Canteen duty lesson plan (senior group) on the topic

Organization of a duty corner in kindergarten

Duty duty is one of the effective forms of organizing the work of children in a preschool institution. An original and brightly decorated duty officer's corner will help make duty more exciting, as well as streamline its implementation.

Beautiful, comfortable desk corners can now be ordered from various manufacturers, design agencies, and on the Internet. They will select both color and shape to order. But sometimes it is much more interesting for a creative teacher to make a corner with his own hands. After all, in this way he can show his talents and attract children, which will have a positive impact on the development of creative abilities and nurturing the diligence of children.

The teacher’s imagination and skill allow him to create interesting compositions from scrap materials, for example, from plastic dishes

Why is a duty corner necessary?

In addition to the aesthetic function of decorating the group room and delighting the students, a corner is necessary for many other reasons. The main tasks it performs:

• Encourage children to want to participate in work activities. Sometimes a child, who is not particularly eager to help, waits for duty and diligently fulfills his duties, because in the picture in the corner his name is indicated by his favorite cartoon or fairy tale character. The teacher should select pictures taking into account the children’s preferences; in this case, they will be on duty with great pleasure, because they want to be like their adored character.
• Involve in daily regular work. Children should know that work duties are performed one at a time, but as a team. This fosters both hard work and responsibility, as well as a sense of justice and camaraderie (today I help friends, set tables, tomorrow they will do the same for me).
• To develop the ability to work with symbols and signs: cards with pictures, names, tables with schematic images of table settings, the order of actions encourage children to active mental activity.
• Foster organization, composure, and develop logic. Carrying out duties according to a certain algorithm does not mean that children cannot look for more rational ways to perform work tasks. For example, while on duty for classes, children are convinced that it is more convenient when one person on duty lays out one type of material, for example, sketchbooks, and the second one lays out paints or pencils. This helps not to get confused in actions, and to complete the assigned task faster and with better quality.
• Instill accuracy and the ability to take care of yourself. The person on duty should be an example for other children, because he is an assistant teacher, and smart aprons and caps, always clean and ironed, will be an incentive for those on duty to want to take care of their appearance.

  

  Cleanliness and neatness are wonderful qualities, and such an elegant duty area contributes to their education

• Provide a basic human need - the desire to be significant, necessary. A successful result of duty, supported by the praise of the teacher and the gratitude of comrades, brings moral satisfaction to the kids and encourages them to work. In addition, children, especially older preschool children, who are more oriented towards the opinion of an adult, enjoy being an assistant teacher and bring real benefit.

Dependence of the design of the corner on the age of the children in the group

Duty corners are necessary in all groups except early age (third year of life). Before you start making a corner, you need to think about what it will be like, take into account all the requirements that apply to it, and also decide where to place it.

One of the main functions of such a corner is to help the teacher organize the sequential participation of all children in the group on duty and report who is on duty today in different areas of activity. Since different types of duty become available to children at different ages, the teacher should first of all pay attention to this point.

The first thing children are introduced to is canteen duty. It is introduced in the second junior group, but not at the beginning, but in the middle of the year. During the first half of the year, children master labor skills by completing assignments: arranging napkin holders and plates for bread. Instructions are given to one or two children, the children perform the same actions, guided by the prompts of the teacher or nanny's assistant.

In the younger group there is enough a corner for dining room duty, decorated with the children’s favorite characters and cute pictures

The second type of duty is introduced in the middle of the year in the middle group. This is class duty. Beforehand, children become familiar with the work performed on this duty and also through assignments. They lay out handouts, plates for appliqué, plasticine, etc. on the tables, and after class they collect them and bring them to the designated place. Instructions are given to those who want to help, so not all children in the group are involved in the work. That’s why duty is so useful, as it allows all students to be involved in work.

In the middle group there will be enough corner for two duties: for the dining room and for classes

The last to be introduced is duty in a corner of nature. It begins in the older group in September, since children of this age know how to quickly navigate, have sufficient skills and abilities, and are able to divide labor operations among themselves, perform them together, and help each other.

Thus, the type of duty corner depends on the age of the children who will be in the group, because pupils are placed not haphazardly, but taking into account the height of the furniture (tables, chairs) that is located in the group room:

• If children of the second youngest group will live in the room, then a corner for duty in the dining room will suffice.
• In the group where the middle school children will be, a corner is made for canteen duties and classes.
• If the group room is equipped with sufficiently high furniture or the furniture is adjustable in height, satisfying the sanitary requirements for older preschoolers, then such a group requires a corner for those on duty for all three types.

Requirements for the duty corner in kindergarten

In addition to taking into account the age of children, when making a corner for duty officers, the following requirements must be observed:

• Durability and reliability. Since the corner is made not for a week or a month, but for a long period, its preservation should be ensured during this time. Therefore, for the base it is worth choosing a durable material, such as plywood or chipboard. Plastic or cassettes for pasting the ceiling can serve as a good replacement for these materials. When purchasing them at a hardware store, you must definitely ask for a certificate stating that this type of material can be used inside residential premises. Paper, even whatman paper, will not last long; the only other option is very thick, high-quality cardboard.
• Possibility of wet cleaning. All equipment in the group (especially long-life equipment) must be wet cleaned according to the schedule. This does not mean that the corner will be washed with soap, but it is necessary to wipe it from dust with a damp sponge. Therefore, inscriptions and drawings on its surface must be indelible. This can be achieved if you use multi-colored self-adhesive film, EVA material, or plastic for decoration.

  

  Foamed rubber, or EVA, is an excellent material for the design of a kindergarten group: it can be cut, glued, and can withstand wet cleaning

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• If the teacher’s talent allowed him to decorate the corner with hand-drawn drawings, gouache or watercolors, it is better to laminate everything with transparent adhesive film for textbooks.
• It is better to abandon the idea of ​​decorating a corner with cereals, pasta, elements using the quilling technique and the like if the product will be used for more than a year. Sooner or later, voluminous parts will accumulate dust, which is very difficult to remove, which will affect the appearance and cleanliness of the corner.

The bright painted corner of the attendants looks great against the background of a simple plain wall

Not a requirement, but advice: place the corner where direct sunlight will not fall on it during the day. This will protect the background and cards from fading and keep them looking attractive longer.

Features of organizing duty in the second junior and middle group of preschool educational institutions

The organization of duty begins with the second junior group in the second half of the school year. Children begin to be involved in helping prepare for breakfast, lunch or dinner, by being assigned to perform simple actions, for example, correctly placing chairs near the table, napkin holders and bread bins on the table, etc.

Before involving children on duty, the teacher has conversations with them, in which they talk about how to prepare for duty (wash hands, put on aprons and headscarves, etc.). At first, the teacher reminds the children of the sequence of preparation and helps them get ready. This is done until the children master the sequence of actions and perform them independently.

