The concept of labor activity
Labor activity a person is a kind of his social behavior. Labor activity is a rational series of operations and functions, rigidly fixed in time and space, performed by people united in labor organizations. The labor activity of employees provides a solution to a number of tasks:
the creation of material wealth as a means of life support for a person and society as a whole;
provision of services for various purposes;
development of scientific ideas, values and their applied analogues;
accumulation, conservation, processing and analysis, transfer of information and its carriers;
development of a person as an employee and as a person, etc.
Labor activity - regardless of the method, means and results - is characterized by a number of common properties:
a certain functional and technological set of labor operations;
a set of relevant qualities of labor subjects, recorded in professional, qualification and job characteristics;
material and technical conditions and spatio-temporal framework of implementation;
in a certain way organizational, technological and economic connection subjects of labor with the means of their implementation;
normative-algorithmic method of organization, through which the behavioral matrix of individuals included in manufacturing process(organizational and managerial structure).
Each type of labor activity can be divided into two main characteristics: psychophysiological content (the work of the sense organs, muscles, thought processes, etc.); and the conditions under which work is carried out. The structure and level of physical and nervous loads in the process of labor activity are determined by these two characteristics: physical - depend on the level of automation of labor, its pace and rhythm, design and rationality of the placement of equipment, tools, equipment; nervous - due to the volume of processed information, the presence of industrial danger, the degree of responsibility and risk, the monotony of work, relationships in the team.
Thus, in general, we can talk about a reduction in motor components and an increase in the importance of the mental component of labor activity. In addition, the NTP creates technical prerequisites for the withdrawal of the employee from the zone of industrial hazards and dangers, improves the protection of the performer, and frees him from heavy and routine work.
However, an excessive decrease in motor activity turns into hypodynamia. The growth of nervous loads can lead to injuries, accidents, cardiovascular and neuropsychiatric disorders. An increase in the speed and power of equipment can lead to inconsistency in the parameters of its operation and the ability of a person to react and make decisions. New technologies often lead to the emergence of new production hazards and hazards, negative impact on the environment.
The problem is to "attach" technology to human capabilities, to take into account its psychophysiological characteristics at the stages of design, construction, operation of the "man-machine" system. All this determines the need to study the physiological and mental processes in human labor activity.
The role of labor in society
The history of the development of man and society testifies to the decisive role of labor in this process.
In the process of its evolution, labor became significantly more complicated: a person began to perform more complex and diverse operations, to use more and more organized means of labor, to set and achieve higher goals. Labor has become multifaceted, varied, perfect.
In the context of the use of more advanced resources and means of labor, the organization of labor has an increasing impact on environment sometimes to the detriment of the environment. Therefore, the environmental aspect in labor activity acquires a new meaning.
The joint work of people is something more than the simple sum of their labor. Joint work is also considered as a progressive unity of the total results of labor. Human interaction with natural materials means of labor, as well as the relationships that people enter into in this case - all this is called production.
Features of modern labor:
The increase in the intellectual potential of the labor process, which is manifested in the strengthening of the role of mental labor, the growth of the conscious and responsible attitude of the employee to the results of his activities;
The increase in the share of materialized labor associated with the means of labor is due to the achievements of scientific and technological progress and, with limited physical capabilities of a person, serves as a decisive factor in the growth of productivity and labor efficiency;
A growing aspect of the social process. Currently, the factors of growth in labor productivity are considered not only to improve the skills of an employee or increase the level of mechanization and automation of his work, but also the state of human health, his mood, relationships in the family, team and society as a whole. This social side labor relations significantly complements the material aspects of labor and plays an important role in human life.
Relationship of the sociology of labor with the labor sciences
The system of labor sciences includes many diverse and relatively independent disciplines.
Sociology of labor studies “the behavior of employers and employees in response to the action of economic and social incentives to work”, the relationship of social groups in the labor process, focuses on the demographic differences of people, on differences in their education and qualifications, on the peculiarities of upbringing and political views, religion and social position.
The variety of labor sciences is due to the specifics of those labor problems that are the object of study of each of them.
Subject labor economics is a system of socio-economic relations that develop in the process of labor activity between the employer, employee and the state regarding the organization of labor. Labor economics studies the socio-economic problems of labor, the problems of ensuring the efficiency and productivity of labor on the basis of its scientific organization.
Physiology of labor how science studies the influence and mechanism of the impact of the labor process on the physiological characteristics of a person, is the scientific basis for the development of labor standards, work and rest regimes, workplace planning, and ensuring favorable working conditions.
Labor psychology studies the psychological characteristics of a person in the labor process, the attitude of a person to his work activity, it is the basis of professional training, the development of systems for motivating and stimulating the work of workers, and is a tool for managing labor conflicts.
Ergonomics is the basis for the rationalization of labor processes, since it studies human activity in its connection with technology, machines, means of production. Ergonomics optimizes human interaction with machine systems.
Occupational health, industrial sanitation and safety ensure the creation of healthy and safe working conditions at the workplace.
Demography This is the science of population, it studies the processes of reproduction of the population, its age and sex structure, the resettlement of the population in the regions of the country, which makes it possible to effectively meet the needs of enterprises in the necessary labor resources.
Personnel Management makes it possible to realize the labor potential (by selecting, training and fair remuneration of the personnel of the organization of employees), and allows you to effectively manage the organization's personnel (provided by choosing the optimal management style, developing a personnel policy, conducting personnel marketing).
Sociology of professions studies the social division of labor, the prestige of various types of labor activity, the professional suitability of a person, etc.
Labour Organization studies the formation of an orderly system of interaction between employees, their groups and departments to achieve their goals, which allows for effective connection work force with the means of production in specific conditions, the realization of the labor potential of workers and satisfies the needs of all subjects of social and labor relations.
labor law is the legal basis of labor relations. It establishes the legal norms of labor, regulates the rights and obligations of the subjects of social and labor relations, determines the differentiation in wages, serves as the basis for social policy and social protection workers.
labor statistics makes it possible to analyze labor efficiency on the basis of quantitative indicators of labor productivity, the number and dynamics of personnel, payroll, etc.
What tasks does the discipline solve
"Economics and sociology of labor"?
The main objectives of the discipline "Economics and sociology of labor" are determined by its purpose, which provides for the study of scientific foundations, theoretical, methodological provisions and practical experience in the field of human resource management - the formation and rational use of the labor potential of each person and society as a whole in the event of new social and labor relations in a market economy.
Home set- study of the essence and mechanisms of economic and social processes in the sphere of labor in the context of human life and society. Its solution is based on the study of the methodological provisions of the economic food theory, which reveals the fundamental role of labor in the life of a person and society, as well as the economic and social characteristics of labor in specific historical conditions.
Another task- studying the factors and reserves of effective employment, the formation and rational use of labor potential, increasing the efficiency and productivity of labor. The determining prerequisites for solving this problem are, firstly, the mechanism for the implementation of Russian laws and socio-economic policy in the regulation of social and labor relations, and secondly, the study of patterns, objective and subjective factors affecting economic and social processes, the attitude of a person to work, his behavior in the team.
Another task- identification of the relationship of social and labor relations with economic relations and processes occurring in the national economy of a market type, focused on social development, as well as the relationship of the labor market with the markets of raw materials, capital, stock markets. As a result, the study of the process of the cost of labor, as well as the formation of labor costs at all stages of the reproduction cycle, is of particular importance. The expansion and deepening of knowledge in this area requires the study of foreign, as well as domestic experience in various regions of the country and at various enterprises, studying the state of internal labor markets, getting acquainted with the methodological methods of economic analysis, audit, and sociological research.
Social engineering is a management activity aimed at changing social systems and social institutions in accordance with a given goal using science-intensive technologies and an engineering approach. In domestic science and management practice, this term was first used at the beginning of the 20th century by the director of the Central Institute of Labor A. Gastev. In his understanding, a social engineer is the leader of a work collective, on whose activity the success of the functioning of the entire social engineering machine depends. The idea of social engineering was to closely combine human complexes with the organization of machine complexes. These machine-human complexes are based on the unity of biology and engineering sciences. Soviet party and statesman, a prominent specialist in the problems of labor organization and management P.M. Kerzhentsev limited the problems of social engineering to the management of people and teams, regardless of the field of activity. He formulated a number of general principles of management - this is the establishment of the goals and objectives of the organization and management activities; development of a plan, working methods and management methods; setting up accounting and control. According to P.M. Kerzhentsev, under socialism, the main attention in management activities should have been given to the planned conduct of production and labor activities. But the leader, having real power, significantly affects the workforce and the effectiveness of its activities, so the selection of leaders should be based on the compliance of his personal qualities with the requirements of the specific position for which he is applying.
