Is there a link between physical activity and mental ability? The connection between mental and physical education

Let's talk not just about the mental development of the baby, when through play activities he develops such qualities as the ability to write, read, and count, but also about the physical development of the child, which directly affects mental development. It is commonly referred to as the physical and mental development of children.

Each of the parents can personally observe how strong the craving for knowledge of the world around is in each child. From the first months of life, he begins to turn his head, following moving objects, he develops grasping movements of the handles, because the baby wants to try every object by touch and by the “tooth”, and therefore pulls every thing into his mouth. It is the craving for knowledge that stimulates the desire of the child to move, roll over, crawl, sit and, of course, walk. And by the age of one year, the baby is able to move independently and reach or crawl to the subject of interest to him. Learning something new, the baby develops his thinking, which means that in the first year of life it is necessary, first of all, to stimulate the physical development of the child, his freedom of movement and dexterity. This is the physical and mental development of children.

The process of physical and mental development of children is a consistent and progressive process. After all, each baby initially learns to raise his head, therefore, helping the baby, parents must choose the ideal position for this, that is, lying on their stomach. Helping the baby learn to roll over on his stomach, adults, putting the child on his back, should attract his attention so that he turns his head in your direction. Then you need to help him arrange the arms and legs so that it is convenient for the child to roll over. It is equally important not to rush the child to walk. If parents are in a hurry to put the child on its feet, the development of general motor skills, the development of the shoulder girdle are harmed, and the orthopedic functions of the body are violated. It is more important for us that the child crawls actively. This is necessary for the development of brain symmetry. Prolonged crawling contributes to the active physiological and psychological development of the child, which in the future will certainly have a beneficial effect on all the functions of the baby's body. And only when the baby gets stronger - first get on your knees, and then - start walking.

Physical and mental development is impossible without the development of fine motor skills. It begins when the child learns to coordinate the movements of the hands and eyes. The kid learns to move his fingers, learns to hold a toy and other objects in his hand, squeeze them and throw them. As a child develops, he will learn to turn the pages of a book, hold a spoon and eat with it on his own, seeing how adults do it and trying to imitate them, and also learn to hold the phone, bringing it to his ear, and smooth his hair with his hand. But most of all, fine motor skills develop when the baby learns to draw, both with fingers and with a brush, sculpt from plasticine or clay, and also write. For the development of motor skills, it is very good to play games with the baby where you need to clap your hands, offer the child fabrics with different textures, games using fingers - songs, fairy tales, the simplest counting rhymes. Great for developing hand motor skills musical instruments, sticks, balls, etc.

At an early age, the foundations are laid for the further development of the baby. The actions of parents should be aimed at ensuring that the fine motor skills of the baby develop fully, because the physical and mental development of children largely depends on it.

The article talks about the relationship between the development of the child's movements and the development of his intellect (based on the works of Russian and foreign teachers). From birth to school, the child's brain develops very actively, especially powerfully up to 2.5 years. It is very important not to miss precious time, because the brain is a muscle and it needs to be trained. The possibilities for kids are endless!

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The development of the intellect of a preschooler

through the development of his motor activity.

The human brain is a wonderful thing. It works until the very moment

while you get up to make a speech."/Mark Twain/

In its historical development, the human body was formed in conditions of high physical activity. Primitive man had to run and walk ten kilometers every day in search of food, constantly escape from someone, overcome obstacles, and attack. So four main vital movements stood out, each of which had its own meaning: running and walking - to move in space, jumping and climbing - to overcome obstacles. For millions of years, these movements were the main condition for the existence of man - the one who mastered them better than others survived.

Now we see the opposite picture. The development of science and technology has contributed to a gradual decrease in the physical activity of people. But all the abilities of a person are a product of the activity of the cortex of his brain. About 60% of signals enter the brain from human muscles. Already in the 50s, it was proved that the brain is a muscle and it needs to be trained.

The increase in the intelligence quotient occurs at different stages of a person's life path. American scientistGlen Domann proved that early influences are especially important for the development of intelligence. A child is born with "naked" hemispheres. Neural connections in the cerebral cortex (intelligence) begin to form from the moment a child is born, and they develop most intensively from birth to 2.5 years.

20% of the child's future intelligence is acquired by the end of the first year of life, 50% - by 3 years, 80% - by 8 years, 92% - by 13 years.

The younger the child, the faster and more neural connections are formed.

According to psychologists: a small child learns the world through activity. And its activity is expressed, first of all, in movements.

Of course, G. Domann is right when he asserts that in the history of mankind there are no more inquisitive researchers than children. The first ideas about the world, its things and phenomena come to the child through the movements of his eyes, tongue, hands, movement in space. The more diverse the movement, the more information enters the brain, the more intense intellectual development. The development of movements is one of the indicators of the correct neuropsychic development of the child. Studying the development of the brain and its functions, G. Domann objectively proved that with any motor training, both the hands and the brain are exercised. The most important and amazing thing is that the earlier the child starts to move and the more he moves, the faster his brain grows and develops. The more physically perfect he becomes, the more his brain will develop, his motor intelligence will be higher, and, accordingly, mental intelligence!

Doctor and teacher V.V. Gorinevsky, as a result of deep medical research, came to the conclusion that the lack of movement not only adversely affects the health of children, but also reduces their mental performance, inhibits overall development, and makes children indifferent to the environment.

According to Professor E.A. Arkina - intelligence, feelings, emotions are excited in life by movements. He recommended that children be given the opportunity to move both in everyday life and in the classroom.

Many researchers have found that:

“In order to make a child smart and reasonable,

make it strong and healthy.

Let him run, work, act -

let him be in constant motion.”
J.-J. Rousseau

Academician N.N. Amosov called movement the "primary stimulus" for the child's mind. Moving, the child learns the world around him, learns to love it and purposefully act in it. He proved experimentally that the skills of logical thinking, its speed and effectiveness depend on the development of motor skills of the fingers. The underdevelopment of the motor sphere of the child makes it difficult for him to communicate with other people, deprives him of confidence.

A variety of movements, especially if they are associated with the work of the hands, have a positive effect on the development of speech.

A child of the 21st century, according to academician N.M. Amosov, faces three vices of civilization: the accumulation of negative emotions without physical relaxation, malnutrition and physical inactivity.

As a result, the internal organs in their development lag behind growth, so various diseases and abnormalities occur.

The studies of N. M. Shchelovanova and M. Yu. Kistyakovskaya show that:

the more diverse the movements that the child performs, the richer his motor experience, the more information enters his brain, and all this contributes to a more intensive intellectual development of the baby.

