For teachers on the physical development of children in preschool educational institutions

Health-saving technologies

In preschool educational institutions, three groups of health-saving technologies are most often used:

1. Technologies for preserving and promoting health.
2. Technologies for teaching a healthy lifestyle.
3. Corrective technologies.

Technologies for preserving and promoting health:

• game stretching;
• dynamic pauses;
• outdoor and sports games;
• relaxation;
• finger gymnastics;
• gymnastics for the eyes;
• breathing exercises;
• invigorating gymnastics;
• corrective gymnastics.

Technologies for teaching a healthy lifestyle:

• Physical education classes;
• classes in the pool;
• rhythm;
• biofeedback (BFB);
• communicative games, conversations from the “Health” series;
• acupressure self-massage.

Corrective technologies:

• technologies for the development of the emotional-volitional sphere;
• behavior correction;
• psycho-gymnastics;
• art therapy;
• articulation gymnastics;
• technology of musical influence;
• fairytale therapy;
• color influence technologies.

The implementation of these technologies in practice is carried out by physical education instructors in close cooperation with preschool teachers, in the conditions of specially organized forms of health-improving work and in various forms of organizing the pedagogical process: during educational activities, in the free activity of children, during routine moments, on walks.

One of the important components of the motor regime is morning exercises. Morning exercises are carried out daily before breakfast for 6-10 minutes. outdoors (under favorable climatic conditions) or indoors. There are different types and options for morning exercises.

For example:

• a set of musical and rhythmic exercises;
• morning exercises of a playful nature;
• morning exercises in the form of a health jog;
• a set of exercises with the simplest type of exercise equipment (Health disc, children's expander, children's dumbbells, gymnastic roller, etc.);

Usually the morning exercise complex is repeated for two weeks. The morning exercise complex is carried out under the guidance of a physical education instructor. Children in the preparatory group are quite capable of independently reproducing the entire complex after several repetitions. During the organization, musical accompaniment is necessary.

Directly organized educational activities on physical development are the main form of physical education for preschool children, mandatory for all children, carried out all year round.

Physical education is a mandatory part of ECD. Any direct educational activity not related to movement is a heavy burden on the body of preschoolers, since they are characterized by instability of nervous processes. They quickly get tired, the stability of attention decreases, children lose interest in activities, which, of course, negatively affects its effectiveness. At the moment when children show the first signs of overwork, it is advisable for the teacher to conduct physical education. This is a set of general developmental exercises (arm exercises, bending, squats, jumping, skipping, walking) with text accompaniment, or dance, improvisational movements with musical accompaniment.

During the long break between classes, a motor warm-up is carried out. Usually it consists of 3-4 general developmental exercises, or voluntary movements of children using a variety of physical education aids. Warm-up duration no more than 10 minutes: 6-8 minutes. for active movement and 1-2 minutes for relaxation exercises.

Outdoor games and physical exercises while walking. Outdoor games are designed to improve the motor skills children have already mastered and develop physical qualities. Outdoor games are divided into outdoor games with rules (plot and non-plot) and games with elements of a sports game (football, volleyball, basketball, badminton, small towns); based on the predominant type of movement (running, jumping, throwing, etc.) and the degree of muscle tension (high, medium and low mobility). Conducted daily and in all age groups. Outdoor games and exercises for the development of physical qualities of children of senior preschool age.

Organization of physical education of children in accordance with the requirements of SanPiN preschool educational institutions

Svetlana Boyko

Organization of physical education of children in accordance with the requirements of SanPiN preschool educational institutions

Modern society places high demands on the work of preschool educational institutions, designed to lay the foundations for good health and harmonious development of the child’s personality.

The task of preschool education : to create for each preschooler all the conditions for the fullest disclosure and realization of his unique, age-specific potential.

The goal of physical education in kindergarten is to prepare the child for life, work, mastering a certain supply of motor skills and abilities at the time of entering school, which will help to more successfully master the school curriculum at subsequent stages of education, showing interest in independent physical exercises and all cultural activities. sports activities. Educational activities in physical education are the main form of organizing physical education in kindergarten .

In the Russian Federation, the education system is being modernized in order to improve the quality of education, its accessibility, in order to support and develop the talent of every child and preserve his health.

Much attention is paid to the physical development of children And this is enshrined in law. For example, the Federal Law on Education in the Russian Federation dated December 29, 2012 No. 273 FZ, which came into force on September 1, 2013.

Article 41 Health protection of students:

P. 1.3 Determination of the optimal academic and extracurricular load, study schedule and duration of vacations.

P. 1.5 Organization and creation of conditions for the prevention of diseases and improvement of health of students, for them to engage in physical education and sports .

In addition, the requirements for the physical development of children are regulated in SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design , content and organization of work in preschool organizations approved . Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26

XII. Requirements for the organization of physical education

12.1. Physical education of children should be aimed at improving health and physical development , expanding the functional capabilities of the child's body , developing motor skills and motor qualities.

12.2. The motor regimen, physical exercises and hardening activities should be carried out taking into account the health, age of the children and the time of year .

It is recommended to use forms of physical activity: morning exercises, physical education classes indoors and outdoors, physical education minutes, outdoor games, sports exercises, rhythmic gymnastics, training on exercise machines, swimming and others.

The volume of physical activity of pupils 5-7 years old should be provided in organized forms of health-improving and educational activities of 6-8 hours a week, taking into account the psychophysiological characteristics of children , the time of year and the operating hours of preschool educational organizations .

To implement the physical activity of children , equipment and supplies from the gym and sports fields are used in accordance with the age and growth of the child.

12.3. The physical development of children in the first year of life is organized in the form of individual classes, including massage and gymnastics complexes as prescribed by a doctor.

12.4. For children of the second and third year of life, classes on physical development of the main educational program are carried out in subgroups 2-3 times a week. With children of the second year of life, classes on physical development of the main educational program are carried out in a group room, with children of the third year of life - in a group room or in a gym.

