Summary of physical education classes in the middle group of kindergarten
Program content:
- Teach children to maintain stable balance when walking on increased support; practice vigorous pushing off the floor and soft landing on bent legs while jumping forward.
- Develop and improve motor skills. Develop physical qualities such as leg strength (walking with high knees, jumping forward); balance (walking over a larger area of support, walking over a limited area of support).
- To cultivate expressiveness and beauty of movements; cultivate the ability to listen carefully to the teacher’s explanations and act on his signal.
Motivation
: Today guys, we have two very difficult tasks. First: you need to walk along a very high bench and not fall. And only the one with the straightest back and whose eyes will be looking at the landmark (red circle) will be able to pass. And the second task is to jump over this yellow bar. And only the one who tries hard, who has the most obedient knees (I show a half-squat in a jump) can do this.
Progress of the lesson:
I
:
Walking in a column one at a time, at the teacher’s command, transition to walking with stepping over cords (40 cm), easy running.
Part
II : formation in 2 columns.
· General development exercises:
- I.p. feet shoulder-width apart, cube in right hand. Pass the cube over your head to your left hand, and vice versa (4 times).
- I.p. feet shoulder-width apart, cube behind your back. Hands forward - sit down - stand - hands behind your back (4 times).
- I.p. legs spread wide apart, cube in right hand. Tilt to the right, the right hand slides down, the left one rises to the waist. Tilt to the left, the left hand slides down, the right hand rises to the waist (4 times).
- I.p. sitting on the floor, legs apart, holding the cube with both hands behind your back. Cube forward - bend forward, touch the floor, straighten up as far as possible, cube forward - return to the starting position (4 times).
- I.p. lying on your stomach, hands under your chin, cube lying in front of you. Swing your legs, first slowly, then quickly (2 sets).
- I.p. legs together, cube pressed tightly to chest. Jumping on two legs, alternating with walking (2 sets).
- Breathing exercise. Hands up, take a deep breath through your nose, bend down and exhale deeply through your mouth.
- Main types of movements:
- Balance – walking on a gymnastic bench. Hands on the belt, in the middle of the bench, arms to the sides - sit down - hands on the belt - reach the end of the bench, jump off gently, legs slightly bent at the knees. Draw the attention of children that their eyes are directed towards a landmark. After the bench, walk over a limited area of support, with a high hip lift, hands on the belt, back straight.
- Jumping on two legs with forward movement, you need to jump over the yellow stripe (standard 60 cm), repeat 4 times. After jumping, walk with your back straight.
- Outdoor game "Cat and Mice"
On one side of the hall there are 2 hoops - this is the house of mice.
Vaska the cat is sitting in the corner,
Pretended to be asleep.
Mice crawl through hoops and run on their toes throughout the hall. A child in a cat mask sits on a high chair with his eyes closed.
Mice, mice
That's the trouble
Run away from the cat!
Children run into the holes through the unenclosed part (the hoops are removed). Repeat 3 times.
Part
III : walking in a column one at a time, following a guide in a group.
Result:
Guys, think and tell me, who tried really hard today and jumped over the yellow line? Or maybe it didn’t work out for someone? Who had the straightest back when walking on the bench? Maybe someone didn't manage to walk on the bench correctly? Guys, if someone didn’t succeed, what can we do (practice and next time everything will definitely work out)?
Preschoolers' sleep: what is normal?
A child needs enough sleep for health, growth, development and good mood, so adults are concerned about ensuring that children have the opportunity to get enough sleep. At 3–5 years of age, when babies typically enter kindergarten, they need approximately 10–13 hours of sleep a night. 1-2 hours of daytime sleep for most children remains a need coming from infancy - but not for all.
Just between the ages of 3 and 5 years, most children's desire to sleep during the day gradually decreases until it disappears completely. Therefore, one of the possible reasons why a child may stop sleeping in kindergarten is that he has already “outgrown” this need.
According to statistics, at 3 years old, about 90% of children sleep during the day. Half of four-year-olds sleep during the day on average 5 days a week, and already at 5 years old only a quarter of children sleep at least 4 times a week. By age 6, most children typically stop sleeping during the day.
