Consultation for teachers “Organization and conduct of morning exercises in kindergarten”

Gymnastics in the younger group

As mentioned earlier, gymnastics is performed with children in a playful way. Children can portray gnomes, a train, cyclists, flowers, mother's assistants, etc. Each exercise corresponds to a game task. For example, the exercise “Gnomes cleaning shoes” is represented by the following task:

• starting position – feet shoulder-width apart, arms along the body;
• the right leg is placed forward on the heel, the torso leans forward;
• imitation of the movement of cleaning shoes with hands;
• initial position;
• the left leg is placed forward on the heel, the torso leans forward, the movements are repeated.

During morning exercises in the younger group, the teacher must show the children the movements. If a child is not in the mood to do exercises in the morning, then there is no need to force him. Morning exercises in kindergarten should evoke only positive emotions; an individual approach is a prerequisite for the teacher. If the child is capricious and does not want to jump with the children, leave him alone, because the baby may not feel well or be upset.

Types of gymnastics in kindergarten

In addition to daily exercise, preventative exercises are very useful. For example, breathing exercises are perfect, which promotes oxygen saturation, restoration of breathing, etc. In addition, you can develop the motor skills of your fingers with the help of special exercises. The goals and objectives of morning exercises are to strengthen the child’s various muscles and instill a love for sports.

It is necessary to instill that a love of physical education will provide certain advantages in the future. In addition to muscle development, sports have a positive effect on health.

Methodology for conducting morning exercises in preschool educational institutions

Morning exercises in kindergarten

Morning exercises in the senior group

For children 5-6 years old, various types of walking are used in a column, in pairs, without holding hands, scattered, without touching each other, diagonally and through the center of the hall in pairs. Walking pace may vary. When walking in a column and in pairs, there is no longer any need to place any landmarks in the corners of the room. The children themselves feel the boundaries of the hall and try to walk, respecting the corners.

Morning exercises include running wide, sweeping, running in a column, in pairs, with acceleration and deceleration of the pace, with a change of direction. Difficult types of running are carried out at the beginning of morning exercises, and at the end regular running is given.

Children 5-6 years old can not only jump on two legs moving forward, but also alternate jumps on the right and left legs, legs to the sides together. Since it is difficult for children to figure out which leg to jump on when jumping, the teacher points with his hand. In the older group, children practice jumping with a skipping rope.

As preventive exercises for the feet, walking on toes and on heels is introduced into morning exercises for the older group. These types can be given in one complex. In addition, new exercises for the feet are being introduced - walking like a bear (on the outside of the foot). It requires a slow pace of execution and attention to the children’s posture.

Imitation exercises are rarely included in the complex for children 5-6 years old. Increasingly, aids are used for general developmental exercises: flags, hoops, sticks, balls, rope. Children perform exercises with two homogeneous objects relatively easily.

In the older group, the organization of morning exercises becomes even more complicated. Children form into units, and the leaders simultaneously lead the units out at the command of the teacher. By the end of the year, children are already able to check the distance between themselves by eye without using their hands.

The starting positions in general developmental exercises are more difficult than in previous groups. For the torso: sitting on the carpet (on the floor), legs extended, sitting on the floor, legs bent at the knees (Turkish or curled), lying on your back, on your stomach, on your side; for notes: feet parallel, shoulder-width apart, heels together, toes apart; for the arms: below, behind the back, to the shoulders, on the waist, in front, to the sides, above, behind the head, bent in front of the chest.

General developmental exercises for the arms by the end of the year can be four-part (for example, raise your arms forward, up, forward again and lower).

Exercises for the torso remain the same: bends and turns to the sides and bends forward, but the starting position becomes more complicated (exercises are introduced from a sitting position, legs curled up, kneeling).

Exercises for the legs are the same as in the middle group: jumping, squats, raising on toes, simultaneous and alternate bending and extension of the legs from the starting position while sitting.

In this exercise, you should diversify the position of your hands, for example, while squatting, put your hands forward, to the sides, place them on your belt, etc.

Physical education aids for general developmental exercises are usually taken by the children themselves as they pass by the counter.