12.5. Classes on physical development of the main educational program for children aged 3 to 7 years are organized at least 3 times a week. physical classes depends on the age of the children and is :

- in the younger group - 15 minutes,

- in the middle group - 20 minutes,

— in the senior group — 25 min.,

- in the preparatory group - 30 minutes.

Once a week for children 5-7 years old, classes on the physical development of children in the open air should be organized . They are carried out only if the children medical contraindications and the children have sportswear appropriate to the weather conditions .

In the warm season, under favorable meteorological conditions, educational activities on physical development are recommended to be organized in the open air .

12.6. Hardening children includes a set of activities: extensive aeration of the premises, properly organized walks , physical exercises carried out in light sportswear indoors and outdoors, washing with cool water and other water, air and solar procedures.

For hardening children, the main natural factors (sun, air and water)

are used differentially depending on the age
of the children , health, taking into account the preparedness of the staff and the material resources of the preschool educational organization . When organizing hardening, the basic hygienic principles must be implemented - gradualism, systematicity, complexity and taking into account the individual characteristics of the child.
12.10. To achieve a sufficient volume of physical activity in children, it is necessary to use all organized forms of physical exercise with a wide inclusion of outdoor games and sports exercises.

Work on physical development is carried out taking into account the health of children with constant monitoring by medical workers.

Much attention is paid to this issue by the Federal State Educational Standard, which came into force with the order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155

Physical development according to the Federal State Educational Standard for Education includes gaining experience in the following types of children’s :

Motor, aimed at developing coordination and flexibility

Formation of the musculoskeletal system

Development of balance, gross and fine motor skills,

Performing basic movements (walking, running, soft jumping, turning)

Formation of ideas about certain sports,

Mastering outdoor games with rules

Formation of healthy lifestyle values.

The basic requirements of the above listed regulatory documents regarding the physical development of children were taken into account when developing the draft preschool education program “From birth to school”

edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.

One of the main objectives of the program is to take care of preserving and strengthening the health of children , developing in them basic ideas about a healthy lifestyle, developing healthy habits , and the need for physical activity.

In the program “From birth to school”

It should be noted that
physical development covers all age periods: infancy, early age, preschool age.
The content of psychological and pedagogical work with children under 2 years old includes the following tasks for physical development :

Develop children's

Develop actions with objects

Form a stable positive attitude towards outdoor games.

The content of psychological and pedagogical work with children from 2 to 7 years old highlights such targets as:

Form initial ideas about a healthy lifestyle

Form correct posture

Improve motor skills and abilities

Develop activity and independence in outdoor games

This structure allows you to see the time perspective of the development of the child’s qualities and makes it possible to be more flexible in choosing the program content of an educational organization .

The draft program also pays attention to physical education and health activities.

In a preschool organization, it is necessary to carry out constant work to improve the health of children . A set of hardening procedures should be carried out. The room should be provided with optimal temperature conditions. It is important to ensure optimal motor mode. In the process of educational activities, conduct physical education sessions. (Mode of physical activity)

The organization of the subject-spatial environment is also of no small importance for physical development in preschool educational institutions .

Having examined the Federal State Educational Standard for Educational Education and the program, the following conclusions can be drawn:

The environment should stimulate children's physical activity , their inherent desire to move, learn, and encourage them to play outdoor games.

During outdoor games, children should have the opportunity to use playground and sports equipment.

The playground should provide conditions for the development of gross and fine motor skills.

The playing space should be transformable (change depending on the game and provide enough space for physical activity).

Physical education is not only a means of developing the child’s own physical qualities and strengthening his health, but also an important component and means of spiritual, moral, and aesthetic education of a preschooler . The most important role in the physical education of a child still belongs to educators and instructors . It is their ability to methodically correctly organize and conduct classes , non-standard approaches to the choice of forms and means of conducting them - the most important components of developing interest in classes, forming the necessary habits, motor skills and abilities in a child.

Interaction between the physical education instructor and the teacher

in the process of physical education and health work in a preschool educational institution.

The listed forms of motor activity are aimed at strengthening the health and comprehensive physical development of children . The solution to these problems is carried out both within the framework of physical education and health work, and directly in the course of educational activities and in special moments.

In order for physical education activities to be effective, coordinated actions of the physical education instructor and the teacher . And the teacher is not only present at the event, but must show interest in what is happening.

Educators explain this by saying that if a preschool educational institution has a physical education , then it is he who is responsible for the physical development of preschool children and the organization of appropriate classes or leisure activities .

Of course, is organized and conducted by a specialist.

And the teacher’s physical education instructor , provide insurance for preschoolers, monitor the quality of exercises and discipline, and also carry out individual work with weakened children.

The same requirements as on preschoolers: mandatory physical education uniform and appropriate shoes .

This will allow the teacher to be free to move, thanks to which he will be able to get involved in educational activities on physical development .

For example, during the introductory part of a physical education lesson, a teacher can, together with the children, under the guidance of a specialist, perform the planned types of walking and running.

The main part of the function of the educator is to provide individual assistance to a child who needs it. The teacher can help him take the correct starting position or correct an incorrectly performed movement.

physical instructor controls the correct execution of the exercises in the front rows, and the teacher controls the correctness of the exercises in the back rows . The teacher also help the specialist arrange the necessary sports equipment and put it away after the children perform exercises. As you know, there are different ways to organize children during physical education : frontal, group, individual, circuit training.

When using each of them, the functions of teachers can also be distributed.

With the frontal method, the same exercises for all are performed by all children at once. Both the specialist and the teacher monitor the correct execution of the exercises and the posture of preschoolers.

With the group method of organization, children are divided into groups, each of which performs its own task. physical instructor works with one group, and the teacher with another .

The individual method consists of performing separate exercises by each student independently. The value of individual performance is that it allows you to draw the attention of each child to the quality of movement. The task of a specialist and educator is to help him see the shortcomings, and, if necessary, come to the rescue at the right time.

When organizing circuit training in physical education classes, the teacher and physical education instructor share “stations”

among themselves, monitor the quality and ensure the safety of the exercises, provide insurance if necessary.