At the first stages of organizing duty in the second junior group, the teacher and assistant teacher use the following techniques:

• setting the table together with the child;
• conducting thematic didactic games (“Mishka’s Birthday”, “Dolls Drink Tea”, etc.);
• conducting conversations, discussions, etc.

Note 2

Thus, in the second junior group, at the first stages of organizing duties, children are given the task of providing all possible assistance to the junior teacher in setting the table. The task of the teacher and junior teacher is to establish friendly interaction, create a positive emotional and psychological attitude towards work during duty.

In the middle group, children continue to help in the dining room. The difference is that a couple is assigned to be on duty, who completely sets the tables (arranges dishes, lays out napkins, etc.) and helps the junior teacher clear the tables.

In the second half of the year, class duties are introduced in the middle group. While on duty, children independently prepare tables for study sessions (lay out brushes, place jars of paste, place individual napkins, etc.). At the end of the lesson, the children help the teacher clear the tables.

The teacher’s task is to show the child the significance of his work and maintain positive motivation for being on duty. The teacher teaches children to work in pairs, organize their work, share responsibilities, and help each other. Each time, while on duty, the teacher reminds the children the importance of their work not only for the entire group, but also for the teacher himself and the junior teacher whom they provide assistance.

Note 3

Thus, in the middle group, the content and form of work during duty become more complex. The responsibilities of the duty officer are expanding.

Contents of the duty corner

The main, most striking and attention-grabbing component of the duty corner is, of course, a stand on which information about the duty officers will be posted. Attached to the stand is a set of pictures or photographs of children, which, for better preservation, it is advisable to laminate with transparent film.

To be on duty in the canteen you must have the following equipment:

• A brush for sweeping crumbs from the table, about 25–30 cm long together with the handle. The handle should be no more than 3 cm in diameter, comfortable for a child’s hand.
• A dustpan for crumbs, measuring about 15 by 15 cm, with a handle up to 12 cm long. The dustpan and table brush are stored suspended on hooks and are not placed on the floor under any circumstances.
• A floor broom for sweeping with a handle length of up to 110 cm and a cross-section of up to 3 cm.
• Garbage scoop with long or short handle. These tools are stored near the corner, but not in the vicinity of the clothes of the attendants.

Equipment for sweeping crumbs off tables should be stored hanging on hooks

A broom is not used for sweeping in kindergartens, it is difficult to disinfect, and its use does not comply with sanitary standards.

The clothes of the dining room attendants consist of aprons, which can be made from chintz, guipure, satin, preferably in light colors. Headwear for girls: scarves, caps. Boys are offered only caps.

Craftswomen - mothers and grandmothers of pupils - will help make aprons and caps for the attendants

For duty in a corner of nature, purchase waterproof aprons and, if possible, sleeves. To care for plants you need the following equipment:

• watering cans;
• basins for washing plants;
• sticks for loosening the soil;
• sponges for wiping leaves.

Diagrams and step-by-step images of the actions of duty officers, pictures and photos of correctly set tables can complement the design of the duty corner.

In order for the duty officers to properly understand the duty schedule, an explanation from the teacher is necessary

Class duties do not require special clothing or equipment. The main thing that students should be equipped with is the ability to quickly and organizedly carry out the assigned work. In the senior and preparatory groups, a lot of material is used in classes, so children need to be collected and be able to clearly perform actions (take and place plates, lay out oilcloths, etc.), because not much time passes from breakfast to organized educational activities, and sometimes the teacher really needs the help of those on duty.

The concept and essence of duty in a preschool educational institution

Duty is a type of work activity that involves the work of one child or group of children for the benefit of the entire children's team.

The results of work obtained during duty seem insignificant, but duty has enormous educational significance. This is due to the fact that on duty, unlike other types of work activity, the social orientation of the work performed is highlighted. While on duty, students realize the importance of the work they do. The significance lies in the fact that through their work, children help the junior teacher or teacher, and also work for the benefit of the entire group. Duty puts each child under conditions of obligatory performance of specific tasks. Thus, duty contributes to the development in children of such personal qualities as responsibility, caring and humanity towards other people.

Finished works on a similar topic

• Course work Duty at a preschool educational institution 410 rubles.
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• Test work Duty at a preschool educational institution 220 rubles.

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Note 1

The main purpose of duty in a preschool educational institution is to develop in children a responsible attitude for the work assigned to them, to develop the desire to work for the benefit of the team, and to establish the habit of systematically fulfilling their duties.

Achieving this goal is carried out through the organization of regular duty in the group of preschool educational institutions. Depending on the age group, the responsibilities of children during duty become more complicated in terms of the form of work organization and its content.

The effectiveness of organized duties largely depends on the teacher’s approach to their implementation. Duties should not be formal, they should be specific. While on duty, the teacher and assistant teacher need to establish a trusting relationship based on cooperation with the children.

In preschool educational institutions, the following types of duty are distinguished, depending on the content of work:

1. Canteen duty.
2. Duty during training sessions (preparation and cleaning).
3. Duty in a corner of nature.

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Some interesting ideas for decorating duty corners

As a rule, the stand, that is, the base of the corner, is made in the form of a panel on which the name, pockets for pictures-signs (or photos) and decorative elements are located. Several design ideas will help to diversify and make the corner unusual.

There are usually no difficulties with the name of the duty officers’ corner, since in most groups it is called that way: “Duty duty corner.” There are also options: “We are on duty, they are on duty today.” But how much more interesting and useful in terms of the development and upbringing of children is to name the corner “We love to be on duty”, “Little Helpers”, “Hardworking Suns, Bees, Daisies” (depending on the name of the group).

The kids will definitely want to know what the inscription means, and it will be much more pleasant to hear in response not just a phrase, but praise. This will create a desire to participate in the labor process and may even serve as the topic of a fascinating educational conversation: “Why do you think our corner is called that? Who is called hardworking? How can you help the teacher, the nanny, your group friends?”

There are also several options for individual symbol cards:

• Figured: in the form of flowers, clouds, mushrooms with an individual picture and the child’s name. In this case, the stand itself should be designed accordingly - like a lawn, a sunny sky, a clearing in the forest.
• With fastening on stud buttons. In this case, pictures indicating the types of duty are placed on the stand, and under them there are buttons with a protruding plastic part, the so-called studs. In this case, children's cards are made with loops or slits, hanging them on buttons. The buttons must be secured to the stand securely, not just by sticking them in, but additionally secured with superglue so that they do not fall out and cause injury.
• In the form of flags. Under the pictures of those on duty in the dining room, nature and activities there is a shelf, and on it there are two holders for flags for each type of duty. Individual pictures or photos of children are glued onto the flags and inserted into the holders.

Photo gallery: examples of designing duty corners in kindergarten for different age groups

The teacher can get an original idea from tea utensils by making a corner in the form of a teapot and cups

The idea of ​​a corner in the form of a clock, the hands of which point to those on duty, deserves attention.

