“Their spiritual life, worldview, mental development, strength in knowledge, and self-confidence depend on the health and cheerfulness of children. Therefore, it is extremely important to organize physical education classes in preschool childhood, which will allow the growing body to accumulate strength and develop physical qualities, which will further ensure the comprehensive harmonious development of the individual.”
Vasily Alexandrovich Sukhomlinsky
Health is the physical, hygienic, mental and social culture of a person; the main condition that determines the timely physical and neuropsychic development of the baby, the foundation of his future well-being. Protecting children's health and strengthening it are a matter of special concern for us adults. The formation of motor functions is one of the most important features of child development and upbringing.
Everyone has long known that movement is:
An innate, vital human need
An effective remedy;
Knowledge of the surrounding world;
An important means of education and training.
The sensitive period for the development of movements and actions lasts on average from 1 to 4 years, and its importance for the overall development of the child cannot be overestimated. It is thanks to the movement and the accompanying increased ventilation of the child’s lungs that the blood is saturated with oxygen, sufficient to supply those brain cells that are involved in the development of all mental functions. Thus, all educational techniques and methods that limit the freedom of movement of a child at a given age are, without exaggeration, a crime against his natural development. This also leads to the conclusion that an inactive lifestyle, which is typical for many modern families, is harmful to a child’s development. The course of this sensitive period is heterogeneous: at the beginning of the period, the child is interested in movements (he has a need to feel the capabilities of his body), subsequently he begins to be interested in more and more complex actions, for the performance of which it is necessary to have a certain level of coordination, freedom and expressiveness of movements. It is not difficult to imagine how much richer, healthier, and safer the world will become for children if we, adults, do not interfere with the child’s movements and encourage their initiative in independent motor activity.. Scientists have selected a reliable key to the proper organization of a child’s life in kindergarten and family, to the formation of his health, mental activity, and the ability to act “near” and “together” with others. This key is movement!
The need for work in this direction:
Early age is the period of the most rapid development of the structure and functions of the child’s body. A strong, fully physically developing child is less susceptible to diseases, and, when sick, copes with them with fewer negative consequences. Therefore, creating all the necessary conditions for promoting the health and proper development of the body of young children is a task of paramount importance.
One of the conditions for normal growth and development of a child, increasing the resistance of his body, is sufficient physical activity. It is motor activity, as the basis for the life support of a child’s body, that affects the growth and development of the neuropsychic state, functionality and performance of the child.
Each age period has its own optimal level of physical activity, but at an early age, due to intense metabolism and plastic growth processes, the need for movement is especially high.
Insufficient physical activity at an early age can lead to early postural deviations, strabismus, poorly formed feet and other diseases in preschool age.
An analysis of the practice of preschool institutions shows that in recent years there has been a decrease in the proportion of movements in the general daily routine. This negatively affects the formation of all systems and reduces the defenses of the child’s body. The number of physically weakened children has increased noticeably, which is why an optimal motor mode is so important in which the child’s natural and sufficient need for movement is satisfied.
In addition, muscle load in children decreases due to objective reasons:
Not all parents have the opportunity to provide their children with enough time, space and the necessary equipment for proper physical development,
Some parents are overly interested in the intellectual development of their child (computer games, visiting various clubs). That is why the role of kindergarten in the comprehensive physical development of children is increasing. Today, issues of physical education and health work are the most pressing in the activities of any preschool institution.
Modern society places high demands on the work of preschool institutions, designed to lay the foundations for good health and comprehensive development of the child’s personality.
The development of basic movements in conditions of targeted guidance is associated with the development of mental processes (attention, perception, imagination, thinking), helps to increase overall vitality, develop feelings, interest and a certain attitude towards one’s activities.
If a child moves a lot, he gets used to the new environment faster and easier. Babies are more willing to join a group and instantly stop crying if we switch their attention to active motor activity, and even with an interesting toy. Therefore, when working with young children, we pay great attention to the formation of motor functions.
To organize work in this area, the main tasks were identified:
Create conditions that encourage children to be physically active;
Teach children to move correctly;
Lay the foundations of physical education.
When planning our work, we were guided by the program of education and training in kindergarten “From Birth to School” edited by N.E. Veraks, T.S. Komarova, M.A. Vasilyeva. Motor activity was carried out according to a motor regimen, which included: morning exercises, outdoor games, play exercises, and direct educational activities for the development of movements. The methodology for teaching children movements was based on the following principles:
Availability;
Systematicity;
Subsequence;
Repetition
One of the main conditions for the full physical development of a child is the creation of a subject-based developmental environment in the group. Our group has games and equipment for the development of walking and other movements of children (toys that can be rolled, thrown; walking paths, benches, arcs of different heights, step ladder, various balls, soft logs, rugs, rope; rattles, rings , ribbons, scarves, flags, gymnastic sticks, ring throws, various masks for outdoor games. During physical exercises and games, each child is provided with sufficient space for movement, his own allowance. No waiting, no queues, no rush or fussiness! remember that games with movements and in motion are the happiest moments in a child’s life, then everything will be fine.
The correct organization of physical education of children in everyday life ensures the implementation of the motor regime necessary for the healthy physical condition of the child and his psyche during the day.
The most important condition for improving health in a preschool educational institution is the organization of children’s physical activity.
Physical activity promotes:
- increasing the body's resistance to various diseases;
- increase in physical performance;
- normalization of the activity of individual organs and functional systems;
- the emergence of positive emotions that promote mental health.
Every morning we start with morning exercises with our children. The main purpose of morning exercises is to raise the emotional and muscle tone of children,
Eliminate lethargy after sleep, invigorate the child. In the cold season, we do gymnastics in a group, and in the summer, in the open air or in a thoroughly ventilated room (depending on environmental and weather conditions). An air bath in combination with exercises that make up a complex of morning exercises improves the functioning of the internal respiratory organs, blood circulation, digestion, and increases the tone of the nervous system. After morning exercises, children take water procedures (wash themselves).
Another mandatory physical education and health activity for us was corrective gymnastics after a nap. We have noticed that its daily implementation has a positive effect on children. Not only does their mood improve, but also their muscle tone. During gymnastics, we try to take into account the correct load on the muscles, we give the children a little rest after the next movement. A prerequisite for gymnastics is the game form. Kids enjoy performing and imitating the movements of bugs, butterflies, animals, etc. We carry out direct educational activities in the educational field “Physical Education” in a playful way, with the introduction of exciting exercises in all parts of organized activities, which helps to increase children’s interest and develop emotional feelings.
Twice a week, direct educational activities are carried out to develop children’s movements, which consist of three parts: introductory, main and final.
Structure and dosage:
introductory part – 1 min.; main part – 6-8 minutes; final part – 1 min.
Introductory part: organizing children and gradually introducing them to the rhythm of the lesson. The content of this part is material familiar to children, such as walking. As they master motor skills, we complicate the content of the introductory part through balance exercises (walking along a path lying on the floor, stepping over a cube, etc.).
Main part: general developmental exercises for the development of basic types of movements and outdoor play. General developmental exercises are given from the starting position, sitting (on the floor, on a chair, bench), lying down and standing. Of the three to five exercises, two or three are from the starting position, sitting and lying down, as they form posture and relieve the child’s spine and feet. When performing all exercises in one lesson, we use the same type of aids or toys. This helps focus children's attention.
The culminating part is an outdoor game that increases activity, enriches motor experience, and develops the ability to coordinate movements with words.
We conduct outdoor games using aids (balls, balls, rattles, etc.) and toys, as they make it possible to specify the task (catch up with the ball, crawl to the rattle, find the toy). The basic rule of all games is the ability to coordinate your movements with the word, which is a signal.
Final part: the main task of this part is to gradually bring the child’s body into a calm state.
In our work, we not only use ready-made sets of exercises, but also compose them ourselves, adhering to the following principles:
We take into account the capabilities of children in this group and the level of existing motor experience;
We do not completely replace all the exercises of the previous lesson, but leave 2-3 familiar ones that the children have poorly mastered and require repetition;
We repeat those exercises with children that bring them joy;
We provide for a gradual increase in the load on the child’s body and a decrease in it at the end of the directly organized activity;
We alternate loads on all major muscle groups.
Once a month we carry out direct educational activities on the development of movements of young children in various options:
Based on a single plot (“A Walk in the Forest”, “In Grandma’s Yard”, etc.);
Training session (“Obstacle course”);
Built on one movement;
Built on outdoor games.
Movement and play for a baby are not only a vital necessity - it is life itself. And the most correct form of physical development of children is play. Therefore, in our work we use only a playful form of directly educational activities, gymnastics. We introduce children to new toys and teach them various movements with them. In addition, we come up with a lot of movements in games with figurative toys. For example, by placing dolls on chairs, children show them how to crawl under the bench correctly, and now an ordinary movement turns into a fun game. And the main thing about this is that children repeat the movement on their own many times. We try to significantly diversify movements in games using physical education aids (ball, hoop). At first, the actions with them are extremely simple and not of a specific nature, but then we say that, for example, a hoop “turns” into a car, into a house, into a nest... Then we include more complex physical education aids in children’s games (benches, cubes, boxes, etc.) other).
One of the means of developing movements, as well as satisfying the motor activity of young children, is outdoor games. They attract kids with their emotionality, variety of plots and motor tasks. In addition, outdoor games also contribute to the development of attention, memory, imagination, and the formation of personal qualities (independence, activity). By participating in these games, children gain experience communicating with peers and adults. An adult is an organizer and an active participant in games: he plays the role of a presenter (reads the text, which serves as a signal for the beginning and end of movements) and at the same time acts together with the child, being a role model.
Understanding the importance of the problem of developing motor activity of young children through outdoor games, we have set ourselves the following goal: Creating favorable conditions for the full physical and mental development of young children by meeting the need for motor activity of young children in outdoor games.
In our work we solve the following problems:
1. The ability to maintain a stable body position and correct posture.
2. The ability to move freely and independently.
3. To form the physical qualities of the individual - courage, dexterity, a feeling of joy from joint actions with other children.
4. Make physical education part of a child’s healthy lifestyle in the family.
We plan outdoor games as the main motor activity of young children at different times of the day in accordance with the daily routine. We include outdoor games in physical education classes, morning exercises, and also during children’s independent activities. At the same time, we focus on ensuring that every child takes part in at least one game during the day, involving the kids in the game.
