Plan outline of the organization of duty in the preparatory group. Synopsis of the organization of duty in the dining room in the senior group. Photo gallery: examples of designing duty areas in kindergarten for different age groups

Municipal state preschool educational institution Kindergarten No. 3 "Snow White" Mirny, Arkhangelsk Region

(MKDOU No. 3)

Summary of the organization of duty in the dining room

with older children.

Shatolina

Tatyana Yuryevna

teacher of higher qualification to.

Mirny

Goal and tasks:

To form the ability of children to independently perform the duties of dining room attendants: set the table.

To form in children the responsibility for the task assigned.

Cultivate a positive attitude towards work.

Develop logic, memory, thought processes.

Learn to be fair in the distribution of work.

Develop the ability to evaluate the result of their work and the work of peers.

Material and equipment:

Easel, pictures-symbols, teddy bear, dishes for serving.

Preliminary work: D / I "What from the beginning, what then." C / R games "Let's set the table for the arrival of guests", "Tishka-birthday boy is waiting for guests",

Move.

The teacher enters the group room with a teddy bear.

Educator: Guys, today Tishka came to us again. Why do you think he is so sad?

Children: I got sick, lost my way, lost my mother.

Educator: He said that he was waiting for guests and did not know how to properly set the table. What to do?

Children: Gotta help

Educator: Let's play the game "What from the beginning, what then."

A game is being played, children must independently lay out pictures depicting sequential table setting actions.

Educator: Well done guys, you did the right thing. Who's in charge of the canteen today?

Lena and Nikita: We. Lena and Nikita go on their own to prepare for duty: they wash their hands, put on aprons, hats, the rest of the children sit down on the carpet in front of the tables.

Educator: Guys, how do you distribute the work of the attendants among themselves?

Lena: We agree among ourselves.

Nikita: Lena and I decided that she would lay out napkin holders and spoons. I will lay out bread bins and forks, and together we will lay napkins, put glasses and plates.

Educator: What is table service?

Lena: Table setting is the ability to properly and beautifully set the table.

Educator: In what order do we set the table?

Children respond based on the diagram built during the game.

Educator: And why do you need to be on duty?

On duty: It's nice to help the teacher. We want to learn how to help adults, to be needed, useful.

Educator: Please, attendants, proceed to your duties.

The nanny observes the labor activities of the children and helps them if necessary. The attendants lay out cutlery. At this time, the teacher conducts a conversation with the children.

Educator: Guys, tell our guest what the plate, bread box is for.

Children: Food is put on plates, we eat from them. Soup, cabbage soup, beetroot, pickle are poured into deep plates. Small plates are needed for second courses. Bread boxes are for bread.

Educator: What about second courses?

Children: Meat, fish, sausages, cutlets, various side dishes: rice, vegetables, pasta, potatoes.

Educator: What are glasses for?

Children: Juice, compote, jelly are poured into glasses.

Educator: The guards covered everything. Guys, listen to the guards. They will tell us about their duty.

Nikita: Lena and I laid the tables, were on duty together, distributed duties in advance who would lay out what.

Lena: Nikita and I tried to help the younger teacher, we worked carefully, everything was beautifully and correctly placed on the tables.

Educator: Guys, how do we evaluate the work of the duty officers? Who will give their opinion.Children express their opinion.

Educator: Our attendants really tried, made labor efforts. They coped with their duties conscientiously, skillfully distributed the work, consistently set the table, were on duty smoothly, neatly, and kindly. Lena and Nikita, thank you for being on duty, you deserve the best marks. How nice to sit at such a beautiful, properly set table.

Educator: Look at our guest, how cheerful and joyful he has become.

Children: Now he knows how to set the table beautifully and correctly in order to invite guests.

Educator: Great, now invite the attendants to the tables.

On duty: Guys, please come to the tables. Bon Appetit!

Children: Thanks.

Children sit at tables.

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Ministry of Education and Science of the Republic of Kazakhstan

Karaganda State University

them. E.A. Buketova

Department: Pedagogy and Psychology

COURSE WORK

By discipline: "Preschool Pedagogy"

On the topic: "On duty in kindergarten as a means of educating responsibility in preschool children"

Performed:

st.gr.PMDViO

Krasnyanskaya O.Yu.

Karaganda - 2008

Introduction
Chapter 1 Duty as a form of organization labor activity preschoolers

1.1 Duty of preschoolers in the dining room
1.2 Duty of preschoolers in the corner of nature
1.3 Duty of preschoolers in preparation for classes

Chapter 2 Experiences of teachers in the formation of responsibility among preschoolers

2.1 Duty as a type of work for preschoolers
2.2 Method of exercises K.A. Klimova
2.3 Duty as a method of formation of responsibility Z.N. Borisova

Conclusion
Bibliography

Introduction

Responsibility is one of the most complex phenomena in the theory of volitional qualities. It is called "the quality of the highest order" because of the close relationship with the emotional, moral and ideological aspects of the personality. This quality reflects the inclination of the individual to adhere to generally accepted social norms in his behavior, to fulfill his duties and his readiness to give an account for his actions to society and himself.

The concept of responsibility presupposes the existence of a subject and requires an indication of the object. The subject is a concrete person interacting with the world. The object is that for which the subject is responsible, "what is entrusted to him or accepted by him for execution." It can be an assignment, a request, the fate of a common cause, etc. The relationship between the subject and the object creates a temporal perspective of the concept: responsibility for the committed action is a retrospective aspect; responsibility for what needs to be done is a perspective aspect.

Making a decision to act one way or another, a preschooler chooses between his narrowly individual interests and the interests of a wider social environment, between "should" and "want".

A number of qualities and skills of the individual act as components of responsibility. Among them are honesty, justice, adherence to principles, readiness to be responsible for the consequences of their actions. These qualities cannot be successfully realized if a person does not have developed emotional traits: the ability to empathize, sensitivity towards other people. The fulfillment of any duty requires the manifestation of other volitional qualities: perseverance, diligence, perseverance, endurance. Thus, responsibility is manifested not only in character, but also in feelings, perception, awareness, worldview, in different forms personality behavior.

Consider the manifestation of this quality in preschool children. Among the indicators of responsibility are: the child's awareness of the need and importance of performing duties that are important to others; the focus of actions on the successful completion of assigned tasks (the child starts on time, tries to overcome difficulties, brings the matter to the end, etc.); emotional experience of the task, its nature, result (satisfied that he is on duty, worries about success, feels satisfaction from the consciousness of successful completion, experiences the assessment of others, etc.); awareness of the need to be held accountable for the performance of duty.