At the same time, some somnologists and pediatricians advise maintaining the child’s habit of daytime sleep for as long as possible, preferably up to 5–6 years. This is due to the fact that it is difficult for a child’s body to stay awake all day. In response to prolonged wakefulness, cortisol (stress hormone) begins to accumulate in the body, the child finds it difficult to regulate his behavior, he experiences a loss of strength and is capricious. Therefore, the main advantage of quiet time is the ability to remove cortisol from the body, and also limit the flow of information received and give time for its processing. In kindergarten, this is especially important before evening classes.
At the same time, much depends on the daily routine in the family or even in the country. For example, in Sweden, children go to bed very early (at 7–8 o’clock) in the evening, so in Swedish kindergartens it is not customary to put children to bed during the day. But they usually come for them earlier than ours.
Text of the book “Physical training in kindergarten. Second junior group"
Outdoor games
Outdoor games are of great importance for the all-round development of a child. Games develop not only physically, but in the process of mastering various movements, children develop the ability to show endurance, will, act confidently in a team, orient themselves in space, while assessing a changing situation.
In the second junior group, outdoor games are played in addition to classes daily indoors and during walks. The duration of the game is from 8 to 10 minutes. It is advisable to combine the content of games with the previous and subsequent activities of children. After quiet activities (drawing, speech development, etc.), as a rule, games of great mobility are played; after physical education and music classes - medium and low mobility.
Before conducting outdoor games, the teacher needs to prepare all the game material - these can be various aids (stands, arcs, cords) or small objects and attributes - hats of chickens, kittens, birds, etc. You should also think about the course of the game, the movement of children, distribution roles.
Children aged 3–4 years are taught the ability to act together. They can start and finish actions as directed by the teacher and in accordance with the plot of the game. Basically, the games use simple plots that are understandable to children. Then games of more complex content are played, in which the leading role is already highlighted - the hen, the cat, and the rest of the children - mice, chickens, etc. Each game should be played at least 2-3 times; This helps to consolidate previously acquired skills. At this age, awareness of actions is insufficient, so the instructions of the teacher are of leading importance. For example, in the game “The Mother Hen and the Chicks,” the “chicken” children usually “crowd” together, the teacher invites the “chickens” to look for grains in different places: “and there are grains here, and there...” Children move from one place to another, thereby changing the direction of movement. As you master the movements, the games can be made more difficult using different variations.
Outdoor games are organized by the teacher and conducted under his direct supervision. In his free time from classes (in the morning, on a walk, after a nap), the teacher can play the game with a small group of children and even individually. These can be game exercises with balls, cubes, hoops, etc. Such games and exercises make it possible to draw children’s attention to individual elements of movements, correct mistakes in those children who need to improve their movements, or encourage children who did not succeed any exercise before.
Play exercises with various objects are necessary for children of the fourth year of life, as they allow them to develop muscle sensations - pick up a rattle, ring a bell, roll a ball, a hoop, etc. Outdoor games are accompanied by a high emotional uplift, which has a positive effect on the development of motor skills and subsequent activities children throughout the day.
Planning outdoor games for physical education classes is of fundamental importance. It is the consistent repetition of games in a certain system that contributes to their better assimilation. After the main type of movement is mastered in class, next week it is transferred to the outdoor game as a separate element. This is all the more important for repeating and consolidating what has been learned, since in outdoor games exercises are performed more freely, naturally and entertainingly. For example, if during the week children were taught to crawl under a cord, then the next week crawling can be introduced into the outdoor game “Mice in the Pantry,” thereby providing an opportunity for reinforcement and repetition of a familiar task.
Main types of movements
Walking and running exercises
Children 3–4 years old walk quite confidently. Some guys have good coordination of arm and leg movements and correct posture. However, most children still walk heavily, they shuffle their feet, weakly swing their arms or hold them close to their body. Children tend to walk at an uneven pace and have uneven step lengths. The coordination of arm and leg movements in running in children of this age is somewhat better compared to walking. A fast pace of movement is easier for a child than a slow pace, however, even in running, coordination of movements is not yet sufficiently developed. Babies run on their entire feet, the work of their hands is not clearly expressed, sometimes their hands are pressed to the body.
In the second youngest group, children are taught to walk with free arm movements, not to shuffle their feet, look forward, navigate in space, coordinate their actions with the actions of other children, etc. Walking and running are organically included in all basic types of movements, but they also have its own specificity, so training in program types of walking and running is carried out at every lesson.