To increase intellectual activity, it is necessary to use physical activity systematically. They improve the flow of thought processes, increase memory capacity, develop the ability to switch from one activity to another, and focus attention.

It should be emphasized that the acquisition by a child of a huge amount of motor skills and abilities can be achieved only with a purposeful, well-organized motor mode.

The highest IQ was found in children who exercise 4-5 hours a week.

It is impossible to develop a child's ability to move without developing visual, manual, auditory, tactile and language skills to one degree or another.

There are six features that make man stand out from all other creatures. They are all products of the cerebral cortex.

Three of these functions are motor in nature and are completely dependent on the other three - sensory. The six human functions are different from one another. However, they are completely interconnected. The better these skills are developed, the more success children have.

Motor skills (walking, running, jumping).
Language skills (speaking).
Manual skills (writing).
Visual skills (reading and observation).
Auditory skills (listening and understanding).
Tactile skills (sensation and understanding).

The more physically developed children are, the higher their level of general development, including intellectual. But it is worth noting that more than 60% of children are physically inactive.

In this regard, there is a need to improve the motor experience of children, which will contribute to the maximum development of each child, mobilization of his activity and independence.

Depending on the degree of mobility, children can be divided into three main subgroups: high, medium, low mobility.

Children of average mobilitydiffer in the most even and calm behavior, uniform mobility throughout the day. Their movements are usually confident, clear, purposeful, conscious. They are inquisitive and thoughtful.

Children of high mobilitycharacterized by unbalanced behavior, more often than others fall into conflict situations. According to my observations, due to excessive mobility, these children do not have time to understand the essence of the activity, as a result of which they have a "low degree of awareness of it." Of the types of movements, they choose running, jumping, avoid movements that require accuracy, restraint. Their movements are fast, sharp, often aimless. The main attention in the development of the motor activity of children with high mobility should be given to the education of purposefulness, controllability of movements, and the improvement of the skills to engage in more or less calm types of movements.

Children of low mobilityoften lethargic, passive, quickly tired. They have little physical activity. They try to move aside so as not to disturb anyone, they choose activities that do not require a lot of space and movement. In sedentary children, it is necessary to cultivate interest in movements, the need for mobile activities. Pay special attention to the development of motor skills and abilities.

Movement, even the simplest, gives food for children's imagination, develops creativity. The main means of its formation is emotionally colored motor activity, with the help of which children learn to express their emotions through body movements.

Of particular importance in the formation of motor creativity of preschoolers are motor tasks, outdoor games, physical entertainment, which are always interesting for children. They have a great emotional charge, are distinguished by the variability of their constituent components, and make it possible to quickly solve motor problems.

Children learn to invent motor content for the proposed plot, independently enrich and develop game actions, create new storylines, new forms of movement. This eliminates the habit of mechanical repetition of exercises, activates, within the available limits, creative activity for independent comprehension and successful application of familiar movements in non-standard conditions.

In the course of learning motor actions, the development of cognitive, volitional and emotional forces of the child and the formation of his practical motor skills take place. This means that training in movements has a purposeful influence on the inner world of the child, his feelings, thoughts, gradually developing views, moral qualities.

physical intelligence(or bodily thinking) is the work of the brain complex, which controls any physical activity, both external and internal.

Scientists have found that the human mind needs about 0.4 seconds. in order to capture a new phenomenon. Whereas the body can assess the situation and react in 0.1 seconds. Thus, if you pay due attention to the development of physical intelligence, then you can acquire some abilities:

1. The ability to quickly navigate in unforeseen situations.

2. The ability to master physical skills, moreover, almost without making mistakes.

3. Endurance and the ability to work longer, quickly switch and focus your attention from one activity to another.

4. The ability to easily endure a stressful situation or illness.

5. Develop and use body language that conveys most of the information in communication.

6. Increase the productivity of any activity without special energy costs.

Thus, the following formula can be derived:

Special experiments have shown that the restriction of the freedom of action of children, expressed in various forms - restriction of motor activity or constant "no", "don't get in there", "don't touch" - can seriously interfere with the development of children's curiosity, because all this restrains the child's impulses for research and, consequently, limits the possibility of independent, creative study and understanding of what is happening. This is a ban on the development of all thought processes!

P.S. For parents: Test for determining the level of development of physical intelligence

Description	Points
You learn something faster if you hold a tool or device in your hands and try to do something on your own than if someone guides you
You are a frequent visitor to gyms, regularly perform a set of physical exercises
Constantly rely on your own inner instinct that leads to the right decisions
You can easily imitate the movements and mannerisms of another person
You experience a feeling of dissatisfaction if you are inactive or perform the same movements
By profession, you are a surgeon or a carpenter, a mechanical engineer, etc. (a profession where physical intelligence is especially important)
Enjoy doing housework
Watch sports channels, prefer sports programs
All your best ideas came to you while you were walking, jogging, cooking
Gesture when communicating with others
Love to play pranks on friends and acquaintances
Spend weekends in nature
You have signs of hyperactivity
In your free time, you like to play sports
You can boast of physical grace and good coordination of movements
Results

Evaluation of results:

1-4 - physical intelligence, unfortunately, is underdeveloped.

5-8 - All is not lost, it's just that your physical intelligence needs a good shake-up.

9-13 - the level of development of physical intelligence is above average.

14-16 - you have a high level of development of physical intelligence.

It should be noted that the brain must not only work, but also learn to rest more deeply. Disconnect for 1-5 minutes - reset unnecessary information, physical exercises will also help to switch.

This, of course, may seem paradoxical: in order to fully relax, you need to exercise! But for psychologists, this is not news - it has long been verified that complete relaxation of the muscles can be achieved just after their strong tension, many methods of psychotherapy are based on this. For example,Method "Key" H. Aliyev - Synchro gymnastics "Unlock your abilities, find yourself!"

The “key” is a controlled ideomotor action that automatically relieves stress. "KEY" can:

Quickly enter a state of deep relaxation and rest, relaxation;

Increase stress resistance;

Increase immune protection, activate self-healing processes.

"Key" helps:

Significantly accelerate the process of healing any disease state, especially psychosomatic conditions;

Get rid of fear, complexes and stereotypes of thinking that limit the freedom of creativity;

Gain confidence;

Concentrate quickly;

Unleash the potential of creative abilities;

Repeatedly enhance the effectiveness of any training and training.

Advantages of the method:

Speed - the result can be obtained on the first lesson.

Accessibility - even a child can master the technique.

Range of practical application - the method can be used for healing, relaxation, memory development, revealing hidden abilities, intuition and much more.

Key" allows a person to establish the relationship of mind and body.

Trains the ability to focus.