A large circle of researchers considers volitional qualities, including responsibility, as a stable characteristic of the subject, a stable personality trait. IN preschool age this quality is in the process of formation. This process depends on how the child's activity develops and becomes more complicated (play - learning - work), what activity is currently leading, how the place occupied by him in the system of social relations changes. Therefore, the responsibility of a preschooler can be spoken of as a relatively stable quality that manifests itself at the level of habit, emotional outburst, or at the level of conscious-volitional tension. It is advisable to consider the manifestation of responsibility in preschoolers separately in different types activities.

The purpose of this term paper- study of the duty of preschool children as a means of educating responsibility.

The subject of the research is accustoming preschoolers to duty.

In accordance with the given goal, the following research objectives were formulated:

Consider the forms of duty for preschoolers;

Analyze the experience of other teachers;

To conclude.

Chapter 1 Duty as a form of organization of labor activity of preschoolers

The forms of organization of labor activity at the present time are as follows: 1) assignments, 2) duty, 3) joint or collective labor activity of children.

The educator uses the order in all age groups ah: it can be given either to one or to several children.

Duty is an organized form of labor activity of children for the team, performed without fail, in turn. The duty allows for a certain division of labor. Children are gradually involved in duty, since in order to carry them, the child must be brought up with an elementary sense of the obligation of the tasks assigned to him. Children are brought to duty through separate assignments.

In practice justified themselves the following types duty: canteen duty, care duty. plants and animals in the corner of nature and on the site; preparatory duties.

It is necessary to introduce new types of shifts thoughtfully and reasonably, so that by means of duty the real work needed for the team of the group is carried out, and not fictitious, reduced to the control of some children over others.

Duties provide an opportunity to systematically exercise children in two types of labor - domestic and labor in nature; to educate them in labor skills, as well as arbitrariness of attention, behavior, purposefulness, perseverance, responsibility.

Preparation for duty begins already in the younger group in the form of assignments: for example, lay out spoons for dinner, bring clay plates, put boxes or glasses with pencils. In these assignments there is a similarity with the duties of those on duty, but the educator involves only willing children in their implementation; there is no obligation in this work yet.

Preparing children for duty, the teacher teaches them to be accurate and accurate in their work. To this end, he shows the correct methods of work, seeks to interest children in the duties of duty officers, emphasizes the significance of their work for others, and encourages children.

Duty begins with the middle group, where duty is introduced in the dining room and in the corner of nature.

At first, children are involved in one type of duty, the most accessible and interesting for them. IN middle group this is the canteen duty.

1.1 Duty of preschoolers in the dining room

This type of duty is organized from the beginning of the year. At first, the duties of the attendants include laying the table for breakfast and dinner; then the children already prepare the tables for the afternoon snack and dinner, clean the dishes after eating on the distributing table, and, finally, serve the second and third courses together with the nanny (children do not distribute the first dish for hygiene reasons and to protect their safety).

In the middle group, 4-5 children are on duty at the dining room at the same time; each child covers one table - this is within his power. The attendants change daily, one at a time. Gradually, children memorize the order of duty and learn to keep order themselves. For this purpose, duty cards are introduced with the image of objects familiar to children, for example, toys, plants, animals, etc. The child on duty hangs out his card in a certain place.

Canteen duty is introduced in an organized manner by explaining and showing duties to the entire group. The teacher tries to interest the children, indicating that they are entrusted with a serious matter, and expresses confidence that the attendants will work well.

With the introduction of duty in the dining room, the educator conducts a conversation with the entire group, in which he reveals to the children their duties, the order of work; clarifies what dishes to put for breakfast and lunch; speaks of accuracy in work; determines the number of attendants and appoints those on the first day; shows cards; on duty and assigns them to the children.

Then dedicated attendants cover some of the tables for breakfast, some for dinner; the rest of the children monitor the correctness of their work. Such a visual demonstration is very valuable, since it makes it possible to clarify the process of setting the table: where and what dishes to take, how to carry them, how many plates and cups you can take at once, how to take and put them, where to put a spoon, fork. The procedure for cleaning dishes after eating should also be explained; indicate what each child cleans up after himself and what falls to the share of those on duty.

It is very important to encourage children to be on duty, to emphasize that thanks to their work, preparation for meals is faster. In case of incorrect or negligent performance by the duty officers of their duties, it is necessary to once again show them individual actions or remind them of them, make a remark, offer to correct the shortcoming.

The educator is required to carefully monitor the work of the attendants, guide them, help and control.

In the older group, the duty in the dining room is somewhat expanding, the duties of those on duty are becoming more complicated: they must spread and remove tablecloths; set the table and remove from the table; distribute the second and third course; sweep the floor near the tables with a children's brush; in the summer, help the nanny wash the tea dishes.

IN senior group it is possible to reduce the number of attendants: instead of four, appoint two, that is, increase the amount of work, since the strength of the children has increased, and they have the appropriate labor skills. The sequence of duty and the list of attendants who determine this sequence may be different than in the middle group - alphabetically.

At the beginning of the year, a conversation about duty is also held in the senior group. Children 6-7 years old should already understand that each of them takes turns doing work for the whole group as a whole, takes care of his comrades and at the same time learns to do without the help of adults where possible. Thus, the attention of children is fixed on the development of independence, service to the team of the group and responsibility for the task assigned.

In order to systematically monitor and teach children to be responsible for duty, it is useful to practice such activities as children's stories or conversations on the topic: "How we are on duty in the dining room."

Such activities help children to better understand the content and significance of this type of duty.

Older children should be taught to self-fulfillment on duty in the dining room without a reminder and showing the educator. They quickly remember the order of duty, work diligently and accurately. The attendants are the first to wash their hands in the morning and go to set the table for breakfast: they can be allowed to leave the walk earlier than others to do this work before dinner. The teacher looks through the table already laid by the attendants.

The attendants have to leave the game, the book, interesting activities to fulfill their duties, which undoubtedly strengthens the strong-willed qualities of children.

For the best performance of their duties by the attendants, it is necessary to place all the serving in children's buffets so that it can be easily taken and put away to its original place. Light aprons are desirable for attendants so that they do not stain their dress or suit. To sweep crumbs from the table, brushes and scoops are needed, stored in a utility corner near the sideboard; for floor sweeping - children's floor brushes.