The kindergarten program provides training in the following types of walking and running: walking and running in small groups and the whole group in a forward direction; walking and running in a column one at a time; round; with a change of direction at the teacher’s signal; with the transition from walking to running and back; with a stop after walking; scattered in small groups and the whole group; walking and stepping over objects.
Walking and running
in small groups in a straight direction - this is the first walking and running exercise in the lesson. Children must learn to navigate a relatively large but limited space and act together. The participation of a small group of children allows the teacher to see each child, to encourage the most timid ones with a word, and sometimes to take them by the hand and lead them.
During the first lessons, it is difficult for children to switch from walking to running and back when given a signal from the teacher. This is due to the fact that it is still difficult for them to start walking, but in the process of repetitions they gradually manage to complete the task proposed by the teacher.
Walking and running
the whole group in the forward direction. This exercise is done after children have mastered walking and running in small groups. In addition to motor ones, educational tasks are also solved during the lesson: the teacher makes sure that children not only maintain the desired direction of movement, but also do not interfere or push each other. Usually walking and running in small groups and the whole group is done in a playful way.
Walking and running in a column one at a time
the whole group. The exercise is carried out in the form of a game. First, the children stand in one line (according to a guideline). The teacher explains: “Today you will all be train carriages and follow each other,” and stands in front. Having walked around half a circle, the teacher announces a stop. After a short pause, he gives the following task: “Now the trailers will move very quickly.” Children start running at an average pace. Then the transition to walking is performed, and then walking and running alternate. It should be taken into account that babies cannot yet maintain an equal distance from each other, especially when running.
Walking and running in circles
carried out according to landmarks (cubes, skittles, rattles, etc.). Before the start of the lesson, the teacher arranges objects in a circle (these objects are then used for general developmental exercises). Children enter the hall in a column one at a time and stand in one line facing the circle. The teacher draws the children’s attention to the circle marked with objects. Then he stands in front of the column and leads the children in a circle. Having walked about half a circle, it gives a signal to run (full circle) and again to switch to walking. Gives a signal to turn in the other direction, and the exercises of walking and running in a circle are repeated.
Walking and running with stops
not only develop a reaction to a signal, but also help to navigate in space. These exercises are often used in classes for various formations and formations, in outdoor games, etc.
During the game, kids react faster to the signal, but in the game it is not always possible to accurately determine who is coping with the task. During a physical education lesson, it is easier for the teacher to note for himself who is coping with the task.
Rice. 2
Before the start of the lesson, the teacher lines up the children in one line and explains the task: “You will walk in a column one at a time, and when I say “sparrows,” you will stop and say loudly: “Chick-chi-rick,” then the walking will continue. When I say “geese”, you will stop again and say “ga-ha-ha.” The gaming technique not only makes the meaning of the task being performed clear, but also arouses interest in the exercise being learned.
Walking in pairs
accustoms children to joint actions and has practical significance during the children’s stay in kindergarten. First, the children line up in one line, then the teacher helps the kids line up in pairs, invites every second child in the line to stand next to the first and take his hand. When all the children are lined up, the teacher gives the signal to walk in pairs in a column - “let’s go for a walk.”
In order for the children to walk at a certain pace, the teacher walks next to the first pair (for a short time) in one direction, then the children stop (at the teacher’s signal), turn around and continue walking in the other direction.
Walking in pairs in a column presents certain difficulties for children 3–4 years old. It is not easy for them to maintain the distance between couples and maintain the pace of walking. This leads to the fact that sometimes the first and last pairs approach each other and the result is walking in a circle. Gradually, in the process of repeating the task, children acquire some skills in this type of walking. To make it easier for children to understand and complete the task, the teacher should place landmarks (preferably cubes) in the corners of the room that need to be walked around.
Walking and running randomly
– the most convenient type of walking and running, quite often used in games. Children are still poorly oriented in space, cannot use the entire area of the hall and are usually crowded into one place, interfering with each other. The teacher helps the children by offering walking and running in different ends of the hall (room).