During outdoor games, the teacher , like the physical education , must know the game, learn its rules in advance and learn the words with the children, if they are provided. The teacher’s participation in outdoor games and play exercises improves the emotional mood of preschoolers and has a positive effect on increasing the level of their physical activity.

In the final part of the physical education lesson, when the specialist sums up the results, the teacher can also express his opinion on how the event went, which of the children coped with the task, and what they failed.

physical lesson, activity does not end . He consolidates new motor skills with children during individual work (during the day during play and walks)

.
physical education instructor , the teacher organizes individual work with children who are lagging behind in mastering the program material, and activates sedentary and weakened preschoolers.
In turn, the physical education instructor must provide assistance to educators on various issues of physical development of preschool children: select exercises for morning exercises, physical education classes, invigorating gymnastics, organize games during walks , as well as independent motor activity of pupils in a group and during walks; draw up recommendations for parents on organizing the physical activity of children in the family .

When organizing physical education leisure activities, holidays, health days and other public events, the teacher is an indispensable assistant to the physical education .

This approach to organizing physical education leisure and holidays provides preschoolers with the opportunity to show activity, initiative, independence, and creativity, which has a beneficial effect on the development of their abilities and personal qualities.

Thus, the effectiveness of physical education and health work in preschool educational institutions directly depends on the degree of interaction and mutual understanding of both individual teachers and the entire teaching staff.

The main goal of physical education in preschool educational institutions is to instill in children and their parents the main value - a healthy lifestyle, thereby fulfilling the tasks of the Federal State Educational Standard and to ensure support for the program of the President of the Russian Federation V.V. Putin “Health of the Nation”

. Only through joint efforts can we solve the assigned tasks, which means we can count on positive results from our professional activities.

Literature

1. Federal Law “On Education in the Russian Federation”

dated December 29, 2012 No. 273-FZ.

2. “Sanitary and epidemiological requirements for the design , content and organization of work in preschool organizations approved . Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26

3. Federal state educational standard for preschool education. Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013

4. Periodical publication “Senior Teacher ”

April 2012

5. Kozhukhova N. N., Ryzhkova L. A., Samodurova M. M. “ Physical education teacher in kindergarten”

- M.: Publishing house.
, 2002

Development of flexibility

"Relay with hoops"

The quality of the task and speed are noted. The players stand in 2 columns. Hoops are placed at a distance of 5 - 6 meters from the columns - 1 against each team. At the teacher’s signal: “1,2,3 – run!” the first in the column run to the hoops, lift them up, climb into the hoop, put it in place, run to their column, touch the hand of the next player and stand at the end of the column. The next player runs. The group of children who completes the obstacle course first wins.

"Make a figure"

The expressiveness of the figure is noted. A presenter is selected. Children move freely around the playground. At the leader’s signal (strike on the tambourine or the word: “Stop!” everyone stops in some position and does not move. The leader goes around all the “pieces” and chooses the one he likes best. This child becomes the leader.

"Little Entertainer"

Perform all exercises at a slow pace.

1. Tilts forward and backward:

• forward sitting;
• back, kneeling;
• forward and backward while standing.

1. "Martin". Standing on one leg. The body is arched, the head is raised, arms to the sides. The toe of the raised leg is pulled back. The holding time can be increased to 10-20 seconds.

Ball relay

Attention is drawn to the correct execution of the exercises. The players are divided into 2 squads and stand in 2 columns. Feet are shoulder-width apart. The first in the column is given a ball. At the teacher’s signal: “Up!” - the children raise their hands up and the one standing first passes the ball over the head to the one standing behind, who is the next, etc. When the last child receives the ball, he runs to the teacher and gives him the ball. The ball is passed over the head 1-2 times, then the command is given: “Down!” (the ball is passed between the spread legs).

This article talks about the fact that among other ages, preschool age is of particular importance, since at this age the foundation is laid for the physical development, health and character of a person in the future.

It is difficult to draw a strictly fixed boundary between individual periods of childhood, but among other ages, preschool age is of particular importance. At this age, the foundation is laid for the physical development, health and character of a person in the future. At preschool age, the genetic characteristics of children are clearly outlined. This period of childhood is characterized by gradual improvement of all functions of the child’s body. A child of this age is extremely flexible. The influence of the muscular activity of the body becomes even more important, because movement is a biological need of a growing organism.

The physical development of preschool children is less intense than in early childhood. The body weight of a one-year-old child doubles by the age of 6-7 years. If during the 1st year of life height increases by 20-25 cm, then at 4-5 years it increases only by 4-6 cm. By the age of 5, the height of a newborn doubles. At 5-7 years, the growth rate increases again. This period is called the “first extension” period.

One of the important indicators that determine the physical development of children is the ratio of head circumference to chest circumference. The older the child, the greater the difference between these indicators becomes (the chest circumference should be large). In the first year of life, the chest circumference exceeds the child’s half-height by 7-10 cm, and in a 7-year-old child it is equal to half-height.

During preschool age, rapid skeletal growth occurs. The fusion of the cranial sutures ends by the age of 4 years. The shape of the chest changes somewhat, although in children 3-7 years old it still remains cone-shaped, the ribs are raised and cannot fall as low as in adults, which limits the amplitude of their movement.

The timing of the beginning and end of ossification varies for different bones. Thus, fusion of the ilium, ischium and pubic bones begins only at 5-6 years of age. As the child grows and develops and moves to a vertical position, physiological curvatures of the spine are formed in the cervical and lumbar regions with a bend forward, and in the thoracic and sacral regions - backward. By the age of 6-7 they are clearly visible, but only by the age of 14-15 they become permanent. The configuration of the spine, the position of the head, shoulder girdle, and pelvic tilt determine the child’s posture. The formation of posture depends on many environmental conditions (nutrition, routine, sleep organization), but mainly on the child’s physical activity. Of great importance for developing correct posture is the symmetrical development of muscles and uniform support on the lower limbs.