It is not recommended to resort to excessive embellishment in the suit of the duty officers - to introduce hats, scarves, armlets. All this will attract the attention of children and create interest in duty only at first, which is confirmed by numerous facts from practice. Very quickly, these additional items cease to interest children and even bother them, as they require additional time to put on.

For the usefulness of the duty and maintaining interest in them, it is important to organize them thoughtfully, gradually complicating the duties of the duty officers, carefully monitoring their work, encouraging diligent children and Special attention to the careless.

The success of the duty also depends on the grouping of children: a combination of more active with passive ones is necessary; children with stronger work skills should be paired with children who have poorer skills.

1.2 Duty of preschoolers in the corner of nature

The second type of duty - in the corner of nature - is also introduced from the middle group. This type of duty is valuable not only in educational, but also in educational terms. In the process of caring for plants and animals, children observe their life and development, learn how to care (watering, loosening plants) and feeding; the educator helps children to establish the relationship between the condition of plants and animals and the correct care for them.

In the younger group, the teacher himself waters the plants and feeds the animals in a corner of nature, attracting only those who wish to do this. The teacher also enters at the beginning of the year in the middle group.

Then two attendants are allocated, and a division of labor between them is possible: one looks after the plants, the other for the animals. The one who is released first helps the second. This makes it possible to strengthen mutual assistance among children.

Duty in the corner of nature is introduced in an organized manner. The teacher conducts a short conversation with the children of his group about what is available in a corner of nature; remembers how the children feed the animals with him, water the plants; indicates that the inhabitants of the corner must be fed correctly and daily, the plants should be watered and washed, dry branches and leaves should be cut off from them, etc .; the first attendants are appointed here; The teacher shows them how to work.

During these shifts, it is very important to teach children to observe the objects of a corner of nature, to notice changes (the appearance of new leaves, sprouts, flowers, yellowing of leaves, the condition of animals).

The educator teaches children to carefully care for plants and animals, handle them carefully, fosters interest in a corner of nature.

In the older group, if the corner of nature is richer there, the duties of the attendants expand: an extra attendant may be required to care for, for example, mammals.

The duties of the attendants also include feeding the birds on a walk - outside the window or on the site. In the summer, in connection with the arrangement of the garden and flower garden, the duty officers should be instructed to water the flower beds and beds in the morning, arrange bouquets, and change the water in vases with flowers. Thus, the volume of work on duty increases even more, in connection with which their number can also be increased.

At the beginning of the year, an explanatory conversation is held in the older group about duty in a corner of nature, about the duties of those on duty, about the increasing requirements for them. When new plants and animals are introduced, the teacher involves the children in examining them and informs them about the methods of caring for them.

Older children work more independently in a corner of nature; the educator requires them to carefully care for the animals, recalls that the state and even the life of the inhabitants of a corner of nature depend on the inattentive attitude of the attendants to their duties.

You can entrust the duty officers with independent observations of some inhabitants of the corners of nature, followed by a story about these observations. From time to time, you can practice reporting on duty about their work - in the form of a conversation with the entire group of children.

In the older group, children know the time of feeding animals, their diet, prepare food for them on their own; their duty is also to clean the cages.

Some types of work, for example, charging an aquarium, setting up a terrarium, cages for individual insects, are carried out by a teacher with the involvement of children.

1.3 Duty of preschoolers in preparation for classes

Duty in preparation for classes takes place only in the older group, it is introduced in the same organized way as the first two types. The attendants prepare tables and chairs for classes, materials, manuals (both common for the whole group and individual for each table).

Especially a lot of attention and time requires preparation for visual classes; children are brought to fulfill these duties gradually. Experienced educators involve children in cutting paper, preparing pencils for drawing, pouring glue, etc. After the end of the lesson, the attendants put all the manuals and materials in place and put the group room in order.

Thus, all types of duties are introduced in an organized manner; their content and the duties of the attendants are explained to the children in advance, and the correct methods of work are shown to them. Gradually, the duties of the attendants are expanding and the requirements for the quality of performance are increasing. Children are gradually brought to an understanding of the obligation of duty, to the understanding that this work is important and necessary, it must be done diligently.

In the older group, children's work skills become stronger, they can work at a faster pace, have time to do everything by a certain time, and perform duties on duty on their own.

For each type of duty, the necessary equipment is required, which children are taught to use independently, carefully, and then put away.

It would be wrong to think that the presence of attendants frees other children from work. So at the end of the meal, each child puts his dishes in the middle of the table, puts his napkin in a certain place, and pushes the chair. The attendants carry the collected dishes to the distribution table, sweep the crumbs from the table, change the tablecloths.

The same thing - after the end of classes: each child should be taught to collect their pencils, put the drawing, modeling, rinsing the brush, picking up scraps of paper, etc.

It is important that mutual respect be established between those on duty and other children. The attendants take care of the team, try to fulfill their duties as best as possible; on the other hand, the rest of the children should strive to eat carefully, study, do not forget to clean up after themselves, so as not to impose additional tasks on duty; if necessary, at the request of the attendants or at the direction of the teacher, the children willingly help the attendants.

The educator introduces a certain division of labor among the attendants - serving each of certain tables, caring for certain objects, laying out certain materials and manuals, etc. All this makes the work of the attendants more responsible, visible to others. But at the same time, duty officers must be taught to work together, to help each other; together check the finished work, correct the shortcomings in the work of comrades.

The selection of attendants can be different - at will, according to the list, according to the tables; it is necessary to combine more accurate and diligent children with less accurate, more active with less active. During the year, children must go through all types of duty established in this group. The duration of the duty for each child is one day - this makes it possible to participate more often in each type of duty and to more firmly master the necessary labor skills. The shifts organized in some kindergartens for 3-4 days, and sometimes weeks, allow you to return again to the first type of duty after a long period of time; in this regard, the acquired skills may fade.

During the day, each child participates in one type of duty, otherwise he will not have time for games and walks, which is completely unacceptable from a pedagogical point of view.

All types of duty must take place in hygienic conditions, without prejudice to the health of the child. Therefore, children are not instructed, for example, to deliver the first hot dish, tea or coffee; they are not involved in washing tableware.

The teacher needs to carefully monitor the posture of those on duty when watering the plants; so that children do not wear a large number crockery, heavy basins, etc.

It is very important to keep children interested in duty: for this purpose, it is necessary to gradually complicate their duties, introduce emotional moments, and avoid clichés on duty. Otherwise, the children of the older group develop a formal attitude towards their duties. This is especially observed in cases where a corner of nature is poor, has a frozen, monotonous character, when all work in it comes down to watering several plants and feeding one fish.