Key Exercises:

Imagine that the hands themselves are raised.

"Skier"
"Twisting" - turns left and right, standing
"Bending Back"
"Mahi hands"
"Whip" - punches on the shoulders.

The effectiveness of the "Key" method has been proven by studies conducted from 2002 to 2007. GNIIII VM MO RF

1) Psychophysiological indicators.

The index of physical condition, which characterizes the readiness to perform physical activity, increased by an average of 53%.

The duration of continuous intense monotonous activity increased by an average of 2.5-3 times.

Indicators of fatigue: the ability to write without errors appeared after 8-13 minutes.

The integral indicator of the functional state of the cardiovascular system improved by an average of 12%.

At the same time, there is an improvement in physical performance, a decrease in fatigue and an easier performance of physical actions, without the usual stress, and a decrease in distractibility.

The improvement on the scales was, respectively:

On the scale of "well-being" (in an integrative form reflects the functional state of the body) - 18%;

According to the "activity" scale (reflects the current energy potential) - 18%;

On the scale of "mood" (reflects the emotional attitude to the internal and external conditions of life) - 20%.

2) Psychological indicators.

The level of situational anxiety significantly decreased by 55%.

In the dynamics of conditions that arise after completing a course of anti-stress training, it was revealed:

Normalization of mood;

Decreased anxiety;

The absence of a pronounced emotional reaction to situations that worried you before,

Increasing activity and efficiency;

Normalization of sleep

Stabilization of self-esteem, increased self-confidence;

Poise, (decrease in irritability, a pronounced state of "calm").

"Star of Self-Regulation"

1. Divergence of hands.

2. Convergence of hands.

3. Hand levitation.

4. Flight.

5. Auto-oscillations of the body.

6. Head movements.

Exercise "Scanning" for liberation:

1) 30 seconds - any repeated head turns in a pleasant rhythm.

2) 30 seconds - any repeated movements at shoulder level in a pleasant rhythm.

3) 30 seconds - any repeated movement "from the hip" in a pleasant rhythm.

4) 30 seconds - any repeated movements at the level of the legs in a pleasant rhythm.

5) Repeat the found liberating movement again.

In the first three years of his life, the child manages to go through a huge path in his development, and at the end of the third year he is already ready to rise to a new stage of child development.

The most important achievement in the development of a 4-year-old child is that the child's actions become purposeful. Being engaged in various activities - playing, drawing, designing, as well as in everyday behavior, children begin to act according to the goal, although due to the instability of attention they may forget about it, because they are distracted, leaving one thing for another. But with the gradual mastery of the technique of action, the child becomes bolder and more independent; this is facilitated by daily practice. At the age of four, a child can already do a lot on his own, without expecting or requiring help from adults (for example, he sees that water has been spilled on the table, he takes a rag and wipes it himself).

The general picture of the physical development of a four-year-old child can be depicted as follows: compared with the first three years of life, the growth rate slows down, the baby does not gain in height and weight so quickly. During the year, body weight increases by 1.5-2 kg, height by 5-7 cm; at four years old, the body weight of a child is about 16.5 kg, height is about 102 cm.

It is from this age that a noticeable accumulation of muscle strength begins, endurance increases, and mobility increases. It is important to pay attention to the fact that the skeletal system still retains a cartilaginous structure in some places (hands, lower leg bones, some parts of the spine). This indicates how important it is to constantly monitor the correct position of the child's body during sleep, etc.

The baby's nervous system is also the most vulnerable and requires careful treatment by adults.

At the age of four, significant changes take place in the nature and content of the child's activity, in the development of individual mental processes, and in relations with people.

Creative games acquire great importance in the development of the child, when the child takes on a certain role and subordinates his behavior to it. In these games, the child's interest in the world of adults, which is a model of behavior for him, is manifested. Joint games of children begin to prevail over individual and side by side games, however, there is still no sufficient coordination between the participants, and the duration of the game is short. Games at this age keep the same plot for a long time. It changes easily and quickly. As soon as the child sees how one of the peers plays with some kind of toy or remembers how the last time, for example, they decorated the Christmas tree or were engaged in “loading firewood” on the car, or some other event, after the started game stops , then the child quickly forgets what he recently played. The game moves in leaps and bounds, one plot is quickly replaced by another. The surrounding life is reproduced in the games of children very closely and inseparably. (For example, while depicting an airplane, a child sits on cubes, holds a cube of building material in his hands and “hums”. Here both the image of the aircraft and the image of the pilot, his actions and the sound of the engine have merged together (it is not clear what the child showed in your game?).

This fusion of images in the game is very typical for kids. We also find it in other activities of the child, for example, when reproducing complex plots of a drawing or telling something.

In the games of kids, the instability of their attention, increased emotional excitability are clearly manifested. The ability for volitional efforts is still very poorly developed in a four-year-old preschooler. But playing a pilot or a policeman, a doctor or a salesman, the child is forced to limit himself, restrains himself with the role that the game requires, and this is how he exercises volitional restraint. These features testify to the peculiar psyche of the child. Knowledge of these features prompts both the educator and parents what to do, how to manage children's games in order to provide the best conditions for the development of young children. A child often does not yet know how to play, he is not born with this ability, so an adult needs to teach him this activity. The role of the educator and parents here should be more active (it is necessary to stimulate, suggest the topic of the game, organize the child's activities and include it in a common game with one of the children, etc.).

In visual activity and in design, children move on to a deliberate depiction of objects, although the means for realizing the idea are still imperfect. In drawing, the child's abilities begin to be determined by graphic images, ideas about how the depicted object should be on paper.

Gradually, the number of graphic images grows, and the range of objects depicted by the child expands accordingly. In the process of playing, drawing or constructing, the child gets acquainted with the properties of objects, develops his perception, thinking, imagination, and the like.

Physical and mental development of preschool children. The role of the family in the development of preschoolers. Psychological and pedagogical testing according to the method of Kushnir N.Ya. and additional methods for determining mental development in children of five years of age.

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Ministry of Education of the Republic of Belarus

educational institution

"Gomel State University

named after Francysk Skaryna"

Department of Biology

Department of Human and Animal Physiology

GRADUATE WORK

CHARACTERISTICS OF MENTAL AND PHYSICAL DEVELOPMENT OF PRESCHOOL CHILDREN (ON THE EXAMPLE OF G. GOMEL)

Executor:

student of group B-52

Korshak Lyudmila Ivanovna

Scientific adviser:

assistant Drozdov Denis Nikolaevich

Gomel 2012

Content

Introduction
1. Literature review
2.2 Research methodology
Conclusion
List of sources used

Introduction

Preschool age is a period during which there is a colossal enrichment and streamlining of the child's sensory experience, mastery of specifically human forms of perception and thinking, the rapid development of the imagination, the formation of voluntary attention and semantic memory.