General developmental exercises for children of the older group are given in the following sequence:

1. for the muscles of the shoulder girdle and arms;
2. for the body;
3. for legs;
4. for the muscles of the shoulder girdle and arms;
5. for the body;
6. for legs.

When performing general developmental exercises, breathing is regulated by pronouncing short words or sounds at the moment of natural compression of the chest (for example, when turning to the right, children say “right”), etc.

In the older group, when carrying out exercises, the teacher uses less and less demonstration of movements; he reminds the children more and explains how to perform this or that exercise. Children are able to independently perform the exercise correctly after a clear explanation from the teacher.

Morning exercises in the preparatory group

By the age of 7, children's movements become more coordinated and accurate. Along with the main movements, small movements of the hand and fingers develop. As a result of targeted learning, observation and voluntary memorization develop.

Increased physical and mental capabilities make it possible to require children to be more independent in performing various actions. Children begin to understand that daily morning exercises are necessary. Therefore, they approach exercises more consciously.

The types of walking in a column are varied: in pairs, scattered, through the center, diagonally, in a snake, in a circle, with a change of direction.

Running can be: a snake, in pairs, without holding hands, scattered.

Morning exercises include all kinds of jumps: on two legs in place; on two legs, moving forward; legs to the sides, together, alternately on the right and left legs, with a jump rope. Includes such preventive exercises for the feet as are carried out in the senior group of kindergarten.

When conducting general developmental, drill exercises, walking, running and jumping, the teacher mainly uses the word (explanation, reminder, instruction), since most of the physical exercises essentially repeat the program of the senior group with some complications. Small physical education aids are increasingly being used: hoops, sticks, large and small balls, jump ropes, individual cords, rope. It is not advisable to use flags in the preparatory group; they are too light for children of this age. To carry out general developmental exercises, children are rearranged into links in the direction of movement. The distance from each other is checked by eye.

The starting positions for the torso, arms, and legs when performing the exercises are the same as in the older group. Sometimes you can offer children exercises from the starting position while sitting astride a gymnastic bench.

In the second half of the year, general developmental exercises can be carried out using the count of “one, two, three, four.”

General developmental exercises for the arms are often given in four parts from more complex starting positions. General developmental exercises for the torso are all used: forward bends, side bends, and side turns. Exercises for the legs also remain the same: squats, half-squats, alternately bending the left and right legs at the knee, bending the knees at the same time, extending the legs, raising the toes. The children themselves take small physical education aids from the racks. If there are no racks, then the attendants can place the aids on chairs in advance.

Exhalation while performing general developmental exercises is accompanied by the pronunciation of short sounds and words.

But it is better if the teacher reminds children about exhalation, for example: “one, two, three, exhale.”

General developmental exercises are selected in the following sequence: if there are five of them, then they alternate in the same way as in the older group.

If six:

1. for the muscles of the shoulder girdle and arms;
2. for the body;
3. for legs;
4. for the muscles of the shoulder girdle and arms;
5. for the body;
6. for legs.

The following selection is also possible:

1. for the muscles of the shoulder girdle and arms;
2. for the body;
3. for legs;
4. for the body;
5. for legs;
6. for the body;
7. for legs (jumps).

Methodology for morning exercises

in the early age group

Complex "Birds"

Walking in a flock.

The teacher invites the children to come up to him: “Let’s go for a walk around our group.” First, the teacher walks, turning to the children, watches them walk, then says: “Follow me.”

Running in a flock.

Gradually speeding up the walking, transfer the children to running (7 s), then back to walking.

Walking in a flock with a stop.

The children walk in a flock, the teacher turns around and invites everyone to stop. Then he arranges the children and invites those standing close to each other to stand more comfortably so that they can raise their hands.

General developmental exercises

1. “The birds are flapping their wings.”
I. p.:
legs slightly apart, hands down. Raise your arms to the sides, wave, lower down. Repeat 4 times. The teacher says: “Children, you will be birds. Raise your arms to the sides, wave them like wings, and lower them. Raise your wings again, wave them strongly, the bird has big wings, lower them.” The teacher performs all exercises together with the children.

