Abstract of the lesson in the second junior group health-saving technologies used in the educational process. Plan-outline of the lesson (junior group) on the topic: Summary of the lesson in the second junior group on health saving "I protect health"
Educator MBDOU "Kindergarten "Chamomile" Kononenko L.A.
Purpose: Formation of ideas about the basics of safe behavior, consolidation of knowledge of the daily routine in kindergarten.
Tasks:
To consolidate the knowledge of children about the rules of behavior in kindergarten;
to form in children the knowledge of safe behavior, personal health skills and careful attitude to the health of others;
consolidate knowledge about geometric shapes Oh.
Material: Soft toy bunny, notebook and pencil, brushes, glue, cut out geometric shapes different color, sheets of cardboard A 4, napkins, phonogram "The sun is radiant" , audio center.
Course progress.
Guys look how many guests! (a knock on the door and a bunny comes in).
This Bunny came to visit us. Let's say hello to Bunny. (children greet in unison).
Hello guys! My name is Zaika. I live in the forest, but I really want, like all children, to go to kindergarten! But I don’t know the rules at all and I’m afraid to do something wrong!
Educator.
Guys, let's tell Bunny how we live in our kindergarten and what rules must be followed!
As the kids know, they go to the garden from the very morning.
Let's tell everything in order! Morning comes and all the children go to kindergarten. What have we been doing since the morning when everyone came to the group? (children's answers)
Educator.
Right! We are charging!
And we always do exercises in the forest.
Let's do it together. (Bunny does morning exercises)
Educator.
Thank you bunny.
Did you guys like my exercise?
Educator.
Guys, what do we do after charging? (Children's answers: wash hands with soap, do not splash, put soap in place, turn off the water, wipe dry, hang towels in their places.)
Educator.
Bunny, did you listen carefully? Did you remember everything?
And I even wrote it down so as not to forget anything! (shows a sheet of paper).
Educator.
Write down! Don't miss anything! And after washing our hands, what do we do? (Children's answers: we sit down at the tables for breakfast).
What do you eat for breakfast? (Children's answers: porridge).
Kasha is good! Tasty and healthy, I also eat porridge, and that's what has already grown! I can even eat a whole pot of porridge! Do you all eat porridge? Do you eat everything?
Oh, that's what I remembered! Magpie taught me to play a game about how she cooked porridge! Do you know such a game? Let's play!
(Held finger game "Magpie-white-sided cooked porridge" )
Magpie-white-sided cooked porridge,
I jumped on the threshold, called the children,
I gave this one on a plate,
She gave it on a platter
I gave this in a cup,
I gave this in a bowl,
And this gave nothing:
You didn’t chop wood, you didn’t cook porridge,
You have nothing!
Well, mommy, mommy, well, give me porridge!
Well, you have porridge-babies!
Yum Yum Yum!
(During the bending of the fingers, the children are asked for their name).
Educator.
What do we have after breakfast? (children's answers).
Educator.
That's right, classes. Sit down Bunny, with the children at the table, get ready to listen carefully and complete tasks with us! Let's remember what geometric shapes we know.
Educator.
Look, I made a picture out of geometric shapes.
Here is a Christmas tree, a house for a bunny, the sun, a bunny.
I ask what geometric shapes the sun is made of, etc.
Physical education is being held.
Stands in the field Teremok (we make a roof over ourselves)
There is a lock on the door (we clasp our hands in front of us)
A wolf came running from the forest, push, push (run in place)
And Peter the cockerel came and opened the lock with a key (walking in place with high knees).
Educator.
Here Bunny runaway we have some interesting activities.
Guys, what do we do after class. (Children's answers: we rest and play games).
I really love to play! Let's play a game "A gray bunny is sitting" .
You need to repeat after me all the movements!
(The game is being played "Repeat after me" the text is spoken in chorus, the Bear shows the movements, the children repeat).
Educator.
And we go to the locker room to dress for a walk. But you need to dress, Bunny, not haphazardly, but according to the rules! Guys, what do we wear first? And then? (Children's answers in order - socks, panties, shoes, blouses, jacket, hat, scarf, mittens)
To keep up with funny friends, learn to dress up quickly my friend!
Guys can't get their stuff right away! And whoever gets dressed first helps the rest. Then we go outside, line up in pairs and go to the site. And on the site of the Bunny, there are also rules. What rules must be observed on the site guys? (children's answers: do not push, do not run away from the playground, do not throw sand and toys, do not climb into puddles).
Educator.
That's how Bunny we live in our kindergarten. Fun, friendly and interesting! Did you like it?
I liked it very much! I will tell everyone - everyone - everyone in the forest about your wonderful kindergarten and about what rules you need to follow in it!
I will definitely come to you again, but I have to go home, to mom and dad.
Educator.
Guys, let's say goodbye to Bunny!
Educator.
The bunny went to his green forest - this is another name for the forest where the Christmas trees grow.
Topic: "Journey to the Land of Health"
Program objectives: Formation of healthy lifestyle skills, development of children's speech and motor activity.
Educational tasks: to consolidate the knowledge of children in washing; in knowledge of toilet items and their purpose; consolidate knowledge about the properties of water.
Educational tasks: to educate children in cultural and hygienic skills, the desire to always be beautiful, clean, neat, respectful of their bodies.
Developmental tasks: to arouse interest in the implementation of cultural and hygienic skills, to encourage children to constantly observe them; develop observation and curiosity.
Methodological techniques: the use of visualization, questions to children, the teacher's story, guessing riddles.
Preliminary work: reading a fairy tale, looking at illustrations, talking about health, making riddles.
Material: Illustrated book by K. Chukovsky “Moydodyr”, musical recording at the discretion of the educator, Balloons with tips from Aibolit, blue ribbons for the game “Collect streams into the river”, soap, comb, toothbrush, washcloth, towel.
Members: fairy-tale heroes Aibolit and Water.
Course progress.
Children come to the music and sit on chairs.
Child: Wake up early in the morning
Smile to everyone in the world
You are charging
Get wet, wipe off
Always eat right
Dress carefully
IN kindergarten go!
Educator: We have children today unusual occupation we'll talk about our health. (There is a knock on the door) Let's see who came to us?
Aibolit: Hello children! I am very glad that I got to your lesson in kindergarten. And now rather (Aibolit calls the children to him.) Answer me! -Are you healthy? - Yes! (Children show how healthy they are.) Are you clean? -Yes! (Children show how clean they are.) - Are you friends with Water? -Yes! Did you recognize me? (children's answers) Thank you, you guessed it. Did you recognize my story? But I didn't come here alone. My friends came with me. Now I’ll ask you a riddle: I’m wet, I freeze in winter, I murmur in spring, I flow in summer, and I drip (water) in autumn. Don’t you know? Can you guess another one? If our hands are in wax, If there are blots on our noses, Who then is our first friend, Will remove dirt from our faces and hands? Without what a mother cannot cook or wash, Without what, we will say frankly, A person can die? So that it rains from the sky, So that ears of bread grow, So that ships sail - We can’t live without ... (water) Water enters to the music Water: Hello, why did you call me? I am Water!
Educator: Today we are going to the Country of Health, and without you and Aibolit we will not get there. Now the children will tell and show a nursery rhyme how they love you.
Children: Water, water! Wash my face, To make my eyes shine, To make my cheeks burn, To make my mouth laugh, To bite my teeth. Water: Well done, and I also need to drink, wash, water, cook and do laundry. Did I forget anything kids? (children's answers)
We ran to the Country of Health (easy running on toes, with acceleration and deceleration).
Aibolit: Remember what fairy tale tells about how everyone loves to wash, what is it called, and who wrote it?
Children: "Moydodyr", K. Chukovsky. Water and Aibolit: Right! Let's remember together: Early in the morning at dawn, mice are washed And kittens, and ducklings, And bugs, and spiders. Educator: - All animals and insects love to bathe, wash. Guys, which of you saw them wash their faces? How does a cat wash? Children: - Paws and tongue.
Educator: - That's right, but how does the dog wash? Children: - Also paws and tongue. Educator: - Who knows how an elephant bathes? Children: - Trunk. Educator: - Well done! An elephant can make a shower with its trunk. The hamster washes its paws. The parrot cleans its feathers with its beak.
Children are offered a game - imitation "How animals, birds, insects wash themselves"
Educator: - Well done! Guys, is the person washing himself? Children: - Yes.
Educator: Why does a person wash himself? Children: - To be clean, beautiful, neat, smell good. If the children find it difficult, the teacher helps.
Educator: - Right! Also, not to get sick. Harmful microbes accumulate on our body, we do not see them. Therefore, you need to wash, take care of yourself, even if you are not very dirty. A person washes the whole body when bathing in a bath, under a shower, and can separately wash his hands, face, feet. Everyone loves to swim: people, animals, insects, and even toys, we wash them with you.
