Elena Savich
Organization of motor mode during the day. Advice for educators.
Organization of motor mode during the day
Consultation for educators
Physical education instructor
Savich E. A.
MBDOU No. 27 "Fairy Tale"
Combined view
Severodvinsk
Arkhangelsk region
Physical activity is the basis of individual development and life support of the child's body.
Movement is a means of knowing the world around us, meeting the biological needs of the body. Increasing physical activity during the day helps to meet the needs of the child in movement. It also contributes to:
Increase the body's resistance to various diseases;
The growth of physical performance;
Normalization of the activity of individual organs and functional systems;
The emergence of positive emotions that promote mental health.
What is the mode of physical activity during the day:
Outdoor games during the morning reception
morning exercises
Dynamic pause during training sessions and between them (physical education minutes, relaxation)
Physical education
Musical and rhythmic movements in music classes
Motor activity on a walk
Corrective gymnastics after daytime sleep
Dynamic hour in the afternoon
Independent motor activity of children
morning exercises should be carried out daily before breakfast, for 8-10 minutes in the air or indoors. The content of morning exercises consists of exercises recommended by the program for this age group. They are learned in physical education classes and are well known to children.
Physical education minute(short-term physical exercises) are held in the middle, senior and preparatory groups during the breaks between sessions, as well as during the session itself.
Its purpose is to increase or maintain the mental and physical performance of children, to provide short-term active rest during classes, when the organs of vision and hearing, the muscles of the body, especially the muscles of the back, which are in a static state, the muscles of the hand, experience a significant load.
The value of physical education is to change the nature of the activity and posture of the child through motor activity, relieving fatigue, restoring the emotionally positive state of the psyche. Physical education in the process of the lesson itself can be held sitting or standing at the table at which the children are engaged. It consists of 2-3 trunk extension exercises, arm movements that activate the muscles and expand the chest, and step in place. All this is done within 1-2 minutes.
Physical education between two classes can be carried out in the form of an outdoor game and exercises. A prerequisite for a physical education session is fresh air (open transoms). A physical education minute can consist of 3-4 game exercises such as “Ring throw”, “Recognize by voice”, “Fishing rod”, “Rooster fight”, as well as arbitrary movements of children with physical education aids. Game exercises should be well known to children, simple in content, with a small number of rules, not long in time (10-12 minutes, available to children with different levels of YES. Children can enter and exit the game at any time. At the end of the motor warm-up you need to offer children breathing exercises.The duration of physical education is no more than 10 minutes.
At the end of the exercise, a short walk, the teacher reminds the children what else they will do, and offers to calmly take their seats.
Physical education- the main form of teaching motor skills and developing the optimal DA of children. Held 3 times a week in the morning (one outdoors). The duration of classes in kindergarten for children 2-3 years old is 15 minutes, 3-4 years old - 15-20 minutes, 4-5 years old 20-25 minutes. , 5-6 years old - 25-30 min., 6-7 years old - 30-35 min.
The main types of physical education classes:
Traditional
training
gaming
plot
By interest
Thematic
Control
Walk. A walk is a favorable time for individual work with children and the organization of their independent physical activity. It is necessary to take into account what activities preceded the walk: if they were of a mobile nature (physical education, music, then it is better to start the walk with observation, it is advisable to organize games and exercises in the middle or at the end of the walk, lasting 10-15 minutes. And if the children were limited in the classroom in movements, it is better to start the walk with outdoor, sports games lasting 25-30 minutes.During the walk, it is advisable to plan 1 outdoor game common for all children, and 1-2 games with subgroups of children.Combining children into small groups is advisable when conducting outdoor games with the rules, in order to clarify and assimilate these rules.In addition, the teacher must outline movements and game exercises for individual work.It is desirable to select this material in accordance with the main movements included in the classes.
In addition to p / games on a walk, it is necessary to use a variety of exercises in walking, running, jumping, throwing, and balance. In winter, it is planned to ski, slide on ice paths using tasks (sit down, turn around, etc.). The program content of the winter walk may include relay race games on sleds and skis, games with elements of hockey. The presence of various buildings contributes to the development of basic movements (walking and running, throwing snowballs, jumping, jumping, etc.).
An approximate selection of games and exercises for a walk in the winter.
1. P / and with the run "Quickly take it, quickly put it down."
2. Sledding. Relay race "Sled race".
3. Jumping off snow banks.
Wellness run outdoors at an average pace is the most important means of educating both motor activity and the formation of general endurance in preschoolers. It is advisable to carry out health-improving jogging with children of senior preschool age 2 times a week on days when there are no physical education classes, at the beginning of the morning walk. When conducting a recreational run, an individually differentiated approach to children should be carried out. Children 5-6 years old with a high and average level of DA are offered to run two laps (300m, and children with a low level of DA - one lap. Children 6-7 years old with a high and average level of DA run 3-4 laps, and sedentary - 2 laps "At first, a small warm-up is carried out for all muscle groups. Then, the children run in a "flock." For the first one or two laps, the teacher runs with them, monitoring their well-being. Tired children are offered to leave the race, while others, on the contrary, are encouraged and allowed to show their endurance.The teacher is now in front, then behind, then to the side.Gradually, the children are drawn into a column and run at a uniform pace.Hardy children are offered to run one or two more circles on their own.At the same time, the teacher controls the well-being of the children.The health-improving run ends with walking with exercises on breathing and relaxation exercises.
Corrective exercises after sleep. Gymnastics after a daytime sleep in combination with air baths helps to improve the mood of children, increase muscle tone, and also helps prevent posture and foot disorders. This gymnastics should be carried out with open transoms for 7-15 minutes. During the year, it is desirable to use various gymnastics complexes.
Gymnastics options after daytime sleep
Warm-up in bed and self-massage;
Gymnastics of a game nature;
Walking along the massage paths.
Dynamic hour in the afternoon. Each group has an assigned time for visiting the gym, where you can play with children, work out movements, and compete.
Independent motor activity of children. An important role in the motor mode is played by the independent motor activity of children, organized without the explicit intervention of the teacher. At the same time, it is necessary that children have at their disposal aids that stimulate a variety of physical activity: a sports corner with a set of sports equipment (balls, hoops, bags, cords, ribbons, scarves, a ribbed board, etc., caps for outdoor games, rugs for prevention of flat feet, a health path, didactic games, checkers, etc. For group areas, pick up outdoor equipment (rope ropes, soccer and basketball balls, scooters, bags for throwing at a distance).Its placement and selection should be age-appropriate and keep children interested in different types of movements.In everyday life, children should be given more independence, not hamper initiative, the desire for motor creativity.It is desirable for the teacher to participate in games: the personal example of an adult increases children's interest in motor activity, allows the teacher to unobtrusively monitor the entire group of children and direct the activities of each child. The activity of children gives a wide scope for the manifestation of their individual motor abilities and self-development.
Margarita Shvets
Organization of motor activity in the preschool educational institution
Today, in the system of preschool education, special attention is paid to the health of children. Children's health depends on a number of factors: biological, environmental, social and hygienic, as well as on the nature of pedagogical influence. Among the diverse factors that affect the health and performance of a growing organism is physical activity.
Physical activity- This is a natural need for movement, the satisfaction of which is the most important condition for the comprehensive development and upbringing of the child. Favorable effects on the body have only physical activity, which is within the optimal values. So, with physical inactivity (a mode of inactivity), a number of negative consequences arise for the child: there is a violation of the functions and structures of a number of organs, the regulation of metabolism and energy, the body's resistance to changing external conditions decreases. Hyperkinesia (excessive physical activity) also violates the principle of optimal physical activity, which can lead to an overstrain of the cardiovascular system and adversely affect the development of the child's body. Therefore our kindergarten provides a rational level of motor activity, which is achieved by improving the motor mode, since motor activity is determined not so much by the biological need of the child for movement as by social factors: the organization of the pedagogical process, environmental conditions, upbringing and training.