Domestic social engineering of the 20-30s of the XX century was based on psychotechnics and sociological research, the traditions of which were continued after a thirty-year break by factory sociology of the 60-80s. In the theory and practice of social planning, which were further developed during the years of the Khrushchev thaw, along with the data of sociological surveys, ideological attitudes and socio-cultural standards were used. In domestic social engineering, the following principles were formulated: the principle of direct participation in solving social problems, since urgent pressing problems are being solved; the principle of continuous social engineering support and social design; the principle of technologization, that is, the provision of optimal methods of influence.
In Western sociology, socioengineering activity was considered in detail by K. Popper in his works The Poverty of Historicism (1945) and Open Society (1945). He considered social engineering as a set of applied sociological approaches aimed at rationally changing social systems based on fundamental knowledge about society and predicting the possible results of transformations.
The modern socioengineering approach makes it possible to change the social reality based on the methods of planning, programming, foresight and forecasting. Social engineering activities include the following procedures:
Assessment of the state of the object of social engineering activities;
Forecasting the most probable options for the development of the internal and external environment of the forecast object;
Modeling the future state of the research object using mathematical, cybernetic, predictive and other methods;
Development of a social project for a new state of the object under study;
Social planning in accordance with the social project;
Implementation of the project with the help of innovative social technologies.
Modern domestic social engineering is developing in the following blocks (directions):
Societal block - the construction of social institutions: state building, the creation of a modernized system of education, health care, etc.;
Regional block - formation of regional communities;
Municipal bloc - formation of local communities;
Organizational block - construction of organizations;
Block of group engineering - formation of target groups and teams.
social engineering today is a complex of practically oriented knowledge in the field of managing social structures and processes, developing in the following areas:
Building social institutions, e.g. state building, system reorganization higher education etc. ("societal" block);
Regional construction (regional block);
Formation of local communities (municipal block);
Building organizations or "organizational engineering" (organization block);
Formation of target groups and teams ("group" engineering). Electoral technologies and other ways to promote leaders or their teams are integral part all blocks of social engineering activities.
In educational practice, the ideas of social engineering are implemented through the use of modern educational technologies and active methods training, as well as through the “saturation” of the educational process with disciplines of the socio-engineering and organizational cycle, including:
theory and methods of social engineering;
diagnostics of organizations;
forecasting and modeling of the development of organizations;
organizational design and programming;
social planning;
introduction of social innovations in organizations, etc.;
workshop on social technologies;
conflict resolution methods.
The formation and development of social engineering was significantly influenced by psychology, applied anthropology, management sciences, and now synergetics and social synergetics - the science of self-organization of society, which determines the conditions and factors for the sustainable development of society. From the standpoint of social synergy in society, thanks to communication links, a synthesis of material and non-material structures takes place, and evolutionary development based on the exchange of information determines the natural selection of energetically more profitable methods. social management. This process ensures the transition of society to a qualitatively new level. From the point of view of synergetics, management is considered as an open system, which is based on interaction with the object, and not on the impact on it. The control mechanism is carried out in two directions. First, a socio-technological corridor is set that is acceptable from the point of view of the development and functioning of the social system. Within this corridor, the social system can implement various trajectories of self-development, and innovation processes are directed in a socially constructive direction. Secondly, for sustainable social development and the rise to a new level of self-organization, local influence is carried out at the bifurcation points at the right time and in the right place.
One of the options for the practical application of the synergistic approach to management is the theory of a self-learning organization that is able to create, acquire and exchange knowledge and change its behavior in accordance with new knowledge and intuition. The sources of training are employees of the organization, external consultants, business coaches, own business, external environment and lessons learned from their own practical experience. A self-learning organization in modern conditions is the most competitive, synergetics is a universal methodology of the modern information society, its structures and a socio-engineering approach to managing society. This approach places high demands on managers, as they must have modern socio-technological knowledge.
Many researchers come to the conclusion that the social engineering approach to management produces the third factor, in which contradictions in the relations between the object and the subject of management are resolved. The object of social engineering ceases to be only a means of implementing social programs developed by experts, and becomes a subject itself. A trinitarian approach is being formed - management - co-management - self-government. The social engineering approach turns management into an interactive process, and the task of social engineers is to create conditions for unlocking the internal potential of the social system.
Unfortunately, in domestic management science and practice, some wary attitude towards social engineering remains, since sometimes manufacturability is perceived as experimentation and manipulation of people. This fact is largely due to the low demand for social design of program-targeted management by subjects of management.
A systematic approach to managing innovative development industrial enterprises
The system approach to management of innovative development of the industrial enterprises
Introduction*
In the 21st century, the world community is facing innovative challenges associated with the development of high technologies, informatization, changes in the content of labor and the quality of the workforce. At the same time, the process of globalization generates both new forms of international cooperation and interstate relations, and new contradictions, requiring new approaches to solving political, economic and social problems at all levels of their manifestation. Coordinated development, harmonization of norms and standards of social and labor relations, exchange of accumulated experience can contribute to the construction of a highly organized, economically and environmentally efficient production. The result of efforts to stabilize production and improve the social climate within the country largely depends on the development of industrial enterprises, which are the primary cell of any economic system and can become the driving force for the innovative development of the national economy.
Theoretical approaches to substantiation of innovative development of industrial enterprises
In economic science, there are various approaches to determining the essence, meaning, foundations of the functioning and development of an enterprise:
the resource approach, according to which enterprises (organizations) survive to the extent that they acquire and maintain their resources, and the possibility of accumulating organizational-specific resources by an enterprise is the main rationale for its existence;
the system approach considers an enterprise as a highly complex open socio-economic system connected by specific relations with its external and internal environment, the main and most active element of which is a person;
the evolutionary approach is meaningfully and metamorphically connected with the evolutionary worldview on the process of constant and causal change in the activity of an enterprise, while the mechanism of change is associated with variability, inheritance and selection, where Special attention is given to the innovation process: the emergence, consolidation and dissemination of innovations, the study of competition as a selection process, solving problems of information, uncertainty and time;
the neo-institutional approach analyzes the activity of an enterprise under conditions of restrictions due to the institutional structure of society, where enterprises, as economic agents, operate in a world of high transaction costs, under conditions of uncertainty and risk, which gives rise to limited rationality and opportunistic behavior; within the framework of neo-institutional theory, a transactional approach is singled out, which explores the reasons for the existence of a firm and the features of their internal structure, focusing on the need for a firm to avoid transaction costs to conclude transactions in the market and use the advantages of cooperation to obtain the maximum result of their activities.
the process approach is one of the basic ones in strategic management studies and considers the enterprise from the point of view of the processes associated with entrepreneurial activity, organizational renewal and growth, as well as the development and application of a strategy that guides organizational action, based on the logic of a cause-and-effect explanation linking independent variables, on types of concepts or variables that reflect the actions of enterprises or individuals, on a sequence of events that describe changes in events over time.
the behavioral approach explores the real behavior of enterprises as economic entities, in whose activities not rational, but conventional behavior (that is, subject to accepted rules and conventions) dominates, the analysis of which allows us to build a generalized decision-making model;
the knowledge-based approach focuses on the movement of knowledge and its impact on the efficiency and competitive advantages of enterprises, viewing knowledge as subjective information, inseparable from the beliefs of the individual and purposeful action, giving great importance to firms that create and develop routines, acting as knowledge repositories .
the synthetic approach means that the models of the theory of firms must take into account "technological" and "social" factors, arguing that the structure of social relations has a constant impact on the organizational dynamics of the enterprise.
An analysis of the theories of the firm makes it possible to substantiate the mechanism for managing the innovative development of industrial enterprises in the conditions of economic clustering and to determine the main elements that ensure the interaction and cooperation of participants in the innovation process at different stages (Table 1).
Innovative development is considered as a purposeful continuous process of innovation in the scientific, industrial, economic, commercial, financial, marketing, management activities of an enterprise, aimed at the fullest possible satisfaction of social needs based on the implementation of scientific achievements in the production process to obtain the maximum economic, social and environmental effect, expressed in absolute and relative change (increment) of economic indicators.
