Presentation on technology "agricultural labor". Teenagers' work in agriculture

Agriculture is a sector of the country's economy that produces agricultural products, meeting the needs for most food products and raw materials for the textile, footwear, perfume, and food industries.

Agriculture is one of the most important branches of material production: the cultivation of crops and the breeding of farm animals to obtain agricultural and livestock products. Agriculture also includes various types of primary processing of plant and animal products (if they have not separated into independent industries). In a number of countries forestry is classified as agriculture. Agriculture creates food for the population, raw materials for many industries (food, feed, textile, pharmaceutical, perfume, etc.), reproduces live draft power (horse breeding, reindeer herding, etc.); includes branches of agriculture (field farming, vegetable growing, fruit growing, viticulture, etc.) and livestock farming (cattle breeding, pig farming, sheep farming, poultry farming, etc.), the correct combination of which ensures the rational use of material and labor resources and is the main task of the economics of agricultural production.
The main means of production in agriculture is land, the characteristics of which cause specific forms of concentration and specialization of agricultural production, necessitating the use of scientifically based farming systems to increase soil fertility. Living organisms - plants and animals - are used as means of production in agriculture, as a result of which the action of economic and biological laws is intertwined in the development of the industry, the production period does not coincide with the working period, means of production and labor are used seasonally. These are the main features of agricultural economics as a science.

Agricultural production is spatially dispersed, carried out over large areas, therefore it mainly uses mobile agricultural units. Over 20% of the gross agricultural output (seeds, feed, animal offspring) is used in the subsequent production cycle as means of production, which determines the specificity of the formation of agricultural production assets and a lower degree of marketability than in industry.

Agriculture is otherwise called the agro-industrial complex. This is a fairly broad concept that includes a fairly large number of industries that are important. The agro-industrial complex can be divided into several categories, which also contain a sufficient number of industries.

Photo: Frankie Roberto

Plant science is the theory and practice regarding plants, their species and how to obtain optimal results. Crop farming is a process that is aimed at growing various cultivated plants in order to be able to use them as food and feed; some crops are used in various industrial sectors, in particular in the textile industry, etc. In plant growing, the following areas are distinguished: field cultivation, viticulture, vegetable growing, floriculture, fruit growing, meadow growing, mushroom growing.

As a rule, the following agricultural crops are grown: grains (millet, wheat, corn, rice, etc.), oilseeds (mustard, cumin, peanuts, sunflower, sage, etc.), root crops (beets and carrots), forage grasses (clover), tubers (potatoes), herbs used in the textile industry (flax, hemp, cotton).

Livestock farming is a branch of agriculture that is aimed at growing and providing food, as well as obtaining raw materials for industry. Livestock farming includes: cattle breeding, poultry farming, pig farming, beekeeping, horse breeding and much, much more.
The agro-industrial complex today is a fairly huge economic complex of the entire state, which combines several industries. It is from him, or rather from his work, that the standard of living of citizens in the state depends.

Agriculture is influenced by almost all possible factors. But if political, economic and social can still be regulated, then natural factors cannot be controlled, although now with the help of many scientific developments and technical innovations it is possible to reduce their influence.
Recently, many believe that agricultural production has ceased to be so important, but it is the main component of the agro-industrial complex, which in turn is one of the main profit items in the state budget.
The role of agriculture in the country’s economy largely speaks to its level of development. Thus, developing countries are still following the extensive path of development, that is, increasing profits by increasing acreage, livestock and attracting more workers. While developed countries, already half a century ago, switched to an intensive path of development: they use new technologies and modern equipment, use mineral fertilizers and advances in biotechnology.

In modern agriculture, two types can be roughly distinguished:

The first type is characterized by a high level of productivity, intensity, and efficiency. This type of agriculture is called commercial agriculture. This type is common in most developed countries (primarily European and Asian) and is developing in some countries. Represented by plantation crop production and commercial livestock farming. High labor results are combined here with a large amount of invested capital.

The second type of agriculture is characterized by a low level of productivity, intensity, and efficiency. This type of agriculture is called consumer agriculture. It predominates in large areas of developing countries, mainly in backward areas. All products produced here are consumed locally. This type of economic activity is called natural. It is characterized by: primitive land reclamation, a small amount of applied mineral fertilizers, the predominance of manual labor, and the use of domestic animals as draft power.