Until the age of 4 years, the arch of the foot is somewhat flattened - this is a physiological phenomenon. But with excessive static load, severe, irreversible flat feet can be caused, despite the high elasticity of the muscles and ligaments of the lower leg and foot. With the correct dosage of load, the arch of the foot is formed correctly. The same situation applies to the growth and development of the entire skeletal system in children. Physically optimal loads contribute to the normal formation of the skeleton, while excessive loads affect the shape and structure of the bones. This is confirmed by studies that have revealed significant hypertrophy of bone tissue with excessive load on the arms during long-term training in throwing and on the push leg during training in high jumps.

The intensive development of the skeleton of children is interconnected with growth, formation of muscles and ligamentous-articular apparatus. The younger the child, the more elastic the ligamentous-articular apparatus. Muscle tissue mass is small in relation to total body weight, but muscle tissue changes with age. The mass of muscles increases during development more than the mass of many other organs. If muscle mass in newborns makes up 23.3% of the total body mass, then in 7-8 year old children it increases to 27.2%.

Simultaneously with the increase in muscle mass, their functional properties are improved. If in an infant the skeletal muscles are one of the stimulators of rapid growth and development, then in preschool age, as the intensity of growth decreases, the development of skeletal muscles is associated with an increase in its motor activity. The higher the activity of skeletal muscles under optimal conditions for a given age, the more complete the metabolism and functions of internal organs and systems.

The development and improvement of the function of the musculoskeletal system in older preschool age is closely related to the improvement of the function of internal organs and systems.

During intense muscle activity, a child has little capacity compared to adults due to insufficient regulation of the oxygen regime. Delay and difficulty breathing in children during muscular activity causes a rapid decrease in blood oxygen saturation.

A child’s physical activity plays a major role in the development and regulation of breathing. Training the respiratory muscles leads to an increase in chest excursions and the power of the respiratory apparatus, which in turn creates conditions for slower breathing and increased blood oxygenation in the lungs. With age, breathing becomes more controlled. It is necessary to teach children to breathe through their nose, calmly. The air inhaled through the nose irritates the receptors of the upper respiratory tract, which reflexively leads to the expansion of the bronchioles (nasopulmonary reflex). Improvement of breathing control is facilitated by the presence and active physical activity of children in the air (outdoor games, skiing, sledding, etc.).

As stated earlier, the function of the cardiovascular system cannot be considered in isolation from the functions of other body systems. The performance of a child's heart is high. By the age of 5 years, the weight of the heart increases 4 times. The development of muscle tissue of the heart ends by 10-12 years, and the innervation apparatus of the heart is improved by approximately 7-8 years. The pulse rate continues to decrease (at 3-5 years old - 72-110 beats per minute, at 6-7 years old - 70-80 beats per minute). Blood pressure increases, especially in the period from 6-7 to 10 years.

It is believed that good age-appropriate development of skeletal muscles greatly contributes to the development of a healthy heart, and physical exercise increases the body's capabilities and lengthens a person's life. It is recommended to start exercising as early as possible to prevent cardiovascular diseases.

Recently, in connection with acceleration phenomena, earlier changes in some functional indicators of the cardiovascular system have been noted. So, previously, in children aged 5 years, the average heart rate was 98-100 beats per minute, but now it is 97 beats per minute.

Metabolic tension continues to be a feature of a growing organism: the younger the child, the more intense the metabolism. Energy expenditure per 1 kg of body weight gradually decreases with age.

The high plasticity of the nervous system at this age contributes to better and faster development of new movements, sometimes even complex ones.

Children, in the process of free play activities and physical exercises, master maintaining balance, swimming, skiing, skating, etc. Orientation improves. The development of motor skills, especially at the age of 3 to 5 years, occurs with a wide irradiation of the excitation process, which makes learning difficult. In children of this age, the strength of nervous processes, especially internal inhibition, is low. Therefore, children's attention is unstable; they are quickly distracted, and therefore at this age it is recommended to make maximum use of demonstration of exercises and exercises of an imitative play nature, combining them with words. If tasks are too difficult, children may become tired. The question of optimal loads must be taken into account when some children master complex sports skills (skating, some types of gymnastics, swimming). At this age, harm can be caused to the growing body, which, due to its age characteristics, is unprepared for excessive stress. During this period, neither the central nervous system nor the respiratory and cardiovascular systems are ready for overload. Strength and endurance are also lacking. Caution in the approach to training preschool children is also dictated by the fact that fatigue, as a subjective manifestation of fatigue, is not clearly expressed in them. This is especially true in cases where classes are conducted emotionally. Increased demands leading to overload are harmful to the child’s health, i.e. they can cause serious changes in both the central nervous system and internal organs, disrupting the correct rhythm of growth and development.

The development of agility, speed, strength and endurance occurs gradually and is associated with the development of the functions of the central nervous system, with mobility, strength and balance of the processes of excitation and inhibition. The analytical activity of the cerebral cortex is improved, environmental phenomena become more understandable, and the role of inhibitory processes increases. The role of inhibitory processes is significantly enhanced. Typological character traits are significantly manifested. Speech is made coherent, the child can convey his thoughts and impressions well. Conditioned reflex connections, reading, writing are easily formed, and relative priority over emotions is manifested.

The motor qualities of children are characterized by the genetic properties of the neuromuscular system; at the same time, they reflect the conditions of upbringing and environmental influences. This approach to assessing motor qualities allows us to understand the reasons for the uneven development of motor abilities in children and the mandatory provision of appropriate conditions for their comprehensive physical development.

It is necessary to encourage the child’s physical activity, since large energy expenditures contribute not only to recovery, but also to accumulation, which is the main factor in ensuring the growth and development of the body.

Agility development

"Hot potato"

Pass the ball carefully into each other's hands. Children stand in a circle, hands behind their backs. The leader stands in the circle. At the teacher’s signal, the children begin to pass the “potato” (ball) to each other. At this time, the presenter asks the players to show their hands. If the child has a ball in his hands, he stands in a circle (becomes the leader) and the game starts over.

"Mousetrap"

After the mousetrap has slammed shut, the mice must not crawl under the hands of those standing in the circle.

The players are divided into unequal groups. The smaller group holds hands and forms a circle. They represent a mousetrap. The remaining children (mice) are outside the circle. Those depicting a mousetrap walk in a circle, saying:

“Oh, how tired the mice are, they chewed everything, ate everything.

