Physical education of children in a preschool educational institution. physical education in dow

The issue of protecting and strengthening the physical condition of children is considered one of the most important in almost all kindergartens. In this direction, work is being carried out based on compliance with the requirements and sanitary and hygienic standards, the right approach to organizing a balanced diet, systemic hardening of children, as well as sports and recreational activities.

Today, physical education for children in preschool educational institutions is of particular importance. According to statistics, in Russia in recent years, the number of children aged 3 to 7 years old, who are distinguished by functional deviations in their state of health, has increased to 60%. The main task of the kindergarten is the right individual approach to each child in order to positively influence the current situation.

It is physical education that is an opportunity for most children to become full-fledged members of society in the future. If you properly engage in physical exercises with a preschool child with a problem they understand, he will learn to interact with peers, striving for the first achievement and development.

As for children with disabilities (Disabled Health Opportunities), there is an individual approach for them, taking into account the following features:

• corrective and compensatory work. It implies the selection of exercises, taking into account the main and possible concomitant ailments. In this case, it is customary to use A complex approach, contributing to the development of physical abilities;
• preventive measures. This part is one of the most important, as it allows you to increase the tone vitality, as well as health, improve overall well-being and strengthen immunity;
• psychology. Often the main reason for the behavior of a child of an antisocial nature is self-doubt and self-doubt. As a result, the baby does not understand his role in society and does not know how to interact with peers. Therefore, an integrated approach is designed to help the child overcome such problems;
• physical education with children with disabilities in the preschool educational institution also includes educational education. This means that all children with these problems should be taught sports culture as well as the rules of the competition, which will help them gain skills to work with other children in a team and subsequently make sports an integral part of their lives.

Note! The main exercises for children with disabilities include such activities that are aimed at acquiring the most important everyday skills, this includes fine motor skills of the hands, micro orientation, and leg movement. All these exercises are always based on the provisions on the physical and psychological characteristics of the baby, as well as special methodological principles for working with each of them.

For a child without deviations, physical activities also play a very important role. Exercise contributes not only to health promotion, but also to physical development. Physical education can help mental activity, and also has a beneficial effect on the body as a whole. In this regard, educators take the following measures:

1. Morning work-out. It always has a positive effect on increasing efficiency, and also improves well-being for the whole day.
2. Short-term insertions of physical exercises. They are designed to relieve fatigue and increase mental capacity in order to save the child from feeling overtired.
3. Various types of hardening with the permission of the parents. Conducting sports holidays, which are designed not only to improve well-being, but also to promote physical development, positively influence emotional condition child, which in the future will help him perceive physical exercises as a way to improve mood.
4. In addition to morning exercises, this includes such types of it as finger, articulatory and respiratory.
5. For each group, special modes of motor activity are always compiled, in which, in addition to organized varieties of physical education exercises, independent outdoor games are included in the daily routine of preschoolers, taking into account their individual and age characteristics.

Features of physical education in modern kindergartens

The physical development of the baby is the object of constant monitoring by specialists, both pedagogical and medical. Therefore, the task of each institution compiling physical education projects in preschool educational institutions with children is to prepare such programs that will fully meet the requirements of these specialists.

Modern pedagogical practice allows the only form of work with children, this includes traditional activities that contribute to the achievement of positive dynamics in the issue of the physical development of the child. All methods of conducting physical education exercises in preschool institutions are based on the need to solve the 2 most important tasks:

• organization of such a health-improving complex, which contributes to the formation of an optimal sequence of movement and gradual build-ups physical activity, which in the future will help strengthen the child's immunity, and also has a positive effect on the stimulation of psychophysiological development. This will prevent the development of many pathological changes in the body;
• satisfaction of age-related needs for physical exercises, which should be perceived by every child as “muscular joy”, and by educators as the main means of integrated development of preschool children. During such physical education classes, kids not only comprehend the features and capabilities of their body, but also communicate with their peers through competitions in mindfulness and dexterity.

Standard sets of exercises

If the child constantly exercises, his appetite and activity for the whole day increase. All exercises are selected in such a way as to affect the muscles of the spine, neck, lower back, shoulders, limbs and pelvis. The main goal pursued by educators is the impact on strengthening the musculoskeletal system, as well as the prevention of a disease such as scoliosis.