2. “The birds are pecking the grains.”
I. p.:
the same. Sit down, tap your fingers on your knees, stand up. Repeat 4 times. “The birds flapped their wings, got tired, sat down to peck some grains” - they sit down, tap their fingers on their knees: “peck-peck.” Children perform together with the teacher.

Walking in a flock.

“Come for a walk with me,” says the teacher, standing in front of the children and leading them around the room. Then everyone stops. “They were good birds,” the teacher addresses the children.

When repeating the complex, you can add one more exercise - “Birds Drink Water” - bend forward, slightly move your arms back. Or after general developmental exercises, start running.

Methodology for morning exercises

in the younger group

The teacher invites the children to line up one after another, put their costumes in order, and reminds the leader which direction to go. Walking one after another.

When children hit the tambourine or receive the signal “let’s go,” they walk in a column one after another and go around the hall. For better orientation, chairs are placed in the corners of the room. While walking, the teacher rhythmically hits the tambourine and reminds the children not to bump into each other and to maintain “windows” (distance from each other). If the leader does not cope well with his duties, the teacher himself leads the column (stands in front).

Light running
(10 s) one after another.
The teacher speeds up the rhythm of hitting the tambourine and makes sure that the children keep their hands free.

Walking with a change of direction (behind the first and last).

After running, the teacher gradually moves the children to walk, then offers to stop and follow Vova, who is the last in the column, then again offers to turn around and follow Lena, the leader. The task is repeated 4 times.

Formation in a circle.

The teacher invites the children to stop, turn to him, hold hands, takes the hands of the first and last child: “Make a big, even circle.” Then the teacher gives the children flags of the same color (one at a time), places each flag in the child’s right hand and says: “We have such beautiful flags.” The teacher keeps one flag for himself and stands in a circle with everyone.

General developmental exercises with flags

1.
“Wave the flag.” I. p.:
legs parallel - in a path, arms down, flag in the right hand. Raise the flag, look at it, wave it, lower it down. “Now, children, you and I will wave the flag,” says the teacher and performs the exercise. “Pick up the flag, wave it, look at it, put it down.” Children repeat the exercise 4 times. Then the teacher suggests moving the flag to the other hand - to the left - and performing the same exercise.

2.
“Knock the flag.” I. p.:
feet shoulder-width apart, hands with flag down. Lean forward, tap the flag on your knees, say “knock-knock”, straighten up. “Now let’s knock the flag. Let’s lean forward, tap our knees with a stick, say “knock-knock” and stand up,” explains the teacher and performs the exercise together with the children. After completing it four times, the children transfer the flag to the other hand and repeat the exercise 4 more times.

3.
“Place the checkbox.” I. p.:
legs parallel, arms with flag down. Sit down, put the flag on the floor, stand up, squat, take the flag, return to the starting position. “We will put the flag on the floor. Sit down, put down the flag, stand up, sit down, take the flag, stand up,”—

The teacher explains and at the same time performs the exercise. Then the children transfer the flag to the other hand and repeat the exercise again.

Rebuilding from a circle.

The teacher collects the flags and invites the children to return and follow the leader. At this time, the teacher slowly hits the tambourine and makes sure that the children do not shuffle their feet while walking.

Easy running.

By speeding up the rhythm of beating the tambourine, the teacher leads the children into a short run.

Walking one after another.

The children calmly follow the leader.

Methods of conducting morning exercises in the middle group

The teacher invites the children to line up in a column, check their appearance, and appoints leaders.

Walking in a column.

Children begin walking after the command “Forward!” The teacher reminds children not to shuffle their feet while walking, but to help with the movement of their hands.

Easy jogging
(20 s).
The teacher accompanies the run with clear and quick blows to the tambourine. While running, children bend their elbows.

Walking through the center in a column.

The teacher stands in the center of the hall and turns to one of the children: “Seryozha, come to me, everyone is following him.” Then the teacher stands in front of the children, leads them to the rack with hoops and offers them to take the hoops. The children follow each other and stop in a column.