Walking and running with changes in direction
are aimed at developing orientation in space, developing a reaction to the teacher’s signal, the ability to listen and understand his explanations. When walking in a column one at a time, the leading child has a doll in his hands. After a while, the teacher gives a signal, and the children stop, turn around and continue walking behind the one who was last in the column, and became the first - he has a bear in his hands. Thus, at the teacher’s signal, the children follow Katya (she has a doll), and when turning around, they follow Kolya (he has a bear). Walking and running alternate.
Walking, stepping over objects
(cords, cubes, bars, etc.) (Fig. 2), develops the eye, coordination of movements, and teaches you not to shuffle your feet. Objects for stepping are laid out by the teacher in accordance with the length of the child’s step (25–30 cm). Sometimes when doing the exercise, children perform additional steps. The teacher shows and explains that you need to step over alternately with your right and left feet without stopping, without pausing. The task is completed at an average pace.
Balance exercises
In the second junior group of kindergarten, balance exercises are also carried out throughout the year.
To develop stable balance, exercises are used in a reduced area - walking and running along a narrow path (25–30 cm wide). This exercise is quite difficult for children of the fourth year of life, and not everyone copes with this task at first. As a rule, mistakes when performing an exercise are typical - an uncertain gait, swaying of the body, lowered head. Exercises in walking and running along a narrow path are repeated in various variations, and the game form is especially important here - “let's walk along the bridge, along the path,” etc. Gradually, children gain confidence, the rhythm of movements and understanding of the tasks set by the teacher improve.
As you master exercises to develop the balance function, the task becomes more complicated: the area of support increases - this means walking on a gymnastic bench 15–20 cm high. Exercises are carried out with a change in body position in space - stop at the teacher’s signal and complete the task: sit down “like frogs”, jump “like bunnies”, clap your hands, etc.
Children 3–4 years old still find it difficult to monitor all components of walking, especially the position of the body and head. The teacher should remind the children to keep their backs straight. At the end of the bench (or path) a chair is placed on which a toy (bear, bunny) is placed. When children do the walking exercise, they look at the object, and this allows them to keep their head and back straight.
Rice. 3
As a rule, when performing exercises on an elevated support (board, bench), it is not recommended to jump off the bench; it is better to take a step forward - down (Fig. 3). Childcare insurance is required. As they master balance exercises, you can offer children jumping from a bench, but always on a soft support - a rug or mat.
When performing exercises in balance, the teacher stays next to the children all the time, helps, encourages, and provides insurance. The position of the hands can be different, for example, hands on the belt, but mostly to the sides for balancing.
One of the difficult tasks is walking on a cord laid straight and in a circle, placing the heel of one foot against the toe of the other, as well as walking on a board laid obliquely (height 25–30 cm) and on a log.
Balance exercises are carried out in a continuous manner in a column, one or two columns at a time (depending on the objectives of the lesson and the availability of aids). They contribute to the development of courage, confidence, dexterity, and orientation in unexpected situations.
Jumping exercises
Children 3–4 years old have access to different types of jumps; they can jump in place and moving forward a certain distance; jump from a small height; standing long jump; jump over objects (cubes, cords) (Fig. 4).
Rice. 4
When jumping on the spot, children make frequent and low jumps, happily imitating bunnies, squirrels, etc. Usually the teacher first shows how to do the exercise. Sets the rhythm and tempo of jumping by hitting a tambourine, rhythmically saying or using musical accompaniment. The teacher performs several jumps with the children, then the children jump on their own.
Jumping forward gives a high motor load. Not all children cope well with the task: they do not bend their knees enough, which leads to landing on straight legs, while their arms participate little in the movement. However, some babies have clear coordination of arms and legs when jumping forward, which indicates good innate coordination of movements.
In the second quarter, a significant place is given to jumps from low heights. The main task is to land on your toes, bending your knees (preferably on a rubber track or mat). Exercises in jumping from low heights are carried out with small groups, since it is important for the teacher to see the main mistakes of the children, correct them, and, if possible, provide assistance and insurance if necessary. It is also advisable to use game tasks - “sparrows jumping from a fence”, “bunnies jumping from stumps”, etc.
Standing long jumps - over a stream, a ditch. The width of the stream and groove is small - 15–20 cm, since children 3–4 years old do not yet have the skill in this type of jumping. The main attention is paid to the correct starting position - it is necessary that before the jump, children bend their knees well and land simultaneously on both half-bent legs, further straightening them and maintaining a stable balance. The movements of the children's hands are still uncoordinated.