The motor activity of a preschooler should be purposeful and correspond to his experience, interests, desires, functional capabilities of the body, which forms the basis of an individual approach to each child. Therefore, preschool teachers take care of the organization of motor activity, its diversity, as well as the fulfillment of the main tasks and requirements for its content. The content side of the motor regime should be aimed at developing the mental, spiritual and physical abilities of children.
Therefore, when distributing the motor mode, we take into account:
- a feature of the preschool educational institution (availability of specialists, preschool mode).
The dependence of physical activity on the season (the highest rates in children of senior preschool age were found in the spring-summer period: the average volume was 16500 movements, the duration was 315 minutes, the intensity was 70 minutes. In the autumn-winter period of the year, the indicators fluctuated within 13200 - 15600 movements, 270 - 280 min., 50 - 60 two min.)
Individual characteristics of children, their age
Health status
Differentiated Approach
All this helps to optimize the motor activity of children.
The motor mode of our preschool educational institution includes all the dynamic activities of children, both organized and independent.
The sanitary and epidemiological rules and regulations from the Ministry of Health of Russia say that it is necessary to provide for the amount of physical activity of pupils of 5-7 years old in organized forms of health-improving and educational activities up to 6-8 hours a week, taking into account the psychophysiological characteristics of children, the season and the mode of operation of the preschool educational institution.
Our motor mode model for older preschool children consists of several blocks.
1. Physical culture and health-improving classes.
2. Training sessions.
3. Self-study.
4. Physical culture classes.
5. Additional classes.
6. Joint physical culture and health work of preschool educational institution and families.
Morning gymnastics, gymnastics after a daytime sleep, walks - hiking in the forest, outdoor games and physical exercises during a walk perform organizational and recreational tasks.
Physical minutes relieve fatigue in children and increase their mental performance.
In the classroom, children learn, acquire the necessary skills, abilities, knowledge.
Week of health, sports leisure, sports holidays - this is an active holiday.
Interest circles develop children's motor skills and creativity.
Individual and differentiated work is designed to correct physical and motor development.
Corrective gymnastics is intended for children with poor health.
Depending on the purpose, all of the above types of classes, their nature change and repeat at different intervals during the day, week, month, year, making up the health-improving motor regimen of older preschoolers.
Giving particular importance to the role of motor activity in improving the health of preschool children, we determine the priorities in the daily routine.
in the motor regime of the day belongs to physical culture and health activities. These include well-known types of motor activity: morning exercises, outdoor games and physical exercises during walks, physical minutes in classes with mental stress, etc.
In order to optimize motor activity and harden children in preschool practice we introduce additional classes of a motor nature, interconnected with a complex of hardening measures, as well as introduce non-traditional forms and methods of their implementation. These activities include: jogging in the air, jogging along massage paths in combination with air baths, gymnastics after a daytime sleep, individual work with children to develop movements and regulate the YES of children on an evening walk, walks - hiking in the forest, corrective gymnastics.
in the motor mode, children are occupied with physical education classes - as the main form of teaching motor skills and developing the optimal DA of children. Classes are held three times a week in the morning, two in the hall and one on the street.
Swimming lessons for children are held in the pool once a week. The organization of swimming training is carried out in combination with all the various forms of physical culture and recreational work. The combination of classes in the pool with a rational regimen of recreational activities for children throughout the school year helps to harden and increase the motor activity of children.
independent motor activity arising at the initiative of children is assigned. It gives a wide scope for the manifestation of their individual motor abilities. Independent activity is an important source of activity and self-development of the child. Its duration depends on the individual manifestations of children in motor activity, and therefore the pedagogical guidance of independent activity is built taking into account the level of DA.
Along with the listed types of physical education classes, of no small importance in our preschool educational institution is given to active recreation, physical culture and mass events, in which children from the neighboring kindergarten also take part. These include a week of health, sports leisure, sports and sports holidays in the air and water, games - competitions, sports days.
The motor regime of older preschoolers also includes non-group additional types of activities (Groups of general physical training, clubs for various types of physical and sports exercises and games, dances) and joint physical education and health work of the kindergarten and the family (homework, physical education classes for children together with parents , participation of parents in physical culture and health-improving mass events of a preschool institution).
The above types of physical education classes, complementing and enriching each other, together provide the necessary motor activity for each child during the entire time of his stay in a preschool institution. At the same time, it should be remembered that motor activity is optimal when its main parameters (volume, duration, intensity) correspond to the individual data of physical development and motor fitness of children, also when its compliance with environmental conditions (natural, subject, social, rules) is ensured. alternating stress and rest, a gradual increase in physical activity.
Sep 25
The recent standardization of educational systems around the world has also affected our country. In the Russian Federation, standardization of the education system is carried out in order to increase the availability and quality of education, as well as to develop and support talented children. Currently, federal state educational standards have been established for preschool education.
The Federal State Educational Standard of preschool education highlights a number of important principles that the preschool program must comply with. One of them is the principle of integrating educational areas in accordance with their capabilities and specifics. In the educational field "Physical development", the main task is the harmonious development of physical and mental health among pupils.
Work on the improvement and physical education of children should be based on the leading activity of preschool children - play, and motor-play activity is the basis of education, health improvement, development and education of preschool children [Trubaychuk L.V.]. Only through the use of gaming activities and a properly formed system of physical culture and health work, in the opinion of the developers, it is possible to achieve a decrease in the incidence rate in children.
For preschool educational institutions, a new problem arises: it is important not only to conduct classes on health-saving technologies, but to create a single process of interaction between the teacher and pupils, where different educational areas are harmoniously intertwined. Ultimately, every child will receive an idea of human health as the main value that he needs for a full life [Journal "Modern preschool education].
The implementation of the integration process is impossible without the interaction of the teaching staff and the parents of the pupils. Therefore, in all preschool educational institutions, appropriate types of planning of the educational process should be developed that would help solve the problems of integrating educational areas [Somkova O. N.]. The tasks of educational areas should be solved in a variety of activities, while the participants in the educational process should interact with each other.
In each of the educational areas in different types of activities, the teacher can draw the attention of children to certain rules for maintaining health. In the course of directly educational activities, observation, research activities, while reading fiction, the teacher can consider the problems of human health culture, the rules of safe behavior. All this has a great influence on the development of children's ideas about health.
At the present stage of development of society, a tendency to the deterioration of the health of children in different regions of the country has been revealed. The World Health Organization defines health as the complete physical, mental and social well-being of a person. The health of a child depends on a number of factors: biological, environmental, social and hygienic, as well as on the nature of pedagogical influences.
So, with physical inactivity (a mode of inactivity), a number of negative consequences arise for the child: there is a violation of the functions and structure of a number of organs, the regulation of metabolism and energy, the body's resistance to changing external conditions decreases. Hyperkinesia (excessive physical activity) also violates the principle of optimal physical activity, which can lead to an overstrain of the cardiovascular system and adversely affect the development of the child's body. Therefore, special attention is required to create the prerequisites for providing children with a rational level of DA.
The need of preschool children for physical activity is quite high, but it is not always realized at the proper level. Currently, children spend more and more time playing computer games, designing, watching TV shows. The independent motor activity of children, both in the family and in kindergarten, is increasingly limited. the duration of educational sessions increases with a predominance of static postures.
Physical education lessons as the main form of teaching motor skills and developing the optimal DA of children. It is recommended to conduct physical education classes at least three times a week in the morning (one in the air). Duration of classes in kindergarten for children 2-3 years old - 15 minutes, 3-4 years old - 15-20 minutes, 4-5 years old 20-25 minutes, 5-6 years old - 25-30 minutes, 6-7 years old - 30-35 min. The main types of physical education classes:
The introductory part includes exercises that prepare the body for physical activity - various types of walking, running, jumping, exercises to develop balance, to prevent postural disorders and flat feet.
The main part, the purpose of which is to teach, consolidate and improve the skills of basic movements, the development of physical qualities.
