Organization of independent motor activity of preschool children in preschool educational institutions

Organization of independent motor activity of preschool children in preschool educational institutions

Korotkova Svetlana

Organization of independent motor activity of preschool children in preschool educational institutions

Organization of independent motor activity of preschool children in preschool educational institutions.

“It gives a child great pleasure if he himself noticed and clarified some phenomenon for himself, and if his reasoning turned out to be really correct, in the same way it gives him the greatest pleasure what he did himself and achieved without the instructions of others.”

P. F. Lesgaft

The harmonious development of a child is impossible without properly organized and sufficient motor activity for preschool , which has a huge impact on the health and physical development of the child. However, according to modern data, children move half as much as the age norm. Intellectual overload, a decrease physical activity both in volume and intensity, and its monotonous content are the main causes of neuropsychic and somatic diseases in preschool . All this gives rise to changes in the emotional sphere. Independent motor activity of children , about the benefits of which much has been written, is an excellent means of physical and emotional development of the individual.

Independent motor activity is an activity that occurs on the child’s initiative. According to physiologists, children in this type of activity satisfy their need for movement to a greater extent than for organized activities . The content of independent motor activity is a variety of movements. Its advantage is that the child himself chooses the type of movement, pace, pauses, and alternates them. This form of work requires special, indirect leadership.

The motor regime in kindergarten consists of organized and independent motor activity . Their percentage is different in groups of early, junior and senior preschool age . However, independent movements of children of all ages should account for at least 2/3 of the volume of their total physical activity . Management of independent motor activity provides for the following mandatory points:

-organization of a physical education and play environment: sufficient space for movement; optimal quantity, variety, rotation of benefits;

- fixing time in the daily routine for independent motor activity of children without fail during the morning reception, before and between classes, during a walk, after sleep, in the evening;

(indirect) educators

methods of activating children's movements.

All guidance is based only on an individual approach. Required:

-observe children, be able to see everyone and, if necessary, provide assistance;

- provide each child with a place to move, so that no one interferes, and protect this space;

-involve children in placing physical education aids in the group, on the site, thereby stimulating the desire to perform certain movements;

-relieve tension and constraint of individual children with a smile and encouragement; if the child finds it difficult, help him choose a movement aid with a question, riddle, or advice;

- try to unite children of different mobility in joint pair play without imposition, giving them one object for two (ball, hoop, jump rope, etc.)

and showing options for action if necessary;

- when introducing a new object, show it first of all to sedentary children, accompanying the demonstration with simple active movements and movements in space, to children of great mobility - movements that require accuracy, restraint, caution (walking, running, rolling a ball on a limited plane; all types of climbing and so on.);

- give preference to benefits that require active action, change their location more often, ensure rotation not only during the week, but also during the day;

- never force an active child to sit down; on the contrary, with the help of a plot, bring purposefulness into his aimless actions;

- sometimes engage in joint play with one of the children in order to show new movements or actions, to arouse interest in them;

- play with new aids, showing how differently you can act with them. For example: on the board - walk, run, jump, crawl, roll the ball; You can twist the rope together, make a path, a circle out of it, and then perform different movements; ball - rotate in place, roll, toss, throw, hit, play together, etc.;

“obstacle courses” with children

from the available benefits and encourage them to overcome them
“in different ways”
;

-enrich children’s role-playing games with a variety of types and methods of all basic movements.

The importance of this form of physical education for preschool children is undeniable . Independent activity , developing in children the ability to choose and perform (without the help of adults)

physical exercises, at the same time fosters initiative, activity,
organizational skills , and creative activity . For example, younger preschoolers already in the middle of the school year (due to systematic work in this direction)
are able to
independently come up with new movements and exercises with known manuals; older preschoolers - enrich familiar outdoor games with a large number of options, as well as create new ones.
All kindergarten students, regardless of age, can engage in physical exercise independently, individually and in small groups . The material is those exercises that, without requiring complex organization and insurance , most effectively affect the child’s body : crawling, exercises with a ball, jumping over a long and short rope, throwing at a target, running; cycling, swings, carousels and scooters , badminton, tennis, serso, ring throwing, outdoor and other games.

to manage independent motor activity carefully, tactfully, unobtrusively: encourage, encourage, suggest. Without hindering children’s initiative, direct the activities of each child and monitor the entire group at the same time. For example, children who have been jumping rope for a long time should be offered to play skittles, surf or other calm games; support children in unsuccessful attempts and ask for help from those who are more successful in this type of movement.

