Health-saving activities of preschool teachers
We offer creative development for preserving health in preschool educational institutions. This material can be useful for both teachers and parents. This development is aimed at preserving and strengthening the health of the younger generation, preparing the child for a healthy lifestyle.
Content
Introduction
I. Health-saving activities of preschool teachers as a psychological and pedagogical problem;
1.1. The concepts of “health” and “health-saving activities of preschool educational institutions”;
1.2. Health-saving technologies in the educational process of preschool educational institutions;
1.3. Features of the development of health-preserving competence in preschool children;
II. Health-saving activities of preschool teachers and families;
2.1.Creation of a health-preserving environment in a kindergarten;
Mastering modern technologies in the educational process.
2.2.Use of health-saving technologies in conditions of cooperation between preschool educational institutions and families.
Conclusion.
Bibliography.
Application.
Introduction
In modern conditions, the social and pedagogical importance of preserving the health of a child is increasing. Research in recent years has shown a deterioration in the health of the Russian population. The mortality rate is increasing, the birth rate is falling, the problem of poverty is worsening, and a significant part of the country's population is in a state of chronic distress. These negative trends acutely affect the health of the younger generation. According to D.I. Zelinskaya, over the last decade there has been a deceleration, i.e. slowdown in the rate of development of young Russians. The number of healthy children and adolescents barely reaches a fifth of their total number; about a third of children entering school already have a chronic pathology.
Preparing a child for a healthy lifestyle based on health-saving technologies should become a priority in the activities of every educational institution, especially for preschool children. According to the Ministry of Health and Industry and the State Committee for Epidemiological Surveillance of Russia, only 14% of children are practically healthy, 50% have functional abnormalities, and 35-40% have chronic diseases. The number of children who, already in primary school, are unable to master the program in the allotted time and to the required extent ranges from 20% to 30% of the total number of students.
It is necessary to improve the education system, intensify children's health-preserving activities, implement an individually differentiated approach to instilling the basics of a healthy lifestyle, training and development of children in preschool and family settings.
Much attention must be paid to the organization and pedagogical support of the formation of useful habits, attitudes towards a healthy lifestyle, understanding the intrinsic value of health and ways to preserve it.
The purpose of the development is to consider the features of the health-preserving activities of preschool teachers in working with children and parents.
Tasks:
1. consider the essence of health-saving technologies and their application in the educational process of preschool educational institutions;
2. characterize the areas of health-preserving activities of a teacher in a preschool educational institution;
3. reveal the features of the activities of parents and teachers of preschool educational institutions to form the foundations of a healthy lifestyle for preschool children.
I. _ Health-saving activities of preschool teachers as a psychological and pedagogical problem
1.1. The concepts of “health” and “health-saving activities of preschool educational institutions.”
Health is a complex concept. It depends on the socio-economic status of children, the environmental situation in their places of residence, the quality of food, medical care, preventive work with children by doctors and teachers, and the system of health institutions.
It is known that the World Health Organization defines health “as a state of complete physical, mental and social well-being and not merely as the absence of disease or infirmity.” This formulation is rightly criticized for the idealization of the goal, the subjective understanding of well-being, the static approach to health and the absolutization of complete well-being, which leads to a decrease in the stress of the body and its systems, and therefore to a decrease in resistance and a precondition for ill health [4]. Some researchers see health as the realization of a person’s specific abilities to manifest the body’s reserves, to sustainability, to resistance, self-preservation and self-development [6]. It is obvious that the formation of such abilities in the younger generation is becoming one of the highest priority tasks in the practical activities of Russian teachers today.
An analysis of definitions of health shows that six of its signs are most often found:
- absence of disease;
- normal functioning of the body;
— harmonization of the body and the environment;
— a person’s ability to fully perform basic social functions;
- complete physical, mental and social well-being;
— human adaptation to an increasingly complex and changing environment.
The most complete definition is A.G. Shchedrina [13], who, from the standpoint of a systems approach, proposes to consider health as an integral multidimensional dynamic state (including its positive and negative indicators) in the process of implementing the genome (a set of genes) in a specific social and environmental environment, allowing a person to realize his biological functions to varying degrees. and social functions.
Considering health as a single whole, scientists at the same time identify interconnected parts in it: physical and spiritual; physical, mental and social; physical, psycho-emotional, intellectual, social, personal and spiritual. Following I.I. Brekhman, G.K. Zaitsev, V.V. Kolbanov [15], we adhere to a three-component structure of health, which includes physical, mental and social elements.
By the physical component of health, researchers mean how the body functions, all its organs and systems, and the level of their reserve capabilities. This aspect of health also includes the presence or absence of physical defects and diseases, including genetic ones (S. Shapiro).
From the point of view of such WHO experts as Sortarius, M. Jehed, mental health is the normal course of mental processes, characterized by the absence of severe mental disorders and the presence of certain reserves of human strength, thanks to which he can overcome unexpected stress or difficulties that arise in exceptional circumstances, as well as a state of balance between a person and the world around him, harmony between him and society, the coexistence of the ideas of an individual with the ideas of other people about objective reality [7]. Mental health, according to experts, includes such components as a positive attitude towards oneself, optimal development, growth and self-actualization of the individual, mental integration (authenticity, congruence), personal autonomy, realistic perception of others, and the ability to adequately influence them.