The main part includes:
The final part involves exercises, games of low mobility to bring the body to a calm state.
A significant place (60%) is given to gaming activities, as they are a natural form of transferring the necessary amount of knowledge and motor skills to children. The lesson consists of 3-5 outdoor games of different intensity, through which pupils learn one new movement and repeat 2-3 well-known to them. When constructing lessons of this type, the principles of didactic selection of games should be taken into account.
The structure of the game lesson:
The introductory part includes games of low and medium intensity, which gradually increase the physical load on the child's body. In the main part, one common game is offered for both subgroups and 1-2 games that support the load volume at an optimal level. In the final part of the lesson, a game of low intensity is played (as a rule, orientation in space).
The basis of such activities is a holistic game situation that combines actions with a single game plot that reflects the world around the child, for example, “Toy Store”, “Hedgehog and Hedgehog”, “Birds in the Nest”, etc.
morning exercises
Morning exercises can be carried out in different forms:
Forms of organization of morning exercises
What is the structure of morning exercises? *
The structure of morning exercises.
Introductory part:
In conclusion - normal walking, building for outdoor switchgear.
Main part:
Exercise after nap.
Gymnastics after a day's sleep in combination with contrast air baths helps to improve the mood of children, increase muscle tone, and also helps prevent posture and foot disorders. This gymnastics should be carried out with open transoms for 7-15 minutes. During the year, it is desirable to use various gymnastics options:
Gymnastics options after daytime sleep
Outdoor games and physical exercises for a walk.
The main tasks of outdoor games and physical exercises for a walk are:
Outdoor games as the main motor activity of preschool children are planned by the teacher at different times of the day in accordance with the regimen of each age group. In the morning, before breakfast, there are always games on the interests of children. Among them there are also independent outdoor games of small children's groups.
Methods of conducting mobile games.
|
Gathering children to play |
Junior preschool age |
Middle preschool age |
senior preschool age |
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Surprise moment; Attributes for the game; Artistic word; Transition from collaborative role-playing; |
Riddles guessing; Gathering on a conditional signal; Game reminder; Collection by prior arrangement; |
Conversation; Entrust the collection to one of the children; |
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|
Explanation of the rules |
During the game; With the help of a figurative story; Words are memorized during the game; Receiving talk; |
A new game |
familiar a game |
A new game |
familiar a game |
|
Explanation of the rules before the start of the game; Questions to reinforce the rules; Words are memorized in advance; |
Remind the rules of the game with questions; |
Explanation of the rules before the start of the walk; visual orientation; Trial run, schemes; |
Children tell the rules; They independently come up with a new course of the game; |
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|
Driver's choice |
At the request of the children; At the choice of the teacher in the new game; The main role is taken by the educator; |
At the request of the children; At the choice of the teacher; By counting; |
At the request of the children; At the choice of the teacher; by lot; As an encouragement; |
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The loser is chosen to be the leader |
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Game control |
Signal to start the game; Suggesting rules during the game; Showing movements; |
advice, reminder; Signal to start the game; In case of violation of the rules, stop the game and recall the rules of the game; |
Advice; Reminder; Signal to start the game; Suggest how to win; Assistance in conflict resolution; |
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|
Outcome of the game |
Positive evaluation after each round of the game. |
Positive evaluation at the end of the game and praise along the way; Select who played the best; |
Analysis of the game on the issues of the educator; Explain how you can change the rules next time. |
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On a walk, the duration of games and exercises is 10-12 minutes, if a physical education lesson is planned that day, 30-40 minutes on other days. In the evening, outdoor games and physical exercises should be given 10-15 minutes. This form of work opens up wide opportunities for the physical improvement of children, strengthening their health and tempering. It is important that children have at their disposal game material, physical education aids and equipment that stimulates physical activity. Therefore, it is extremely important to search for new forms and content of role-playing games (“Rocket launch”, “Firefighters in training”, “Sports competitions”, etc.).
With the correct organization and content of items / and children are brought up attention and observation. Discipline, the ability to control one's feelings and movements, and, consequently, the will develops and character is developed. Therefore, it is important to select exercises that are appropriate for the age and development of the child.
When conducting mobile organized games, the role of the educator is very important, who needs not only to know the rules of the game, but also to skillfully manage its process in order to achieve the goals set in the game. It is very important to use the so-called signal words that dictate this or that action. They must be pronounced clearly, demandingly, somewhat louder than the rest and highlighted with a pause beforehand.
Fizkultminutka.
Physical education minutes as a form of active recreation during sedentary activities is widely used with preschool children.
Physical education (short-term physical exercises) are held in the middle, senior and preparatory groups in between classes, as well as in the process of the lesson itself.
Target:
Especially the backs are in a static state, the muscles of the hand of the working arm.
The value of physical education is to change the nature of the activity and posture of the child through motor activity, relieving fatigue, restoring the emotionally positive state of the psyche. Physical education in the process of the lesson itself can be held sitting or standing at the table at which the children are engaged. It consists of 2-3 trunk extension exercises, arm movements that activate the muscles and expand the chest, and step in place. All this is done within 1-2 minutes. Physical education between two classes can be carried out in the form of an outdoor game and exercises. A prerequisite for physical education is fresh air (open transoms, windows). At the end of the exercise, a short walk, the teacher reminds the children what else they will do, and offers to calmly take their seats.
The teacher must remember that in classes such as modeling, appliqué, drawing, physical education can distract children from their creative ideas.
Independent motor activity
Independent motor activity of children, organized without the explicit intervention of the teacher. At the same time, it is necessary that children have at their disposal benefits that stimulate a variety of motor activities. Gym corner with a set of sports equipment (balls, hoops, bags, cords, ropes, ribbons, scarves, ribbed board, etc.), hats for outdoor games, mats for the prevention of flat feet, a track
The independent motor activity of children gives a wide scope for the manifestation of their individual motor abilities. Independent activity is an important source of activity and self-development of the child. Its duration depends on the individual manifestations of children in motor activity.
In order to optimize the motor activity and hardening of children in the practice of preschool institutions, it is necessary to introduce additional types of motor activities, interconnected with a complex of hardening measures, as well as to introduce non-traditional forms and methods of their implementation. These activities include:
Additional types of motor activities
Creation of conditions for the organization of motor activity of preschoolers in preschool educational institutions.
Requirements for the organization of a developing subject-spatial environment according to the Federal State Educational Standard
The educational space should be equipped with gaming, sports, recreational equipment (in accordance with the specifics of the main educational program of the preschool educational institution)
Exercises prohibited and restricted for use in a preschool educational institution
The effectiveness of the process of physical education largely depends on the correct rational motor regimen, the selection of physical exercises and hardening measures. Meanwhile, taking into account the physiological characteristics, age capabilities of preschool children, not all exercises are acceptable for use in a preschool educational institution. The following exercises are prohibited and restricted for use in the preschool educational institution:
|
Exercise |
Reasons for the restriction |
|
|
Circular head rotation |
Instability of the cervical spine, poorly formed neck muscles, possible displacement of the cervical vertebrae |
Tilts forward, sideways, turns |
|
Head tilts back |
No replacement |
|
|
Headstand |
Perform exercises with lowering the shoulders back and down |
|
|
Excessive stretching of the neck |
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Upper Abdominal Workout: Raise your torso from a supine position, arms bent under your head |
Excessive tension in the muscles of the neck, possibly too much pressure with the hands on the cervical spine |
Change hand position |
|
Lower Abs Workout: Raise legs together from supine position |
The straining phase affects the vessels of the neck and head, an increase in lumbar lordosis is possible |
Raise and lower legs alternately |
|
roll forward |
Instability of the cervical spine, poorly formed neck muscles |
No replacement |
|
Roll on your back, holding your knees with your hands |
No fixation of the cervical spine |
Perform the exercise only with the insurance of the teacher |
|
Deflection in the lumbar from a prone position with an emphasis on straightened arms |
Possible increase in lumbar lordosis, pinching of the lumbar discs |
Perform the exercise on bent arms, leaning on the elbows |
|
Sitting on heels |
Possible overstretching of tendons and ligaments of the knee joint |
Turkish sitting |
|
Performing breathing exercises while raising your hands up |
Decrease in oxygen supply due to contraction of the muscles of the upper shoulder girdle |
Change the position of the hands: to the sides or on the belt |
|
Hanging for more than 5 sec |
Weakness and overstretching of the ligamentous-muscular apparatus |
No replacement |
|
Jumping barefoot on hard surfaces |
Weak ligamentous-muscular apparatus of the foot, unformed bones of the metatarsus |
Jumping only on gymnastic mats |
|
Barefoot running on the forefoot |
Unformed metatarsal bones |
Running in sports shoes |
|
Throwing a heavy stuffed ball over the head with both hands |
The discrepancy between the child's body weight and the weight of the ball |
Reduce the weight of the ball (from 5 years to 0.5 kg) |
According to the cards chosen in an arbitrary form, tell the algorithm about the form of physical activity. *
Task algorithm:
Literature
This post has no tags
Topic: Motor mode in kindergarten
The role of movements in the development of a preschool child with intact development and health disorders 5
Features of the manifestation of motor activity in preschool children with safe development and health deviations 7
General characteristics of the motor mode, its main components. eleven
Methodology for a comprehensive assessment of motor activity, motor mode. 13
The role of the teacher in the organization of the motor mode, ways to improve the motor mode. 19
General assessment of the general and motor regime of one group with deviations in health 22
Planning of motor activity within 1 week 27
Conclusion 29
Literature: 30
Introduction.