Duty cards can be hung from stud buttons

The duty corner helps organize and interest children in regularly performing work duties. A colorful, attractive corner, made by the hands of a teacher from inexpensive improvised materials, will definitely arouse the interest of little fidgets and will help make the work process easy and fun - after all, children or their relatives, handicrafts mothers and skillful fathers will definitely take part in the design of the corner.

Development of labor skills and abilities of children of senior preschool age during duty

 Labor is one of the universal means of familiarization with human culture, as well as the socialization and formation of a child’s personality. Today, society has lost respect for work. Labor activity is necessary for a person to satisfy his life needs and not only physical ones. It is the most important source of moral, aesthetic, sensory and other types of education. Naturally, teaching preschoolers certain work skills does not yet solve the problem of children’s moral development. However, it is of no small importance for the formation of a child’s personality, since the process of mastering any skill or skill is always associated with the manifestation of will, perseverance, and determination. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them.

At an older age, an important task in labor education is to develop skills in organizing one’s general work, the ability to prepare everything necessary in advance, remove used tools at the end of work, having previously cleared them of dirt and dust, and tidy up the workplace. In senior groups, the task of developing basic planning skills is solved; the ability to outline the sequence of work, distribute responsibilities between participants, agree on joint cleaning after work, etc. At the same time, the teacher forms positive relationships between children; the ability to work cooperatively and amicably in a team, to help each other, to kindly evaluate the quality of work of peers, and to make comments and give advice in the correct form.

Labor in nature has great educational significance; it is a means of moral, mental and sensory development, and also develops observation and curiosity. Children in the process of work gain knowledge about animals and plants. Learn to establish simple relationships.

One of the ways of labor education is considering different types of duties in kindergarten. The forms of its organization: assignments, duties and collective work of children can help resolve issues of developing children's labor skills. Thus, 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 well-being.

Recently, in kindergarten, a trend has become an increase in time for learning rather than for upbringing. Many aspects of an educational nature remain on the sidelines, including labor education, which is especially relevant today.

This leads to the fact that, as children grow up, they become deaf to the needs of the people around them, arrogant, lazy, and show weakness in certain situations (they become addicted to alcohol, drugs, etc.).

In the encyclopedic dictionary, the concept of “labor” is interpreted as “purposeful human activity aimed at modifying the adaptation of natural objects to meet one’s needs.”

In the process of labor, children acquire labor skills and abilities that help them become independent from adults and independent.

The development of independence is facilitated by children mastering the ability to set a goal or accept it from the teacher. Think about the path to achieving it, implement your plan, evaluate the result from the perspective of the goal.

Duty duty is a form of organizing children’s work, which requires the child to perform work aimed at serving the team. Children are alternately included in different types of duty, which ensures systematic participation in work. Duty assignments and changes occur daily. Duty duty puts the child under conditions of obligatory performance of certain tasks necessary for the team. This allows children to develop responsibility towards the team, caring, and an understanding of the necessity of their work for everyone.

Duty involves the work of one or more children in the interests of the entire group. On duty, to a greater extent than on assignment, the social orientation of work, the real, practical care of several children for others, is highlighted, therefore this form contributes to the development of responsibility, a humane and caring attitude towards people and nature.

There should be two general rules for all duty officers: first, do everything quickly and carefully, and second, if a friend lags behind you, help.

Throughout the entire shift, the teacher pays attention to the pace and quality of work. Expressions of creativity and the child’s desire to bring joy to other children through their work are especially valued. Sometimes he tells those on duty how to show attention to a comrade; encouraging the desire of those on duty to come up with something interesting and enjoyable for everyone.

When assigning attendants, the individual characteristics of each child should be taken into account.

In preschool practice, duty in the canteen, in a corner of nature, and in preparation for classes has already become traditional.

Duty to prepare for classes requires concentration, since the content of this duty is not as constant as duty in the dining room; you need to help the children, remind them of what should be on the tables when drawing with pencils, paints, modeling, designing.

duty in a corner of nature so that children feel responsible for living objects throughout the day. If they do everything in the morning, then later they no longer need to pay attention to living beings and plants. Thus, the teacher helps children distribute responsibilities throughout the day: the fish can be fed in the morning, and the plants can be watered later. In addition, the person on duty must understand that he needs to “talk” to the parrot, the fish, and the plants. After all, they are alive and attention and kind words are important to them.

This way, preschoolers will develop a need to take care of nature and a sense of responsibility for its preservation. The person on duty at the nature corner must water the indoor plants, feed the fish, birds, animals, and mark the weather on the calendar.

Those on duty at the classes should find out in advance what materials will be needed and help the teacher lay them out on the tables; After class they clean everything carefully.

dining room attendant agrees who will be on duty at which tables: after washing their hands and putting on aprons, they lay out tablecloths, place plates on the tables in piles, check whether there is enough cutlery for all, whether everyone has chairs, having finished preparing, invite children to the table. After eating, they take the dishes to the serving table, place the plates in a stack, carefully put the cups in a basin, knives and forks on a tray, sweep crumbs from the tablecloths with a brush onto a dustpan, remove the tablecloths, fold them in two, and place them in a certain place. It should be borne in mind that a direct remark or expressed dissatisfaction with the quality of work can cause a negative attitude in the child, reluctance to continue working, and resentment. Taking this into account, the teacher prevents unwanted actions. The attendants learn to carry out the assigned task completely, the teacher gives the children tasks in a generalized form: “Lay the table” or “Field the plants”, “Prepare the tables for classes.” This requires children to work consistently.

Duty duty contributes to the systematic inclusion of children in work. You just need to note who was on duty, where and when. The group installed a duty board containing information that should be understandable to children, so that everyone knows about their responsibilities. The duration of duty should be different depending on the type of work, the age of the children, and the educational purpose.

At the end of duty, we discuss with the children the quality of the work performed and evaluate it. The entire team of the group can participate in evaluating the performance of the duty officer.

As a result of this organization of duty and recording the work of those on duty, I receive extensive material about each child individually and the unit as a whole, which helps to implement an individual approach. Thus, duty as a form of organizing child labor is of great importance in the education of preschool children. Being on duty instills in children organization, independence, and accuracy, thanks to which children become more confident in their actions.

The duty of older preschoolers is gradually becoming more complicated both in the content of work and in the forms of unification of children, in terms of the requirement for independence and self-organization in work. An important task of organizing duty is to develop in children responsibility for the assigned work, the desire to work for the benefit of the team, and the habit of systematically performing duties. These qualities can be cultivated in children only through their regular participation in work.

The organization of the duty process takes place in the form of pairing children according to the principle of “skilled with incompetent.” In this case, it is assumed that the first will have a positive influence on the second and will help him master the relevant skills. But this leads to the desired result only if I pay attention to the child who knows how to cope with the task, to his desire to teach the skills of another child, while remaining a good friend to him: to show a friendly attitude towards him, not to do all the work for him , not to emphasize his inability, etc. It is very important to take into account the personal qualities of children, to influence the child so that during work the children not only complete the task, but also show attention to each other, provide assistance, regulate misunderstandings that arise, to each other in a polite manner.