Thus, proper organization of independent motor activity will help improve health, expand motor experience , develop a strong interest in physical exercise, skills of self-organization and communication with peers, and develop creativity.

Bibliography

1. Demidova E. Organization of independent motor activity of children // Preschool education , 2004, No. 1

2. Medvedeva, T. Active activities of older preschoolers / T. Medvedeva // Preschool education , 2006, No. 8

3. Nikitina M. A. Innovative technologies for organizing motor activity of older preschool children / Nikitina M. A., Khramtsov P.I. - M., 2009

4. Runova M. A. Motor activity of a child in kindergarten: a manual for teachers of preschool institutions , teachers and students of pedagogical universities and colleges / Moscow: Mosaic - Synthesis. 2000.

5. Khvastunova, T. A. Organization of a subject-development environment in accordance with modern requirements / T. A. Khvastunova // Preschool educator, 2009, No. 2

Development of independent motor activity in preschool children

Content

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2.

Pedagogical conditions for organizing independent activities of preschoolers in a preschool educational institution………………………………………………………………………………….

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Bibliography……………………………………………………

19

The concept of independent activity of preschool children

In recent years, there has been a tendency towards deterioration in the health of preschool children. Over the past decade alone, the level of general morbidity among children has increased 1.5 times. Data from official statistical reporting of preventive medical examinations conducted among graduates of preschool educational institutions indicate that only 20-25% of children are healthy, over 50% have functional abnormalities, and almost 30% suffer from chronic diseases. Among children under 7 years of age, in 13.5% of cases, deviations in physical development are detected: underweight or excess body weight, short stature.

The current situation indicates the need to determine conditions that promote the preservation and strengthening of children's health. A huge role in solving this problem is played by the competent organization of physical education and health work in a preschool institution. The implementation of this provision should be based both on knowledge of the anatomical, physiological and psychological characteristics of the development of preschool children, and on taking into account the individual characteristics of each child.

Preschool age is the period of the most rapid development of the structure and functions of the child’s body. A strong, fully physically developing child is less susceptible to diseases, and, when sick, copes with them with fewer negative consequences. Therefore, creating all the necessary conditions for promoting the health and proper development of the body of preschool children is a task of paramount importance.

One of the conditions for normal growth and development of a child, increasing the resistance of his body, is sufficient motor activity. It is motor activity, as the basis for the life support of the child’s body, that affects the growth and development of the neuropsychic state, functionality and performance of the child.

For each age period there is its own optimal level of motor activity, due to intense metabolism and plastic growth processes, the need for movement is clearly regulated by the optimal motor mode of preschool education.

The concept of “motor mode” includes the duration, repetition and distribution of all types of physical activity during. And, it includes all types of organized and independent activities in which children’s locomotor (related to movement in space) actions clearly appear.

Taking into account the individual characteristics of the motor activity of children, the selective attitude towards individual movements, the admission of new children to a preschool institution, the optimization of the motor regime is characterized by flexibility, but at the same time clear structuring:

• the total duration of physical activity occupies at least 60% of the waking period;
• the content of the motor regime is motor activity, varied in the composition of movements and physical exercises;
• a certain part of the motor regime, which includes both physical exercises, specially selected for the formation of systems and functions of the body, and correctional work that goes through individual and organizational forms of work;
• periods of activity alternate with “quiet” activities;
• Each child must be given the opportunity to move independently.

All forms of physical education organization in unity represent the total physical activity per day, which must meet the individual capabilities of children.

The load is distributed throughout the day, taking into account the time most natural for a particular activity, and is wavy in nature. The highest motor-physical loads occur during the first walk (from 10 to 12 o'clock). However, on days when physical education classes are held, quieter activities are selected for a walk.

A special place is given to independent motor activity that occurs on the initiative of children. Independent activity is an important source of activity and self-development of a child. Its duration depends on the individual characteristics of the children. Independent motor activity is an activity that occurs on the child’s initiative.