According to S. Shapiro, the social component of health is the individual’s awareness of himself as a male or female subject and the interaction of the individual with others. This element reflects the way of communication and relationships with different groups of people (peers, colleagues, parents, neighbors), i.e. with society. In our opinion, the formation of a system of value relations, readiness for self-determination of life path, as well as social activity and the ability to social adaptation are important for the social component of human health.
Educators, psychologists and social workers are unanimous in the opinion that, in an environment of complex and ambiguous development of market relations in the country, negative trends in raising children have intensified. Such manifestations of an unhealthy personality as dependence on bad habits, maladjustment of behavior, conflict, hostility, inadequate perception of the surrounding world, passive life position, avoidance of responsibility for oneself, loss of faith in one’s abilities, weakening of will, egocentrism, passivity, loss of interest have become widespread. and love for loved ones, hypertrophied (or vice versa) self-control, etc.
Identification of the composition and disclosure of the characteristics of social health criteria seem to be key issues, the degree of awareness of which largely determines the practical solution by teachers of the above-mentioned problem. Summarizing the statements of scientists, we present a list of criteria for the social health of an emerging personality. First of all, these include the need for security, affection and love (according to A. Maslow), unselfishness, interest in the world around us, adequate perception of social reality, adaptation to the physical and social environment, focus on socially useful work, altruism, democratic behavior , the ability to interact with representatives of different social groups (including adults and peers), etc. [9].
Teaching how to take care of your health and lead a healthy lifestyle is the task of parents and educational institutions. This can be expressed through direct teaching of children the basic techniques of a healthy lifestyle (preventive methods - health, finger, breathing exercises, self-massage, etc.); instilling in children basic hygiene skills (washing hands, using a handkerchief when sneezing and coughing, etc.); through health-developing technologies of the learning and development process using physical education and active breaks; ventilation and wet cleaning of premises; aromatherapy, vitamin therapy; functional music; alternating activities with high and low activity; through specially organized physical activity of the child (health-improving physical education classes, outdoor games); in the process of rehabilitation measures (herbal medicine, inhalation, physical therapy); mass recreational events (themed health holidays, going out into nature); and also in working with families and teaching staff.
The health-saving activities of preschool educational institutions include a whole system. This system can be presented in the form of the following sections:
1. Comprehensive medical, psychological and pedagogical assessment of the level of physical development and health of children, which includes diagnostic measures to assess and monitor the health status of kindergarten students by various specialists.
2. Medical and health work covers the areas of healing and hardening through a set of activities.
3. Physical education and development work with children reveals a complex of physical education activities, various types of specially organized activities.
4. Psychological and pedagogical activities highlight the system of organizing psychological support for children with methods and techniques for creating a favorable emotional and psychological climate.
5. Health-saving components in the organization of the educational process.
6. Resource support for health-saving activities in kindergarten [11].
Comprehensive medical, psychological and pedagogical assessment of the level of physical development and health of children
A comprehensive medical, psychological and pedagogical assessment of the level of physical development and health of children is a basic component in the holistic system of health-preserving activities of a kindergarten.
The conceptual provisions that determined the development of a system of health-preserving activities in kindergarten are:
1. An integrated humanitarian approach to child health [5].
2. Approaches to organizing physical education and health work with a predominance of cyclic, primarily running, exercises and especially their combinations.
3. Contents, forms of developmental motor play activities and principles of health-improving work with children [7].
4. Rational combination of different types of activities [8].
5. Individually differentiated principle of organizing motor activity [1].
The structuring of the educational process in the institution is based on a health-preserving dominant and the use of new forms and methods of working with children in the educational process within the framework of a single comprehensive health-improving and developmental space.
The contents of this work include:
· monitoring the state of development;
· determination of health level;
· observation of the formation of systems, body functions and motor skills of preschool children.
Medical and health work
The work is carried out through the organization of hardening and therapeutic activities. The main goal is to prevent and reduce acute and chronic morbidity in children. To harden children in kindergarten, environmental factors are used - air, water, sun.
These factors and means of hardening are used in kindergarten both separately and comprehensively, the main thing is to follow an individual approach, take into account the recommendations of medical specialists and develop continuity with parents.
Physical education and development work
Only with a systematic and scientifically based approach does physical education become an effective means of preserving and strengthening the health of children and improving their physical development.
Physical education and health work with children is carried out through various types of specially organized activities, where personal development technologies and integrated forms of organizing motor activity are used. Physical education classes as the most important form of physical education and health work involve taking into account the functional state of health of each child and his level of preparedness. They are built on the content provided for by the programs implemented by the institution.
The purpose of physical education work is the formation of the motor sphere and the creation of psychological and pedagogical conditions for the development of children’s health based on their creative activity.
Optimal conditions for the development of physical culture created in a preschool institution solve a complex of health-improving, educational and educational tasks.
The content is based on the principles of developmental pedagogy of health improvement by V. T. Kudryavtsev.
Psychological and pedagogical activities
Since physical health forms an inextricable unity with mental health, the following goals and objectives are solved in a preschool institution, taking into account the complexity and multifaceted nature of this concept.
Goals: mental health; creating conditions that promote emotional well-being and ensure the free and effective maximum development of each child.