Children are regularly on duty in the dining room, preparing for classes, and in the nature corner. Typically, two children are assigned to each type of duty daily. To do this, for each type of duty in the corresponding zones, I have my own board, where duty officers are assigned using emblems on cards.

When organizing duty, you have to pay attention to the combination of the work of those on duty with the self-care of children. It is very important for the teacher to think through the content of the work of the attendants, so that it is not formal in nature, but specific, necessary for the team. The teacher addresses those on duty as his assistants, I approve of their actions, diligence, initiative, ability to complete tasks, and use rational techniques. All this increases children's interest in the matter. They feel that their work is needed, and my encouragement of their actions strengthens their confidence in their abilities.

The teacher always relies on the help of those on duty, I emphasize its importance in every possible way, and the children become more responsible for completing the assigned task. This is also facilitated by classes in which I invite children to talk about “how we are on duty.” In addition to various cognitive tasks and speech formation, I solve important educational tasks here: I teach children to positively evaluate the actions of their comrades, treat them kindly, be able to notice difficulties, and come to the rescue. The work of the dining room attendants includes setting the table completely and cleaning up after meals. The requirements for the pace of work, the manifestation of organization in its process, efficiency and independence are increasing.

I also need to think through the preparation for classes. If each child has a permanent place at a double table, then the children can prepare their workplace early, and the attendants can prepare part of the necessary handouts. This is all the more important because it accustoms children to future work at school (thinking through what needs to be obtained, how to arrange everything they need conveniently, neatly, in a certain sequence). The attendants, working together, serve the entire group. With such an organization, they are placed in new conditions; I place more complex demands on them: to coordinate their work with the work of their comrade, to answer together based on the results, to fairly distribute the work among themselves. In older groups, children often exhibit selective friendships. This should be taken into account and they should be assigned to be on duty together.

Duty as a form of labor education is important for children of senior preschool age, because children of this age are well developed physically, but their psychological processes continue to develop. Being on duty teaches the child to plan, organize, and be responsible. In the process of carrying out work assignments, children learn to interact with each other, learn to set a goal and complete a task to the end. Different types of duty help children become familiar with different ways of self-service and the ability to maintain order in the space around them. Consequently, duty can be considered as a form of labor education and development of the child.

Literature:

1. Bure R.S. Education of a preschooler at work. - M., 1971.
2. Kravtsov G. Personality is formed in the family // preschool education. — 1991.
3. Kuznetsova L.V. Moral and labor education in preschool-M., 2007.
4. Kutsanova L.V., Komarova. Labor education in preschool-M., 1983.
5. Krukhlet M. V. // Preschooler and the man-made world, “Childhood-Press” St. Petersburg, 2000.
6. Nechaeva V.G. Raising a preschooler at work. Moscow. 1983.
7. Peterina S.V. Fostering a culture of behavior in preschool children. - M., 1986.
8. Program for the development and education of children in kindergarten. Childhood. St. Petersburg, “Childhood-Press” 2000.
9. Solomennikova O. A. Education and training of children in the senior group of kindergarten. - M., 2006.

Conditions and methods of organizing children's duty by a teacher in a preschool educational institution