When mastering the technique of any motor action, the ability to perform it first arises, then, with further deepening and improvement, the ability gradually turns into a skill. The ability of preschool children to perform a new motor action arises on the basis of prerequisites for activity.

Thus, the concept of independent motor activity can be interpreted as such a degree of mastery of motor action, which is characterized by conscious control of movement, instability to the influence of disruptive factors and instability of results.

The role of motor skills can be different. In some cases, skills are brought to skills if it is necessary to achieve perfect mastery of the technique of motor action. In other cases, motor skills are developed without subsequently translating them into skills. In this case, they are kind of auxiliary.

A motor skill is an optimal degree of mastery of an action technique, characterized by automated (i.e., with minimal control from the conscious mind) control of movements, high strength and reliability of execution.

The effectiveness of the learning process and the duration of the transition from skill to skill level depend on: 1) motor talent (innate abilities) and motor experience of the student (the richer the motor experience, the faster new movements are formed); 2) the age of the student (children master movements faster than adults); 3) coordination complexity of motor action (the more complex the movement technique, the longer the learning process).

In order for a child’s motor culture to develop, he must experiment with movement and solve motor “problems.” The main content of motor activity should not be movement training, but the development of motor imagination.

This means that the basis of movements should be their animation. In other words, the movements should be figurative, allowing the child to transform into various characters in real and fantasy life. In this case, movement does not exist on its own, but as an element of a special language - the language of movements.

Independent motor activity is organized at different times of the day: in the morning before breakfast, between classes, during play hours after naps and during walks. Independent outdoor games and physical exercises for children alternate with quieter activities. At the same time, I advise teachers to take into account the individual characteristics of each child and his well-being. I also recommend that educators influence children’s choice of exercises and games by providing them with the necessary equipment, manuals, and explaining methods of movement. In exercises and games with children, the personal example of the teacher is very important. Therefore, I conduct conversations and workshops with teachers on teaching outdoor games and the correct performance of physical exercises.

The objectives of differentiated management of independent activity are to increase motor activity in children with low mobility to an average level; in nurturing their interest in outdoor games and sports exercises; in the development of physical qualities.

Also, children’s independent motor activity serves as a criterion for the degree of mastery of motor skills. Children must independently and creatively use the entire arsenal of games and exercises learned during organized classes in their independent activities.

The content of independent motor activity is a variety of movements, as well as various outdoor games that children organize independently on their own initiative. Its advantage is that the child chooses the movements himself, moves at his own pace, pauses, and alternates them. According to physiologists (I. A. Arshavsky, S. M. Grombach), children in this type of activity satisfy their need for movement to a greater extent than for organized activity.

Pedagogical conditions for organizing independent activities of preschoolers in a preschool educational institution

The first manifestations of independence in children's activities are seen in preschool age. Every healthy child strives, within the limits of his still small capabilities, for some independence from adults in everyday practical life. The foundation of independence is laid at the border of early and preschool age; the further development of independence as a personal quality during preschool childhood is associated with the development of basic activities: play, work, cognitive, household and independent motor activity.

Each type of children's activity has a unique impact on the development of activity and initiative, the search for adequate ways of self-expression in activities, the development of methods of self-control, the development of the volitional aspect of independence, etc.

The independence of children unfolds from independence of a reproductive nature to independence with elements of creativity, with a steady increase in the role of children's consciousness, self-control and self-esteem in the implementation of activities.

Each activity has a unique impact on the development of different components of independence. Thus, the game promotes the development of activity and initiative (S.A. Marutyan, N.Ya. Mikhailenko, D.B. Elkonin), work activity provides favorable opportunities for the formation of purposefulness and awareness of actions, perseverance in achieving results (M.V. Krulekht, V.I. Loginova, D.V. Sergeeva), productive activities develop the child’s independence from adults and the desire to find adequate means of self-expression.

Signs of independent motor activity are children’s interest in it, their manifestation of creative initiative, independence in choosing a game and the method of implementing their plans. These can be children’s games with didactic means, sports equipment, developmental and educational games, entertaining tasks and exercises, role-playing games using objects that arise in work and everyday activities. Active play actions of children are caused and stimulated by the game task, the opportunity to show independence, ingenuity, elements of competition, and the need for self-expression. Improving methods of action, developing thinking, elements of creativity are characteristic features of the independent activity of a preschooler.