Aibolit and Water: Children in the Country of Health residents follow the rules that you must know and follow (The rules are attached to the balloons)
1st advice. Wash your face in the morning and evening. Wash your hands, face, neck and ears.
2nd tip. Wash your hands and feet before bed every day.
3rd tip. Wash your hands after playing, walking and using the toilet.
4th advice. Wash your hands before eating with soap.
5th tip. Take showers and baths more often.
Educator and children: Do you remember the advice (question individually)? “It is necessary, it is necessary to wash In the mornings and evenings, And for unclean chimney sweeps - Shame and disgrace! Shame and disgrace!"
Water: I call you all to the water, We have it everywhere - Both in the river and in the ocean, In the lake, stream and bath (distributing blue ribbons).
Let's play the game now. The game "Collect streams in the river." Children run in all directions with ribbons to the music, and then they gather in the river and all together, vibrating the hand with the ribbon.
Aibolit: What a big river you have collected! Now there is a lot of water in our kindergarten. Oh, what is it that sailed along the river (shows soap and listens to the children's answers)?
Educator: That's right, it's soap! Soap and water are true friends! And what else do we need for cleanliness (show a washcloth, toothbrush, paste, comb, towel)?
Child: “Long live fragrant soap, And a fluffy towel, And tooth powder, And a thick comb! Let's wash, splash In the tub, in the trough, in the tub, In the river, in the stream, in the ocean, And in the bath, and in the bath, Always and everywhere - Eternal glory to water!
Educator: And what other means are there to get rid of germs (children's answers, you can tell)? -It's clean air. You need to ventilate the room more often and walk in the air. - These are physical exercises, now we, together with Aibolit and Water, will perform fun exercises: One, two, three, four, five, The hare began to jump. Jump, hare is much, He jumped ten times. The bunny took hold of the sides, He danced the hopak. The ducks have arrived. They played flute. Ah, what a beauty. He danced hopak. Paws up, paws down. Pull up on your toes. We put the paws on the side. On toes, hop-hop-hop. And then in a squat, And then on the heel. Water and Aibolit: Well done, we are giving you wonderful bubble. Play, smile and be healthy always! Goodbye! Teacher: Our lesson is over. Today we visited the Country of Health, remembered the fairy tales of K. Chukovsky "Moydodyr" and "Aibolit" and learned the rules to be healthy.
Lilia Leonidovna Lyakh
The lesson is intended for educators kindergarten, the second junior group, cognitive activity health care
Subject: I'm a girl, I'm a boy
(Health saving class for the second junior group)
Target:
the formation of children's ideas about the external features of the human structure.
Tasks:
Formation of ideas about the external features of the structure of the body of a girl and a boy;
Development of the ability to consider oneself, each other; ability to analyze, compare, draw conclusions;
Raising a manifestation of interest in other children, a friendly attitude towards peers.
Equipment:
large paper sheet,
markers,
scarf,
Stencils.
Course progress.
1. Organizational moment
Gather up, kids
It's time to hit the road.
A long road awaits us
Interesting things.
2. Communication of the topic and goals
Guys today we will talk about the body structure of girls and boys, how they are similar and how they differ.
You must know your body
Know and love.
The very first thing-
Live in peace with him.
Make him strong
Make it fast.
Make it, make it clean
Every cell of the body
Need to understand.
use skillfully
And guard.
3. Learning new material.
The teacher draws the attention of the children to a large sheet of paper on the wall and offers to draw Dasha on it. (They outlined the head, torso, arms, legs of Dasha.)
Look how Dasha turned out on a piece of drawing paper.
He turns to the guys with the question: “What does Dasha have on her head?” (Children draw hair on a sheet of drawing paper; you can use a stencil.) Asks the children to show where Dasha's eyes are.
Look into each other's eyes. Dasha Blue eyes, Andrey has brown ones, Maxim has gray ones. Let's draw the eyes in the picture (you can use a stencil).
Invites the children to touch their noses with their fingers and each other's, draw a nose in the started drawing.
Show all your mouths, how they know how to laugh, say the word "mom".
Then draws a mouth (using a stencil).
Which Nice dress Dasha's is red, with berries. We will draw the same beautiful dress.
Look at your hands. The hand has a palm, and there are five fingers on it. (Draws hands.)
One two three four five! On the other hand again:
Strong, friendly, Fast fingers,
All so necessary. Beautiful and clean.
Dasha also has two legs. Look at your feet. Which beautiful shoes on your feet, socks of different colors, beautiful.
Show what funny hands you have, how they clap, and how your feet can stomp fun. Here's what beautiful Dasha we drew.
Dasha has a beautiful dress, a red bow on her head. Let's put on Dasha a beautiful scarf.
Who is Dasha? Girl. She has a dress with a bow, pigtails, a scarf on her head. Let's put on Dasha a beautiful scarf.
Fizminutka:
And now it's all right
Let's get up and recharge. (Rise, hands on the belt.)
Hands bent to the sides
Up raised and waved. (Waving hands)
Hid behind the back
Looked back: (They hide their hands behind their backs and look around alternately.)
Over the right shoulder
Through the left.
They sat down together and touched their heels. ( Squat down and grab your heels with your hands.)
Got up on toes
Put your hands down.
Look, we also have Dima drawn. And who is Dima? Boy. On him - short pants, shirt. Dima has short hair. Dima does not wear a scarf.
4. Consolidation of the studied material.
Conversation.
Guys, show the boy.
Show the girl.
Who wears a bow?
Who has a nice dress?
Who has short pants? Short hair?
That's right, well done, girls wear dresses and bows, and boys have short hair and pants.
5. Bottom line.
A person can be different: medium, small, large,
And it’s not so easy to immediately figure out who is what,
There are eyebrows, there are ears, there is a mouth, and two hands ...
It is very important what is on the outside, but what is more important is what is inside.
So it's not about the appearance, the essence is not so simple at all.
Our main differences: heart, mind, kindness.
A sharp look is needed for the heart, take a closer look,
It is very important what is on the outside, but what is more important is what is inside!
Natalia Rusanova
Abstract of the lesson based on the use of health-saving technologies based on the fairy tale "Gingerbread Man" in the second junior group
Municipal state preschool educational institution "Kindergarten "Spring" Shchigry, Kursk region
Abstract of a lesson based on the use of health-saving technologies based on a fairy tale« Kolobok»
2nd junior group(socio-communicative and physical development)
Prepared and conducted: teacher of the 1st category
Rusanova N. A. preparatory group
Tasks:
1. Cause in children emotional response for gaming class and desire to participate.
2. Contribute to the accumulation of knowledge about healthy lifestyles.
3. Cultivate a desire to help others.
4. Develop sensory skills.
Health saving technologies:
1. Outdoor games and dynamic pauses.
2. Self-massage.
3. Orthopedic gymnastics.
4. Breathing exercises.
5. Finger gymnastics.
Lesson progress:
Children behind the tutor enter group.
caregiver: “Guys, today we have an unusual class, we have guests. let's go with them let's say hello(children say hello) . We also have a magic book fairy tales. Now we will see what are fairy tales(the teacher opens the page with fairy tale« Kolobok» what is this fairy tale, did you know? (children's answers). There is a knock at the door - enter bun(child).
Kolobok: Hello, do you recognize me? I am swept along the box, scraped along the bottom of the barrel. Mixed with sour cream. Who am I?" (children's answers).
Kolobok: "That's right, and I invite you on a journey through this fairy tale».
(Walking in circles)- once upon a time there were affairs and a woman in a clearing by the river and loved very, very much on sour cream koloboks.
(running in circles)- The guys are in a hurry to the clearing, they want to visit grandparents.
caregiver: "Here we are with you and got into fairy tale. And further into the fairy tale was. Let's show with me."
Near the forest, at the edge of the forest, lived an old man with his old woman. The old man asked old lady:
bake me kolobok!
Children perform outdoor switchgear:
Grandma swept the barn, scratched the bottom of the barrel - (tilts to the side, hands on the belt)- 3 times.
Grandma kneaded the dough - (squats) 5 times
She blinded the bun(imitation of modeling) 5 times
I put it in the oven, I left it there (leaning forward) 4 times
He came out ruddy and handsome and looks like the sun (pulling up) 4 times
He wanted to cool down a little and sat down on the window. (deep squat) 1 time
He did not want to lie there, he wanted to run away.
He crossed the garden and took to his heels (free run).
caregiver: “Look what's next for us. We need to cross the bridge.". Walking on a small imitation bench.
caregiver: “We walked along the bridge, went further into the forest. And under the Christmas tree they found a hare".