Since the 60s of the twentieth century. In some developing countries, the so-called “green revolution” took place, which covered a set of activities that over time made it possible to raise low-productivity agriculture to modern levels. This also applied to viewing land ownership. Land that was state-owned or in the possession of the peasant community passed into private ownership. Having received the land into private ownership, the peasant had the opportunity to mortgage the land in a bank. Banks began to provide cash loans to peasants for the purchase of agricultural equipment and fertilizers. The state took on part of the costs of implementing the Green Revolution, including the implementation of expensive programs for land reclamation, the development of agricultural engineering, the production of mineral fertilizers and pest control products. Large breeding centers were created with budget funds to develop new varieties of crops and breeds of domestic animals. Some of them have gained worldwide fame - in Mexico (breeding new varieties of wheat and corn), in the Philippines (breeding rice), in Colombia (Tropical fruits).

Modern global agriculture is difficult to imagine in isolation from the industries that serve it. Their organizational unification was reflected in the formation of the agro-industrial complex (AIC). The formation of a single complex of various industries related to agriculture made it possible to significantly reduce costs and dramatically increase the efficiency of the production process.

The structure of the agro-industrial complex consists of three components:
industries that provide agriculture with means of production (agricultural engineering, production of mineral fertilizers);
agriculture itself (direct production of agricultural products);
industries that process agricultural products (food, feed industry, primary processing of raw materials for light industry), and those that serve agriculture (storage, transportation, trade, training, management).



Features of agricultural labor

The specifics of agricultural labor are determined by the objects of its application. The main feature of agricultural labor is that it was the primary source; man began his evolutionary development and improvement precisely by adapting the elements of nature to his needs. The first objects of human labor activity were living organisms - plants and animals, that is, this is the most ancient type of human activity. For an extremely long period, physical agricultural labor was the main source of subsistence, a means of accumulating wealth, and a unique criterion for determining status and property status. Due to the development of society and productive forces, certain types of activities were distinguished that had different specifics and tasks (trade, crafts, etc.), but agricultural production remained and developed deterministically, that is, it was, as a thing, economically, morally and socially agreed upon, experiencing only certain qualitative changes.

The following main features of agricultural labor can be identified. Firstly, natural and climatic conditions - seasonality, changes in air and soil temperature during the day, season, year; change in the length of day and night; uneven precipitation, etc. This significantly affects the efficiency of agricultural labor, since most of these factors cannot be influenced by humans, only to a certain extent (irrigation, greenhouse farms, etc.).

Secondly, objects of labor are living organisms. Cultivation of agricultural crops causes a discrepancy between the working period and the production period, causing seasonality in the use of labor resources. Seasonality affects the reproduction and productivity of farm animals. These factors affect labor productivity, peasant incomes and, ultimately, social and labor relations.

Third, dependence on land resources and soil fertility- the content of nutrients in the soil, diversity of land, the presence of hills and slopes of different steepness, etc., leads to the use of special technologies, carrying out certain reclamation and anti-corrosion measures, etc. influence labor processes and the final results of management.

Fourth, influence forms of ownership and management have their own special reflection on the labor processes and relationships of workers in large societies and relatively small private peasant or farm enterprises; in addition, workers, due to the fact that they are geographically tied to a specific rural area, devote a lot of time to housekeeping.

Fifthly, it is not the same labor supply agriculture by region, affecting location, specialization, sectoral structure, and at the same time labor efficiency and social and labor relations.

All these factors influence the provision of agricultural production with labor resources, socio-economic relations in rural areas and the final results of the activities of agricultural enterprises.

The essence of agricultural labor efficiency

In market economic conditions, the activities of enterprises depend on production efficiency. Achieving this goal largely depends on ensuring the rational use of productive labor and harmonious social and labor relations in rural areas. With limited production resources, this is the most dynamic and flexible factor for ensuring maximum final production results. According to the recommendations of the International Labor Organization (ILO), the concepts of “productivity” and “labor productivity” are distinguished.