Tasks:
· creating a safe psychological space, developing a sense of confidence and psychological comfort;
· formation of the optimal status of each individual child in the interacting group, ensuring emotional well-being;
· creating conditions for the creation and resolution of personal problems and interpersonal conflicts.
Health-saving components
By creating a developmental space for children's health, the efforts of all specialists are combined: speech therapists, educators, educational psychologist, director of a theater studio, physical education instructor, music director.
The structuring of the educational process in the institution is based on the health-preserving dominant:
· introduction of therapeutic measures (stabilizes the health of children, reduces the level of neuroticism, creates harmony of the child’s mind and feelings, increases endurance to stress in a healthy daily routine and the organization of a flexible regime in bad weather);
· the use of binary, polynarious activities (as a result of which children feel in a comfortable, psycho-emotional state, which allows them to increase motivation for learning activities and confidence in themselves and their capabilities);
· personality-oriented education (reduces children’s complexes, allows them to use basic socionic attitudes, select developmental technologies for a specific group, determine the basic psychotype of a given children’s group);
· integration of the content of educational activities in a single field of knowledge (through the method of thematic immersion and gaming activities).
Resource support for health-saving activities in kindergarten
Subject-spatial support.
The solution to children's health problems is also facilitated by the creation of a subject-spatial environment for the child to endlessly demonstrate his growing capabilities.
The kindergarten's material and technical base includes the following spaces: specially equipped physical education and music rooms, a medical unit, speech therapy rooms designed in accordance with hygienic requirements, a psychologist's office, and group rooms.
Regulatory, legal and methodological support.
The primary basis of the system of scientific and methodological support for health-preserving activities is the legal and regulatory framework. It includes legislation, Russian state and regional laws, regulations, letters and instructions.
Scientific and methodological support for health-preserving activities are programs in the following areas.
1. Protecting and promoting the health of preschool children.
2. Physical education and development work.
3. Psychological support.
Staffing.
Protecting the life and health of children is one of the most important areas of work of a preschool institution. The health improvement system includes, as an indispensable condition, careful attention to the health of children and all employees. For the most effective organization of health-preserving measures, job descriptions of both teachers and kindergarten specialists should include job responsibilities of a health-improving nature.
1.2. Health-saving technologies in the educational process of preschool educational institutions
In recent years, we have to talk about the need to use health-saving pedagogy. At the same time, health-saving pedagogy cannot be expressed by any specific educational technology. At the same time, the concept of “health-saving technologies” combines all areas of activity of an educational institution to form, preserve and strengthen the health of students.
Health-saving technology is: the conditions for a child to stay in kindergarten (lack of stress, adequacy of requirements, adequacy of teaching and upbringing methods); rational organization of the educational process (in accordance with age, gender, individual characteristics and hygienic requirements); compliance of educational and physical activity with the age capabilities of the child; necessary, sufficient and rationally organized motor mode.
The teacher, possessing modern pedagogical knowledge, in close cooperation with students, with their parents, with medical workers, with colleagues, plans his work taking into account the priorities of preserving and strengthening the health of participants in the pedagogical process. However, only then can we say that the educational process is carried out using health-saving educational technologies if the implementation of the pedagogical system used solves the problem of preserving the health of children and teachers.
The fundamental goal of health-saving educational technologies is to provide children with the opportunity to maintain health during their stay in a preschool educational institution, to develop in them the necessary knowledge, skills and abilities regarding a healthy lifestyle, and the use of acquired knowledge in everyday life.
To implement the educational process based on health-saving technologies, it is necessary to highlight the patterns of the pedagogical process, which are expressed in the basic provisions that determine its organization, content, forms and methods, that is, principles that should contribute to the prevention, diagnosis and correction of children’s health; development of cognitive activity of pupils; humanization of education.
The principles act in organic unity, forming a system that includes general didactic principles and specific principles that express the specific laws of health improvement pedagogy.
Specific principles include:
1. The principle of no harm.
2. The principle of the triune concept of health (the unity of physical, mental and spiritual-moral health).
3. The principle of repetition of skills and abilities in order to develop dynamic stereotypes.
4. The principle of gradualism, which assumes continuity from one stage of education to another.
5. The principle of accessibility and individualization has its own characteristics in the health-improving orientation of health-saving educational technologies. The principle of individualization is carried out on the basis of general laws of training and education. Based on individual characteristics, the teacher comprehensively develops the child, plans and predicts his development.
6. The principle of continuity expresses the laws governing the construction of health improvement pedagogy as an integral process. It is closely related to the principle of systematic alternation of loads and rest.
7. The principle of cyclicity. The principle of cyclicity contributes to streamlining the process of healing pedagogy. It consists of a repeating sequence of lessons, which improves the child’s preparedness for each subsequent stage of learning.
8. The principle of taking into account the age and individual characteristics of pupils. This principle contributes to the formation of motor skills, the development of the child’s motor abilities, and taking into account the functional capabilities of the preschooler’s body.
9. The principle of comprehensive and harmonious development of the individual. This principle is of utmost importance, as it promotes the development of psychophysical abilities, motor skills and abilities, carried out in unity and aimed at the comprehensive physical, intellectual, spiritual, moral and aesthetic development of the child’s personality.
10. The principle of health-improving orientation solves the problems of strengthening the child’s health during his stay in a preschool educational institution.
