Health-saving technologies in the educational process

Health-saving technologies in the educational process

Health-saving technologies in the educational process

Krivobokova Svetlana Panfilovna,

History and Social Studies Teacher

Health-saving technologies are a system of measures to protect and promote the health of students, taking into account the most important characteristics of the educational environment and the child’s living conditions that affect the child’s health.

Health-saving pedagogical techniques, methods, technologies that do not cause direct or indirect harm to the health of students and teachers and provide them with safe conditions for staying, studying and working in an educational environment.

Thus, all technologies and pedagogical techniques used by the teacher in the lesson can be assessed according to the criterion of their impact on the health of students.

The work of a school aimed at preserving and strengthening the health of students can only be considered complete and effective when health-preserving and health-forming technologies are fully, professionally and in a unified system.

Health-saving technologies are implemented on the basis of a person-oriented approach. Carried out on the basis of personal development situations, they are among those vital factors through which students learn to live together and interact effectively.

Health-saving pedagogical technologies should ensure the development of the child’s natural abilities: his mind, moral and aesthetic feelings, the need for activity, mastering the initial experience of communicating with people, nature, and art. “Health-shaping educational technologies”, as defined by N.K. Smirnova, are all those psychological and pedagogical technologies, programs, methods that are aimed at nurturing in students a culture of health, personal qualities that contribute to its preservation and strengthening, the formation of an idea of ​​health as a value, and motivation to lead a healthy lifestyle. Health-saving technology, according to V.D. Sonkina is:

1. conditions for the child’s education at school (lack of stress, adequacy of requirements, adequacy of teaching and upbringing methods);

2. rational organization of the educational process (in accordance with age, gender, individual characteristics and hygienic requirements);

3. compliance of educational and physical activity with the age capabilities of the child;

4. necessary, sufficient and rationally organized motor mode.

Principles of health conservation

The concept of “health-saving technology” refers to a qualitative characteristic of any educational technology, showing how the problem of preserving the health of teachers and students is solved. These technologies must satisfy the principles of health conservation, which were formulated by N.K. Smirnov: • “Do no harm!”

- all methods, techniques, and means used must be justified, tested in practice, and not harmful to the health of the student and teacher.
• Priority of caring for the health of the teacher and student
- everything used must be assessed from the perspective of its impact on the psychophysiological state of participants in the educational process.

5. Continuity and continuity

- work is carried out not from time to time, but every day and in every lesson.

6. Subject-subject relationships

— the student is a direct participant in health-preserving activities in both content and procedural aspects.

7. Compliance of the content and organization of training with the age characteristics of students

— the volume of the teaching load and the complexity of the material must correspond to the age of the students.

8. Integrated, interdisciplinary approach

— unity in the actions of teachers, psychologists and doctors.

9. Success breeds success

— the emphasis is only on the good; In any act or action, the positive is first highlighted, and only then the shortcomings are noted.

10. Activity

- active inclusion, and any process reduces the risk of overwork.

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Let's consider these groups of health-saving technologies.

Technologies that provide hygienically optimal conditions for the educational process.

The functional state of schoolchildren in the process of learning activities, the ability to maintain mental performance at a high level for a long time and prevent the premature onset of fatigue largely depend on the correct organization of the lesson and the level of its rationality. We must not forget about the hygienic conditions of the lesson, which affect the health of students and teachers.

The criteria for health conservation in the lesson, their brief description and the levels of hygienic rationality of the lesson are presented in the table.

Technologies for optimal organization of the educational process and physical activity of schoolchildren

Analysis of scientific and methodological literature and our own practical experience allow us to identify four basic rules for constructing a lesson from the perspective of health-saving technologies.

Rule 1. Correct organization of the lesson
Firstly,
it is taking into account all the criteria for preserving health at a rational level.

Secondly,

The main goal of the teacher is to teach the student to request the necessary information and receive the required answer. And for this it is necessary to create in him interest, motivation for knowledge, learning, awareness of what he wants to know, readiness and ability to ask (formulate) a question. Asking questions is:

Thus, the quantity and quality of questions asked by a student serve as one of the indicators of his psychophysical state, psychological health, and also train his success in educational activities. The organization of a lesson must necessarily include three stages: - Stage 1: the teacher provides information (at the same time stimulates questions); - Stage 2: students formulate and ask questions - Stage 3: teacher and students answer questions. Lesson result

-
mutual interest that suppresses fatigue.
Rule 1. Proper organization of the lesson

Firstly,

This is taking into account all criteria for health conservation at a rational level.

Secondly,

The main goal of the teacher is to teach the student to request the necessary information and receive the required answer. And for this it is necessary to create in him interest, motivation for knowledge, learning, awareness of what he wants to know, readiness and ability to ask (formulate) a question. Asking questions is:

an indicator of the student’s involvement in the problem under discussion and, therefore, a good level of his performance;

manifestation and training of cognitive activity;

an indicator of adequately developed communication skills.

Thus, the quantity and quality of questions asked by a student serve as one of the indicators of his psychophysical state, psychological health, and also train his success in educational activities.