Thus, children of the third year of life are happy to perform such play exercises as:
"Let's fly like birds"
"Let's jump like bunnies"
"The chickens are pecking the grains"
Through these games and exercises, children learn the ability to convey the simplest figurative actions of some characters. The development and improvement of movements is determined by the everyday use of them; these are movements such as walking, running, climbing, jumping, which are widely used not only in independent activities, but also in outdoor games.
Our task when organizing outdoor games with young children is to teach them to follow a number of rules: run in a certain direction, stop at a signal. When planning, we take into account the variety of movements that cause the activity of different muscles, the transition from calmer to more animated movements.
In the first junior group we organize games of complex content, in which the role of the leader is emphasized. By playing outdoor games: “Happy Bunnies”, “On a Level Path”, “Bubble”, “Carousels”, children learn to play according to the rules and relate actions to words.
So that children have an idea of the plot of the game, we carry out preliminary work: reading fiction, observing nature, observing the habits of animals and birds, observing people’s activities.
We actively take part in play with young children and take a leading role, showing what to do and how to do it. Our positive emotional state is passed on to our children. By showing and explaining, we teach children movement skills, regulate the number of repetitions, select different games based on the difficulty of performing a particular movement, and provide a certain physical activity.
We use games of various contents when working with children:
With walking and running;
With crawling;
With throwing and catching the ball;
With bouncing;
For orientation in space;
With various movements and singing.
To enrich children’s gaming experience, we use the following techniques: - supporting the child’s initiative, encouraging actions makes him want to repeat some exercise again (walk along wide and narrow paths, step over a leaf, catch up with not only a large but also a small ball, throw not only a bag of sand, but also a “snowball”, and repeated repetition of movements improves the quality of their execution), the introduction of a game character, the enrichment of game plots. Taking into account the characteristics of an early age, it is difficult for children to accurately perform movements according to the teacher’s word, we offer game situations that encourage the child to perform various movements, for example, Katya doll rolls a ball, and now the ball will roll towards Seryozha, or the cat plays with mice, and now children will be mice.
To implement any of the assigned tasks, you need sports equipment and attributes (toys, hats - masks, massagers, etc.) in the manufacture of which parents provide great assistance.
Work on physical education is carried out jointly with parents: this is an introduction to a healthy lifestyle (joint games, walks), we introduce parents to the content and words of outdoor games, we involve them in the arrangement of areas in summer and winter, all this contributes to the development of motor skills in children and skills.
Thus, at the turn of an early age, the child gains experience in motor activity associated with performing exercises aimed at mastering basic movements: walking, running, jumping, climbing and throwing a ball in one of the priority types of children's activities - play. In the context of our work, this is an outdoor game. It is in active play that a child satisfies his natural mobility, it is in it that a young child improves in motor development, in the ability to behave correctly in a group, which means that this is a favorable condition for the full physical and mental development of young children.
Individual work with young children on physical development must be based on age-related knowledge and a thorough study of the individual typological characteristics of children. Individual work begins at an early age. It is planned throughout the day during games and walks; it should be a natural and organic part of the overall pedagogical process. Achieving success in teaching motor actions, the teacher not only invites the child to perform the exercise correctly, for example, according to his example, but also tries to arouse interest in the task. Uniting children into small groups is advisable when conducting outdoor games with rules, in order to clarify these rules and learn the obligatory nature of these implementations. Selecting shy children as leaders, involving sedentary children in physical activity, etc. Thus, complex tasks of individual work and work with small groups of children require subtle skill from the teacher, a sensitive attitude towards children, strict comparative accounting of work results, showing progress mental and physical development of children.
Musical accompaniment is another way to interest children. For this purpose, the parents purchased a tape recorder and recordings of children's songs and rhythmic music for the group. Cheerful music increases children's physical activity, creates a good mood, and charges them with positive vital energy. When organizing and conducting physical activity for children, it is not only not forbidden to smile, but all manifestations of a good mood are welcomed. With bright gestures and clapping, children express their joy at the work done. They don’t notice fatigue; there are no obstacles for them on the way to mastering complex exercises. They are confident in success, everything works out for them. In our work, we also pay great attention to hardening activities, which is an integral part of full physical development.
First of all, this is:
Maintaining temperature conditions in the group;
Proper organization of the walk and its duration;
Maintaining seasonal clothing during walks, taking into account the individual condition of the child;
Lightweight clothing in kindergarten.
We carry out the following hardening procedures with children:
Corrective gymnastics, walking barefoot along “health” paths (prevention of flat feet and poor posture);
Breathing exercises after sleep;
Washing, washing hands up to the elbows with cool water;
Outdoor games and exercises to strengthen muscle and bone tissue, the musculoskeletal system;
Exercises and games to relieve muscle and emotional tension, relaxation;
Before going to bed, children undress in a group room, where the air temperature is 2-3 degrees higher than in the bedroom and go into the bedroom in T-shirts and panties. Children sleep in the warm season with open transoms, in the cold season in a well-ventilated bedroom.
Before starting hardening, I discuss all the activities and their sequence with the parents. In the fall, after the adaptation period, I conduct a survey on the topic: “The influence of hardening on a child’s health.” I am interested in the opinion of parents, how they feel about hardening, what they think about the impact of hardening activities on the baby’s health.
Every parent wants to see their baby healthy, cheerful and physically developed, so I work closely with parents.
Working with parents
Success in strengthening the health of children, their full physical development, and increasing physical activity can only be achieved through the joint efforts of the kindergarten and family. The primary task of this unity in the upbringing of young children is to ensure painless adaptation of the child to the preschool institution during the adaptation period. It is necessary to identify the state of health, physical and motor development of children
Parents often do not think about the fact that low mobility is unnatural for a small child; it has reasons - the child’s ill health, his insufficient motor experience, lack of conditions for movement, psychological discomfort.
Working with parents on various issues of the physical development of young children, we advise them which developmental toys are best to give to their children. We draw the attention of parents to the clothes of their children, to how difficult it is for children dressed too warmly to move during a walk, and to the harmful effect of excessive wrapping on children.
After surveying parents, we found out what the children in our group do at home, what opportunities they have for developing movements at home, whether parents and children conduct hardening activities, and how the work of the kindergarten is reflected in the children’s games and activities.
We conduct conversations with parents about the need to form a child’s habit of daily physical education, and explain that the personal example of parents is a great force in raising children. Indeed, in those families where parents play sports, the child gets used to physical education from an early age. We always try to keep parents informed of our tasks. We conduct individual conversations where we inform parents about what the child’s difficulties are and how to overcome them, what to work on more, what to pay attention to. In the information corner for parents, we systematically post material about outdoor games and exercises, various consultations on the topics: “Sports or physical education”, “How to interest a child in physical education”, “Is it possible to do physical education in an apartment”, “How to properly organize a daily routine”, “What and how to play in the yard”, “Being on the move means improving your health” and much more. Parents were also offered a set of breathing exercises, a set of developmental exercises and outdoor games. There is also a library for parents with literature on the physical development and upbringing of children and the whole family, stories, poems for family reading; thematic folders. Parents are happy to help in decorating the sports corner. They made plumes, flags, sewn scarves, made masks, knitted caps for outdoor games, sewed various massage paths and rugs. On the site, the parents built a wooden slide, walking bridges and other buildings for crawling and climbing.
Organizing work to develop the motor activity of children in our group, we came to the conclusion that the issues of physical development of children and raising them healthy can only be resolved through the joint efforts of parents and preschool workers.
Working with children and parents in this area has yielded positive results: children are getting sick much less often, and there are no sedentary or inactive children in the group. All children move a lot, enthusiastically act with any object (ball, flag). Kids know how to be close to each other and play outdoor games with pleasure and interest.
Currently, preserving and strengthening the health of children is the most pressing problem, so we are constantly working in this direction. We regularly study new methodological literature and use health-saving and computer technologies in our work. I share my experience of working with kindergarten colleagues.
List of used literature
1. Bazhukov S.M. Children's health is a common concern. - M.: Education, 1978
2. Bogdanov G.P. Physical education lessons. - M.: Education, 1979
3. Vilchkovsky E.S. Physical education of preschool children in the family. - K.: Glad. school, 1987.
4. Laizane S.Ya. Physical education for kids: Book. for a kindergarten teacher garden - M.: Education, 1987.
5. G.M. Lyamina Education of young children. – M.: Education, 1981.
6. Raising young children: A manual for kindergarten teachers. kindergarten and parents / E.O.
7. Presnyakova L.S. Motor activity of young children. – 1991, - No. 8.
8. Slobodskaya E.R. Motor activity of young children in preschool institutions. // Human Physiology. - 1988. - No. 1.
9. Stepanenkova E.Ya. Theory and methods of physical education and child development. – M.: Academy, 2001.
10. Shishkina V.A., Dedulevich N.I. Healthy baby: A system of physical education and health work with children of the second and third year of life: A manual for preschool teachers. institutions. - Linen.:. 200.
TABLE OF CONTENTS
TOC \o "1-3" \h \z \u INTRODUCTION PAGEREF _Toc425854886 \h 3 CHAPTER 1. Theoretical aspects of optimizing the motor activity of young children PAGEREF _Toc425854887 \h 51.1. The concept of activity and motor mode PAGEREF _Toc425854888 \h 51.2. Anatomical and physiological characteristics of young children PAGEREF _Toc425854889 \h 121.3. Independent motor activity PAGEREF _Toc425854890 \h 16CHAPTER 2. Practical aspects of optimizing the motor activity of young children PAGEREF _Toc425854891 \h 232.1 Forms of motor activity as a means of improving the health of children PAGEREF _Toc425854892 \h 232.2 Physical education classes with young children as part of organized motor activity activities for young children PAGEREF _Toc425854893 \h 292.3 Approximate plan for organizing the motor activity of young children PAGEREF _Toc425854894 \h 33CONCLUSION PAGEREF _Toc425854895 \h 39LIST OF USED AND CITED LITERATURE PAGEREF _Toc425854896 \h h 40APPAGEREF _Toc425854897 \h 44
INTRODUCTIONEarly age is the period of the most rapid development of the structure and functions of the child’s body. A strong, fully physically developing child is less susceptible to diseases, and, when sick, copes with them with fewer negative consequences. Therefore, creating all the necessary conditions for promoting the health and proper development of the body of young children is a task of paramount importance. (Manual of Pediatrics, 1960)
One of the conditions for normal growth and development of a child, increasing the resistance of his body, is sufficient physical activity. It is motor activity, as the basis for the life support of a child’s body, that affects the growth and development of the neuropsychic state, functionality and performance of the child.