Under the influence of properly organized independent motor activity, children develop mental operations and processes, creative imagination, develop interest, strong-willed personality traits, desire to learn, concentration, and the habit of mental stress and work. Independent motor activity should be organized not only in kindergarten, but also at home.

At an early age, independent motor activity has its own specifics. The motor activity of children is closely connected with play, and therefore with objects, toys, and aids.

Adults should make sure that children have toys and aids at their disposal that stimulate motor activity and increase interest in movement. The task of adults is to teach children how to use them correctly and in a variety of ways.

Toys and aids must be placed so that children, when reaching for them, make additional movements. Shelves with toys can be hung at different levels. To get to one shelf, children must bend down to get a toy, and on the other, on the contrary, stretch, rise on their toes, etc. A straight path can lead to a garage with cars, and the next time a winding one; a ladder 100 cm high may lead to the house. and so on.

There should be enough aids and toys in the group, but not too many. This distracts children's attention and tires their nervous system. At the same time, we must remember that young children are characterized by great imitation. Seeing a ball in the hands of a neighbor, the child certainly wants to take possession of it. Therefore, it is important that there are several toys of the same type.

Gradually, as the children master the action with the aid or toy, the teacher teaches the kids to act together with one object, for example, to roll the ball to each other or to roll it one by one along the path. Please note that manuals must be changed periodically so that children do not lose interest in them.

As we noted above, children still have little motor experience, so independent motor activity should take place under the supervision of an adult with his direct participation. Watching children and playing with them, parents and educators see how the children’s interests are formed and what they are more inclined to do. The personal participation of an adult in children’s games activates children and creates a joyful mood in them. An adult helps the child change the type of activity in a timely manner to prevent fatigue. For example, a baby sits on his haunches for a long time and rolls a car back and forth. An adult unobtrusively invites him to pull the car by a rope along a bridge (path), etc. However, there is no need to always rush to suggest new actions. Let the baby discover a new movement for himself and encourage him for it. You can create special conditions in which the child must choose the method of action, the object with which he will act. For example, an adult together with children builds a narrow goal from cubes and pins, and places large and small balls nearby. The child must choose the right ball himself. He may proceed through trial and error, but eventually he will understand that only a small ball can be rolled into a narrow goal. If there are two paths in a group, soft and hard, then the baby himself chooses which one to walk on, crawl or gallop along.

When creating conditions for independent motor activity, it is good to use obstacle courses, which are most often used by teachers in older groups. However, experience shows that they can be successfully used in early age groups. What is an obstacle course? It consists of a set of sequentially arranged manuals. The aids should be arranged so that the load falls on different muscle groups and children can exercise in different movements. For example, a hard path, several objects (4-5 pieces) with a height of 5 to 20 cm, an arc, a stand with a large ball suspended in a net are placed. Children walk along the board, then step over objects of different heights, crawl under an arc, straighten up, approach the net with the ball and push it away with both hands. The obstacle course can be built in different ways: in a row, in a semicircle, in a circle, in a zigzag, or in the form of the letters “P”, “G”, “L”. If an obstacle course is used for a walk, then it is good to combine it with the natural environment, for example, an earthen or snow bank, a bush that you need to crawl under or go around, a slide, a log, etc. Children perform the movements independently, but the teacher monitors them , encourages with words.

Great opportunities for developing independent motor activity open up during a walk. It is important that, in addition to stationary aids, there are also remote aids on the site: balls, hoops, skittles, buckets, brooms, shovels, sleds, ice cubes, tricycles. In winter, independent motor activity will be more meaningful if there are snow buildings on the site: slides, snow banks, snow paths, ice paths, colorful pieces of ice, a snowman with a hoop into which children can throw pieces of ice, snowballs, etc. At different times years, adults think through various motor tasks. For example, in the summer - run to a birch tree, a bush, gallop along a path to a certain landmark, crawl under a bush, jump to a rope stretched between the trees and ring a bell or remove a ribbon, etc. In winter, you can walk along a snow bank, climb over him, walk along a path made of snow, follow a trail, throw a snowball or piece of ice over a snow bank, slide down a hill, climb a hill, etc.