In order to educate children industriousness and instilling skills in them, it is important that the duties become firmly established in their lives, proceed in an organized, systematic manner, in a certain, well-thought-out order, and not from case to case. Both the educator and the children should take duty seriously; the work of the duty officers must be directed, controlled and, at the same time, used for the development of independence.

The educator has an active, leading role here; duty is one of the important forms of organizing child labor, creating a labor orientation in children, a means of educational influence. The educator himself must be proficient in all types of duties, be an example for children, be able to correctly explain and show them the methods of work, create conditions, lead children to positive results without forgetting the need for an individual approach to children.

Chapter 2 Experiences of teachers in the formation of responsibility among preschoolers

In domestic psychology, responsibility and its formation were mainly considered in a specific activity leading at a given stage of a child's development. It was believed that the child is formed both morally and socially as his activity develops and becomes more complicated. Responsibility was considered primarily as a property of the individual, and all experiments were of a formative nature.

Methods and techniques for the formation of responsibility are purely instrumental in nature.

Responsibility can be formed only if it is possible to fill them with social meaning. K. Muzdybaev emphasizes that in order to form responsibility, it is necessary that the child emotionally experiences the task entrusted to him, realizes the importance, the necessity of his activity not only for himself, but also for other people

L.I. Bozhovich emphasized that "the quality of a person: is the result of a steadily entrenched habit." A person feels the need to do what he used to do "at a certain time and under certain circumstances." Therefore, the regime is of great importance for the development of responsibility. It is important that the child composes it independently. If he gets used to starting classes at a certain time, then this habit will help him to study without adult control.

The participation of children on duty is one of the most common forms of their labor education in the conditions of preschool institutions, it is no coincidence that many studies in the field of labor education are devoted to this issue.

The issue of duty was first fully and deeply considered in the work of N.V. Koroleva and G.Yu. Gollender.

2.1 Duty as a type of work for preschoolers

The article correctly poses and resolves the main range of issues related to the educational value of this type of labor, the range of duties of the duty officer and the gradual expansion of these duties as they are mastered by children. In this work, the question of the methodology of labor education is also correctly resolved: the education of children's interest in the performance of duties, the development of collective relationships and the role of an individual approach in the development of a correct attitude to work.

There is no intention in the article to transfer training in the methods of performing work duties to the lesson plan. The authors correctly point out the need to teach children how to set the table by showing, explaining, using for this general remarks addressed both to the entire group and to individual groups of children on duty.

However, in the work of N. V. Koroleva and G. Yu. Gollender, many issues are not covered sufficiently. Thus, the development of valuable personality traits - responsibility, independence, a sense of caring for the team, diligence, etc. - is considered only in the very general plan. The question of collective relationships different groups children on duty are also only scheduled.

In other studies on duty, these questions have been further developed.

2.2 Method of exercises by K.A. Klimova

The exercise method, as the most effective for the formation of responsibility, was used by K.A. Klimova. In Lectures for Parents, A.S. Makarenko notes: “We must strive to ensure that children develop good habits as strongly as possible, and for this purpose, the most important thing is constant exercise in the right deed.” 77 pupils of the kindergarten aged 6-7 years old took part in the experiment of K.A. Klimova. The children were given feasible tasks, such as distributing and collecting toys. Emphasis was placed on the formation of socially oriented motives for activity. The children were explained the importance and necessity of mandatory and good execution the assignment given to them. Children were taught to plan their activities. The experimenter supervised the execution of the order. By the end of the year, the number of responsible children had almost tripled. The effect of such a system of education, apparently, increases the responsibility of the child already in early age.

2.3 Duty as a method of formation

responsibility Z.N. Borisova

So, in a more thorough study by Z.N. Borisova focuses on the education of responsibility as a quality that determines the nature of the collective relationships of children. This study proceeded from the provisions of I. K. Krupskaya, A. S. Makarenko, M. I. Kalinin that the collective relationships of children develop in the process of work, and relied on the work of Soviet psychologists B. G. Ananiev, A. V Vedenova, VN Gorbacheva, in which it was shown that the sense of responsibility, which characterizes the level of development of children's self-awareness, can be developed to a certain extent already in preschool children.

As the main methodological way of educating responsibility, 3. N. Borisova outlined the training of children on duty. In the first place among the methodological means was the conversation of the educator with the children. In conversations, children learn about the range of responsibilities and their distribution, about the consistency of actions.

A firm order in the group, constancy of requirements, a clearly defined and constantly expanding range of duties, serious attention to the culture of child labor and the relationships that develop among the guys in the process of duty - all this gave good results. They were brought up a responsible attitude to the performance of duties, they learned to be on duty, mastered a certain range of skills related to duty.

3. N. Borisova notes that at the beginning of the study, there was a negative attitude of children towards duty. This was due to the fact that the pupils had not yet formed the necessary skills and abilities, they did not learn how to bring things to the end, they were often distracted during shifts, they did not know how to work together, check their work, and also because they were poorly oriented in space. In the future, it was possible to instill in children the skills and abilities necessary to perform the duties of duty officers, it was possible to ensure that they knew these duties well and were able to complete the work. However, by the end of the study, the tasks of educating children to act jointly, to agree on the distribution of responsibilities, to check their work remained unresolved; the question of the formation of the ability to navigate in space also remained unresolved (especially in relation to children of middle preschool age).

In the study of Z. N. Borisova, the issue of grouping children in the performance of duty duties was not addressed. This question has been raised in a number of other works (Ya.Z. Neverovich, M.V. Minina, E.A. Gridasova, L.A. Dyuzhenko).

Pedagogically, the most expedient association of children (a more skillful one is paired with a less skillful or younger comrade, a newcomer joins the two “experienced” attendants) contributes to the fact that they learn to negotiate, distribute responsibilities, provide assistance and support to each other, and this is in labor education , in the education of correct collective relationships is most essential. This approach makes it easier to resolve the issue of establishing the right relationship between children in the process of duty. In the works of K. P. Smirnova, A. V. Artemina, it is well shown how a teacher, working in front of children, gains authority. This is not a frontal way of influencing children; influences here are more versatile, diverse, they are often addressed to an individual child or a small group of children working together with adults.