Each age period has its own optimal level of physical activity, but at an early age, due to intense metabolism and plastic growth processes, the need for movement is especially high.
An insufficient amount of physical activity at an early age can lead to early deviations in posture, strabismus, poorly formed foot and other diseases in preschool age (Golubeva L. G. 2001).
Purpose of the study: to study and theoretically substantiate the optimal motor mode of young children
Tasks:
1.analyze methodological literature
2.explain the concepts of motor activity and motor mode
3.to study the anatomical and physiological characteristics of young children
4. draw up long-term planning for the organization of motor activity
5.develop a plan outline.
The object of the study is the process of physical education of young children.
The subject of the study is the development of movements through the creation of an optimal motor mode.
CHAPTER 1. Theoretical aspects of optimizing the motor activity of young children 1.1. The concept of activity and motor mode One of the conditions for the normal development of the body is motor activity. It is motor activity, as the basis for the life support of a child’s body, that has an impact on the growth and development of the neuropsychic state, functionality and performance of the child (Stepanenkova E.Ya. 2001).
There are many types of activity: supra-situational, cognitive, social, creative and mental. The activity of the musculoskeletal system is considered as an activity. Psychologists explain a significant part of individual differences in young children by the level of subject, social and motor activity. (Slobodskaya E.O., 1988).
Physical activity is key for young children. From a medical point of view, motor activity, in a cyclic rhythm, is a factor in the functional induction of recovery processes (Kuznetsov M.I., 2001); is one of the main forms of a growing organism and the most important condition for its life. The entire variety of behavioral acts, determined by biological factors and environmental conditions, is based on the movement of body parts in space (Sukharev A.G., 1978).
It is known that the motor activity of the body is a biological indicator determined by the characteristics of the development and condition of the child. A living organism is characterized by the need for movement necessary to maintain a normal level of metabolism. At an early age, the need for movement is especially high due to intense metabolism and plastic growth processes (Yurko G.P., 1978).
Motor activity, as a satisfied need of the body for movement, is the most important condition for the normal development of a child, the most important form of vital activity of a growing organism. The need for movement cannot be considered as a function of age, due to corresponding changes in the body. Motor activity varies greatly depending on the characteristics of physical education, the level of their motor readiness, and living conditions. The development of motor skills, physical qualities, health status, mood and longevity depend on motor activity (Notkina N.A., Kazmina L.I., Boinovich N.N., 1995).
Motor activity is determined by many factors:
social (regime of a preschool institution, professional preparedness of the teacher, organization of physical education).
natural (climate, seasons)
biological (health status, age, gender differences, functional characteristics of the central nervous system and higher nervous activity) (Yurko G.P., 1978).
At an early age, no significant differences were found in the motor activity of boys and girls. It has also been found that children move more in spring and summer than in autumn and winter. And yet, greater or lesser motor activity of children is determined mainly by the proposed motor mode. Increased physical activity is influenced by sufficient space for games, proper placement of equipment and toys, and the novelty of gaming and physical education aids (Shishkina V.A., 1992).
Motor activity effectively influences all mental processes. In the studies of prominent Soviet and foreign psychologists L.S. Vygotsky, A.V. Zaporozhets, J. Piaget, D.J. Bruner shows the presence of a direct correlation between the characteristics of motor activity and the manifestations of perception, memory, thinking and emotions in young children. It has been established that finger exercises are a powerful incentive for the timely emergence of speech and its further improvement. (Development of movements of a child - preschooler, 1979) Motor activity is not only an essential need, but also the background for the manifestation of broader possibilities of play activity and speech (Pechera K.A., 2001).
Motor deficits can lead to severe functional impairment. A direct connection has been noted between hypokinesia and a decrease in the activity of many enzymes that affect the nature of oxidative processes and biochemical transformations in the body. There is a lag in motor skills (decreased strength, speed, endurance), a delay in the development of autonomic functions, and a narrowing of the range of functional capabilities of the cardiovascular system and respiratory organs occurs (Studenikin M.Ya., 1986).
Physical activity, being an indispensable factor in human life, has the most beneficial effect on a growing organism only within the limits of optimal values. Both lack and excess of movements lead to pathological changes in the body. This concept serves as a scientific prerequisite for the development of norms of physical activity.
“Norm” is a scientifically based measure of physical activity. It can be based on the principle of the optimal number of movements. The term “optimum” means the “best” (most likely) of the possible options, most appropriate to certain tasks and conditions.
The overall goal of optimization is to perform a prescribed task under given constraint conditions. The goal of optimizing physical activity is to have a beneficial effect on the growing body, improve health, and increase the performance of the younger generation.
The leading optimization criteria are: satisfying the biological need for movement, matching the functional capabilities of the unevenly developing systems of a growing organism, taking into account environmental conditions (Sukharev A.G., 1991).
Optimization of the motor regime thus becomes one of the elements of nonspecific prevention of acute respiratory diseases (ARI), not to mention its leading role in raising a healthy child (Kuznetsov M.N., 2001).
The concept of “motor mode” includes the duration, frequency and distribution of all types of physical activity during the day (Sukharev A.G., 1991).
It includes all types of organized and independent activities in which locomotor (related to movement in space) actions of children clearly appear (Shishkina V.A., 2000).
Taking into account the individual characteristics of the motor activity of children, the selective attitude towards individual movements, each time new children enter a preschool institution, we have to look for new opportunities to optimize the motor mode. Therefore, you need to know some rules for its development:
the total duration of physical activity occupies at least 60% of the waking period;
the content of the motor regime is motor activity, varied in the composition of movements and physical exercises;
a certain part of the motor regime, which includes both physical exercises, specially selected for the formation of systems and functions of the body, and correctional work that goes through individual and organizational forms of work;
periods of activity alternate with “quiet” activities;
Each child must be given the opportunity to move independently (Shebeko V.I., Shishkina V.A., Ermak N.I., 1998).
All forms of physical education organization in unity represent the total physical activity per day, which must meet the individual capabilities of children.
A teacher can fairly objectively assess a child’s individual mobility without a pedometer by observing him during hours of independent activity and in classes, including those not related to physical education. It is necessary to carefully monitor children, paying attention to the most active ones; those who sit most of the time do not dare to take the ball; determine the type of activity, which movements predominate, who knows how to “conquer” space for their games, who is afraid of it.
Having received, in addition to their observations, data on the health and physical development of children from medical workers, parents need to draw up a diagnostic chart of the health, physical and motor development of the children in the group. After the column “last name, first name of the child” comes the column “physical development”. It notes the harmonious relationship between height, weight, chest circumference or deviation (over/underweight). In the “motor development” column, motor activity is noted (Shishkina V.A., Mashchenko M.V., 2000).
Three groups of children can be roughly distinguished:
The behavior of children of average mobility (smooth and calm) their mobility is uniform throughout the day. As a rule, about half of the group or a little more are such children. Under good conditions they are independently active. Their movements are usually quite developed, confident, purposeful, and clear. Their motor activity is self-regulated and does not require special attention from adults.
Children of great mobility are always noticeable, although they make up about a quarter of the total number. They find the opportunity to move in any conditions. Of all types of movements, running and jumping are most often chosen; avoid movements that require precision and restraint. Their movements are fast, abrupt, and often seem aimless. Due to the high intensity, they do not seem to have time to understand the essence of their activity and cannot control their movements to the proper extent. Excessive mobility is a strong irritant for the nervous system, so these children are characterized by unbalanced behavior and more often than others find themselves in conflict situations. They have difficulty falling asleep and sleep restlessly. Children whose motor activity, which does not have a specific direction, takes up more than 50% of the time, are characterized by disinhibition, loudness, lack of restraint and even aggressiveness. High physical activity quickly tires them and does not allow them to independently switch to quiet activities that require attention and perseverance (Shishkina V.A., Mashchenko M.V., 2000).
- Children with low mobility in kindergarten make up approximately one fourth. Their volume of physical activity is small: from 2700 to 4500 steps per day, and individual and seasonal manifestations of physical activity are less than in children of average and especially high mobility. Sedentary children are often lethargic, passive, and get tired quickly. In contrast to active children who know how to find a place for their games, they try to go to the side so as not to disturb anyone, and choose activities that do not require a lot of space and movement. They do not dare to communicate with peers and often refuse to go to kindergarten. In sedentary children, a number of undefined movements are observed. For example, slow advancement due to a sliding step forward or to the side, a “half-walk” type movement (step - stop - half a step or step in place - stop again). Some children have such movements for up to 30-40 minutes a day.
Sedentary children are encouraged to develop an interest in movement and a need for active activities. Particular attention is paid to the development of motor skills. Inactivity should be considered a serious behavioral deficiency in the child. It can be explained by the lack of conditions for movement, weak motor skills of children, their state of health, as well as the fact that children are already accustomed to a sedentary lifestyle. (Shishkina V.A., 2. 1992).
The total duration of physical activity, its intensity, and the composition of movements will help identify timing, which is carried out using a stopwatch according to a pre-developed observation scheme. The timing table is approximate and can be used in full or in parts, as often as children use jumping and throwing in their independent activities - the most complex movements for this age. As a result of observation, an additional reason for the presence or absence of these movements is easily established.
The first column shows time in five-minute segments, which makes it possible to perform the work more purposefully and accurately. The second column is reserved for recording the child’s activities and recording instances of communication with peers and adults. In columns 3-9, the change of poses and movements is recorded in numbers in the order they appear. This scheme makes it possible to reflect in unity the duration of the DA; types of activities and contents in them; see the child’s individuality, evaluate his motor skills in unity with his activity, since it is very important that children find application for their motor skills. (Shishkina V.A., Dedulevich M.N., 2000).
Research by Shishkina V.A. revealed the relationship between the time spent on performing various routine moments and the motor activity of children in them. Thus, organized activity in early age groups takes up only 9.2% of the total waking period (data taken in kindergartens with children staying for 9 hours, of which 3 hours are spent sleeping). Physical activity in organized events is only 2.8%.
The average time of household activities is 132 minutes, physical activity is 6.6%.
Children's independent activity takes the longest time in these groups, amounting to 54.1%.
The physical activity of preschoolers in this activity is also the highest - 30% of 39.4% of the total time of physical activity per day. (Shishkina V.A., 1992.).
Thus, the main source of sufficient motor activity for young children is properly organized independent activity.