The organization of a lesson must necessarily include three stages: - Stage 1: the teacher provides information (at the same time stimulates questions); - Stage 2: students formulate and ask questions - Stage 3: teacher and students answer questions. Lesson result

-
mutual interest that suppresses fatigue.
Rule 2. Using perception channels

Features of perception are determined by one of the most important properties of individuality - functional asymmetry of the brain: the distribution of mental functions between the hemispheres. There are different types of functional organization of the two hemispheres of the brain: - left-hemisphere people

- with dominance of the left hemisphere. They are characterized by verbal-logical

style of cognitive processes, tendency to abstraction and generalization; - right-brain people

- dominance of the right hemisphere. This type has developed concrete-figurative thinking and imagination;
- equihemispheric people
- they do not have a pronounced dominance of one of the hemispheres.

Based on the preferred channels of information perception, they distinguish: - auditory perception;
— visual perception; - kinesthetic perception.
Knowledge of these characteristics of children will allow the teacher to present educational material in a language accessible to all students, facilitating the process of memorizing it.

Rule 3. Taking into account the students’ working capacity zone

It has been experimentally proven that the biorhythmological optimum of performance in schoolchildren has its peaks and valleys both during the school day and on different days of the school week. Performance also depends on the age characteristics of the children. The performance characteristics of students are presented in the diagrams.

Rule 4. Distribution of intensity of mental activity

When organizing a lesson, there are three main stages from the point of view of health conservation, which are characterized by their duration, volume of load and characteristic types of activities. The data is presented in table 1.3.

The effectiveness of students’ knowledge acquisition during the lesson is as follows:

20. 5-25th minute - 80%;

21. 25-35th minute - 60-40%;

22. 35-40th minute - 10%.

Almost all researchers agree that a lesson organized on the basis of the principles of health conservation should not lead to students finishing their studies with strong and pronounced forms of fatigue.

Fatigue

— a temporary deterioration in a person’s functional state that occurs as a result of work, expressed in a decrease in performance, in nonspecific changes in physiological functions and in a subjective feeling of fatigue. But fatigue should not be viewed only as a negative phenomenon. This is a protective, protective reaction of the body, a stimulator of its recovery processes and increased functionality. Indeed, constantly occurring and chronic fatigue, especially developing into overwork, has a negative effect on the body.

Intensity of mental activity of students during the lesson

Special studies have revealed that students who finish classes with severe and pronounced fatigue are diagnosed with nonspecific stress in the body - desynchronosis,

which is the basis for the formation of psychosomatic diseases. Consequently, by reducing fatigue, maintaining and restoring students’ performance, and controlling its changes during the learning process, we will contribute to health conservation.

Psychological and pedagogical technologies of health conservation

Relieving emotional stress

The use of gaming technologies, game-based training programs, original assignments and tasks, and the introduction of historical excursions and digressions into the lesson help relieve emotional stress. This technique also allows you to solve several different problems at the same time: provide psychological relief to students, give them developmental and educational information, show the practical significance of the topic being studied, encourage them to intensify independent cognitive activity, etc.

At the initial stage, these can be game tasks to generalize knowledge. For high school students, you can use tasks with fantastic or detective content, which also activate creativity. Tasks to summarize the material can be presented in the form of an advertisement for a particular law, phenomenon or theorem.

A good effect is achieved by using interactive educational programs that arouse constant interest among schoolchildren, while simultaneously relieving them of elements of stress and tension. Here we can also note the technique of using literary works that illustrate this or that phenomenon, law, etc.

Using proverbs when studying the concept of monotony of a function: “The further into the forest, the more firewood” (increasing), “The further you put it, the closer you take it” (decreasing). At this moment, the learning process is, as it were, hidden from the students; they perceive this as some deviation from the topic, which also allows them to relieve accumulated tension. In addition, the introduction of literary or historical digressions into the lesson contributes not only to psychological relief, but also to the establishment and strengthening of interdisciplinary connections, as well as educational goals.

Creating a favorable psychological climate in the classroom

Perhaps one of the most important aspects is the psychological comfort of schoolchildren during the lesson. On the one hand, this solves the problem of preventing students from getting tired, on the other hand, there is an additional incentive to reveal the creative potential of each child.

A friendly atmosphere in the lesson, a calm conversation, attention to every statement, a positive reaction from the teacher to the student’s desire to express his point of view, tactful correction of mistakes, encouragement for independent thinking, appropriate humor or a small historical digression - this is not the entire arsenal that can to have a teacher who strives to reveal the abilities of each child.

Students enter class not with the fear of getting a bad grade or reprimand, but with the desire to continue the conversation, demonstrate their knowledge, and gain new information. During such a lesson, there is no emotional discomfort even if the student failed to cope with something or was unable to complete something. Moreover, the absence of fear and tension helps everyone to free themselves internally from unwanted psychological barriers, speak out more boldly, and express their point of view.

In addition, each student reacts more calmly to the assessment received if he himself understands its validity. Assessing his mistakes, the student immediately sees ways to correct them. Failure in class, perceived as temporary, becomes an additional incentive to be more productive at home and in the classroom. The teacher encourages the student’s desire for self-analysis and strengthens his confidence in his own capabilities.

It should be noted that in an atmosphere of psychological comfort and emotional elation, the performance of the class increases noticeably, which ultimately leads to better knowledge acquisition and, as a consequence, to better results.

At the end of the lesson, students leave the class in a good mood, since during this time there were practically no negative factors.

Health protection and promotion of a healthy lifestyle

Protecting the child’s health involves not only creating the necessary hygienic and psychological conditions for organizing educational activities, but also preventing various diseases, as well as promoting a healthy lifestyle.