By directing the work activities of children, the teacher simultaneously develops in them diligence and responsibility, the desire for high-quality completion of the task, the desire to help their comrades, and attention to them. Thus, two main aspects can be distinguished in his activities: managing the process of children’s productive activities, solving learning problems and forming an idea of ​​​​the importance of work, of the norms of attitude towards activities that have social significance. For example, by thoroughly wiping shelves, laying tablecloths on tables, clearing paths so that not a pebble or twig remains on them, children not only acquire work skills, but also realize that this is what all hardworking people do. Monitoring the quality of work and the sequence of its implementation, the teacher emphasizes that any task must be completed. He explains that every thing is the result of labor, and therefore it must be taken care of, and to take care of it means taking care of the cleanliness of things, washing, wiping, putting them in their place. Thus, the teacher’s activity is aimed not only at teaching children skills, but also at imparting knowledge to them about their attitude to work, to participants in joint activities, and to developing the experience of actions that correspond to the explained norms. Each type of work has its own educational capabilities and characteristics, so it is advisable to consider the methodology of educational work in the process of managing self-service work, household work, work in nature, and manual labor of preschoolers. The educational significance of household work lies in its focus on meeting the needs of the entire group. Maintaining order in the environment (in a group room, on the site), putting things in order that all children use (washing clothes for dolls, cleaning a group room or veranda, simple repair of toys and supplies), preparing for lunch or classes - this is the content Household work always has as its goal caring for others. Even when a baby puts a few spoons on the table, he does it not for himself, but for his peers, and at the same time frees adults from this work. And it should be positively assessed that he willingly responds to an adult’s request to do something, clean something, bring it, that these insignificant things are pleasant for him, that he willingly does something small, but useful. Over time, household work will lose its novelty for children, but the incentive will be the consciousness, the understanding that it is shameful not to do the assigned tasks, because if you don’t do them, someone should do them for you. Second. The younger group is made up of children 4 years of age. When starting work, the teacher, first of all, must find out which of the children has formed the elements of independence and the ability to perform any actions. Many of the kids are drawn to communicate with the teacher, ask questions, look into his eyes, listen with interest to any message. They are the ones who need to be given instructions at the initial stage, because when completing a task they themselves look for support and turn to an adult in case of difficulties. These children will then become an example for others, allowing them to show them actions that are valued positively and which should be followed. If any of the kids does not show interest in assignments or refuses to carry them out, you should find out the reasons for this. Maybe the child is simply indecisive and withdrawn, then we need to help him overcome his timidity. You can even leave him alone for a while until he gets used to the kindergarten environment. In relation to such children, it is useful to use the following technique. Let’s see how Vasya helps Tamara Ivanovna set the table,” the teacher suggests to the timid Olechka, “maybe tomorrow you’ll want to help in the same way?” You see, Vasya is carrying a vase with napkins. He placed it in the middle of the table. It will be convenient for all the children to get a napkin. And then the teacher explains Vasya’s actions, which is of great importance for a beginner, teaches him, makes him want to try to act in the same way, encourages him. Sometimes the teacher gives instructions to the child when he is playing with a friend. Or the child has just returned from a walk and is tired, and then, of course, he may refuse to do anything. The teacher must take all this into account, first of all, when making a request to do something. Perhaps the child already has a negative experience: while carrying out some assignment, he made a mistake, failed to cope, and received a negative assessment. In this case, it is necessary to help him overcome the negative attitude, prevent possible mistakes, and help him cope with the assignment. Only by taking into account the characteristics of children and their experience can it be achieved that everyone will gradually develop an interest in carrying out assignments, and in the process of completing them, a desire to work will be formed. In the second younger group, already in September - October, the teacher begins to involve children in carrying out simple tasks. Their content is elementary, in the nature of individual actions, most often performed together with an adult. However, they are of great importance for education, and therefore the teacher needs to ensure that everyone willingly accepts and follows them. It is best to express the order in the form of a request or wish: Lunch will be coming soon. Katya, do you want to put the spoons on the tables? After the child’s consent, you need to observe how he begins to carry out the assignment, prevent a possible mistake, incorrect actions, for example: It’s so good that you wanted to lay out the spoons. Let me help you, I’ll show you how to take them more conveniently. Such a warning contains both a positive assessment and an explanation of the necessary actions. But first, a positive assessment, and this is very important, because it sets the child up to follow the adult’s instructions. The child’s first participation in work should be associated with positive emotions and the experience of success. This is possible provided that the teacher approves of the child’s actions and supports him. This is especially important for timid, indecisive, and withdrawn children. In practice, the time for completing orders for household chores often coincides with the time for preparing for any regime processes. For example, all the children go to wash, and one sets the table. Or everyone gets dressed for a walk, and one child takes toys out to the site. Therefore, it is advisable that both the teacher and the nanny supervise the children’s work. The nanny sets the table and at the same time teaches the child the necessary actions. The teacher takes some of the children, who are already dressed, out for a walk and at the same time watches the child; taking out toys. The unity of methods and techniques of work of the teacher and his assistant is essential for solving the problems of education and training. Where all the adults raising children (two teachers and a nanny) work together in harmony, children are more willing to get involved in activities, master the necessary skills, and their positive attitude towards activities is more pronounced. In a mixed group setting, older children should help the little ones carry out errands. However, as in the process of self-care management, older children need to be taught techniques for providing this assistance. Children remain helpless for a very long time if older children do the assigned task for them. Due to the constant feeling of ineptitude, a child may develop helplessness and timidity in front of an adult or older child. Over the course of the year, children develop many different skills in household work and, on their basis, a desire to take part in the instructions of the teacher. In the middle group, household work in the form of errands occupies a large place in the daily routine. Developed basic skills make it possible to increasingly involve children in work and build on their growing independence in carrying out familiar tasks. Children should be taught not only to perform private actions as instructed by the teacher (remove toys from the shelf or bring a cloth to wipe the shelf with), but also to understand the task according to general instructions. For example, to remove a shelf with toys, a child must move a table to the shelf and rearrange the toys on it; get a bowl; pour water into it, place it on the table, then wet and wring out the cloth; Wipe the shelf with a damp cloth, then wipe and replace each toy in turn. Of course, at the beginning of the year, children need to be reminded more than once of the sequence of all actions and of the actions themselves, and to carefully monitor them. Fulfilling an assignment becomes more difficult when the teacher asks two or three children to complete it. For in such situations they must not only get the job done, but also agree among themselves who will do what. It is important not to rush children, to suggest the order of actions. The skill of correctly performing actions allows you to develop independence, diligence, in which you can see the beginnings of responsibility, the first manifestations of self-control. In children of the fifth year of life, the teacher begins to form ideas about responsibilities. They are on duty in the dining room, arranging bread bins, napkin holders, laying out spoons, etc. At the same time, they are obliged to complete the entire amount of work in a timely manner and check that everything is done correctly. For the first time, being involved in household work, organized in the form of duty, children learn what it means to be obligated to the teacher and their peers. This is achieved subject to constant attention to their work and a positive assessment of the results. Children of the fifth year of life eagerly take part in household work. Such a craving for various kinds of household affairs must be supported, developed and at the same time explained, to form an understanding of the importance and necessity of work aimed at maintaining order in the room, in the play corner, on the veranda. Household labor, due to its availability and constant vital necessity, makes it possible to fulfill the put forward requirement. But it would be wrong to think that you just have to constantly start organizing this work, provide children with a sufficient amount of work, and the problems of education will be solved. Household work, due to its repetition, quickly loses its novelty and interest for children. They become less willing to carry out assignments. What kind of children! - the teachers say bitterly. - They used to be on such good duty! If any of the duty officers did not show up, they themselves asked to be appointed in place of those who were absent. And now they’re older, and you can’t force them to set the table. They work somehow, just to finish. To avoid such an attitude towards work, it is necessary to form in children the correct ideas about the benefits of the work of those on duty, to emphasize its importance for the whole group: How well Kolya prepared the table for dinner! I tried my best to take care of my friends! We have a good duty officer! In such an assessment, the child’s actions, his personal qualities and attitude to work, and the significance of the duties performed for the team are encouraged. This has a positive impact on both the individual child and the entire group. Children gradually realize the need for work and, despite the fact that the content of the activity itself ceases to interest them, they diligently fulfill their duties, making the necessary efforts and initiative. For example, when preparing a group for drawing classes, the attendants will carefully lay out everything they need on the tables according to the number of children, pour water into jars, and place them on the tables in advance. Speaking about the social significance of the work of preschool children, one should understand the convention in the use of this concept, taking into account the small capabilities of children. Naturally, the result of their activity cannot be adequate to the result of the work of adults. However, preschoolers need to develop motives for social benefit. By the end of the fifth year of life, children should have developed a stable interest in activities and the ability to independently and carefully cope with various tasks. In an elementary form, they must understand the importance of household work as an important, necessary activity, thanks to which order and cleanliness are constantly maintained in the room or area, which allows them to take care of their peers and help adults. Children will develop the habit of working hard, the ability to overcome certain difficulties, and will have the first experience of working together with peers. Children of senior preschool age already possess a large number of skills in household work. However, at the beginning of the school year, first of all, it is necessary to find out whether they show sufficient accuracy and the ability to organize the assigned task (prepare everything necessary, roll up sleeves, put on an apron, arrange equipment rationally and conveniently) before they begin work. In the process of activity, children must show care for objects of work, put the tools they use in order, remain neat, and be persistent in achieving results. As observations show, not all children in the older group act sufficiently independently and proactively when carrying out familiar tasks. Most often, this is the result of uneven inclusion of children in completing assignments in the middle group. Therefore, first of all, it is necessary to check how systematically each of the children participates in labor. For this purpose, you can regularly note which of the children carried out assignments and which ones (you can use an attendance sheet form for this purpose). The teacher can keep such records (for himself) for a certain time (for example, two weeks). Children should not be witnesses to recordings, because otherwise it will lead to unnecessary competition and disputes between them. Assignments in the older group become more complicated. The proposal to carry out this or that task is given in a general form, without detailed explanations, for example: - Vova, please take the toys out to the site. Or: Katya, put in order the shelf on which the items necessary for caring for this corner of nature are located. Such orders contain, along with certain labor actions, the task of planning and organizing them: determining what equipment is needed, selecting and arranging it so that it is convenient to work, outlining a sequence of actions, monitoring them during the execution of the order in order to obtain a high-quality result . Often in practice this aspect of activity is underestimated: the teacher focuses children more only on achieving results. This is wrong, because when children master skills, they do not develop a culture of activity, the ability to organize and control it. In senior groups, assignments are possible that are specifically aimed at strengthening planning and organization skills. When the child looks and says what, in his opinion, needs to be done, you can discuss with him how many children need to be included in the work to cope with it, what equipment will be needed. This allows you to develop initiative and a responsible attitude to business. Individual assignments allow you to differentiate leadership methods, taking into account the characteristics of children. Thus, unbalanced children with unstable attention need constant monitoring during activities. It should also be taken into account that some children may have acquired negative habits at the previous stage, and they are often distracted from work, do not complete it, and are sloppy. A direct remark or dissatisfaction expressed by the teacher with the quality of work can cause a negative attitude in the child, reluctance to continue working, and resentment. Taking this into account, the teacher must prevent unwanted behavior. For example, if you see that a child is carrying dishes extremely carelessly, you need to remind him that they place the dishes on the table carefully, otherwise they may break them. This reminds the child that not only must he place the dishes carefully, but also carry them carefully. The nature of communication with children, the tone of addresses, the content of comments, the manners of the teacher, and his facial expressions are very important. An appeal that is gentle in form and business-like in content leads to the desired result: the child understands the complaint and the teacher, and ways to correct shortcomings; participation and disposition of an adult towards him. When organizing work on the site, for example, if you need to bring fresh sand to the playground for children, the teacher will entrust this work to the boys and help distribute responsibilities: one or two will shovel sand onto carts, two or three will transport it. Two children will be tasked with leveling it on the site. The teacher will be sure to remind the boys that the work requires physical effort and that they are strong enough to do it well. At the end of the work, carts, shovels, rakes must be thoroughly cleaned of sand and put away. When planning the organization of assignments, the teacher must proceed from vital necessity. For example, noting that cleaning is needed in the puppet corner, he plans to carry out it, given how many children should be included in labor, designed for 25-30 minutes. Knowing that the nanny will change, bedding will organize children to help her: he instructs to bring clean linen to lay him out on beds, put on pillowcases. If necessary, asks to wipe the beds. In no case should children offer labor that has no sufficient significance. It is also not recommended to replace the duty officers, i.e. instruct others to fulfill their duties. When planning collective labor orders, it is necessary to resolve the issue of whom to include for their implementation. By combining children, the teacher must take into account their specialty, so that the process of labor contributes to the formation of positive relationships. The systematic unification of children in work has a great influence on the formation of the principles of collectivism. A small team arises, in which all members act as carriers of moral standards that are presented to each participant in general activities. Assessing the assignment completed from the point of view of its need for the team, the teacher forms the understanding of each child that his business is part of the general. Economic work-work is mainly everyday, constant. And here two tasks arise: on the one hand, it should gradually inspire the children, that even if it’s not very interesting, but it should be carried out, since it is of great importance for maintaining a constant order in a group room, locker room. On the other hand, it is necessary to use techniques that cause an emotional rise. So, a cheerful familiar song about work or a peppy march that accompanies the activities of children increases mood. The teacher’s joke, his skillful help, a positive assessment, as well as the foresight of the future result and the joy of his achievement - all this affects children. They are happy to carry out tasks, imitate the tone and actions of their mentor. Bringing the results of the work should also be accompanied by an emotionally bright assessment. In older groups, children still fulfill the duties of duty officers. In the second half of the school year, the senior group has the opportunity to change the organization of duty. Since the children have taken possession of the skills of the entire labor content associated with covering the table, with preparation for classes, you can reduce the number of duty officers: if earlier there was a duty officer at each table, now two will be able to cope with all the work. Children - duty officers must decide who, what will do, determine the sequence of all work, and also bear responsibility to the teacher, group for the overall result of the work. In a preparatory group for the school, the organization of labor of the attendants can be even more complicated. If the teacher unites all the duty officers (both in the dining room, and in preparation for classes and by the corner of nature) in one link, then he will put the children before the need to agree on the priority and content of the work. If one of the attendants did not come to kindergarten, it must be replaced. It is also decided by the children themselves. In the preparatory group, the volume of work of children is not so much increasing as the requirements for independence, organization, and businessiness are growing. By increasing the requirements for children, the teacher explains at the same time, as one should understand his responsibility to the team. The systematic unification of children in work has a great influence on the formation of the beginning of collectivism. There is a small team in which all members act as carriers of moral qualities that are presented to each participant in general activities. Assessing the assignment completed from the point of view of its need for the team, the teacher forms the understanding of each child that his business is part of the general.