1.2. Anatomical and physiological characteristics of young children The development of the child’s body and psyche in the early years of life is very intensive. Every month of early childhood is an important stage for a child in the formation of his physical and mental capabilities.
Growth from a biological point of view is the reproduction of cells that make up the tissues of the body, an increase in their size. Development is qualitative changes in the structure of organs and tissues, leading to more advanced functioning. Growth and development are two main processes that occur in a child’s body, but do not always occur in parallel (Bisyarina V.P., 1977).
Growth is the most stable among other anthropological indicators. This is an indicator not only of the growth process, but also of a certain level of maturity. It is also necessary for correct assessment of body weight and chest circumference. The latter, to a certain extent, together with the excursion of the chest and vital capacity of the lungs, characterizes the development of the respiratory organs and skeleton; in the first year, body length increases by 25 cm, in the second - by 10-15 cm. (Doskin V.A. et al. ., 1997).
The child's height, compared to the initial one (at birth), doubles by the age of 4-5 and triples by the age of 14-15.
Body mass (weight) is a more mobile indicator. It easily fluctuates even with short-term changes in diet, daily routine or general condition of children, which may be due to increased excretion of water or its retention in tissues. During the first year of life, the weight increases by 6-7 kg, in the second year - 2-3 kg. In subsequent years, the annual increase in body length decreases to 4-5 cm, weight - to 1.5-2 kg; in the 6th and 7th years, annual increases in body length are 8-10 cm, and body weight - 2.2-2.5 kg. (Bisyarina V.P., 1977).
With an increase in body length and weight, the proportion of its individual parts changes. In a small child, the head is very large in relation to the body, in a newborn it is 1/4 of the total length, this ratio gradually decreases, at the age of 12 years - 1/7, in an adult - 1/8. The child’s limbs are short; in a newborn, the ratio of the upper and lower half of the body is 1.7:1, i.e. the head and torso are much longer than the relatively short lower limbs.
Between 5-7 years, the first change in body shape occurs: the length of the arms and legs increases significantly, the ratio of the head to the body becomes closer to that of adults (Doskin V.A., 1997.).
The ratio of the sizes of the head and chest is important for the correct assessment of the physical development of children. In the first year of life, the head circumference is 1-3 cm larger than the child’s chest circumference; by the age of 3, these values become equal, but at an older age, the chest circumference already exceeds the head circumference, and the larger the older the child is (Bisyarina V.P. ., 1977).
The circumference of the chest depends not only on the volume of the chest and the state of respiratory function. Its size is also influenced by the degree of development of the subcutaneous fat layer, muscles of the shoulder girdle and back. At birth, it is 32-34 cm. During the first 3-4 months, it increases by 2.5-3 cm per month. Then its growth decreases. At the end of the year, it is about 0.4-0.5 cm per month; during the first year, the chest circumference increases by 12-15 cm. The increase in the chest occurs in approximately the same way during the entire period of preschool childhood (Stepanenkova E.Ya., 2001 ).
Changes in head circumference are mainly due to an increase in brain mass. At birth, the head circumference is 34-35 cm. In the first 9 months it increases by 3-3.5 cm per quarter, in the 2nd year of life - by 2 cm. Subsequently, its growth slows down even more, after 6 years it increases only by 5 -6 cm. (Bisyarina V.P., 1977).
The child's musculoskeletal system is characterized by the ongoing development of the musculoskeletal and muscular systems.
The skeletal system of young children is rich in cartilage tissue; it contains more organic substances and less mineral salts, so the bones are less strong, elastic, flexible, easily bent and become irregular in shape under the influence of unfavorable external factors.
Ossification of the skeleton occurs gradually throughout childhood. In the first year, ossification of the diaphysis of long tubular bones ends and in the next 4 years the thickness of their walls increases. Due to the cartilaginous layer between the diaphysis and epiphyses, bones grow in length.
The growth of the skull bones corresponds to an increase in the mass of the brain. Ossification of the skull ends by the end of the first or beginning of the second year of life, when the large fontanel closes.
The formation of physiological curves of the spine begins in the first year of life and continues throughout the preschool period. The formation of the arch of the foot begins with the advent of standing posture. The feet of children, unlike the feet of adults, have a radial (radial) shape. The growth of the bones of the foot and the differentiation of their structure occurs especially intensively from the beginning of active walking - at the age of 1-3 years and continues throughout the preschool period.
The intensive development of a child’s skeleton is closely related to the development of his muscles, tendons and ligamentous-articular apparatus. The relatively high mobility of joints in young children compared to adults depends on the greater elasticity of their muscles, tendons and ligaments.
In an adult, muscle mass makes up 40-45% of the total mass, in a newborn – 20-23%, by the end of 1 year – 16% of the total mass, and only by 6 years it gradually increases to 22%. A direct connection has been established between underweight and health: 45% of frequently ill children have deviations in physical development, including in the form of underweight (Golubeva L.G., 2001).
The muscles of young children have such functional characteristics as weakness and low static endurance, i.e. inability to perform long-term contractions.
Young children are also characterized by increased muscle tone, i.e. their muscles are tense more and longer than corresponds to physiological norms (Golubeva L.G., 2001).
The respiratory system of young children has distinctive features: the bronchi are long, narrow, have relatively few branches, the mucous membrane is rich in blood vessels and swells easily. The elastic properties of the lungs are poorly expressed. The lungs grow rapidly and their individual elements differentiate (the weight of the lung in a newborn is 50 g, in an adult - 1 kg). The breathing rhythm is frequent, not very stable, relatively equal distribution of time between inhalation and exhalation, short respiratory pauses, small tidal volume. The smaller the child, the higher the respiratory rate: at 1 year - 30-35, at the end of 3 years 25-30, by the end of preschool childhood up to 20-22. The depth of breathing is 8-10 times less than in adults. It is impossible to accurately determine the vital capacity of the lungs in young children, because voluntary regulation of breathing depth is imperfect; it begins with the development of speech (Yurko G.P., 1978).
The type of breathing in the first year of life is abdominal, but from the moment when the child increasingly takes a vertical position and begins to walk, breathing becomes thoraco-abdominal, and by the end of preschool age, thoracic breathing predominates (Bisyarina V.P., 1977).
The digestive organs of young children are intensively developing: the capacity of the stomach increases to 740 ml, but its secretory function is still weak, although the absorption capacity is high. Intensive growth of the intestines continues, but the processes of development of its muscles and the formation of microflora are not yet completed. The liver in young children is relatively large (in a newborn - 4% of body weight, in an adult - 2-3%), by the age of 3 its weight triples. The formation of baby teeth continues (Doskin V.A. et al., 1997).
The cardiovascular system of children 2 years of age undergoes morphological and functional changes: if an infant has a pulse rate of 140-150 beats per minute, then in two-year-old children it is 90-120 beats per minute, by the end of preschool age - 85-90 beats per minute (Shishkina V.A., 2000). The mass of the heart muscle increases by 3 times by 1.5 years, and by 2 times by 5-6 years. A feature of the heart muscle is the accelerated growth of the left side of the heart; by the age of 7, the heart acquires the main morphological features of the adult heart (Doskin V.A., 1997).
Thus, as a result of the processes of growth and development in the 2nd year of life, changes occur in the functioning of all systems of the body of a young child.
1.3. Independent motor activityThe motor regime in kindergarten consists of organized and independent motor activity. Independent activity accounts for the largest amount of time in the daily routine of young children. It is also the least tiring of all forms of physical activity. Guiding independent motor activity includes the following points:
organization of physical education and gaming environment.
The spatial-subject environment in the group and on the kindergarten site is an important condition for the full physical, mental, and emotional development of children. The largest possible area for children to move should be provided. Furniture and physical education equipment should stimulate children's activity. At the same time, in various places in the group room it is necessary to place small sofas, cubes, banquettes, and blocks of wood for children to relax and play. This will facilitate frequent changes in active and quiet activities on the children’s own initiative, otherwise they will quickly get tired due to the predominance of their nervous processes of excitation over inhibition.
When selecting educational toys, not only age characteristics are taken into account, but also the specific motor experience of children. Children accumulate impressions every day, and thanks to the environment, they enrich not only motor, but also sensory, research, and play experience.
Physical education equipment for children should include elements of play material. This is more of a physical education and play equipment that gives the child the opportunity to freely transition from “purely motor” activities to play and vice versa. Thus, conditions are created for the most complete self-expression of the child in his activities.
When choosing equipment for children, you should adhere to certain rules: it must be multifunctional (serve for games, movements, activities), easily transformable, durable, safe. The equipment is stored in an accessible, convenient place, so that it can be brought into the room or removed at any time. It is better to place stationary equipment in different places in the room so that it has easy access (Shishkina V. A., 2000).
For active actions, a child needs large toys that would involve his entire body in the motor process, because it is known from the literature that at this age large motor processes (macromotor) prevail over small ones. This is due to the gradual development of the children's musculoskeletal system.
The advantage of large game material is that it stimulates motor activity. With small toys, the child often plays while sitting in one place, focusing all his energy on the activity of his hands and eyes. He cannot sit for more than 20-30 minutes, while with large play material the child spends much longer and does not experience fatigue.
The “Furniture-toy” set (A.A. Ovchinnikov, S.L. Novoselova) is of significant interest in terms of optimizing the motor activity of children through the use of large playing material. What are its advantages? To create any building, a child needs to bend, turn, squat, straighten, move parts, etc. Consequently, movements in games cannot be monotonous. And this is a very important point, since the criterion for assessing a child’s motor activity is not so much the time of movements performed, but rather their variety.
In addition, games with modules make it possible to unite into one group children who differ in the degree of manifestation of motor activity. Additional attributes proposed by the teacher will contribute to the emergence of new games. It is enough to give a child sitting on a cube a steering wheel, and he already becomes a pilot or driver. And a new game is always a new movement.
The following types of toys can be offered to increase children’s motor activity in independent play activities:
large furniture sets for the room (bed, sofa, chairs, table, wardrobe) and for the kitchen (stove, sink with tap, refrigerator, cupboard); strollers for dolls, carts, shaped gurneys, cars commensurate with the child’s height; inflatable large-sized (rubber, film) balls, balls, shaped toys; large building material; a “furniture-toy” set consisting of voluminous, stable, lightweight forms (Zaichenko E., 1991).