Hare: “I’m trembling all over, I’m frozen in the forest, I can get sick so much”.
caregiver: “In order not to get sick, we will show you the exercises” (self-massage exercises)
Koloboks: “So that the throat does not hurt, we stroke it boldly”. (stroking the neck with the palms from top to bottom).
Rub your nose to avoid coughing or sneezing (rubbing the wings of the nose with the index finger).
We will also rub our forehead, we hold our palm with a visor (putting the palm of the hand with a visor to the forehead. Rubbing to the sides, together).Make a fork with your fingers, massage your ears boldly (push the index and middle fingers and rub the points behind the ears and in front of them).
We know, we know, yes, yes, yes, we are not afraid of a cold (rubbing palms together).
Hare: “Thank you, I will always do these exercises from now on. And now I propose to play with me, jump over the branches. (children jump over 3 sticks).
caregiver: "Here we rode with you to the bear".
Bear: «- Kolobok, bun, I will eat you!"
caregiver: "-Don't eat the bear, but rather teach us something".
Bear: "Okay, I'll teach you how to walk like a bear". (walking on the correction path)
caregiver: "Here you and I have come to flower meadow where they met the fox".
Fox: "Hello, how good you are, handsome, I'll eat you".
caregiver: “Don’t eat the chanterelle, but rather show beautiful flowers in the clearing”.
Fox: “Well, come and admire my beautiful meadow. Smell the scent of the flowers." (breathing exercises)
Fox: "But there are no butterflies in this clearing, they hid in a box, and I suggest playing with my butterflies." (children take one butterfly from the box and plant it on a flower of the same color).
Fox: “Well, what good fellows you are, how beautiful it became in the clearing”.
caregiver: “We liked it too, but it’s time for us to go home”.
Fox: “And we have prepared gifts for you! Will you remember our fairy tale».
(The bear pours yellow balls out of the bag).
Walking next to each other.
caregiver: “We all played merrily, the children were all very tired, it’s time for us all to leave, let’s all say together - Bye!”
Related publications:
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Abstract of an open music lesson using health-saving technologies in the younger group Purpose: to develop in children the habit of healthy lifestyle life, a sense of responsibility for maintaining and strengthening one's health through
Municipal budgetary preschool educational institution
Kindergarten No. 6 "Thumbelina"
PROJECT
Topic: "Children's health
Second junior group
Done by: educator
Shchankina I.N.
Plan:
Relevance……………………………………………………………………… 3
Monitoring the incidence of children…………………………………………... 4
Goals and objectives……………………………………………………………………… 5
The concept and types of health-saving technologies……………………….. 6
Health-saving technologies in the 2nd junior group…………………. 9
1. Morning exercises………………………………………………………... 9
2. Breathing exercises……………………………………………………...10
3. Gymnastics for the eyes………………………………………………………....10
4. Finger gymnastics…………………………………………………...11
5. Game massage and self-massage……………………………………………..12
6. Gymnastics after sleep…………………………………………………………..13
7. Dynamic pauses and physical. minutes……………………………………...14
8. Games, sets of exercises, gymnastics for the prevention of postural disorders and flat feet……………………………………………….15
Tempering system for children…………………………………………………..16
Health-saving environment…………………………………………………..19
Raising a culture of health in children, equipping them with knowledge, skills and abilities to form the habit of a healthy lifestyle………………………………………………………………………….20
A comprehensive thematic plan for the valeological education of children in the 2nd junior group…………………………………………………………...21
The results of the work done…………………………………………….25
Appendix №1………………………………………………………………...26
Appendix №2………………………………………………………………...29
Appendix №3………………………………………………………………...32
Annex №4………………………………………………………………...33
Appendix №5………………………………………………………………...38
Appendix №6………………………………………………………………...41
Annex №7………………………………………………………………...43
References…………………………………………………………….46
Relevance.
“Care for the health of a child is not just a set of sanitary and hygienic norms and rules ... and not a set of requirements for regimen, nutrition, work and rest. This is, first of all, care with the harmonious fullness of all physical and spiritual forces, and the crown of this harmony is the joy of creativity.
V. A. Sukhomlinsky
According to the data of the Russian Academy of Medical Sciences, in the last decade there have been clear trends towards the deterioration of the health and physical development of children. Therefore, the problem of maintaining and strengthening health is by far the most important in society. Children are our future, and what it will be depends on the state of their health. Unfavorable ecological environment, various negative household factors, poor quality food and water, unsatisfactory economic situation in society, these are just some of the factors that negatively affect the health of a preschooler.
Domestic and foreign scientists have long established that health is 50% dependent on lifestyle.
Most often, preschoolers have a tendency to frequent colds, fatigue and neurotic disorders, postural disorders, scoliosis, flat feet, etc. Children preschool age prone to the so-called risk group - the second group of health. It is known that preschool age is decisive in the formation of the foundation of physical and mental health. It is important at this stage to form a knowledge base and practical skills of a healthy lifestyle in children. That is why it becomes clear the importance of all recreational activities carried out during this period of a child's life.
Monitoring the incidence of children.
The incidence of children in the group ( per 1000 people )
Number of children in need of correction of flat feet
Analyzing the incidence and health groups of my pupils, I came to the conclusion that systematic systematic work is needed to form, preserve and strengthen the health of children.
Target: preservation and strengthening of children's health through the use of health-saving technologies, taking into account individual capabilities and abilities.
Tasks:
- Education in children of a culture of health, awareness of the need to take care of their health
- Formation of knowledge, skills and abilities that are necessary for the preservation and promotion of health
- Formation of a healthy lifestyle habit, i.e. desire to lead a healthy lifestyle and be healthy
- Creating a healthy environment in the group
- Organization of rational motor mode for the development of motor skills of children and increase the efficiency of the body
- Increase the body's defenses and resistance to various diseases through the hardening system
- Creation optimal conditions for the comprehensive full-fledged psychophysical development of children and strengthening their health
- Monitoring the health status of children in the group and analyzing its results
Expected results:
- Improving indicators of physical development, emotional state;
- Favorable dynamics in the state of health of preschoolers (decrease in the number of cases of diseases during the year);
- Optimal functioning of the body;
- Formation of the need to take care of one's health, desires and aspirations to lead a healthy lifestyle;
- Formation of the basics of a healthy lifestyle, the necessary knowledge, skills, good habits;
- Increasing adaptability to adverse environmental factors
One of the means of solving the identified problems ishealth technologies,without which the pedagogical process of a modern kindergarten is unthinkable. But what are health-saving technologies in the pedagogical process? Let's try to understand the concepts.
Health - the state of physical and social well-being of a person (according to the WHO Charter).
Health-saving technologies in preschool education –
technologies aimed at solving the priority task of modern preschool education - the task of preserving, maintaining and enriching the health of subjects pedagogical process in kindergarten: children, teachers and parents.
The purpose of health-saving technologiesin preschool education in relation to the child -security high level real health for a kindergarten pupil and the upbringing of a valeological culture as a combination of a child’s conscious attitude to a person’s health and life, knowledge about health and the ability to protect, maintain and protect it.
Types of health-saving technologies
Health saving and
health enrichment
preschool teachers
education
Valeological
enlightenment
parents
Health saving
educational technologies
in preschool
Security
socio-psychological
well-being
child
Physical culture
wellness
Medical
prophylactically
Mode of physical activity of children during the year
Types of physical activity | 2 junior group |
1. Organized round dance games, p.i., control sports equipment, toys, labor processes | 15-30 min |
2. Independent activity of children: playing, motor, etc. | 1 hour |
3. Morning exercises | 5 minutes |
4. Physical education | 15 minutes |
5. Music lesson | 2 times a week for 15 minutes |
6. Physical education minutes | 1-3 min 3r per day |
7. Organized activity on a walk: p.i., slow running, exercise with sports equipment, on sports equipment, games with snow, sand, water, sports. games, etc. | 15-30 min |
8. Independent motor activity of children on a walk with external material, on sports equipment, with sports. inventory, creative games | 1 hour |
9. Exercise after a nap | 5 minutes |
10. Organized motor activity of children after an afternoon snack: round dance games, p.i., exercises with sports equipment, etc. | 1 hour |
11. Independent activity of children: s / r games, creative. games, games with attributes, sports. games, motor games and builds. toys, etc. | 1 hour |
12. Sports entertainment | 1r per week |
13. Sports holiday | 2p per year |
14.Week of health | 2p per year |
Health-saving technologies in the 2nd junior group:
Gymnastic exercises for children aged 3-4 improve the functions of the cardiovascular and respiratory systems, the neuromuscular apparatus, and improve metabolism. They help the functional development of the central nervous system.