The relationship between the teacher and children in the process of labor education in the work of Z. N. Borisova is considered in terms of teaching influence, and not in terms of cooperation between the teacher and children. Such an approach introduces some one-sidedness into the understanding of the issue of labor education, fetters the initiative of children, and hinders the manifestation of children's mutual assistance and support for each other. They learn to act jointly only at the direction of the teacher, and not on the basis of an independent distribution of responsibilities.

In this peculiar approach to resolving the issue of the relationship between the teacher and children, one should look for the cause of the difficulties noted by Z. N. Borisova, which she encountered in solving some of the pedagogical problems of her research, primarily in educating children to act together. These difficulties are not noted by Ya. 3. Neverovich, who directed her search along the path of transferring the experience of some children to others, as well as A. V. Artemina and L. A. Dyuzhenko, who saw the main link in labor education in the cooperation of children and a teacher.

Many of the provisions put forward in the studies (for example, on ways to develop a responsible attitude to duty in older children, on teacher control over the work of children) have been confirmed in practice, but some recommendations have not justified themselves. Thus, the question of the number of children on duty is solved in practice differently than in the study of Z. N. Borisova, who proposes various duties on duty to entrust 13 children daily. In practice, no more than 6 children are usually assigned to duty (2 people - in the dining room, 2 - in classes and 2 - in the corner of wildlife). The toy duty did not justify itself, because, relying on those on duty, other children often show negligence and forget the rules for cleaning toys. The duty in the washroom also does not find application in practice, since this type of duty does not actually contain labor processes, and most often has the character of monitoring cleanliness. Therefore, to fulfill these duties, orderlies are allocated who monitor the cleanliness in the group room.

We consider it necessary to consider the question of when the watch should begin. There is no consensus on this issue in practice. Some teachers involve children in regular duty junior group, but in a number of institutions, pupils of 4 years old are not given any instructions for serving the team, referring to the fact that in the literature there are instructions on duty only for middle and senior preschool age.

Based on best practice analysis preschool education we have reason to assert that the work of children for the collective must begin already in the younger group, from the second half of the fourth year. This work should not be in the nature of regular duty; it can take place in the form of instructions for individual children (lay out spoons on the table before dinner, move chairs to the table before class, collect drawings after class, etc.).

In the group of the fourth year of life, children in the first half of the year are occasionally involved in dining room duty, in the second half of the year this work is already regular. Children learn to properly set the table, arrange plates, stack spoons, forks, stack plates in the middle of the table, move a chair to the table. It is important that children learn to handle dishes carefully: carry 2-3 plates, several spoons.

In preparation for the lesson, the attendants, at the direction of the teacher, distribute the necessary manuals and materials and carefully clean them after the lesson. All children should learn how to keep their desk tidy during class and clean up after themselves (wash the brush, collect pencils, scraps of paper, etc.). Together with the teacher, children water houseplants taking care of the fish in the aquarium.

The most important thing is that the children learn to carry out each assignment of the educator diligently, accurately, so that they know how to bring the matter to the end, so that they politely turn to adults and to each other for help.

In the group of the fifth year of life, duty has already been quite regular since the beginning of the year. The dining room attendants set the table; learn to properly arrange plates, cups, forks, spoons; prepare napkins; are involved in the distribution of the second and third courses; after breakfast and lunch, they sweep the crumbs from the tablecloth; learn to fold it and lay it on the table correctly.

Children of this age are regularly on duty: on behalf of the teacher, they prepare tables for class; neatly lay out materials and manuals; put them away; wash brushes; wash and dry cloths.

Children are regularly on duty in the corner of wildlife: watering houseplants; care for animals; feed them; prepare water for them; change the water in the aquarium.

The duties of children in the senior and preparatory groups are more independent. They have already accumulated significant labor experience, they know how to negotiate, coordinate their actions; this makes it possible to complicate the duties of those on duty. Children on duty can distribute certain duties among themselves, can monitor the sequence and quality of the performance of duties. Older children can be given lengthy individual assignments, for example, take care of any animal or plant for 2-3 weeks, keep order in the corner of a book. Such assignments instill in them a sense of responsibility to the team, stability of interests, efficiency.

Great importance have older children on duty to prepare for classes. Children prepare material for classes (under the guidance of a teacher they cut paper, prepare glue, paints, clay), neatly and beautifully lay out material and manuals on tables, act systematically and economically (count the right amount of material according to the number of children sitting at the table, move easily, at a vigorous pace).

Dining room duties are performed by children more independently. Children gradually learn to follow the order of duty themselves, they are attracted to wash the dishes after lunch, sweep the floor near the tables after eating, classes.

Those on duty in the corner of nature (at first under the guidance of a teacher) regularly keep a weather calendar; care not only for animals in a corner of nature, but also for animals living on the site (chickens, rabbits); they feed birds wintering on the site, monitor them.

In the senior and preparatory groups, orderlies are selected (2-3 people for 5--7 days), who keep order in the washroom, help hang clean towels; in a group of overnight children, they make sure that everyone has tooth powder and a brush; pour water for rinsing the mouth after dinner; monitor the change of shoes at the entrance to the premises.

The theory of education of responsibility by ZN Borisova is based on the education of the individual in the team and through the team.

Conclusion

Duty is a more complex form of organizing the work of children compared to assignments. They demand more independence from the child. Involving the child in the execution of the assignment, the educator could split the process of any case into a series of sequential tasks, for example: “Bring napkins”; "Now lay out the spoons"; “Put breadbaskets on the table”, etc. The attendants learn to complete the assigned work completely, the teacher gives them a task in a generalized form: “Set the table” or “Fields of the plant”, “Prepare the tables for classes”, etc. This requires children's knowledge of the sequence of work, ideas about its full scope, about the requirements for the result. Moreover, the child on duty is placed in the conditions of the obligatory performance of the case. He cannot refuse it, do at this time another, more interesting work for him, or switch to a game that is started by peers.

Despite the seemingly insignificant result of labor, duty is of great importance in the upbringing of children: duty officers always perform work of social significance necessary for the team. This helps in the available specific cases to form in children a desire to work hard for others, to show a caring attitude towards their comrades, to animals and plants located in a corner of nature, and also to educate them in the ability to help an adult, to notice what help is needed.

According to the Kindergarten Education Program, duty is introduced either in the second younger group (at the end of the year) or in the middle group of the kindergarten. Such indications of the "Program" should not be considered as contradictory. They proceed from the fact that the experience of the participation of children of the fourth year of life in instructions, as observations show, can develop differently: if the group had a permanent composition and the first assignments were given to children of the third year of life; if from the beginning of the year in the second junior group, the teacher actively involved children in a wide variety of assignments and achieved the development of some independence, activity, and a desire to take part in work. Under such conditions, the teacher has the opportunity at the end of the year to introduce duties in the dining room (since the most diverse regular assignments are usually those associated with setting the table).

