Diagnosis of labor activity of young children. Diagnosis of work activity

1. The ability to accept the purpose of work

2. The ability to highlight the subject of work

3. The ability to foresee the result of work

4. Ability to plan the work process

select the necessary equipment

6. Mastering labor skills and abilities

Labor in nature.

1) The child is asked to work hard - water the plants, loosen them, remove dust from them:

The child accepts the goal of the work and willingly accepts the teacher’s offer;

The child agrees to the teacher’s proposal, but he needs additional motivation (“Help me”);

The child does not accept the goal of work outside of a play situation (“Dunno doesn’t know how to care for plants. Do you want to teach him?”).

2) The child is asked to select two plants from a corner of nature that need watering, loosening, and dusting, and explain why he chose these particular plants:

Is independent in determining the subject of labor, identifies its features (signal signs of a living object: the soil is dry, there is dust on the leaves, etc.);

The subject of work and its features that are significant for work are highlighted with the help of the teacher;

Does not highlight the subject of work with its characteristics (even with the help of an adult).

3) The child must answer what the plants will be like after he provides care:

The child foresees the result of labor (flowers will grow well after watering and loosening);

The result of labor is determined with the help of an adult;

Cannot cope with the task even with the help of an adult.

4) The child is asked to talk about the sequence of work actions and explain the need for such a sequence. If it is difficult, give the child a set of pictures depicting labor actions to remove dust from plants and ask them to arrange them sequentially:

The child independently talks and explains the sequence of work actions;

Arranges pictures in the correct sequence and explains;

Cannot plan the sequence of work actions.

5) Invite the child to select the equipment necessary for work. Put him in a situation of choice: along with the necessary tools and equipment, put in those that are unnecessary for a given labor process (for example, a net for transplanting fish, etc.):

Independently selects the necessary equipment;

With a little help from an adult, selects the necessary tools;

Cannot complete tasks.

6) The child is asked to show how he will care for the plants: water the plants correctly, loosen the soil, remove dust from different plants:

Performs all labor actions quite efficiently and independently;

Performs individual labor operations quite independently, but with poor quality;

The quality of work performed and the quality of the result are low.

The results are summarized in Table 1.

Table 1 - Diagnosis of work activity in caring for plants

Last name, first name of the child	1. The ability to accept the purpose of work
Vorobyova Valeria
Gorlinskaya Sofia
Ilchenko Denis
Ionova Vera
Shilin Ivan
Shpak Sergey

LOW A - the effectiveness of work activity is low, instructions and direct assistance from an adult in performing work actions are required.

MEDIUM B - the child’s work is effective with a little help from adults; The child has an expressed desire for independence.

HIGH B - the child is completely independent in work activities caring for plants. The work is productive.

Table 2 - Level of formation of attitude towards work activity in caring for plants

Household work.

1. Subgroup Children are asked to wash the plant trays. Each person washes 1-2 trays. Result: all trays are clean. When performing a task, the teacher pays attention to how the children distributed objects of labor among themselves, selected the necessary equipment, performed a labor action, and assessed the quality of the labor actions performed.

2. A subgroup of children is told that paint cans are dirty. What to do?

Collective work assumes that each child performs a certain labor action (one washes, another rinses, the third wipes, puts on a tray, etc.). The children distribute responsibilities and negotiate among themselves. When completing a task, the teacher pays attention to the ability to set a collective goal of work, distribute work between participants, distribute work equipment for each participant in joint work, organize a workplace, work at a common pace, etc.

The results are summarized in Table 3.

Table 3 - Diagnostics of the development of household labor

By analyzing the attitude of children, we determine which group the child belongs to:

LOW A - the child willingly accepts and gets involved in work activities, but the work activities are hasty and of poor quality. In collective work, he prefers “work nearby.”

MIDDLE B - the child willingly accepts and gets involved in work activities, shows diligence in performing work activities. Willingly participates in collective forms of work activity, but performs the role of an assistant.

HIGH B - the child likes to work. Performs all actions skillfully and efficiently. Acts as an organizer in collective forms of children's labor activity; distributes work kindly and interacts with other children.

Table 4 - Level of development of children’s attitude towards household work

Manual work.

1) The child is asked to make a snowflake. The child must choose the paper of the desired quality, color, size and the necessary tools (scissors, pencil) and make it according to one of the variable samples.

The teacher lays out on the table in front of the child 3 options for making snowflakes and the corresponding operational cards, which clearly represent the method of making snowflakes.

