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Domestic labour as a means of developing independence of children of senior preschool age

 

Introduction

Chapter 1. The theoretical basis of the problem of the development of independence among older children by means of domestic labour

1.1 the problem of the development of autonomy in psychological and pedagogical literature

1.2 the Impact of domestic labour on the development of independence in children of preschool age

sostoatelnosti senior preschool children by means of domestic labour

Chapter 2. Experimental work on the development of independence in children of preschool age

2.1 Ascertaining experiment

Conclusion

Bibliography

The app

Introduction

Relevance: today there is no country in the world, which would not have realized the special importance of the first years of life for the formation of his personality in later years. The task of public preschool education includes the social policy agenda of many States. The need to prepare children for life, to give them the experience occurred to mankind in ancient times. This was done not only during the natural course of life in the family, in the community where older men taught and showed by example the younger, attracting them to work, instilling necessary skills.

The problem of formation of activity and independence in children studied by many famous psychologists, educators, and representatives from other related Sciences. Even Comenius been covered a number of questions about children’s autonomy. K. D. Ushinsky, P. Y. Galperin, S. L. Rubenstein, L. And Bozovic. A. L. Wenger and many others have made an enormous contribution to the study of activity and independence in children of preschool age. Currently scientists such as L. I. Antsiferova, R. S. Storm, G. A. Zuckerman, I. S. Yakimanskaya, N. In. Elizarova studied the psychological and pedagogical conditions of formation of independence in children.

The importance of labor education gave K. D. Ushinsky, who in many of his works have identified theoretical and methodological perspective on child labour. He wrote: “Education must not only develop the mind, to give knowledge, but to kindle in man the thirst of hard work, without which life cannot be neither decent nor happy.” Great importance to the work gave A. S. Makarenko, N. To. Krupskaya, V. A. Sukhomlinsky, A. N. Leont’ev.

V. A. Sukhomlinsky believed that a lot depends on who led the child by the hand in kindergarten, that came into his mind and heart from the outside world, it determines what kind of person will be a boy. Guidance for the child is an adult.

A. N. Leontiev, in turn, believed that personality development is due to the duality relations of the subject with the world – subject activities and socializing. The development of these capaccinii takes a long period. The first stage is the spontaneous folding of the individual, at the second stage there is a conscious personality.

Although the development of autonomy in children of preschool age by means of household labor developed in psychological and pedagogical literature, but teachers are constantly encounters difficulties in practice. Due to the shortage of teaching materials, they are not present.

Thus, the topic is quite old, it is meaningful and well-presented and developed in the pedagogy of 60-80 years. The novelty of this theme is to direction on the cognitive aspects.

The above identified problem of our study: what pedagogical conditions ensure the effective development of independence of children of preschool age by means of household labor.

Objective: to consider domestic work as a means of developing self-employment among children of preschool age.

The object of study – the process of fostering independence in children of preschool age.

Subject of research – pedagogical conditions of development of independence of children of preschool age by means of household labor.

On this basis, we can formulate the following working hypothesis: the development of independence among older children by means of domestic labour will be effective if the teacher creates the conditions:

● stimulates the manifestation of the autonomy of pre-school age through the creation of objective conditions for domestic labour;

● encourages initiative guys in the tendency to notice and correct the disturbance in the group and on the site;

● offers children collective orders domestic nature.

From the hypothesis implies the following tasks:

♦ to reveal the psycho-pedagogical content basic concepts: “child labour”, “household labor”, “independence”;

♦ to identify the impact of household labor as a means of developing self-employment;

♦ identify and analyze, on ascertaining experiment does teacher conditions, which ensure the development of independence in the process of household work of children of senior preschool age.

The study used the following methods:

– observation, interview, testing;

– statistical data processing.

Structure: consists of an introduction, two chapters, conclusion, bibliography and appendices. The work is illustrated with tables.

The base of the research: Municipal pre-school educational institution kindergarten №22 “Baby,” the older group.

Chapter 1. Theoretical basis of the problem of development of self-reliance

in children of preschool age by means of economic-

household labour

1.1 the problem of the development of autonomy in psycho-pedagogical

literature

Autonomy is a property of man is the result of upbringing and self-education. She is the most important condition of self-realization of its creative possibilities [9, 256].

In Soviet psychological-pedagogical literature, autonomy is seen as a core personality trait. Its importance for child development was noted by H. K. Krupskaya, A. S. Makarenko. S. L. Rubinstein pointed out that independence is a public manifestation of personality, describing her attitude to work, people, society. In the Soviet science the study of independence was closely associated with the development of the theory of the will (the works of A. G. Kovalev, V. N. Myasishchev, V. I. Selivanov, Yu. Dmitrieva, etc.).

Foreign pedagogy and psychology of independence, usually identified with nonconformist and is opposed to conformity, i.e. intentional or involuntary desire to take the opinion and position of the group to avoid conflict with her. The absolutization of individual autonomy, its independence is reflected in the theory of “free education”. The authors are looking for ways to overcome conformism in giving kids more freedom from the influence of adults, build their individualistic traits (Asch, Kretch, Crutchfield, etc.).

As emphasized by A.V. Petrovsky, independence is not a “spin-offs from society”. The development of independence for alien child situational social impacts involves continuous growth and strengthening of learned social norms of behavior, strengthening its relationship with society as a whole.