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Preparation and work of the daily work order for the dining room. Responsibilities of the canteen attendant

Topic: “Preparation and work of the daily dining outfit. Responsibilities of the canteen attendant.

Preparation and work of the daily work order for the dining room.

The daily dining staff is assigned to clean the premises, peel fresh potatoes and vegetables; dinner table settings; washing dishes and other utility work.

The daily outfit is allocated to the canteen duty officer from among the warrant officers or sergeants, as well as canteen workers from among the rank and file at the rate of: up to 100 people eating in the canteen, 3-4 people, for every subsequent 100 people eating, 2 people are additionally allocated. As a rule, the canteen attendant and workers are assigned from the same department.

The list of persons admitted to serve as a canteen duty officer is approved by the commander of the military unit and announced by order of the unit. The deputy unit commander for logistics is required to conduct instructional classes with them on the peculiarities of being on duty in the canteen and take tests.

It is prohibited to appoint heads of food warehouses, canteens, cooks, instructors, and senior cooks as part of the daily canteen crew. The newly appointed canteen duty officer, at the time established by the daily routine, arrives for instructions to the deputy unit commander for logistics or, in his absence, to the head of the food service.

Preparation of the daily canteen outfit is carried out in accordance with the daily routine of the unit.

Responsibility for the training of persons assigned to the canteen squad rests with the commander of the unit from which he is assigned. The list of soldiers and sergeants on daily mess duty is signed by the foreman of the company (unit). The head of the canteen, together with the canteen duty officer, assigns persons on daily duty to work and gives instructions with a practical demonstration of the performance of duties.

Persons on daily duty in the dining room are distributed among 4 duty crews.

The first calculation is intended for the delivery of potatoes and vegetables from the warehouse to the canteen and their cleaning, cleaning of vegetable cutting rooms, and the area adjacent to the canteen.

The second calculation is intended for the delivery of products from the warehouse to the dining room, cleaning the premises, cleaning and washing equipment and inventory, and supplying dishes to the hot shop for dispensing food.

The third crew is intended for washing tableware and kitchen utensils; the senior officer of this crew is assigned to be responsible for the operation of the dishwasher, who is charged with turning on the machine and its operation.