Productivity - characterizes the relationship between the quantity and quality of goods produced or services provided and the resources that were spent in their production, that is, it is the efficiency of using resources - labor, land, capital, energy, information, etc. in the process of producing various goods and providing services. Productivity allows you to compare production at different levels of the economic system with the resources used, in particular at the level of an individual employee, unit, team, enterprise, organization, industry and state. When analyzing productivity at various levels of production, it is necessary to take into account the rising costs of energy, raw materials, costs associated with unemployment, and the like. The rise in prices for these components is an objective factor due to the fact that resources are limited and with an increase in demand for them, their quantity is constantly decreasing.

Higher productivity means an increase in volume at the same costs, while it is necessary to take into account changes in supply and demand for a particular product and the needs of society. Productivity can be considered as a general indicator that characterizes the efficiency of using resources to produce products. However, modern economic theory claims that it is impossible to absolutely accurately determine the share of expenditures of certain resources used for production and their role in the production cycle. Therefore, to determine production efficiency, the labor productivity indicator is most often used, which is one of the determining factors of productivity. Labor productivity reflects the efficiency of total labor, both living and embodied.

Labor productivity determined by the ability of specific labor to create a certain amount of material wealth per unit of time, or to perform a certain amount of work, reflects the degree of efficiency of the labor process. Accordingly, an increase in labor productivity means an increase in the quantity of products produced per unit of time, or a saving in working time spent per unit of production. In the production process, the function of living concrete labor is the creation of new value, as well as the materialization of working time into the material elements of production.

Labor productivity is closely related to its intensity. At different stages of development of productive forces, the requirements for the labor process and its results, both quantitative and qualitative characteristics, change in ever-growing volumes. Intensity characterizes the degree of labor intensity per unit of time and is measured by the amount of human energy expended. The higher the level of labor intensity, the higher its productivity. The maximum level of intensity is determined by the physiological and mental capabilities of the human body. Thus, the intensity of labor is an important factor in productivity, but masses have a certain physiological limit and require compliance with the physiological norms of human capabilities.

Economic development and increased national well-being depend on further increases in productivity. National income, or gross national product, increases faster than spending as productivity increases. A decrease in productivity leads to inflation, a negative trade balance, slow growth or decline in production, and unemployment. This situation is now typical for Ukraine. The level of labor productivity in the economy and, in particular, in agriculture is quite low.

In the context of European integration of the country, increasing competition in the markets for goods, services and labor, increasing labor productivity in enterprises is of great importance, which is manifested primarily in an increase in the mass of products produced per unit of time with its quality remaining constant, or in increasing quality and competitiveness while quantity remains constant. , then produced per unit of time, reducing labor costs per unit of production. This allows for a change in the ratio of the costs of living and materialized labor.

An increase in labor productivity means that the share of living labor costs in production decreases, and the share of embodied laundry costs increases. At the same time, the total amount of labor contained in each unit of products and services decreases. An increase in labor productivity helps to reduce the time of production and circulation of goods, increasing the size and rate of profit. In the conditions of the emergence of a market economy and the creation of competitive products, an increase in sales volume is possible only if resources are used efficiently at each workplace and enterprise, i.e. deep reform of the system of organization and management, production and sales of products, consistent with such transformation processes as privatization, restructuring and adaptation to international standards.

The level of productivity of agricultural production is the annual volume of production per unit of basic resources of the enterprise.

The main general indicators are: the output of gross output of agricultural sectors in current and comparable prices per 1 hectare of agricultural land; the output of gross output per 1 hectare of arable land - in agriculture, and per 1 conventional head - in animal husbandry; production of gross output per 1 UAH of production costs; crop yields, animal productivity; capital productivity (an indicator of the efficiency of using fixed assets).

Indicators agricultural productivity are characterized by the ratio of the value of gross output or gross income to the total volume of direct labor costs (person-hours) or to the average annual number of workers (persons), as well as the ratio of gross output in natural indicators (centners, hectares, thousand units) to direct labor costs for its production (person-hours). There are also indirect indicators of labor productivity: the area sown with agricultural crops, or the number of animals per worker; fulfillment of production standards; time spent on performing certain types of work.

Productivity is distinguished at the scale of society, region, industry, enterprise, organization, production site, team and individual worker. Labor productivity is measured by the ratio of the volume of output to labor costs (average number of personnel). So, depending on the direct or inverse relationship, we have two indicators of productivity: output and labor intensity.