Program exercises are distributed taking into account gradual complication. From lesson to lesson, children gain motor experience, which allows them to master individual elements of technology in a certain sequence. The requirements for performing jumping exercises for children of the second younger group are still low, in accordance with their skills.
Throwing exercises
Children 3–4 years old enjoy playing with a ball if exercises with it do not require complex actions and are simple in structure and tasks. The simplest and most accessible tasks are rolling balls in a straight direction, towards each other, into the goal, and throwing balls to the teacher. More complex exercises are throwing the ball on the ground, up and catching it with both hands. The most difficult ones are throwing balls at a target and at a distance. All these exercises develop dexterity, speed, and eye.
Rolling balls in a straight direction and each other are the simplest exercises, but to perform them the child must push the ball with a certain force and in the right direction. In addition, when conducting exercises, difficulties arise in organizing children. For example, children should be located at a distance of 1.5–2 meters in two lines - one opposite the other. To indicate the starting position, you can use slats, cords and other objects, which are then quickly and easily removed. Children master rolling balls to each other, between objects, not without difficulty. The teacher repeats these exercises so that the children develop muscle sensations that contribute to the formation of the necessary skills.
Children 3–4 years old learn to throw a ball to the teacher and catch it back. The main mistakes when performing this exercise are a weak throw, uncertain movements, and lack of initiative. Sometimes the child does not dare to throw the ball, and the teacher has to tell the child several times: “Throw it!”
When catching a ball, children, as a rule, prepare their hands in advance, putting them forward and pressing the ball to their chest. After repeated repetitions and individual lessons, the children cope better with the task. The throw is more confident, sometimes quite strong, the direction of movement is maintained and overall coordination improves, but the exercise requires frequent repetition, since the skill is not yet stable. Usually the exercises are repeated outside of class, during a walk.
One of the difficult exercises for children of the fourth year of life is throwing a ball up and on the ground and catching it. It is difficult for kids to throw the ball to the required height, such that it is easy to catch, and they throw it much higher. When throwing a ball on the ground, children also cannot differentiate muscle efforts, and an insufficiently developed eye does not allow them to make an accurate throw near their feet (at their toes). To help children, visual reference points are offered - flat hoops with a small diameter (25–30 cm), colored squares, etc.
In the summer, a significant place is given to exercises in throwing balls, bags, cones into the distance, at a horizontal target.
Climbing exercises
A variety of climbing exercises develop strength, agility, and coordination of movements; strengthen small large muscle groups. In children 3–4 years old, these qualities are still poorly developed.
In the first quarter, crawling exercises are performed on all fours, mainly supported on the palms and knees. At first, children crawl forward at will, and some children pull up both legs. If a child does not succeed in an exercise, the teacher works with him separately. Usually, after several repetitions individually, children cope better with the task.
To perform crawling under the arc of the cord, the teacher draws the children’s attention not only to the correct starting position, but also to the marked line (starting line) from which to begin the exercise. The guide can be cords, slats, colored stripes, etc.
Children climb onto the inclined ladder at will. The main attention is paid to the correct grip of the hands on the rail - thumb on the bottom, the rest on top and foot placement (in the middle). In this case, the teacher must provide insurance. Exercises in crawling and climbing are carried out in a continuous and frontal manner; climbing on an inclined ladder and a gymnastic wall is carried out in small groups. At this time, the rest of the children can play with balls, being in the field of view of the teacher.
Approximate content of physical education classes
September
Lesson 1
Tasks.
Develop orientation in space when walking in different directions; teach walking on a reduced area of support while maintaining balance.
Part 1.
Walking and running in small groups in a straight direction behind the teacher. The guys enter the hall together with the teacher, without formation - in a “flock”. There are chairs placed on both sides of the hall (according to the number of children). The teacher invites the children to sit on chairs and occupy their “houses”. The game “Let's go for a visit” is played. The teacher approaches the first group of children, invites them to stand up and go “visiting” with her. Approaching the second group of children, the kids say hello and show their palms. To the words: “It’s raining!” – children run to their “houses” and take any places.