One of the methods for increasing the efficiency of physical education equipment is novelty, which is created by changing portable equipment, placing additional parts (mounted, attached) on stationary and portable equipment; combining different aids into unique complexes (obstacle courses, fences, houses).
The aids located in the group are placed differently each time: in another part of the room, in a different spatial arrangement (for example, a portable ladder can be placed on the floor, with its ends on two chairs, obliquely, sideways); the basic aids are supplemented with small details (put a stepping cube on the board, a ball on the gymnastics bench, which will tell the children a new movement, such as rolling the ball on or along the bench); individual benefits are combined into obstacle courses (Shishkina V.A., Mashchenko M.V., 2000).
There are great opportunities for children to develop their movements while walking, especially in the spring and summer. When equipping the site, they are guided by the maximum motor capabilities of children. In addition to the common step ladders, it is necessary to have a gymnastic ladder with removable and attached slopes, boards, and gutters of different lengths and widths fixed at different heights. Children perform various movements on these aids: enter, run in, slide down, run down inclined boards, jump up and down on them, crawl, crawl through, climb over, and roll balls. You can come up with many options for placing additional parts: combine aids of different lengths and widths, place them in a complex, at different heights, on different sides of the stairs. From time to time, individual benefits (for example, a gymnastic ladder and slide, a house and a stationary gymnastic bench) are combined into one complex.
This creates the impression that the equipment is constantly new and makes children want to move outside of the established pattern. There are enormous opportunities here for the development of children’s motor abilities.
The favorite place for kids to play is the sandy courtyard. In it, children can not only play with sand, but also practice various movements. To do this, it is necessary to significantly expand the area of the sandbox (up to 15-20 m2) and surround it on all sides with different fences: on one side with a wide log with a hewn top, on the other with logs of different heights and thicknesses, on the third with an ordinary low fence with a wide board on top of it for sitting, walking. It’s good to put a slide with a slope into the sand next to the sandy courtyard.
A mandatory accessory for every children's playground is a house. It is better to raise it on piles, “chicken legs” up to 50-70 cm high with a ladder or ramp, along which children enter the house and carry the doll in a stroller.
Consolidating time in the daily routine for independent physical activity of children is mandatory during the morning reception, before and between classes, during a walk, after sleep, in the evening.
During the morning reception, the motor activity of children should be calm, therefore benefits are calculated for moderate, average mobility of children. One more circumstance is also taken into account: the teacher is busy receiving children, he cannot pay due attention to organizing the motor activity of the pupils, therefore preference is given to aids for simple movements that are well known to children and do not require insurance: cord, jump rope, rope, regular board, ribbed board, inclined board , cubes, pins, arcs, etc.
In the first half of the day, benefits are given to children before classes and during walks. During this period, children should rest before sedentary classes (in this case, they will better learn the lesson material), and largely satisfy the need for movement. The teacher has the opportunity to pay a little more attention to the organization of motor activity than in the morning. The movements of children during this period are more complex, requiring special training of the teacher.
In the afternoon, children’s motor activity is organized immediately after sleep (in this case it can be combined with air baths), an afternoon snack, classes, and also during a walk. During this period, physical activity can be dynamic, highly emotional, and creative. It is good to offer children simple objects with which they can move a lot and in different ways. Kids perform numerous movements with balls, hoops, different in size, made of different materials. (Shishkina V.A., 1992).
Teachers' knowledge of special (indirect) methods for activating children's movements.
All lesson management is based only on individualization. Necessary:
observe children, be able to see everyone and, if necessary, provide assistance;
provide each child with a place to move, so that no one interferes, and protect this space;
involve children in placing physical education aids in the group, on the site, thereby stimulating the desire to perform certain movements;
relieve tension and constraint of individual children with a smile and encouragement; if the child finds it difficult, choose a manual for movements, help with a question, a riddle, or advice;
try to unite children of different mobility in joint pair play without imposition, providing them with one object for two (ball, doll, hoop, jump rope, etc.) and showing them options for action, if necessary;
when introducing a new toy, show it first of all to sedentary children, accompanying the demonstration with simple active movements and movements in space, to children of great mobility - movements that require accuracy, restraint, caution (walking, running, rolling a ball on a limited plane; all types of climbing and etc.)
give preference to aids and toys that require active action; change their location more often, ensure rotation not only during the week, but also during the day;
never force an active child to sit in his seat - it is necessary, with the help of the plot, to bring expediency into his aimless running. (“It seems to me that you are driving a car? But why without a steering wheel? Your car needs a real steering wheel, then you will be a wonderful driver, this one will do?”);
sometimes engage in a joint game with one of the children in order to show new movements or actions, to arouse interest in them;
play with new aids and toys, showing how differently you can act with them. For example, on a board - walk, run, jump, crawl, roll a car, a ball; You can twist the jump rope together, make a path or a circle out of it, and then perform different movements, including with a doll; ball - rotate on the spot, roll, throw, throw, hit, play together, etc. (Shishkina V.A., Mashchenko M.V.)
Thus, special, indirect guidance of independent activity can satisfy the high need for movements of young children.
CHAPTER 2. Practical aspects of optimizing the physical activity of young children 2.1 Forms of physical activity as a means of improving the health of children One of the main factors in improving the health of children is physical activity. The first seven years are years of rapid mental and physical development of a child, whose body and its functions are still far from perfect and are easily exposed to various influences. That is why it is so important that during this period of children’s development we provide them with a pedagogically appropriate environment.
The correct organization of physical education of children in everyday life ensures the implementation of the motor regime necessary for the healthy physical condition of the child and his psyche during the day.
The most important condition for improving health in a preschool educational institution is the organization of children’s physical activity.
Physical activity promotes:
increasing the body's resistance to various diseases;
increase in physical performance;
normalization of the activity of individual organs and functional systems;
the emergence of positive emotions that promote mental health.
The first place in the motor mode of children belongs to physical education and health activities. These include well-known types of physical activity: morning exercises, outdoor games and physical exercises during walks, physical education sessions in classes with mental stress, dynamic breaks, etc.
Morning exercises are one of the most important components of the motor regime; its organization should be aimed at raising the emotional and muscle tone of children.
Morning exercises should be carried out daily before breakfast, for 10-12 minutes outdoors or indoors (depending on environmental and weather conditions). During the entire morning exercises carried out in the hall, all the windows and transoms remain open, the children practice in physical education uniform, barefoot.
The content of morning exercises consists of exercises recommended by the program for this age group. They should be learned in physical education classes and should be familiar to children.
Morning exercises can be carried out in different forms:
· Traditional complex of morning exercises
· Morning exercises in a playful way
Using an obstacle course
· Including health jogging
· Using simple simulators.
Motor warm-up.
Conducted during a break between classes. It allows you to actively relax after mental stress and forced static posture.
Its main purpose is to prevent the development of fatigue in children, to relieve emotional stress during training with mental stress, which will contribute to a faster perception of program material.
Motor warm-up can consist of 3-4 game exercises such as “Ring throw”, “Recognize by voice”, “Roll a ball into the hole”, “Fishing rod”, “Rooster fight”, as well as voluntary movements of children using a variety of physical education aids.
Game exercises should be well known to children, simple in content, with a small number of rules, not long in time (10-12 minutes), accessible to children with different levels of learning ability.
Children can enter and exit the game at any time. At the end of the motor warm-up, children should be offered breathing exercises.
The duration of motor warm-up is no more than 10 minutes. The venue can be any well-ventilated room.
Physical education minute.
Physical education (short-term physical exercises) are carried out in the middle, senior and preparatory groups during breaks between classes, as well as during the lesson itself. The meaning of physical education is to change the nature of the child’s activity and posture through motor activity, relieving fatigue, restoring an emotionally positive state of mind. Physical education during the lesson itself can be spent sitting or standing at the table at which the children are studying. It consists of 2-3 exercises for straightening the torso, moving the arms, activating the muscles and expanding the chest, and stepping in place. All this is done within 1-2 minutes. Physical education between two classes can be carried out in the form of outdoor games and exercises. A prerequisite for physical education is fresh air (open transoms, windows). At the end of the exercise, a short walk, the teacher reminds the children what else they will be doing and invites them to calmly take their places.
The teacher must remember that in classes such as modeling, applique, drawing, physical education can distract children from their creative ideas.
Outdoor games and physical exercises while walking.
The main objectives of conducting outdoor games and physical exercises while walking are:
- further expansion of children’s motor experience, enriching it with new, more complex movements;
- improving children’s skills with basic movements by applying them in changing game situations;
- development of motor qualities: speed, endurance, agility;
- nurturing independence, activity, positive relationships with peers.
Outdoor games as the main motor activity of preschool children are planned by the teacher at different times of the day in accordance with the regime of each age group. In the morning, before breakfast, there are always games based on the interests of the children. Among them, there are also independent outdoor games of small children's groups. Outdoor games and physical exercises during walks are a form of daily physical education work at a preschool institution. During a walk, the duration of games and exercises is 10-12 minutes if physical education is planned that day, 30-40 minutes on other days. In the evening, outdoor games and physical exercises should be given 10-15 minutes. This form of work opens up wide opportunities for the physical improvement of children, strengthening their health and hardening. It is important that children have at their disposal play materials, physical education aids and equipment that stimulate physical activity. Therefore, the search for new forms and content of role-playing games ("Rocket Launch", "Firemen in Training", "Sports Competitions", etc.) is extremely important.
Individual work with children in physical education must be based on age-related knowledge and a thorough study of the individual typological characteristics of children. Individual work begins at an early age. It is planned throughout the day during games and walks; it should be a natural and organic part of the overall pedagogical process. Achieving success in teaching motor actions, the teacher not only invites the child to perform the exercise correctly, for example, according to his example, but also tries to arouse interest in the task. Uniting children into small groups is advisable when conducting outdoor games with rules, in order to clarify these rules and learn the obligatory nature of these implementations. Selecting shy children as leaders, involving sedentary children in physical activity, etc. Thus, complex tasks of individual work and work with small groups of children require subtle skill from the teacher, a sensitive attitude towards children, strict comparative accounting of work results, showing progress mental and physical development of children.
Healthy running in the air.
Healthy running in the air at a medium pace is the most important means of developing general endurance in preschoolers. It is advisable to carry out health jogging with children of senior preschool age 2 times a week on days when there are no physical education classes, during a morning walk. When conducting recreational running, an individually differentiated approach to children should be carried out. Children 5-6 years old with a high and average level of DA are asked to run two laps (500m), and children with a low level of DA are asked to run one lap. Children 6-7 years old with high and average levels of DA run 3-4 laps, and sedentary children run 2 laps.