11. The principle of an integrated interdisciplinary approach involves close interaction between teachers and medical workers.
12. The principle of forming responsibility in children for their health and the health of others.
13. The principle of connecting theory with practice calls for persistently teaching preschoolers to apply their knowledge on the formation, preservation and promotion of health in practice, using the surrounding reality not only as a source of knowledge, but also as a place for their practical application [9].
To achieve the goals of health-saving technologies, it is necessary to determine the main means of training and education: means of motor orientation; healing powers of nature; hygienic. The integrated use of these funds allows for the high-quality use of health-saving approaches in the educational process of preschool educational institutions.
Motor-oriented means include motor actions that are aimed at implementing health-saving approaches. This is movement; physical exercise; physical education minutes; emotional releases and “moments of peace”; gymnastics (health-improving gymnastics, finger exercises, corrective exercises, breathing exercises, for the prevention of colds, for vigor); physiotherapy; outdoor games; specially organized physical activity of the child (health-improving physical education classes, timely development of the basics of motor skills); massage; self-massage; psycho-gymnastics, trainings, etc.
The use of the healing powers of nature has a significant impact on achieving the goals of health-saving technologies. Carrying out games and activities in the fresh air helps to activate biological processes, increase the overall performance of the body, and slow down the process of fatigue. As relatively independent means of healing, one can single out sun and air baths, water procedures, herbal medicine, aromatherapy, inhalation, vitamin therapy (vitaminization of the diet, iodization of drinking water, use of the amino acid glycine twice a year in December and spring in order to strengthen the memory of preschoolers). It is possible to introduce new elements into the life of preschool educational institutions: herbal bars, a physiotherapy room, wellness treatments for teachers and children.
Hygienic means of achieving the goals of health-saving technologies that promote health and stimulate the development of adaptive properties of the body include: compliance with sanitary and hygienic requirements regulated by SanPiNs; personal and public hygiene (cleanliness of the body, cleanliness of places of activity, air, etc.); ventilation and wet cleaning of premises; compliance with the general daily routine, physical activity, diet and sleep patterns; instilling in children basic skills in washing hands, using a handkerchief when sneezing and coughing, etc.; teaching children basic healthy lifestyle techniques (HLS), basic first aid skills for cuts, abrasions, burns, bites; organizing the procedure for vaccinations to prevent infections; limiting the maximum level of physical and intellectual activity to avoid overwork.
One of the main requirements for the use of the above tools is their systematic and comprehensive use in the form of classes using preventive techniques; using functional music; audio accompaniment of classes, alternating classes with high and low physical activity; in the form of rehabilitation measures; through mass recreational events, sports and recreational holidays, themed health holidays; going out into nature, excursions, through health-developing technologies of the learning and development process in working with families in order to promote a healthy lifestyle in the system of organizational, theoretical and practical classes in parent lectures, in working with the teaching staff as training of the teaching staff in an innovative educational institution.
Thus, to preserve the health of preschool children in the educational process, it is necessary to implement the principles, forms and methods of health-preserving training and education.
The full version of working with applications is available.
System of health-saving technologies in a preschool institution
“Health is more valuable than wealth,” said the French writer Etienne Rey, who lived at the end of the 19th century. Many of us say the same thing. They talk about health, they argue about health, they wish for health. From early childhood, each of us realizes the importance of a reasonable attitude towards our health... To date, more than 79 concepts of “health” have been developed in science.
The most comprehensive and generally accepted formulation is that developed by the World Health Organization:
“Health is a state of complete physical, mental and social well-being”
A healthy lifestyle is not just the sum of acquired knowledge, but a lifestyle, adequate behavior in various situations. Children may find themselves in unexpected situations on the street and at home, so the main task is to develop their independence and responsibility.
One of the main conditions for successful work in this direction is the competent organization of the health-saving process in kindergarten.
Modern health-saving technologies used in the preschool education system reflect two lines of health-improving and developmental work:
-introducing children to physical education
-use of developmental forms of health-improving work.
The emphasis is shifting from simple treatment and prevention of diseases to promoting health as an independently cultivated value; a set of effective treatment and preventive measures is needed, a system of reliable means of correcting psychophysical development throughout preschool childhood.
In strengthening and maintaining one’s own health, the decisive role belongs to the person himself. Inextricably linked with this is his ability to assess his health and his physical capabilities. The effectiveness of self-assessment of health directly depends on knowing yourself. For a preschool child it provides:
-knowledge of the rules of hygiene and caring for your body;
-knowledge of the most dangerous risk factors for health and life;
-knowledge of how a person works, which organs need special protection;
-knowledge about your physical development, level of physical fitness.
Modern health-saving technologies
Technology -
This is an instrument of professional activity of a teacher, respectively characterized by a qualitative adjective - pedagogical.
The essence of pedagogical technology is that it has a pronounced phasing (step-by-step), includes a set of certain professional actions at each stage, allowing the teacher to foresee the intermediate and final results of his own professional and pedagogical activities during the design process.
Health-saving educational technologies are a systematically organized set of programs, techniques, and methods for organizing the educational process, aimed at strengthening and preserving the health of children.