“Give children the joy of work. This joy is brought to him by success, awareness of his skill and the significance of the work performed, the opportunity to bring joy to others. » V. A. Sukhomlinsky.
Literary review of the state of the issue.
1.1. History of labor education in pedagogy.
The importance of labor as a factor in the development of a child's personality is reflected in the history of Russian pedagogy: the works of P.P. Blonsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky, ST. Shatsky and others.
By now:
The place of labor in the pedagogical process is determined kindergarten, its content was developed (E.I. Korzakova, V.G. Nechaeva, E.I. Radina, etc.);
The forms of organization of children in labor are singled out (Z.N. Borisova, R.S. Bure, A.D. Shatova);
The features of labor education of preschoolers in the family are considered (D.O. Dzintere, L.V. Zagik, T.A. Markova);
The influence of labor on the development of moral and volitional qualities of children, their relationships is studied (RS Bure, GN Godina, AD Shatova, etc.).
Of no small importance are the studies of Ya.Z. Neverovich, T.A. Markova, who showed that the main motive that encourages children to work is their desire to help adults. In preschool pedagogy, three ways have been identified for bringing children closer to the work of adults: observation of labor, partial assistance of children to adults, and organization joint activities adults and children (V.I. Glotova, L.V. Zagik, S.M. Kotlyarova, G.N. Leskova, E.I. Radina, D.V. Sergeeva and others).
A.V. Zaporozhets wrote: “The central link of this entire system (meaning the system of comprehensive education of preschoolers), as if linking all the educational work of the kindergarten into a single knot, should be the moral and labor education of preschoolers, which is intended to be laid already in the first years of a child's life are the basis of an active life position, understanding of one's duties and readiness to fulfill these duties.
V. A. Sukhomlinsky drew attention to the other side of the educational influence of labor on children: “Give children the joy of labor! Success, awareness of one’s skill and the importance of the work performed, the opportunity to bring joy to others bring him this joy.”
Within the framework of modern pedagogical views on labor education, the emphasis should be shifted to the personal development of the child: what styles of behavior and attitudes to different aspects of the social environment, including work, can be appropriated by the child and how they enrich the personality. How to take into account the needs and interests of the preschooler? How, going towards them, to form a child's independence, activity, initiative, creativity, self-confidence, responsibility for their actions? How to arouse in him the need to become a member of the children's society, to jointly solve issues of organizing labor and achieving positive results?
Uniting in work with peers, preschoolers gain experience in relationships, learn to see the emotional state of a peer, his grief and joy. All this encourages the provision of assistance, support, the manifestation of humane feelings: empathy, sympathy. But such opportunities can only be realized if there are certain conditions: the creation of an emotional environment by the teacher when organizing the work of children, demonstrating to them their interest in the upcoming activity, participating in it as a partner, encouraging the desire of children to participate in joint activities. Wherein the main objective teacher - educating preschoolers a positive attitude to work, developing a desire to learn, become independent, skillful, able to cope with emerging difficulties and provide assistance and support to others if necessary.
Psychological and pedagogical portrait of the group.
This experience was introduced between September 2009 and May 2014, with children from younger to older preschool age. The gender composition of the group during the implementation of the experience changed and is presented in table No. 1.
Table number 1.
School year. Boys Girls
2009-2010 1st junior 9 11
2010-2011 second junior group 6 14
2011-2012 middle group 6 14
2012-2013 senior group 7 12
2013-2014 preschool group 8 12
Based on the gender composition, she built her work on labor education taking into account the needs of girls and boys, selected motivation and activities that were similar in gender role.
After the passage of adaptation, the children became more independent, in younger age I developed business cooperation between a child and an adult, created conditions for the development of self-service skills, introduced adults from the immediate environment to work. As my children grew older, they developed self-esteem, while the children continued to be guided to a large extent by the assessment of the educator. In the work activity of middle preschool age in children, I formed the need for respect from an adult. Relationships with peers in middle age are characterized by ingenuity, which is expressed in the preference for some children over others, based on this, formed the ability to work together, together. Children of the sixth year of life begin to master social relations and understand the subordination of positions in labor activity. In the group preparatory to school, my children had a high level of cognitive and personal development, which affected the choice of methods and techniques in labor education.
In the process of work on labor education, she annually monitored the development of labor skills and abilities, the development of integrative qualities, which shows a positive trend. Table No. 2 shows the dynamics of the number of pupils with a high and above average level of formation of labor skills and abilities.
Table number 2.
Beginning of the year End of the year
2009-2010 first junior 25%45%
2010-2011 second junior group45%55%
2011-2012 middle group55%71%
2012-2013 senior group71%85.5%
2013-2014 preschool group85.5%97%
pedagogical experience.
The relevance of pedagogical experience.
Labor education is one of the most important aspects of the upbringing of the younger generation. As you know, interest in work, the necessary labor skills and personal qualities are laid from childhood. Labor should joyfully enter the life of the child and help him in his successful all-round development. On the basis of specific ideas about the effectiveness of individual labor processes, it is possible to form generalized ideas about the need for one or another type of activity of a person in a particular profession. Based on these primary generalizations, it is possible to form more complex ideas that different types of work can meet different needs of people. My observations of pupils have shown that not all preschoolers are hardworking, many of them are skeptical about the labor assignments of adults and perceive them as one of the forms of punishment for wrongdoing. Children know little or do not know at all about the work of adults in various professions. Preschoolers do not have moral and labor qualities (perseverance, purposefulness, the ability to bring what has been started to its logical conclusion, respect for workers and careful attitude to the results of labor). That is why I chose the topic "Formation of the moral and labor qualities of pupils, through familiarizing them with the work of adults."
In kindergarten, labor education consists in familiarizing children with the work of adults, in introducing children to work activities available to them. In the process of getting acquainted with the work of adults, children develop a positive attitude towards their work, a careful attitude to its results, and a desire to provide adults with all possible assistance. Work activity contributes to the increase general development children, the expansion of their interests, the manifestation of the simplest forms of cooperation, the formation of such moral qualities as diligence, independence, responsibility for the task assigned, a sense of duty, etc. In the process of labor, physical strength and mental activity of children are activated.
Labor education of the younger generation is one of the most important tasks of our society. The preparation of young people for life, for participation in socially useful work, for the satisfaction of the physical and spiritual needs of people is carried out both at school, and in vocational colleges, and at institutes. Moreover, the main goal of this training is not a narrow vocational training that allows a specialist to get involved in production, but the formation of an active, purposeful personality capable of self-realization, creativity, satisfaction of one's interests in the chosen business and self-improvement.
The origins of labor education lie in preschool age, when the child first begins to feel the need for independent activity, declaring his intentions and showing himself to be the subject of his desires and interests. The education of this need is one of the central tasks of the labor education of children.
A number of indicators of diligence:
Awareness of the purpose of the activity and perseverance in achieving it;
Willingness to bring the work started to the end; manifestation of an emotionally positive attitude to work;
Adequate assessment of performance results;
Accuracy, diligence, careful attitude to the means and products of labor are most successfully formed in preschool and primary school age.
Their unformedness at this age stage becomes an obstacle in educational and cognitive activity and subsequent adaptation in independent labor activity.
3.2. theoretical significance.
It consists in developing the content and forms of interaction between the educator, pupils and the family, which provides for the gradual formation of the moral and labor qualities of pupils, through familiarizing them with the work of adults.
3.3. Novelty (innovativeness) of the presented pedagogical experience.
It consists in the development of new strategic approaches to the interaction of the educator, the child and parents in the formation of the moral and labor qualities of pupils.
Manufacturability of the presented pedagogical experience.
The pedagogical experience improves quality educational process, makes the interaction of participants in the educational process more exciting, emotionally rich, productive. As a result of the introduction of this experience, educators master the main cultural methods of activity, show initiative and independence in various types of work, have a positive attitude towards different types of work, actively interact with peers and adults. The child is capable of strong-willed efforts, can follow social norms of behavior and rules in various types of work, can follow the rules safe behavior and personal hygiene in the performance of labor skills, which allows us to conclude that children have the prerequisites for educational and labor activities.
Messages from work experience were presented at the pedagogical council of MBDOU kindergarten No. 1:
Project activity with children of middle preschool age "From seed to harvest"
Project activity with children of senior preschool age "All professions are needed, all professions are important"
- "Productive activity is an important factor in the socialization of preschool children"
- "Formation in children of moral qualities and labor skills in accordance with gender"
At the meeting, the RMI made a presentation on the experience of working on the implementation design method with children "From Seed to Harvest".