Output- this is the amount of production per unit of time or the amount of production per one average employee or worker per year, period, month. It is measured by the ratio of the quantity of products produced to the amount of working time spent on its production:

where B is output; q - volume of products produced; t - working time costs.

Labor intensity - this is an inverse indicator of output, characterizing direct labor costs per unit of production:

where T is labor intensity per unit of production; t - working time costs; q is the volume of products produced.

The greater the output per unit of time, or the less time spent per unit of production, the higher the level of labor productivity.

The most common and universal indicator is production. On an economic scale, the level of labor productivity in the sphere of material production is determined by the ratio of the value of newly created value - national income - for a certain period to the average number of personnel employed in the sphere of material production during this period. In the service sector, labor productivity (output) is determined by the ratio of the cost of services without the cost of material costs for their provision for a certain period to the average number of personnel in the service sector for the same period. Production indicators are distinguished depending on the unit of measurement of working time:

Output per man-hour worked - hourly;

Output per person-day worked - daily;

Output per average employee - summer (monthly).

Hourly output characterizes labor productivity for the time actually worked. Daytime also depends on the length of the working day and the use of internally variable working time; its level is affected by downtime and loss of time for organizational, technological and other reasons. Annual production takes into account not only intra-shift, but also round-the-clock downtime.

Methods for measuring labor productivity (production) depend on the method of determining the volume of products produced. There are natural, labor and cost (monetary) methods. The essence natural method is that the volume of production output and labor productivity are calculated in natural units (pieces, tons, meters, etc.). This method is widely used within an enterprise: at workplaces, in teams, in individual sections of those industries that produce homogeneous products. If an enterprise (division, unit, team) produces products that have the same purpose, but differ in one way, output can be calculated using conditionally natural units. The natural method has limited application, since enterprises and industries produce mainly heterogeneous products. In addition, this method cannot eliminate changes in the volume of work in progress, which in some industries (for example, in field farming) has a large share in the total volume of production.

Labor method Most often used in workplaces, teams, production departments, where the volume of products produced or work performed is determined in standard hours. According to scientifically based and for a certain period, unchanged norms, this method quite accurately characterizes changes in labor productivity. The labor method has limited application, since it is based on the use of unchanged standards and contradicts the need to revise standards as organizational and technical measures are implemented. In addition, enterprises still mostly calculate technological labor intensity, which expresses the time spent by main and auxiliary workers. And the norms of labor costs for them are often comparative due to the varying degrees of their validity. There are no scientifically based labor standards for certain types of work or labor functions.

In modern conditions, the most common method for measuring labor productivity is cost (monetary) method, based on the use of cost indicators of production volume (gross, marketable products, gross income). The advantage of the cost method is the ability to compare heterogeneous products with the costs of their production both in an individual enterprise or industry, and in the economy as a whole. In this regard, the cost method is used at all stages of planning and accounting at both the sectoral and territorial levels. Labor productivity indicators calculated based on gross and commercial output have similar advantages and disadvantages. The disadvantages lie primarily in the fact that the level of output is determined to a greater extent by the costs of past (materialized) labor than by the costs of living labor. The amount of output and its dynamics are affected by changes in the product range, its material and labor intensity, changes in the volume of work in progress, differences and dynamics of product prices.

Reserves for increasing labor productivity- these are unused opportunities to save labor costs (both living and embodied), which arise as a result of the action of certain factors (improvement of equipment, technology, organization of production and labor, etc.). The level of labor productivity depends on the degree of use of reserves, which can be classified relative to the time of their use - current and future, as well as areas of occurrence - national, regional, intersectoral, sectoral, intra-production.

To national belong to such reserves, the use of which affects the growth of labor productivity in the country's economy and are associated with the incomplete use of scientific and technological progress, irrational location of enterprises and ineffective demographic and territorial employment of the population, insufficient use of market mechanisms and management methods, the degree of provision of the country with natural resources and their availability.

Regional reserves are associated with the possibilities of improved use of natural and climatic conditions and the productive forces of a given region. An important condition for the full use of these reserves depends on the development of infrastructure in the country.

Intersectoral reserves - these are opportunities to improve inter-industry connections, timely, accurate and high-quality implementation of contracts for cooperative supplies, using the capabilities of one industry to increase labor productivity in the manufacturing industries helps improve the quality of products in the primary industries.