Beware, you cheaters, we will get to you.

Let’s set up mousetraps and catch everyone now!”

Children stop, raise their clasped hands, forming a gate. Mice run in and out of the mousetrap. At the teacher’s signal: “Clap!” Children standing in a circle lower their hands, squat - the mousetrap slams shut. Mice that did not have time to run out of the circle are considered caught. They stand in a circle and the mousetrap gets bigger. When most of the children are caught, they change roles and the game resumes.

"Hunters"

Hunters are not allowed to go beyond the line. The “animals” walk freely around the site. Three or four “hunters” stand in different places, each holding a small soft ball in their hands. At the signal, all the “animals” stop, and each “hunter” easily throws his ball at them. Those hit by balls replace the “hunters”. It is allowed to dodge balls while standing still.

"Hockey"

Try to get the ball to the goal without interfering with someone else. Players of 2 teams are located on rectangular platforms. Gates are marked on opposite sides of the site. Players with sticks or gymnastic sticks try to score a small ball into the opponent's goal. The game takes place within the court for a while. There are no goalkeepers.

Development of speed

"We are funny guys"

If the trap has not caught anyone, then after 2-3 runs a new trap is selected. Children stand on one side of the playground outside the line. A line was also drawn on the opposite side of the site. To the side of the children, approximately in the middle between the lines, there is a trap.

Children:

“We are funny guys, we love to run and jump.

Well, try to catch up with us. 1,2,3 - catch!

The children run to the other side of the playground, and the trap catches up with them. The one who touches the trap is considered caught. He steps aside. After 2-3 runs, those caught are counted and a new trap is selected.

"Migration of Birds"

Be careful when standing on the apparatus. Children run scattered around the playground, pretending to be birds. At the teacher’s signal: “Wind, storm!” - climb the gymnastic wall or stand on benches. On the signal: “Nice weather!” — children run around the playground.

"Falling Stick"

A quick response to a signal is encouraged. The players settle down in numerical order and, having memorized their numbers, stand in a circle. The driver places a stick in the center of the circle, holding it with his hand. Having shouted out someone's number, he releases his hand and runs out of the circle. The player whose number was called must run out and grab the stick before it falls. If he managed to do this, he returns to his place, and the previous driver continues to drive. If the player does not have time to hold the falling stick, he changes places with the driver.

"Empty place"

Children standing in a circle do not interfere with the movement of those running. The players form a circle. The driver runs around the circle, spots someone and continues to run in the same direction, and the stained player runs in the opposite direction. Everyone tries to quickly run around the circle and stand in an empty place. Those who do not have time to take a seat become the driver, and the game continues. The player's spot, the leader must give way to him, moving one step away from the circle.

Strength development

"Who's next"

Perform only 1 push at a time. Children are divided into several teams and line up in parallel columns in front of a line that cannot be crossed. The first numbers push the medicine ball forward. A new line is drawn where the ball stops. The next participants push the ball from the new line. The team with the ball at the greatest distance from the starting line wins.

"Don't hit the ball"

Control the strength of hand movement. Three or four guys stand around a ball lying on the floor and put their hands on the shoulders of their partners standing next to them. At the signal, they begin to push each other so that someone touches the ball. The person touched is eliminated from the game. The last one remaining wins.

"Who Can Resist"

Control the force of the blow. Players playing in pairs sit facing each other at arm's length. Heels and toes together. Everyone tries to throw one or both hands into the opponent’s palm to throw him off balance. You can dodge blows by removing your palms. A player who lifts his feet off the ground or moves from his place is considered defeated.

"Tug of War"

Try to stay on your feet. If one of the players falls, the game stops. Two teams with an equal number of players take the ends of the rope. 3 lines are drawn on the ground at an equal distance between them. A bow is tied to the middle of the rope, which is aligned with the center line. On command, players try to pull the rope to their side. The team that pulls the bow on the rope to its line wins.

Endurance development

"Who takes longer"

Children jump until they make a mistake. Jumping rope in place, moving forward.

"Fun Relay Races"

The quality of the exercises and speed are noted.

Relay races with different task options:

• jumping;
• run;
• passing the ball;
• crawling;
• pulling up on a bench on your stomach, etc.

"Tag"

Try to maintain a half-squat position while playing. Players are positioned within the court in a semi-squat position. One of the players (“tag”) catches, and the rest run away. Both the “tag” and the runners must move in a semi-squat position. Having caught up with one of the players, “Salka” touches him with his hand. It is possible that the driver spots other players not with his hand, but with the ball. The one who straightens up or runs out of the area becomes a “tag”.

"Jumpers"

Players who touch the line or stop are eliminated from the game. Players face the wall and raise their hands up. Lines are drawn at a distance of 15-20 cm above the fingers of each player. Players on command begin to jump up non-stop, trying to touch the wall above the corresponding lines with their palms. The one who completes the most jumps wins.

Exercise after a nap allows you to increase children's activity, improve their emotional mood, and actively prevent postural disorders and flat feet. It has a variable nature and varying degrees of duration from 7-15 minutes. After performing 3-4 general developmental exercises while lying in bed (on your back, on your side, on your stomach), you jog along massage paths (health paths) every day.

Hardening is the most important part of the physical education of preschool children. In the preschool educational system, hardening should be considered as the conscious application of a system of measures that increase the body’s resistance, developing the ability to quickly and without harm to health be applied to various environmental conditions.

Principles of hardening: gradualism, consistency, systematicity, complexity, personality-oriented approach.

Types of hardening:

• daily health walks in the fresh air;
• water procedures: local (washing, washing hands with cool water, rinsing the mouth after each meal and after sleep with cool water or water at room temperature, foot baths, rubbing or dousing to the waist) and general (rubbing and dousing the whole body, swimming in the pool) ;
• air baths and walking along “health paths” after sleep; - walking barefoot.