1. Morning exercises
Since the day in children begins with morning exercises, it is one of the most important components of the motor regime, its organization is aimed at raising the emotional and muscle tone of children. Daily exercise contributes to the manifestation of certain volitional efforts, develops in children good habit start the day with morning exercises. Morning exercises gradually involve the entire body of the child in an active state, deepen breathing, increase blood circulation, and promote metabolism. Morning exercises, carried out after a night's sleep, bring the child's body out of the state of inhibition of physiological processes, enhancing the activity of all organs and systems.
In the process of morning exercises, it is necessary to ensure the correct physical, mental and emotional stress.
I use various forms morning exercises:
– traditional form using general developmental exercises;
- plot gymnastics;
With the use of methods for relieving psycho-emotional stress;
- using elements of rhythmic gymnastics, round dances;
- using elements of corrective gymnastics.
Morning exercises are performed daily before breakfast in the gym or in a group.
For complexes of morning exercises, see Appendix No. 1.
2. Breathing exercises.
I am of the opinion of many physiologists who say that breathing should be taught correctly! To do this, it is necessary to teach the child to exhale deeply for a good cleaning of the lungs and improve their oxygen supply. It is necessary to draw the attention of children to the fact that you need to breathe through the nose. Proper nasal breathing is a condition for the health of the child, a prophylactic against respiratory diseases. Equally important in teaching proper breathing is to teach the child not to blow his nose through both nostrils, but alternately. During walks, it is useful to teach the child to inhale slowly and exhale even more slowly through the nose, as well as when walking fast and running slowly.
Respiratory gymnastics plays a significant role in the process of healing and hardening of preschoolers.
To successfully master this gymnastics, you must followBasic Rules:
Breathe with pleasure positive emotions themselves have significant health effect
It is necessary to focus on breathing exercise, which increases its positive effect.
You need to breathe slowly, this is necessary to saturate the body with oxygen.
Do each exercise no longer than it gives pleasure
Breathe through the nose
Perform all exercises naturally, without effort and tension.
Bring your body into a state of deep relaxation
Air should move in and out of the lungs in one continuous stream.
Breathing exercises are carried out daily, in between classes or regime moments.
Complexes of respiratory gymnastics, see Appendix No. 2.
3. Gymnastics for the eyes
Studies show that 90% of all information about the world around a person receives through the eyes. Load on the eyes modern child huge, and they rest only during sleep. Gymnastics for the eyes is useful for everyone, and especially for children.
Eye exercises involve moving the eyeball in all directions. Eye exercises are performed to strengthen the muscles of the eyeball, relieve eye strain and to prevent myopia.
Gymnastics for the eyes is carried out by me daily for 3-5 minutes at any free time, depending on the intensity of the load.
In my work, I use a number of different exercises, which I present in Appendix No. 3.
4. Finger gymnastics.
V.A. Sukhomlinsky claimed that "The mind of a child is at its fingertips."
Research V.M. Bekhtereva, A.N. Leontieva, A.R. Luriaproved the influence of hand manipulations on the functions of higher nervous activity, speech development.
The development of the child is associated with the development of finger movements. The third part of the entire motor projection in the cerebral cortex is occupied by the projection of the hand. Therefore, the training of fine finger movements has a great influence on the development of a child's active speech. Influencing the tone of the child's hand, using the complex finger gymnastics, there is a direct effect on the tone of the speech apparatus.
I do finger gymnastics daily individually or with a subgroup, at any convenient time during the day: during morning exercises, physical education, in my free time in the morning and after sleep for 2-3 minutes. It is especially important to carry out gymnastics with children who have speech problems.
Most often I use finger gymnastics of poetic rhythm in my work, which helps to put correct breathing, develop speech hearing. Most of all, children like exercises called "Family", "Cabbage Salad", "We shared an orange", "Finger-finger where were you?" etc. The children also like the fact that they have the opportunity to conduct finger gymnastics, acting as a leader, he feels responsible and cherishes the fact that I entrusted this role to him. This is a kind of motivation for children.
For a complex of finger gymnastics, see Appendix No. 4.
5. Game massage and self-massage.
IN modern conditions there was a need to search for non-traditional ways of organizing the correctional educational process already at an early preschool age. One of these areas is massage and self-massage. How remedy they were known in ancient times. With systematic massage, the reflex connections of the cerebral cortex with muscles and blood vessels are strengthened, muscle tone, stimulation occurs tactile sensations. Massage allows you to activate and synchronize the work of both hemispheres of the brain.
With children, we perform massage movements on the palms, hands and forearms of both hands: stroking, rubbing, light pressure, pinching, patting. Various exercises: rolling a single ball, rolling a ribbed pencil, imitation of rolling a bun, sticks, as in modeling, squeezing rubber toys different densities, etc.
I use game massage in my work according to the methodA. Umanskaya and K. Deineka.I spend massage and self-massage 2-3 times a day in classes, physical exercises, walks, independent activity children.
After each ex. relaxing strokes or shaking hands should be done. Selected exercises can have a complex effect on the development of speech and intellectual ability children. Since concrete-figurative thinking prevails among preschoolers, poetic texts have been invented for many massages. Their content and rhythm are as close as possible to the nature of the movement itself, so that a specific image arises in the child. You should start with warming movements that make the muscles more supple, and the movements painless.
Articular massage- ear massage is shown to children from the very early age. It helps to develop all body systems, improves intellectual abilities.
Self-massage of the face
F.R. Auglin (Switzerland) developed and put into practice facial self-massage, which is aimed at developing and improving memory, abstract thinking, intelligence, and speech development.
Regular use of this massage helps to increase the intelligence of the child by 75%.
Hardening Breath
This type of hardening strengthens the entire respiratory tract. Its essence lies in the implementation of a set of playing exercises with the nose. It is carried out 2-3 times a day.
Hand massage
Intensive action on the fingertips stimulates the flow of blood to the hands. It promotes psycho-emotional stability and physical health, increases the functional activity of the brain, tones the entire body.
Massage of the magic points of the ears
This type of hardening is based on the stimulation of biologically active points located on the auricle and reflexively connected with almost all organs of the body. Massage of these points is useful, in particular, to improve the functioning of the respiratory system and to protect the body from colds.
Held in game form 2-3 times a day.
A set of exercises is presented in Appendix No. 5.
6. Gymnastics after sleep.
One of the main features of the nervous system of preschool children is the slow switching from one state to another, which is facilitated by the immaturity of nervous processes. That's why after a nap I spend with my children special exercises allowing them to gradually move to a vigorous state.
Gymnastics after daytime sleep in combination with contrast baths, hardening helps to improve the mood of children, increase muscle tone, and also helps prevent posture and foot disorders.
We perform awakening gymnastics while lying in bed. First, the children stretch out: they bend their backs, stretch their arms up, turn over from side to side. Then they do the exercises. After gymnastics, children walk barefoot along the massage paths, which enhances the healing effect and is the prevention of flat feet.
It is important to remember that the pace of awakening in children is different, and the degree of emotional response is also different. Therefore, I capture the mood of children, I encourage those who have a lowered mood background after sleep. I pronounce the words of the exercise at a calm pace, with joyful intonations.
The importance of awakening gymnastics cannot be underestimated. It develops respiratory muscles, increases mobility chest and diaphragm, improves blood circulation in the lungs, the activity of the cardiovascular system, strengthens the muscles of the back, feet, increases concentration.
The complex of gymnastics after sleep is presented in Appendix No. 6.
7. Dynamic pauses and physical minutes
A dynamic pause and a minute of physical culture prevent fatigue and help maintain performance throughout the day. The sets of exercises here are selected depending on the intensity of the load and consist of 2-3 exercises (physical training minute) or 6-8 exercises (dynamic pause). I use the simplest, most accessible exercises,
I spend at the beginning, middle or end of the lesson, as the children get tired.
It must be remembered that the intensity of the exercises should not be high, their main task is to allow the child to change his posture, to relax. A short, but intense load will only lead to the opposite effect. As a prevention of fatigue, I conduct smooth “stretching” movements for children that relieve muscle tension and increase the level of performance, which is why at the beginning of the warm-up I give great attention breathing exercises combined with various body movements. This contributes to overall health and well-being.
In the exercises I include elements of gymnastics for the eyes, breathing exercises, finger gymnastics, depending on the type of exercise.
In practical exercises, I use physical minutes for a poetic text, but I pay attention to following rules when selecting poems for a specific lesson:
Poems should be with a clear rhythm, since it is easier to perform various movements under them.
The educator himself pronounces the text, since when pronouncing the text with children, their breath may go astray.
8. Games, exercises, gymnastics for the prevention of postural disorders and flat feet.
Posture - this is the habitual, relaxed position of the body acquired by a person in the course of growth during rest and in motion. A beautiful straight back is both external attractiveness and internal health.