Industry reserves- these are reserves associated with opportunities to increase labor productivity, characteristic of a given sector of the economy and caused by insufficient use of equipment and production technology, progressive achievements and best practices, shortcomings in specialization and concentration of production, etc.

In-production reserves are found and implemented directly at the enterprise. The great importance of these reserves lies in the fact that the enterprise is the primary focus of the economy and all previous reserves are found and used there. Intra-production reserves are caused by insufficiently efficient use of equipment, raw materials, as well as working time, the presence of round-the-clock and intra-shift time losses, as well as hidden unemployment. So, internal production reserves can be divided into reserves for reducing labor intensity and reserves for improving the use of working time.

Regarding labor productivity reserves based on the time of their use, then current reserves can be used depending on real possibilities during the month, production period or year. Usage promising reserves is provided according to the long-term plans of the enterprise for the expansion of production, its re-equipment, re-equipment and the like.

Among the reserves for increasing labor productivity, it is necessary to skillfully use not only production, but also social factors: improving people’s attitude towards work; increasing efficiency and reducing fatigue, strengthening the health of workers; growth of production qualifications, education, culture, improvement of relationships between employees.

So, the reserves for increasing labor productivity are limitless, as are scientific and technological progress, improvement of production organization, labor processes and management methods. Therefore, in each specific period, in each specific situation, it is necessary to use those reserves that provide maximum labor savings at minimal costs.

In all versions of labor training programs, the agricultural work of junior schoolchildren mainly includes work on growing plants, which is easily explained. This type of work is most accessible and interesting to younger schoolchildren; it is easier to provide a material base for it than for raising domestic animals. When properly organized, it is safe for children.

The structure of the programs in this section is determined by the seasonal rhythm of agricultural work. The programs are presented in two versions - for urban and rural schools) for each of the four classes contains the same topics: “Autumn work”, “Spring work”, “Class work”. They also have a unified structure: lists of practical work of students are given, the knowledge necessary for their conscious implementation, topics of experiments with plants, excursions to study agricultural production are named, objects of plant-growing work are recommended, the content of socially useful agricultural work and extracurricular work is revealed. The volume of material in the section for rural schools is larger, but the structure of the programs is the same.

Practical work takes a predominant place in the program. By completing them, students master labor skills. This means that they acquire knowledge about the labor process (about what practical actions to grow plants need to be performed, in what sequence and how) and acquire the ability to carry out the labor process, that is, to carry out these actions, constantly monitoring their correctness. The formation of plant growing skills in younger schoolchildren is limited to watering and loosening the soil.

The basis for practical plant growing skills is special knowledge about the labor process, in other words, about the technology of growing plants. However, it is known that “...skill is characterized by the ability to perform certain actions not only in a given situation, but also under various changes in the initial conditions” (Babansky Yu. K. Pedagogy.). When teaching plant growing skills to younger schoolchildren, the main goal is to develop their ability to transfer the skill. To do this, schoolchildren must be taught to justify the expediency of labor actions based on the properties of the objects of labor, in this case soil, water, fertilizers, and the plants themselves.

Due to the concentricity of the program, it is necessary to analyze the content of agricultural training from the point of view of its consistency and continuity.

The main subject of agricultural work for students in grades I-IV are living plants at different stages of their life (at the stage of seed, seedlings, more developed growing plants). In accordance with the elementary school curriculum, these should be representatives of three groups of crops: vegetable, ornamental, fruit and berry. A common feature of these and all other green plants is that in order to preserve and continue their life activity, they must simultaneously receive light, heat, air, water, and food from the external environment. Each type of plant requires different amounts of it at different periods of its life.

Students’ awareness of the general properties of plants, soil, fertilizers, sowing and planting allows children to come to conclusions about the characteristics of the process of plant growing work: 1) about the annual cyclicity of work on growing plants; 2) on the continuity of students’ work within the growing season; 3) on the list of general actions for growing any type of plant, i.e., on tillage of soil, seed and planting material, sowing and planting, plant care, tools used for these works, safety and personal hygiene rules.

The main result of the agricultural work of junior schoolchildren is the grown plant. Its individual parts, sometimes whole plants (for example, flowers in a flower bed) are designated as a harvest. Both can otherwise be called the final product of the type of labor in question, since they are the result of many works over a long period of time. In this case, the cultivated soil, seeds, watered crops, etc. are intermediate products or the results of the agricultural work of schoolchildren.