Health-saving technologies
in preschool education - technologies aimed at solving the priority task of modern preschool education - the task of preserving, maintaining and enriching the health of the subjects of the pedagogical process in kindergarten: children, teachers and parents.
The goal of health-saving technologies in preschool education
In relation to a child -
ensuring a high level of real health for a kindergarten pupil and fostering valeological culture as the totality of a child’s conscious attitude towards human health and life, knowledge about health and the ability to protect, support and preserve it, valeological competence, allowing a preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to the provision of basic medical, psychological self-help and assistance.
In relation to adults -
promoting the establishment of a culture of health, including a culture of professional health for preschool teachers and valeological education of parents
The following types of health-saving technologies can be distinguished:
in preschool education:
1.Medical and preventive;
2. Physical education and recreation;
3. Technologies for ensuring the social and psychological well-being of the child;
4.Health-saving educational technologies.
5. Technologies of valeological education of parents.
6. Technologies for health preservation and health enrichment of preschool teachers.
Let's look at each of them.
Medical and preventive technologies in preschool education
– technologies that ensure the preservation and enhancement of children’s health under the guidance of medical personnel of preschool educational institutions in accordance with medical requirements and standards, using medical supplies. These include the following technologies: organizing monitoring of the health of preschool children and developing recommendations for optimizing children's health; organization and control of nutrition for children of early and preschool age, physical development of preschool children, hardening; organization of preventive measures in kindergarten; organization of control and assistance in meeting SanPiN requirements; organization of a health-saving environment in preschool educational institutions.
Physical education and health technologies in preschool education
– technologies aimed at the physical development and strengthening of the health of preschoolers: the development of physical qualities, motor activity and the formation of physical culture of preschoolers, hardening, breathing exercises, massage and self-massage, prevention of flat feet and the formation of correct posture, nurturing the habit of everyday physical activity and health care and etc.
The implementation of these technologies, as a rule, is carried out by physical education specialists and preschool teachers in the conditions of specially organized forms of health-improving work.
Health-saving educational technologies in kindergarten
– technologies for educating a valeological culture or a culture of health in preschool children. The goal is the development of a child’s conscious attitude to health and human life, the accumulation of knowledge about health and the development of skills to protect, support and preserve it, the acquisition of valeological competence, which allows a preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior. This is a technology for personality-oriented education and training of preschoolers. The leading principle of such technologies is taking into account the child’s personal characteristics, the individual logic of his development, taking into account children’s interests and preferences in the content and types of activities during upbringing and training.
Technologies for ensuring the socio-psychological well-being
of a child
are technologies that ensure the mental and social health of a preschool child. The main task of these technologies is to ensure emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family. These include: technologies for psychological or psychological-pedagogical support of child development in the pedagogical process of preschool educational institutions
Health saving technologies and health enrichment for teachers
– technologies aimed at developing a culture of health for teachers, including a culture of professional health, and developing the need for a healthy lifestyle.
Technologies for valeological education of parents
– the task of these technologies is to ensure the valeological education of parents of preschool children.
In order to cooperate with parents in promoting a healthy lifestyle in children, we have developed a system of activities, which include:
-parent meetings, consultations, conferences, conversations,
-competitions, sports events, health events,
-family club
-moving folders,
- personal example of a teacher,
-non-traditional forms of working with parents.
Possibilities of using health-saving technologies in preschool educational institutions.
Currently, an analysis of thematic literature shows many health-saving technologies that are taking place. Preschool educational institutions most often use technologies in the following areas:
1. Technologies for preserving and promoting health: with
stretching, rhythmoplasty, dynamic pauses, outdoor and sports games, relaxation, aesthetic technologies, finger gymnastics, eye gymnastics, breathing gymnastics, invigorating gymnastics, corrective gymnastics, orthopedic gymnastics.
2. Technologies for teaching a healthy lifestyle: f
cultural activities, problem-based games (game training and game therapy), communicative games, classes from the “Health” series, self-massage, acupressure self-massage, biofeedback (BF).
3. Corrective technologies: a
RT therapy, musical influence technologies, fairy tale therapy, color influence technologies, behavior correction technologies, psycho-gymnastics, phonetic and speech therapy rhythms.
Let's list some of them:
Technologies for preserving and promoting health:
1) Stretching –
no earlier than 30 minutes. after meals, 2 times a week for 30 minutes. from middle age, in a physical education or music hall, or in a group room, in a well-ventilated room, special exercises to music. Recommended for children with sluggish posture and flat feet.
2) Dynamic pauses –
during classes, 2-5 minutes, as children get tired. Recommended for all children as a preventive measure against fatigue. May include elements of eye exercises, breathing exercises and others, depending on the type of activity.
3) Outdoor and sports games –
as part of a physical education lesson, on a walk, in a group room - low, medium and high degree of mobility Daily for all age groups. Games are selected according to the age of the child, the place and time of the game. In kindergarten we use only elements of sports games.
4) Relaxation –
in any suitable room, depending on the condition of the children and goals, the teacher determines the intensity of the technology. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature. A special relaxation room has been created in our kindergarten.
5) Finger gymnastics – with
younger children individually or with a subgroup daily. Recommended for all children, especially those with speech problems. Conducted at any convenient time (at any convenient time).
6) Gymnastics for the eyes –
daily for 3-5 minutes. at any free time depending on the intensity of visual load from a young age. It is recommended to use visual material and demonstration by the teacher.