An important role in the formation of the child's personality is also played by a certain level of physical fitness, mastery of special knowledge, motor skills and abilities.

Many psychologists believe that a six-year-old child is psychologically ready for school and is physically developed enough.

However, according to the Russian psychologist Kushnir N.Ya., attempts to implement this provision cannot be called completely successful. The age of the child from six to seven years is considered to be transitional. On the one hand, this age can be called senior preschool, on the other hand, junior school.

As a rule, when a child goes to school, he has individual abilities in physical and mental development, which he received in the process of education.

Currently, the issue of mental and physical development of preschool children, as well as, importantly, personal growth when children are admitted to school, is becoming relevant. Teachers and psychologists analyze the main factors, conditions that affect the full development of a preschool child: the family with its foundations and traditions, the atmosphere of the family; preschool institutions, in particular kindergartens, where the main form of education is the lesson, as well as the children's team with its interpersonal relationships.

aim work was an assessment of the mental and physical development of preschool children.

Practical meaning work lies in the fact that, based on the results of research, to establish the overall level of development of children of five and six years of age, brought up in a preschool institution. Pay special attention to preschoolers who are lagging behind in development, and develop recommendations for them on the mental correction of their development.

1. Literature review

1.1 Features of the physical development of preschool children

The physical development of a child is a complex process, which is expressed in a change in the size of the body and the ratio of individual parts of the body to each other. Development includes growth (an increase in the mass of an organism, a change in the number of its cells or their size), differentiation of organs and tissues, and shaping (acquisition of the body's inherent forms).

A characteristic feature of the growth process of the child's body is its unevenness and undulation. Periods of increased growth are replaced by some slowdown.

It is in the period from 5 to 7 years that an increase in the rate of growth of the body in length (the so-called "half-height jump") is observed, and the limbs at this time grow faster than the body. There is an intensive growth of the tubular bones of the legs and arms, the curves of the spine are formed, the structure of the bones changes: cartilage tissue is replaced by bone. Bones contain more organic matter and are more supplied with blood.

The spine of a healthy child takes a normal, permanent shape and physiological posture only by the age of 6-7 years. Children's posture is not stable, and may improve or worsen. Therefore, it is necessary to carry out physical exercises with children during the day to prevent curvature of the spine.

Intervertebral discs in children are relatively thicker than in adults. With age, they shrink and become less elastic.

From 3 to 7 years, the growth of the entire skull continues, especially its base. By the age of 7, the growth of the base of the skull in length basically ends, and it reaches almost the same size as in an adult.

mental physical development preschool

Fusion of parts of the ethmoid bone of the skull and ossification of the ear canal ends by the age of six. The fusion between the parts of the occipital, main and both halves of the frontal bones of the skull has not yet been completed by this age. Cartilaginous zones are preserved between the bones of the skull, so the growth of the brain can continue. (The volume or circumference of the head of a child by the age of six is approximately 50 cm.). The ossification of the supporting parts of the nasal septum does not end either.

The external auditory meatus is formed in the temporal bone by the age of 6, when its length reaches 24 mm and width - 17 mm. During the first 6 years of life, the air cells of the mastoid process of the temporal bone are formed. The bony labyrinth of the organ of hearing has already been formed by this time. The frontal sinuses, which have the size of a pea by the age of 4, reach the size of a hazelnut by the age of 7-8, and only by the age of 12 are half the size of an adult.

As a result of the “half-height jump”, the shape of the chest changes, its typological configuration appears, which is closely related to the development and functionality of the lung tissue.

The growth of the chest slows down, its mobility increases, the cardiovascular system strengthens, and the digestive apparatus improves.

During this period, the fusion of the tubercles of the humerus with her body begins; in the elbow joint there is already a nucleus of ossification, but the condyles are cartilaginous. In the child's hand, centers of ossification of all the bones of the wrist are observed.

In the bones of the tarsus, ossification points appear in the period from 3 months to 5 years.

In the bones of the pelvis, the X-shaped cartilage is well expressed in the region of the acetabulum, where a large load is transferred from the trunk to the limbs. The cartilaginous crest of the femur and its lesser trochanter are poorly expressed, by the age of 5 they merge into a single bone, ossification nuclei appear at the upper end of the fibula. In children 4-5 years old, the bones of the tarsus are largely cartilaginous, only the nuclei of the 1st and 2nd sphenoid bones are well expressed, the nucleus of ossification of the calcaneal tuber is absent up to 7-8 years.

In the period of five to seven years, incompleteness of the structure of the foot is also observed. In this regard, it is necessary to prevent the appearance and consolidation of flat feet in a child, which can be caused by shoes.

In parallel with the growth of the skeleton, there is an increase in muscle mass. In children, muscles account for 20-25% of body weight.

Muscles become dense, their strength increases. The muscles of the chest, back, and pelvis develop especially quickly. The small muscles of the hand and foot are still under development.

The age of 3-7 years is an important period in the formation of an arbitrary motor function, which further affects the morphological maturation and development of the functional capabilities of the motor analyzer.

Children with a high level of physical development and functional state, as a rule, lead an active "healthy lifestyle", primarily with the help of their parents, and secondly - with the help of a team of kindergarten teachers.

Children with low physical fitness - very often get sick and rarely attend preschool institutions. This, in turn, negatively affects the nature of the mental performance of children. Therefore, the main task of the educator is to purposefully and consistently overcome the underdevelopment of children's motor skills and movements.

1.2 Features of the mental development of preschool children

Within each period, the development of children proceeds unevenly: either one or another task comes to the fore in the development of the personality (either physical, then mental, then moral, then labor, then aesthetic) while solving other problems of education.

The peculiarity of the development of children of 6-7 years old consists in the enormous opportunities for the formation of those mental qualities that need to be developed in a child, based on his natural (natural) prerequisites and the most age-appropriate types of activities.

A remarkable feature of the development of a child is that nature itself has developed an amazing ability for continuous and endless individual development and improvement.

However, this need and the ability of the child's body to constantly change and improve is only a prerequisite for the successful mental development of the individual. Mental development is the process of forming the cognitive activity of children, the development of their feelings and will, the formation of various personality traits (temperament, character, ability, interests). ()

When organizing work on the upbringing and education of children of 6-7 years old, it is necessary to give a sufficient amount of external impressions that would ensure the active functioning of the brain.

External impressions, educational influences of adults should be varied, since the maturing brain of a child is very sensitive to overload, quickly gets tired of monotonous activity.