The harvest as the final product of labor differs from the results of, say, technical labor in that it is alive, and in most cases at least part of it is the subject of the next cycle of agricultural production. This further substantiates for students the need to process the harvested crop, store it and use it.

The considered initial concepts are formed in younger schoolchildren not only in the process of teaching them manual labor to grow plants, but also when studying the agricultural production of their area. It should be noted that the amount of knowledge about agricultural production is significantly less than about manual labor, but nevertheless, when forming ideas about the work of adults in crop production and livestock farming, it is the considered general concepts that should be chosen as a study plan, since they are the basis for the formation Children have coherent, systemic knowledge. They are mastered by students gradually, most often inductively. The teacher, organizing the study of specific plants, their structure, the biology of cultivation, through comparison, leads students to conclusions about the similarities and differences between objects of labor, actions with them, and the results of labor. Therefore, it is advisable to determine the sequence of introduction of essential characteristics immediately for the entire course of agricultural labor in primary school. As an example of such a distribution, consider the concept of harvest, which students are introduced to at the beginning of the school year.

First grade students cannot work with “their” harvest - they did not grow it. However, during a tour of the educational and experimental site, all plants grown by other children are designated as crops for them. In grade II, students harvest their own harvest of dry fruits and seeds of ornamental plants, in grade III, dry fruits and seeds of leguminous crops (peas, beans, etc.), and in grade IV, the harvest of root crops.

Thus, the elementary concept of harvest is formed in students from the first grade on the basis of ideas about the yield of one or two types of plants of the corresponding group. But in each class, at a new level of generalization, students realize the main features of the concept of a harvest: firstly, that it consists of living whole plants or their parts, and secondly, that a person uses them.

	Crop skills
	Harvesting, crop processing	Harvesting and processing of dry fruits;
		Harvesting and processing of root crops;
	Autumn tillage	Cleaning the soil surface
		Application of dry fertilizers
		Digging
	Spring tillage	Digging
		Fertilizing perennial plants
		Loosening and leveling the soil surface
		Marking open ground soil
		Marking the soil in seedling boxes
		Preparing the soil mixture
	Preparation of seed and planting material.	Preparation of seeds for sowing, selection by size, soaking, germination;
		Determination of seed germination
		Preparation of berry cuttings
		Preparing seedlings for planting
	Sowing and planting	Sowing seeds in open ground
		Sowing seeds in seedling containers
		Transplantation and transfer of seedlings
		Hardening of seedlings
		Planting seedlings in open ground
		Planting berry cuttings in the ground
	Caring for crops and plantings	Watering crops before emergence
		Watering seedlings of planted seedlings
		Watering seedlings in seedling boxes
		Watering perennials in open ground
		Installing plant supports
		Loosening the soil between rows of annuals
		Loosening the soil in perennial plantings
		Hilling up plants
		Weeding between rows
		Replanting fallen seedlings
		Liquid plant nutrition
		Pinching and pinching shoots
		Harvesting fruits as they ripen

Lilia Koshkina
Raising children in agricultural work

Modern rural farming requires literate people who love their work. Who will come to work on our collective farm SKhA "Kalinino" in 10 – 15 years? This question cannot but worry us, kindergarten teachers, so we attach great importance labor education of children, developing their interest and respect for agricultural labor.

Children are very inquisitive. Watching the work of combine operators and milkmaids, they ask many questions. Children in the older group should get an idea of ​​how work on the collective farm. Over the course of the year, they learn that collective farmers cultivate the land, sow and grow grain, harvest crops, raise domestic animals, build warm buildings for livestock, and care for them.

Sukhomlinsky said: “The highest pedagogical wisdom labor education is in order to establish in the children's heart the people's attitude towards labor».

Agricultural labor wonderful for its results. But how much knowledge and effort is required from people to achieve these results. By talking about the workers of the fields and farms, about their difficult but honorable work, we reveal to children the enormous importance agricultural labor. In groups we often talk about what soup, porridge, cutlets, and bread are made from. The children started understand: everything they see on their table is grown in our village. The conclusion is that rural labor feeds everyone, was an interesting discovery for them. After all, they didn’t even suspect that their moms and dads were such important people. Therefore, we decided to clarify their ideas and gradually expand knowledge about adult labor.