Research shows that the most dangerous factor for a person’s health is their lifestyle. Consequently, if you teach a person from school years to be responsible about his health, then in the future he has a greater chance of living without getting sick. Today it is very important to introduce health issues into educational subjects. This will not only deepen the knowledge gained and make interdisciplinary connections, but also show the student how the material being studied relates to everyday life, and teach him to constantly take care of his health.

Thus, in physics lessons, almost any topic studied can be used to highlight certain facts that contribute to the formation of the correct attitude of students towards their health. This also includes the prevention of childhood injuries and accidents associated with the child’s incorrect behavior in various everyday situations.

Integrated use of person-centered technologies

Among health-saving technologies, we can especially highlight the technologies of person-centered learning, which take into account the characteristics of each student and are aimed at the fullest possible disclosure of his potential. These include technologies for project activities, differentiated learning, collaborative learning, and various gaming technologies.

Personally-centered learning involves the use of various forms and methods of organizing educational activities.

At the same time, the teacher faces new tasks: creating an atmosphere of interest for each student in the work of the class; encouraging students to express themselves and use different ways of completing tasks without fear of making mistakes; creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.

To solve these problems the following components can be used:

creating a positive emotional mood for the work of all students during the lesson;

use of problematic creative tasks;

encouraging students to choose and independently use different ways of completing tasks;

the use of tasks that allow the student to choose the type, type and form of the material (verbal, graphic, conditionally symbolic);

reflection. Discussion of what worked and what didn’t, what were the mistakes, how they were corrected.

Based on the above, it becomes obvious that these technologies make it possible to simultaneously solve the problems of protecting the health of schoolchildren in both psychological and physiological aspects. It is thanks to the use of modern technologies that it is possible to provide the most comfortable conditions for each student, take into account the individual characteristics of each child, and therefore minimize negative factors that could harm his health.

This involves the use of individual tasks of different types and levels, individual pace of work, choice of educational activities, students’ personal choice of block-modular systems of the educational process, educational games, project activities, collective activities, specialization of education, medical, psychological and pedagogical support for students.

A healthy lifestyle does not yet occupy first place in the hierarchy of human needs and values ​​in our society. But if we do not teach children from a very early age to value, take care of and strengthen their health. If we demonstrate a healthy lifestyle by personal example, then only in this case can we hope that future generations will be healthier and developed not only personally, intellectually, spiritually, but also physically. If they used to say: “In a healthy body there is a healthy spirit,” then the one who says that without the spiritual cannot be healthy cannot be mistaken. Observations show that the use of health-saving technologies in the educational process allows students to more successfully adapt to the educational and social space, reveal their creative abilities, and the teacher to effectively prevent antisocial behavior. Bibliography

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30. Kukushin V. S. Theory and methods of teaching. - Rostov n/d.: Phoenix, 2005. - 474 p.

31. Menchinskaya E.A. Fundamentals of health-saving education in elementary school: Methodological recommendations for overcoming student overload / E.A. Menchinskaya. - M.: Ventana-Graf, 2008. - 112 p. — (Pedagogical workshop).

32. Our choice is health: leisure program, development of activities, recommendations / author-comp. N. N. Shaptseva. – Volgograd: Teacher, 2009. – 184 p.

33. Orekhova V. A. Pedagogy in questions and answers: textbook. Benefit. – M.: KNORUS, 2006. P. 147

34. Smirnov N.K. Health-saving educational technologies in modern school. – M.: APK and PRO, 2002. – p. 62.

35. Sovetova E. V. Effective educational technologies. – Rostov n/Don: Phoenix, 2007. – 285 p.

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. O. A. Sokolova. Health-saving educational technologies

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 considered impossible to solve the problem of raising a socially adapted individual without implementing a system of measures for health-improving work 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.

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.

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.

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 nurturing a 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, allowing a preschooler to independently and effectively solve problems 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

Health-saving educational technologies:

1) a systematically organized set of programs, techniques, methods of organizing the educational process that does not harm the health of its participants;

2) qualitative characteristics of educational technologies based on the criterion of their impact on the health of students and teachers;

3) technological basis of health-saving pedagogy.

Types of health-saving technologies in preschool education

• medical and preventive;
• physical education and recreation;
• technologies to ensure the socio-psychological well-being of the child;
• health preservation and health enrichment for preschool teachers;
• valeological education of parents;

We will focus on those that are necessary for educators to work with children

1. Medical and preventive health-saving technologies in preschool educational institutions - ensure the preservation and enhancement of children’s health under the guidance of a preschool educational institution nurse in accordance with medical requirements and standards, using medical supplies.

• disease prevention technologies,
• in-depth medical examination with the participation of narrow specialists coming from the clinic,
• correction of emerging functional deviations,
• tracking the nature of the course of chronic pathology (for children with health group III-U,
• rehabilitation of somatic health status,
• anti-epidemic work and medical control of the catering unit in accordance with current sanitary and hygienic rules,
• vitamin prophylaxis (rosehip decoction in the autumn-winter period, fortification of third courses using ascorbic acid,
• sanitary and hygienic activities of all preschool educational institutions.

1. Physical education and health technologies are aimed at the physical development and strengthening of the child’s health, the development of physical qualities, motor activity and the formation of physical culture of preschool children:

• hardening of KGN;
• conversations on valeology;
• sports holidays;
• sports entertainment and leisure;
• health weeks;
• competitions;
• walks and hikes.

Technologies for health conservation and health enrichment for teachers are technologies aimed at developing a culture of health for kindergarten teachers, including a culture of professional health, and developing the need for a healthy lifestyle.