In preschool children, small back muscles that have great importance to hold right position spinal column, usually poorly developed. Therefore, if you do not teach the child to maintain the correct posture in Everyday life before school, incorrect, forced posture during schoolwork will contribute to the progression of disorders of the musculoskeletal system.
As in all other cases, preventing postural defects is easier than treating them.
Prevention of postural disorders must be carried out in two directions:
Creating optimal hygiene conditions
Holding educational work aimed at consciously fixing the correct position of your body.
The games that I spend in my group are aimed at the general recovery of weakened children, strengthening their musculoskeletal system, the muscular corset of the spine, and improving the functioning of the respiratory and circulatory organs. When playing games, it is important to achieve the correct positioning of the head and torso in the standing, sitting and moving positions.
Prevention of flat feet is carried out by me after the daytime sleep of children (walking barefoot on massage mats and paths), and games and exercises for the prevention of posture can be carried out both in the morning and in the afternoon, depending on the load.
For examples of games and sets of exercises, see Appendix No. 7.
Tempering system for children.
Under hardening understand the increase in body resistance mainly low temperatures, because in the occurrence of a number of diseases important role plays cooling of the body (diseases of the upper respiratory tract, pneumonia, nephritis, rheumatism, etc.).
Purpose of hardening- to develop the body's ability to quickly change the work of organs and systems in connection with the constantly changing external environment. The body's ability to adapt to certain conditions the external environment is produced by repeated repetition of the impact of a particular factor (cold, heat, etc.) and a gradual increase in its dosage.
As a result of hardening, the child becomes less susceptible not only to drastic changes temperature and colds, but also to infectious diseases. Hardened children have good health and appetite, calm, balanced, distinguished by cheerfulness, cheerfulness, high efficiency. These results can only be achieved with correct execution hardening procedures.
Requirements for hardening:
- Accounting for the individual characteristics of the child
- Positive reactions of the child to hardening
- Continuity hardening
- Observation of medical staff for responses, constant consultations with a pediatrician
- Parental Consent
hardening
AIR SUN WATER
Hardening activities (2nd junior group)
Nature of action | Method | Methodology | Contraindications |
AIR | Walk | On fresh air, dressed according to the season | |
AIR | Sleep in a ventilated room | Take into account the physical and somatic condition of children | The temperature in the bedroom is below 14 degrees |
AIR | Air contrast baths | Use of temperature difference (under a blanket, without a blanket; in the bedroom, in a group room); while walking (in warm time years in T-shirts and shorts) | The air temperature is below normal, the presence of contraindications |
AIR | Walking barefoot | After "quiet time", along massage paths as a prevention of flat feet | The air temperature is below normal, the presence of a medical outlet |
WATER | mouth rinse | Before daytime sleep boiled water at room temperature | |
WATER | Washing, washing hands | Gradually reduce the water temperature to 14 degrees, after the procedure, wiping with a towel until the skin warms up | Presence of a medical outlet |
SUN | sunbathing | On a walk - in the morning and in the afternoon | Chronic diseases, temperature over 30 degrees |
V.A. Sukhomlinsky considered: “To strengthen a person’s health in childhood, to prevent a child from entering his youth frail and lethargic, means to give him the fullness of life’s joys” .
Healthy environment.
The subject-development environment helps to provide harmonious development child, as well as create an emotionally positive environment. It not only allows you to conduct games and activities, but also teaches children to independent games.
The healthy environment in our group includes:
- Corner of physical activity of children (corner in physio)
This section contains the following resources:
jump ropes,
balls,
hoops,
Massage mats and paths (for the prevention of flat feet and walking with palms and feet at the same time),
Plastic dumbbells and dumbbells made from improvised material,
massage balls,
Ribbons,
Ladder for climbing and stepping,
Arc for crawling,
Balance trainer,
Height meters, which also serve to prevent posture disorders,
Target on the wall in the form of a matryoshka for hitting the ball on the target,
ring toss,
Skittles for knocking down the ball,
Simulator for the development of agility and speed (sticks with ropes different colors for twisting)
Benefits for the development of the eye (on the wall).
Also in the group there are benefits:
For development fine motor skills hands: a variety of "lacing", "beads",
Complexes for morning exercises, breathing exercises, gymnastics for the eyes, gymnastics after sleep, finger gymnastics,
Colored soft modules for jumping, climbing, games (for example, children like the "Caterpillar" module).
In the health corner there are visual consultations for parents on the topic “Health”: “Prevention of influenza”, “Vitamins”, “On the benefits of walking”, “ Proper nutrition», « Physical development preschoolers, etc.
Raising a culture of health in children, equipping them with knowledge, skills and abilities to form the habit of a healthy lifestyle
The need to cultivate a valeological culture is emphasized by studies confirming that human health is only 7-8% dependent on the success of health care and more than 60% - on his lifestyle. In this regard, it is important to educate a culture of health already in preschool childhood. The formation of human culture is primarily due to the process of education, the pedagogical interaction of an adult with a child, a wide range pedagogical means and tricks.
Culture of healthpreschooler consists of three components:
1. conscious attitude to human health and life;
2. knowledge about health and the ability to protect, maintain and preserve it;
3. competence, which allows a preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to the provision of elementary medical care.
Education of cultural and hygienic skills.
Preservation and promotion of health is impossible without observing the rules of personal hygiene - a set of measures for caring for the skin of the body, hair, oral cavity, clothes and shoes.
Great emphasis in personal hygiene is placed on washing hands before eating, after any work, walks, during morning and evening toilet, because it is through hands in oral cavity the vast majority of pathogens.
After each meal, my children and I rinse our mouths with boiled water at room temperature.
To implement this task, it is planned to continue purposeful work on the education of a culture of health, the formation of habits for a healthy lifestyle.
A comprehensive thematic plan for the valeological education of children in the 2nd junior group
September
1. Topic: "This is Me and my friends."
O.Ts.: Give ideas about a person: about yourself, boys and girls, close relatives. To introduce the parts of the human body (head, torso, arms, legs)
2. Topic: "Mishka Toptyzhka meets the guys."
O.Ts.: To form the ability to call peers by name; act in concert in the game; to promote the rapprochement of children, the establishment of friendly relations, the manifestation of interest in adults, their actions; develop children's interest in each other, the need to communicate with adults, goodwill towards them
3. Game therapy. Acquaintance with each other. Organizing children into groups.
October
1. Topic: "Vodichka, some water."
O.Ts .: Teach children to wash their hands, face, rinse their mouth after eating, brush their teeth, comb, use a handkerchief
2. Wash the doll Didactic game
O.Ts.: Transfer the acquired washing skills to game actions; maintain a positive feeling about the washing process
3. Topic: “In the morning, when brushing your teeth, remember to yourself that Toothbrush only for you ... "Reading fiction O.T.: To consolidate children's knowledge of personal hygiene items
November
1. Topic: “Visiting Dr. Aibolit” Excursion to the medical office.
O.Ts.: To introduce the professions of a doctor, a nurse; show how the doctor takes care of children; expand the play experience of children; educate respect for the work of adults
2. Game - staging "Olya and Aibolit"
O.Ts .: Identify and name parts of the body, items of clothing of the doll, learn to correlate game actions with the doll with the word
3. Puppet theater "Mishka got sick"
O.Ts.: Consolidate the knowledge gained about the work of medical staff; evoke feelings of compassion for the patient; nurture a caring attitude towards loved ones
December
1. "Let's dress the doll Tanya for a walk" Didactic game O.Ts.: To introduce seasonal types of clothing and its purpose for the seasons; develop the need to address questions and requests to an adult; play game actions; fix the name of the garments
2. “How Masha and Vanya were going to visit” Puppet theater. O.Ts.: Consolidate previously acquired knowledge (skills of consistently putting on outerwear on the doll) ; bring joy to children
3. "The sun, air and water are ours best friends". Cycle of walks O.Ts.: Tell children about the benefits of walking, about the need to dress properly for a walk. Associate the concept of the season with diversity seasonal clothes of people
January
- “Bayu, bayushki, bayu…” С\Р game.
O.Ts .: Introduce a new game chain of actions (put a mattress on the bed, cover it with a sheet, put a pillow, lay the doll, cover it with a blanket); teach to treat the doll affectionately
- "Doll Masha woke up" Didactic game
O.Ts.: To teach how to put clothes on a doll - a girl, following the sequence with a little help from adults; fix the names of clothes
3.Theme: " Sleepy Tales» Reading fiction. Reading fairy tales, poems, nursery rhymes on the topic "Healthy sleep".
O.Ts.: To teach children to go to bed calmly and quietly, without disturbing other children. Form the rules of a culture of behavior during regime processes
February
Vitamins 1. "On the benefits of vitamins" Conversation
Examining visual aids.
O.Ts.: To give children the concept of vitamins, as well as products that are good for health.
