-called lazy children. Laziness develops in a child due to improper upbringing, when from a very young age parents do not instill in the child energy, do not teach him to overcome obstacles, do not arouse in him interest in the family household, do not instill in him the habit of work and the habits of those pleasures that work always delivers. The only way to combat laziness is to gradually draw the child in

always, demand seriously. There is no need to vilify a child for bad work, shame him, or reproach him. You need to simply and calmly say that the work was done unsatisfactorily, that it should be redone or corrected, or done again. At the same time, you never need to do the work for the child. to the field of labor , slow arousal of his labor interest.

The quality of work must be of the utmost importance: high quality must be demandedby the parents themselves, only in rare cases can a part of the work be done that is clearly beyond the child’s ability. Makarenko strongly discourages the use of any rewards or punishments in the labor field. The work task and its solution should in themselves give the child such satisfaction that he experiences joy. Recognition of his work as good work should be the best reward for his work. But even such verbal approval should never be abused; in particular, you should not praise the child for the work done in the presence of your acquaintances and friends. Moreover, there is no need to punish a child for bad work or for work not done. The most important thing in this case is to ensure that the work is completed.

If the need or interest is not enough to make the child want to work, you can use the request method. The request differs from other types of appeal in that it provides the child with complete freedom of choice.

A request is the best and gentlest way of addressing, but you should not abuse the request. The request form is best used in cases where you know well that the child will gladly fulfill your request. If you have any doubt about this, use the form of an ordinary order, calm, confident, businesslike. If from a very young age your child correctly alternates requests and instructions, and especially if you arouse the child’s personal initiative, teach him to see the need for work himself and carry it out on his own initiative, there will be no breakthroughs in your instructions. Only if you have started the business of education, you will sometimes have to resort to coercion.

Coercion can be different - from a simple repetition of an order to a sharp and demanding repetition. In any case, you should never resort to physical coercion, since it brings the least benefit and causes the child to have an aversion to the work task.

Labor is the main educator. It is necessary to help the child see in him the source of development of his abilities and moral qualities, to prepare him for an active working and social life

ELENA SHUMKINA
Labor education of a child in the family

Mastery of skills labor activity should be considered as one of the main conditions education children have desires and skills work. Whatever it is child interested in the goal labor without owning labor skills, he will never achieve results. Formed labor skills and abilities serve as the basis for education children take things seriously about negative attitude towards, habits and desires work, be included in work of your own free will, to successfully complete it.

Labor skills and abilities different: self-care work, household work, labor in nature, manual work. Labor education children in kindergarten should not be carried out in isolation from family education, because in family there are favorable conditions for the formation in children hard work. This is, first of all, visibility, availability of a variety of home labor committed daily by adults in front of baby. IN family, together with adults the child will master work skills faster. Work delivers together with parents child's joy.

Participation in household activities labor allows the child feel involved in your concerns families, this contributes education many qualities personalities: responsiveness, caring, thrift, responsibility.

IN family child hears parents' stories about their labor. This expands the idea of adult labor, creates interest and respect for him.

Younger preschoolers pay a lot of attention education self-care skills.

Before you start teaching your baby to be independent in self-care, you need to create conditions:

Provide a permanent, comfortable place for playing and storing toys so that he can pick them up and then put them away;

Make a hanger at his height so he can hang a towel or clothes;

Buy a small chair on which it would be more comfortable for him to sit;

Learn to unbutton and button your clothes, etc.

In this case, you need to use explanations and a visual demonstration of the action.

Everything needs to be taught to kids gradually, showing each action. Render to kid help should only be given when he really needs it. We must strive to ensure that the baby tries to overcome difficulties. Showing persistence and achieving results baby should definitely be praised, this encourages him to show great independence.

Kids love to play. While washing his face, he plays with water, getting dressed, turning a shoe into a car, etc. Understanding the child’s need to play, the desire to turn surrounding objects into objects for play, at the same time we need to teach child to distinguish play from work, but persistently achieve the desired result. The game contributes to the development of child of many skills which will be useful to him in labor on self-care and when providing assistance to adults in the household. While playing with the doll, the baby dresses and undresses it, makes the crib, sweeps his corner, etc.

At a younger age, such instructions should be given to kid that he can execute: put bread on the table, put spoons, bring grandma shoes, etc. Such orders are delivered child's joy, because he is aware of his involvement in useful deeds.

