https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
446
THE ROLE OF MANUAL LABOR IN THE DEVELOPMENT OF LABOR
EDUCATION
Feruza Oljayevna Orinova
Kokand University Under the supervision of, PhD,
Associate Professor, Professor, “Department of Education”
Turdaliyeva Nurjahon Abdunosir kizi
Kokand University
Teacher of the "Education Department"
Telefon raqami +998916883136
Orcid:
https://orcid.org/0009-0001-4509-7550
E-mail:
n12710420@gmail.com
Abstract:
The development of labor education of children of preschool age is considered one of
the most important issues in the current era. Many scientists have studied the specific aspects of
the work of preschool children. An important feature of children's work is that it is aimed at a
specific goal. Education without active manual labor. unimaginable. In this type of activity, the
child feels high interest. This factor has a positive effect on the general mental development of
children
Key words:
personality, manual labor, pre-school education organization, training, creativity,
artistic works
Labor education is an important type of education, a pedagogical process that is one of the
necessary conditions for the formation of a personality. Labor education serves to develop in a
person such qualities as an internal need for socially useful labor, institutionalism, orderliness,
organization, initiative, diligence, and a sense of work. Since labor is the first and main means of
satisfying human needs, labor education appeared before all other types of education. Social
pedagogical institutions such as kindergartens and schools play a significant role in providing
labor education to children. Because in these institutions, labor education is organized by
relevant specialists on a scientific basis. The main aspect in organizing labor education is that it
should be in accordance with the age characteristics, mental, intellectual and physical capabilities
of children. Just as labor education that is easier than the child's capabilities can bore them, tasks
that are heavier than their capabilities can tire children. It is permissible to strictly adhere to
systematicity and institutionalism in the implementation of labor education. Otherwise, even a
capable child may not receive sufficient Labor Education. The school period is the most
favorable opportunity for Labor Education. First of all, the learning process itself is hard physical
labor. In order to get to school on time, learn to read and write, and master the knowledge given,
students must be given Labor Education. Because in order to complete educational tasks, master
lessons, repeat what has been learned, do written work, memorize the necessary texts, make
copies, and work with dictionaries, the student must adhere to a certain institutional framework,
have organizational skills and work ethic, and know the ropes of work. In Labor Education, as
mentioned earlier, the processes of labor education and vocational guidance also play a large role.
Because in these processes, students directly go through the stage of acquiring relevant labor
skills and independently applying them. They also learn at this stage which direction of work is
more suitable for them. Therefore, labor education should be as diverse as possible and
correspond to the mental, physical capabilities and sexual characteristics of students.
Children's creativity is a unique activity inherent in a child, which is considered his universal
https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
447
ability. Creative activity satisfies the cognitive activity of the child, develops imagination and
ingenuity. In the process of this activity, figurative thinking, imaginative thinking, and
imagination develop. Manual labor in a preschool educational organization is an activity that
develops the activity of preschool children in the learning process.
The content of manual labor is very diverse: working with fabric, threads, paper, wood, natural
materials, here there are crafts from waste materials and soft toys, dolls, etc. The production of
toys and items by children from various materials is one of the important aspects of labor
education of preschool children, especially in older age groups.
In a preschool educational organization, manual labor gives the child the opportunity to feel like
an artist, a creator, increases his desire to make things with his own hands, and instills a sense of
respect for the work of others.
A child can make various objects with his own hands and give them to his loved ones.
One of the most important conditions for the successful development of children's artistic
creativity and manual labor is the variety and variability of work in the classroom. The novelty
of the environment, an unusual beginning of work, beautiful and colorful materials, interesting
non-repeating tasks for children, the opportunity to choose and many other factors - all these
factors help to prevent monotony and boredom in children's activities. Each time the educator
creates a new situation, it is very important for children, on the one hand, to apply previously
acquired knowledge, skills and abilities, and on the other hand, to look for new solutions and
creative approaches. This awakens in the child positive emotions, joyful surprise, a desire to
work creatively. However, it is often difficult for educators to add variety to all the moments of
work and free activities of children and offer a variety of options for activities on the subject.
Artistic manual labor combines the important features of artistic and labor activity.
Artistic manual labor is a transformative, creative, socially motivated activity aimed at creating a
specific product that harmoniously combines functional and aesthetic properties (the unity of
utility and beauty).
The main task of manual labor:
to teach children to enjoy crafts;
to work with any available material;
The methodology for organizing the work of preschool children is based on the principles of
building the pedagogical process:
from simple to complex;
the principle of systematicity;
an individual approach;
the principle of consistency.