Independent motor activity of children is organized by adults at different times of the day: in the morning before breakfast, during a break between classes, in free time after a nap, during a walk. When planning independent motor activity, it is important to take care of creating a physical education and play environment: allocate space sufficient for active movement, have a sufficiently diverse range of physical education aids (to create diversity and novelty in the physical education and play environment, alternating active and quiet activities of children).

Musical and rhythmic activity also has a beneficial effect on the physical development of children: overall health is strengthened: the development and growth of the musculoskeletal system; development of the respiratory, circulatory, cardiovascular and nervous systems of the body; Correct posture is formed, performance and vitality of the body are increased, and the development of coordination of movements is improved. It is closely related to physical culture, from which the main movements are selected: walking, running, jumping, which predominate in games, round dances, and dancing. Gymnastic exercises for the upper shoulder girdle, legs, and body are also used. These movements, with and without the inclusion of various objects (balls, hoops, flags, ribbons, etc.), are learned with middle-aged and older children. Some formations are used (walking in ranks, in a circle, in pairs, etc.), necessary for round dances and dances. They organize children's groups well and facilitate games and round dances.

Psycho-gymnastics is indicated for both children with character disorders and children with normal development for the purpose of psychophysical relaxation. It can be used by educators in everyday work with children, does not require special training, and no paraphernalia is used when conducting psychogymnastics. Elements of psycho-gymnastics in preschool educational institutions are used when conducting educational activities (they help create a positive emotional mood in classes, eliminate isolation and relieve fatigue), in correctional classes with a speech therapist and psychologist, during the free activity of children, or as special classes (studies, exercises, games) directions on the development and correction of the cognitive and emotional spheres of the human psyche.

Article on the topic “Physical development in preschool educational institutions”

Physical development of preschool children

“Responsibility for the development and upbringing of a child is assigned in society to parents or persons replacing them, and a preschool educational institution,” Doctor of Pedagogical Sciences, Professor A. I. Kravchuk.

The physical development of a child in institutions for early and preschool children is an important and responsible task of public education, because all children, starting from a very early age, should grow up healthy, strong, harmoniously developed and that they study well. It is in preschool childhood that health, general endurance, performance, active life and other qualities necessary for the comprehensive harmonious development of the individual are formed. This age is most favorable for hardening the body and mastering basic vital motor skills.

By the time they enter school, children must master a certain stock of motor skills that will allow them to adapt to new conditions and requirements for educational activities, and will help them more successfully master the school curriculum not only at the first, but also at subsequent stages of education., manifestations interest in independent physical exercise and, in particular, all physical education and sports activities.

Human development is a process of physical, mental and social maturation and covers all quantitative and qualitative changes in innate and acquired means that occur under the influence of the surrounding reality. Physical development is associated with changes in height, weight, increase in muscle strength, improvement of sensory organs, coordination of movements, etc. In the process of mental development, significant changes occur in cognitive, volitional, emotional processes, in the formation of mental qualities and personality traits. The social development of a child is carried out in the process of his inclusion in the life of society, manifested in changes in his behavior, attitude towards others, in the features of participation in the affairs of the team, etc. In the first years of life, physical development is the basis for the comprehensive development of the child. In childhood, the foundation of health is laid and some important personality traits are formed. Success in any activity is largely determined by the physical condition of the child. The child's body reacts sharply to minor deviations from the norm in the environment, which is associated with its development and insufficient functional maturity of individual organs and systems. The connections between somatic and mental processes are closer than in adults. Therefore, the solution of many pedagogical problems must be carried out with mandatory consideration of the physical capabilities and condition of the child.

Fundamentals of physical development of preschool children.