It is best to charge fresh air, which is what all educators try to do in the warm seasons, and in winter a ventilated room is well suited, usually a sports or music room. Gymnastics simultaneously with hardening affects the child's body very well. In the future, this has a positive effect on the immune system and the resistance of the baby's body to many diseases.

The set of exercises includes three stages:

• introductory part. Charging (head rotation, circular motions hands, torso twists, tilts);
• basic exercises. Stretching the muscles of the arms, legs and back, squats with a gradual increase in repetitions, push-ups (if possible);
• final part. Light running with a transition to a step, shaking the muscles to relax.

The first stage includes various types of walking, as well as running, which are necessary for the gradual activation of various muscle groups. Then you can proceed to such exercises that will help strengthen and strengthen the muscles, as well as mobility in the joints, the formation of posture and coordination. As for the final part, this usually includes some types of gymnastics and moderate walking.

Conclusion

In modern kindergartens, educators have already learned how to find the right approach to all children, including those with disabilities. Exercises will benefit only if they take into account the characteristics of the body of each child.

Introduction

1.1 Basic concepts

1.2 Tasks of physical education of preschool children

1.3 Age features of the development of a preschool child

Conclusion

Bibliographic list

Introduction

Physical education for children the same as the foundation for the building. The stronger the foundation is laid, the higher the building can be erected; the more worries about the physical education of the child, the more success he will achieve in general development; in science; in the ability to work and be a useful person for society.

At no other age is physical education so closely related to general education as the first seven years. In the period of preschool childhood (from birth to seven years), the child lays the foundations of health, longevity, comprehensive motor fitness and harmonious physical development (V.A. Doskin, L.G. Golubeva, 2002).

Raising children healthy, strong, cheerful is the task not only of parents, but also of every preschool institution, since children spend most of the day in them. Kindergartens provide for physical education classes, which should be built in accordance with the psychological characteristics of a particular age, accessibility and expediency of exercises. Complexes of exercises should be exciting, and should also provide for physiological and pedagogical justified loads that satisfy the child's need for movement.

A sickly, physically ill-developed child usually lags behind healthy children in school. Him worse memory, his attention gets tired faster, and therefore he cannot study well, and parents and even teachers are often mistaken, considering the child to be lazy. This weakness also causes a variety of disorders in the activity of the body, leads not only to a decrease in abilities, but also undermines the will of the child (V.A. Doskin, L.G. Golubeva, 2002).

physical education preschool educational

Properly organized physical education contributes to the formation of a good physique, disease prevention, and improvement of activity. internal organs and systems of the child's body.

Positive emotions, emotional saturation of classes are the main conditions for teaching children movements. Imitation - gives rise to emotions that activate the child. In addition, interest has a positive effect on the motor activity of children, especially those who are inactive and inactive. The development of movements has a good effect on the development of the child's speech. The understanding of adult speech is improved, the vocabulary of active speech is expanding. That is why the outstanding Soviet teacher V.A. Sukhomlinsky: "I am not afraid to repeat once again: taking care of health is the most important work of an educator." Therefore, it is extremely important to correctly deliver physical education at this particular age, which will allow the baby’s body to accumulate strength and provide in the future not only a full-fledged physical, but also mental development. And such important human data as strength, will, endurance, health, cheerfulness, physical activity are instilled in childhood.

The purpose of the work is to analyze the features of physical education of children in preschool educational institutions

Based on the goal, the following tasks were outlined:

.To analyze the special methodological literature on this topic;

2.To study the means, methods and forms of organization of physical education for preschool age;

.To reveal the specifics of the organization of physical education classes with preschool children.

Chapter I Theoretical basis physical education of preschool children

1.1 Basic concepts

Physical culture is a limited part of human culture, its special independent area. At the same time, this is a specific process and result of human activity, a means and a way of physical improvement of a person (N. N. Kozhukhova, 2003).

The basis of physical culture is expedient motor activity in the form of physical exercises that allow you to effectively form the necessary skills and abilities, physical abilities, improve health and performance.

Physical culture is represented by a combination of material and spiritual values. The former include sports facilities, inventory, special equipment, sports equipment, and medical support. The latter include information, works of art, various sports, games, complexes of physical exercises, etc.

The result of activity in physical culture is physical fitness and the degree of perfection of motor skills and abilities, a high level of development of vitality, sports achievements (E.Ya. Stepanenkova, 2005).