By creating conditions for children’s independent motor activity, adults contribute to the development of their initiative and independence, which ultimately leads to the development of children’s creativity.

In order to optimize children's DA in their independent games, we pay special attention to the number and variety of movements with the widespread use of physical education aids.

As a result of special research, scientists have established approximate norms for children’s motor activity. The main criteria for assessing the motor mode are:

- volume,

- duration,

- content,

— intensity of motor activity.

The intensity of motor activity - the average number of movements per minute - is approximately 38-42 for three-year-old children, 40-48 for four-year-old children, 43-54 for five-year-old children. This means that the single duration of movements is very short - on average from a few seconds to 1.5 minutes. Children are characterized by frequent changes of movements and postures - up to 1000-1600 times a day, due to which different muscle groups alternately tense and rest, so children do not get tired. Taking into account this feature, it is necessary to provide a variety of activities for children and create conditions for different movements.

Three groups of children can be roughly distinguished:

1. The behavior of children of average mobility (smooth and calm); their mobility is uniform throughout the day. As a rule, about half of the group or a little more are such children. Under good conditions they are independently active. Their movements are usually quite developed, confident, purposeful, and clear. Their motor activity is self-regulated and does not require special attention from adults.

2. Children of great mobility are always noticeable, although they make up about a quarter of the total number. They find the opportunity to move in any conditions. Of all types of movements, running and jumping are most often chosen; avoid movements that require precision and restraint. Their movements are fast, abrupt, and often seem aimless. Due to the high intensity, they do not seem to have time to understand the essence of their activity and cannot control their movements to the proper extent. Excessive mobility is a strong irritant for the nervous system, so these children are characterized by unbalanced behavior and more often than others find themselves in conflict situations. They have difficulty falling asleep and sleep restlessly. Children whose motor activity, which does not have a specific direction, takes up more than 50% of the time, are characterized by disinhibition, loudness, lack of restraint and even aggressiveness. High physical activity quickly tires them and does not allow them to independently switch to quiet activities that require attention and perseverance.

3.Children with limited mobility in kindergarten make up approximately one fourth. Their volume of physical activity is small: from 2700 to 4500 steps per day, and individual and seasonal manifestations of physical activity are less than in children of average and especially high mobility. Sedentary children are often lethargic, passive, and get tired quickly. In contrast to active children who know how to find a place for their games, they try to go to the side so as not to disturb anyone, and choose activities that do not require a lot of space and movement. They do not dare to communicate with peers and often refuse to go to kindergarten. In sedentary children, a number of undefined movements are observed.

The construction of a developmental motor environment plays a special role in strengthening the child’s health, his comprehensive mental and physical development, as well as in realizing potential mental and motor abilities and stimulating cognitive and creative activity. Along with factory manuals, it is advisable to use equipment made from waste material (various massagers, walking and running tracks, devices for developing dexterity, coordination, etc.). This equipment is especially effective for developing children's interest in physical education. The main activity in preschool age, as is known, is play. Therefore, the motor environment should be saturated with various equipment and sports equipment that contribute to the development of the game. To stimulate independent motor activity of children, it is necessary to create so-called obstacle courses so that children can perform various motor tasks (walk along paths, jump from bump to bump, crawl into a tunnel, climb a ladder, etc.). You can collect a library of books about sports, various magazines, postcards.

Deepening knowledge about physical education can be facilitated by children solving crossword puzzles and collecting cut-out pictures depicting a familiar sport or sports equipment.

All of the above factors contribute to the formation in children of knowledge about a healthy lifestyle and the need for movement. Increasing the independent motor activity of children can be considered as one of the effective means of preserving the child’s health, improving his physical fitness, enriching his motor experience, and increasing his creative and cognitive potential. The use of exercise equipment increases muscle tone, improves blood circulation, and activates redox processes in muscles and joints.

Massager "Nuts"

. It consists of “Kinder surprise” capsules tightly strung on a fishing line (length 21 cm), with two handles (used felt-tip pens) on the sides.

Path "Orange".

It consists of an oilcloth 35 cm wide, 2.5 m long with plastic caps from plastic bottles attached to it with the inner surface facing up.

“Catch the ball with a trap” simulator.