2. "Where vitamins live" Didactic game
O.Ts.: To consolidate in a playful way the knowledge gained earlier in the classroom and in conversations
3. "Vitamins for Irinka." Complex lesson- game O.C.: To consolidate in a game form the knowledge gained earlier
March
- "How Katya cooks dinner" Didactic game. Conversation.
O.Ts .: Learn to name the qualities of the product and the actions performed with it (cut, salt, mix); enrich and activate the dictionary by the names of lunch dishes (soup, pasta, meatballs, compote, etc.); reflect the rules of behavior in speech (before cooking - wash your hands, wash food, etc.)
- "Fruits or vegetables" Didactic game. Conversation.
O.Ts.: Learn to distinguish between fruits and vegetables by appearance and place of growth. Strengthen children's knowledge about healthy foods.
3. "Drink, children, milk will be healthy" The story of the educator. O.Ts.:Tell children about the benefits of dairy products
4. "What should I eat to be healthy?" Summarizing conversation. O.Ts .: Summarize children's knowledge about useful products
April
Sport is our friend. 1. “How to become strong and healthy? » Conversation O.C.: Give Special attention preparing for morning exercises and physical education, tell children about the need to play sports
3. “Why do you need to play sports? » Puppet theater O.C.: Through puppet theater continue to tell children about the benefits sports activities. Cultivate interest in sports
- "Morning exercises" Conversation.
O.Ts.: Tell children about the benefits of exercise.
May
1. “One, two, three, four, five - we are going to walk ...” Conversations.
O.C.: Creating interest in walking, using playing tricks, motivation for the activity of children on a walk
2. “What is good, what is bad ...” Puppet theater O.Ts.: Through the puppet theater, tell children about the rules of behavior for a walk (do not stay in the sun for a long time, do not forget to wear a hat, etc.)
- "Strong, skillful dexterous and courageous" Sports holiday O.C.: Creation Have a good mood. Generate interest in a sporting event. Raise the desire to lead an active lifestyle.
The results of the work.
The system of work on the health protection of children in my group showed the formation of a conscious attitude towards their health in children. There was an interest in physical and sports exercises. Children began to enjoy doing exercises for the prevention of flat feet, they had a desire to do morning exercises. In general, their physical and emotional condition they became more physically fit. This system of work contributed to the development of motor and strength skills in children.
Significantly decreased the incidence of children in the group (see table on p. 4)
This was helped by the system of hardening measures used. The children enjoyed doing hardening procedures and they continued them at home with their parents. Children's clothing always corresponds to the temperature regime.
The upbringing of a culture of health has formed the habit of healthy lifestyle in children. They learned what to do to be healthy, acquired the necessary knowledge, skills and abilities to maintain and improve health.
Monitoring on the development of basic motor skills showed positive results. Improved performance for exercise like crawling, climbing, jumping, rolling and throwing a ball, throwing, balance exercises. In September, monitoring showed an overall level of 1.8 points, and in May it rose to 2-2.5 points.
Analysis of the incidence of children
Application No. 1.
Appendix No. 1
A complex with the use of methods for relieving psycho-emotional stress "Visiting the sun".
1. Introductory part
Children enter the hall
The game "Sunny Bunny".
Walking in all directions for a sunbeam (15 s)
Loose running (15 s).
Walking in a column one at a time (15 s)
Building in a circle
2.Main part.
Exercise “Smile at the sun” I.p.: standing, legs slightly apart, hands on shoulders. Raise your right leg and stretch your right arm forward, palm up, smile. Return to I.P. Repeat the same movements with the left arm and leg.
Exercise "We play with the sun." I.p.: sitting, legs bent at the knees, arms around the knees. Repeat 5 times.
Exercise "We play with sunbeams". I.p.: sitting, legs together, hands down. Legs apart. Clap your knees with your palms. Return to I.p. Repeat 6 times.
Exercise "Resting in the sun." I.p .: lying on your back, legs bent at the knees and pressed to the chest. Roll to the right side. Return to the ip. Roll to the left side. Return to the ip. Run 3 p. To every side.
Exercise “Children are happy” I.p .: legs together, hands on the belt. Alternate 10 jumps with walking. Repeat 3 times.
3. Final part
Walking around the hall in a column one at a time (15 s)
P.i. "Sun and Rain"
Breathing exercise “Blowing into the sun” (15 s)
Children say goodbye to the sun and return to the group.
Complex of morning exercises "Merry Bears"
Vos-l: Children, we came to the forest to a beautiful clearing, and who lives here, you try to guess.
I am a strict owner of the forest, I like to sleep in a den in winter,
And all winter long - I dream of fragrant honey.
Terribly I can roar. Who am I to say ... (bear)
Vos: Right! Guys, and now we will turn into cubs. One, two, three, we started spinning, We turned into cubs. Now the cubs will do exercises.
In the morning, the bear woke up, the bear reached for the sun. Like this, like this, the bear reached for the sun.
The bear cubs lived in the thicket, twisting their heads. Like this, like this, they twisted their heads.
The cubs were looking for honey, they were rocking the tree together. Like this, like this, they shook the tree together.
Waddled around and drank water from the river! Like this, like this, they drank water from the river.
Bears are fun to play, bears want to say. One-two, one-two, that's the end of the game.
Vos-l: Stop, charging is over.
Inhale and exhale for order.
Goodbye, good forest!
Full of fairy tales and wonders!
One, two, three - we're spinning
And they turned into kids.
The plot complex "Chickens"
I. Walking and running one after another (2p for 10 seconds), walking on toes. Building in a circle.
II. outdoor switchgear
"Chickens flap their wings."I.p. legs slightly apart, arms down. Raise your hands to the sides, wave them, say "ko-ko", lower them. D-6 times.
"Chickens drink water."I.p. feet shoulder width apart, hands down. Lean forward, take your hands back, straighten up. D-6 times.
"Chickens peck grain"I.p. legs slightly apart, arms down. Sit down, tap your fingers on your knees, stand up. D-6 times.
"Chickens are looking for a worm."I.p. sitting, legs apart, hands on the belt. Lean forward, stretch your arms forward, look for a worm, straighten up. D-6 times.
"Strong Wings". I.p. legs slightly apart, arms down. Hands to the sides, wave with the whole arm and hand - big wings, lower. D-6 times.
"Chickens have fun"I.p. legs slightly apart, hands on the belt. Jumping in place on 2 legs, alternating with walking. D- 2 times 6 times.
III. Rebuilding from a circle. The run is fast. Game exercise "Let's find a chicken" (The teacher hides the toy in advance and invites the children to find it),
Application number 2.
Respiratory gymnastics complex
"Blow out the stubborn candle"- hold colored strips of paper in your right hand; put the left palm on the stomach; inhale through the mouth, inflate the stomach; then exhale for a long time, "extinguish the candle."
"Locomotive" - walk around the room, imitating the movements of the wheels of a steam locomotive with bent arms, while pronouncing “choo-choo” and changing the speed of movement, volume and frequency of pronunciation.
"Shepherd" - blow your nose into a small pipe as loudly as possible to call those who fled to different sides cows; show the child that it is necessary to inhale through the nose and exhale sharply into the pipe.
"Geese are flying" - walk slowly and smoothly around the room, waving your arms like geese; raise arms-wings on inhalation, lower on exhalation, pronouncing "gu-u-u" (8-10 times).
"Stork" - stand straight, raise your arms to the sides, one leg, bending at the knee, move forward and fix the position for a few minutes, maintaining balance; as you exhale, lower your leg and arms, quietly pronouncing "shhhh" (6-7 times).
"Hunting" - close your eyes, determine by smell what kind of object is in front of you (orange, perfume, jam, etc.).
"Porridge" - inhale through the nose, on the exhale say the word "puff". Repeat at least 6 times.
"Airplanes" - Ready paper airplanes put on the start on the table. Each pilot blows on his own plane. Whoever has a better engine, whose plane will fly farther, wins.
"Butterfly" - Set up a flower garden. The task of the child is to blow paper butterfly from the palm. It is desirable that she fly to the farthest flower.
"Ball" - pretend to be balloons; at the expense of 1,2,3,4 make four deep breaths and hold your breath. Then exhale slowly at the expense of 1,2,3,4,5.
"Crow" - sit straight, quickly raise your hands through the sides up - inhale, slowly lower your hands - exhale. Say: CAR!
"Pull the pencil"- inhale through the nose and, exhaling through the mouth, roll a pencil across the table.
"We warm our hands" - inhale through the nose and blow on chilled hands, exhaling smoothly through the mouth, as if warming the hands.
"Fire sawing" - stand against each other in pairs, hold hands and imitate sawing firewood: hands on yourself - inhale, hands away from you - exhale.