7) Breathing exercises – in
various forms of physical education and health work. Ensure the room is ventilated and the teacher give children instructions on mandatory nasal hygiene before the procedure.
Dynamic gymnastics –
daily after nap, 5-10 min.
9) Corrective gymnastics –
in various forms of physical education and health work. The form of implementation depends on the task and the number of children.
10) Orthopedic gymnastics –
in various forms of physical education and health work. Recommended for children with flat feet and as a prevention of diseases of the supporting arch of the foot.
11) Using a step platform
– contribute to the formation of posture, musculoskeletal corset, development of movement coordination, strengthening and development of the cardiovascular and respiratory systems, and the formation of rhythmic movements.
“Step” (from the English Step - step, light knock or blow) is a direction in pop dance that focuses on the rhythmic pattern of sounds that arises from the impact of the foot on the floor.
Technologies for teaching healthy lifestyles
Physical activity –
2-3 times a week in the gym or music hall. Early age - in a group room, 10 min. Young age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Before class, it is necessary to ventilate the room well.
Problem-based gaming (game training and game therapy) –
in your free time, maybe in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the child, by including the teacher in the process of play activity.
Communication games –
1-2 times a week for 30 minutes. from an older age. Classes are structured according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc.
Lessons from the “Health” series -
Once a week for 30 minutes. from an older age. Can be included in the lesson schedule as cognitive development.
Self-massage - Depending on the goals set by the teacher, in sessions or in various forms of physical education and health work.
It is necessary to explain to the child the seriousness of the procedure and give children basic knowledge of how not to harm their body. Responsible executor: educators, art. nurse, head of physical education.
In the morning, perform acupressure self-massage.
It is carried out on the eve of epidemics, in the autumn and spring periods at any time of the day. It is carried out strictly according to a special technique. Recommended for children with frequent colds and respiratory diseases. Visual material (special modules) is used.
Corrective technologies
Technologies of musical influence –
in various forms of physical education and health work; or separate classes 2-4 times a month, depending on your goals. Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc.
Art is therapy. Sessions of 10-12 lessons for 30-35 minutes starting from the middle group. The program has diagnostic tools and involves keeping training records. Responsible executor: educators, psychologist.
Fairy tale therapy –
2-4 lessons per month for 30 minutes. from an older age. Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children, and the rest of the children repeat the necessary movements after the storytellers.
Color influence technologies
– as a special lesson 2-4 times a month, depending on the assigned tasks. Correctly selected interior colors in our group relieve tension and increase the child’s emotional mood.
Psycho-gymnastics – 1-2 times a week from senior preschool age for 25-30 minutes. Aimed at the development and correction of various aspects of the child’s psyche. Responsible executor: educators, psychologist.
Phonetic gymnastics - 2 times a week from early preschool age in the physical education or music hall. Classes are recommended for children with hearing problems or for preventive purposes. Responsible executor: teacher, speech therapist, head of physical education.
Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle.
Forms of organizing health-saving work:
- physical education classes
- independent activities of children
- outdoor games
- morning exercises (traditional, breathing, sound)
- motor-health-improving physical training sessions
- exercise after nap
- physical exercises combined with hardening procedures
- physical exercise walks (to the park, to the stadium)
- physical education
- sports holidays
- health procedures in the aquatic environment.
Hardening,
one of the key tools in the system of physical education of children.
It provides training of the body's defenses, increasing its resistance to the effects of constantly changing environmental conditions. Hardening gives a healing effect only if it is carried out competently and the following principles are strictly observed:
- hardening activities fit harmoniously into all routine moments;
- are carried out systematically against the background of the optimal thermal state of children, against the background of their positive emotional mood;
- are carried out taking into account the individual, age characteristics of children, health status, level of hardening;
- the strength of impact and duration of hardening procedures increases gradually.
From all the rich selection of existing forms of hardening
The most accessible ones can be identified:
- keeping children in a group room in lightweight clothing during the day;
- conducting morning exercises in the fresh air throughout the year;
- walks in the open air. If organized correctly, a walk is one of the important moments of hardening. In the summer, when the air temperature reaches 18-20 degrees in the shade, the whole life of the children is transferred to the site. In the cold season, the duration of children's stay in the air is 3.5-4 hours in any weather, in clothes that do not restrict the child's active activity;
Salt hardening from a young age (after dynamic gymnastics, wet blankets are laid out on the paths and children walk stomping along the path. In the nursery they go through 3 laps, in the younger group - 3-4 laps, in the middle group 4-5 laps. The first 5-6 hardenings are carried out by the teacher walks along the path with the children, showing which steps to take).
In middle age, the use of air showering is additionally included –
this is an effective way to develop resistance to drafts (developed by doctor V.L. Lebed). During the process of showering, the performance of all systems providing thermoregulation increases. Thanks to air procedures, the child becomes more balanced and calm, increased excitability disappears imperceptibly, and sleep improves.
In older age, the use of hot wiping is carried out at a room temperature of at least 23 degrees with a soft mitten moistened with water of a certain temperature.
During the quarantine regime, use of gargling: with water at room temperature 3 times a day, the water temperature is gradually reduced from 36 degrees to 27.