Formation into links.

The teacher names the names of 3-4 children who become the leaders of the units, and they lead their units. Children check the distance between themselves at the teacher’s command: “Leaders, arms to the sides, the rest, arms forward.”

General developmental exercises with hoops

1. “Hoop up.”
I. p.:
legs parallel, hoop at the bottom in both hands. Raise the hoop up, look into it, lower it, say “down.” Repeat 6 times. The teacher says: “We will raise the hoop up,” I show (does the exercise). - Hoop up, look out the window, down, up, down. The word “down” must be pronounced by everyone together.” Then he gives the command: “Get started!” The teacher monitors the quality of the exercise. After completing it six times, he gives the command: “Finish!”

2. “Forward bends.”
I. p.:
sitting, legs to the sides, hoop in bent arms on the knees. Lean forward, reach your toes with the hoop, and return to the starting position. Repeat 5 times. The teacher names the next exercise and invites the children to sit on the floor and spread their legs. When performing the exercise, make sure that children do not bend their knees while bending. At the command “Stand up!” Children finish the exercise and take their places in the links.

3. “Turns to the sides, hoop in front.”
I. p.:
feet shoulder-width apart, hoop in straight arms in front of the chest. Turn to the right (left), return to the starting position. Repeat 6 times. The teacher names the exercise, shows it, invites the children to take the starting position and says: “Begin! Right, straight, left, straight." After four turns, the children lower the hoop, then return to the starting position. When the teacher performs the exercise, he turns in the same direction in which the children turn (mirror execution).

4. "Squat."
I. p.:
legs parallel, hoop in outstretched arms in front of the chest. Sit down, say “sit down”, return to the starting position. Repeat 5 times. The teacher names the exercise, invites one of the children to show how to do this exercise, and reminds everyone to say “sit down” during the squat. When performing the exercise, the teacher makes sure that the children keep their backs straight.

5.
“Hoop forward.” I. p.:
legs parallel, hoop below. Raise the hoop in front of you and lower it. Repeat 6 times. Children perform the exercise at the teacher’s command: “Hoop forward, down.”

Reorganization from links to a column.

The teacher gives the command to the leaders to bring out their units. Children gradually rearrange themselves from links into a column: first comes the first link, then the second, etc. Children, passing by the rack, hang hoops. .

Easy running
(20 sec) and walking in a column.
The teacher sets the pace of walking and running with clear hits of the tambourine.

Methodology for morning exercises in the senior group

The teacher invites the children to change into physical education uniform, line up in a column and appoints leaders.

Walking in a column.

The teacher reminds that while walking you must respect the boundaries of the room, walk without lowering your head, and keep your back straight.

Running in a column
(30 s).
Monitor the coordination of movements of the arms and legs while running.

Walking through the center in pairs.

After the run, the children walk in a column through the center. The teacher gives the order: “One to the right, the other to the left.” Then the children walk in pairs through the center and again form a column one after another, passing by the counter, they take sticks, each holding a stick vertically in their right hand, one end on their shoulder.

Formation into links.

Children line up in a column one after another. The teacher gives the command: “Leaders, come to me!” The leaders simultaneously withdraw their units.

General developmental exercises with sticks

1. “Stick forward “vv epx , down.”
I. p.:
legs - heels together, toes apart, stick in both hands below. Pull the stick forward, lift it up, and return to the starting position. Repeat 7 times. The teacher names the exercise, shows it, invites the children to take the starting position and commands: “Stick forward, up, down,” making sure that the children look at the stick when it is at the top.

2. “Turns to the sides, stick forward.”
I. p.:
feet shoulder-width apart, stick in two hands below. Turn to the right (left), return to the starting position. Repeat 6 times. During turns, the teacher makes sure that the children do not step on their feet, do not lift their heels from the floor, and turn not only their body, but also their head. When turning to the right, the children say “right”, the teacher says “straight”.

3. “Forward bends.”
I. p.:
sitting on the floor, legs wider than shoulders, stick below. Lean forward, touch your toes with a stick, and return to the starting position. Repeat 7 times. When performing the exercise, the teacher reminds you not to bend your knees.