Everyone knows how important movement is in human life. It is also known that people who train their muscular system, even if it is very small, but always with daily activity, are much less prone to accidents.
Statistical data from the practice of children's doctors, medical commissions and insurance companies testify to the extreme importance of the motor regimen in the lives of children.
The correct organization of the motor mode is carried out through the purposeful and systematic use of the entire system of educational influences that affect the sphere of life, activity and relationships of children.
Children, as you know, are a product of their environment - it forms their consciousness, habits. Nature provides that young beings learn the world primarily through the experience and behavior of their environment.
The human brain, especially the unconscious mind, is saturated with impressions. In the future, 80 percent of our activities are guided by this unconscious experience. Therefore, educating children about the needs of a healthy body, training, training both in kindergarten and in the family play an extremely important role. Children need to explain the significance of not only certain actions and habits, but - and this is the main thing - to set their own example.
It is important to note that in order to create a holistic system of health protection for children, it is very important to organize a motor development environment in a preschool institution. An analysis of the created conditions should show whether there are necessary conditions for increasing the motor activity of children, as well as for their relaxation and rest.
A sports hall with a sports complex, a slide is equipped, where a variety of physical culture equipment is presented, as well as manuals made by oneself, which increase interest in physical culture, develop vital qualities, and increase the effectiveness of classes. Much attention is paid to the organization of physical culture and health-improving work in the fresh air. On the site of the preschool educational institution there should be a sports ground: a mini-stadium, a running track, an obstacle course, sports and play equipment, a sand pit for jumping.
The main components of a healthy start - rest and movement - must be combined correctly in the preschool regimen. For this reason, it was important, in our opinion, to create corners of solitude in groups. After all, the mental health of children is no less important than the physical. To solve this problem, a psychological relief room operates in the kindergarten, where a psychologist conducts various relaxation and training sessions with children, helping preschoolers learn to manage their emotions.
Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, one might say, wellness dow environment is a natural comfortable environment, rationally organized and saturated with a variety of equipment and materials.
The role of movements in the development of a preschool child with safe development and health disorders
It is difficult to overestimate the role of movements that they play in the daily life of a person and especially in the development of children. It is through movements that a child from a very early age begins to cognize the world around him, interacts with it, expresses his attitude towards it. Movements are an integral component in various types of human activity, they are an external expression and characteristic of human behavior. Motor abilities can reach a high level of perfection: such subtle and precise movements (motor actions) as writing, drawing, playing musical instruments and much more are available to a person.
A lot in a person’s life depends on the state of the motor sphere and, accordingly, the possibilities in mastering certain movements, motor acts, motor activity in general: on the development of vital modes of movement (climbing, walking, running, etc.) and the formation of elementary self-service skills in early and preschool childhood to mastering educational and labor activities at school age and, finally, the choice in the future of the desired profession, which requires a high level of coordination of movements.
The motor functional system has a beneficial effect on the entire body and especially on the activity of the brain. It has been proven that motor activity contributes to an increase in mental performance, speech development, the full formation of voluntary movements and actions that underlie human motor behavior. As evidenced by special studies in this area, it is the progress in the development of movements (motor analyzer) that to a large extent determines the progress in the development of the functions of the human brain.
There are many statements of various specialists about the importance of motor activity in human life: physiologists, doctors, psychologists, teachers, etc.
Physiologists consider movement to be an innate vital human need. Being engaged in the study of the development of the brain and its functions, they objectively proved that with any motor training, not the hands are exercised, but the brain. Full satisfaction of the need for movements, in their opinion, is especially important at early and preschool age, when all the main systems and functions of the body are formed. Therefore, they recommend that teachers use movements as the most important means of mental development of children.
Doctors say that without movement, a child cannot grow up healthy. Movement, by their definition, can act as a prophylactic, when an active motor mode helps to prevent various diseases, especially those associated with the cardiovascular, respiratory, and nervous systems. In addition, the movement is widely used as an effective therapeutic and corrective tool.
According to psychologists, personality development is carried out in activity. The leading activity of the child is the game. And his play activity It is expressed primarily in movements: in the manipulation of toys, in interaction with adults, children, and with surrounding objects. The first ideas about the world, its objects and phenomena come to the child through the movements of his eyes, tongue, hands, through movements in space. The more diverse the movements, the more information enters his brain, the more intense the mental development. Cognition of the environment through movements most of all characterizes the psychological and age characteristics of children in the first three years of life. That is why children of this age especially need physical activity. Correspondence of indicators of the development of basic movements with age norms is one of the evidences of the correct neuropsychic development of a child at an early age.
Thus, movements, motor activity, as it is clear from the statements of specialists in various fields, are not only the foundation of the present and future health and physical development of the child, but also represent a condition and means of his general and mental development, the formation of him as a person.
A sufficient level of motor activity of the child, satisfaction of his need for movements can be ensured by the correct organization of the motor regime in kindergarten, at home. In children's institutions, such a regimen is provided by a special daily routine, which provides for time for various types of classes to develop the motor sphere of children. Unfortunately, not always, especially in school conditions, children have the opportunity to get a sufficient level of motor (motor) load. This does not allow them to fully satisfy their physiological needs in movement. Consequently, doctors, teachers and other specialists should go hand in hand in improving the health of children, and of course parents play a huge role in this process. The health of a growing person is not only a social problem, but also a moral one.
Preschool childhood is a unique period in a person's life, when health is formed and personality develops. Preschool education is currently faced with the acute issue of ways to improve the work on health promotion, development of movements and physical development of children. One of the many factors affecting the health and performance of a growing organism is motor activity. Motor activity is a natural need for movement, the satisfaction of which is the most important condition for the comprehensive development and upbringing of the child.
In addition to organized forms of work on the development of movements in the motor mode of children of five to seven years old, independent activity occupies a large place. Being engaged independently, the child focuses on actions leading to the achievement of the goal that captivates him. Achieving its successful implementation, he changes the methods of action, comparing them and choosing the most appropriate.
The child has the opportunity to play, to move at his own will. Here, his actions largely depend on the conditions created by adults. With proper guidance of children's motor activity, it is possible to significantly influence the variety of their games, movements, without suppressing initiative. From the state of health of the child, the ability to control his movements, from his dexterity, orientation, speed of motor reaction, his mood, character and content of the game largely depend. And further achievements in educational and labor activity.