When performing a task, attention is paid to the presence of general labor and special skills, the formation of generalized methods of design, the development of combinatorial skills, and the reproductive or creative nature of the activity.

2) The teacher identifies to what extent the child can accept the goal of the activity, choose materials and tools, organize the workplace, use operational cards, master self-control actions, and the ability to independently achieve results.

The results are summarized in Table 5.

Table 5 - Diagnostics of the maturity of manual labor

By analyzing the attitude of children, we determine which group the child belongs to:

LOW A - helplessness in all components of the labor process; refusal to engage in activities, low independence, need for direct assistance from an adult; the result of low quality work.

MEDIUM B - high independence in reproductive activities. the quality of the result is high, but without elements of novelty or close transfer, insufficient combinatorial skills and independence for the implementation of a creative plan (advice, instructions, inclusion of an adult in the work process are required); the plan was partially realized.

HIGH B - developed combinatorial skills. The use of operational maps, a generalized method of construction; complete independence; the result is of high quality, original or with elements of novelty.

Table 6 - Level of development of children's attitude towards manual labor

Table 7 - Summary table of the development of labor skills of children of senior preschool age

Criteria for examining labor skills in children of senior preschool age (Appendix).

Table 8 - Results

1. Children have well-developed work skills and abilities. Children are happy to carry out instructions from adults and take a responsible approach to fulfilling the duties of duty officers.

2. In the senior group, children develop skills in various types of manual labor: embroidery, sewing, beading, working with natural and waste materials, etc.

Indicators of moral and volitional development of children and the level of mastery of labor skills

(based on research by G.N. Godina)

The teacher can detect and evaluate the development of moral and volitional qualities, labor and organizational skills and abilities in his pupils.

General indicators of skill development in relation to children of different age groups are considered differentiated. Thus, the mastery by children of the younger group of individual effective actions in the process of self-service (soaping hands, washing, wiping, fastening buttons), household labor (laying out spoons, cleaning toys, etc.), labor in nature (feeding fish, watering plants) indicates for labor skills.

Skills can be identified by observing the child while washing, dressing or undressing. So, while dressing, you can note how he puts on (takes off) individual items of clothing independently or with the help of an adult, and when washing, you can find out how the child, independently or with the help of an adult, washes his hands, his face, and wipes himself with a towel.

Mastery of these actions is evidenced by the child’s independence, manifested in his independence from the adult.

If a child masters only individual actions in self-care work, then children of middle preschool age already master the integral processes of labor (dressing, undressing, washing, preparing food for animals and the ability to feed them, setting the table, participating in preparation for classes). How children have mastered these processes can be judged by such indicators as the completion of all actions in their sequence, taking into account the technique of execution (accuracy, speed) and the manifestation of independence.

To identify these indicators, the child is asked to perform a labor process familiar to him and his actions are observed.

The following will be assessed:

whether the child performs the necessary techniques and actions;

whether their sequence is observed;

performs work independently or with the help of an adult;

accuracy of actions and their pace.

The basis for assessing the labor skills of middle-aged children is their mastery of the way of performing the labor process, speed of action, and independence in completing a task.

In older preschool age, pupils master a large number of work skills. This can be judged by the same indicators as in the average group. However, the requirements for the technique of performing actions are increasing. Children must perform them deftly, accurately and beautifully.

The availability of labor skills of older children is determined by the following indicators:

the way of performing the labor process, compliance with the following actions;

degree of independence;

techniques for performing techniques and operations.

When assessing the labor skills of older children, attention is paid to accuracy, beauty, dexterity of movements, and independence when performing a labor action. The presence of labor skills in children of senior preschool age is evidenced by the automaticity in performing familiar work actions, the ability to select materials, organize the workplace and clean it up after work.

In addition to labor skills, children also develop organizational skills: preparing materials, equipment, planning the labor process, preparing the workplace, cleaning materials, etc.). These skills are developed in children already in the middle group.

The ability to plan the labor process can be judged by the plan, how and in what sequence children follow the order of actions.

To find out whether the child has an idea of planning, you can invite him to talk about how he will carry out this work process

This work is assessed according to the following indicators:

does the child name all the actions;

indicates their order.

Along with the ability to plan the labor process, children develop the ability to control it. At the same time, they use visual aids (subject pictures) and teach preschoolers to check every action.

The purposeful actions of children, quality results and timely completion of work are subject to evaluation.

The ability to plan individual work affects the collective work of children when it is necessary to distribute the amount of work among everyone.

Children's understanding of the following skills is assessed:

name the materials and equipment necessary for this work process,

indicate the execution process;

talk about cleaning materials, equipment and the workplace.