In the preparatory group, the introduction of the “Riga method” —
trampling on pebbles in a saline solution.
The use of special forms of health-saving technologies with the use of a developmental health improvement program leads not only to the preservation, but also to the development of the health of pupils.
Phytobar, where pupils receive an oxygen cocktail
. An oxygen cocktail is a juice, herbal solution or any other drink saturated with oxygen to the point of soft, airy foam. Oxygen cocktail is a very useful product. It helps to concentrate and improves memory, improves vision. This is a natural way to get rid of headaches, increases endurance, is a non-drug way to lose weight, calms and stabilizes the nervous system, and guarantees a good mood.
Children throughout the year receive vitamin teas, herbal infusions of chamomile, nettle, St. John's wort, mint, and plantain. Children constantly rinse their mouths with herbal decoctions of sage, eucalyptus, and calendula. With great pleasure, our students participate in tasting herbal teas: - soothing tea (mint, motherwort); - anti-inflammatory tea (St. John's wort, chamomile, plantain); -vitamin tea (currant, nettle, rosehip); - tea that regulates metabolism (rose hips, strawberries). Preparing a child for a healthy lifestyle based on health-saving technologies should become a priority in the activities of every educational institution for preschool children. The efforts of preschool educational institutions employees today, more than ever, are aimed at improving the health of preschool children and cultivating a healthy lifestyle. It is no coincidence that these are the priority tasks in the program for the modernization of Russian education.
The use of health-saving technologies in the work of preschool educational institutions will increase the effectiveness of the educational process, form value orientations among teachers and parents aimed at preserving and strengthening the health of pupils, if conditions are created for the possibility of adjusting technologies depending on the specific conditions and specialization of the preschool educational institution; if, based on statistical monitoring of children's health, the necessary amendments are made to the intensity of technological influences, an individual approach to each child is ensured; Positive motivation will be generated among preschool teachers and parents of students.
Health-saving environment in preschool educational institutions as a factor in the implementation of Federal State Educational Standards for preschool education
The article
describes the health-saving pedagogical technologies used in the work of preschool educational institutions, which increase the effectiveness of the educational process, forming value orientations among teachers and parents aimed at preserving and strengthening the health of pupils.
Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle. Only a healthy child is happy to participate in all types of activities; he is cheerful, optimistic, and open in communication with peers and teachers. This is the key to the successful development of all spheres of personality, all its properties and qualities. Key words: health, health-saving environment, health-saving technologies.
The relevance of research.
Health-saving technologies in preschool education are technologies aimed at solving the priority task of modern preschool education - the task of preserving, maintaining and enriching the health of the subjects of the pedagogical process in kindergarten: children, teachers and parents. Children's physical health is inextricably linked with their mental health and emotional well-being. Based on the principle “a healthy child is a successful child,” it is impossible to solve the problem of raising a socially adapted personality without implementing a system of measures for health promotion and physical education of children. Therefore, at present, the use of health-saving technologies in kindergarten conditions is highlighted as one of the priority areas of pedagogical activity.
Purpose of the article
is to reveal the fundamental factors contributing to the organization of a health-preserving environment in preschool educational institutions as a factor in the implementation of the Federal State Educational Standard for preschool education.
Presentation of the main material
. Today there are more than 300 definitions of health. In the Constitution of the World Health Organization: health is a state of complete physical, mental and social well-being, and not just the absence of disease and physical defects [1, p. 21–28].
Most teachers (A.A. Baranov, E.L. Vishnevskaya, V.V. Kargenov, etc.) adhere to the definition of health, often referring to its physical component, forgetting about the socio-psychological and spiritual-moral. It is important to reverse this trend and be guided by the definition of health as a multifaceted concept, including physical, socio-psychological and spiritual-moral aspects.
The concept of modernization of Russian education provides for the creation of conditions for improving the quality of general education and for these purposes, along with other measures, involves the creation in educational institutions of conditions for preserving and strengthening the health of students. According to modern ideas based on the Federal State Educational Standard for Preschool Education, the goal of education is the comprehensive development of the child, taking into account his age-related capabilities and individual characteristics while maintaining and promoting health.
The choice of health-saving pedagogical technologies depends on the program in which teachers work, the specific conditions of a preschool educational institution (DOU), the professional competence of teachers, as well as indications of children's morbidity.
The concept of “health-saving pedagogical technologies” is interpreted differently by different authors. N.K. Smirnov, as the founder of the concept of “health-saving educational technologies”, argued that they can be considered as the technological basis of health-saving pedagogy, as a set of forms and methods of organizing the education of children without compromising their health, as a qualitative characteristic of any pedagogical technology based on the criterion of its impact on the health of the child and teacher. He believes that, as an adjective, the concept “health-saving” refers to a qualitative characteristic of any pedagogical technology, showing to what extent the implementation of this technology solves the problem of preserving the health of the main subjects of the educational process - children and their parents, teachers [3, p. 240].
Health-saving technologies can be considered as a certificate of health safety and as a set of those principles, techniques, methods of pedagogical work that complement traditional pedagogical technologies with health-saving tasks.
The goal of health-saving technologies in preschool educational institutions
:
— Regarding the child -
ensuring a high level of real health for a kindergarten pupil and fostering valeological culture, as the totality of a child’s conscious attitude to human health and life, knowledge about health and the ability to protect, support and preserve it, valeological competence, which allows a preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to the provision of basic medical, psychological self-help and assistance.