Physical exercise as the essence of physical education is the main means of directed influence on physical development (T.I. Osokina, 1986).

Physical development as a result of physical education, in turn, can act in two aspects - to designate anthropometric indicators and as a process of development of the body (N.N. Kozhukhova, 2002).

Physical fitness is an indicator of the level of development of motor skills, skills, physical qualities (N.N. Kozhukhova, 2003).

This is the set of concepts that determine the physical culture of a preschooler (N.N. Kozhukhova, 2003).

.2 Tasks of physical education of preschool children

The tasks of physical education in preschool institutions are determined by a common goal and specified taking into account the developmental characteristics of children in each age period(D.V. Khukhlaeva, 1984).

The purpose of physical education - formation of the foundations of a healthy lifestyle, its focus on improving health, physical and mental development, emotional well-being of each child (N.N. Kozhukhova, 2003).

Health-improving, educational and upbringing tasks are carried out in the process of physical education.

Wellness tasks:

1.Increasing the body's resistance to environmental influences by hardening it. With the help of reasonably dosed healing factors of nature (solar, water, air procedures), the weak defenses of the child's body increase significantly. This increases the resistance to colds (ARI, runny nose, cough, etc.) and infectious diseases(tonsillitis, measles, rubella, influenza, etc.).

2.Strengthening the musculoskeletal system and the formation of correct posture. It is important to pay attention to strengthening the muscles of the foot and lower leg in order to prevent flat feet, as it can significantly limit the child's motor activity.

.Assistance in increasing the functionality of the vegetative organs. The active motor activity of the child helps to strengthen the cardiovascular and respiratory systems, improve metabolic processes in the body, optimize digestion and thermoregulation.

.Education of physical abilities (coordination, speed and endurance). Where the process of educating physical abilities should not be specially directed towards each of them. On the contrary, on the basis of the principle of harmonious development, it is necessary to select means in such a way, change activities in content and nature, and regulate the direction of motor activity, so that a comprehensive education of all physical abilities is ensured;

Educational tasks:

1.Formation of basic vital motor skills and abilities.

The formation of motor skills is carried out in parallel with physical development: by three months it is necessary to promote the formation of skills to raise and hold the head; by the sixth month to form elementary hand movements, the ability to crawl, roll over from back to stomach, etc.; by the eleventh month, it is necessary to learn to sit down, lie down, stand and walk, holding on to objects; by the third year of life, the child must master walking, running, climbing; etc.

.Formation of sustainable interest in physical culture.

Children's age is the most favorable for the formation of a sustainable interest in physical exercise. However, a number of conditions must be observed.

First of all, it is necessary to ensure the feasibility of tasks, the successful completion of which will stimulate children to more high activity. Constant assessment of completed tasks, attention and encouragement will contribute to the development of positive motivation for systematic physical exercise. Inform children of elementary physical education knowledge, developing them intellectual ability. This will expand their cognitive capabilities and mental horizons.

Educational tasks:

1.Education of moral and volitional qualities (honesty, determination, courage, perseverance, etc.).

2.Promoting mental, moral, aesthetic and labor education (Zh.K. Kholodov, V.S. Kuznetsov, 2004).

Health-improving, educational and upbringing tasks, although they are relatively independent, are in fact closely interconnected, and therefore must be solved in mandatory unity, in a complex. Only in this case the child will acquire the necessary base for further comprehensive, not only physical, but also spiritual development(Zh.K. Kholodov, V.S. Kuznetsov, 2004).

.3 Age features of the development of a preschool child

Knowledge of the age characteristics of the development of the child will help to choose physical exercises, tempering procedures, monitor the physical and mental development of children.

The body of a preschooler is developing rapidly. During the first seven years of his life, not only all the internal organs increase, but their functions also improve. The main indicators of the physical development of the child are height, body weight and chest circumference. Knowing these indicators, it is possible to compare the data on the physical development of children of a particular child in a group with the average developmental indicators of children of the corresponding age (see Table 1)

Table 1.

