Educational field "Physical development" in the context of the implementation of the Federal State Educational Standard for preschool education"

The recent standardization of educational systems around the world has also affected our country. In the Russian Federation, standardization of the education system is carried out in order to increase the accessibility and quality of education, as well as to develop and support talented children. Currently, federal state educational standards have been established for preschool education.

The standard is a guideline for independent assessment of the quality of preschool education (RF Law “On Education”, Article 95).

The content of the general education program should cover:

— communicative and personal development;

— cognitive and speech development;

— artistic and aesthetic development;

— physical development [FSES].

The Federal State Educational Standard for Preschool Education identifies a number of important principles that the preschool educational institution program must comply with. One of them is the principle of integration of educational areas in accordance with their capabilities and specifics.

In the educational field “Physical Development” the main task is the harmonious development of physical and mental health among students.

A new problem arises for preschool educational institutions: it is important not just to conduct classes on health-saving technologies, but to create a unified process of interaction between teacher and students, where different educational areas are harmoniously intertwined. Ultimately, every child will receive ideas about human health as the main value that he needs for a full life [Journal “Modern Preschool Education”.

The implementation of the integration process, in our opinion, is impossible without the interaction of the teaching staff and parents of students. Therefore, in all preschool educational institutions, appropriate types of planning of the educational process should be developed that would help solve the problems of integrating educational areas [Somkova O.N.]. The tasks of educational areas must be solved in a variety of activities, while participants in the educational process must interact with each other.

In each of the educational areas, in different types of activities, the teacher can draw the attention of children to certain rules for maintaining health. In the course of direct educational activities, observation, research activities, and when reading fiction, a teacher can consider problems of human health culture and rules of safe behavior. All this has a great influence on the development of children's ideas about health.

In our opinion, project activities on the health and physical health of children should be introduced into the practice of kindergartens, and issues of organizing the free motor activity of children during a walk should also be considered.

Work on the health and physical education of children should be built on the basis of the leading activity of preschool children - play, and motor play activity is the basis for the education, health, development and training of preschool children [Trubaychuk L.V.]. Only through the use of play activities and a properly formed system of physical education and health work, in our opinion, can a reduction in the level of morbidity in children be achieved.

The educational area “Physical development” should be aimed mainly at achieving the most important goal - the formation of ideas in preschoolers about a healthy lifestyle. The most important role in the physical education of a child still belongs to educators and instructors. It is their ability to methodically correctly organize and conduct classes, non-standard approaches to the choice of forms and means of conducting them - the most important components of developing interest in classes, forming the necessary habits, motor skills and abilities in a child.

Only such a fusion of activities ensures knowledge of one’s body, allows students to realize the level of responsibility in relation to their health, fosters the need to lead a healthy lifestyle, and the former forms the prerequisites for educational activities that ensure the child’s social success in the future.

Bibliography:

1. Magazine “Modern preschool education. Theory and practice". 6 (38)/2013.

2. Scientific and practical conferences of scientists and students with remote participation. Collective monographs. Web address: https://sibac.info/

3. Nikitina, S. V. “On the reasonable organization of life and activities of children in kindergarten in the light of modern requirements.” M., 2013.

4. Somkova O. N. “Innovative approaches to planning the educational process in kindergarten.” M., 2013

5. Trubaychuk L.V. Integration as a means of organizing the educational process. M., 2013.

6. Federal State Educational Standard. Link: https://standart.edu.ru/].

CHILDHOOD GUIDE

In accordance with the Federal State Educational Standard for preschool education, the objectives of the educational field “Physical Development” include:

— gaining experience in children’s motor activities, including those related to performing exercises aimed at developing physical qualities such as coordination and flexibility; - formation of initial ideas about some sports, - mastery of outdoor games with rules; — formation of focus and self-regulation in the motor sphere; — formation of the values of a healthy lifestyle, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

Thus, the Standard traces two directions of educational work on the physical development of preschool children : 1) the formation of a general culture of children’s personality, including the values of a healthy lifestyle, the formation of initial ideas about a healthy lifestyle; 2) physical culture, development of physical qualities.