We sought not only to give children some knowledge, but also taught them to compare, contrast, and draw conclusions. During one of their walks, the guys saw bags of fertilizer near the current. The teacher said: “What you see here is called fertilizer.”. However, this explanation did not satisfy the guys, and immediately followed question: “What is this fertilizer for?” From the story the teachers found out the children that plants eat and one of the nutrients is fertilizers. In our garden, they regularly fed one bed and were able to see in practice what a huge impact fertilizers have on the growth and development of plants.

The work carried out made the children want to understand how plants develop. To enrich the children's ideas, we took short routes to get acquainted with the life around us. At a distance of about a kilometer from the kindergarten there was a rye field. The children have been here several times once: spring summer and early autumn. They listened attentively and with great interest to the explanations. teacher, we saw how tractor and combine operators deftly operate their machines, how carefully the agronomist examines the first tender shoots and golden, tight ears.

During one of our walks in the spring, when the winter crops were turning green on the field, the kids wanted to run around on the young grass. But the older guys held them back rush: “You can’t crush winter – the harvest will be bad”.

By request educators The collective farm provided a bus for the kindergarten for an excursion to the grain farm. The children were able to watch the operation of an electric loader, touch golden durum wheat grains, long rye grains, and shiny yellow millet grains. Having been on the current, the children realized how much labor needs to be spent before the bread reaches our table.

They were greatly impressed by the story of agronomist I. I. Baranov about how a rich harvest of grain crops was grown. At the grain market, the children were given grains of wheat, millet, and rye. And then the older guys along with educators We collected and made a herbarium of cereals grown on our collective farm. We try to maintain the existing interest among children in agricultural labor. Fiction was used in conversations with them ( “How bread came to the table” Belakhova, "Harvest" Pogorelovsky and others, showed paintings: "In field", "Harvest", and etc.

We introduced children also and the labor of livestock farmers. The guys saw grazing cows many times, but only on the excursion did they learn what exactly a shepherd’s job is. They got acquainted with the work of people on a livestock farm. The milkmaids greeted the children warmly and told them how to feed the cow, how to tenderly and diligently look after it so that it would give a lot of milk. The children were shown equipment that helps maintain animals: automatic drinking bowls, conveyors, automatic milking machines. But the biggest impression on them was the milking of cows.

We not only visit our collective farm workers, but also invite them to our holiday "Autumn and Harvest"

It is advisable that an area be allocated on the kindergarten site where adults could grow children such cultures, like lettuce, onions, peppers, dill, carrots.

Everything that children see on excursions is reflected in drawings, stories, and role-playing games. For example, in classes on speech development, preschoolers composed stories: "Out to Pasture", "Native Field" etc. Boys love to play the role of tractor drivers, combine operators, drivers in games, girls love to play the role of milkmaids, cooks.

We often organize exhibitions of children's work, for example an exhibition of drawings for various Topics: "Our tractors", "Our Bread" etc. This allows parents to see how their children express their attitude towards them labor how he is valued.

We must strive to ensure that fathers and mothers support teachers in their work to form children careful attitude towards bread and other food products, influenced the children by personal example.

It is advisable to invite parents to watch open classes in senior groups, where they talk about growing bread and obtaining other food products, labor collective farmer at different times of the year.

Certainly, it's hard to say now, who our children will be when they grow up. But they must understand the most The main thing: everyone work for the benefit of society is respected and honorable, to anyone labor you just have to be creative labor You can gain the respect of those around you.

We, the workers rural kindergartens, must show children the importance farmer's labor, livestock breeder, educate they have a sense of respect for these professions, a sense of respect for our collective farm and for our collective farm, in which wonderful people live and work.

Proverbs about labor

A good grain will give birth to an ear.

Grain to grain - there will be a bag.

Throwing bread, losing strength.

Man's labor feeds, but laziness spoils it.

He who sleeps in spring cries in winter.

No pies are baked at once.

Whether he is golden or mustachioed, there are a hundred guys in a hundred pockets. (Ear)

Not the sea, but worried (Field)

He walks, cuts a wave, grain flows from the pipe. (Harvester)

They have teeth, but don't bite. (Rake)

Koshkina L. S. teacher

MBDOU No. 65 Balakovo

Saratov region