Characteristic in the development of the child is his own participation in his development. At preschool age, there are such forms of self-development as orientation towards a person or a team, adaptation, imitation, and the nascent beginnings of self-education.

Self-education as the highest form of participation of a child in his development at the age of 6-7 is possible in elementary manifestations, but it is not decisive, since it involves self-management of development, high conscious demands on oneself, which is not yet available to preschoolers.

For the development of children 6-7 years old, the phenomenon of acceleration is characteristic, i.e. acceleration of physical and mental development. Psychologists explain the accelerated mental development by the increased flow of information that children receive from various sources - radio, television, communication with adults and peers, reading books, learning, etc. .

In the preschool period, the analyzer-synthetic functions of the brain are actively improved, the differentiation of nerve cells continues, and by the end of the period, the cerebral cortex is similar in structure to the cerebral cortex of adults.

The intellectual abilities of the child develop rapidly, judgments are formed, children master motor speech, grammatical forms of speech begin to form.

With the development of the child, not only the forms and types of his physical activity are enriched, but its structure becomes more complicated. A new type of activity arises - mental activity.

The child first comprehends the action that he performs, then begins to plan it, sets a goal, thinks about how to achieve it, argues, criticizes, corrects.

Six-year-old children are interested not only in a new subject, but also want to know its device, purpose, method of use, and origin. The motive that prompts the preschooler to manipulate objects is cognitive interest. On the basis of it, among preschoolers, it clearly appears that the desire of children to engage in mental activity is growing.

During preschool age, noticeable changes occur, both in the content of feelings and in the form of their flow.

Previously arisen feelings deepen and become more stable, diverse, clearly expressed.

At preschool age, the child intensively masters speech as a means of communication: with the help of speech, he learns to talk about events that are significant to him, shares his impressions.

The development of speech goes in several directions: its practical use in communication with other people is being improved, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking. Under certain conditions of upbringing, the child begins not only to use speech, but also to realize its structure, which is important for the subsequent acquisition of literacy.

Compared with early childhood, the vocabulary of a preschool child increases, as a rule, three times. At the same time, the growth of vocabulary directly depends on the conditions of life and upbringing.

And by the age of six, the child's stock increases so much that he can easily explain himself to another person on any occasion related to everyday life and within the scope of his interests.

The fact that the child learns the grammatical forms of the language and acquires a large active vocabulary allows him to move to contextual speech at the end of preschool age.

The possibilities of communication between preschoolers and adults are expanding, its content is deepening, which is facilitated by the achieved level of speech development.

At preschool age, the child is characterized by arbitrary actions - observation, examination, search. The child perceives the objects around him meaningfully, analyzing them. Perception is a complex active process that includes the analysis and synthesis of incoming information. .

The child not only distinguishes colors, shapes, sizes of objects and their position, he can also depict the simplest forms and paint them in a given color.

At the same time, the figurative beginning, which is very strong in this period, often prevents the child from drawing correct conclusions about what he observes.

At the age of four to seven years, according to J. Piaget, there is a gradual conceptualization of mental activity, which brings the child of preschool age to pre-operational thinking. Thinking is an active process of reflecting the objective world with the help of words and images.

The preschooler's thinking remains largely visual, including elements of mental abstract operations, which can be seen as a progressive change compared to the previous early age.

If in early childhood the leading form of thinking of the child is visual-effective, then preschool age is the period of dominance of visual-figurative thinking. At the older preschool age, elements of a more mature - verbal-logical thinking begin to appear.

The preschooler thinks figuratively, he has not yet acquired the adult logic of reasoning.

In the context of purposeful learning, children can reach a higher level of thinking. As a result of specially organized versatile orienting activity, correct, accurate, rich images, meaningful ideas about objects are formed in children, which become the basis for the development of thinking. Modeling the sound composition of a word contributes to the formation of phonemic hearing and, on its basis, more effective mastery of reading and writing.

The thinking of a six-year-old child is characterized by egocentrism, a special mental position due to the lack of knowledge necessary to correctly solve certain problem situations.

The child strives for knowledge, and the very assimilation of knowledge occurs through numerous "why?", "How?", "Why?".

Preschool age is the age of intensive memory development. Memory is the process of accumulation, storage and reproduction of incoming information. However, the memory of a preschooler has a number of specific features.

Memory captures significant events and information for the child and stores them. A six-year-old child can memorize arbitrarily. When memorization becomes a condition for a successful game or is important for the realization of the child's claims. However, involuntary memorization remains more productive.

The development of memory leads to a restructuring of the interests and motives of the child's activities. For the first time in life, at preschool age, interest begins to be determined by experience stored in memory.

The cognitive activity of the child, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. Attention is a state of mind expressed in concentration on something.

The selectivity of the preschooler's voluntary attention is a function of his spontaneous play activity, since in the game he arbitrarily directs his attention to what he needs for it.

Although six-year-olds can voluntarily regulate their behavior, involuntary attention predominates. It is difficult for children to concentrate on monotonous and unattractive activities for them.

The main result of the development of all types of activity, on the one hand, is the mastery of modeling as a central mental ability, on the other hand, the formation of voluntary behavior.

1.3 The role of the family in the development of a preschooler

Having been born, the baby enters into certain relationships with the environment and people. In the system of these relationships, the formation of his personality takes place. This is a long and complex process in which the child learns moral norms with the help of adults.

The preschooler is distinguished by curiosity, which is reflected in his endless questions "why?", "Why?". The child develops a desire to exercise himself in actions, deeds in which he tries to show his independence.

A special influence on the development of curiosity and cognitive interests is exerted by the joint activities of parents and children, which each family can organize. In the process of such activities, older family members reasonably encourage the efforts of the child, provide support and timely assistance in case of difficulties encountered, positively evaluate the results achieved. All this strengthens the cognitive interests and curiosity of the preschooler.

A child of 3-6 years old masters the elements of learning, is engaged in playing, modeling, labor, construction and other activities that are organized by adults.

Throughout preschool childhood, the degree of awareness changes when children follow the rules. Children 5-6 years old already follow the rules not out of habit, but consciously, understanding their meaning.

The main way of influence of an adult on the development of the personality of children is the organization of conditions for the practical assimilation of moral norms by them. The first such condition is the model of an adult, his attitudes and actions. The child is inclined to imitate, adopt the manner of adults, borrow their assessment of people, things, events. Equally important are the patterns of behavior presented in stories and fairy tales. It is very important for a child to evaluate the actions of adults, the actions of his peers, himself, and fairy-tale characters.