The following indicators indicate the ability to plan work activities:

how a child selects materials and equipment;

whether everything is placed rationally in the workplace;

whether he thinks through the method of execution (it must correspond to the given content of the work) and whether he strictly follows it;

whether the work achieves high-quality results;

whether the work is completed on time.

Gradually, children’s volume of labor skills increases; it becomes possible to record not only the level of mastery of labor skills, but their volume. This is due to the expansion of the content of labor.

Indicators of moral and volitional development of children can be used in labor training. In any activity, including work, there are two sides: operational and emotional-motivational. The operational side does not have a direct impact on the moral development of the child, but the formation of such qualities as independence, diligence, activity, responsibility, determination, and perseverance depends on mastering these skills.

The influence of skills on the development of moral and volitional qualities is enhanced if the goal of work is formulated as moral, and the child is oriented towards its implementation.

Children of primary preschool age are taught to perform labor actions, increase interest in work, create a desire to work, and develop qualities such as diligence and independence.

Performance is evidenced by:

accurate reproduction of the method of action when performing familiar content of work;

achieving the goal.

Independence can be judged by:

to perform actions without outside help;

to achieve results in work.

Determination is assessed by how a child persistently achieves results.

It is possible to identify these moral and volitional manifestations of children by organizing, for example, self-service in the form of a game. You can invite your child to dress the doll, noting:

method of action (techniques, operations);

degree of mastery of individual actions;

interest in performing actions (distraction, chaotic transition from one action to another, refusal to perform actions);

whether the child makes efforts to achieve the goal;

degree of independence;

whether it achieves results;

quality of the result;

interest in the result (what the child says about this).

The nature of these manifestations allows us to conclude that children have independence, diligence, purposefulness, and their attitude to this labor process.

It is at early preschool age that children actively master a number of work actions that put them in a position independent of adults, arouse the desire to imitate him, develop diligence, the desire to master the action, and interest in the work task. Having mastered the techniques of performing actions, children show independence in self-care, can help a peer, and show care for him. This indicates a high level of independence in children.

In middle preschool age, along with skills, such qualities as diligence, accuracy, careful attitude to materials and objects of labor are formed, indicating a positive attitude towards work.

Accuracy can be judged by the quality of the labor product. Indicators of a child’s careful attitude towards work equipment are:

method of use (as intended);

nature of use (uses it carefully, does not throw it away, puts it back in its place after work).

Children’s careful attitude towards materials can be judged by the following indicators:

amount of material used (as required);

nature of use (whether it is put back after work).

In middle preschool age, the level of independence increases, manifested in the fact that children can

organize individual activities without the help of an adult;

pick up everything you need for work

put it back after work,

determine the sequence of actions.

Diligence gradually develops into responsibility. Its indicators are:

the ability to accept the goal of work proposed by adults;

determine the method of execution,

make efforts to achieve the goal;

achieve high-quality results.

When assessing this quality, it should be taken into account that the child must immediately respond to an adult’s request to complete a work task (regardless of the attractiveness of the goal). If the content of the work is familiar, the child himself determines the method of performing it. The perseverance of the student’s efforts and ability to achieve high-quality results are assessed.

Among children in the middle group, their attitude towards work changes in general. They begin to show interest in the purpose of work. This is expressed in two indicators: firstly, children, with rare exceptions, refuse to carry out those tasks that an adult sets for them; secondly, they begin to be more willing to carry out those tasks that are of social importance.

Their interest in the labor process increases noticeably. This is evidenced by the minimal amount of distractions during work. Often preschoolers are ready to continue it, although the result has already been obtained.

Children's attention to each other during work increases: they begin to be interested in who is doing what, offer help: they do this either on their own initiative or on behalf of an adult.

By the end of the year, in the middle group, children begin to realize that the result was achieved thanks to the skills they have and the efforts they make during work.

To identify a preschooler’s attitude to work (its goal, process, result), it is necessary to organize the child’s individual work, noting the following:

1. Attitude to the goal:

2. Attitude to the process:

whether he was carried away by the task (distractions, their nature, the reason for the distraction, the time spent on distractions);

did you make efforts, efforts;

degree of independence when performing work;

whether the result was achieved, what is its quality.

3. Attitude to the result:

how he assessed the result (what he said);

How did you behave in connection with the high-quality (low-quality) performance of the work or its non-fulfillment (upset; indifferent, cheerful)?

Using these indicators, we can generally give an answer about the child’s attitude towards work. The data obtained during the organization of work is supplemented by preliminary observations of the child.