Health conservation in working with preschool teachers:

training seminars, consultations for teachers, workshops for teachers, discussion of health issues at pedagogical councils and medical and pedagogical meetings in early age groups and correctional groups.

1. Valueological education of parents is a technology aimed at ensuring the valeological education of parents of preschool children and their acquisition of valeological competence. Valueological education of parents should be considered as a continuous process of valueological education of all family members.

Interaction between preschool educational institutions and families on issues of protecting and promoting children’s health:

• Information stands for parents in each age group have sections covering issues of health improvement without drugs (sets of exercises for the prevention of disorders of the musculoskeletal system, visual organs, for the development of general and fine motor skills, finger games;
• Information stands for medical workers about preventive medical work with children in preschool educational institutions;
• Involving parents in participating in physical culture events of preschool educational institutions (competitions, sports festivals, open days, Health Days and Weeks, meetings of preschool educational institution children with parent-athletes, etc.);
• Consultations and conversations with parents on health issues.

Health-saving educational technologies in kindergarten are, first of all, technologies for educating a valeological culture or a culture of health in preschoolers.

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.

Stages of implementation of health-saving technologies

• 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 preschool educational institutions.
• 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 on valeology with parents of preschool educational institutions.

Health preservation system in preschool educational institutions:

• various health regimes (adaptive, flexible, gentle, seasonal, during the holidays);
• a set of hardening measures (air hardening, walking on “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 activities 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 organizing 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 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 every child in the preschool educational institution.

Ten golden rules of health preservation:

• Follow your daily routine!
• Pay more attention to nutrition!
• Move more!
• Sleep in a cool room!
• Don’t extinguish your anger, let it break out!
• Constantly engage in intellectual activity!
• Drive away despondency and blues!
• React adequately to all manifestations of your body!
• Try to get as many positive emotions as possible!
• Wish only the best for yourself and those around you!

Types of health-saving pedagogical technologies

Rhythmoplasty.

Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age. Pay attention to the artistic value, the amount of physical activity and its proportionality to the child’s age.

Dynamic pauses (physical training minutes)

During classes, 2-5 minutes, as children get tired in all age groups. 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

Outdoor and sports games. As part of a physical education lesson, on a walk, in a group room - with low and medium mobility. Daily for all age groups.

Games are selected according to the age of the child, the place and time of the game. In preschool educational institutions we use only elements of sports games.

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). Aesthetic technologies are implemented in artistic and aesthetic classes, when visiting museums, theaters, exhibitions, etc., decorating premises for holidays, etc. For all age groups.

It is carried out in classes according to the preschool educational program, as well as according to a specially planned schedule of events. Of particular importance is working with families, instilling aesthetic taste in children.

Finger gymnastics

Conducted at any convenient time (at any convenient time). From a young age, individually or with a subgroup daily. Recommended for all children, especially those with speech problems.

Gymnastics for the eyes.

Every day 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, demonstration by a teacher

Breathing exercises.

In various forms of physical education and health work from a young age, ensure the room is ventilated, the teacher gives children instructions on mandatory hygiene of the nasal cavity before the procedure.

Awakening gymnastics.

Every day after nap, 5-10 min. in all age groups.

The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks; easy running from the bedroom to a group with a difference in temperature in the rooms and others depending on the conditions of the preschool educational institution. Health-improving running from an older age during the warm period in the morning on the street or on a walk. The need for running in physical fitness and sports shoes.

Technologies for teaching healthy lifestyles

Physical education classes 2 times a week in the gym, 1 time on the street. All age groups. Early age - in a group room or physical. hall - 10 min. Younger age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Classes are conducted in accordance with the program according to which the preschool educational institution operates. Before class, it is necessary to ventilate the room well.

Problem-based games (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 from an older age. 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. Psychologist, preschool teachers

Self-massage

Depending on the goals set by the teacher, in sessions or in various forms of physical education and health work from a young age. 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

Corrective technologies

Music influence technologies

In various forms of physical education and health work; or separate classes 2-4 times a month depending on the goals in all age groups. Used as an aid as part of other technologies; to relieve tension, increase emotional mood, etc. Preschool teachers, music director

Color influence technologies

As a special lesson 2-4 times a month, depending on the tasks assigned, from middle age it is necessary to pay special attention to the color scheme of the interiors of the preschool educational institution. Correctly selected colors relieve tension and increase the child’s emotional state.

Behavior correction technologies

Sessions of 10-12 lessons for 25-30 minutes. from an older age

They are carried out using special methods in small groups of 6-8 people. Groups are not formed according to one criterion - children with different problems study in the same group. Classes are conducted in the form of a game, have diagnostic tools and training protocols

Fairytale therapy 2-4 lessons per month, 30 minutes each. 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.

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.

MADOOU general developmental kindergarten No. 422 “Lorik”, Yekaterinburg

Authors: Murzina E.I., Vedenina O.A.

In the modern world, the decisive factor in economic, political and social development is the preservation of people’s health, and, above all, the health of the younger generation. For many states, promoting a healthy lifestyle is an essential component of ideological and educational work with young people. Problems of youth health are currently in the sphere of primary interests of the state. State policy in this direction involves the formation of a physically healthy, educated, comprehensively developed, socially active personality. Health-saving technologies play a key role in creating a healthy lifestyle.