The fourth calculation is intended for preparing the dining room for meals, setting tables, and cleaning the dining room. In canteens that have self-service lines, they bring ready-made food to the line for delivery and monitor the completeness of the return of used dishes and cutlery.

In each calculation, a senior is appointed who is responsible for the activities of the daily duty persons subordinate to him.

During the briefing, the time required to complete the work, the required cleaning material and the procedure for submitting the completed work are also determined.

Soldiers and sergeants on daily mess duty must be dressed in work uniforms, white caps and aprons.

For the daily outfit, equip and have in the units a working uniform from among the everyday uniforms that have served the established period of wear, at the rate of 5-7 sets for each sergeant and soldier of the canteen outfit. The unit commander is responsible for the cleanliness and serviceability of the work uniform. The color of the aprons for soldiers working in the dining room is white; those engaged in cleaning the premises, peeling potatoes and vegetables are blue. Soldiers washing dishes are given an oilcloth apron with a bib and rubber boots.

The canteen duty officer must be dressed in casual uniform, a white jacket with a badge on the left side with the inscription “Canteen duty officer” (Appendix No. 37).

The newly appointed canteen duty officer is obliged to accept serviceable equipment, dishes, and household supplies from the old canteen duty officer against signature in the duty reception and delivery book, according to the inventory according to the duty reception and delivery sheet.

The old and new canteen duty officers report to the deputy unit commander for logistics and the regimental duty officer about the delivery and acceptance of duty and all identified deficiencies.

Having accepted the report on the acceptance of the canteen premises, equipment, property and utensils, as well as on existing shortcomings, the new and old duty officers write down the shortcomings in the statement. The deputy unit commander for logistics, having assessed the quality of work performed by the squad and the canteen duty officer, makes a decision to eliminate the deficiencies and makes an entry in the report. For example: “The assessment of daily service in the dining room is “good.” I authorize a change of outfit after eliminating the deficiencies specified in paragraph No. 2. Deputy unit commander for logistics, Lieutenant Colonel Stepanov.”

After eliminating the deficiencies, the old and new duty officers make an entry in the statement. For example: “The shortcomings specified in paragraph No. 2 have been eliminated. I allow a change of outfit. The unit on duty is Captain Semenov.”

After this, the old and new canteen attendants sign in the reception and duty book.

The canteen duty officer is responsible for the safety of tableware, kitchen utensils, equipment and other property accepted according to the inventory for the period of duty.

The unit duty officer does not have the right to change from duty if the canteen duty officer with whom he took up duty did not report on the elimination of deficiencies and the transfer of duty.

Responsibilities of the canteen attendant:

The mess attendant is appointed from among the warrant officers or sergeants. He is responsible for the correct receipt of products from the warehouse, the completeness of their placement in the boiler, the timely distribution of food according to established standards, for the safety of kitchen equipment and utensils, as well as for the sanitary and hygienic condition of the dining room and maintaining order in it.

The canteen duty officer is subordinate to the unit duty officer, the head of the logistics department and the head of the food service; all the daily staff assigned to work in the canteen and the cooks are subordinate to him.

The new canteen duty officer arrives at 12:00 for briefing with the head of the logistics department, and in his absence, with the head of the food service.

Before the divorce, the new canteen duty officer checks the composition of the outfit, fills out the daily canteen attire sheet and submits it for a medical examination. After the divorce, he takes the inventory of documents, kitchen utensils and dishes, checks the serviceability of the technological equipment,, together with the head of the canteen, distributes the work of the canteen among the soldiers of the canteen squad, and instructs them on safety requirements.

The old and new canteen duty officers report to the head of the rear and the unit duty officer about the transfer and acceptance of duty.

The canteen attendant must:

- know the number of people on allowance and the menu layout;

— control the receipt by the instructor-cook (senior cook) of products from the warehouse; their weight and good quality (to determine the quality of the products, if necessary, call a doctor or paramedic);

- monitor the processing of products, as well as ensure that the processing of meat and fish and the distribution of ready-made food is carried out only by cooks;

- be present when the products are placed in the cauldron and ensure that everything laid out according to the layout is put into the cauldron exactly by weight;

- be present when dividing meat and fish into portions, check their weight, as well as the correctness of the instructor-cook’s (senior cook’s) entries in the quality control book for prepared food;

- do not allow soldiers who have not passed a medical examination to work in the canteen, ensure that hygiene rules are observed during work;

- maintain cleanliness and order in the canteen, do not allow personnel to eat in the canteen in hats, overcoats and special (work) clothing;

- monitor timely serving and cleaning of tables; organize the issuance of tableware and kitchen utensils and their acceptance from departments, as well as high-quality washing of dishes, and do not allow their removal from the canteen;

- do not allow the issuance of food without checking its quality by a doctor (paramedic) and permission to issue it from the unit on duty, monitor the timely and correct distribution of food and strict adherence to the order of its distribution to units;

- require that food supplies be stored in a clean and orderly manner and ensure their reliable safety;

- leave food consumption at the request of unit foremen or company duty officers, not allowing it to be stored for more than the established period;

— organize timely collection of waste after food processing and monitor the cleanliness of the area adjacent to the dining room;

- do not allow unauthorized persons into the dining room;

— ensure compliance with fire safety and safety requirements during the operation of process equipment;

- report all shortcomings to the unit duty officer, the logistics manager or the head of the food service;

- when visiting the canteen, direct superiors from deputy commanders of the unit and above, as well as those on duty at the unit, introduce themselves to them.

For example: “Comrade Colonel, ensign Ivanov, the mess hall duty officer.”

1. The final part is 5 minutes.

I summarize the results of the lesson and determine the degree to which the goals of the lesson have been achieved.

Types of duty and their educational significance

Lidia Pozhalova

Types of duty and their educational significance

Types of duty and their educational significance.

1. Duty duty as a form of organizing children’s work.

2. Educational value of duty.

3. Contents of duty in different age groups (based on the analysis of the “ education program in kindergarten ”

).

4. Conditions and methods of organizing duty .

5, Analysis of student work experience.

6. Pedagogical conclusions.

Duty duties as a form of organizing children's work. Work becomes a means of education only when feasible labor activity permeates the entire life of children, when they carry out work duties on a daily basis. In kindergarten, everyday work activity is organized as permanent in the form of duty and as episodic , arising in certain conditions (cleaning the area, making Christmas decorations, cleaning a group room, etc.) or to meet the needs of adults and children (preparing souvenirs for mothers, repairing books for a baby, making toys for creative play). Everyday work is organized as individual or collective and requires guidance from the teacher .

Educational value of duty . Duty duties as a type of daily work are introduced after children have mastered the relevant labor processes in labor classes. During duty , the independent work activity of children is improved, its social orientation and motivation are deepened, since the work of duty officers is aimed at helping adults and meeting the needs of children. While on duty , children develop socially valuable personality traits - responsibility for the assigned work, caring towards people, the habit of performing work duties (Z. N. Borisova, K. A. Klimova)

.