As practice shows, in the older group, as children master work and organizational skills, they acquire greater independence and autonomy. They develop a habit of work. Such a quality as independence is filled with new content, including the following skills:

set the goal of work;

select materials and equipment;

distribute work among comrades (in collective forms of labor);

plan the labor process;

achieve quality results;

put materials and equipment back into place, wash and dry equipment;

tidy up the workplace.

Older children get used to participating in labor.

In an individual conversation with a child, it is possible to identify the presence of socially valuable motives for work. During the conversation, questions are asked: what would you like to make: counting cards for yourself (they will be needed at school) or for the children of the whole group? Why would you like to do this job? If a child prefers to work for others, it means that he has developed a socially valuable motive for activity.

Indicators that a child is guided in his work activities by a social motive are:

willing acceptance of the social purpose of labor;

targeted actions to achieve this goal;

achieving a high-quality socially significant result.

If these indicators can be noted in a child’s activity, then we can say that its basis is the social motive of labor.

By mastering the skills of a culture of activity, older preschoolers also demonstrate organization, which is expressed in timely and high-quality completion of work.

Another important moral quality - responsibility - is also being improved. It highlights such an indicator as diligence, which is the basis of conscientiousness.

Marina Avdoshina
Self-analysis of the ECD lesson “Let’s help plants in a corner of nature”

Conducted direct educational activities with children of the older group, age 5.10-6.0 years. There were 13 children present.

Prepared a methodological development of GCD on the topic « Let's help plants in a corner of nature» ; envelope with letter; plants of a corner of nature; equipment for work; diagrams indicating the type of inventory; diagrams - cards with catchy designations of the necessary conditions for growth plants; watering cans, spray bottle, baths, aprons, oilcloth, rags, brushes, sticks. I arranged the tables so that the children were comfortable.

In preliminary work with children were carried out: observation plant of a corner of nature(features of appearance, structure, observation in favorable and unfavorable conditions (experimentation) observation of the teacher’s work, familiarization with the model of the labor process). Conversations, looking at illustrations, writing stories about plants, asking riddles, work, reading.

Before the GCD, sanitary and hygienic standards were observed conditions: done assistant teacher wet cleaning in the group room; corner ventilation (at this time the children were in the music room). The furniture is arranged so that the child feels comfortable throughout the entire period of the activity. classes.

The material, visual aids, and equipment for educational activities were selected at a level accessible to children, corresponded to their psychological characteristics and were rational for solving the set goal and assigned tasks. Their appearance is colorful, bright, aesthetically designed, and meets general requirements.

Direct educational activities are of a complex type.

Integration of educational regions: educational,

social-communicative, speech.

Program content:

Target: To develop children's interest in plants

In the introductory part it was decided task:

Cognitive development:

Cultivate children's interest in plants.

The main part was decided tasks:

Cognitive development:

To clarify and consolidate children’s knowledge about how to care for plants and about the sequence of work.

Train children in the ability to identify plants in need of care, draw conclusions about the lack of certain conditions.

Cultivate children's interest in plants, create a desire to observe and care for them.

Social and communicative development.

Strengthen the ability to plan your activities and distribute responsibilities between participants.

Strengthen knowledge about actions with inventory.

Develop a work culture and curiosity.

Speech development:

Develop dialogical speech.

In the final part it was decided task:

Speech development:

Develop dialogical speech.

The purpose and objectives of the GCD meets the program requirements age group("Program of education and training in kindergarten" under. edited by M. A. Vasilyeva).

The duration of the GCD is 25 minutes. Introductory part – 3 min. ; main part – 18 min. ; final part – 4 min.

The duration of the GCD corresponded to the requirements of the program.

In the introductory part of the GCD, to create interest in the topic, I used a technique - a surprise moment (letter).

In the main part, the NOD used techniques - conversation, showing methods of action, using samples, explanation.

There was individual work with children in the main part of the educational activity - giving instructions in words.

In the final part of the GCD, the analysis of children's works was carried out with by looking at, questions.

All parts of the GCD were interconnected and subordinated to a given topic, purpose and objectives of the GCD. Properly organized change of activities made it possible to prevent fatigue and oversaturation in children.

Used methods:

Verbal (for questions for children, encouragement);

Visual (removal);

Practical (in completing a task);

Control method (in the analysis of completed work - approval and praise).

All teaching methods and techniques corresponded to the program content and age characteristics of children.

The speech was expressive, calm, and reasonable.