We use various forms of work on physical education (morning gymnastics, physical education classes, physical education minutes, dynamic pause, sports holidays). In the independent activity of children, a variety of outdoor games are used that contribute to the comprehensive development of children, contribute to the improvement of the body, enrich the life of children with new content, educate their feelings, behavior, orientation in the environment, independence and creative initiative.
Giving special importance to the role of motor activity in improving the health of preschool children, it is necessary to determine the priorities in the daily routine.
First place in the motor mode of children belongs to sports and recreational activities. These include well-known types of motor activity: morning exercises, outdoor games and physical exercises during walks, physical education sessions in classes with mental stress, etc.
In order to optimize the motor activity and hardening of children, additional types of motor activities are introduced into the practice of our preschool institution, interconnected with a complex of hardening measures, as well as non-traditional forms and methods of their implementation. These activities include: jogging in the air, jogging along massage paths in combination with air baths, gymnastics after a daytime sleep, motor warm-up during a break between classes with open transoms, individual work with children to develop movements and regulate the YES of children on an evening walk , walking-hiking in the forest, corrective gymnastics.
Second place in the motor mode, children are occupied with physical education classes - as the main form of teaching motor skills and developing the optimal DA of children. I recommend conducting physical education classes at least three times a week in the morning (one in the air).
Third place independent motor activity arising at the initiative of children is assigned. It gives a wide scope for the manifestation of their individual motor abilities. Independent activity is an important source of activity and self-development of the child. Its duration depends on the individual manifestations of children in motor activity.
Physical culture and health technologies used in the system of preschool education reflect three lines of work:
Introducing children to physical culture
Use of developing forms
Formation of the need for a healthy lifestyle
Carry out the following tasks:
Satisfying the natural biological need for movement
Formation of skills in different types of movements
Stimulation of the functional capabilities of each child and activation of children's independence
Creation of optimal conditions for the versatile development of children, activation of mental activity, the search for adequate forms of behavior, the formation of positive emotional and moral-volitional manifestations of children.
Formation of the foundations of a healthy lifestyle in the family and kindergarten
In order to preserve and strengthen the health of children in regime moments, the technique of self-massage and breathing exercises is used. Which contributes to the normalization of muscle tone, stimulation of tactile sensations. The correct organization of the physical education of children in everyday life ensures the implementation of the motor regime necessary for the healthy physical condition of the child and his psyche during the day.
The decisive role in the formation of personal potential and the promotion of a healthy lifestyle belongs to the family. Parents are involved in various events held in our kindergarten to convince them of the need for family physical activities. This form of interaction is effective for understanding and raising a healthy child. The better health and good physical data we equip our children in childhood, the easier it will be for them to adapt to new social conditions.
Raising children is a great joy and a great responsibility, a lot of work. It is not enough to provide material well-being. It is necessary that every child grows up in conditions of spiritual comfort and integrity.
Being healthy is a natural human desire. Health means not only the absence of disease, but also mental and social well-being!
General characteristics of the motor mode, its main components.
Motor activity is understood as the total number of motor actions performed by a person in the process of everyday life. Allocate regulated, partially regulated and unregulated motor activity. Regulated motor activity is the total volume of motor actions specially selected and directed on the body of schoolchildren (for example, in a physical education lesson). Partially regulated motor activity is the volume of motor actions that occur in the course of solving motor problems (for example, during a hiking trip). Unregulated motor activity includes the volume of spontaneously performed motor actions (for example, in everyday life). The average rate of physical activity, including all its varieties, for younger students should be at least 12-18 thousand movements per day with the mandatory inclusion of 1-1.5 hours of organized physical education.
The amount of time of regulated motor activity of junior schoolchildren includes physical education lessons (twice a week for 45 minutes), physical culture minutes (5 minutes), outdoor breaks (20–30 minutes), a sports hour in the extended day group (50–60 minutes) and doing homework in physical culture (15–25 min). This volume can be increased through extracurricular sports activities (clubs, sports clubs, competitions, etc.).
Considering the issues of physical activity of children of primary school age, it is necessary to take into account the nature of their daily activities associated with schooling. Particular attention should be paid to students of grade I. For a child, the beginning of learning is a critical period when he turns from "playing" into "sitting". Evidence of this is the decrease in physical activity in first-graders by an average of 50% compared with preschoolers. At primary school age, there are significant differences between boys and girls in terms of motor activity parameters: boys have these indicators on average 16-30% higher.
Methodology for a comprehensive assessment of motor activity, motor mode.
The main physical qualities of a person are considered to be dexterity, speed, flexibility, balance, eye, strength, endurance. When performing any exercise, all physical qualities are manifested to one degree or another, but any one of them takes precedence. At preschool age, priority attention should be paid to the development of dexterity, speed, eye, flexibility, balance, but one should not forget about the commensurate development of strength and endurance. Agility- this is the ability of a person to quickly master new movements, as well as rebuild them in accordance with the requirements of a suddenly changing environment. The development of dexterity leads to the systematic learning of new exercises with children. Training increases the plasticity of the nervous system, improves coordination of movements and develops the ability to master new, more complex exercises. The development of dexterity is facilitated by the performance of exercises in changing conditions (when performing exercises carried out in complicated conditions that require a sudden change in movement technique (running between objects, skiing up and down a hill, etc.), using various objects, physical education equipment, equipment; with additional tasks, in the collective performance of exercises with one object (hoop, cord).
Rapidity- the ability of a person to perform movements in the shortest possible time. The high plasticity of nervous processes, the relative ease of formation and restructuring of conditioned reflex connections in children create favorable conditions for the development of speed in them. Quickness develops in exercises performed with acceleration (walking, running with gradually increasing speed), for speed (run to the finish line as quickly as possible), with a change in pace (slow, medium, fast and very fast), as well as in outdoor games when children are forced to perform exercises at the highest speed (run away from the driver). Flexibility- the ability to achieve the greatest magnitude of the range (amplitude) of movements of individual parts of the body in a certain direction. Flexibility depends on the condition of the spine, joints, ligaments, as well as the elasticity of the muscles. Flexibility develops when performing physical exercises with a large amplitude, in particular general developmental ones. It is advisable to first perform flexibility exercises with an incomplete swing, for example, do 2-3 semi-tilts, and then a full tilt, 2-3 semi-squats, then deep squats.
Equilibrium- the ability of a person to maintain a stable position while performing various movements and postures on a reduced and elevated support area above ground (floor) level. This quality is necessary for a person in order to move indoors and outdoors without touching objects, each other, to successfully cope with the duties necessary for various jobs (mountain climber, etc.). The balance depends on the state of the vestibular apparatus, all body systems, as well as on the location of the common center of gravity of the body (BCG). Balance develops to a greater extent in exercises performed on a reduced and elevated support area (skating, cycling, walking, running on a bench), as well as in exercises that require significant effort to maintain a stable body position (distance throwing, long jump from a place and from a running start, etc.). Force- the degree of muscle tension during their contraction. The development of muscle strength can be achieved by increasing the weight of the objects used in the exercises (medicated ball, sandbags, etc.); the use of exercises, including raising one's own mass (jumps), overcoming the resistance of a partner (in paired exercises). Endurance- the ability of a person to perform physical exercises of acceptable intensity for as long as possible. The development of endurance requires a large number of repetitions of the same exercise. The monotonous load leads to fatigue, and children lose interest in this exercise. Therefore, it is best to use a variety of dynamic exercises, especially in the fresh air: walking, running, skiing, skating, sledding, cycling, swimming, etc. Walks (hiking, skiing) are also recommended, during which exercises alternate with rest . The dosage of exercises and the duration of classes increase from group to group. And it also promotes development.
The assessment of the motor mode is carried out on the basis of a set of indicators:
1. The time of motor activity of children with a reflection of the content and quality at various regime moments, determined using the method of individual timing.