The term “health-saving educational technologies” (hereinafter - HSE) can be considered both as a qualitative characteristic of any educational technology, its “health safety certificate”, and as a set of those principles, techniques, methods of pedagogical work that, complementing traditional technologies of teaching and upbringing, endow them with the sign of health conservation [4, p.5]. Close to health-saving educational technologies (HSE) are medical technologies for preventive work carried out in educational institutions. Examples of such work include vaccinating students, monitoring the timing of vaccinations, identifying medical risk groups, etc. This activity is also aimed at preserving the health of schoolchildren and youth, preventing infectious and other diseases, but no longer with the help of educational technologies. A person who has realized responsibility for his own health and felt the need to take care of it is faced with the question of how to do this competently. After all, engaging in health promotion using unsuitable means is “more expensive for yourself” [3, p.82]. What is it worth, for example, most of the programs for losing excess weight! When it comes to health, the truth is fully true: “It’s better to do nothing at all than to do it wrong!” But what's the right way? To teach a child or young person general principles, modern systems and methods of protecting and promoting health is, of course, the task of educational institutions [2, p. 59]. And for consultations on private issues, for adjustments to the health program taking into account individual characteristics, in order to restore poor health, a person can turn to a physician (physiologist, psychologist, social worker) or a health specialist. Thus, the modern level of civilization and culture puts forward among the most important priorities for a person the task of learning not to get sick, to be healthy. For the education system, this task is transformed into a requirement to use to achieve this goal those technologies that the teacher, psychologist, and social worker own. Among the health-saving technologies used in the education system, several groups can be distinguished, in which different approaches, methods and forms of work are used [1, p. 65]. Medical and hygienic technologies (MHT); Physical education and health technologies (PHT); Environmental health-saving technologies (EHT); Technologies for ensuring life safety (LHS); Health-saving educational technologies (HET).

The latter should be recognized as the most significant of all those listed in terms of the degree of influence on the health of young students [1, p.65].

Bibliography:

1. Zaitsev G.K. School valeology: Pedagogical principles of ensuring the health of students and teachers / G.K. Zaitsev -SPb.: “CHILDHOOD-PRESS”, 2001. -160 p.
2. Nine A.A. The problem of health of participants in the educational process / A.A. Nine, S.G. Serikov // Pedagogy. -1998. -No. 6. -P.58 -66

Center for Teacher Training for Certification

The concept of “health-saving technology” refers to a qualitative characteristic of any educational technology, showing how well the problem of preserving the health of teachers and students is solved.

Thus, health-saving technologies

– these are educational technologies that meet the main criteria:

Why and for what?

— unambiguous and strict definition of learning goals,

What?

— selection and structure of content,

How?

— optimal organization of the educational process,

With using what?

— methods, techniques and teaching aids,

Who?

— the actual level of teacher qualifications.

Is it so?

— objective methods for assessing learning outcomes.

The term “health-saving educational technologies” (hereinafter referred to as HET) can also be considered as a qualitative characteristic of any educational technology

, its “certificate of health safety”, and as a set of those principles, techniques, methods of pedagogical work, which, complementing traditional technologies of teaching and upbringing, endow them with a sign of health conservation.

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

.

Experts offer several approaches to the classification of health-saving technologies.

The most developed and used in educational institutions is the classification by N.K. Smirnov (N.K. Smirnov, 2006).

Among the health-saving technologies used in the education system, he identifies several groups that use different approaches to health care, and, accordingly, different methods and forms of work.

1. Medical and hygienic technologies (MHT)

.

All problems related to human health traditionally fall within the competence of medical workers and the responsibility of the healthcare system. But it is in educational institutions that the use of preventive programs is mandatory. Medical and hygienic technologies include control and assistance in ensuring proper hygienic conditions in accordance with SanPiN regulations

.

The school's medical office organizes vaccinations for students, provides advisory and emergency assistance to those who come to the medical office, carries out sanitary and hygienic education of students and teaching staff, monitors the dynamics of student health, organizes preventive measures in anticipation of epidemics (flu) and solves a number of other problems falling within the competence of the medical service. Creation of dental, physiotherapeutic and other medical offices at the school to provide daily assistance to both schoolchildren and teachers, conducting therapeutic physical education classes, organizing herbal bars, etc. - also elements of this technology.

2.Physical education and health technologies (PHT).

Aimed at the physical development of those involved: hardening, training strength, endurance, speed, flexibility and other qualities that distinguish a healthy, trained person from a physically weak one. They are implemented in physical education lessons and in the work of sports sections.

3.Environmental health-saving technologies (ECT).

The resources in this area of ​​health conservation are still clearly underestimated and poorly utilized. The focus of these technologies is to create nature-conforming, environmentally optimal conditions for people’s lives and activities, and harmonious relationships with nature. At school, this includes the arrangement of the school grounds, green plants in classrooms, recreation areas, a living corner, and participation in environmental activities.

4.Life safety technologies (LHS).

They are implemented by specialists in labor protection, emergency protection, architects, builders, representatives of utilities, engineering and technical services, civil defense, fire inspection, etc. Since the preservation of health is considered as a special case of the main task - the preservation of life - the requirements and recommendations of these specialists are subject to mandatory consideration and integration into the general system of health-saving technologies. Students’ literacy on these issues is ensured by studying the life safety course, teachers – by studying the “Life Safety” course, and the director is responsible for ensuring the safety of the school environment.