A healthy lifestyle is a set of typical types of human activity, which, in unity with living conditions, is aimed at organizing the correct, normal functioning of the body, its complete physical and mental well-being. Physical development is the process of purposeful and systematic formation of a healthy, full-fledged person, his physical strength and physical qualities, ensuring his introduction to physical culture and the desire for physical perfection. Physical culture is a set of material and spiritual values ​​of society that are accumulated, created and used for the physical improvement of people. The content of physical culture is: 1) personal hygiene, which includes skills in work and life (neatness, neatness of clothing, cleanliness of premises), and habits of a hygienic regime (rational routine of activity and rest, hygiene of sleep, nutrition, etc.) ; 2) hardening of the body in natural conditions (air, sun and water); 3) physical exercise. Physical perfection is a historically determined level of harmonious physical development, health, and physical fitness of a person that optimally meets the requirements of society. The system of physical development includes the creation of sanitary and hygienic conditions, hardening, the formation of cultural and hygienic skills, the organization of balanced nutrition, morning exercises, physical education classes, walks, sports games and entertainment. Physical development is closely related to the age characteristics of children. In this regard, specific tasks, content, methods and forms of organizing physical development in early preschool and school age are determined, as well as the continuity between them. Physical development is especially important in early and preschool childhood, when the most intensive development of the child’s body occurs, when its basic movements are formed, but at the same time the body is still very weak and vulnerable. The physical development of preschool children is aimed primarily at protecting life and promoting health, full physical development, the formation of motor skills and the development of physical qualities, the development of cultural and hygienic skills, and the cultivation of habits for an orderly rhythm of life. The place of physical development of preschool children in the general development system taking into account modern requirements. Work on physical development permeates the entire organization of children’s lives in the family and preschool institution, the organization of the subject and social environment, all types of children’s activities, taking into account the age and individual characteristics of preschoolers. In a preschool institution, the child’s daily routine includes classes on physical development, games and outdoor entertainment, and individual hardening procedures, which take into account regional and climatic conditions. The main form of teaching children movements is considered to be classes conducted by a physical education instructor (or teacher). At the same time, a significant place in the system of physical development is occupied by outdoor games, which are widely used in the classes of a speech pathologist, in other classes (music, rhythm, theatrical activities), as well as during walks conducted by the teacher. Physical development classes solve both general and corrective problems. The classes include physical exercises aimed at developing all basic movements (throwing, walking, running, climbing, crawling, jumping). A wide variety of educational activities in the physical education area makes it possible to solve in a complex the tasks of moral, mental, aesthetic and labor education. The unity of the child’s physical and mental development. Mental processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any human activity. The activity of a child of early and preschool age is expressed primarily in movements. The child’s first ideas about the world, its things and phenomena come through the movements of his eyes, tongue, hands, and movement in space. The more varied the movements, the more information enters the brain, the more intense the intellectual development. The development of movements is one of the indicators of proper mental development. This is the development of coordination of movements (perception of direction and speed of movement, time and space); the ability to remember the sequence of movements and motor operations (memory: memorization and reproduction); attention to your movements and the actions of others; the ability to perform movements according to verbal instructions (imagination); initiative in movements; analysis of movement based on the quality of its execution (thinking); development of speech skills. Movements are performed with speech accompaniment and relying on visual and tactile images and representations. The development of all types of manual motor skills and hand-eye coordination serves as the basis for the development of typical types of children's activities, is a prerequisite for the development of oral and written speech, and also helps to increase the cognitive activity of children. Objectives of physical development: health-improving, educational, educational. Methods of physical development. Health-improving tasks have a life-sustaining meaning. The means of implementing the tasks of this group are hygienic and social factors, nutritious nutrition, the healing powers of nature, a rational lifestyle, and physical exercise. Pedagogical work aimed at solving this problem includes organizing the children’s lifestyle, hardening procedures, and special exercises for the development of movements. This area of ​​children’s physical development requires the teacher to have constant contact with medical professionals, take into account their recommendations, an individual approach to children, and conversations with parents. Educational tasks are aimed at developing personality traits and the need for physical perfection. The means for achieving these tasks are children's activities, games, as well as artistic means (fiction, folklore, films, works of musical and visual art). The work takes place in different forms: physical education and health work during the day (morning exercises, outdoor games, physical exercises while walking), independent motor activity of children, active recreation (physical education, holidays, health days). Methods: exercises, conversation, game, creation of problem situations, analysis of physical and moral qualities. This group of tasks involves the development of such qualities as dexterity, courage, willpower, the desire to overcome difficulties, a sense of camaraderie, and mutual assistance. Educational goals are related to the formation in a child of a conscious attitude towards his health. Here the leading means are such as an adult’s example, children’s own activities, and artistic means. The form of work in which problems are most adequately solved is educational work in physical education classes and in everyday life. Among the main methods are experimentation, exercises, conversation, looking at pictures and illustrations. Means of physical development: hygienic factors, natural forces of nature, physical exercise. In the system of physical development, work is carried out using a variety of means that influence the body: - hygienic factors (correct regimen, balanced nutrition, hygienic environment, formation of cultural and hygienic skills). - natural forces of nature (for hardening and strengthening the body). - physical exercise. A child's routine is a rational, clear alternation of wakefulness, sleep, nutrition, and various types of activities, repeated daily in a certain sequence. When drawing up a regimen, it is necessary to take into account the following: 1. Age-related characteristics of higher nervous activity: changes in the limit of performance of cells in the cerebral cortex determine the total number of hours and duration of periods of sleep and wakefulness. 2. Age-related features in the functioning of the digestive system, which regulate the number of feedings during the day. 3. Individual characteristics: children with an excitable and weak nervous system need to sleep more and rest more often. 4. Age-related needs for movement. 5. Time of year, climatic conditions. The integral features of the regime are the rhythm and constancy of its basic elements over a certain period of time. The rhythm of the regime is determined by the rhythm of natural phenomena, the rhythm of the body’s activity, which is manifested in the alternation of sleep and wakefulness, changes in body temperature (increase in the evening and decrease in the morning), in the rhythm of breathing, heart contractions, in the rhythm of the digestive tract, etc. The educational significance of the regime lies in the fact that in the process of frequently repeated actions at a certain time and in a certain sequence, the child more easily masters many of the most appropriate household, cultural, hygienic, and labor skills; these skills are automated, and the child's attention is freed up for other, more complex activities. At the same time, the child is given the opportunity to act on his own, which develops such important personality qualities as independence, activity, and initiative. Nutrition. An important component of the full physical development of children is rationally organized nutrition. Nutrition is one of the main sources of the metabolic process, without which life is impossible. For a growing body, nutrition is especially important, as it ensures normal growth and development of all tissues. All deviations from the norm in nutrition quickly affect the vital functions of the child’s body. Creating a sanitary and hygienic environment in accordance with existing standards is also an important condition for physical development. This includes maintaining cleanliness and order in the room and area, maintaining optimal light, air and temperature conditions in the room, as well as hygiene of clothing for children and adults. Equally important is the creation of the necessary material environment: rational layout of the premises and area, provision of furniture and physical education equipment in accordance with the age of the children. Cultural and hygienic skills include skills in maintaining cleanliness of the body, cultural food, maintaining order in the environment and cultural relationships of children with each other and with adults. The physiological basis of cultural and hygienic skills and habits is the formation of conditioned reflex connections, the development of dynamic stereotypes. These skills and habits have a pronounced social orientation, since children are taught to follow the rules established in society that correspond to the norms of behavior. Cultural and hygienic skills and habits are largely formed in preschool age, since the child’s central nervous system is highly plastic, and actions related to eating, dressing, washing are repeated every day and repeatedly. Children's interest, attention to everyday activities, and the impressionability of the nervous system give adults the opportunity to quickly teach the child a certain sequence of operations that make up each action, techniques that help complete the task quickly and economically. If this time is missed, incorrect actions are automated, the child gets used to sloppiness and negligence. Hardening is the development of the greatest stability and adaptability of the body to various physical influences that come from the environment (changes in temperature, humidity, air speed, degree of solar radiation, etc.). Hardening has a wide physiological effect on the body. The child not only develops a quick reaction to temperature and climate changes, but also the amount of hemoglobin increases, immunological properties improve, he becomes less susceptible to any diseases and copes with them more easily. The physiological essence of hardening determines certain requirements for organizing work with children: 1. Hardening must be carried out systematically, throughout the year, taking into account seasonal phenomena. 2. Gradually increase the strength of seasonal stimuli. 3. Take into account the health status, typological characteristics of the child, his emotional state, as well as home conditions and the conditions of the child care facility. 4. Use natural factors in connection with the regime, the correct organization of all the child’s activities, since the general strengthening of health contributes to the effectiveness of hardening. The systematic nature of hardening procedures is determined by their conditioned reflex nature. When carrying out hardening activities at the same time and under the same conditions, conditioned reflex connections are easily formed. A physiological reaction appears already when preparing the child for the procedure. But these bonds are not strong, so hardening procedures must be regular. A gradual change in the strength of the stimulus is a necessary condition for hardening, since the body cannot immediately adapt and react appropriately to a sharp decrease or increase in temperature. Too small a difference in stimuli or their constant value also does not turn out to be useful, since they do not cause changes in the functioning of the cardiovascular, respiratory and other systems, metabolism, i.e. hardening does not have a profound effect on the body. If the body has a certain resistance to temperature changes, contrasting short-term exposures should be used, which helps improve physiological reactions and higher adaptability to environmental conditions. Indicators of the correct choice of stimulus are a short-term deepening and increase in breathing, pulse, as well as the appearance of the skin, and the child’s general positive reaction: good mood, good health. Taking into account individual characteristics is necessary when hardening. Children with an excitable nervous system need more careful changes in temperature, as well as calming procedures before bed (rubbing, warm bath). Inhibited children benefit from invigorating procedures after sleep (douching, showering). Children with poor health must be hardened, but gradual changes in temperature must be maintained more carefully: there are longer time intervals during which procedures are carried out at the same temperature. Medical supervision is necessary. The connection of hardening procedures with physical exercises and various activities of the child in everyday life gives the best results both directly for hardening and for the general strengthening of the body. Physical exercises are special movements, as well as complex types of motor activity aimed at solving problems of physical development.