The child is taught the rules of behavior, which become more complicated over time. By presenting demands to children and evaluating their actions, adults make children comply with the rules. Gradually, the children themselves begin to evaluate their actions, based on the idea of what behavior others expect from them. There is a process of assimilation of experience and its individualization, that is, self-awareness. This is how personality is formed.

The game is the main activity of a preschooler, and therefore, on its basis, the personal development of the child takes place. The game forms important qualities in him, including collectivism. By copying the activities of adults, imitating them in role-playing and story games, the child gets to know the reality around him more deeply, gets acquainted with the life of people, their work. In the game, children develop not only thinking, but also imagination. During the game, the child performs certain tasks and goals, obeys its rules, which educates and strengthens his will. Through the game, educators and parents introduce the child in an accessible form to social and moral norms. Therefore, one of the important tasks of the educator is the organization of children's activities. Performing a certain role, the child identifies those rules and norms that are accepted in the social environment around him. They become the rules of his playing behavior.

The game contributes to the formation of self-esteem of a preschooler. It creates favorable opportunities for meeting and developing the child's need for self-assertion and recognition.

In the game, as in the leading form of activity of preschoolers, mental processes are actively formed or rebuilt, starting from the simplest and ending with complex ones.

It is also important that the ability to take the point of view of another person, a partner in the game, to look at things from his position is actively formed in the game.

It is also extremely important that in the process of play activity, the child develops imagination as the psychological basis of creativity, which makes the subject capable of creating something new in various fields of activity and at different levels of significance.

In the game, he himself determines how to behave in a given situation, what should be done and what should not be done. The child does not expect the approval of others for this. He is rewarded with the satisfaction and joy he experiences from fulfilling his role. It should be noted that the elements of the role-playing game arise and begin to develop already at a young age.

Of course, both the preschooler and the "children's society" develop in other activities as well. But play is of particular importance in this process. It is the leading activity in the preschool period and, like no other activity, meets the characteristics of the child's psyche, is most characteristic and characteristic of him.

Currently, there is an acute problem of raising children in dysfunctional families, which negatively affects the moral and mental development of children.

Families where parents abuse alcohol are called families of social risk, since the behavior of their adult members, their lifestyle does not meet the requirements of society. In such families, individuals with deviations in moral and mental development are more often formed, representing a danger to society.

There is another type of trouble: outwardly, the family is also quite prosperous, but the parents are constantly busy acquiring things or arranging their personal lives. No one is seriously involved in the upbringing of children in such families. The interests and needs of the child are not taken into account, the inner world of the child does not seem to deserve a serious attitude. Parents do not create conditions for children's games and activities, there is no joint leisure, sports, reading books.

Families where no requirements are made to the child, where all his whims are satisfied, which creates the basis for the formation of selfishness, arrogance, and disrespect for others, should also be classified as dysfunctional. A family raises a person who does not want to reckon with anyone, including his own parents.

Thus, the most typical causes of trouble in the family are: alcoholism, open and hidden conflicts between parents and other family members, parents' orientation only on the material support of the child, lack of concern for his upbringing, about his spiritual development. All of these reasons are usually combined with each other.

In a number of families, trouble arises in connection with the divorce of parents. The period of family breakup is especially difficult for children. In kindergarten, they are capricious, stubborn, withdrawn, tearful. An incomplete family formed as a result of a divorce can become dysfunctional.

In most dysfunctional families, when all household and parental cares fall on the shoulders of the mother. This leads to her overwork, irritability, which causes quarrels and, ultimately, adversely affects the fragile nervous system of the child.

As you can see, parents are often unaware of the troubles of their family, as well as the dire consequences to which it can lead.

2. Object, program and research methodology

2.1 Object and program of research

The object of the study are 106 children of preschool age. The examination took place in kindergarten No. 3 in the town of Loeva and a nursery - kindergarten No. 114 in Gomel. The study included 3 samples, which are shown in Table 1.

Table 1 - Number of surveyed preschoolers

The research program included the following tasks:

1) Determining the level of mental development of preschool children according to the method of N. Ya. Kushnir;

2) The use of additional techniques developed for children of five years of age;

3) Measurement of anthropometric indicators in preschool children;

4) Make an analysis of the results of the examined children.

2.2 Research methodology

Psychological and pedagogical testing developed by Kushnir N.Ya. made it possible to identify in children:

the level of arbitrary memorization;

level of development of thinking;

level of self-regulation.

And also included additional methods to determine the mental development of children of five years of age. These methods have revealed:

the level of visual-effective thinking;

the level of figurative-logical thinking;

memory based on recognition.

Measurement of children, on the basis of which it is possible to judge the degree of their physical condition of the body, includes:

standing height, see;

body weight, kg;

chest circumference at rest, cm.

2.2.1 Psychological and pedagogical testing according to the method of Kushnir N.Ya. and additional methods for determining mental development in children of five years of age

The survey begins with an introductory, confidential conversation that allows you to enter into informal contact with the child. In this case, the results are not evaluated. Then the teacher proceeds directly to testing.

1. Revealing the level of arbitrary memorization

Technique "Memorizing ten words". Children are offered ten one- and two-syllable words: book, moon, ringing, honey, water, window, ice, day, thunder, brother. High level: after the first reading at least 4-5 words, after the fourth - 8-10 words; intermediate level: after the first reading at least 3-4 words, after the fourth - 6-7 words; low level: after the first reading no more than 3 words, after the fourth - 4-5 words.

2. Identification of the level of development of thinking

Method "Name it in one word". The child is offered ten sentences.

apples, plums, pears...

dog, cat, bear...

table, bench, bed...

T-shirt, jacket, dress - this is ...

hand, face, ears...

red, black, yellow...

shoes, boots, shoes...

Nastya, Julia, Sasha - this is ...

cheese, meat, bread...

plate, cup, fork...

The child must generalize the concepts. Evaluation of the results: 1-2 mistakes made - 3 points, 3-4 mistakes made - 2 points, 5-6 mistakes made - 1 point. High level: 8-10 points, average level: 4-7 points, low level: 0-6 points.

3. Revealing the level of self-regulation

Method "Yes" and "No". The child is invited to answer questions, but it is impossible to answer with the words "yes" or "no".

1) Do you have many friends, girlfriends?

2) Do you like to write, read, count?

3) Do you like going to kindergarten?

4) Do you want to go to school?

5) Do you help your parents at home?

6) Do you like animals?

High level: the child restrains the desire to answer with the words "yes" or "no", considers the answer, average level: the child replaces the words "yes" or "no" with affirmative and negative shaking of the head, low level: the child does not follow the rule.

Based on the results of the examination, the average value of the indicators of the level of mental development is derived for each child.