Then the teacher invites the children of the second group to “visit”. The game repeats itself.
Part 2.
Walking between two lines (distance 25 cm). The teacher lays out two 2.5–3 m long paths of cords (slats) along the hall, parallel to one another. The distance between tracks is at least 3 meters (Fig. 5).
Rice. 5
“Let’s walk along the path.” “The rain has stopped,” says the teacher, “the sun has come out, but there are puddles all around. Let’s walk along the path so as not to get our feet wet.” Then he brings one group of children to the path, they stand behind each other (in a column), and invites them to walk along the path. Children walk along the first path, then walk along the second, and after that they sit on chairs (or a bench). A second group of kids is invited to walk along the path.
Outdoor game “Run to me.” This game develops the ability of children to act on a signal from the teacher, to run in a forward direction simultaneously as a whole group. Having removed the slats (cords), the teacher invites the children to stand on one side of the hall, so as not to disturb each other, and he moves to the opposite side of the hall and says: “The puddles have dried up, run to me, everyone run!” The children run, the teacher greets them warmly with his arms wide open. When the kids gather, the teacher goes to the other side of the hall and again says: “Run to me!” The game is repeated 3-4 times. Before the game starts, the teacher reminds the children that they can only run after the words: “Run to me!”
3rd part.
Walking in a flock behind the teacher around the hall, in the teacher’s hands a toy (bear, bunny or doll).
Lesson 2
Tasks.
Exercise children in walking and running as a whole group in a straight direction behind the teacher; jumping on two legs in place.
Part 1.
Walking and running with the whole group in a “flock” behind the teacher. Children enter the hall without forming a “flock”. The teacher draws their attention to the bear sitting on a chair at the end of the hall and invites them to visit him. Children go to the bear, talk to it, then turn around and walk to the doll, to the other end of the hall. After walking in one direction and the other, the teacher invites the children to run to the bear and then to visit the doll. After completing walking and running exercises, children line up in a circle.
Part 2.
General developmental exercises.
1. Starting position – feet hip-width apart, arms along the body. Bring your arms forward and return to the starting position (4-5 times).
2. I. p.[1] – feet shoulder-width apart, hands on the belt. Bend forward, arms down, touch your knees; return to the starting position (5 times).
3. I. p. – legs hip-width apart, hands behind the back. Sit down, bring your arms forward, return to the starting position (4-5 times).
4. I. p. - legs apart, hands on the belt. Tilt to the right (left), straighten up, return to the starting position (3 times in each direction).
5. I. p. – legs slightly apart, arms along the body. Jumping on two legs in place for a count of 1–8. Repeat 2 times.
Main types of movements.
Jumping on two legs in place (2-3 times). The teacher takes a large diameter ball and shows the children how well it bounces off the floor (hitting the ball with one hand on the floor), then invites the children to come up to her and jump on two legs, “like balls.” The children jump, and the teacher says: “Jump-jump, jump-jump,” asking ri, says the teacher. Children go to the bear and jump around it. Then they go to the other end of the hall and jump near the doll. The teacher makes sure that the children do not run, but move from one toy to another.
Game task “Birds”. The teacher explains that the children will portray birds that are preparing to fly to warmer climes. At the sound signal from the teacher, all children raise their arms (wings) to the sides and scatter (scatter) throughout the hall. At the signal: “The birds are resting,” the children stop and crouch. The game is repeated 2-3 times.
3rd part.
Game task “Find the bird”.
Lesson 3
Tasks.
Develop the ability to act on a signal from the teacher; teach to push the ball energetically when rolling.
Part 1.
Walking in a column one at a time, at the teacher’s signal: “Crow!” - you have to stop, say: “Kar - kar - kar!” – and continue walking. At the teacher’s signal: “Dragonflies!” – easy running, arms out to the sides – “spread your wings.”
Part 2.
General developmental exercises with a ball.
1. I. p. - feet width apart, ball in both hands below. Lift the ball up, stretch, look at it. Slowly lower the ball down - return to the starting position (4-5 times).
2. I. p. - legs at the width of the foot, the ball in bent arms near the chest. Sit down, touch the ball to the floor; straighten up, return to the starting position (4-5 times).
3. I. p. - feet shoulder-width apart, ball in bent arms near the chest. Tilt towards the right (left) leg, touch the ball to the floor; straighten up, return to the starting position (4-6 times).