During the period of preschool childhood, with targeted pedagogical influence, great shifts occur in the development of movements: from involuntary, chaotic movements at birth to mastery of all basic movements and sports exercises. Physical exercise has multifaceted physiological effects on the body. When muscles contract, the processes of metabolism and blood circulation are activated, and the work of all internal organs and systems is restructured. A working muscle absorbs 7 times more oxygen and 3 times more nutrients compared to an inactive one. This stimulates the growth and development of the muscular system. Physical exercise is also important for the full functioning of the brain: its blood supply improves, the overall tone of the cortex increases, due to which the activity of all analyzers increases. With active muscular work, overexcitation of brain systems decreases or is completely removed. The basic properties of the nervous system (its strength, mobility, balance) also improve. In the education of young children, massage is used - one of the types of passive gymnastics. It also causes changes in the functioning of all organs and systems. Under the influence of massage, the composition of the blood, the functions of the nervous system, as well as the nutritional conditions of the skin and muscles improve, and heat transfer increases. Massage accelerates the flow of blood and lymph, due to which tissues are quickly freed from decay products and muscle fatigue is relieved. Physical exercises in various forms are included in morning exercises, physical education and musical-motor classes, especially in a variety of outdoor games.

Conclusion.

One of the most important factors for a child’s good physical and mental development is properly organized motor activity in kindergarten and family. A healthy baby strives for movement and active activity. In movements he finds a source of living joy. In many ways, a child’s mobility depends on his motor skills.

It is during physical education classes that children master new movements and develop the correct motor stereotype. Awkward, constrained movements are gradually refined and, finally, turn into automatic ones; the child begins to perform them without undue tension. Particular attention should be paid to the timely acquisition by the child of those types of motor actions, the formation of which is determined by his age and the level of his individual development. At the same time, during classes, the teacher must take care of the unity of all aspects of education: moral, mental, labor and aesthetic. The earlier training begins, the more sustainable the results.

In a preschool organization, it is necessary to carry out constant work to strengthen the health of children, harden the body and improve its functions.

When teaching children in physical education classes, the teacher solves the following tasks:

1. Enriching the motor experience of children, intensifying their motor activity. The child must learn that:

• the same movement can be performed in different ways;
• You can perform different movements with one object;
• The same movements can be performed with different objects.

2. Improving the motor system, continuing the development of children’s coordination abilities, in particular visual-motor coordination.

3. Formation of correct posture and strengthening of the arch of the foot.

4. Training in spatial orientation and development of orientation mechanisms: visual and auditory; visual-tactile; auditory-muscular.

5. Creating conditions for the development of children’s sensory abilities during the lesson, the development of their active mental actions in the process of physical exercises; teaching children purposeful actions, developing the ability to maintain a given task and, based on sensory cues, to monitor and evaluate what has been accomplished.

6. Development of the desire to act independently, creation of a fund of concepts “I can” and “I want.”

7. Creating real prerequisites for the creative development of the child, stimulating search activity in the classroom; helping the child discover himself; maintaining initiative: “I myself.”

8. Development of children's ability to learn and acquire knowledge.

9. Providing emotional comfort during the lesson.

Specially organized physical education classes help raise children healthy, strong, and cheerful. Classes should be structured taking into account the psychological characteristics of a particular age, the accessibility and feasibility of the exercise. Correctly selected complexes should provide a pedagogically necessary and physiologically justified load that satisfies the baby’s need for movement, and be exciting.

Used Books.

1. Glazyrina L. D. Physical education for preschoolers. Moscow . Vlados 2001. 272 ​​pp.
2. Gogoberidze A.G., Solntseva O.V. Preschool pedagogy with the basics of education and training methods. St. Petersburg: Peter, 2012.
3. Kozlova S.A., Kulikova T.A. Preschool pedagogy: A textbook for students of secondary pedagogical educational institutions. – 2nd ed., revised and expanded. – M.: Publishing House, 2000. – 416 pp.
4. Laizane S. Ya. Physical education for kids. Education. 1978. 158 pp.
5. Litvinova M. F. physical education classes with young children: the third year of life. Moscow. Iris Press.2005. 288 pp.
6. From birth to school. Sample general education program for preschool education. Ed. N. E. Veraksy, . T. S. Komarova, M. A. Vasilyeva. Moscow "Mosaic-synthesis" 2014, 352 pp.

Internet resources:

https://lib.sportedu.ru/.