4. Technique "Cut out the shapes"

This technique is intended for psychodiagnostics of visual-effective thinking of children aged 4 to 5 years. Her task is to quickly and accurately cut out the figures drawn on it from paper. In figure 1, in the six squares into which it is divided, various figures are depicted. This drawing during testing is offered to the child not as a whole, but in separate squares. To do this, the experimenter preliminarily cuts it into a plurality of squares.

The child in turn receives all six squares with drawings (the order of their presentation is marked with numbers on the drawings themselves), scissors and the task of cutting all these figures as quickly and accurately as possible. (The first of the squares is simply cut in half with scissors along the horizontal line drawn in it.)

Evaluation of results

In the course of evaluating the results obtained in this technique, the time and accuracy of the child's performance of the task are taken into account:

10 points - all the figures are cut out by the child in no more than 3 minutes, and the contours of the cut out figures differ by no more than 1 mm from the given ones.

8-9 points - all the figures are cut out by the child in 3 to 4 minutes, and their

contours differ from the originals by 1 mm to 2 mm.

6-7 points - all the figures were cut out by the child in 4 to 5 minutes, and their contours differ from the originals by 2-3 mm.

4-5 points - all the figures are cut out by the child in 5 to 6 minutes, and their

the contours differ from the originals by 3-4 mm.

2-3 points - all the figures are cut out by the child in 6 to 7 minutes, and their

the contours differ from the originals by 4-5 mm.

0-1 point - the child did not cope with the task in 7 minutes, and cut out by him

figures differ from the originals by more than 5 mm.

conclusions about level unfoldAndtiya

10 points - very high. 8-9 points - high.

4-7 points - average. 2-3 points - low. 0-1 point - very low.

Figure 1 - The contours of the cut out figures for the "Cut out the figures" method

5. Methodology "What is superfluous here?"

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In the methodology, children are offered a series of pictures (Figure 2) showing different objects, accompanied by the following instructions:

"In each of these pictures, one of the four items depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous." You have 3 minutes to solve the problem.

Evaluation of results

10 points - the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous.

8-9 points - the child correctly solved the problem in the time from 1 minute to 1.5 minutes.

6-7 points - the child coped with the task in 1.5 to 2.0 minutes.

4-5 points - the child solved the problem in 2.0 to 2.5 minutes.

2-3 points - the child solved the problem in 2.5 minutes to 3 minutes.

0-1 point - the child did not cope with the task in 3 minutes.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Figure 2 - Pictures for the method "What is superfluous here?"

6. Technique "Recognize the figures"

This technique is for recognition. This type of memory appears and develops in children in ontogenesis one of the first. The formation of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type.

In the methodology, children are offered the pictures shown in Figure 3, accompanied by the following instructions:

"There are 5 pictures in front of you, arranged in rows. The picture on the left is separated from the rest by a double vertical line and looks like one of the four pictures located in a row to the right of it. You need to find and point to a similar picture as soon as possible."

First, for a test, the child is offered to solve this problem in the pictures shown in row number 0, then, after the experimenter is convinced that the child understood everything correctly, they are given the opportunity to solve this problem in pictures with numbers from 1 to 10.

The experiment is carried out until the child solves all 10 tasks, but no more than 1.5 minutes, even if the child has not completed all the tasks by this time.

Evaluation of results

10 points - the child completed all the tasks in less than 45 seconds.

8-9 points - the child coped with all tasks in 45 to 50 seconds.

6-7 points - the child coped with all the proposed tasks within a period of time from 50 to 60 seconds.

4-5 points - the child coped with all tasks in 60 to 70 seconds.

2-3 points - the child solved all the problems in 70 to 80 seconds.

0-1 point - the child solved all the problems, spending more than 80 seconds on it.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

Figure 3 - Pictures for the method "Recognize the figures"

This testing was quantified. For each of the tests, according to the data obtained, the ratio was found according to formula 1:

y=, (1)

y - coefficient characterizing the level for each of the indicators;

x - the number of correct answers, the number of words or the time it took the child to complete the task;

n is the total number of subjects.

2.2.2 Study of the level of physical condition of children of six years

Examination of the level of physical condition of children of six years is organized during classes in the sports hall of the kindergarten. The following measurements are taken:

1) height measurement - carried out using a stadiometer. The subject must stand on the platform of the stadiometer, touching the vertical stand with the heels, buttocks, interscapular region and the back of the head. The full result is fixed;

2) measurement of chest circumference - measured with a centimeter tape. The subject raises his hands, the tape touches so that it passes along the lower corners of the shoulder blades. In front, the tape runs along the mid-sternal point and fits snugly to the body. The indicator is measured in a pause;

3) determination of body weight - measurements are carried out using medical scales;

For each group, for each indicator, the mean value, standard deviation and mean error were calculated m .

=, (2)

x- sign value; n- number of values

, (3)

x 2 - the sum of the squares of the differences between each value of the attribute and the average;

n- 1 - the number of degrees of freedom, equal to the number of objects in the group without one.

, (4)

The obtained data were statistically processed.

3. Research results and discussion

3.1 Analysis of the results on the physical development of preschoolers

According to the results of the study, it was found that in children in the physical development of deviations from the norm are not observed. The data are given in tables 2,3, 4.

Table 2 - Body growth statistics

Table 3 - Statistical data on body weight

Table 4 - Statistical data on chest circumference

From tables 2, 3, 4 it can be seen that for both boys and girls of the age group of 5-6 years, there was no significant difference and deviation of the considered indicators from the normal limit (Kholodov Zh.K., Kuznetsov V.S. Theory and methodology of physical education and sports: textbook, 2nd edition - M.: Academy, 2002. - 480 pp.) for these age groups.

3.2 Analysis of the results on the mental development of preschoolers

Table 5 - Results of a survey on voluntary memorization in five-year-old children

No. of the subject	boys
Arbitrary memorization

Picture 1

Analyzing table 5, it should be said that the average value of boys does not differ much from the average value of girls. But Figure 1 shows that according to the initial data, the boys showed a higher result than the girls.

Table 6 - Results of a survey on thinking in five-year-old children

No. of the subject	boys
Thinking

Figure 2

Based on the data in Table 6, it follows that the average value of boys is equal to the average value of girls. From here, from Figure 2 it can be seen that, according to the initial data, the results of both girls and boys are almost the same.

Table 7 - Results of a survey on self-regulation in five-year-old children

Quantity examined	boys
Self-regulation

Figure 3

Similarly to table 6, table 7 shows that the average values of boys and girls are the same. From figure 3 it follows that boys do not differ much from girls according to the initial data.