4. I. p. - kneeling, ball in front of you in both hands. Rolling the ball around the body with a turn in both directions. Repeat 2-3 times.
Main types of movements.
Rolling balls. “Ride and catch up.” Children approach chairs (bench) on which large-diameter balls are laid out in advance, take them and stand on the starting line marked with a cord. At the teacher’s command: “Let’s roll!”, pushing the ball with both hands, roll it in a straight direction and catch up. The kids return to the starting line in steps. The exercise is repeated.
Outdoor game "The Cat and the Sparrows". The “cat” is located on one side of the hall (area), and the “sparrow” children are located on the other.
The “sparrow” children approach the “cat” together with the teacher, who says:
Kitty, kitten, cat, Kitty - a little black tail, He lies on a log, Pretended to be asleep.
To the words “As if he’s sleeping,” the “cat” exclaims: “Meow!” - and begins to catch the “sparrows” who are running away from him to their house (beyond the line).
3rd part.
Walking in a column one at a time.
Lesson 4
Tasks.
Develop orientation in space, the ability to act on a signal; group when climbing under the cord.
1 .
Walking and running in circles. Walking around the cubes (half a circle), then switching to running - a full circle. Turn in the other direction, repeat the task. The pace of the exercise is moderate. The exercise ends with walking.
Part 2.
General developmental exercises with cubes.
1. I. p. - legs at the width of the foot, cubes in both hands below. Raise the cubes up through the sides, lower them down, return to the starting position (4-5 times).
2. I. p. – legs slightly apart, cubes at the shoulders. Slowly squat down and touch the cubes to the floor. Straighten up, return to the starting position (5-6 times).
3. P.p. – sitting, legs crossed, cubes in both hands on your knees. Lean to the right, place the cube on the right (farther away); straighten up, return to the starting position. The same to the left (2-3 times in each direction).
4. I. p. – standing in front of the cubes, hands at random. Jump on two legs around the cubes in both directions, with a short pause (2 times in each direction).
Main types of movements.
Crawling with support on your palms and knees. The teacher places two racks (they must be absolutely stable to avoid injury) and pulls the cord at a height of 50 cm from the floor (regular chairs can be used). The aids are arranged in such a way that all children participate in the exercise. If conditions and the number of children do not allow using the frontal method, then the exercise is performed in subgroups. On one side of the posts, at a distance of 2–2.5 m, a cord is placed to indicate the beginning of movement, and on the other side, rattles can serve as a guide (Fig. 6).
The task is given in a game form: “Crawl to the rattle.” First, the teacher invites one child to show how to crawl under the cord, and at the same time explains: “Lena approaches the cord, gets on all fours (supporting on her palms and knees) and crawls like a “bug,” tilting her head so as not to touch the cord. She crawled to the rattle, stood up, took the rattle and rattled it.” After the demonstration and explanation, the teacher invites the children to take their starting position and, at a signal, begin to complete the task. The exercise is repeated 3 times.
Outdoor game “Quickly to the house.” Children are located in a “house” (on gymnastic benches or chairs). The teacher invites them to go to the meadow - admire the flowers, look at the butterflies - walking in all directions, in different directions. To the signal: “Hurry to the house, it’s raining!” - the kids run to take a place in the “house” (any place).
3rd part.
Game "Let's find a bug."
Material to repeat
Consolidation of what has been learned in the main types of movements is carried out in free time from classes. What children master in the first week is transferred to play exercises in the second week and so on. The teacher involves the whole group of children, small subgroups, and can work individually in game exercises.
1st week.
Game exercises: with a ball - roll the ball, throw forward, etc. Children 3-4 years old still have a weak skill in playing with the ball, so to develop it, it is advisable to carry out various exercises every day, games with running “Catch up with me, “Run to to me".
Rice. 6
2nd week.
Game exercises for balance - “Let's walk along the bridge” (on a board, 25 cm wide). Outdoor games with a ball and jumping.
3rd week.
Game exercises with balls - rolling balls in a straight direction, each other, throwing balls forward. Outdoor games “Bubble”, “My funny ringing ball”, “Find your house”, etc.
4th week.
Game exercises and outdoor games for all the material covered.