At the municipal stage of the regional competition "Educator of the Year of the Kuban-2013" represented creative presentation from the experience of work on the formation of moral and labor skills in children of senior preschool age in accordance with gender in the performance of the competitive task "My pedagogical experience".
3.5. The main methods and means used in the pedagogical experience.
The program tasks of the labor education of preschool children can be grouped into several groups.
The first group includes the tasks of fostering a positive attitude towards the work of adults, the desire to provide them with all possible assistance, and an interest in the results of labor. At the same time, children form ideas about the need for work in life, about the attitude of adults to work.
The second group consists of tasks aimed at the formation of labor skills and their further improvement, the gradual expansion of the content of labor activity, as well as mastering the ability to work accurately, deftly, at a fairly fast pace.
The third group of tasks is aimed at educating children of certain personal qualities: the habit of labor effort, responsibility, diligence, thrift, readiness to take part in work.
The fourth group consists of the tasks of educating the skills of organizing one's own and common work- the ability to prepare in advance everything you need, put away the tools.
The fifth group includes the tasks of forming positive relationships between children in the process of work - the ability to work in concert.
It should be borne in mind that all the planned tasks are not carried out in isolation from each other, but in close interconnection. The complex of these tasks in the pedagogical process is carried out simultaneously.
In the formation of purposeful labor activity, it is important not only what and how the child does, but also for what he works. Motives can be different:
Get a positive assessment of their actions from adults;
assert yourself;
Enter into communication with adults;
Benefit others (social motive).
It must be said that all of the above motives can be in children different ages, but only at 5-7 years old the child is able to formulate them.
Labor of preschool children
Self-serviceHome-
domestic laborLabor in natureManual and artistic labor
Self-service is the work of a child aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures). The quality and awareness of actions are different for different children, so the task of developing self-service skills is relevant at all age stages of preschool childhood.
The content of self-service labor changes at different age stages and as children master labor skills. If a child has mastered the ability to dress independently, he must be taught to do it neatly, beautifully, quickly, to follow his appearance, hairstyle. Children are taught the habit of taking care of things, not getting dirty, not tearing clothes, and folding them neatly.
Preparing the workplace before starting drawing;
Cleaning and even washing (at home) cups, spoons after eating, making the bed, cleaning toys, books.
Having learned self-service, the child acquires
a certain independence from an adult, he develops a sense of self-confidence. Of course, even at an older preschool age, children sometimes need the help of an adult, but still, before entering school, they should already be able to do a lot on their own.
Household work is the second type of labor that a child at preschool age is able to master. The contents of this type of work are:
Cleaning work;
Washing dishes, laundry, etc.
If self-service work is originally intended for life support, for taking care of oneself, then household work
has a public purpose. The child learns to create and maintain the environment around him in an appropriate form. The child can use the skills of household work both in self-service and in work for the common good.
Household work of children of younger groups in terms of content is helping an adult in wiping furniture, arranging toys, washing small items, removing snow on the site, decorating the site, etc. In the process of such work, the educator forms in children the ability to focus on one lesson to bring the matter to the end with the help of an adult. Positive evaluation and praise are very important.
Children of middle and older preschool age are capable of more diverse household work and need less adult help. They can do:
Cleaning the group room (dusting, washing toys, arranging light furniture);
Cleaning the site (raking snow, removing leaves);
Take part in cooking (salads, vinaigrette, dough products);
In the labor of repairing books, toys, clothes.
Gradually, children acquire independence in this type of work. The educator uses the methods of showing, explaining, discussing the labor process and results, evaluating, teaching certain ways to perform labor operations (how to wring out a rag so that water does not pour over the sleeves, etc.). It is important to form in preschoolers an idea of the importance of household work for everyone and for everyone personally. It is this work that makes it possible to show the child that he himself can make the environment in which he lives beautiful and pleasant. The teacher always draws the attention of the children to this side. If each of us takes care that everything around is beautiful, then he will not be able to throw a piece of paper on the floor and, of course, he will not draw on the wall or in the elevator. Only those who do not love their home can do this. Thus, the ability to notice the disorder is brought up and, without adult reminders, to eliminate it.
Modern household work is facilitated by technology. It is also available in a preschool institution (vacuum cleaner, mechanical brush for cleaning windows, etc.) At home, many children's families have a washing machine, dishwasher, microwave oven, etc. The child sees how adults use such equipment. It is also useful to teach children to use household machines. At home, the child can vacuum the carpet on the floor, watch the operation of the washing machine. It is only necessary to acquaint children with safety rules and try not to leave them alone with the equipment. But under the supervision of an adult and together with him, a child can, using technology, do household chores.
Household skills acquired by children in a preschool institution are transferred to the family and vice versa.
AT special kind labor stands out labor in nature. The content of such labor is caring for plants and animals, growing vegetables in the garden, landscaping the site, participating in cleaning the aquarium, etc. Labor in nature has a beneficial effect not only on the development of labor skills, but also on the education of moral feelings, lays the foundations for environmental education.
In younger groups, children's attention is drawn to plants and animals. The teacher organizes observations of animals and at the same time tries to maintain the interest of the kids. Together with an adult and under his guidance, the child takes care of living objects.
The duties of older preschool children are much broader. And this is understandable. The child already knows more, knows more.
Labor in nature has its own characteristics. The result of this labor can be a material product (vegetables grown by the child, a tree planted by him, etc.). This brings child labor closer to the productive labor of adults.
Labor in nature most often has a delayed result: seeds were sown and only after a while were they able to observe the result in the form of seedlings, and then fruits. This feature helps to cultivate endurance, patience.
Caring for animals, growing plants, the child always deals with living objects. Therefore, special care, careful attitude, responsibility are needed. The absence of these factors can lead to the death of the living.
Labor in nature makes it possible to simultaneously develop cognitive interests. Children observe the growth and development of living objects, learn about the characteristics of some plants and animals, experiment, learning about inanimate nature.
Thus, labor in nature contributes not only to labor education, but also to moral, aesthetic, mental, and physical development.
Manual and artistic labor - according to its purpose, is labor aimed at satisfying the aesthetic needs of a person. Its content includes the manufacture of crafts from natural materials, paper, cardboard, fabric, wood. This work contributes to the development
fantasy, creativity; develops small muscles of the hands, contributes to the cultivation of endurance, perseverance, the ability to bring what has been started to the end. With the results of their work, children delight other people by creating gifts for them. Artistic work in a preschool
presented in two directions: children make crafts and learn to decorate the group’s premises for the holidays with their products, arrange exhibitions, etc.
Separate elements of manual and artistic work
can be introduced already in the younger groups. At the same time, participation
an adult is a must. More precisely, children help an adult in creating crafts. And although the activity of children of this age is minimal, it is very useful to get involved in such interesting work. The kid sees how in the hands of the teacher a simple wand suddenly turns into a doll, and a ball into the head of a funny clown. This "magic" fascinates children, delights and encourages them to their own activities.
3.6. Description of the main elements of the presented pedagogical experience.
Forms of labor organization of preschool children
Assignments on dutyGeneral, joint, collective work
Assignments are a request of an adult addressed to a child to perform some kind of labor action. The assignment is the first form of organization of labor activity.
Job assignments can be:
In form - individual, subgroup, general;
By duration - short-term or long-term, permanent or one-time;
By means of assignments, it is possible to solve the problems of not only labor education, but also moral, physical, mental and aesthetic.
I use errands widely in all age groups, but at a younger age this form is leading in the organization. child labor. Due to psychological characteristics, young children are not independent enough in their actions, they are prone to imitation. They cannot coordinate their actions with the actions of their comrades and work at the pace necessary for the team, they are often distracted, do not complete the work they have begun. At this age, children are little interested in the result, they are attracted by the process of action itself (they do not yet possess the necessary skills and abilities to achieve the result). Therefore, only in the second younger group from the second half of the year, when the children already have some work experience, I use group assignments. The main form of association in the work of children of this age is work "nearby", when each child works independently and is responsible for his work to the educator; at the same time, the child exercises the skills and abilities necessary for teamwork.