2. The volume of motor activity using the shagometry method for quantitative assessment of motor activity.
3. The intensity of motor activity by the method of pulsometry (calculation of heart rate in beats / min) when performing various types of muscle activity.
Satisfaction of the age-related needs of children in movement in the time allotted by the regime can be carried out only with a very clear organization of their activities, strict compliance with the requirements for the content of this activity in each regime segment. Therefore, it is necessary to ensure not only the implementation of the regime in time, but also in terms of the volume of movements; the number of daily stays in a preschool institution - by pedometer: 3 years - 9000-9500 movements, 4 years - 10000-10500, 5 years - 11000-12000, 6 years - 13000-13500, 7 years - 14000-15000.
To achieve this level of motor activity, more than 70% of it should be implemented using organized forms of motor activity of children (physical education, morning exercises, outdoor games, physical exercises, sports exercises, walks, physical exercises in combination with tempering activities, music classes, labor activity and etc.).
Physical education classes are the main form of organized, systematic training of children in physical exercises. At the same time, interrelated tasks are solved - health-improving, educational and educational. Physical education classes consist of 3 parts: introductory, main and final. The objectives of the introductory part: to increase the emotional mood of children, to activate their attention, to gradually prepare the body for the upcoming increased physical activity.
The tasks of the main part: teaching basic motor skills and their consolidation, developing physical qualities, training various muscle groups, training and improving the physiological functions of the body. The main part begins with general developmental exercises. Exercises are performed from various starting positions - standing, sitting, lying down. Exercises are used to strengthen and develop various muscle groups - the shoulder girdle and arms, the muscles of the trunk (back and abdomen), the mobility of the spine, legs, running, exercises for the formation of correct posture, the development and formation of the arch of the foot, exercises for deep breathing, rebuilding, etc. .d. This is followed by exercises in basic movements - learning new movements or improving and consolidating known ones. As a rule, in one lesson there is a combination of training and consolidation of 2-3 movements. The main part ends with an outdoor game, which also includes one or more basic movements (running, jumping, climbing, etc.).
The tasks of the final part: to ensure a gradual transition from increased muscular activity to calm, to reduce motor excitation, while maintaining a cheerful mood of children. In this part, various types of walking, walking with movements that train breathing, etc., games of low mobility with motor tasks are carried out.
With the help of timing, the total duration of the lesson and its individual parts is determined. The total duration of physical education classes depending on age: 3-4 years old - 15-20 minutes, 4-5 years old - 20-25 minutes, 5-6 years old - 25-30 minutes, 6-7 years old - 30-35 minutes. Each of the parts takes respectively: introductory - 2-6 minutes, main - 15-25 minutes, final - 2-4 minutes. In the main part of the physical education lesson, 3-7 minutes are allotted for general developmental exercises, 8-12 minutes for the main types of movements and 4-5 minutes for an outdoor game.
Assessment of the motor activity of children in the classroom is carried out by calculating the general and motor density.
When determining the overall density, the time spent on performing movements, showing and explaining the educator, rebuilding and placing, cleaning sports equipment (useful time), minus the time spent on simple children through the fault of the educator, unjustified expectations, restoration of discipline violations are taken into account.
The overall density is the ratio of useful time to the total duration of the entire session, expressed as a percentage:
Total density = useful time x 100 / session duration
The total density of the lesson should be at least 80-90%.
Motor density is characterized by the ratio of the time directly spent by the child to perform movements to the entire time of the lesson, expressed as a percentage. With sufficient motor activity, it should be at least 70-85%.
Motor density \u003d time spent on movement x 100 / total time of the session.
The intensity of muscle load depends on the selection of physical exercises, their complexity and combination, frequency of repetitions. When selecting and using physical exercises for the normalization of physical activity, one should be guided by shifts in the heart rate during their implementation. To determine the intensity of muscle load, the correct construction of the lesson and the distribution of physical load, the heart rate is measured in 10-second segments before the lesson, after the introductory part, general developmental exercises, the main movements of the outdoor game, the final part and in the recovery period for 3-5 minutes. Based on changes in heart rate, a physiological curve of the lesson is built - a graphical representation of the heart rate.
The maximum heart rate is usually reached during outdoor play, which is explained by both the increase in the load and the greater emotional arousal of children. Usually, in the introductory part of the lesson, the heart rate increases by 15-20%, in the main part - by 50-60% in relation to the initial value, and during the outdoor game, its increase reaches 70-90% (up to 100%).
In the final part, the heart rate decreases and exceeds the initial data by 5-10%, after classes (after 2-3 minutes) it returns to its original level.
To ensure the training effect in physical education classes, the average level of heart rate for children aged 5-7 years is 140-150 beats / min; 3-4 years - 130-140 beats / min. The average level of heart rate for the entire time of the lesson is determined by summing the heart rate after: 1) the introductory part, 2) general developmental exercises, 3) the main types of movements, 4) the outdoor game, 5) the final part and dividing by 5.
Depending on the intensity of the muscle load, there are also energy expenditures of the body. The greatest energy expenditures are noted during running (in comparison with rest, they increase by 3-4 times) and during outdoor play (by 5 times). After classes for 2-3 minutes, energy consumption remains 20-15% higher than the initial level.
When evaluating the motor regimen, it is important to determine the external signs of fatigue (facial redness, sweating, breathing, general well-being). If all children have pronounced signs of fatigue, the teacher should think about the compliance of the proposed load with the level of physical fitness of children in this group and, accordingly, reduce it and restructure the lesson.
The role of the teacher in the organization of the motor mode, ways to improve the motor mode.
In my opinion, it is obvious that the required amount of physical activity cannot be carried out only at the expense of the curriculum. The optimization of the motor activity of preschoolers in the daily routine of a kindergarten can be achieved through a combination of various forms and methods of conducting classes by a teacher, the use of various methods of performing physical exercises in combination with other means of recovery.
The tasks of the teacher in the organization of the motor mode are:
Analysis and evaluation of motor activity of children during the day, week, month using modern measuring instruments,
Identification of the causes of motor or immobility in children, taking into account a possible hereditary factor,
Assistance in equipping mini-stadiums for independent motor activity of children, taking into account their specific psychological characteristics,
Identification of common interests, inclinations and inclinations of sedentary and motor children, creation of situations that stimulate their friendly relations.
Morning exercises (carrying it out systematically under the guidance of an adult gradually develops in children the habit of physical exercises associated with pleasant muscle sensations, positive emotions, increased vitality) - independent motor activity (the teacher should alternate different types of independent motor activity during the day, giving children the opportunity to choose activities to your liking);
Physical education minutes (if necessary, they are held in the middle of the lesson, when fatigue sets in, the attention of children weakens, they begin to be distracted, carelessly perform tasks);
The use of gaming techniques in the classroom;
Teaching games and exercises for a walk (sports, folk games, walks outside the site are encouraged);
Swimming;
Exercises on simulators;
Gymnastics "awakening";
Physical education classes (starting from the second junior group, three classes per week are supposed, one of which is held outdoors for children 5-7 years old);
Physical culture leisure, holidays (leisure time 1 time per month, holidays 2 times a year: the content includes exercises familiar to children, relay races, fun games, attractions, competitions);
Cultural events (according to the annual preschool plan);
Music lessons;
Circle classes, sections.
In the literature of recent years on this issue, a lot of publications have appeared, offering various ways to increase motor activity.
The use of non-standard equipment in physical education plays an important role, especially if the child has any physical developmental disabilities, for example, a violation of the ODA: the teacher creates a subject-developing environment for the physical development of preschoolers. The equipment made by educators is intended for organized and independent activities of children aged 2-7 indoors and outdoors, in the family and kindergarten. It is effective for the development of motor activity, the prevention of flat feet, the formation of correct posture.
Group educators systematically use “psycho-gymnastics” exercises in their work with children, which contributes to the activation of children.
Thus, we conclude: each preschool educational institution accepts a motor mode that only corresponds to the specifics of this institution and the peculiarities of teaching employees, and is also built taking into account the individual characteristics of the students.