Isolating these two areas allows you to more purposefully build the pedagogical process and develop planning. Planning work in this educational area is the design of physical development, forecasting the dynamics and effectiveness of pedagogical influence on the improvement and acquisition of experience in the motor activity of each child.

As we know, the specification of tasks in the content of physical development depends on the age and individual characteristics of children. However, tasks for each age period can be divided into three groups .

Group of health-improving tasks: 1) protection and promotion of health; 2) hardening; 3) development of movements.

Group of educational tasks: 1) formation of ideas about one’s body and health; 2) developing skills to perform basic movements; 3) formation of ideas about regime, activity and rest.

Group of educational tasks: 1) formation of the need for physical improvement; 2) education of cultural and hygienic qualities.

Health-improving tasks are solved in the process of compliance with the requirements for hygienic and social conditions, nutritious nutrition, a rational daily routine, and physical exercise. Teaching and educational tasks are implemented through the integration of all educational areas and in the process of the main types of children's activities - play, cognitive-research, motor.

In the “Physical Development” you will find more detailed information in this area.

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write in the comments . I'll definitely help.

Golovina Bela Gennadievna, site administrator.
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“Model of physical development of preschool children in accordance with the requirements of the Federal State Educational Standard for Education”

Consultation for teachers

“Model of physical development of preschool children in accordance with the requirements of the Federal State Educational Standard for Education”

Prepared by: F.K. instructor

Ermakova M.P.

The process of standardization of social systems, including educational systems, is a global trend. In the Russian Federation, the education system is being modernized in order to improve the quality of education, its accessibility, in order to support and develop the talent of every child and preserve his health. Currently, federal state educational standards have been established for most levels and stages of education, including preschool.

Let's look at this document today in only one direction of educational work with children - this is “Physical Development”.

The Federal State Educational Standard regulates relations in the field of education between their participants: parent, child, teacher, and now the founder has appeared. The family is considered as an accomplice in the educational process, as a full participant in the educational process. The Federal State Educational Standard is child-centered for the first time, i.e., aimed at the child. Therefore, we build educational work on “Physical Development” taking into account the needs of children and the orders of parents.

If we compare the educational areas of the FGT and the Federal State Educational Standard, then “Physical Culture” and “Health” will be combined into the educational area “Physical Development” according to the Federal State Educational Standard, i.e. the educational area “Physical Development” is in turn represented by two educational areas: “Health” and "Physical Education".

According to the Federal State Educational Standard for preschool education dated October 17, 2013, “Physical development” includes gaining experience in the following types of behavior of children: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility, contributing to the correct formation of musculoskeletal motor system of the body, development of coordination of movements, gross and fine motor skills of both hands, as well as correct, non-damaging to the body, execution of basic movements (walking, running, soft jumping). Formation of initial ideas about some sports, mastering outdoor games with rules. The formation of purposefulness and self-regulation in the motor sphere, the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of useful habits).

The Federal State Educational Standard for Preschool Education identifies a number of principles that the preschool educational institution program must comply with. One of the most important is the principle of integration of educational areas in accordance with their specificity and capabilities.

The integration process is the unification into a single whole of previously disparate components and elements of the system on the basis of interdependence and complementarity.

The principle of integration of educational areas acts as a fundamental principle of the work of preschool educational institutions.

In pedagogical science, the concept of “integration in the field of education” is defined as a means and condition for achieving integrity of thinking. So, for example, in the educational areas “Health” and “Physical Education”, the task is aimed at achieving the goals of harmonious development of physical and mental health in children through the formation of interest in working on health conservation and a value-based attitude towards their health. The content of the educational area “Physical Culture” is integrated with the content of the educational area “Health” in terms of solving the general task of protecting life and strengthening physical and mental health.