In the older groups of the kindergarten, assignments continue to play a large role, however, responsibilities begin to acquire importance. I involved children in errands that were not on duty, and in self-service. A special place is occupied by assignments-tasks, the result of which is delayed in time. The requirements for the quality of the execution of instructions are also increasing, they are now of a public nature: to help children of younger groups, kindergarten employees (supervisor, janitor, etc.) who need their help.
Thus, assignments as a form of organizing the work activity of preschool children enable me to daily, systematically introduce children to feasible work, create a businesslike atmosphere in the group.
An important pedagogical condition for educating children in a positive attitude to the instructions of adults is the formation of social motives for their activity - the motive of duty and responsibility to adults for completing the task. This can be achieved by raising the requirements for children, for their individual labor activity, complicating assignments. It is also important to evaluate the content of this activity.
The highest criterion for evaluating the fulfillment of a labor assignment is the children's awareness of the obligation and constancy of caring for others. Such behavior of children is associated with the manifestation of initiative and independence in the performance of labor tasks, in voluntarily finding a job for themselves and doing it independently, in the readiness to do something pleasant for others. As a teacher, it is very important for me to skillfully support the first sprouts of children's initiative, when a child, of his own volition, is included in labor activity. This is important for the formation in children of the ability to fulfill duties.
In order for instructions to have an educational impact on the child and serve as an effective means moral education, they should always contain a specific goal and an educational task: for example, I plan to consolidate the child’s labor skills that are not yet strong, change his attitude to this work, or introduce him to a new content of labor. Often in practice, I used assignments that solve rather specific problems of educating preschoolers. For example, a child does not know what to do. I gave the reins to another child and asked: “Ask Andryusha if he wants to play horses with you.”
Duty - involves the work of one or more children in the interests of the entire group. On duty at more than in the assignment, the social orientation of labor, the real, practical care of several (one) children about others are highlighted, therefore this form contributes to the development of responsibility, a humane, caring attitude towards people and nature.
In preschool practice, duty in the dining room, in a corner of nature, in preparation for classes (if more is required) has already become traditional. preparatory work to provide all children with materials and tools). This form of labor organization is introduced in the second junior group at the end of the second half of the year. I involved the children in helping the junior teacher when she sets the tables for food, or gave instructions related to preparing for the lesson or caring for plants and animals.
Starting from the age of 3, children are already able to perform several interrelated actions aimed at solving one problem (setting the table). At first, I was “on duty” with two children and gave each of them only one assignment, for example, Misha suggested placing bread bins on those two tables, and Yulia on these. Then the task was complicated: one child should arrange bread bins on all tables, and the other should lay out spoons. And finally, one child arranges everything that is needed on the tables: bread bins, napkins, cups, lays out cutlery. And only having learned all this, my children mastered the ability to coordinate their actions, negotiate, distribute responsibilities on their own.
It is difficult to "tie" each of the described stages of work with children to a specific age - it all depends on the level of development of children's skills in joint activities, work skills, as well as the systematic nature of this work in their practice. I followed this sequence and timely transferred the children from one step of difficulty to another.
Pay attention to the pace and quality of work. Sometimes I or the junior teacher suggested to the attendants how to show attention to a friend (“Today is Lyuda’s birthday, put this beautiful cup on her”, “Let’s think about how we will make the children happy today - put flowers or lay out new napkins?”, “Let's today we will arrange the tables in a different way so that everyone can see each other”, etc.); encouraged the desire of the attendants to come up with something interesting and enjoyable for everyone.
Duty to prepare for classes requires concentration. Since the content of this duty is not as constant as the dining room duty, I will remind the children what should be on the tables when drawing with pencils, paints, modeling, and designing. When the work was completed, I suggested to the attendants to check if everything was in place.
Duty contributes to the systematic inclusion of children in work. It should only be noted who, where and when was on duty. A duty board was placed in the group so that everyone knew about their duties.
The duration of the duty varied depending on the type of work, the age of the children, and the educational goal. This can be a one-time duty (for one lesson), daytime, i.e., during the day, duty in the dining room or in a corner of nature.
General, joint, collective work. If assignments and duties have become systematic, permanent forms of organizing labor in a group and children have achieved certain success, it becomes possible to move on to a more complex form - common, joint, collective work.
This form of organization of children's work primarily contributes to solving the problems of moral education. Already acquired labor skills and abilities are only consolidated, and learning new ones is carried out, as before, individually. I could not introduce into the content of the common work what the children still do not know how to do. For example, if children do not know how to properly wash toys, include this work in general activities I can’t because I won’t have the opportunity for individual training.
Common, joint and especially collective work creates favorable conditions for the formation in children of the skills to coordinate their actions, help each other, establish a single pace of work, etc.
The common, joint and collective work is united by the socially directed goal of children's activity. This means that the result of labor is always beneficial for everyone. Cleaning the premises, the site, decorating the group room for the holiday, etc. - all this is needed not by one of the labor participants, but by all of them.
The differences lie in the conditions for consolidating and nurturing collective relationships. Common labor presupposes such an organization of children, in which, with a common goal, each child performs some part of the work independently. For example, I suggested that the children put things in order in the room of the group and distributed responsibilities: “Sasha and Seryozha, you add construction material in boxes. Natasha and Lena, put clean dresses on the dolls. Dima and Olya and I will wipe the chairs, ”etc. After finishing work, she drew the attention of the children to the fact that everyone worked well and this is the result - the room became clean and beautiful. With this form of organization of work, each child has his own area and is responsible only for himself. Even if the same task was given to two children, everyone still performs it separately.
Joint work involves the interaction of children, the dependence of each on the pace, the quality of the work of others. The goal, as in common work, is one.
I carried out labor education of preschoolers with the help of a number of means:
1- own labor activity of children;
2- familiarization with the work of adults;
3- artistic means.
Children's own labor activity is necessary means labor education. It `s naturally. You can't learn anything without doing it. Labor activity is the leading means of labor education. Children learn in it specific labor skills and abilities, achieve results, satisfy their need for real familiarization with the world of adults. With the help of this means, applied, practical problems of labor education are solved.
Acquaintance with the work of adults. This tool allows you to expand the child's ideas about the content of human activity, about the social significance of labor, about the attitude to work.
Artistic means: fiction, music, visual arts. With the help of this group of means in children, I formed ideas about the content of labor, about people's attitude to work, about how people around them evaluate the work of other people, etc. These means serve to educate moral feelings and attitudes.
The role of artistic means in the labor education of preschoolers is peculiar. You cannot teach a person to work by listening to music, a story, a fairy tale, or looking at a picture of work. And yet, it is with the help of artistic means that one can arouse in children an interest in work, a desire to be like those who work, to understand the importance and social significance of people's work.
In my work with children, I used proverbs and sayings every day. These "pearls folk wisdom”helped me in a concise form to praise and cheer up the child (“Small, but remote”, “Eyes are afraid, hands are doing”), express my attitude towards laziness (“The loafer Fedorka always has excuses”, “Work feeds, but laziness spoils”, “ Lazy hands love other people's labors”, “Skilled hands do not know boredom”), emphasize the importance of labor (“He is not good who is handsome in face, but he is good who is good in business”, “If you want to eat kalachi, do not lie on the stove”) . The proverb is not perceived by the child as a notation, and therefore it is more effective as a means of education.
The moral value of labor is also affirmed in fairy tales. In many folk tales a positive hero, as a rule, is hardworking, ready to help another, and therefore, in the end, he is rewarded with love, wealth, and recognition.
The author's works of art reflect the attitude towards labor as an important human activity (“Who to be?” V. Mayakovsky, “What do you have?” S. Mikhalkov), the labor process is shown (“How your book was printed” by S. Marshak, “About tea", "How cotton wool grows on a bush" by A. Ivich and others), tells about a person's attitude to work, love for his profession, dedication and conscientiousness ("What are they, polar explorers" by A. Chlenov, "Through the snowstorm" by I. Vinokurov). Encyclopedic literature is also important, from which children learn about the origin of various professions, and about the process of making things, objects, and about famous people whose work influenced the progress of mankind.
Reading works of art about work to children, I solved several important educational and educational tasks at once: children learned about different professions, they became interested in another side of an adult’s activity, an attitude was formed towards it, an image was formed bit by bit, to which the child begins to aspire by creating yourself. True, this can only happen if I use fiction as a means of solving pedagogical problems, I myself am convinced of the importance of labor and the presence of the qualities of a worker in the personality, is an example for children in this and the ability to combine reading fiction with organizing their own labor activities and activities of children.