Table 8 - Results of the survey on visual-effective thinking in five-year-old children

No. of the subject	boys
Visual Action Thinking

Figure 4

The results of Table 8 show that the average value of boys is 0.1 unit higher than that of girls. If we consider Figure 4, then according to the initial data, it can be seen that boys show a higher result than girls.

Table 9 - Results of a survey on the development of memory in five-year-old children

No. of the subject	boys

Figure 5

Analyzing table 9, it should be said that girls have a higher average value than boys. Based on Figure 5, it can be seen that girls, according to the initial data, show better results.

Table 10 - Results of a survey on figurative-logical thinking in five-year-old children

No. of the subject	boys
Figurative-logical thinking

Figure 6

According to the results from table 10, it follows that girls and boys are numb differences in the average value. In figure 6, there is no significant difference in the results for both girls and boys.

Table 11 - Results of a survey on voluntary memorization in six-year-old children

No. of the subject	boys
Arbitrary memorization

Figure 7

Based on the data in Table 11, it follows that the average value of boys is less than the average value of girls. From here, from Figure 7 it can be seen that, according to the initial data, the results of girls exceed the results of boys.

Table 12 - Results of a survey on the development of thinking in six-year-old children

No. of the subject	boys
Thinking

The connection between mental and physical education

In terms of the tasks of mental education in the process of physical education, it is provided:

Enrichment with special knowledge related to the field of physical culture, sports; their systematic expansion and deepening, the formation on this basis of a meaningful attitude to physical culture, sports activities, assistance in the formation of a scientific worldview;

Development of cognitive abilities, qualities of the mind, promotion of creative manifestations of the individual, including self-knowledge and self-education by means of physical culture, sports.

The implementation of these tasks in the process of physical education is connected, first of all, with physical education, and the pedagogical basis is didactic principles, means and methods.

Mastering them in a specific application, i.e. in unity with practical skills and abilities, constitutes the main educational line in physical education. This line should be closely connected with the education of cognitive activity and qualities of the mind, such as curiosity and inquisitiveness, dynamism, flexibility and subtlety of mental operations (sharpness of thinking), for which there are considerable opportunities in the process of physical education.

Transferring knowledge directly within the framework of physical exercises, the teacher uses original methods, the features of which are determined by the specifics of physical education (laconic explanation, instruction, accompanying explanations in the course of performing motor tasks, prompt analysis of the results of their implementation, etc.). This gives dynamism to the cognitive activity of students.

The connection between physical and mental education was pointed out by many defectologists (A.S. Samylichev 1 , A.A. Dmitriev 2 , N.A. Kozlenko and others). So, A.S. Samylichev conducted research to determine the ratios of the development of mental performance and physical qualities in students of an auxiliary school. As a result, it was found that in the vast majority of cases there is a direct relationship between the studied indicators - children with higher mental performance are distinguished by a better development of physical qualities, and vice versa. That is, by increasing the level of development of physical qualities in mentally retarded children in the process of physical education with the help of targeted individually dosed exercises, we will thereby indirectly influence the development of their mental abilities, which is one of the most important tasks of correctional and educational work in an auxiliary school. So, the development of mental performance and the level of physical qualities in mentally retarded children are in a certain relationship, which is evidence of a connection between the physical and mental aspects of education. Physical and mental education are two complementary aspects of the educational process in schools for both normal and mentally retarded children.

Unity of labor and physical education

Labor education is, in fact, not so much a separate part of education as the main applied direction of all aspects of education. The labor orientation of the system of physical education in our country is clearly expressed in its goals, objectives, fundamental principles. The role of physical education in labor education and the main lines of their relationship are characterized by the following provisions:

1. Physical education has a general preparatory and directly applied value for labor activity. The importance of physical education for labor is due, first of all, to the objective unity of body functions. No matter how different individual types of useful labor or productive activity may be, from the physiological point of view, these are, in any case, functions of the human body, and each such function, whatever its content, is in essence a waste of the human brain, muscles, sensory organs and etc. Physical education, providing an increase in the functional capabilities of the body, thereby creates the most important prerequisites for high performance for all types of work that require similar functional capabilities.

This is the basis, in particular, for the effect of professionally applied physical training. If physical education forms motor skills and abilities that are directly applicable in the chosen labor activity, then in this case it is, in essence, one of the forms of practical labor education.

At the same time, physical education has a wider meaning for labor activity. Comprehensively developing physical abilities and creating a rich stock of various motor skills and abilities, it guarantees general physical fitness as a prerequisite for high productivity in any kind of labor.

2. The path to physical perfection is the path of many years of hard work to transform oneself, one's “nature”, it goes through overcoming increasing loads, often very difficult, requiring maximum self-mobilization. In such voluntary everyday work, an attitude towards labor in general is also developed, especially when the physical is inextricably linked with the moral and other types of education. Then it is one of the main factors in the education of industriousness, forming the habit of working with full dedication of strength and developing creative abilities.

3. In the physical culture movement of our country, a large place is given to the voluntary and gratuitous participation of sports teams in public work and socially useful deeds related to specific labor operations.

4. Labor education in the process of physical exercises is also facilitated by the systematic fulfillment of practical duties for self-service and maintenance of the group (preparation and cleaning of training places, inventory, care for sports equipment, equipment, etc.).

It is important that the system for fulfilling such duties is connected with the satisfaction of not only personal needs, but also the needs of the team. Thanks to this, those involved not only learn the elementary methods of everyday work, but at the same time accustom themselves to responsibility, conscious discipline, organization, coordination of actions in a joint business, and also acquire the ability to lead and obey, enjoying a well-established, albeit everyday, but necessary and useful for the team.

So, we see that physical and labor education are inextricably linked. The connection between physical and labor education of mentally retarded children was pointed out by such defectologists as D.I. Azbukin (1943) 1 , A.N. Graborov (1961), G.M. Dulnev and others.

Physical education plays an important role in preparing secondary school students for work. Physical education promotes comprehensive physical development and health promotion, corrects deficiencies in mental and physical development, forms the correct skills of vital movements and expands motor capabilities by correcting motor deficiencies, develops readiness to master new skills and abilities.

Graduates of the VIII type school after graduation must find a job. The problem of social and labor adaptation of school graduates of the VIII type is currently one of the most important special problems of defectology. How successfully a mentally retarded student masters a working profession depends on his further social position and, consequently, successful adaptation in independent life. In this regard, considerable attention is paid to the physical education of schoolchildren, which makes it possible to identify and develop the interests and inclinations of students, their potential.

So, from the foregoing, we can conclude that moral, aesthetic, mental, labor and physical education are interrelated, complementary aspects of the educational process in an auxiliary school.