4. "Squat"
I. p.:
legs - heels together, toes apart, stick vertically, one end rests on the floor, the other in both hands. Sit down, stand up. Repeat 7 times. The teacher reminds that while squatting, you need to lift your heels off the floor and keep your back straight.

5. “Jump in place.”
I. p.:
legs - heels together, toes apart, a stick on the shoulders in both hands. Children perform 8 jumps, alternating with walking in place. Repeat 3 times.

Reorganization from links to a column.

The children walk past the counter and stack up their sticks.

Walking.

It is carried out in the same way as in the middle group.

Methodology for conducting morning exercises in a school preparatory group

Children put on their physical education uniform and line up in a column. Team members are appointed.

Walking in a column.

The teacher monitors the children's posture.

Snake running
(40 s).
After the run, the children walk in a column through the center of the hall.

Walking in fours (breeding).

The teacher gives a command; "One to the right, one to the left." The children disperse, then walk through the center in pairs, in the center one pair goes to the right, the other to the left, in the center the pairs converge again, the children walk in fours. Just as the children gradually converged, lining up in fours, they disperse and form a column. When passing by a counter or chairs, children take jump ropes and carry them in their right hand.

Formation into links.

As they move, children line up in teams and determine by eye the distance from themselves to their comrade.

General developmental exercises with skipping ropes.

Since the set of exercises is well known to children, the teacher requires the children to be more organized when performing each exercise.

1. “Jump rope by the shoulders.”
I. p.:
legs - heels together, toes apart, jump rope in both hands below. Raise the rope up, pass it over your shoulders, lift it up again, return to the starting position, say “down.” Repeat 8 times. The teacher makes sure that the children spread their elbows well when they pass the rope over their shoulders.

2. “Forward bends.”
I. p.:
kneeling, jump rope in both hands below. Lean forward, put the rope on the floor, straighten up, pick up the rope, return to the starting position. Repeat 7 times. The teacher invites the children to place the jump rope on the floor as far as possible while bending. After performing the exercise four times, you can go to the count “one, two, three, four.”

3. “Step over the jump rope.”
I. p.:
legs - heels together, toes apart, jump rope folded in half, below in both hands. Step over the rope with your right foot, then your left, straighten up, move the rope forward and return to the starting position. Repeat 7 times. The teacher clearly gives the command: “Step over the rope with your right foot, with your left, straighten up, and intercept the rope.” Breathing in this exercise is voluntary. Children should not be encouraged to perform the exercise at the same time.

4. “Turns on a jump rope.”
I. p.:
the rope is unfolded, its handles are in both hands, feet shoulder-width apart are standing on the rope. Turn right, straighten up, turn left, straighten up. Repeat 8 times. The teacher shows the children the starting position, makes sure that the legs are stable and do not change their position when turning.

5. "Jumping rope."
I. p.:
legs - heels together, toes apart, jump rope in hands turned behind the back. Perform 8 jumps at the same time, alternating them with walking. Repeat 4 times. The teacher regulates jumping by counting and lightly waving his hand.

Reorganization from links to a column.

The teacher suggests folding the jump ropes in four, turning around and forming a column. As they move, children place jump ropes on chairs.

Morning exercises end with walking in a column. The children leave the hall.

Features of charging older preschoolers

Older preschoolers already understand the main purpose of exercise, so the teacher’s main attention is paid to the correct execution of exercises and breathing, strict adherence to the rhythm and tempo of the complex, a variety of movements, and careful work with objects.

The introductory part is accompanied by several types of walking and lane changes. Discipline is maintained and the columns are even. Leaders are appointed who must turn from a certain place and lead the children of their team to the construction site. Many children strive to earn the right to be a leader, so they try to perform the exercises well. The teacher sometimes entrusts showing the exercise to the children. At this time, the teacher has the opportunity to walk through the rows, provide individual assistance, correct posture, and check correct breathing.

Systematic performance of morning exercises in the older group develops a habit in children. Children are already more independent.