Contents of duty in different age groups (based on the analysis of the “ education program in kindergarten ”

).
The types of duties and the sequence of their introduction are defined in the “program
of education and training in kindergarten” .
These are duty in the canteen , in a corner of nature, duty in classes .
Canteen duties from the second half of the year, children are involved in class duty ; duty in a corner of nature is introduced in the senior group.

In the corner of nature, those on duty water the plants , spray them, wipe their leaves, loosen the soil, feed the animals, clean their cages, and keep a weather calendar.

The work of the attendants requires constant attention and guidance from the teacher . The work of the duty attendants reveals all the shortcomings in children’s mastery of labor processes. Thus, when on duty in the dining room, children often do not correlate the number of objects with each other (they put fewer cups than plates, make mistakes in determining the place of an object (put spoons either to the right or to the left of the plate, etc.)

;
they forget to prepare certain items (napkins for wiping hands and lips or rags for application, etc.)
. Children often do not see the mistakes they have made and cannot correct them on their own.

In this regard, the teacher’s is aimed at preventing mistakes and correcting them if they are made. In the first case, the teacher asks those on duty to remember what and how they should do, reminds during the duty the techniques for performing the most difficult actions: hold spoons in the left hand, lay them out with the right, place the spoon to the right of the plate with the handle towards you, the convex side down, etc. In cases of difficulties, demonstration and assistance from another duty officer .

Conditions and methods of labor organization. In organizing the work of duty officers, the volume of work is taken into account. While on dining duty, the duty officer is tasked with setting one table. An increase in the amount of work leads to an increase in the number of errors and confusion for the duty officer . While on duty in a corner, children clean one cage at a time, wipe down 3-4 plants, etc. This distribution of the amount of work allows the person on duty to quickly complete the assignment, involve up to 8-10 children on duty , and ensure frequent repetition of children’s participation in duty , which contributes to the speedy acquisition of duty duties by children .

As the duties of duty officers in older groups master, the period of duty increases to 2-3 days, transfer of duties duty officers report on their work to a group of children. All this helps to carry out daily monitoring of the work of those on duty and record their successes. Involving children in control and assistance, changing duties helps to develop interest in duty , a responsible attitude towards them, the ability to carry out various work every day, and develops such qualities as patience, perseverance, and hard work.

The organization of the work of the attendants is carried out first according to the type of work nearby, then an organization according to the type of common labor is introduced and, finally, children can move on to joint work: one arranges bread bins and plates, the other arranges spoons and forks on plates, etc. different forms of labor organization increase interest in duty , complicate control, and create a sense of personal responsibility for the assigned part of the work. Those on duty report both for their part of the work and for the overall result.

In the senior and preparatory groups, the teacher does a lot of work to instill respect for the attendants and their work , for the requirements of the attendants . This is facilitated by the report of the duty officers , the assessment of their work in front of the entire group, the appointment of new duty officers , the group order for duty - what and how the duty officers .

Observations have shown that the activities of duty officers are characterized by children from the perspective of socially useful work. Expressing judgments about the work of the attendants , children emphasize the quality of the results of the work, its motives and direction: “ The attendants took good care of the children, they placed everything correctly on the table, they placed the cups, turning the handles so that they were easy to take”; “Sasha took good care of the hamster: he cleaned the cage and made sure that the hamster had tasty food. Sasha did everything himself, he didn’t wait to be reminded.” The assessment of the team prompts self-esteem for those on duty , which ensures the correct attitude towards their work, successes and shortcomings: “I love being on duty and I try , but I just forget where to put the spoons. It just doesn’t work out.” The teacher supports the requirements for the work of those on duty .

The selection of duty officers for one or another type of duty is carried out taking into account the preparedness of the children and their desire to be on duty together . Thus, a child who has not mastered the entire scope of work can be on duty in a group with well-working children who provide him with the necessary help. If are on duty , they can get a large amount of work.

The teacher controls the sequence of assigning children to duty (during the week all children must go through different types of duty) , keeps records of duty , and determines the tasks of working with children.

Pedagogical conclusions. Thus, this type of daily work of children ensures the constant participation of all children in work activities, the formation of the ability to work, and work habits.

Successful completion of the tasks assigned to children is ensured by a number of conditions:

1. The presence of a labor education , including a system of knowledge about work, its organization as an indicative basis for children’s labor activity; labor training program, including a list of labor processes that children in age groups must master, requirements for their implementation; programs for raising children in independent work;

2. The qualifications of a teacher who must master the content and methodology of labor education , it is advisable to apply it in the age groups of the kindergarten. The pedagogical skill of the educator , his creative approach to the implementation of the tasks of labor education determine his success;

3. Availability of appropriate equipment for all types of work. It must meet the following requirements: be durable and convenient for performing certain operations; safe to use (the saw must be in a box, scissors, shovels, knives must have rounded ends, etc.); correspond in weight and size to the capabilities of children; be visually attractive and hygienic;

4. Proper organization of storage of equipment for different types of work in a designated place, in the prescribed manner, with free access for children to use independently, maintaining constant order;

5. The strength of the work, i.e. the load that children cope with, expending sufficient effort, but without overworking. It is necessary to take into account both physical and mental stress. Physical activity consists of the expenditure of physical strength and the intensity of the pace. There are a number of labor processes that require physical strength: digging the earth, clearing an area of ​​snow, etc. Therefore, it is important to regulate the pace and duration of these types of work, taking breaks or replacing children every 7-10 minutes.

Mental stress increases with monotonous work: weeding, setting the table, cleaning building materials, wiping chairs, etc. Such work should also be limited in time: its permissible duration is in junior and middle groups from 12 to 15 and from 25 to 30 minutes in older groups. Load regulation is carried out by dosing the amount of work. So, in the middle group, each person on duty first sets one table (the assignment to set two tables, as a rule, leads to an average double increase in the number of errors, a decrease in attention, self-control, and an increase in the number of distractions). By the end of the year, some children cope with setting two tables;

6. Mandatory individualized assessment. While mastering the labor process, children make a significant number of mistakes : they skip certain labor actions or perform them incorrectly (for example, they do not wash the dishes thoroughly enough with a washcloth, leaving dirt behind)

;
make spatial errors when setting the table (put spoons on the left)
or errors in the correlation of objects (put fewer plates than chairs, or fewer cups than plates, forget to prepare certain items
(glue brushes or paper napkins in cups)
, etc. etc. when evaluating the work,
the teacher indicates to each child where and what kind of mistake he made, and then encourages the child himself to find the mistake and correct it. Such an assessment helps to improve work activity and prevent repeated mistakes when performing work processes and
duties.

The manifestation of a negative attitude of children towards the work of duty officers has the following reasons:

1. Children lack the necessary knowledge and skills, which does not allow them to cope with the assignment and get the desired result;

2. The teacher’s inattention to the work of those on duty , the assessment of their activities, and their reports;

3