The conditions for the successful organization of manual labor:
a subject development environment rich in iso-materials and various materials for children's
artistic creativity;
creating an emotionally positive creative atmosphere in the process of joint educational activities
with children;
using artistic products created by children to decorate the preschool educational institution,
prepare attributes for performances, organize exhibitions and participate in competitions;
organizing a museum of children's crafts and a mini-library of children's handwritten books;
direct participation of parents in the process of creative activity with children;
encouraging parents to evaluate the results of children's artistic creativity.
Children's awareness of the purposefulness of their labor activity has a significant impact on its
quality, on the attitude of each child to the labor process and its result. The individual nature of
manual labor (that is, even in collective work, each of the children performs a part of it with his
own hands) allows him to consistently involve all children in it, to correct some shortcomings.
Performing collective tasks develops in children the ability to negotiate, subordinate their
interests and desires to a common goal, instills a sense of friendship, mutual assistance,
responsibility, develops initiative, ingenuity.
https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
448
In the process of performing collective tasks of a visual nature, children learn to independently
plan future work, coordinate their actions with the general plan, think over the sequence of its
implementation, select and use the necessary visual material. At the same time, in collective
work, the individual characteristics of children are clearly manifested, creative abilities are
formed.
Artistic labor is the work with various materials to create useful and artistic, aesthetic objects and
objects that are useful for decorating the child's life, games, work and leisure. This children's
labor is a decorative, artistic and craft activity, since when creating beautiful things, the child
takes into account the aesthetic qualities of materials based on his own ideas, knowledge and
practical experience acquired in the process of labor activity. Properly organized manual and
artistic labor gives children knowledge about the quality and capabilities of materials, awakens a
desire to master the specifics of crafts, introduces them to decorative and applied arts.
The formation of a child's personality is impossible without labor education. In senior and
preparatory groups, manual labor with elements of creativity plays a key role. The manifestation
of creativity in preschool children is determined by the nature of the mental tasks offered to them.
It is very important that children can release their creative energy. In terms of practical
significance, sewing classes cultivate many important qualities: the habit of action, the ability to
overcome obstacles, responsibility, planning work and foreseeing the stages in the sequence of
its implementation. In particular, beadwork is a type of needlework, with the help of which you
can solve the following tasks:
-to arouse interest in the culture of one's homeland, the origin of folk applied art, an aesthetic
attitude to reality, diligence, accuracy, perseverance, patience, the ability to bring the work
started to the end, mutual assistance in performing work, thrift;
-to instill the basics of materials used, labor culture;
- to develop motor skills, imaginative thinking, attention, imagination, creativity, and the
formation of aesthetic and artistic taste.
In the process of classes, children develop attention, observation, imagination, fantasy, and
creativity. In each task, in each lesson, children are given the opportunity to dream, they are
encouraged to include their own images in the work.
In the process of performing artistic works, all mental processes are formed in older preschool
children, creative abilities and a positive-emotional perception of the world around them develop.
In the process of developing their creativity, it is also important to teach preschool children to
make toys from paper and natural materials in the process of manual labor. During the lessons,
you can make a “System” from natural materials, a “Glass” from cardboard, a “Brush Eraser”
from fabric, “Dragonfly and Ant”. These are discussed in detail.
The purpose of the lesson: to teach children to make various objects using natural materials,
cardboard, fabric.
Tasks to be performed in the lesson:
-to continue teaching children to engage in manual labor;
-to develop children's labor skills and abilities;
-to teach children to preserve, protect, and save nature.
Equipment for the lesson: oak, chestnut fruits, primrose flowers, feathers, plasticine, twigs,
cardboard, glue, thread, needle, fabric scraps.
Course of the lesson:
Educator: Children, the golden autumn season is coming to our country. We know that
vegetables and fruits ripen in autumn, right? The fruits of ornamental trees are also ripening and
are lying on the streets and alleys.
Children, do you know that in today's lesson we will make toys with you from the fruits of this
beautiful tree. Not only toys, but also systems that can be used in counting lessons for first-
graders.
To make the system, we will take a thicker thread, pierce the chestnut fruit and thread it onto the
thread.
https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
449
Since the children are first learning to count within 10, we will thread 10 fruits into the system.
This system can also be made from the fruit of the oak tree. If the fruit is a little overripe, put it
in a little water, the upper bark will soften and you can make the system. Who will count?
Educator: Good morning, children, we will make such cups with you. We take a square piece of
cardboard and cut a circle out of it. Then, leaving a width of one centimeter at the bottom of the
rectangular paper, cut it like saw teeth, glue both sides, apply glue to the cut pieces at the bottom,
and glue it to the circle. The glass is ready. Children, have you also prepared your glass?
Congratulations! Now that the glass is ready, let's prepare a napkin to wipe the brush. Cut a few
squares from unnecessary fabrics and make circles from them. Place the circles on top of each
other and sew them in the middle. Here is the brush wipe.