Average indicators of physical development of children aged 3-6 years (according to Shebeko V.N. et al., 1996)

Indicators of physical development Age, years 3456 girls Body weight, kg 13.8 - 17.116.8 - 19.817.5 - 22.019.9 - 25.0 Body length, cm 96.0 - 104.0103 - 110.0109.0 - 116.0115.0 - 123, 0 Chest circumference, cm 52.0 - 54.0 54.0 - 56.0 56.0 - 58.0 58.0 - 61.0 boys Body weight, kg 14.7 - 17.516.0 - 20.118.0 - 22.920.0 - 25.0 Body length, cm99.0 - 106.0105.0 - 111.0109.0 - 118.0115.0 - 125.0 Chest circumference, cm 53.0 - 54.0 54.0 - 57.0 57 .0 - 58.0 58.0 - 60.0

To ensure the normal physical development of the child, to give him the necessary load in physical education, it is necessary to take into account the anatomical features of the child's body. Peculiarities of children's movements, their coordination abilities change significantly from age to age, which significantly affects the organization of physical education classes.

Muscular systemin children it is formed on the basis of the development of the nervous system and an increase in the mass of skeletal muscles, and this process occurs unevenly. In young years bonesbaby rich blood vessels contain a small amount of salt. They are elastic, flexible, easily deformed and distorted, since the osseous system of 2-3 year old children has significant areas of cartilage tissue, weak, soft joints and ligaments. Toddlers do not yet have stable curves of the spine, which appear only by the age of four. All this must be taken into account when conducting physical education classes.

Special attention recommended to develop arch of the foot, since in the second and partially in the third year of life it is flattened. Therefore, it is useful to exercise babies in lifting, walking on an inclined plane and a ribbed board.

Small children breathe shallowly, often, unevenly, as respiratorythe musculature is not yet fully formed. The development of the body of a child who masters walking leads to a restructuring of the breathing process and a gradual strengthening of the corresponding organs. The frequency normalizes, chest-abdominal, and then chest type of breathing appears, the lung capacity increases. Breathing quickens only with excitement or physical exertion. Considering the peculiarities of the respiratory system of preschool children, care should be taken that they are as much as possible in the fresh air (A.P. Chabovskaya, 1971).

Prolonged physical and mental stress can adversely affect the activity of the heart and lead to violations of its function. Therefore, it is necessary with great care to dose the physical load on the child's body. The work of the heartis closely related to muscle development. Regular exercise trains the heart muscle, leading to a gradual decrease in heart rate.

Early and preschool age is characterized by significant changes not only in physical but also in motor development (Zh.K. Kholodov, V.S. Kuznetsov, 2004) (see Table 2).

table 2

Features of the development of movements in preschool children

Age, years Motor abilities of a child 3-4 years old Runs, jumps on two or even on one, climbs a gymnastic wall, catches and throws a ball, rides a tricycle, moves on skis. Able to consistently perform several motor actions in a row. 5 years Masters holistic motor actions. Movements become more accurate and energetic, the ability to maintain the starting position, maintain the direction, amplitude and pace of movements appears, the ability to participate in games with catching and dodging is formed, moves on skis over weak rough terrain (can ski up to 1000 m). 6 years old Successfully masters long and high jumps, jumping rope, climbing a pole, a rope, a gymnastic wall, throwing at a distance and at a target, etc. He rides a two-wheeled bicycle, skates, skis, swims. Expressiveness, smoothness and accuracy appear in movements, especially when performing general developmental exercises.

Care for physical education should begin with the creation of a favorable emotional microclimate, the provision of a clearly established daily routine, proper nutrition, systematic hardening, and the widespread use of physical exercises in the lives of children.

Chapter II. Methods of physical education of preschool children

2.1 Means of physical education for preschool children

The means of physical education include hygienic factors, natural forces of nature, physical exercises (D.V. Khukhlaeva, 1984).

A complete solution to the problems of physical education is achieved only with the complex use of all means, since each of them has a different effect on the body.

hygiene factors include the regime of the day, classes, sleep, wakefulness, nutrition; hygiene of clothes, shoes, site, group room, hall, physical education equipment and manuals. These factors increase the effectiveness of the impact of physical exercises on the body (N.N. Kozhukhova, 2002).

natural forces of nature (sun, air, water) increase the functionality of organs and systems and the performance of the body. They are of great importance for hardening the body, training the mechanisms of thermoregulation. The combination of natural forces of nature with physical exercises improves metabolic processes, adaptive and protective functions of the body (E.Ya. Stepanenkova, 2005).