General assessment of the general and motor regime of one group with deviations in health
Speech disorders to one degree or another negatively affect the mental and physical development of the child, affect his activities and behavior.
As the annual speech therapy diagnostics shows, in children with TNR, along with the violation of the verbal side of speech, there are violations of non-verbal processes, one of which is general motor insufficiency expressed to varying degrees: children find it difficult to perform tests for static and dynamic coordination. there is a weak development of a sense of rhythm, a violation of the simultaneity of movement, fatigue of movement, insufficient clarity and organization are observed. Children cannot catch and throw a ball, jump on one leg, etc. There are deviations in the development of finger movements: children cannot simultaneously clench two fists, bend their fingers alternately, it is difficult for them to hold a brush, a pencil, they do not know how to use scissors. Therefore, it is important to pay great attention to the correction of general and fine motor skills.
In addition to TNR, some children show certain neurotic manifestations: capriciousness, fears, hesitation, moods, impressionability, anxiety.
The experience of working in correctional groups in overcoming TNR shows that the greatest effect is achieved by using an integrated approach, where physical education is an obligatory element.
The higher the motor activity of the child, the better his speech develops. Therefore, a lot of work in correctional groups is directed to the physical development and strengthening of the health of children, to the development of physical qualities and motor activity, to a targeted impact on the respiratory and voice-forming functional systems of the body.
In the group preparatory to school, the correction of the motor development features of children with TNR is carried out by means of special exercises and generally accepted methods of physical education. We design the motor mode of children taking into account the psychophysical characteristics and capabilities of children, rationally combining organized forms and types of motor activity, and independent motor actions.
Morning exercises:
Traditional
Based on outdoor games (including folk)
Using the obstacle course.
With elements of rhythm
With the inclusion of riddles, counting rhymes, sayings (contribute to the development of interest in imitative exercises, develop creative imagination and memory.)
Morning gymnastics complexes are usually composed of 7 - 8 gymnastic exercises according to the scheme:
Stretching, breathing exercises
To improve cerebral circulation
For the muscles of the shoulder girdle
For the muscles of the trunk and spine
For leg muscles
For accuracy and coordination of movements
Respiratory
At the end of the gymnastics, we sing songs, chants. For children with TND, in particular with stuttering, singing is very useful, especially in a choir. It develops breathing, voice, forms a sense of rhythm and tempo, improves diction, coordinates hearing and voice. In addition, singing improves mood, develops artistic taste and creative abilities. Singing and moving to music has a psychotherapeutic effect on children with speech pathology.
Exercise after nap:
(taken after nap)
Imitation exercises in combination with corrective exercises (for the prevention of disorders of the musculoskeletal, respiratory and nervous systems of the child's body)
Physical education during classes (we carry out in order to prevent the appearance of fatigue in children)
Exercises for unloading certain organs of the systems of the child's body
Corrective exercises for the prevention of disorders of the musculoskeletal systems of the child's body. With a correctional and developmental goal in the classroom, we use games to coordinate speech with movement, where the main thing is to coordinate the rhythm of movements with the poetic rhythm.
Dynamic pause between classes (we spend daily between classes)
Outdoor games of medium, low mobility.
Round dance games, game exercises
Corrective exercises for the prevention of disorders of the musculoskeletal, respiratory and nervous systems of the child's body
Exercises for the prevention of the state of the nervous system of the body
(psycho-corrective exercises, exercises for emotional unloading)
Physical exercises and outdoor games, elements of sports games.
On a walk and during joint activities with a teacher
We learn new outdoor games (including folk ones) during the joint activities of children and the teacher, we select them taking into account the interests of children, their motor abilities. Games in nature leave an indelible impression, favorably affect the health of children.
Physical education classes for teaching motor skills
Traditional
Role-playing
Plot classes allow you to maintain a steady interest, focus their attention, strength and will on completing tasks. We widely use game motivation, elements of psycho-gymnastics, imitative movements, kinesiology gymnastics.
Physical education classes to improve motor skills
Game (based on outdoor games, relay races, games with elements of sports)
In these classes, we select games with a certain verbal content that allow you to effectively achieve the introduction of the sounds set by the speech therapist into speech communication.
Training
on the interests of children (on the free choice of children)
rhythmic gymnastics
In the classroom, we take into account the state of health and gender of children, the level of physical fitness, at the end of the lesson we perform breathing and relaxation exercises.
Active recreation for children
health days
Competition games
Physical culture leisure
Independent motor activity of children
Joint activities of parents and children
For the independent development of motor activity in the group, a corner was created where there are balls, jump ropes (long and short), hoops, skittles, bilbock, darts, ribbons (long and short), flags, etc. We have prepared non-traditional manuals, there are recordings of rhythmic music, songs of a sports nature. Children of the preparatory group attend city sports clubs and sections.
The development of motor activity is of great importance in the correctional and developmental work with children with SPD.
Planning of motor activity within 1 week
in the school-preparatory group with disabilities. (TNR)
| Days of the week | |||||
| regime segments |
|||||
| Game morning exercises (15min) | Game morning exercises | General developmental morning exercises | Game morning exercises | Game morning exercises |
|
| A set of simulation exercises with a conversation, according to the fairy tale: "Teremok" by A.N. Tolstoy (Development of speech). 25-30 min. | Musical lesson With elements of logorhythmics. | A set of simulation exercises for FEMP "All the numbers are mixed up." Route movement. "Don't yawn, answer questions quickly!" 1st task: game situation "Numbers are mixed up" 2nd task: game situation "Natives quarreled" of "Mathematical Physical Minute". | Physical education minutes with elements of football and basketball. "Handed - sit down"- throwing and catching the ball. | Physical minutes: Days of the week, Charging: right-left. |
|
| Walk | Outdoor games and physical exercises on the walk "Rules of the road" | Differentiated games and exercises taking into account individual abilities "Talking with a Rope", "Second Extra", "Wolf in the Ditch". etc. | "Summer Olympics" Outdoor games. 1. "Nimble guys." 2. "Penguins". 3. "Catch up with your couple." 4. “Who will soon roll the hoop to the flag?”, 5. “Catching monkeys”, etc. 35min | Outdoor games with basketball elements, football elements. Mobile games taking into account ind. Sp. Children. | Physical education in the air Exercise children in uniform running and running with acceleration; to acquaint with rolling hoops, developing dexterity and eye, accuracy of movements; repeat jumping on two legs moving forward. 30 min |
| Evening and walk | Game gymnastics after daytime sleep. 7-10 min. Observations of flower beds “Changing carpet of colors. Independent dvig.deyat. Games in the sandbox, Spr. Inventory. At the request of the children. | Exercise after sleep. 7-10 min. Observation of the sun, Conversations. Engine walking activity. Games: "The mother hen and chickens", "Sparrows and the cat", etc. games with building materials in the sandbox at the request of the children. | Gymnastics for cheerfulness and good mood. 7-10 min. Observation on a walk for the sun. Compare the time of the year ... how it shines and where to be. Outdoor games at the request of children, Independent activity. | Game gymnastics after sleep. 7-10 min. We continue Observations on a walk of the sky and clouds. Games for children with sports equipment, "Badminton", "Balls", "Rope" Self-acting | Exercise after sleep. 7-10min. observation on a walk of the sky, are there any clouds, What are they and why do they float. Motor activity of children, Games: “Catch a mosquito”, “Guess who is screaming”, Games with building material in the sand at the request of children. |
Motor activity is defined as the sum of all movements made by a person in the course of his life. This is an effective means of preserving and strengthening health, harmonious development of personality, and disease prevention. An indispensable component of motor activity is regular physical education and sports.
Motor mode is a part of the general mode of a preschooler that regulates active muscular activity, including physical exercises, walks, etc.