Made from the top of a plastic bottle. Using a cap, a fishing line (length from 40 cm to 1 m) with a Kinder Surprise capsule at the end is attached to the bottle. The goal is to throw the capsule into the basket. Develops dexterity and accuracy. The difficulty of the exercise is adjusted by the length of the fishing line.

“Get into the hoop” simulator.

A wooden ring (diameter - 40 cm) is attached to the doorway at a distance of about 1.5 m from the ground. A braid (about 2 m) with a soft ball is sewn to the ring. The child must hit the ball with the ball. There can be two players. They are located on opposite sides of the ring. In this case, the task becomes more complicated: the players must not only throw, but also catch.

"Skis".

Made from used plastic bottles. A hole in the shape of a foot is cut along the bottle, the edge of which is covered with cloth or paper. The child, putting on “skis,” performs sliding movements, imitating the movements of a skier.

"Floor Checkers"

The canvas measures 1 m by 1 m and is embroidered with squares of two colors arranged in a checkerboard pattern. The role of checkers is played by yogurt cups. Children play checkers lying down.

Also, when planning the motor activity of children, it is necessary to take into account the leading role of play in preschool age. Outdoor games become a means of stimulating and developing children’s independent physical activity.

To organize outdoor and sports games, it is necessary to create appropriate conditions: have enough free space for running, jumping, throwing, and cycling. It is necessary to have large physical education aids and a sufficient number of small aids and games (skittles, serso, badminton) so that all children who want to can play them. All aids should be familiar to children and safe for independent exercises and games. The joint work of the kindergarten and the family in the physical education of children is an important condition for its effectiveness. The teacher must constantly explain to parents the importance of physical exercise and outdoor games for the proper development of children, recommend them for activities with children, taking into account the individual characteristics, health and physical fitness of each child.

According to the degree of physical activity that each player receives, games of high, medium and low mobility are distinguished. For high mobility games

These include those in which the entire group of children simultaneously participates and are based mainly on movements such as running and jumping.
Games of medium mobility
are those in which the whole group also actively participates, but the nature of the movements of the players is relatively calm (walking, passing objects) or the movement is performed by subgroups.
In games of low mobility,
movements are performed at a slow pace, and their intensity is insignificant.

We also note that a clear planning system is needed for including games in the daily routine. We suggest sticking to the following system:

1st stage of the pedagogical process – “Morning”

In the morning, it is advisable to plan motor activities that are familiar in content, depending on the interests and needs of the children. It is better to plan games that are familiar to children with low or medium mobility (“Find what’s hidden”, “Carry the ball without hitting the pin”). When planning outdoor games, you need to consider what activities will take place after breakfast. If classes are associated with long-term static posture (mathematics, speech development, art activities), then it is better to plan games of medium and even high mobility in the morning;

In the morning, it is imperative to carry out individual work with children, regardless of their level of physical development, as well as individual work with children who have various abnormalities in posture, vision, hearing impairment, nervous system, and obesity.

Stage 2 of the pedagogical process - “Walk”

During the walk, it is suggested to plan one outdoor game, common to all children, and 1-2 games with subgroups of children. In addition, the teacher must outline game exercises for individual work.

It is important for a walk to plan not only outdoor activities, but also sports games (in winter - hockey; in spring, summer, autumn - football, basketball, badminton, small towns) and sports exercises (in winter - sledding, sliding on ice paths, skiing; spring, summer, autumn - riding a bicycle, scooter).

It is necessary to take into account what activities preceded the walk: if they were of an active nature (physical education, music), then it is better to start the walk with observation, but if during the classes the children were limited in their movements, then it is better to start the walk with active, sports games.

Stage 3 of the pedagogical process - “Afternoon”

In the second half of the day, in addition to gymnastics after sleep and hardening activities, it is proposed to plan active recreation for children (Holidays, leisure, entertainment). In the second half of the day, it is also necessary to plan independent motor activity, using various physical education equipment, exercise machines, and didactic material - cards for independent motor activity. In the evening before the children leave, it is better to plan quiet physical activity - sedentary games, breathing exercises, health exercises, finger exercises.

You should also carry out conscious, targeted work on using the game as a means of stimulating independent motor activity. To do this, you must first learn the rules of playing with children. At this stage, the teacher takes an active organizational position, and the children imitate him.