— Regarding adults
— promoting the establishment of a culture of health, including a culture of professional health for preschool teachers and valeological education of parents
The use of health-saving pedagogical technologies in the work of preschool educational institutions will increase the effectiveness of the educational process, will form among teachers and parents value orientations aimed at preserving and strengthening the health of pupils, if conditions are created for the possibility of adjusting technologies, depending on the specific conditions and specialization of the preschool educational institution; if, based on statistical monitoring of children's health, the necessary amendments are made to the intensity of technological influences, an individual approach to each child is ensured; Positive motivation will be generated among preschool teachers and parents of children.
Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle.
Only a healthy child is happy to participate in all types of activities; he is cheerful, optimistic, and open in communication with peers and teachers. This is the key to the successful development of all spheres of personality, all its properties and qualities.
Modern health-saving technologies include
: rhythmoplasty; dynamic pauses (physical training minutes); outdoor and sports games; relaxation; aesthetic technologies; finger gymnastics; gymnastics for the eyes; breathing exercises; awakening gymnastics; health running; physical education activity; problem-based games (game training and game therapy) and communicative games; classes from the “Health” series, self-massage; musical influence technologies; color influence technologies; behavior correction technologies; fairytale therapy, etc.
Stages of implementation of health-saving technologies
include
:
- Analysis of the initial state of health, physical development and physical fitness of preschool children, their valeological skills, as well as the health-preserving environment of the preschool educational institution.
— Organization of a health-saving educational space in preschool educational institutions.
— Establishing contacts with social partners of preschool educational institutions on health issues.
— Mastering by preschool teachers of methods and techniques for preserving the health of children and adults of preschool educational institutions.
— Introduction of various forms of work to preserve and promote health for different categories of children and adults.
— Work of valeological orientation with parents in preschool educational institutions [2, p.36].
These technologies have a health-improving focus, and health-saving activities used in combination ultimately form the child’s habit of a healthy lifestyle. This work is carried out comprehensively: teachers, physical education instructor, music directors, speech therapists, and educational psychologist.
These technologies help harmonize the psycho-emotional state, teach children to understand their emotions, manage their behavior, hear and feel their body.
The health care system in preschool educational institutions includes:
— various health regimes (adaptive, flexible, gentle, seasonal, during the holidays);
— a set of hardening measures (air hardening, walking along “health paths”, prevention of flat feet; walking barefoot, “stomping” in basins, gargling and mouthwashing, maximum exposure of children to the fresh air, invigorating gymnastics);
— physical education classes of all types;
— optimization of motor mode: traditional motor activity of children (morning exercises, physical education classes, outdoor games, walks) and innovative technologies for health improvement and prevention (rhythmoplasty, logorhythmics, dry pool, massagers, tactile paths);
— organization of rational nutrition;
— medical and preventive work with children and parents;
— compliance with SanPiN requirements for the organization of the pedagogical process;
— a set of measures to preserve the physical and psychological health of teachers.
— Areas of work on health conservation in preschool educational institutions
— Integration of the tasks of physical culture and health work into various types of joint activities;
— Introduction of innovative health-saving technologies into the educational process of preschool educational institutions;
— A variety of forms of physical education and leisure activities with preschoolers;
— Formation of healthy lifestyle habits among preschoolers, teachers and parents;
— Improving physical qualities and ensuring a normal level of physical fitness in accordance with the capabilities and state of health of the child;
— Identification of interests, inclinations and abilities of children in physical activity and their implementation through a system of sports and recreational work;
— Ensuring the physical and mental well-being of the child in the preschool educational institution [2, p. 84].
Strengthening a child’s health is not periodic events, but an educational ideology, a behavioral basis that remains with a person for life. The results of the introduction of health-saving technologies in preschool educational institutions are:
1. Developed healthy lifestyle skills for pupils, teachers and parents of preschool educational institutions.
2. Interaction of preschool educational institutions specialists in the organization of physical education and health work with preschool children of specialized groups.
3. Demonstration of tolerance by all participants in the implementation of health-saving technologies in the pedagogical process of preschool educational institutions.
4. Formation of a regulatory framework on issues of health improvement for preschool children.
5. Introduction of scientific and methodological approaches to organizing work to preserve the health of children, to creating a health-saving educational space in preschool educational institutions and families;
6. Improving and maintaining somatic health indicators of preschool children.
Thus, health-saving technologies can be considered as one of the most promising systems of our time and as a set of methods and techniques for organizing the education of preschool children, without compromising their health. The effectiveness of the positive impact on the health of children of various health-improving activities that make up health-saving technology is determined not so much by the quality of each of these techniques and methods, but by their competent “integration” into the overall system, aimed at the benefit of the health of children and teachers and meeting the unity of goals and objectives.
Literature:
1. Akhutina T.V. Health-saving teaching technologies: an individual-oriented approach // School of Health. 2000. T. 7. No. 2. pp. 21–28.
2. Nazarenko L. D. Health-improving basics of physical exercises. - M., 2002. - p.240.
3. Smirnov N.K. Health-saving educational technologies in the work of teachers and schools. - M.: ARKTI, 2003. - p. 272.