Works are also a means of educating children. visual arts. Looking at the paintings of master artists, children not only see the process of labor, but, more importantly, they are imbued with the mood of the picture. In one case, it is joy, emotional uplift (“Bread” by T. Yablonskaya), in the other - a quiet, calm respite (“Tractor Drivers’ Dinner” by A. Plastov), enjoyment of one’s work (“The Lacemaker” by V. Tropinin). But work is not always easy and simple. Children should know this in order to learn to treat people who work with respect and sympathy. Therefore, with older preschoolers, I considered such paintings by great masters as, for example, N. Yaroshenko's "Stoker" or "Repair work on railway» K. Savitsky.
When teaching self-service work, I used looking at pictures. They are useful in forming ideas about the sequence of actions. She also used special aids to help teach children how to fasten buttons and lace up shoes. She showed the child the right tricks, introduced them to “little secrets” that make it easier to perform certain actions (it’s better to fasten the buttons on a shirt from the bottom, not from the top, then you can control what you are doing, see the last button and the last loop and connect them).
Labor education of children in a preschool institution cannot be carried out in isolation from family education. The family has favorable conditions for the formation of industriousness in children. First of all, this is visibility, the availability of a variety of domestic work performed daily by adults in front of the child, the tangibility of the results of this work, the opportunity for the child to systematically participate in this work, to work together with adults. In joint work with older family members, the child, imitating the elders, quickly masters labor skills, adopts rational methods of work. Working together with parents brings joy to the child. Participation in household work allows the child to really feel his involvement in the cares of the family, to feel like a member of the family team. This contributes to the education of many important personality traits: responsiveness, caring, thrift, responsibility. In the family, the child hears the stories of his parents about his work and the production activities of other people. This expands the child's ideas about the work of adults, forms interest and respect for him.
In order for parents to be able to carry out labor education in the family in unity with the kindergarten, they must know well what tasks of labor education are set in kindergarten, know the practice of labor education in a preschool institution. To this end, I systematically introduced parents to the content and methods of labor education of children of different ages. In her work she used various forms of organization: parent meetings: "A man is red with work", round table following the results of the project activity "From Seed to Harvest", joint exhibitions of crafts: "What Autumn Has Brought Us", "Santa Claus's Workshop", "Mother's Skillful Hands", "Easter Action" and others. With pleasure, pupils observe and try to help their parents during the annual landscaping campaign. Ilya A.'s mother held a master class on manual labor origami "Merry Frog" with the children. It was interesting and fun, it got the children very interested and they had a lively interest that not only a teacher can fold origami, but their mothers. Denis G.'s mother, together with the girls, held a master class "Magic Baskets" - crafts from salt dough, the children really liked it, it was interesting and informative. Now the girls are happy to teach other guys.
In my work, I used a new method of work - project activities with children. The first project - "From seed to harvest" - I worked and implemented with middle-aged pupils .. Based on my observations of children of middle preschool age, I found out that many children do not like vegetable dishes, they do not know about the benefits of vegetables. I developed the project "From Seed to Harvest", which made it possible to enrich knowledge and ideas about vegetables, their properties and benefits to the maximum, develop coherent speech, labor, Creative skills children, knowledge about how vegetables grow, how to care for them, what is necessary for the growth of vegetables.
The great teacher V.A. Sukhomlinsky wrote that - work becomes a great educator when it enters the spiritual life of our students, gives the joy of friendship and camaraderie, develops curiosity, gives rise to the exciting joy of overcoming difficulties, opens "more and more beauty in the world around" .
At the beginning of work on the project, we talked with the children in order to establish the knowledge of the pupils about the labor activities for growing vegetables, about the growing process, about the variety of vegetables. During the practical stage of the implementation of the project, I conducted conversations on the topic: "Why do we need vegetables", "Conversation with the seed", "How the carrot grew"; the children and I examined the subject and plot pictures "The work of the guys in the garden", "Greenhouse", "On the collective farm field." After the conversations, the guys and I started working: we sowed vegetable seeds in the beds of the kindergarten, the children experienced great joy from work, because they felt connected to those people who grow food for other people. Then the guys and I watched the germination of our vegetable crops, looked after the beds (weeds were removed, watered, loosened the soil). Each child was proud of the successfully completed task. In autumn, my children and I harvested our own vegetables. The children took the onions, tomatoes, and carrots to the catering department, where the cooks promised to make borscht from vegetables. Parents took part in our project. They, together with the children, made wonderful, interesting, informative stories about vegetables and the process of growing them. At the end of our project, we went to the children of senior preschool age, where a joint entertainment “All vegetables are our guests!” took place, where middle-aged children presented their knowledge about vegetables. Guys middle group told the children senior group everything they know about vegetables, they read poetry, played the scene "Vegetables Talk", played together the round dance game "Harvest". Our meeting turned out to be very interesting, informative, the children of both groups were satisfied with the joint communication.
The project “All professions are needed, all professions are important” I implemented with children of senior preschool age. The goal of the project is to develop a stable positive attitude towards work.
To develop in children an interest and love for work;
Maintain respect and interest in the work of parents and adults;
To cultivate a desire to work, to persistently achieve results in work, a willingness to participate in joint labor activities;
Involve parents in joint work activities.
The pupils were asked a problematic question: “What will happen if people don’t work?”, what caused the children’s interest, many different answers were given (there would be no cars, houses, equipment, everyone would be hungry). The children showed an interest in various types of professions, labor activities, performance results. When acquainting children with the work of adults, she used various methods and techniques. Examination of illustrations of various professions, tools and products of labor, didactic games “Pick up a couple”, “Playing professions”, etc., viewing the album “All works are good”, cognitive leisure “Meetings with interesting people”, an exhibition of photographs of parents “Who to be?”, conversations, reading fiction, observation of the work of adults, excursions - all this expanded the knowledge of children, contributed to the formation of a positive attitude towards work. When visiting medical office, the office of the manager, the food unit, she especially emphasized that the entire staff of the kindergarten works together, harmoniously, everyone makes sure that the children in the kindergarten live well. Thus, in the course of introducing children to the work of adults, I tried to reveal the content of the work of people of different professions, to show the sequence labor processes, results and value of labor. The most interesting task for children and parents was the task of making an album about the profession “What I dream of becoming!”. The parents were happy to respond. As a result of joint activities with parents, Roma K. brought an album about a pediatrician; David U. - about the sea captain; Vanya B. and Seryozha B. - about a policeman; Alena B. - about the hairdresser; Ilya A. - about a truck driver; Darina I. - about the artist; everyone's albums turned out to be interesting and beautiful, and joint activities contributed to the development of children's interest and parents' interest in the manifestations of their child. I concluded that the project activity gives a positive result, and I will continue to use it in my work.
Thus, with purposeful, systematic work on labor education at the stage of completion of preschool education, educators master the main cultural ways of activity, show initiative and independence in various types of labor activity, have a positive attitude towards various types of labor, actively interact with peers and adults. The child is capable of strong-willed efforts, can follow social norms of behavior and rules in various types of labor activity, can observe the rules of safe behavior and personal hygiene when performing labor skills, which allows us to conclude that children have the prerequisites for educational and labor activities.
Literature.
List of used literature:
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Burns R. Development of the Self-concept and education. - M.: Progress, 1986.
Bozhovich L.I. To the development of the affective-need sphere of a person // Problems of General, Age and Pedagogical Psychology / Ed. V.V.Davydov. - M.: Pedagogy, 1978. - No. 4. - S. 168-179.
Bure R.S., Zagik L.V. and others. Education of preschool children in labor. - 3rd ed., Rev., add. - M., 1983.
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Volokov V.S., Volkova N.V. Child psychology: Logic schemes. - M.: Humanit. ed. Center Vlad, 2003. - 256 p.
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Child psychology: Proc. allowance/Under. Ed. Ya. L. Kolominsky, E. A. Panko - Minsk: University, 1988. - 399 p.
Ivashchenko F.I. Psychology of labor education. - Minsk, 1988.
Kutsakova L.V. Moral and labor education of a preschool child: A guide for preschool teachers. institutions: Program.-method. allowance. - M.: VLADOS, 2003. - 143 p.
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Pedagogical psychology / Ed. Klyueva N.V. - M., 2003.
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Applications.
project matrix.
Name of the project "From Seed to Harvest"
Thematic field of knowledge: labor, moral.