5. 3health-saving educational technologies (HST)

are divided into 3 subgroups:

— organizational and pedagogical technologies (OPT), which determine the structure of the educational process, partially regulated in SanPiNs, helping to prevent the state of overwork, physical inactivity and other disaptational states;

— psychological and pedagogical technologies (PPT), associated with the direct work of the teacher in the lesson, the impact that he has on his students for all 45 minutes. This also includes psychological and pedagogical support for all elements of the educational process;

— educational and educational technologies (ET), which include programs for teaching competent care of one’s health and creating a culture of health among students, motivating them to lead a healthy lifestyle, preventing bad habits, also providing for organizational and educational work with schoolchildren after school, education their parents.

A special place is occupied by two more groups of technologies, traditionally implemented outside of school, but recently increasingly included in the extracurricular activities of schools:

— socially adaptive and personal development technologies (SALRT)

include technologies that ensure the formation and strengthening of students’ psychological health, increasing the resources of psychological adaptation of the individual. This includes a variety of social and psychological trainings, social and family pedagogy programs, in which it is advisable to involve not only schoolchildren, but also their parents, as well as teachers;

— therapeutic and health technologies (LOT)

constitute independent medical and pedagogical areas of knowledge: therapeutic pedagogy and physical therapy, the impact of which ensures the restoration of the physical health of schoolchildren.

A systematic approach to the implementation of health-saving technologies in educational institutions presupposes two important conditions for solving these problems in order to achieve the goal that unites them: preserving and strengthening the health of students.

The first is the relationship between problems and ways to solve them.

The second is the multi-level structure of each problem, corresponding to the nature of the tasks being solved and the distribution of areas of responsibility.

three possible levels in the education system

solving problems related to the implementation of health-saving technologies.

1.District, city level

, uniting several schools and other educational institutions, involves making competent strategic decisions and, in accordance with this, financing areas and work programs. There is a need for serious scientific support for the development and implementation of adopted programs, taking into account the health status of children, students, and the entire population living in a given territory. Responsible persons at this level are the head of the education department and his deputies.

2. School level

(or other educational institution). Choosing a path begins with setting goals, determining the place of health problems among the school’s tasks, simply paying more attention to these issues, actively introducing health-saving technologies into the school’s work, transitioning to the status of a “health school,” etc. Although the school director is personally responsible for everything that happens, such decisions are made jointly with the School Council, the parent committee, and the teaching staff. Scientific support based on data on the health status of schoolchildren is also needed.

At the school level, the following tasks are solved using health-saving technologies:

:
— creation of optimal hygienic, environmental and other conditions for the educational process;
— ensuring the organization of the educational process, preventing the formation of maladaptive states in students: overwork, physical inactivity, distress, etc.;

— providing schoolchildren with food during their stay at school that promotes the normal functioning of the digestive system and metabolism in accordance with modern medical and hygienic requirements;

- inclusion in the school curriculum of all grades of classes that make it possible to purposefully prepare students for activities to preserve and strengthen their health, create a culture of health in them, and instill a desire to lead a healthy lifestyle:

— ensuring training (advanced training, retraining) of the entire teaching staff on health issues, preparing all teachers and specialists for the introduction of health-saving educational technologies into school work;

— ensuring the health of teachers and creating conditions that allow them to competently improve their health;

— monitoring the health status of students;

— carrying out thematic work with students’ parents aimed at creating health-preserving conditions in their families, a healthy lifestyle, and preventing bad habits.

3.Class level

provided by work in the lesson. The impact of the school on the health of students ultimately depends on how well each teacher’s work meets the objectives of health conservation. Organizing teacher training in such technologies is the task of management; using them in your work, tracking results, is the task of every teacher.

In the work of an individual teacher

health-saving technologies can be represented as a systemically organized combination of the principles of cooperation pedagogy, “effective” pedagogical techniques, elements of pedagogical skill, aimed at achieving optimal psychological adaptation of the student to the educational process, caring for the preservation of his health and nurturing a culture of health.

This is the work of a teacher, in which he fully implements the curriculum, creating students’ interest in his subject, establishing trusting, partnership relationships with him, preventing the occurrence of uncomfortable (maladaptive) conditions and making the most of students’ individual characteristics to improve the effectiveness of their learning.

.

Before a teacher who is ready to use health-saving educational technologies in his work,

The first stage includes the following tasks:

— objectively assess your strengths and weaknesses associated with your professional activities, draw up a plan for the necessary correction and begin to implement it (you need to start with this!);

— undergo the necessary advanced training on health issues, health-saving educational technologies;

— conduct an “audit” of the pedagogical methods and techniques used in their work in terms of their expected impact on the health of students;

— begin the targeted implementation of HSE during classes and extracurricular activities with students, monitoring the results obtained using objective assessment methods;

— to promote the formation of a health-preserving educational environment in your educational institution as an effective interaction between all members of the teaching staff, students and their parents to create conditions and implement programs aimed at preserving, developing and strengthening health.

Thus, the main task of implementing health-saving technologies is the organization of the educational space at all levels, in which high-quality training, development, and education of students are not accompanied by damage to their health

.

Only then can we say that the educational process is carried out using health-saving educational technologies, when the implementation of the pedagogical system used solves the problem of preserving the health of students and teachers

.

Source:

Articles by Margarita Pavlova, head of the Center for Health-Saving Technologies, Associate Professor of the Department of Sociology and Psychology of the State Institution of Further Professional Education "SarIPKiPRO" Methodological support of health-saving technologies at school.