If, for various reasons (a change in the composition of children, a large contingent of newly enrolled children, non-systematic work in the first junior group on organizing assignments, etc.), such conditions were not met in the second junior group, naturally, duty should be organized later, with the transition of children to the middle group.

Duty gives children a lot of joy and contributes to their comprehensive development. In the process of duty, a love for nature, a careful and caring attitude towards it are brought up. Children develop an interest in work, a conscious, responsible attitude.

In a team, children learn to work together, to help each other.

In the process of duty, practical skills for caring for plants and animals are formed, intellectual skills are developed: to plan work, select materials and tools, plan a sequence of operations, distribute them over time and between labor participants, evaluate results, etc.

On duty, the aesthetic needs of children are satisfied. A feasible and interesting job gives them joy, and this is the basis for educating in the future the desire to work, a sustainable interest in work.

In the process of duty, it is necessary to form practical skills and abilities in unity with knowledge.

An important pedagogical requirement is the awareness of duty, which involves the disclosure to the child of its goals, results and ways to achieve them.

Individual assignments are used in all age groups of the kindergarten, but they are of particular importance in the younger groups, where labor activity is just being mastered. With an individual form, the child performs the entire process of labor himself. This makes it possible for the educator to teach the child labor actions, assist him, monitor the performance of labor operations, evaluate activities, and take into account individual characteristics. All this helps to form labor skills and abilities, contributes to the education of responsibility for the task assigned, perseverance, accuracy, habits of labor effort.

Duty is one of the most common forms of organizing the work of children in kindergarten. Duty involves the alternate performance of a permanent and certain range of duties by children. In the course of duty, their labor skills are improved, and social motives for labor are formed.

duty kindergarten preschooler responsibility

Bibliography

1. Labor education in kindergarten. Lecture for students of the preschool faculty. Associate Professor of Moscow State Pedagogical Institute O.A. Frolova. M.: 1960 pp.32-41

2. Muzdybaev K. Psychology of responsibility. - L., 1983

3. Bozhovich L.I. Problems of personality formation. - M., 1997. p.324

4. Koroleva V. and Holleider G. Yu. Education of industriousness in children of the senior group. In: "Kindergarten". Ed. A. P. Usovoi. M "Publishing House of the APN of the RSFSR, 1951.

5. Labor education in kindergarten. Edited by Nechaeva V.G. M.: 1961 pp.153-158

6. Klimova K.A. On the formation of responsibility in children 6-7 years old. - In the book: Formation of collective relationships in children of senior preschool age. M., 1968. S. 328-353

7. Makarenko A.S. Lectures for parents. - M.: Uchpedgiz, 1940. p.46

8. Borisova Z.N. Duty in kindergarten as a means of instilling responsibility in preschool children: Abstract of the thesis. Ph.D. - L., 1953.p.64-71

9. Labor education in kindergarten. From the experience of kindergartens in the Moscow region. M.: 1963

10. Minkina M.V. Methodology of work in mixed age group kindergarten. Minsk. 1977

11. Moral education in kindergarten. Edited by V.G. Nechaeva and T.A. Markova. M.: 1978

12. Bozhovich L.I. Personality and its formation in childhood. - M., 1968.

13. Bozhovich L.I. Problems of personality formation. - M., 1997

14. Gorbacheva V.A. To the development of the rules of behavior for children of preschool age // Izvestiya APN RSFSR. - 1945. - Issue 1. - P.125-164.

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OOD progress:

V .: guys today to us in the group received guests. Pinocchio and Malvina.

look who we have today canteen attendant?

On duty:"We on duty» (Children: independently go to prepare for on duty(wash their hands, put on aprons, hats, the rest of the children sit around tables) .

Q: How did you know you were with us? on duty?

guys, how do you distribute the work on duty among themselves?

On duty: we looked in the chart on duty.

On duty: we decided who will lay out the napkin holders and spoons. And who will lay out vases with bread and forks, and together we will lay tablecloths and lay out cutlery, put glasses and plates.

V .: well done guys, and who knows in what sequence you need to cover table?

On duty: On the the table is placed a tablecloth, then put

napkin holders with paper napkins to the center table.

To the center table put a breadbasket with bread.

Cups with saucers and small spoons in saucers are placed next to the bread bins. Handles of cups and spoons look to the right.

Deep soup bowls are placed on the tablecloth.

From the plate on the right, lies next to it - a spoon, on the left with cloves up - a fork.

Soup bowls are removed by an adult.

V .: guys, why do you need duty?

On duty: to help the teacher's assistant. We want to help adults to be useful in housework.

B: please on duty start your duties.

The teacher observes the labor actions of the children. Attendants lay out cutlery. During this time, the teacher is talking to children:

IN: Guys, our guests Pinocchio and Malvina, They want to see how our attendants will set the table in order to learn how to cover it correctly.

V .: guys, who will tell our guests what the dishes are for, a plate, a bread box?

Children: food is placed on plates to eat from them. Soup, cabbage soup is poured into deep plates. Small plates are needed for second courses. A bread box is needed to store bread.

V .: guys, how can you decorate beautifully holiday table?

Children: Put vases with flowers or fruits, lay out beautifully napkins.

IN.: attendants covered everything. Guys, listen on duty. They will tell us about their on duty. (Educator organizes the children to stand near the tables) .

On duty: we covered tables, in advance distributed responsibilities who will lay out what.

On duty: we tried to help the teacher, worked neatly, everything was beautifully and correctly placed on tables.

V .: guys, let's evaluate the work of our on duty? Who will give their opinion.

Children express their opinion.

IN.: our attendants did a good job put in a lot of effort. They performed their duties conscientiously. skillfully consistently covered on table, were on duty smoothly, carefully. Anya and Sasha, thank you for duty, you did a good job. How nice to sit down at such a beautiful, properly covered table.

V .: guys, look at our guests, how cheerful, joyful they are, they like everything, guys, let's invite them with us for table.

Children: yes, because now they know how to cover beautifully and correctly table to invite guests.

B: great, now attendants invite to the tables guys and our guests.

On duty: Guys come in please tables. Bon Appetit!

Children: thanks.

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ORGANIZATION OF DUTY

One of the types of labor education is canteen duty. In this type of activity, it is not enough for the educator to use teaching methods; he must also think carefully about the organization of this type of work.