Problem: the need to expand the knowledge and understanding of children about the process of planting and growing plants.
Goal: to involve children with practical activities for growing vegetables.
Enrich children's ideas about vegetables (onions, carrots, tomatoes, beets, cucumbers, etc.).
Enrich the vocabulary of children by designating qualities (taste, color, size), as well as by literary and artistic words (riddles, poems, proverbs, signs of a fairy tale).
To expand the knowledge of children about the conditions for the growth and development of plants.
Develop plant care skills.
To educate diligence, collectivism, to educate love for nature, respect for one's work.
Development of thinking and logic.
The main steps for the implementation of the project:
Making a collection of seeds.
Compilation of the album "Merry Garden".
Thematic talk about useful properties vegetables.
Acquaintance with the phased cultivation of vegetable crops.
Reading and memorizing poems about vegetables, proverbs, sayings about work.
Joint activities of parents and children, compiling stories about vegetables.
Learning round dance games, didactic games, physical minutes.
Description of the product obtained as a result of the project:
Increasing knowledge, skills, skills of children about vegetables
Children's stories about vegetables
Album with photos, drawings, applications
Selection of verses, signs, proverbs, riddles.
Type of project: cognitive research, creative.
Main participants: children of middle preschool age, parents, educator.
Integration of educational areas.
Educational areaContentsTasks
LaborLabor assignments
Collective work in the garden To develop the desire to participate in joint activities, to form the necessary skills in various types work, to consolidate the ability to perform various tasks
cognition Compiling stories, making albums, speaking to children of a group of older preschool age Develop research activities, involve parents in the design of results, create conditions for presentation
Observation of the growth of vegetable crops, communication with parents, conversationsIntroduce vegetables, expand ideas about vegetables and their benefits, knowledge about growing and caring for a garden.
CommunicationCompilation of stories about vegetables and a presentation from the group of senior preschool age To develop the ability to communicate freely with adults and peers.
Artistic and creative developmentDrawing, application, modeling
"Vegetables on a plate"
"Salted Cucumbers and Tomatoes"
"basket of vegetables"
"Vegetable Harvest Truck"
"bucket full of onions" Satisfying the needs of self-expression through a variety of productive activities
Reading fiction Riddles, poems about vegetables, proverbs, signs.
"gardeners", "helpers", reading the fairy tale "man and bear", theatrical performance of the fairy tale "turnip".
SocializationEntertainment for older preschool children.
11. Additional Information needed to complete the project
Material and technical resources necessary for the implementation of the project: Tools, camera means for artistic activities
13. Planned time for the implementation of the project by stages.
searchStudy of methodological literature, attending consultations, interview with a methodologist, selection of materials.June
Analytical Conversations (collective, individual) with children “What do we know about vegetables” 1.07-14.07
Practical Work in the garden, learning poems, proverbs, sayings about vegetables, drawing, modeling, applique, non-traditional plasticine drawing technique, broken appliqué.
Compilation of individual stories14.07-16.08
presentation Harvest, transfer to the catering unit.
The exit of children with stories about vegetables to children of the older group.
Compilation of an album of stories 16.08-31.08
control Analysis of the work done and the results obtained (at the pedagogical council) September
14. Organizational forms of work.
Forms of worknameterms
conversation "talk to the seed"
"What vegetables do you know?"
"Where do they grow?"
What are vegetables for?
“Why do plants need water and sun?”June
Reading, memorizationPoems, proverbs, stories. June
Labor activityPlanting
Watering and care
HarvestJune
Drawing, applique, modeling. "Vegetables on a plate",
"Salted Cucumbers and Tomatoes"
"basket of vegetables"
"Vegetable Harvest Truck"
"bucket full of onions" June
Game activityDidactic games
"What did I eat?"
"guess by touch"
"cook and harvest"
"What kind of juice is this?"
Round dance game "harvest"
Role-playing games:
"Vegetable Shop", "Mom Cooks a Delicious Lunch" June
Compilation of an album of children's stories together with parents"Vegetable conversation"July
Presentation of children's work in front of the children of the older group "Visiting vegetables" August
Pedagogical CouncilSpeech with a presentation at the Pedagogical Council project activity "From Seed to Harvest"September
15. The form of the presentation: going out to visit the children of the older group with the entertainment "Visiting vegetables."
Project Matrix
1. Name of the project: "All professions are important, all professions are needed"
2. Thematic field of knowledge, morality.
3. Problem: increase interest in work, be aware of the importance of work.
4. Goal: 1. Continue to introduce children to different types of professions
2. Formation of labor skills.
3. Raising a sustainable positive attitude towards work.
5. Tasks:
To contribute to the expansion of ideas about different types of labor;
To develop in children an interest and love for work;
Maintain respect and interest in the work of adults, parents
Cultivate a desire to work, persistently achieve results in work.
6. Main steps for project implementation:
Initial analysis of children's knowledge.
Introducing children to different types of professions.
Compilation of albums "What I want to become!"
7. Description of the product obtained as a result of the project:
Improving the knowledge, skills, skills of children when they get acquainted with different types of professions.
Children's stories about the importance of professions.
Album with photographs and drawings of children.
A selection of poems about professions.
Type of project: educational and research.
Main participants: children of senior preschool age, parents, teachers.
Intersubject communications
Program SectionContentsTasks
LaborGames "Mom's helpers"
Manual labor "embroidery", origami Develop the desire to work, persistently achieve results in labor, form the necessary skills in various types of labor, consolidate the ability to perform various tasks
safety Conversations, looking at illustrations To form elementary ideas about safe ways to interact with a tool
knowledge Observation of the work of a nurse, a salesman, a cashier, a hairdresser, a doctor, a seamstress, a supply manager, a cook. Conversations, making albums, speaking to children of the middle group. Introduce professions, expand ideas of significance. Develop research activities, involve parents in the design of results, create conditions for presentation
Communication Compiling stories about professions and presenting them to the children of the middle group Develop the ability to communicate freely with adults and peers.
Artistic and creative developmentDrawing, application,
I don’t ask about the profession, ”Bender said politely,“ but I can guess.
Probably something intellectual? Are there many convictions this year?
“Two,” Balaganov answered freely.
I was rummaging around on my computer and found two interesting recordings made by me I don’t remember why. Perhaps I will publish them as the beginning of the third or fourth version of my blog. I wrote the first one on the Groomi resource, which is resting in Bose.
At the institute, somewhere in my second year, I had a feeling that something was missing. Rummaging in my pockets, I found out that there was not enough money, and I decided to radically solve the problem - to get a job.
I learned a few facts from this job: in summer people want to lose weight, and in winter they want to be treated, a sales manager cannot say “hello”, and most importantly, sales of bad goods and good ones are very different.
And I also learned to sleep in minibuses - you need to close your eyes and imagine the road.
Since that time, my vocabulary has been enriched by two sayings - “money burns your thigh” (another courier asked me about this before disappearing with a fairly large amount of money) and “a point is playing” (accompanied by a demonstration of the game with a fist).
Almost everyone works to secure and improve their lives. The work uses mental and physical abilities. Today at modern world labor activity is more extensive than it was before. How is the process and organization of work? What types are there? Why does a person refuse to work? Read more for answers...
The concept of labor activity
Work is the mental and physical effort applied to achieve a certain result. A person uses his abilities for consistent work and its conclusion. Human work is aimed at:
1. Raw materials (a person works with them to bring them to the final result).
2. Means of labor are transport, household equipment, tools and equipment (with their help, a person makes any product).
3. The cost of living labor, which is the salary of all personnel in production.
A person's work activity can be both complex and simple. For example, one plans and controls the entire process of work - this is mental ability. There are workers who write down the indicators on the counter every hour - this is physical labor. However, it is not as difficult as the first one.
Labor efficiency will be improved only when a person has certain work skills. Therefore, they accept people for production not those who have just graduated from a university, but those who have experience and skill.
Why does a person need a job?
Why are we working? Why does a person need a job? Everything is very simple. To fulfill human needs. Most people think so, but not all.
There are people for whom work is self-realization. Often such work brings a minimum income, but thanks to it, a person does what he loves and develops. When people do things that they like, then the work is better. Career also refers to self-realization.
A woman who is completely dependent on her husband goes to work only in order not to degrade. Home life often “eats up” a person so much that you start to lose yourself. As a result, from an interesting and intelligent personality, you can turn into a home "hen". Surrounding such a person becomes uninteresting.