At the second stage, it is necessary to show the children several ways of playing the same game, i.e. expand their understanding of ways to move or follow rules.

At the third stage, it is necessary to develop children’s ability to independently set a motor task, choose a game, and a method of action. It is important that the motor initiative comes from the preschoolers themselves, and that motor actions constitute a single system aimed at solving a specific problem.

At the fourth stage of the formation of independent motor activity during the game, children themselves take the initiative to organize the game, choose an option for conducting it, organize the gathering of the players, the choice of the player, and summing up the results. The teacher in this case takes the position of an adviser and prompter, and not an active organizer.

The following criteria can be identified that show the level of independence of preschoolers when demonstrating physical activity:

• the ability to perform a motor task on one’s own initiative, to notice the need for certain actions;
• the ability to perform movements without assistance;
• awareness of actions, the presence of basic planning
• the ability to give an adequate assessment of one’s actions, exercise basic control;
• the ability to transfer known methods of motor actions to new conditions.

Thus, pedagogical work on the formation of independent motor activity of children is the leading task in kindergarten. During independent activity, the leading processes in the formation of the preschooler’s personality develop, which ensures the harmonious development of the child as a whole.

Bibliography

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3. Kozhukhova N.N. Physical education teacher in preschool institutions: textbook. aid for students higher and middle uch. ped. Head/Ed. S.A. Kozlova. – M.: “Academy”, 202. – 320 p.

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19

MAGAZINE Preschooler.RF

Author:

Trudkova Galina Leonidovna; Krasnodar region, city of Armavir Educator, MAOU No. 12

Abstract: this material reveals the problem of the formation of motor activity of preschool children in kindergarten and in the family.

Key words: physical activity, physical activity, interaction between kindergarten and family.

The problem of the health and physical development of preschool children today worries not only doctors, but also teachers. According to statistics, only 15% of school graduates can be considered completely healthy. Somatic and psychological health are closely related. Therefore, it is important to begin preventing deviations in the physical development of children as early as possible. One of the many factors influencing the health and performance of a growing organism is physical activity. Preschool age is a period of intensive formation of motor skills.

Under the influence of movements, the emotional, volitional, and cognitive sphere of the child develops. The need of preschool children for physical activity is very high, but it is not always realized at the proper level. Unfortunately, modern children, starting from preschool age, spend a lot of time at the computer and watching TV shows. It is necessary for both teachers and parents to strengthen measures aimed at increasing the physical activity of children. The survey showed that parents of preschool children know little about how to improve their child’s health through physical activity. They often protect their children from physical exertion and even from healthy competition in outdoor games. Therefore, preschool workers often face problems such as poor posture due to “motor deficit . As a result, children experience clumsiness, baggyness, stiffness and uncertainty in movements. Consequently, one of the main tasks is to organize the correct motor mode of the child while simultaneously ensuring a variety of motor activity, both in content and composition of movements.

Achieving success in improving the health and full development of children, in increasing their physical activity is possible only with unified approaches to physical education in kindergarten and at home. However, in many families, the need of preschoolers for movement is far from being fully satisfied, since many parents are more involved in the intellectual development of their children and devote little time to physical activity.

At the same time, there are universal methods that do not require huge financial costs, but allow adults to organize interesting daily physical activity for children in the family. These include games with a ball, a jump rope, as well as a dartboard, skating, sledding, cycling, and swimming. In addition, children should be taught to play games with elements of sports games (tennis, badminton, volleyball, basketball, hockey, etc.). Games with these attributes contribute to the development of dexterity, speed, coordination of movements, training of endurance, attention, speed, development of the child's eye and accuracy, fine motor skills of the hands and fingers, and improvement of reaction.

The joint activities of the kindergarten and the family in promoting children’s health play an important role. For example, holding events with the participation of parents ( "Fun Starts" , various Health Days and small Olympic Games) not only help to compensate for motor deficits, but also bring children and parents closer together, and helps to increase the competence of parents in the field of physical development of preschoolers.

Bibliography:

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2. Antonov Yu. E. Healthy preschooler. Health technologies of the 21st century / Yu. E. Antonov. - M.: ARKTI, 2001. - 199 p.
3. Yakovleva L.V. Physical development and health of children 3–7 years old. - M.: Physical culture and sport, 2003. - 236 p.