Used health saving Components: change of poses of children; to keep children interested.

I believe that the form of organization of children's educational activities I chose was quite effective. Throughout the entire educational activity, UUDs were formed (universal educational activities, in accordance with the requirements of the Federal State Educational Standard).

Analyzing the activities of children in educational activities, I would like to note that they showed cognitive activity in environmental education, used competent knowledge and skills in cognition, in work activities in nature. They were interested, attentive, organized. Involved indecisive and shy children in answering questions, helped verbal instructions at work. The children were eager on one's own analyze your work and the work of your comrades.

Analyzing the GCD, we can say that the set goals and objectives were successfully completed.

The children worked at their own pace and completed the task according to their individual capabilities.

The children pleased me that the kindness of a child’s soul, their curiosity, interest in the environment was felt throughout the entire NOD.

Publications on the topic:

In the process of introducing children of younger groups to nature, the teacher solves a number of problems: forms the first ideas about certain objects.

Summary of GCD in the middle group “Planting onions in a corner of nature” Goal: Systematize knowledge about the process of planting seeds. Objectives: Develop the ability to identify the subject of work, select tools and materials.

Labor education lesson “Children’s work in a corner of nature” 1. Type of activity: labor education 2. Topic: “Children’s work in a corner of nature.” 3. Program content: To develop labor skills.

At the end of February, after a walk, the children and I brought birch and poplar branches to the group for observation. Purpose of observations: to consolidate.

Self-analysis of GCD for FEMP “Let’s help Kolobok find his way home” Direct educational activity Educational area "Cognition" (FEMP) Topic: "Let's help the bun find its way home" Goal:.

MBDOU kindergarten No. 6 st. Vekovka. Educator: Maly Tatyana Evgenievna. Integrated lesson using ICT

2. Analysis and diagnosis of labor skills of children of senior preschool age

During the observation of the organization and content of work of children in the senior group, answers were given to the following questions:

1) What kind of work activity took place in the groups (senior, preparatory). Duty roster:

a) around the dining room (setting tables, serving second and third courses, collecting dishes from the table after eating);

b) in preparation for classes (distributing and putting away manuals and materials, washing brushes, glue and paint utensils, washing rags, wiping tables after work, sweeping away scraps of paper);

c) in a corner of nature (they prepare and give food and water to animals, wash their dishes, together with adults they wash or clean cages and enclosures. They take care of plants: water them as needed, wash them, cut off wilted leaves, loosen the soil in pots, keep a calendar weather).

2) What kind of work is done by children besides duty:

a) household work (cleaning a group room: wiping window sills, furniture, building materials, washing toys, washing and ironing doll clothes and linen);

b) cleaning the area (in the fall they rake leaves, in winter they remove snow on the paths and playground, build a slide and other buildings out of snow, make colored pieces of ice, etc., in the summer they water flowers and sand, wipe down benches after playing with sand);

c) labor in nature.

In the fall, they harvest crops in the garden, collect seeds, participate in transplanting plants into the ground, digging beds, flower beds, replenish the corner of nature with inhabitants of reservoirs, prepare food for wintering birds, and begin feeding them.

In winter, root crops are planted - beets, carrots, oats are sown, i.e. They grow green food for animals in this corner of nature and feed wintering birds.

In the spring, seedlings are watered and seedlings are planted in the vegetable garden and flower garden.

In the summer, they continue to care for the plants of the vegetable garden, flower garden, garden: watering, loosening, hilling, thinning, tying up);

d) manual labor.

Working with paper, cardboard, making various crafts for games and gifts, repairing books, manuals, boxes.

Working with fabric: sewing doll clothes, seed bags, threading a needle, tying a knot, sewing on buttons, hangers. Working with wood: hammering, sawing, painting for making toys, etc.

Working with natural materials: sponge, grass, bark, leaves, pine cones, making various souvenirs, toys).

3) It was determined that children have the skills, abilities, and habits to work carefully, in a certain sequence, to complete a task, and to handle tools and materials correctly.

4) The methods of organizing children’s work are characterized (the number of participants, grouping, children’s independence in the distribution of work, the nature of the relationships between children in the process of activity).

Diagnostics are carried out in accordance with the requirements of the program of education and training in labor skills in kindergarten and contains criteria for assessing labor skills in children of senior preschool age in the following sections:

Labor in nature;

Household work;

Manual labor;

Hard work while on duty;

Ideas about the work of adults.

The diagnosis was carried out with children of the older group, consisting of 6 people.

2.1 Diagnosis of labor skills and abilities Labor in nature.