Health-saving technologiesarticle

Health-saving technologies

1. The essence of health-saving technologies.
2. Groups of health-saving technologies
3. Card index of health-saving technologies
4. Health-saving technologies used in working with parents

1. Health-saving technologies are one of the types of modern innovative technologies that are aimed at preserving and improving the health of all participants in the educational process in preschool educational institutions. The use of such technologies has a two-way focus:

• formation of the foundations of valeological culture among preschoolers, i.e. teach them to take care of their health independently;
• organization of the educational process in kindergarten without negative impact on children's health.

Health-saving technologies in preschool educational institutions according to the Federal State Educational Standard are perfectly combined with traditional forms and methods in pedagogy, complementing them with various ways of implementing health-improving work. The use of such technologies solves a number of problems:

• laying the foundation for good physical health;
• increasing the level of mental and social health of pupils;
• carrying out preventive health work;
• familiarizing preschoolers with the principles of maintaining a healthy lifestyle;
• motivating children to lead a healthy lifestyle;
• formation of useful habits;
• formation of valeological skills;
• formation of a conscious need for regular physical education;
• fostering a value-based attitude towards one’s health.

To ensure an integrated approach to protecting and improving the health of pupils, required by the Federal State Educational Standard, preschool educational institutions use various types of modern health-saving technologies:

• medical and preventive (conducting medical examinations, monitoring the health of children, anti-epidemiological work, organizing specialized correctional groups, preventing many diseases, sanitary and hygienic work, quality control of catering, etc.);
• physical education and health (conducting outdoor games, sports events, valeology classes, hardening procedures, organizing walks, etc.)
• valeological education of parents (motivating parents to lead a healthy lifestyle, teaching parents how to interact with children to form a valeological culture in them);
• valeological education of teachers (familiarization of educators with innovative health-saving technologies and methods of their implementation, motivation for a healthy lifestyle, expanding knowledge about the age and psychological characteristics of preschoolers);
• health-saving education for children (formation of valeological knowledge and skills).

Only by implementing all of these types of health-saving technologies can we achieve close interaction between the main factors influencing the health of preschool children.

2.Health-saving technologies are generally divided into 4 groups:

I. Technologies for preserving and stimulating the health of preschool children.

• Dynamic pauses (physical training sessions, including finger exercises, breathing exercises, eye exercises and articulation exercises);
• Sports and outdoor games;
• Exercise equipment, contrast track.

II. Healthy lifestyle training technologies.

• Physical education classes;
• Gymnastics after sleep;
• Acupressure;
• Pool;
• Sports events, entertainment;
• Media (situational small games - imitative role-playing simulation game);
• Health Day.

III. Technologies of musical influence.

• Music therapy;
• Fairytale therapy.

IV. Behavior correction technology.

A teacher who feels like a guardian of children’s health, who fosters a culture of health for children and their parents, must himself be healthy, have valeological knowledge, not overworked, and be able to objectively assess his own shortcomings and advantages associated with the profession. He must make a plan for self-correction and begin to implement it.

To realize enriched physical development and health improvement of children in preschool educational institutions, non-traditional techniques are used.

3. There are many effective varieties of modern health-saving technologies that should be in the kindergarten teacher’s file cabinet.

Physical education minute

One of the simplest and most common types of health-saving technologies in preschool educational institutions is physical education minutes. They are also called dynamic pauses. These are short-term breaks in intellectual or practical activity, during which children perform simple physical exercises.

The purpose of such physical education minutes is to:

• changing the type of activity;
• preventing fatigue;
• relieving muscle, nervous and brain tension;
• activation of blood circulation;
• activation of thinking;
• increasing children's interest in the course of the lesson;
• creating a positive emotional background.

Carrying out dynamic pauses has some peculiarities. They are designed to be performed in limited space (near a desk or table, in the center of the room, etc.). Most physical education sessions are accompanied by a poetic text or performed to music.

Such dynamic pauses last 1-2 minutes. All children are involved in physical education activities. This does not require sportswear or equipment. The time for the exercise is chosen arbitrarily depending on the degree of fatigue of the children. A physical education session may include individual elements of other health-saving technologies.

Breathing exercises

A study of the work experience of many preschool teachers shows that breathing exercises are among the most popular types of health-saving technologies in preschool educational institutions. It is a system of breathing exercises that are part of a complex of correctional work to strengthen the general health of the child.

Using breathing exercises helps:

• improve the functioning of internal organs;
• activate cerebral circulation, increase oxygen saturation of the body;
• train the breathing apparatus;
• prevent respiratory diseases;
• increase the body's defense mechanisms;
• restore peace of mind, calm down;
• develop speech breathing.

During breathing exercises, the following rules must be observed. It is recommended to carry it out in a well-ventilated room and before eating. Such exercises should be daily and last 3-6 minutes. To perform breathing exercises, you do not need any special clothing, but you need to make sure that it does not restrict the child’s movements.

During the exercises, you need to pay special attention to the nature of your inhalations and exhalations. Children should be taught to inhale through the nose (inhalations should be short and light) and exhale through the mouth (exhalation should be long). Breathing exercises also include breath-holding exercises. It is important that children do not tense their body muscles or move their shoulders when performing exercises to develop speech breathing.

Finger gymnastics

Finger gymnastics is a type of health-saving technology that is used not only to develop fine motor skills of the hands (which is important for preparing a child for drawing, modeling and writing), but also to solve problems with speech development in children. In addition, such gymnastics promotes the development of:

• tactile sensations;
• coordination of movements of fingers and hands;
• creative abilities of preschool children.