For this purpose, the duty officer's corner is organized in groups, in which there is everything necessary for work: aprons, hats, brooms, dustpans, trays. Stands for napkins and bread boxes are placed in such a place that it is convenient for children to take them on their own and clean them up after use.

From an older age, a duty schedule is placed in the corner of the duty officer - marking pictures, conventions.

The visual effectiveness and social benefits of the shifts make them an important serious matter in the eyes of children. Therefore, all the equipment (brooms, brushes, etc.) in the corners is working, not a toy. Junior educators do not replace those on duty.

Kindergarten duties are organized by second junior groups - the second half of the year. The kids are involved in the preparation of the nutrition process, perform the simplest tasks: put the chairs to the tables correctly, in the middle - plates of bread, put spoons on the right side of the plates on the table. It is more convenient for children to complete this task if they hold spoons in their left hand and lay them out with their right.

Prepare them for this gradually, starting with the previous first junior groups. In the second half of the year, after eating, kids can take their cup, spoon, napkin holder to the sink. It is a special pleasure for the child to shake off the crumbs from his napkin. Show the children how to do this: gather the corners of the napkin together, take the napkin to the sink and shake it over it.

Giving orders to children 4th year of life, the teacher teaches them the ability to perform several labor actions related to setting the table. For example, first they teach children to put napkin holders and bread bins on the table, then lay out the spoons. After the baby has mastered these actions, he is taught to arrange the plates.

At the initial stages of instilling skills on duty, such techniques as setting tables with the child are used, in the future - with little help from the educator, as well as didactic games: “Let's set the table for dolls”, “Mishka's birthday”, etc.

Children are on duty at the tables at which they sit. The work of each person on duty should be evaluated. Given the age of the children, it is better to use a game technique in the assessment. For example, the bunny says: “I don’t like how Sasha, Olya and Vova were on duty today - they took away each other’s spoons, set the table ugly. I won’t sit at their tables, but I’ll sit at the tables that Tanya and Sveta set.”

IN middle group since the beginning of the year, children have been on duty in the canteen, and begin to take regular part in the duties.

The educator reminds the children of the middle group about duty every morning.

To work without haste, attendants must be the first to finish the game or return to the group after a walk. At this time, the junior teacher has already wiped the tables and put a pile of dishes on each table.

When the tables are already set, and the junior teacher begins to pour the first dish, the attendants' plates are already filled before the others. They also receive the second and third dishes earlier than others. Thus, attendants are usually the first to finish lunch, after which they can begin to perform their duties.

In the first months, it is necessary to teach the duty officers the correct methods of work: to remind them that cups should be taken by the handle, and the bread box should be carried with both hands. In the middle group, the child alone sets the table completely, because. while it is still difficult for him to coordinate his actions with the actions of his peers.

At the same time, even if the attendants are assigned according to the number of tables, the initial forms of cooperation are already emerging between the children: do not interfere with each other, give way, calmly wait for your turn at the distribution table, if necessary, help a friend.

In the middle group, a child on duty in the dining room must independently lay out forks, knives, spoons; put bread bins, vases with napkins, distribute the second dish, collect dishes. This activity is much harder to do similar individual assignments such as: "Help Nina Vasilievna put the napkins into vases and spread them on the tables."

During shifts at the beginning of the year, it often happens like this: children either break a cup, or spill the remnants of soup from a plate, or forget to give someone a second. Such blunders should not be the focus of attention of others. This confuses and upsets the duty officer, he loses faith in his strength. It is better to show once again how to take a cup; carry the plate without tilting; how to collect crumbs first with a brush, and then sweep into a scoop. It is necessary to remind the attendants on which of the aisles between the tables it is more convenient for each of them to walk - this order will avoid collisions during work, reduce cases of broken dishes, which are very upsetting for children.

Helping those on duty, the teacher not only shows how and in what sequence to perform actions, but also regulates the pace of work: he makes sure that they do not linger near comrades waiting for everyone to finish their portion; reminds that the second dish can be served when the child has eaten the first, prepares a place at the dispensing table for folding used dishes.

Do not overburden attendants with tasks that each child must perform on their own, such as pushing a chair, stacking plates, putting back a used napkin.

In some kindergartens, such a procedure has been adopted in which all children, after eating, clean up after themselves the dishes, taking them to the distribution table. The attendants collect only some table setting items (bread boxes, napkin holders), sweep crumbs from the table. This practice is justified: all children, including those on duty, eat at their own pace, without haste, each child learns to self-service, which will be useful to him later at school.

Methods and techniques for teaching children on duty are somewhat different compared to the previous group. At this stage, the leader is to show, explain and control the performance of actions by the child. It is necessary to bring to the consciousness of children that duty is the duty of everyone to everyone.

Children need to show individual techniques not only at the beginning of the year. They should continue to be reminded of the rational sequence of actions, of the social significance of the work of those on duty.

The teacher will give an objective assessment of the work of children: shy - encourages, expressing the hope that next time he will try and do better; to a child who did work without effort, you can say: “You were on duty poorly, didn’t try, got distracted, etc.”

The teacher must necessarily use the labor activity of children for their moral education, the formation of positive relationship skills, the ability to fairly evaluate. It is necessary to constantly draw the attention of children to their comrades (“Olya is a fair and kind girl, she noticed that it was difficult for Tanya to put things in order alone, and began to help her”).

At the end of the school year, children usually manage their dining room duties on their own, and the teacher is limited to control and separate reminders.

IN senior group the duty of children should be more independent, tk. in the previous groups, preschoolers have already acquired certain skills. Older children themselves must firmly know the order of their duty and proceed to it without being reminded. The attendants are the first to wash their hands, put on aprons and hats. For the duty officer, an apron is not just protection from pollution, but the emblem of a responsible task. In our kindergarten, a competition was held between groups on better shape on duty. (Draw the audience's attention to the exhibition)

The dining room attendants set the table, help the junior teacher distribute the third dish, and clean up the dirty dishes. Children are on duty by two people. Every day for the attendants should change the type of work.

Evaluation of children's work is of great importance. When summing up the results, the teacher needs to be objective, take into account individual capabilities, the characteristics of each, evaluate not only the results, but also the attitude of children to work, the ability to negotiate, work together, help each other. If there were shortcomings in the work, they must be mentioned.