As the child ages, exercise should take an increasing place in the daily routine. They are a factor contributing to an increase in adaptation not only to muscle activity, but also to cold and hypoxia. Physical activity contributes to the normal development of the central nervous system, improving memory, learning processes, normalizing the emotional and motivational sphere, improving sleep, and increasing opportunities not only in physical, but also in mental activity.
Creating a safe developing environment for independent motor activity of children, adequate to their age and needs, will help to improve health, expand motor experience, form a strong interest in physical exercises, self-organization skills and communication with peers.
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MBDOU "KINDERGARTEN No. 6 "Camomile"
« ORGANIZATION OF THE MOTOR MODE IN DIFFERENT AGE GROUPS ».
Completed:
Physical education instructor (swimming)
L.V. Starovoitov
Mezhdurechensk 2016
One of the main factors in the improvement of children is physical activity. The first seven years are the years of rapid mental and physical development of the child, whose body and its functions are far from perfect and are easily exposed to various influences. That is why it is so important that during this period of development of children we provide them with a pedagogically appropriate environment. From the state of health of the child, the ability to control his movements, his dexterity, orientation, speed of motor reaction, his mood, the nature and content of the game, and further achievements in educational and labor activities largely depend.
The correct organization of the physical education of children in everyday life ensures the implementation of the motor regime necessary for the healthy physical condition of the child and his psyche during the day.
Health-improving and upbringing-educational tasks of the program of physical education of children are carried out in various forms: outdoor games, walks, individual work with individual children and small groups, self-study of children with various types of physical exercises and sports holidays. The child receives the basis for the successful mastery of motor skills in systematic physical education classes. However, the improvement, stability of acquired skills and their independent acquisition by a child in various conditions of life cannot be carried out only through classes alone. To give children the opportunity to exercise and independently apply skills in their activities, the teacher uses various forms of work in the established daily routine.
In addition to daily morning gymnastics and a certain number of physical education classes per week, the teacher during the day must provide time for a variety of outdoor games, individual lessons and provides an opportunity for children to unite and play or exercise on their own.
Outdoor games as the main motor activity of preschool children are planned by the teacher at different times of the day in accordance with the regimen of each age group. In the morning, before breakfast, there are always games on the interests of children. Among them there are also independent outdoor games of small children's groups. Outdoor games and physical exercises during a walk are a form of daily work of a preschool institution for physical education. On a walk, the duration of games and exercises is 10-12 minutes, if a physical education lesson is planned that day, 30-40 minutes on other days. In the evening, outdoor games and physical exercises should be given 10-15 minutes. This form of work opens up wide opportunities for the physical improvement of children, strengthening their health and tempering. It is important that children have at their disposal game material, physical education aids and equipment that stimulates physical activity. Therefore, it is extremely important to search for new forms and content of role-playing games ("Rocket launch", "Firefighters in training", "Sports competitions", etc.).
The driving environment should be saturated with various equipment and sports equipment that contribute to the development of the game. To stimulate motor activity in the group, it is necessary to create obstacle courses on the site so that children can perform various motor tasks (walk along the paths, jump from bump to bump, climb into the tunnel, climb the ladder-"mast", etc.). You can strengthen the "Hit the Ring" simulator, make markings on the floor for playing "Classics". It is desirable to organize the space in such a way that there is an opportunity for multi-variant games. In addition, it is good to have a card file of various games, movements, exercises in the group, consisting of cards on which general developmental exercises are schematically depicted, the main types of movements, elements of rhythmic gymnastics and acrobatics, fragments of relay races and other outdoor games. Working with cards helps children to use the accumulated motor experience in independent activities, teaches them to organize competitions with their peers, and obey the rules. It is necessary to take out toys (reins, turntables, wheelchairs, etc.) and small physical education aids (sticks, hoops, balls, ropes, etc.) to the sites.
Thus, a variety of outdoor games contribute to the comprehensive development of children, contribute to the improvement of the body, enrich the life of children with new content, educate their feelings, behavior, orientation in the environment, independence and creative initiative.
Individual work with children in physical education must be built on the basis of knowledge of age and a thorough study of the individual typological characteristics of children. Individual work begins at an early age. It is planned throughout the day during the hours of games, walks, it should be a natural and organic part of the overall pedagogical process. Achieving success in teaching motor actions, the educator not only offers the child to perform the exercise correctly, for example, according to his model, but also tries to arouse interest in the task. In the process of individual communication with the teacher at a pace convenient for the child, he, consciously perceiving the task and relying on the guidelines indicated to him, performs it. In these cases, individual training not only contributes to the development of this motor action, but also develops the child, activates his mental activity. Combining children into small groups is also advisable when conducting outdoor games with rules, in order to clarify these rules, and to learn the obligation of these performances. The allocation of shy children as leaders, the involvement of sedentary children in motor activities, etc. Thus, the complex tasks of individual work and work with small groups of children require the educator to have fine skills, a sensitive attitude towards children, and a strict comparative accounting of the results of work that shows progress mental and physical development of children.
Physical education (short-term physical exercises) are held in the middle, senior and preparatory groups in between classes, as well as in the process of the lesson itself. The value of physical education is to change the nature of the activity and posture of the child through motor activity, relieving fatigue, restoring the emotionally positive state of the psyche. Physical education in the process of the lesson itself can be held sitting or standing at the table at which the children are engaged. It consists of 2-3 trunk extension exercises, arm movements that activate the muscles and expand the chest, and step in place. All this is done within 1-2 minutes. Physical education between two classes can be carried out in the form of an outdoor game and exercises. A prerequisite for physical education is fresh air (open transoms, windows). At the end of the exercise, and if an outdoor game was held, a short walk, the teacher reminds the children what else they will do and offers to calmly take their seats.
No less important is independent motor activity during the day. Being engaged independently, the child focuses on actions leading to the achievement of the goal that captivates him. Achieving its successful implementation, he changes the methods of action, comparing them and choosing the most appropriate. The incentive for independent motor activity of children of all age groups is, first of all, the presence in the group or on the site of various toys, small and large physical education aids. In the group of children of the third year of life, toys that stimulate independent initial actions are advisable: various wheelchairs, strollers, cars, balls, balls that are convenient for throwing, tossing, rolling into gates, etc. Of the major benefits that encourage children to move, slides are needed, ladders, benches, boxes and other devices on which children practice climbing, crawling, crawling, etc. under the guidance of a teacher.
For independent motor activity of children of the fourth year of life, the teacher selects motor toys, small physical education aids and games in accordance with the instructions of the Kindergarten Education Program. For throwing and throwing exercises, balls of various sizes, bags, rings, various interesting in design and shape: ring throws, throwing shields, hoops, short and long ropes. For children of older groups, especially preparatory, it is advisable to play games with elements of sports games - volleyball, basketball, towns, badminton, table tennis, preparing children to familiarize themselves with the rules of these games and to master some of the simplest elements in order to prepare for school and playing sports.
A large place in the independent activity of children should be occupied by outdoor games with rules: they develop creative initiative, organizational skills, develop criteria for assessing the behavior of participants and the implementation of the rules, bring children together.
All the specified variety of independent motor activity of children is provided for in the plan of the educator. All the diverse motor activities of children during the day take place under the guidance of an educator. The creation of a calm environment, the maintenance of a cheerful mood of children, the expedient employment of each child, a change in activity, its dosage, and observance of the entire motor regimen depend on it. The teacher should be ready in any case to help the children and at the same time not to rush and not deprive them of initiative, the opportunity to think, to show effort in mastering physical exercises, performing various game tasks, etc.
The life of children during the day should proceed within the established regime, without haste and constant haste, contrary to the basics of hygiene of the child's nervous system. Physical education in all its components alternates with other activities and activities of children. If this alternation is systematically observed, the daily routine causes a positive reaction of children.
The tasks of the educator are to ensure that the children are able to learn something new every day, improve what is already familiar, enrich their knowledge and feelings, and, leaving home, have an interesting prospect for tomorrow - to play the promised interesting game go on a long walk. Each educator can create such an interesting full-fledged life.