First, do a short warm-up for all muscle groups. At the very beginning, the children run in a “flock”. The teacher runs with them for the first one or two laps, monitoring their well-being. Tired children are asked to leave the race, while others, on the contrary, are encouraged and allowed to show their endurance. The teacher is sometimes in front, sometimes behind, sometimes to the side. Gradually, the children stretch out in a column and run at a uniform pace. Hardy children are encouraged to run one or two more laps on their own. At the same time, the teacher monitors the well-being of the children. Healthy running ends with walking and performing breathing exercises and relaxation exercises.
Exercising after a nap.
Gymnastics after a nap in combination with contrasting air baths helps improve children’s mood, improve muscle tone, and also helps prevent posture and foot disorders. This gymnastics should be carried out with open transoms for 7-15 minutes. It is advisable to use various gymnastics options throughout the year:
- warm-up in bed and self-massage;
- gymnastics of a game nature;
- using exercise equipment or a sports complex;
- jogging along massage paths.
The second place in the motor mode of children is occupied by physical education classes - as the main form of teaching motor skills and the development of optimal DA in children. It is recommended to conduct physical education classes at least three times a week in the morning (one outdoors). Duration of classes in kindergarten for children 2-3 years old - 15 minutes, 3-4 years old - 15-20 minutes, 4-5 years old 20-25 minutes, 5-6 years old - 25-30 minutes, 6-7 years old - 30 -35 min. Main types of physical education activities:
· traditional
· training
· gaming
· plot
using simple and complex simulators
· by interest
· thematic
· comprehensive
· control and verification
The third place is given to independent motor activity that occurs on the initiative of children. It gives wide scope for the manifestation of their individual motor capabilities. Independent activity is an important source of activity and self-development of a child. Its duration depends on the individual manifestations of children in motor activity.
Along with the listed forms of physical activity, active recreation and physical education and mass events are of no small importance. Such events include health day, physical education leisure, outdoor physical education and sports festivals, competition games, and sports competitions.
Interesting content, humor, music, games, competitions, and a joyful atmosphere contribute to the activation of motor activity.
Physical education events and leisure activities can be organized not only indoors, but also on the kindergarten site. During the year, 2-3 holidays should be held outdoors and in the hall with children of senior preschool age.
Health days are held for children of all ages once a quarter.
The motor regime of older preschoolers also includes extra-group extracurricular activities (general physical training groups, clubs for various types of physical and sports exercises and games, dancing) and joint physical education and recreational work of the kindergarten and family (homework, physical education classes for children together with their parents , participation of parents in physical education and recreational public events of a preschool institution).
2.2 Physical education classes with young children as part of the organized motor activity of young children Modern scientific and methodological ideas about physical education classes are based on scientific research and the experience of practitioners. Certain approaches to the structure, content, and types of classes are substantiated, and criteria for assessing their effectiveness are defined (Shebeko V.N., Shishkina V.A., 1998).
The objectives of physical education classes with children include:
development and training of all systems and functions of the body through specially organized physical activities that are optimal for a given age and for each child individually;
satisfying children’s natural need for movement with its programmed volume, duration and content;
development of motor skills, providing each of the children with the opportunity to demonstrate their motor skills in front of peers and learn from them (formation of “I-concept”);
activation of thinking, management in adequate forms of behavior;
hardening of the body.
The structure of a physical education lesson is divided into 3 parts: introductory-preparatory - warm-up; the main one, during which a set of programmed tasks is solved; the final one, the purpose of which is to restore pulse and breathing. This approach is dictated by the need for optimal doses of physical activity, i.e. those that provide a training effect without harm to the child’s health (Shebeko V.N., Shishkina V.A. 1998).
S.Ya. Laizane believes that in the second group of early age it is inappropriate to divide classes into parts; classes are structured in such a way that mastering basic movements alternates with general developmental exercises, which are performed simultaneously by the entire subgroup together with the teacher. It is advisable to repeat a set of general developmental exercises for 2 weeks (4 sessions), and then other exercises are included in the main types of movement or changes are made to already familiar ones, making them somewhat more complicated. Physical education classes in the second group of early age include walking (developing balance), crawling (climbing), throwing, rolling, some gaming and general developmental exercises, as well as games with movements.
In the first junior group, it is advisable to structure the lesson in three parts: the first - introductory (walking, alternating with running); the second is the main one (3-6 general developmental exercises with objects or imitative ones, which end with jumping or running. Exercises are repeated 4-6 times and carried out from different starting positions. For exercises in the main types of movements, 1-2 (sometimes 3) types are selected (except walking and running). After the main types of exercise, it is necessary to conduct an outdoor game in which all children take an active part.); third – final (walking or quiet play).
At the first stage of training, the material is repeated, various aids are used, and the situation changes. The main movements are distributed taking into account difficulty, gradual complication and the need to repeat the material with a repetition gap of no more than 2-3 lessons. The outdoor game should be carried out for two lessons in a row without changes, and then complicated, creating variations.
Classes in the first junior group include: walking, running, crawling and climbing, throwing and rolling, jumping, plot-based outdoor games with simple rules, gaming and general developmental exercises (with objects and imitative ones). (Laizane S.Ya., 1987)
V.A. Shishkina, M.N. Dedulevich consider the content of physical education classes as a program for adults for the targeted formation of motor skills in children. It is expected to include in classes those movements that children in general have already mastered in their independent activities. The program for teaching children movements is developed based on two physical education classes in a weekly cycle. The same program material is repeated in 2 lessons in a row. At the same time, elements of novelty are required in each lesson; this is a change in physical education equipment, forms and methods of training; variability in the use of outdoor games, etc.
In addition to the basic movements, physical education classes include general developmental exercises (from 2 to 5) for the upper shoulder girdle and arms, legs, and torso. The exercises are performed from different starting positions: standing, sitting (on a chair, on a bench, on the floor), lying on your back and stomach, standing on your knees and hands. Dance movements and outdoor games are mandatory and can be used in different parts of the lesson.
To successfully perform basic movements, for convenient and repeated repetition, the teacher uses different ways to organize children, depending on the objectives of the lesson, the size of the room, the age of the children, and their own skills. In classes with children, the frontal method and the flow method are used.
With the frontal method, all children perform the exercise at the same time. This method provides high motor density of the lesson. The teacher has the opportunity to individualize the workload for individual children and provide the necessary assistance.
With the flow method, all children perform movements in a “flow”, when one child has not yet finished performing the task, and the other has already started it. This method is used when children have certain motor skills (Shishkina V.A., Mashchenko M.V., 2000).
The forms of physical education classes can be very diverse.
The content of plot-based classes includes any physical exercises that are organically combined with the plot. These classes take advantage of children's natural interest in imitating animals from fairy tales; the plots of the classes are associated with characters well known to children.
The content of gaming activities includes outdoor games that are well known to children. The first game is a game of average mobility with walking and light running, then one or two games of greater mobility. At the end there is a sedentary game. It is more expedient to combine games into plots or use one image.
The content of thematic classes includes exercises and games with the same type of aids. These classes are valuable because they give children the opportunity to practice different types and methods of movements using one object. At the beginning of the lesson, each child acts with his own object, choosing a movement at will. Then several new movements are given to show the teacher; then the manuals are combined into a complex for joint actions, high mobility games are held; at the end of the lesson - games of low mobility, calming walking, children put the aids back into place (Shishkina V.A., Dedulevich M.N., 2000). A variant of a thematic lesson is possible, in which non-traditional aids are used as aids (in order to solve the problems of physical education): pencils, books, ropes, plastic and iron plates, paper leaves, newspapers, natural material (Glazyrina L.D., 1997). As a guide, you can use a pre-prepared simple “gift” - a plume, a ribbon, a balloon, a string, or flat geometric shapes. These gifts are played out in accordance with the requirements for physical education classes. After class, children put their manuals in their locker.
All classes are built taking into account children's interests and should bring children joy and satisfaction. Commands, loud noise, and excessive regulation of motor activity are unacceptable.
A physical education lesson with a child is a certain “health dose” in the form of movements that works for the health and development of the child, it is also active recreation, where physical activity is perceived by the body as “muscular joy”, it is communication with peers and the teacher, and the opportunity self-expression. (Shishkina V.A., Dedulevich M.N., 2000).
2.3 Approximate plan for organizing motor activity of young children Organized motor activity.
Movement development classes
(2 per week in a group and 1 outside) – 15-20 min.
Outdoor games while walking
daily 15-20 min.
Independent motor activity
with different physical aids
in the morning 20-30 min.
after breakfast 10-15 minutes.
40-50 min walk.
after sleep 30-40 minutes.
after dinner 40-60 minutes.
Game activity 60-70 min.
(during the day)
Hardening
Health walk
daily
During the cold season 1.5-2 hours
During the warm season 3-4 hours
Washing with cool water before every meal, after visiting the toilet, every time you get your hands dirty.
Air baths before and after sleep,
in classes on movement development. 5-10 min.
Walking barefoot under normal conditions and on a ribbed path after sleep, in classes for the development of movement.
(time increases gradually) 5-10 min.
Long-term plan for independent activities.
September October November
Monday Walking between 2 ropes
Throwing small balls
Climbing under a rope Walking between 2 lines
(1,2-1,5)
Throwing up Walking along a stick
Stepping over a stick
Throwing 1 hand forward and down
Climbing under the arc
Tuesday Walking in a straight line after the ball
Crawling for the ball
Throwing bags into a box Walking between 2 ropes
Climbing onto a stepladder
Throwing rings into the distance Walking between 2 lines
Stepping over the 1st, 2nd line
Climbing over a log
Throwing small balls into the distance
Wednesday Walking along a log
Climbing over a log
Walking on it
Throwing rings into the horizon. target (on the ground)
Crawling under a rope Walking on a path
crawling on it
Stepping over cords
Throwing bags into a box
Thursday Walking along the path
Throwing 1 hand forward and down
Climbing under an arc Walking between lines
Stepping over 2 lines
Climbing onto a stepladder
Throwing balls into a sandbox Walking between 2 ropes
Rolling balls under a rope
Climbing under the rope
Stepping over the rope
Friday Walking the Plank
Crawling on a board
Rolling balls down a slide Entering a sandbox board
Walking on it
Throwing balls into the distance with one hand
Climbing a stepladder Walking on a plank
Climbing over a log
Throwing bags over a log
Jumping through hoops
Continuation of the table.