However, based on specific circumstances and individual features child, the educator can express his opinion either in front of everyone or in private. Or only when on duty. It is important to give a positive assessment of the activities of timid, insecure children in the presence of the whole group. This helps the child to believe in himself, changes the attitude of his comrades.

IN preparatory group interest in duty is maintained in children due to the expanded content of the work of duty officers. For example, the dining room attendants beautifully lay out napkins and napkin holders, help the junior teacher bring salad, bread, and fruit from the kitchen.

During canteen duty, it is important to use and create such situations so that the child learns to make independent decisions. For example, find out the menu and set the table, decide on your own whether forks or spoons, small or deep plates are needed for breakfast, put salt on the table, arrange chairs for tables and napkin holders in accordance with the number of children, be creative in decorating holiday table and much more.

As children master the necessary skills, the requirements for them become more complicated. The teacher teaches them to independently distribute responsibilities, coordinate their actions, and be jointly responsible for the result.

Synopsis of the organization of duty in the dining room in the middle group

Target: continue to teach children to independently perform the duties of dining room attendants: serve.

Tasks:

Educational:

1) cultivate a positive attitude towards duty;

2) the formation in children of responsibility for the task assigned.

Developing:

1) develop logic, memory, thought processes;

2) to develop accuracy, the habit of labor effort.

Educational:

1) improve the skills of performing sequential labor actions in accordance with the task;

2) develop the ability to evaluate the result of their work and the work of peers.

Material and equipment :

Flannelgraph, symbol pictures, or a toy.

Preliminary work:

D / and "What from the beginning, what then."

S. r. And. “Let's cover for the arrival of guests”, “Tishka-birthday boy is waiting for guests”,

Joint production of a table decoration "Basket of Flowers".

Vocabulary work:

Consistently, harmoniously, assigned work, labor effort.

Stroke:

The teacher enters the group room in his hands (or a toy) Tishka.

IN . : Guys today one guest came to us, his name is Tishka. Look, why do you think he is so sad? (Children sit in a circle)

Children: I fell ill, got lost, lost my mother, etc.

IN. : He said that he was waiting for guests and did not know how to properly cover for. How do you think we should help?

Children: Yes!

IN. : To do this, let's play the game "What from the beginning, what then."

The game is being played, the children must independently lay out pictures depicting sequential serving actions on a flannelograph.

IN. : Well done guys, you did the right thing. Who's in charge of the canteen today?

Lisa and Matthew: “We are on duty” (Lisa and Matvey go on their own to prepare for duty (wash their hands, put on aprons, hats, the rest of the children sit around).

IN. : Guys, how do you distribute the work of the attendants among themselves?

Liza: We agree among ourselves.

Matvey: Lisa and I decided that she would lay out napkin holders and spoons. I will lay out vases and forks, and together we will lay napkins, put glasses and plates, bread bins and salad bowls.

IN. : And who can tell what serving is?

Liza: Serving is the ability to properly and beautifully cover.

IN. : In what order do we set the table?

Children respond based on a diagram built on a flannelgraph.

IN. : Guys, why do you need to be on duty at all?

On duty: It's nice to help the teacher. We want to learn how to help adults, to be needed, useful.

IN. : Please, attendants, proceed to your duties.

The teacher observes the labor actions of the children. The attendants lay out cutlery. At this time, the teacher conducts a conversation with the children:

IN. : Guys, who will tell our guest what the plate, bread box is for?

Children: Food is put on plates, we eat from them. Soup, cabbage soup, beetroot, pickle are poured into deep plates. Small plates are needed for second courses. Bread boxes are for bread.

IN. : What about second courses?

Children: The main dishes include: meat, fish, sausages, meatballs, various side dishes: rice, vegetables, pasta, potatoes.

IN. : What are glasses for?

Children: Juice, compote, jelly are poured into glasses.

IN. : On which side are spoons, forks, and knives laid out?

Children: Spoons and knives are laid out on the right side, forks - on the left.

IN. : Why do we need a basket of flowers?

Children: Decoration is not necessary to be beautiful, to create a good festive mood.

IN. : The guards covered everything. Guys, listen to the guards. They will tell us about their duty. (The teacher organizes the children to stand around).

Matvey: Liza and I laid the tables, were on duty together, distributed duties in advance who would lay out what.

Liza: Matvey and I tried to help the teacher, we worked carefully, everything was beautifully and correctly placed on.

IN. : Guys, how do we evaluate the work of the duty officers? Who will give their opinion.

Children express their opinion.

IN. : Our attendants really tried, made labor efforts. They coped with their duties conscientiously, skillfully distributed the work, sequentially covered for, were on duty smoothly, neatly, and kindly. Lisa and Matvey, thank you for being on duty, you deserve the best marks. How pleasant it is to sit down at such a beautiful, properly covered place.

IN. : Guys, look at our guest, how cheerful and joyful he has become.

Children: Of course, because now he knows how to cover beautifully and correctly, in order to invite guests.

IN. : Great, now invite the attendants for.

On duty: Guys, please come to the tables. Bon Appetit!

Children: Thanks!

Plan outline of the organization of duty in the preparatory group. Synopsis of the organization of duty in the dining room in the senior group. Photo gallery: examples of designing duty areas in kindergarten for different age groups

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Introduction

Chapter 1 Duty as a form of organization of labor activity of preschoolers

The forms of organization of labor activity at the present time are as follows: 1) assignments, 2) duty, 3) joint or collective labor activity of children.

The educator uses the order in all age groups ah: it can be given either to one or to several children.

In practice justified themselves the following types duty: canteen duty, care duty. plants and animals in the corner of nature and on the site; preparatory duties.

It is necessary to introduce new types of shifts thoughtfully and reasonably, so that by means of duty the real work needed for the team of the group is carried out, and not fictitious, reduced to the control of some children over others.

1.1 Duty of preschoolers in the dining room

Canteen duty is introduced in an organized manner by explaining and showing duties to the entire group. The teacher tries to interest the children, indicating that they are entrusted with a serious matter, and expresses confidence that the attendants will work well.

The educator is required to carefully monitor the work of the attendants, guide them, help and control.

1.2 Duty of preschoolers in the corner of nature

1.3 Duty of preschoolers in preparation for classes

Chapter 2 Experiences of teachers in the formation of responsibility among preschoolers

Methods and techniques for the formation of responsibility are purely instrumental in nature.

2.1 Duty as a type of work for preschoolers

2.2 Method of exercises by K.A. Klimova

2.3 Duty as a method of formation

responsibility Z.N. Borisova

Conclusion

Bibliography

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