Kids show great interest in what adults do at home, in their actions, in the results labor. This interest should be encouraged. And if parents do not remove anyone interested in their work from work baby, try to satisfy his curiosity, evoke in him a feeling of gratitude to those who works, he develops respect for the work of those around, desire appears work. Adults should take advantage of opportunities to thank them for their attention. All this contributes to the formation of baby respect for adults and their about negative attitude towards.

It is impossible to raise a successful person without instilling in him hard work. But it is not given to us from birth, as a basic instinct. The child needs to be taught labor skills. Parents have to not only teach their child to work, but also make sure that work becomes a source of joy for him. And the most favorable period for this is. How to properly organize the labor education of preschoolers, motivate them, teach them to value the results of their own and others’ work? For this, the work of preschool teachers alone is not enough. The child receives the basics of work in the family - by example and under the guidance of his parents.

What does labor education consist of?

So, what kind of work should you teach your child? Labor education includes 4 main aspects.

• Self-care (hygiene, dressing and undressing, setting the table, preparing simple meals, cleaning the bed, your play area, the table after yourself, caring for clothes and shoes).
• Household work (assistance with cooking, washing, cleaning, caring for animals or plants).
• Work in nature (caring for plantings and crops, cleaning the yard).
• Manual labor (making various crafts).

For each age, the scope of these skills will be different, which is determined by the general level of development of the child: his ability to handle objects, fulfill requests, maintain concentration, not get tired, think logically, etc.
Each of these types of work gives the child the opportunity to develop mentally and physically:

• get used to the world around you;
• build collective relationships;
• be sociable;
• develop memory, thinking, motor skills;
• study the purpose and rules for using tools;
• expand your horizons;
• learn independence and discipline;
• develop strength, agility, endurance;
• learn to respect elders, value the results of work (not only personal, but also joint and other people’s), increase responsibility and self-esteem.

Principles of teaching preschoolers to work

Learning to work is an important stage in the formation of a small personality and its socialization.

The main tasks of labor education:

• instilling labor skills;
• fostering a positive, holistic attitude towards both one’s own work and the work of other people;
• developing the ability to value the results of work and treat them with care;
• formation of correct ideas about the role of work in human life and society;
• developing the ability to build interworking relationships with peers and older people;
• development of abilities to meet one's own needs;
• the formation of a desire for creativity.

These qualities are formed gradually as skills in all types of work improve. But how to instill these skills correctly? What should you not do?


Here are the basic principles of labor education for children at home.

• The "forbidden fruit" theory doesn't work. From a very young age, a child is characterized by attempts to study the world around him, including through personal participation. Therefore, he begins to try “adult” things quite early: he “helps” with washing dishes, wiping dust, sweeping. It is clear that at first such help will only bring trouble to mom (everything will be spilled and broken). But by forbidding the child to take part in work in this way (“you don’t know how yet, you’re small, you’ll break it, make a mess, and then I have to clean up”), adults forever discourage children from wanting to work. Without spilling or dropping anything, he will not learn to do it right. And having received a derogatory “turn away from the gate”, he will not only lose interest in work, but will also begin to perceive it as something bad, reproachful, and will lose faith in himself.
• Selfish motivation distorts the understanding of work. Often, trying to motivate a child to do something, adults begin to bargain with him: if you do it, you’ll get candy (we’ll let you play on the computer, we’ll give you a car). This will not instill a love of work: the child will mechanically perform the work, expecting an obligatory reward. Thus, instead of labor relations in the family, commodity-money relations begin to develop.
• A sense of self-importance and significance increases the child’s desire to work. You can entrust him, for example, with caring for a flower on the window, explaining that he is already an adult and responsible, so his mother trusts him with such an important task. At the same time, the first time the work is carried out together, the mother tells and shows the child all the important operations (water, loosen, spray, remove yellow leaves), and periodically gently reminds her of this work. And at every opportunity he praises the baby in front of strangers: he is already such an adult, responsible, he has his own difficult task, and he copes with it perfectly! Sincere gratitude and admiration from adults make the child proud of his successes. The baby will feel his importance, the importance of his help. This means that he will be able to learn to make efforts in order to experience pleasure from work.
• The child needs the feeling that he is not left alone with a difficult task. When teaching him to make the bed, set the table or wash the dishes, adults should always give him the “together” attitude (I’m always there, I’ll help, we’ll all succeed). We need to convey to the child that there is no shame in not being able to do it, the main thing is to strive, to try; that the result will always be good, even if it doesn’t work out the first time. Perseverance will lead to success. Then such work will not cause a feeling of rejection in the preschooler.
• Work should give the child the opportunity to think, explore, try and want to act. These qualities are present in every child, it is just important not to kill them with parental overprotection. This breaks the will, teaches us not to be independent and responsible.
• In developing self-care skills, the main thing is to ensure that all procedures are performed daily, in the proper order, so that the child learns to be neat and clean around him. Adults should control and help, and not scold and punish for inability.
• Example of parents. Perhaps the most important of all the principles of labor education for preschool children. We can demand that the child complete certain tasks for as long and harshly as we like. But if at the same time we do not set him a constant example of labor relations in the family, do not demonstrate the responsibilities of each family member, and do not show accuracy, the result of all our “exhortations” will be zero.