December January February
Monday Walking on the Plank
Throwing small balls
Climbing over a log Walking along snow banks
Stepping over snow banks
Throwing snowballs into the distance
Climbing onto shafts Climbing onto a box
Moving from box to box
Climbing under the rope
Rolling the ball paired with play.
Tuesday Walking between 2 ropes
Rolling balls into the distance
Stepping over 2 ropes
Climbing under a rope Walking on a bank of snow
Sliding down snow banks
Stepping over snow banks
Throwing snowballs Walking on a bench (by hand)
Climbing over a bench
Step over cubes
Passing the ball to someone sitting next to you
Wednesday Walking along the path, stepping over cubes
Climbing over a log
Throwing bags into boxes Walking on a bank of snow
Climbing over snow banks
Stepping over snow banks
Throwing snowballs into a hoop Stepping over...
Crawling under a bench
Walking on a bench
Thursday Ball rolling with 2 hands
Walking between 2 cords
Stepping over 2 cords
Climbing under an arc Walking along snow banks
Throwing rings through snow banks
Stepping over snow banks
Climbing on a stepladder Walking on a bench
Climbing over a bench
Step over cubes
Passing the ball to someone sitting next to you
Friday Walking between 2 ropes
Stepping over them
Throwing bags into the box
Climbing over a log Walking on snow banks
Climbing them over
Stepping over them
Throwing snowballs over the shafts Entering the box
Switch to another mailbox
Climbing under the rope
Rolling a ball in pairs
Continuation of the table.
March April May
Monday Walking on the Plank
Crawling on a board
Stepping over the cord (h=15)
Rolling a ball with 2 hands Walking along a hoop
Stepping over 3-4 lines
Getting in and out of a hoop
Throwing balls up Stepping over...
Walking on a bench (by hand)
Crawling under a bench
Rolling a ball together with a teacher
Tuesday Stepping over the cord (on the floor)
Walking along the cord
Throwing a ball over a log
Climbing a log Walking on a sandbox board
Climbing onto a stepladder
Throwing rings in the sandbox
Stepping over lines Stepping onto a box
Climbing under the rope
Passing the ball to someone sitting next to you
Wednesday Walking between 2 ropes
Stepping over ropes
Crawling between 2 ropes
Throwing small balls over a rope Walking on a sandbox board
Climbing onto a stepladder
Stepping over lines
Crawling under a bench
Throw the bag over the bench
Rolling a ball together with a teacher
Thursday Walking between 2 lines
Stepping over lines
Climbing under the arc
Skating in an arc Walking on a path (drawn on the ground)
Stepping over lines
Throwing balls into the distance
Climbing on a stepladder Climbing on a box
Climbing under the rope
Stepping from box to box
Passing the ball to someone sitting next to you
Friday Rope Stepping (h=10)
Rolling the ball into the distance
Walking on a plank
Climbing under a rope Walking on a sandbox board
Climbing onto a stepladder
Throwing balls up Stepping through hoops
Climbing over a bench
Rolling a ball together with a teacher
Walking on a bench
Continuation of the table.
June July August
MORNING WALK EVENING VI, VII, VIII
Monday Walking on a path of 2 cords
Throwing balls into the distance, running after them Walking and running around tires
Climbing over tires
Throwing balls into tire holes
Sit on the tires astride, maintain balance Walking on the sandbox board
Running for balls
Jumping from the sandbox
Tuesday Walking and running around the gymnastic stairs
Climbing a gymnastic ladder Walking along a path around a tree
Running for hoops
Skating hoops
Climbing onto a sandbox board, walking on it Walking, stepping from hoop to hoop
Rolling hoops, running after them
Throwing bags and balls into a hoop
Climbing a gymnastic ladder
Wednesday Walking along the path, around the tree
Running, crawling on all fours along the path
Stepping over the rope (height 30-40 cm)
Throwing balls into a hoop suspended from a tree Walking and running around tires
Climbing over tires
Rolling balls into tire holes
Riding on tires Walking along the path from
2 cords
Stepping over a rope stretched across an area at a height of 30-40 cm.
Climbing under the rope (height 60-70 cm)
Throwing balls into the distance, running after them
Thursday Walking and running around the gymnastic stairs
Throwing balls between ladder slats
Jumping while standing near the stairs, holding the rungs with your hands
Climbing on a gymnastic ladder Climbing on a gymnastic ladder
Rolling hoops, running after them
Throwing bags into a basket hanging on a tree
Walking and running around tires
Climbing into tire holes
Rolling balls into tire holes
Riding on tires
Friday Climbing a gymnastic ladder
Rolling hoops, running after them
Stepping from hoop to hoop
Throwing bags into a basket suspended from a tree Walking and running around the gymnastics ladder
Throwing balls between ladder slats
Jumping while standing near the stairs, holding the rungs with your hands
Climbing a gymnastic ladder Walking on a sandbox board
Rolling balls on a sandbox board
Getting into the sandbox and getting out of it
Running for balls
Jumping from the sandbox
CONCLUSIONThe leading one for young children is physical activity - a child’s biological need, the degree of satisfaction of which determines the nature of the body’s development.
A number of experiments have proven the important role of physical activity in the development and normal functioning of all body systems of a young child.
Restriction of physical activity leads to pronounced changes in the development of the child’s body and a decrease in the body’s defenses. Therefore, the role of organizing an optimal motor regime in early age groups is so important.
The concept of “motor mode” includes all types of organized and independent activities; their correct ratio ensures the total physical activity for the day.
Independent motor activity accounts for the largest amount of time in a child’s daily routine. Being the least tiring of all forms of physical activity, it is the main source of movement for young children.
Physical education classes, as part of organized motor activity, satisfy children’s natural need for movement with a programmed volume, duration and content.
Thus, in the course of using the optimal motor mode, indicators of physical motor development improve.
Consequently, the developed optimal motor mode has a positive effect on changes in the motor activity of young children.
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APPLICATION
Outline of a physical education lesson in the first junior group of kindergarten No. 39. Date: 01/20/2015
Conducted by: teacher Khlynova V.S.
Tasks:
Improve the ability to roll a ball under an arc and walk on a gymnastic bench.
Promote the development of a sense of balance.
Be taught to provide all possible assistance in cleaning supplies.
Aids: colored handkerchiefs and balls according to the number of children, a long gymnastic bench, 2-3 arches, a large umbrella.
Variable part of the lesson
Introductory part.
While walking in a flock, invite children with high mobility to walk on a board (ribbed, narrow, linoleum); for children with low mobility, increase the duration of walking.
Main part.
While walking on the board and crawling on the floor, offer children with high mobility - crawl under arches, and small children - run (jump on 2 legs).
When rolling the ball, sit children with high mobility in pairs opposite each other and invite each other to roll the ball; children with low mobility should run after the ball.
During outdoor play, children with high mobility are encouraged to run on a board (linoleum); children with little mobility are encouraged to increase the duration of the run.
Final part.
Children with high mobility are encouraged to crawl under the rope, children with low mobility are encouraged to step over it and run to the opposite wall.
From the very beginning of a baby’s life, it is necessary to correctly and harmoniously develop the child’s growing body, strengthen health, increase endurance and harden the child, increasing his resistance to various ailments. A feature of the physical development of young children is, undoubtedly, the rapid growth of the body. The stronger and healthier the child, the better he grows and develops. It is important to pay great attention to proper nutrition and a reasonable daily routine. A lot of fresh and clean air, hygienic, warm, light clothing that does not allow the baby to overheat or become hypothermic, cleanliness and care - all this is of utmost importance.
The main factor shaping a child’s health is physical activity. Movement is a biological need of a growing organism, without which a child cannot develop properly and grow healthy. They contribute to the development of all body systems. Not only health improves, but also the emotional, volitional, and cognitive spheres of the baby. The more varied the movements, the more information enters the brain, the better the child develops intellectually. Properly organized physical activity contributes to the formation of a child’s personality.
Motor activity Motor activity (MA) is the total number of motor actions performed by a person in the process of everyday life. Movement is a means of understanding the surrounding world and satisfying the biological needs of the body. It is difficult to overestimate the role of physical activity in expanding the functional capabilities of the developing organism and in improving motor activity.
Goals and objectives: Goals: to improve the work of teachers with young children on physical development, to stimulate the need for knowledge of the motor activity of children. Objectives: to ensure the formation of health-saving and health-strengthening motor behavior, the ability to obey established rules, act on certain signals, develop in children the consistency of their actions with the movements of others, forms of physical activity, cultivate interest in movements
Increasing physical activity during the day helps meet the child's needs for movement. This condition requires the teacher to carefully consider and clearly organize the children’s routine: alternating active and passive activities; increasing the general and motor density of all forms of physical education; the use of organized, individual, independent physical education classes.
Forms of organization of motor activity: The first place in the motor mode of children belongs to physical education and health activities: - morning exercises - exercises after an afternoon nap - outdoor games and physical exercises during walks - physical education minutes in classes with mental stress
Forms of organizing physical activity: - morning exercises; physical education minutes, active and sedentary games). First of all, health problems are solved. For this purpose, the most significant are breathing, finger, corrective gymnastics (this is climbing, corrective walking, exercises for the prevention of flat feet), self-massage, exercises to relieve psycho-emotional stress (this is jumping on mats, a trampoline, clapping, stomping, “rocking”, short-term hangs and etc.). All health-improving gymnastics must be carried out in a playful way with high spirits and positive emotions.
Forms of organizing physical activity Forms of organizing morning exercises Traditional complex of morning exercises Morning exercises in a playful form using an obstacle course with the inclusion of health jogging using simple exercise equipment.
Additional types of motor activities: recreational running in the air; jogging along massage paths in combination with air baths; motor warm-up during the break between classes; individual work with children on the development of movements and regulation of children’s DA during an evening walk; walks and trips to the park; corrective gymnastics in combination with hydromassage and dry body massage; use of a sauna with a contrast body wash and dry massage, as well as subsequent games in the pool
With proper physical activity in preschool and at home, the child grows and develops in accordance with his age. He has a good appetite, sleep, balanced behavior, and positive forms of communication with adult peers. His activities are varied and age-appropriate. “Whether a child laughs at the sight of a toy, whether Garibaldi smiles when he is persecuted for excessive love for his Motherland... whether he creates them on paper - everywhere the final fact is muscle movement” I.M. Sechenov.