Children, do you want to make a toy? Of course, we will make toys. Now we will make
"Dragonfly and Ant" from felt and chestnut fruit. To do this, we take a chestnut fruit, attach the
head of an ant to a slightly smaller chestnut fruit, make its limbs from a twig and attach them to
the trunk, and make its eyes from plasticine. The div of the dragonfly is made from a chestnut
fruit, attach a matchstick to its back, and make the head from a small chestnut: make its arms and
legs from a twig. Make wings from the fruit of a decorative tree and glue them with plasticine.
Here, our dragonfly is ready! Let's remember, what fable about a dragonfly do you know?
Children's answers are encouraged, and the lesson ends.
Children are invited to create applications of various contents using waste materials (yarn, silk,
fur, polyethylene, etc.). Then they are taught to sew toys from fabrics, clothes for fairy-tale
heroes for various holiday fairy tales, as well as clothes for cheerful merrymakers and petrushkas.
The toys made by the children themselves are displayed in the process of creative, active games.
The following pictures show examples of toys made from natural materials:
Mosaic works from natural materials. Mosaic is one of the types of monumental decorative art.
In different eras and in different countries, mosaics had their own characteristics both in terms of
the materials used, and in terms of patterns and drawings. In Central Asia, madrasas, mosques,
and palaces of rulers were decorated with mosaics. Mosaics are used to decorate the exteriors of
buildings, interior walls, and works of folk art. Mirror spool plates are used in mosaic work. In
Laos, wonderful mosaic works are created from pieces of colored mirrors, which, merging and
shining in the sun, create a joyful mood.
LIST OF REFERENCES USED
1.Ahmad Donish. “Navodirul vaqoye”. – T.: ‘Tafakkur’, 2008, p. 388
2.Qodirova F.R., Sh.Q.Toshpulatova, N.M.Kayumova, M.N.A’zamova. 3Preschool pedagogy
/textbook.– T.: “Tafakkur” publishing house, 2019. – p. 208-211
3.Turdaliyeva Nurjahon THE IMPORTANCE OF MANUAL LABOR IN PROVIDING
LABOR
EDUCATION OF PRESCHOOL CHILDREN. pp. 681-683. DEVELOPMENT OF
INTELLECTUAL ABILITY OF PRESCHOOL CHILDREN Turdaliyeva Nurjahon Abdunasir
qizi pp. 62-65.
4.Turdaliyeva Nurjahan Abdunosir kizi PROFESSIONAL COMPETENCE OF FACILITATOR
EDUCATORS OF PRESCHOOL EDUCATION ORGANIZATION. International Journal of
Discoveries and Innovations in Applied Sciences (2024) pp. 23-25
5.Abdurashidov, A., & Turdaliyeva, N. (2023). Development of manual work in pre-school
education. Science and innovation, 2(B2), 282-286.
6.qizi Turdaliyeva, N. A. (2024). Theoretical foundations of the development of creative abilities
of preschool children. Golden brain, 2(7), 48-52.
7.Soliyev Ilhomjon Sobirjonovich, & Boymirzayeva Shakhnoza Olimjon kizi. (2023). Systemic
Organization of Professional Competence, Creativity and Innovative Activity of A Future
Kindergartener. Journal of Pedagogical Inventions and Practices, 19, 108–112. Retrieved from
https://zienjournals.com/index.php/jpip/article/view/3709
https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
450
8.Soliyev, I., & Boymirzayeva, S. (2023). Methodological foundations and pedagogical
conditions of an innovative approach in the preschool education system. Science and Innovation,
1(6), 128-129.
9.qizi Boymirzayeva, S. O. (2024). Developing the creativity of a future educator in a preschool
educational organization. Golden brain, 2(7), 41-47.
10.Shahnoza, B. (2024). METHODOLOGICAL BASIS AND PEDAGOGICAL CONDITIONS
OF AN INNOVATIVE APPROACH IN THE PRESCHOOL EDUCATION SYSTEM.
University Research Base, 164-167
11.Boymirzayeva, S. (2025). GAME TECHNOLOGIES FOR METHODS OF IDENTIFYING
INTELLECTUAL ABILITIES OF CHILDREN AND THEIR TARGETED DEVELOPMENT.
QOKON UNIVERSITY NEWSLETTER, 14, 136-139.
12.Shahnoza Olimjon qizi, B. (2025). PEDAGOGICAL BASIS OF IDENTIFICATION AND
DEVELOPMENT OF INTELLECTUAL ABILITIES OF CHILDREN AGE 3–7 THROUGH
THE USE OF GAME TECHNOLOGIES IN THE PRESCHOOL EDUCATION SYSTEM.
Advances in Science and Education, 1(02), 18-21.