"Woodcutter" - stand up straight, legs slightly narrower than shoulders; as you exhale, fold your hands with an ax and lift up. Sharply, as if under the weight of an ax, extend your arms as you exhale, lower them down, tilt your body, allowing your hands to “cut through” the space between your legs. Say "uh". Repeat 6-8 times.
"Harvesting" - stand up straight, raise your hands up to get apples, - inhale (pause 3 seconds). Lower your arms, tilt your body forward and down - exhale. Repeat 3-4 times.
"Komarik" - sit down, clasp the legs of the chair with your legs, put your hands on your belt. Inhale, slowly turn the body to the side; on the exhale, show how the mosquito rings - “z-z-z”; quickly return to the starting position. A new breath - and turn in the other direction.
"Let's play the harmonica"- stand up straight, legs slightly apart, hands on the belt. Inhale (pause 3 sec). Tilt to the left side - exhale slowly, stretching the right side. Starting position - inhale (pause 3 seconds). Tilt in right side- exhale slowly. Repeat 3-4 times.
"Trumpeter" - bring an imaginary pipe to your lips. Imitating the movements of a trumpeter, press imaginary keys with your fingers, while exhaling, say “tu-tu-tu” (10-15 seconds).
"Bug" - sit down, spread your arms to the sides, slightly taking them back, - inhale. Exhaling, show how long the big beetle buzzes - “zh-zh-zh”, while lowering your hands down.
"Airplane-Airplane"
airplane plane
Takes flight
(child spreads arms out to sides, palms up)
zhu, zhu, zhu,
zhu, zhu, zhu,
(makes a right turn
and exhale "zhzhzh")
I will stand and rest
(stands up straight, lowering his hands, - pause)
I'll fly to the left
(raises head - inhale)
zhu, zhu, zhu,
zhu, zhu, zhu,
(makes a left turn
And exhale "zhzhzh")
I will stand and rest
(gets up straight and lowers his hands - pause)
"Mouse and Bear"
The teacher shows the movements and says the words:
Mishka has a huge house
(straighten up, stand on toes, raise your hands up, pull yourself up, look at your hands - inhale)
The mouse is very small
(sit down, clasping your knees with your hands, lower your head - exhale with the sound "shhsh")
The mouse goes to visit Mishka,
He doesn't get to her.
(must walk around the room)
The rhyme with movements is repeated 4-6 times. The teacher should carefully monitor the clarity and coordination of movements.
"Wind"
The teacher offers to play "wind". He reads poetry and makes the rhythm of their movements:
I am a strong wind, I fly
I fly where I want
(arms down, legs slightly apart, inhale through the nose)
I want - I'll whistle to the left
(turn your head to the left, make your lips a tube and inflate)
I can blow to the right
(head straight - inhale, head to the right - exhale, lips with a tube)
I can blow up - into the clouds
(head straight - inhale through the nose, lower the head, touching the chest with the chin, - calm deep exhalation through the mouth)
In the meantime, I will disperse the clouds.
(circular hand movements)
Application number 3.
A complex of gymnastics for the eyes.
1. Raise your eyes up and down
down, as if looking into the eye socket.
Before starting the exercise, explain
children that we follow the balls with our eyes_
com that bounces high
up and hit the floor again:
High-high
I threw my ball easily.
Above the house, above the roof,
Clouds high above.
But my ball fell from heaven
Rolled into a dark forest.
One two three four five,
I'm going to look for him.
2. Look left - right, so
looking deep into the eye socket
("watch"):
The clock is on the table.
All day they knock:
Tick tock, tick tock.
Don't knock so loud!
3. Clap your eyelashes often-often
(these are "butterfly wings"):
We walk one after the other
Forest and green meadow.
Motley wings flicker,
Butterflies fly in the field.
4. Close your eyes slightly:
Pansies
Eyes closed.
Open your eyes wide
Pansies opened like in a fairy tale.
Annex No. 4.
Complex of finger gymnastics
Purpose: development of fine motor skills, coordination of finger movements.
I play with toys: (Hands in front of you, we squeeze and unclench the fingers of both hands.)
I throw the ball to you, (We stretch our hands forward - “throw the ball.”)
I collect the pyramid, (Straight brushes with palms down alternately put on top of each other several times.)
I drive the truck everywhere. (We move in front of us with a slightly open brush right hand- "we ride
typewriter.)
Finger gymnastics "Toys"
My funny round ball, (With one hand we hit an imaginary ball.)
Do not hide round cheeks! (Change of hands.)
I'll catch you, (With two hands, connecting the fingers of the same name, we show the ball.)
I'll ride in my arms! (Roll an imaginary ball between the palms.)
Finger gymnastics "Berries"
I take off the berries from the branch, (Fingers are relaxed, hang down. Stroke the fingers of the other hand
each finger from the base to the very tip, as if removing from
him an imaginary berry.)
And I collect in a basket. (Both palms folded in front of a cup.)
There will be a full basket, (One palm folded in a boat, cover with another also folded
palm.)
I'll try a little. (One folded palm imitates a basket, with the other hand
I'll eat a little more, take out imaginary berries and put them in my mouth.)
The path to the house will be easy! (Imitating legs, middle and index fingers on both hands
Finger gymnastics "Mushrooms"
Red-red fly agaric- (We connect our fingertips - we depict a mushroom hat.)
White speckled pattern. (One hand is a “mushroom cap”, with the index finger of the other hand
show "specks".)
You are beautiful, but do not tear! (Shake finger.)
And don't take it to the basket! (Straight palm away from you - moving away gesture.)
Finger gymnastics "Autumn"
Autumn came out for a walk, ("Let's go" with the index and middle fingers of one hand.)
I started collecting leaves. (We “pick up” the leaves with one hand and “put” them in the other.)
Finger gymnastics "Trees"
Finger gymnastics "Fruits"
Yellow-yellow is our lemon, (Fingers of the same name are connected by pads - we show a lemon.)
It squirts sour juice. (Fingers sharply spread apart.)
Put it in tea (We connect the thumb, index and middle fingers of one hand and
"Dip Lemon in Tea"
Together with yellow skin. (Fingers in the same position, making rotational movements -
"Stir the tea"
Finger gymnastics "Vegetables - fruits"
There are many ridges in the garden, (They squeeze and unclench their fingers.)
There are turnips and lettuce, (They bend their fingers in turn.)
Here and beets, and peas,
Are potatoes bad?
Our green garden (Clap your hands.)
We will be fed for a whole year.
Finger gymnastics "Clothes"
I will put on boots, (We point to the legs, torso, head.)
Jacket and hat.
And on each hand (One hand with straightened fingers up, the other - runs along the little finger and rib
palms showing direction of putting on gloves.)
I'll put on a glove. (Change of hands.)
Finger gymnastics "Shoes"
We put on our feet to run along the path. (Two fingers "walk" on the table.)
Repeat after me the words: (Squeeze and unclench fingers.)
Leg - one, leg - two! (Put two fingers on the table and raise one at a time.)
They buy in the store (Squeeze and unclench their fingers.)
And put on the legs
Dad, mom, brother and I - (They bend their fingers.)
The whole family loves shoes. ("Step" fingers on the table.)
Finger gymnastics "Dishes"
From the plates, as one, (Palms together in front of you "plate".)
We eat soup with spoons. (Rotational hand movements with an imaginary spoon.)
We eat cutlets with a fork, (Index and middle fingers are straightened, thumb
holds the ring and little fingers - “hold the fork.”)
The knife cuts omelettes for us. (“Cut” with a straight palm back and forth.)
Finger gymnastics "Food"
Flour was kneaded into the dough, (Squeeze and unclench fingers.)
And we blinded from the dough (They clap their hands, “sculpt.”)
Pies and buns, (Alternately unbend fingers, starting with the little finger.)
sweet cheesecakes,
Buns and rolls - (Both palms turn up.)
We bake everything in the oven.
Delicious! (Stroking their bellies.)
Finger gymnastics "Winter"
Snow falls on the houses, (We spread our arms to the sides, palms down.)
Streets and roofs. (Hands "house".)
Quietly winter is coming to us, (Finger to lips. "Let's go" with the index and middle fingers of one hand.)
We don’t hear her ... (Hand behind ear.)
Finger gymnastics "Winter fun"
What do we like to do in winter? (Alternately connect the thumb with the rest.)
play in the snow,
to run on skis
Skating on ice
Ride down the mountain on a sled.
Finger gymnastics "New Year's holiday"
- Hello Dedushka Moroz! (The palm strokes the chin - the "beard" of Santa Claus.)
What did you bring us as a gift? (Hands forward, palms up.)
- Loud crackers, (Clap your hands.)
Sweets, toys. (Twirl with brushes.)
Finger gymnastics "Parts of the body"
I have a head, (Listen to the poem and point)
Chest, belly, and then the back,
Legs to jump
The handles are for playing.