At the same time, the educational areas “Physical Education” and “Health”, in turn, interact with other educational areas and define a holistic approach to human health as the unity of his physical, psychological and social well-being.

The specificity of health-preserving activities lies in the fact that the main researcher and subject of management is the child himself. At the same time, the teacher only helps him find the necessary motivation, which should be based on individual needs, provide freedom of choice, and provide the opportunity to obtain the necessary knowledge and skills.

Preschool educational institutions are faced with solving a completely new task: it is necessary not only to conduct a cycle of classes on health-preserving activities, but to organize a single integrative process of interaction between an adult and a child, in which various educational areas will be harmoniously combined for a holistic perception of the world around them. The end result of such a process should be the formation in the child of an idea of human health as a value, which is a necessary prerequisite for a full life, satisfaction of his material and spiritual needs, active participation in the labor and social life of society, in all types of human activity.

The implementation of the principle of integration in mastering the content of two educational areas (“Health” and “Physical Education”, based on the joint activities of all participants in the educational process in a preschool educational institution, makes it possible to create the prerequisites for ensuring the full physical and mental development of the individual and the formation of health-saving skills, which are an integral part of a comprehensive children's development.

The content of the “Physical Culture” area provides for the solution of a number of specific tasks:

– development of physical qualities (strength, speed, including flexibility, endurance, coordination);

– accumulation and enrichment of motor experience in children;

– formation in children of the need for physical activity and physical improvement.

The content of the educational field “Health” is aimed at achieving the goal of creating a culture of children’s health through solving

the following tasks:

– maintaining and strengthening the physical and mental health of children;

– education of cultural and hygienic skills;

– formation of primary ideas about a healthy lifestyle.

The above-mentioned tasks of the two educational areas are ultimately designed to ensure that the child develops the need to take care of his health, that is, to lead a healthy lifestyle.

In each educational area, in different types of children's activities, the teacher has the opportunity to focus children's attention on the rules of maintaining health. During research activities, comparative observation, in the design process, when reading fiction, the teacher has the opportunity to consider issues of health culture, the foundations of a healthy lifestyle, the rules of health-preserving behavior, which contributes to the formation of a value-based attitude towards his health in the child.

The Standard specifies the requirements for the results of mastering the Program - these are target guidelines

The pupil may or may not achieve the targets due to his or her individual developmental characteristics. Therefore, they cannot serve as an assessment of the entire quality of education, including the “Physical development” of the child.

Targets are social-normative age characteristics of a child’s possible achievements. In the program “From birth to school”, vol. as in the Standard, targets are given for children:

- early age (at the stage of transition to preschool age,

- senior preschool age (at the stage of completion of preschool education).

Let's consider the targets at each stage, highlighting those characteristics that are closely related to the “Physical development” of pupils.

Educational targets in infancy and early childhood.

The child has developed gross and fine motor skills, he strives to master various types of movements (running, climbing, stepping, etc.). Participates with interest in outdoor games with simple content and simple movements.

Targets at the stage of completion of preschool education.

The child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements.

Has basic understanding of healthy lifestyle. Perceives healthy lifestyle as a value.

These target guidelines for “Physical Development”, outlined in the Federal State Educational Standard for Education, are common to the entire educational space of the Russian Federation, however, each of the sample programs has its own distinctive features, and can deepen and complement these requirements.

From what has been discussed above, the conclusion follows: the educational area “Physical Development” is aimed not only at the development of gross and fine motor skills, it is integrated with other areas of the Standard.

The principle of integration between areas is laid down in the Standard.

Thus, physical education is not only a means of developing the child’s own physical qualities and strengthening his health, but also an important component and means of spiritual, moral, and aesthetic education of a preschooler. The most important role in the physical education of a child still belongs to the teacher and instructor. It is their ability to methodically correctly organize and conduct classes, non-standard approaches to the choice of forms and means of conducting them - the most important components of developing interest in classes, developing in a child the necessary habits, motor skills and abilities, which in the future will form the prerequisites for educational activities and ensure social success child.