When accustoming your child to constant household work responsibilities, try to convey to him the following important thoughts.

1. Even adults don’t always have to do only what they know best or what they want. Often such duties are performed because they have to.
2. In a family, everyone has responsibilities: dad has some, mom has others. In the Ivanov family, mom and dad also fulfill their duties. This is necessary in order to get something good from work.
3. Unfortunately, even adults often have to sacrifice their desires in order to do what is their responsibility around the house. This is necessary so that everything in the family is harmonious, cleanliness and comfort reign, so that everyone gets tired to the best of their ability (because it is wrong when only the mother does everything around the house: she can even get sick from constant fatigue).

Labor education in a playful way

Play is the best means of child development. In the game, he can be taught not only to run or jump, but also to think, make decisions, develop speech, draw conclusions, behave in society, build communications - and, of course, work.

In kindergarten, various games are played with preschoolers: both theoretical and practical.

The first ones are aimed at expanding preschoolers’ understanding of different professions, the skills required for each of them, as well as the ability to correlate people’s actions with their professions, means and tools. These include, for example, the following:

• Who works where?
• Who does this?
• Who can do this?
• Who's doing what?
• Who needs what for work?
• What comes first and what comes next?
• Guess what I'm doing? And etc.

• drive and repair cars;
• set the table for the dolls;
• “cook” in children’s dishes;
• learn to use toy appliances (irons, ovens, washing machines, vacuum cleaners).

You can successfully use all these types of games at home. In addition, the following home “work” games are excellent training:

• who is faster (wipe the dust, collect the toys);
• who can do it better (clean the room, fold things);
• “Funny stories” - in the process of everyday homework, parents compose and tell their children interesting stories from the “life” of cups and saucepans, nails and hammers;
• “Inspectors”: they explain to the child that today the quality of his cleaning in the play area will be checked by his favorite bear (doll, bunny) - the diligence of the kids increases sharply;
• “Toy life” - parents and children wash toy dishes, wash doll clothes, fix broken toys, etc.;
• “Talent competition” is a competition between children (you can invite neighbors or friends) in drawing, making all kinds of crafts, and applications. This trains manual skills and develops fine motor skills.

The older you are, the more skillful you are.

So, as a child grows up, he gradually improves his work skills as a result of constant development. At each age, he can be entrusted with certain household chores: the older the child, the more difficult these assignments can be. At the same time, it is not necessary to pile on the baby all the things that he is able to do. But a certain list of mandatory instructions needs to be established.

For example, at 3 years old a baby is able to:

• put your toys away;
• take dirty clothes to the laundry basket;
• wipe up spills;
• help put away books (magazines);
• wipe off dust;
• Place food in your pet's bowl.

By the age of 4, new skills are added to these skills:

• make your bed;
• clear the table;
• take out a rubbish;
• water plants;
• prepare breakfast from milk and cereal;
• fold clean towels.

At 5 years old, the baby becomes even more skilled; he is already able, in addition to all of the above, to perform the following actions:

• pour yourself water or other drink;
• prepare sandwiches;
• dress and;
• help load dishes into the dishwasher;
• sort laundry for washing into colored and white;
• help adults in cleaning the yard, washing the car;
• clean up after your pet's litter box.

A six-year-old preschooler can do even more; he can be assigned more complex work:

• sweep up trash (including in the yard);
• retrieve mail from the mailbox;
• help put laundry in the washing machine and hang it on the line;
• to answer phone calls;
• walking pets;
• work with a rake and hoe;
• hang your clothes in the closet;
• peel vegetables.

Labor education of preschool children is planned, systematic work, built on the complementarity of the actions of educators and parents. This will require a lot of patience, participation, and love. But the game is worth the candle, because raising a child to be hardworking ultimately means making him successful and happy.