Finger gymnastics "Pets"
Here, having removed the scratches, (“Wash my hands.”)
The cat washes its paws.
muzzle and ears ( Circular movements palm to the face.)
On your top. (Slightly bent palms move behind the ears - we show how the cat washes its ears.)
Finger gymnastics "Baby Pets"
We ran along the river (Move the index and middle fingers along the surface of the table from
yourself to the edge. Repeat several times.)
Kittens racing.
Finger gymnastics "Wild animals of our forests"
Hare and hedgehog towards each other (Index and middle fingers of both hands "go" towards
each other.)
We walked along the path through the field, through the meadow.
They met and they got scared. (Bang fists.)
Run fast - go catch up! (The fingers “go” again, but now in different directions.)
Finger gymnastics "Cubs of wild animals"
This is a hare, this is a squirrel, (They bend their fingers into a fist, starting with the little finger.)
This is a fox, this is a wolf cub,
And this one is in a hurry, hobbles half asleep (They rotate with their thumbs.)
brown, furry,
Funny teddy bear.
Finger gymnastics "Domestic and wild animals"
Bunny - ears on top - (Hands at the temples, index and middle fingers are straightened - "ears".)
Jumping, jumping on the edge. (Hands pinch down at the chest - “jumps”.)
A prickly hedgehog followed him, (They intertwined their fingers and moved.)
I walked on the grass without paths,
And behind the hedgehog - beauty - (Smooth movements of the hands in front of you.)
Red-tailed fox.
Finger gymnastics "Wild animals of hot countries"
Only he wears the trunk - (We smoothly move the hand in front of us - we depict the trunk.)
Lop-eared gray elephant. (Put hands to ears.)
Finger gymnastics "Poultry"
The chicken pecks the grains, (We reject both palms together.)
And the chickens are right there. (The pinches "peck" in turn.)
The duck will dive into the water, (The palms “dive” forward together.)
And chickens don't dive. (Shake finger.)
Finger gymnastics "Poultry and their cubs"
The hen has a chick, thumb alternately touch the rest, starting with the little finger.)
The goose has a gosling
The turkey has a turkey,
And the duck has a duckling.
Every mother has babies - (They touch their fingers in turn.)
All are beautiful and good.
Finger gymnastics "Wild birds"
A woodpecker hammers a tree: (One straight palm is a “tree”, the other is a “woodpecker” - with a fist
knock on it.)
Knock-Knock.
Standing in the forest all day (Change of hands.)
Knock-knock-knock.
Finger gymnastics "Our house"
This house is one storey. (Unbend the fingers from the fist, starting with the little finger.)
This house is two stories.
This one is three stories high.
This house is the most important one: It has five floors.
Application No. 5.
"Let's play with the nose"
1. Organizational moment
a) "Find and show the nose"
Children sit comfortably and show their nose to an adult.
2.Main part
Game exercises with a nose.
b) "Help the nose get ready for a walk"
Each child takes a handkerchief or tissue and thoroughly cleans their nose on their own or with the help of an adult.
c) "The nose is walking"
An adult invites children to close their mouths tightly so that it does not interfere with walking and breathing well through the nose.
d) "The nose is indulging"
On inspiration, the child resists the air by pressing the wings of the nose with the thumb and forefinger of one hand.
e) "The nose smells a pleasant smell"
The child performs 10 breaths through the right and left nostrils, alternately closing them with the index finger.
f) "The nose sings a song"
On exhalation, the baby taps the wings of the nose with his index finger and sings: "Ba-bo-boo."
g) "Warm up the nose"
The child places index fingers on the bridge of the nose and moves them to the wings of the nose, then up and back. Thus, a kind of rubbing is done.
3. Final stage
h) "The nose is returning home"
Children put away handkerchiefs and napkins. Show the adult that their nose is back.
Note. Game exercises can be accompanied by verses:
- Come to me, my friend.
And sit down in a circle.
Find your nose quickly
Show your aunt.
- I need to clean my nose.
Collect for a walk.
- Close your mouth
Just play with your nose.
- That's so spout-spoiler!
He's used to playing pranks on us.
- Hush, hush, don't rush
Breathe in the aroma.
- Nice to walk in the garden
And the nose sings: "Ba-bo-boo."
- We need to warm our nose,
Rub it a little.
- My nose turned up
Returns home
"Let's play with hands"
1. Preparatory stage
Children rub their palms to a pleasant warmth.
2.Main part
a) Massage with the thumb and forefinger of one hand -
rub each finger, starting with the nail phalanx of the little finger
other hand.
b) massaging back sides palms, simulating hand washing.
c) We interlace the outstretched fingers of both hands and slightly three of them
against each other, pointing the palms in opposite directions.
d) We close the interlaced fingers with a lock and bring them to
chest. Pause.
e) Stretch your fingers up and move them.
3. Final stage
Children shake off their hands, relax them and rest. Note. The exercise can be accompanied by verses:
Hey guys, everyone to me. Who is standing there on the sidelines? Well, quickly catch the courage and start the game-massage.
I will rub my palms strongly, I will twist each finger.
I will say hello to everyone, I will not bypass anyone.
I'll play with my nails, I'll rub them against each other.
Then I’ll “wash” my hands, I’ll gently stretch my shoulders. Then I will wash my hands, I will put my finger in my finger, I will close them with a padlock
And keep warm.
I will stretch out my fingers, Let them run like bunnies.
One-two, one-two, That's the end of the game.
So the game is over, the kids are resting.
"Let's play with ears"
1. Organizational moment
The teacher invites the children to play and gathers them in a circle.
2.Main part
Ear exercises.
a) “We will find and show the ears”
Children find their ears, show them to an adult (if hair interferes, they are stabbed at the top).
b) "Let's clap our ears"
The child puts his hands behind his ears and bends them forward, first with his little finger, and then with all the other fingers. Pressing the auricles to the head, abruptly releases them. In this case, the child should feel cotton.
c) "Let's pull the ears"
The baby grabs both earlobes with the tips of the thumb and forefinger, pulls them down with force, and then releases.
d) "Twist the tragus"
The child inserts his thumb into the external auditory opening, and with his index finger presses the tragus - a ledge auricle front. Having thus captured the tragus, he squeezes and turns it in all directions for 20-30 seconds.
d) “Warm up the ears”
The child puts his hands to his ears and carefully rubs the entire sink with them.
3.Final moment
Children relax and listen to silence.
Note. Actions can be accompanied by verses:
- Come to me, my friend,
And sit down in a circle.
- Find your ears
And show them soon.
- Deftly with them we play,
This is how we clap our ears.
- And now we're pulling everything down.
Ushko, don't give up!
- And then, and then
They twisted the goat.
- The ear seems to be frozen,
You can warm it up.
- One, two! One, two!
Here the game is over.
- And when the game is over,
Silence has come!
Appendix No. 6.
Complex of gymnastics after sleep
1. Wake up:
We rested calmly
They fell asleep with a magical dream.
It's good for us to rest!
But it's time to get up!
Strongly cams compress,
We raise them higher.
Stretch! Smile!
Everyone open your eyes and stand up!
2. Exercise in bed:
1) I.p.: lying on your back. Stretch, straining muscles, relax (3-4r.).
2) I.p.: lying on your back, arms to the sides, fingers clenched into fists, cross your arms in front of you, exhale, spread your arms, in I.p., inhale (3-4r.).
3) I.p .: lying on your back, arms along the body. Bend your knees, pull your legs to your chest, clasp your knees with your hands and straighten up. (3-4r.).
4) I.p.: sitting on your knees, arms to the sides. Clap with straight arms in front. (3-4r.).
A complex of gymnastics after sleep with elements of corrective gymnastics "Trained dog"
The sound of a dog barking.
Educator: Guys, someone is coming to visit us. Guess the riddle and recognize our guest:
Sleeping in a booth
The house is guarded.
Who goes to the owner
She lets you know.
Children: Doggy.
Educator: That's right! A trained circus dog came to visit us today. She will now do gymnastics with you. (Puts on a dog mask) Get out of your beds.
Walking "snake", hands behind the back.
Walking on toes.
Building in a circle.
Exercise "Dog welcomes guests"
I.p.-standing, legs slightly apart, arms lowered.
Tilt your head forward. Return to I.P.
Repeat 4 times.
Exercise "The dog is happy for the kids"
I.p.-standing, feet shoulder-width apart, hands on shoulders.
Bring your elbows together in front of your chest. Return to I.P.
Take your elbows as far back as possible. Return to I.P.
Repeat 4 times.
Exercise "Dog amuses guests"
I.p.-sitting on the carpet, legs apart, hands behind the back.
Lean forward, touch your toes with your hands, straighten up.