It turns out that the labor activity of the worker is the essence of the personality. Therefore, you need to evaluate your abilities and choose the work that not only brings income, but also pleasure.
Varieties of labor activity
As mentioned earlier, a person applies mental or physical abilities for work. About 10 types of labor activity were counted. All of them are varied.
Types of labor activity:
Physical labor includes:
- manual;
- mechanical;
- conveyor labor (work on the conveyor along the chain);
- work in production (automatic or semi-automatic).
Types of mental work include:
- managerial;
- operator;
- creative;
- educational (this also includes medical professions and students).
Physical work is the performance of labor with the use of muscle activity. They may be partially or completely involved. For example, a builder who carries a bag of cement (the muscles of the legs, arms, back, torso, etc. work). Or the operator records the readings in the document. The muscles of the hands and mental activity are involved here.
Mental work - reception, use, processing of information. This work requires attentiveness, memory, thinking.
To date, only mental or physical work- a rarity. For example, they hired a builder to renovate the office. He will not only make repairs, but also calculate how much material is needed, what is its cost, how much work costs, etc. Both mental and physical abilities are involved. And so it is with every job. Even if a person works on a conveyor. This work is monotonous, the production is the same every day. If a person does not think, then he will not be able to perform right actions. And this can be said about any kind of work activity.
Motive of labor activity
What motivates a person to do a certain job? Of course this financial side. The higher the salary, the better a person tries to do his job. He understands that a poorly done task is worse paid.
Motivation of labor activity is not only in monetary terms, there are also intangible aspects. For example, many people will be happy to work if you create a friendly atmosphere for them in the team. Frequent staff turnover at work cannot create warmth among employees.
Some workers need social needs. That is, it is important for them to feel the support of leaders and colleagues.
There is a type of people who need attention and praise. They should feel that their work is in demand and they are not in vain putting their efforts into work.
Certain employees want to fulfill themselves through work. They are ready to work tirelessly, the main thing for them is to give impetus.
Therefore, it is necessary to find the right approach to each employee so that they have a motivation for work. Only then will the work be done quickly and efficiently. After all, every person needs to be encouraged to work.
Organization of labor activity
At each production or enterprise, a certain system has been established, according to which the labor activity of a person is calculated. This is done so that the work does not go astray. The organization of labor activity is planned, then fixed in certain documents (schemes, instructions, etc.).
The work planning system specifies:
- the workplace of workers, its lighting, equipment and activity plan (a person must have all the necessary materials for work);
- division of labor activity;
- methods of work (actions that are performed in the process);
- acceptance of labor (determined by the method of work);
- working hours (how long the employee should be at the workplace);
- working conditions (what is the load of the worker);
- labor process;
- quality of work;
- work discipline.
In order to have high productivity in the enterprise, it is necessary to adhere to a planned organization of work.
The labor process and its types
Each work is done with the help of a person. This is the labor process. It is divided into types:
- by the nature of the object of labor (the work of employees - the subject of work is technology or the economy, the labor activity of ordinary workers is associated with materials or any details).
- according to the functions of employees (workers help to produce products or maintain equipment, managers monitor the correct work);
- on the participation of workers in the level of mechanization.
The last option is:
- The process of manual work (in labor activity no machines, machines or tools are used).
- The process is in machine-manual work (labor activity is performed using a machine tool).
- Machine process (labor activity takes place with the help of a machine, while the worker does not apply physical force, but monitors the correct course of work).
Working conditions
People work in different fields. Working conditions are a number of factors that surround a person's workplace. They affect his work and health. They are divided into 4 types:
- Optimal working conditions (1st class) - human health does not get worse. Supervisors help the employee to maintain a high level of work.
- Permissible working conditions (2nd class) - the employee's work is normal, but his health periodically deteriorates. True, by the next shift it is already normalized. According to the documents, the harmfulness is not exceeded.
- Harmful working conditions (3rd class) - harmfulness is exceeded, and the employee's health deteriorates more and more. Hygiene standards exceeded.
- Dangerous working conditions - with such work, a person runs the risk of getting very dangerous diseases.
For optimal conditions, the employee must breathe clean air, the humidity of the room, the constant movement of air, the temperature in the room must be normal, it is desirable to create natural lighting. If all the norms are not observed, then a person gradually receives harm for his body, which will affect his health over time.
Quality of work
This category is the most important for labor activity. After all, proper work affects the volume and quality of products. The workforce requires professional skills, qualifications and experience. These qualities make it clear what kind of work a person is capable of. Very often, people are not fired at enterprises, but first they are trained, eventually improving their qualifications.
First of all, a person himself must be aware of responsibility in work and approach it qualitatively. If you show your literacy and professionalism, then the management will decide on advanced training and promotion. Thus, the quality of work is improved.
Conclusion
It can be concluded that a person needs to work for several reasons. Labor activity It is advisable to choose according to your abilities and sympathy. Only then will the work be done with dignity and quality. Be sure to pay attention to working conditions. Always remember what your health depends on. In the process of work, be very careful, as work-related injuries are not excluded, which entail not only problems for the employee, but also for the management. For successful, high performance, adhere to all the rules and regulations by which the enterprise operates. Always leave all the problems at home, and go to work with a smile, like on a holiday. If the day starts with Have a good mood, then it will also end.
What is experience?
According to the analysis of professional forums, about 70% of young job seekers believe that without work experience, getting into a good position in a large company with a decent salary is a lucky coincidence or an acquaintance. But let's start with the fact that many graduates and students looking for a job for the future do not understand what the employer means by work experience. True, employers themselves view work experience in different ways. Basically, their opinions fall into three broad categories:
1. Experience is the official record in work book, which proves that the applicant worked in position "N".
2. Official employment does not matter. The applicant must demonstrate the result of his previous work: indicate the skills in the resume, show letters of recommendation, visual materials (portfolio).
3. For minimum work experience, it is enough to complete an internship and an internship during study.
There is no illusion. There is hope!
According to a survey conducted by the Portal Research Center superjob.ru, among thousands of representatives Russian enterprises and organizations, graduates without experience are hired in 54% domestic companies, of which the majority are large companies.
The fact is that it is the serious market players who are in constant development: they open new offices and need new employees. They are ready to accept in their staff even those who have no work experience at all. And all because it is much easier to teach such a person “for yourself” than to retrain.
|
Dmitry Petrov,
|
— Very often, the employer looks not only at the experience of the applicant for the job, but also at the potential. That is, he may have rich» resume, but it will be rejected — because at the interview they will not see how it will grow and why the company is profitable. Wherein they can take a person with zero experience, but with a specialized university education. After all, a graduate — « Blank sheet» , He does not know« how to do» , will not turn up his nose, but will learn. Don't expect to be the boss all at once. Be prepared to work as apprentices. |
The point is not the employers themselves, who, as it seems to the young applicant, come up with a million requirements for some simple position of an assistant, but the fact that now many graduates overestimate their abilities.
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external economic activity LLC "UK" REVIVAL Trading House" |
I believe that work in big company without experience, of course, reality. You just need to start with something small, with a low position, salary and strive for something big. Career advancement must be earned and put in the effort. Unfortunately, now many graduates believe that they should immediately be hired for a good position with high remuneration. In our culture, there is no value of work as a process of self-improvement, obtaining knowledge, skills and abilities. Therefore, the expectations of applicants so often do not coincide with the proposals of employers. |
Anna Gerasimova,
A spoon of tar
Not everything is as rosy as it seems. Not all companies are ready to hire an inexperienced worker. Some HR specialists explain their refusal by the fact that they are afraid, having hired an employee without experience, to spend a lot of time and effort on his training and eventually lose (a specialist can always quit at the most inopportune moment or go to competitors).
It often happens that the employer offers not exactly the vacancy that you dreamed of. But you need to remember that a lot depends on yourself, on your erudition, personal qualities and aspirations. At the same time, you should not reject the idea of a free internship, especially during your studies. Perhaps in the future, this free internship will bring you more than you thought. And everyone who deserves it will find their dream job.
Demand structure by work experience
(by number of vacancies)
Data provided by the recruiting companyheadhunter
In which professional fields most often they hire specialists without work experience?
- Sales - 40%
- Administrative staff - 16%
- IT - 10%
- Banks - 8%
- Transport - 7%
- Marketing - 7%
- Working staff - 6%
- Tourism - 5%
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