Summary of a lesson on the development of the motor sphere of a young child (open display)
Sports and development complex “Toys”
Goals: evoke in children an emotional response and a desire to participate in the sports and development complex; increase the motor activity of children, develop imagination, using the poems of A. Barto.
Equipment: carpeting, balls (according to the number of children); gymnastic rope;
Musical material: Audio cassette "Rhythmics" - active musical games for children aged 2-5 years.
Left, right! Left, right!A detachment is going to the parade.
A detachment is going to the parade.
The drummer is very happy.
Drumming, drumming,
An hour and a half straight
Walking
We'll build the plane ourselves
Let's fly over the forests,
Let's fly over the forests,
And then we'll go back to mom.
I.P. standing. Arms forward, to the sides, down (4 times)
Dropped the teddy bear on the floor
They tore off the bear's paw,
I still won't leave him,
Because he's good.
I.P. standing. Hands down. Bend forward, arms straight below (4 times)
The bull goes and swings
sighs as he walks.
Oh, the board is running out
Now I'm going to fall.
Walking on a rope, arms to the sides.
The owner abandoned the bunny,
A bunny was left in the rain.
I couldn't get off the bench,
I was completely wet.
I.P standing. Squats, arms as if hugging yourself (4 times)
Sailor's hat, rope in hand,
I'm pulling a boat along a fast river.
And the frogs jump at my heels,
And they ask me: “Ride, captain!”
Walking. With alternating jumps (like frogs jump).
Run 2 times.
I love my horse
I'll comb her fur smoothly,
I'll comb my tail
And I’ll go on horseback to visit.
Run. We imitate horses running (jumping), walking with their knees high, hands behind their backs, and clicking their tongues.
Our Tanya is crying loudly,
She dropped a ball into the river.
Hush, Tanya, don’t cry,
The ball will not drown in the river.
I.P. standing with balls. We lift the ball with outstretched arms above our heads, bending to the sides.
Sitting turns with the ball to the sides. 2-3 times
There is a shaggy dog at the porch,
He lay down with his paws buried in his nose.
Quietly, peacefully he snores
Maybe he's dozing. Maybe he's sleeping.
IP sitting with balls. Bend forward, stretch your arms with balls to your toes, try to lower your head onto your legs. 2-3 times.
Who, who, lives in this room?
Who, who, rises before the sun?
I.P. lying on your stomach. We raise our arms up, lower them, place them along our heads, raise our legs up (alternately). 2-3 times.
Mashenka woke up
She turned from side to side.
IP lying on his stomach, turn on his side, roll from one side to the other (2 times) and get on all fours.
It's time to sleep, the bull fell asleep,
Lie down on the side of the bed,
The sleepy bear went to bed,
Only the elephant doesn't want to sleep,
The elephant nods its head
He bows to the elephant.
I.P standing on all fours. Support with your hands, moving the center of gravity of the body back. Head tilts forward and backward. (4 times)
No, we decided in vain
Give the cat a ride in the car
The cat is not used to rolling
The truck overturned.
IP walking on all fours.
Vovka is dancing on the path,
Okay, okay.
This is the kind of helper we have! –
Grandmothers are happy.
Jumping in place
Oh you dirty girl
Where did you get your hands dirty?
Dance moves. Hands on the belt, head to the right - left.
Black palms
There are tracks on the elbows.
Exercise flashlights.
I was lying in the sun
I held my hands up.
So they got tanned.
They clap their hands.
Oh you dirty girl
Where did you get your face so dirty?
The tip of the nose is black,
As if smoked
Hands to nose - “teasing”
I was lying in the sun
I kept my nose up.
So he got tanned.
Spinning
Oh you dirty girl
Where did you get your heels so dirty?
Place your legs with your heels forward (alternately)
I was lying in the sun
I kept my heels up.
So they got tanned.
They stomp their feet.
The wind blows in our faces
The tree swayed.
The wind is quieter, quieter, quieter,
The tree is getting lower and lower.
Relaxation: restore breathing, arms up through the sides, then smoothly down, inhale – exhale. 2-3 times.
| Job title: teachers, MDOU "Kindergarten No. 5"
Currently, the problem of the development of children's movements is of particular relevance, because Problems of physical development and increasing the resistance of the child’s body to unfavorable environmental factors are also important for pedagogy.
Caring for the physical development and health of children takes priority, because this helps to raise creative, harmoniously developed, active and healthy individuals.
Therefore, physical education has one of the leading places in the system of educational work, since it contributes to the diversified development of the child, improving his motor sphere, increasing endurance and developing physical qualities, and improving health.
The problem of our children's health has been around for a long time. The most common disease is scoliosis. It is not innate, but acquired. And the main reason for this is the low mobility of children. We try to do everything so that the child does not cry or be capricious. We buy him toys, turn on cartoons, and now a computer. And young children have a very great interest in movements and we, adults, must support this interest.
In the first years of life, the child’s independent motor activity constantly increases, but what is lost at this age is compensated for in the future with great difficulty. Namely, by moving, children learn about the world around them and adapt to new social conditions.
Children do not yet understand the importance of promoting health, so adults must teach them how to take care of it.
Thanks to the plasticity of the nervous system, motor skills and abilities are formed relatively easily in children.
The main movements that a child masters at an early age are running, walking, crawling - to move in space, climbing and jumping to overcome obstacles, rolling and throwing to move objects.
Children's movements are not sufficiently coordinated; it is difficult for them to maintain balance. To encourage children to perform movements, various outdoor games using nursery rhymes and sayings are used. The game needs to be organized in such a way that the child is interested in doing it, not because it is “necessary” and “useful”, but because he likes it. In games, children not only learn to move correctly, but also become familiar with the properties of objects and new words. Of particular interest to children are games using different images and toys.
Most often, the very first movement that a child masters is crawling. This is a very useful movement. The shoulder girdle works, the load on the spine is small, which has a beneficial effect on the development of correct posture. In the future, having mastered walking, children rarely use crawling. But we must develop this movement in children. Here you can use the game “Crawl through the collar”, “Crawl over the log”, “We’ll crawl into the mouse’s hole, we’ll save it from the cat” (in the hoop).
The next movement is walking, although now children sometimes begin to walk more often, skipping the crawling period. This greatly affects the development of posture, as the load on the spine increases. There is no need to force a child to walk until he wants to.
Despite the apparent simplicity of walking, a child cannot immediately master the correct skills. When walking, he deviates to the right and then to the left. Poorly coordinates the movements of arms and legs.
To arouse a child’s interest in performing, gaming techniques will help. “Let’s go visit the bunny, the bear,” “Walk along the path.” Here you can use paths made by yourself, and if you involve your child in making them, the benefits will be even greater. For example, from traffic jams - paths, colored rugs. To set the rhythm, various words will help:
Top-top-top, legs started walking
Top-top-top, right along the path.
To prevent the child from shuffling his feet when walking, you can invite him to step over a rope, jump rope, or stick lying on the floor.
Kids' favorite movement is running. If you suggest to him “Catch up with the dog”, “Run away from the rain” or “Run up to mom or dad”, the child will do it with great joy. Speech accompaniment will also help.
The legs ran straight along the path,
Little legs came running to mom.
Jumping is a very difficult movement. Jumping is about getting off the ground and maintaining balance when landing. You can take the child by the hands and, slightly lifting him, say: “Let's jump high, high.” Jump yourself and offer it to the baby. "Let's jump like bunnies, little sparrows"
"We'll jump around a little
Have fun dancing your feet"
It is important to remember that when lifting a child, you cannot take him by the hand, only above the wrist, since children have very weak joints and can cause injury.
You can raise some object above the child’s head and suggest: “Get a raindrop, a snowflake, a bell.”
When jumping in place is successful, you can move on to jumping forward. “Jump over the rope, ribbon” (placed on the floor) “stream”, jump off the “slide”.
In these games, the child acquires skills, habits, and develops his character. The rules in games have the meaning of law, and children must have a conscious and responsible attitude towards them. Completing them is mandatory for everyone, so they have great educational power. Games develop moral qualities - discipline, honesty, truthfulness, endurance.
Children get a lot of excitement and interest from skating and throwing.
First, the child throws the toy, standing in the crib and watching it fall. Then he holds the ball in his hand and throws it forward - down. Then he tries to roll the ball. Sitting opposite, you can help the baby by suggesting, “The ball rolled towards you, the ball rolled towards me.” There is no need to rush to show all the movements to the child - let him figure out what else he can do, for example, roll the ball into the collar, throw the ball forward and try to catch him.
“That’s how the ball rolled and didn’t come back.
Catch up with him quickly and warm him in your palms"
It is known that children get tired quickly, often switch from one activity to another, and cannot perform the same exercise for a long time. Frequent changes in activity are typical for a child. Children at an early age spend a lot of strength and energy on various movements for which they feel a great need. The baby can walk, run, play with a ball, play with toys, jump, etc. all day long, without stopping, etc. He does not get tired because he constantly changes his character and pace of movement.
To develop children's interest in performing movements, there is a lot of literature. So in our kindergarten we use audio cassettes, disks with finger games, outdoor games with musical accompaniment. This attracts the attention of the kids, and they are happy to perform various exercises.
If you decide to develop your child’s motor skills at home, do not rush to buy some equipment in the store. Look around the house and you will find many useful things. For example, you can make colorful runners and rugs from scraps of a carpet or bedspread. By making knitted balls, you will receive an excellent benefit that will not damage your interior, and will be suitable for your child to throw and roll. Yogurt bottles make handy dumbbells when filled with sand. Throwing pillows or ottomans on the floor will create a great obstacle that your child will happily try to climb over. By placing several chairs in a row, you will get a good tunnel into which a child will definitely crawl.
To develop strength and dexterity in children, you can use the following exercises:
- hold any stick so that the child, grasping it with both hands, hangs in the air, and lift the stick.
- stand with your child face to face, and let everyone lift one leg and remain standing on the other - this is an excellent exercise for developing balance.
- stand opposite the child and offer to repeat various movements after you like a monkey.
The main principle when working on the development of movements is that you cannot force a child to perform them. It is necessary to create conditions so that the baby himself wants to play. But limiting your movements is also bad. The absence or deficiency of motor activity threatens disturbances in the development of all systems of a small maturing organism. Children who are deprived of the ability to move freely are lethargic and emotionally depressed.
And the main condition when teaching a baby different movements is that the adult himself takes an active part in this.