Finger gymnastics is carried out in the form of staging poetic texts using the fingers. This is almost the first type of gymnastics that can be performed with children. During finger gymnastics, children make active and passive movements with their fingers. The following types of exercises are used:

• massage;
• actions with objects or materials;
• finger games.

It is recommended to do finger exercises daily. During its implementation, you need to ensure that the load on both hands is the same. In addition, it is necessary to remember that each session of finger gymnastics should end with relaxation exercises. Such classes can be carried out collectively, in groups or individually with each child.

Gymnastics for the eyes

Also, health-saving technologies in preschool educational institutions include eye gymnastics. It involves conducting a system of exercises aimed at correcting and preventing visual impairment. Eye exercises are necessary for:

• relieve tension;
• fatigue prevention;
• eye muscle training;
• strengthening the ocular apparatus.

To perform such gymnastics, 2-4 minutes are enough. The main rule of this gymnastics is that only the eyes should move, and the head remains motionless (except for cases where head tilts are provided). All exercises must be done standing.

Usually the teacher shows a sample of each action, and the children repeat after him. Often such gymnastics has poetic accompaniment. It may include exercises with objects, special tables or ICT.

Psycho-gymnastics

Psycho-gymnastics refers to innovative health-saving technologies that are used in kindergarten to develop the emotional sphere of the child and strengthen his mental health. The purpose of psychogymnastics is the following:

• conducting psychophysical relaxation;
• development of cognitive mental processes;
• normalization of the condition in children with neuroses or neuropsychic disorders;
• correction of deviations in behavior or character.

Psychogysnastics is a course of 20 special classes, which are conducted in a playful way. They are organized twice a week and last from 25 to 90 minutes. Each lesson consists of four stages that involve acting out:

• sketches using facial expressions and pantomime;
• sketches to depict emotions or character traits;
• sketches with a psychotherapeutic orientation.

The session ends with psychomuscular training. During the lesson, there is a “minute of mischief”, when children can perform any actions they want.

Rhythmoplasty

Rhythmoplasty is an innovative method of working with children, which is based on them performing special plastic movements that have a healing nature to the music. The purpose of rhythmoplasty:

• replenishment of “motor deficit”;
• development of the motor sphere of children;
• strengthening the muscle corset;
• improvement of cognitive processes;
• formation of aesthetic concepts.

Rhythmoplasty is organized in the form of special music classes. Physical exercises should be performed at a slow pace with a wide amplitude. These classes should be done twice a week for 30 minutes each. It is recommended to do rhythmoplasty no earlier than half an hour after eating.

Play therapy

The Federal State Educational Standard states that the leading activity for preschoolers is play. Therefore, play therapy should be a mandatory type of health-saving technologies in preschool educational institutions. This technology involves involving children in participating in a variety of games, during which they will have the opportunity to:

• show emotions, experiences, imagination;
• express yourself;
• relieve psycho-emotional stress;
• get rid of fears;
• become more confident in yourself.

Play therapy is considered an excellent tool for combating childhood neuroses.

Aromatherapy

Aromatherapy involves using special items containing essential oils in the room where children are. It can be called a passive method of influencing the health of preschool children, since the children themselves do not have to perform any actions. They can engage in any type of activity and at the same time inhale aromatic vapors. This is how it happens:

• improving the well-being and mood of children;
• prevention of colds;
• solving sleep problems.

Essential oils can be applied to figurines made of clay or untreated wood (the dose of the aromatic substance should be minimal). It is also recommended to make special aromatic pillows with your parents, filling them with dried herbs, or individual aroma medallions.

In addition to the described health-saving technologies, other types of technologies can be used in preschool educational institutions:

• herbal medicine;
• color therapy;
• music therapy;
• vitamin therapy;
• physiotherapy;
• heliotherapy;
• sand therapy.

The essence of such technologies is clear based on their names. The ultimate goal of using health-saving technologies in kindergarten according to the Federal State Educational Standard is to preserve and strengthen the health of children, which serves as a prerequisite for increasing the effectiveness of the educational process. Only a healthy child can become a good student and a successful person.

4.Health saving technologies that are used in working with parents:

• Consultations with parents, conversations, recommendations on disease prevention, the benefits of additional walks and activities in sports clubs, and personal hygiene;
• All these questions can also be answered at parent meetings;
• Design of moving folders;
• Personal example of a teacher;
• Non-traditional forms of working with parents, practical demonstrations;
• Questionnaire;
• Joint events: health days, sports festivals;
• Booklets, reminders from the series “Finger gymnastics”, “How to properly harden a child?”;
• Open days;
• Training parents in methods of children's health (workshops, trainings);
• Publication of a preschool educational institution newspaper, etc.

Creating conditions for health-saving education of preschool children implies:

• Organizing children's activities in a playful way;
• Organization of cultural creativity for preschool children;
• Construction of the pedagogical process in the image of a cultural model;
• Supplying children's activities with toys, equipment, games, and aids.

All this work must be carried out comprehensively, throughout the day. Both pedagogical and medical workers should participate in this work: educational psychologist, speech therapist, educator, physical education instructor, music director.

Parents are the main educators of the child. The child’s mood and psychological comfort depend on how the child’s daily routine is organized and how much attention the parents pay to the child’s health. The healthy lifestyle of a child, to which he is taught in kindergarten, can either be supported daily at home and consolidated, or not find support, then the information received by the child will be painful and unnecessary for him.