Physical exercise - the main means of physical education. They are used to solve a complex of health-improving and educational tasks, the comprehensive development of the child's personality, the prevention and correction of the psychophysical state of the body (E.Ya. Stepanenkova, 2005).

Classification of physical exercises (according to T.I. Osokina)

Gymnastics

basic movements (walking, running, jumping, climbing, throwing, balance)

general developmental exercises

building and rebuilding

dance exercises

Sport exercises

summer (cycling, scooter, swimming)

winter (skating, sledding, skiing, sliding on ice paths)

Games

mobile (plot, plotless)

elements of sports games (towns, basketball, table tennis, hockey)

The simplest tourism

2.2 Methods and techniques of physical education of preschool children

Method - ( from lat. "Way to achieve the goal") - a system of actions of the teacher in the process of teaching movements, depending on the content of the educational process, specific tasks and learning conditions (N.N. Kozhukhova, 2003).

Reception - an integral part that supplements and specifies the method in detail. They are aimed at optimizing the assimilation of movements, awareness of the motor task, individual development of each child (E.Ya. Stepanenkova, 2005).

Classification of methods

verbal method.

Target:addressed to the minds of children, helps to meaningfully set a motor task for the child, to reveal the content and structure of the movement.

Explanation

Explanation

3. instructions

4. giving commands, orders, signals

5. questions for children

6. shaped plot story

8. verbal instruction

visual method

Target:create a visual, auditory, muscular representation of the movement. It is important to ensure the brightness of sensory perception and motor sensations of the child.

.Visual - visual techniques:

exercise show

use of visual aids (paintings, drawings, photographs)

imitation (imitation)

visual landmarks (objects, field markings)

.Visual and auditory techniques:

music, songs

.Tactile and muscular techniques:

direct assistance from the teacher

practical method

Target:to consolidate in practice the knowledge, skills and abilities of basic movements, contributes to the creation of muscle ideas about movement.

repetition of exercises without change and with changes

repetition of exercises in a playful way

conducting exercises in a competitive form (N.N. Kozhukhova, 2002)

2.3 Forms of work on physical education in preschool institutions

Physical education of preschoolers is a complex process. Despite the fact that the assimilation of the technique of performing physical exercises is initially carried out at specially organized physical education classes, the habit of acting in a certain way is successfully formed only if physical exercises are later included in a holistic motor regime (L.D. Glazyrina, 2001).

The motor mode of modern preschool institutions includes, along with traditional forms (morning exercises, physical education classes, outdoor games, etc.) non-traditional forms and means - rhythmic and rhythmic gymnastics, training on simulators, health day, holidays, wu-shu, hatha yoga, etc. (N.N. Kozhukhov, 2003).

Physical education

Goal and tasks : to form motor skills and abilities; develop physical qualities; satisfy the natural biological need for movement; ensure the development and training of all systems and functions of the child's body through specially organized, optimal physical activity for a given age; give each child the opportunity to demonstrate their motor skills to peers and learn from them; create conditions for the versatile development of children (A.I. Fomina, 1984).

Characteristic: Physical education is the leading form of organizational, systematic training of children in motor skills and abilities. To conduct a lesson, the educator selects physical exercises, determines the sequence of their implementation, draws up a plan-outline, thinks over the methodology for conducting, prepares equipment, places it, monitors the creation of sanitary and hygienic conditions, and the clothes of children. The lesson is held in the 1st junior group 2 times a week, starting from the 2nd junior group up to and including the preparatory group - 3 times a week (2 times in the hall, 1 time in the air). During the summer, all activities are outdoors.

Characteristic features of the lesson: pronounced didactic orientation; the leading role of the educator; strict regulation of activities and dosing of physical activity; constant composition of those involved and their age homogeneity.

Lesson requirements: each previous lesson is connected with the next one and constitutes a system; it is important to ensure optimal motor activity of children; should correspond to the age, level of readiness of children; fitness equipment and musical accompaniment should be used.

Types of physical education classes

Training session: the formation of motor skills and abilities, the development of physical qualities, the improvement of skills and abilities. 50% of all classes.

Subject physical training: built on the same plot ("Zoo", "Cosmonauts", etc.). the tasks of improving motor skills and abilities, raising interest in physical exercises are being solved.

Game activity: built on the basis of a variety of outdoor games, relay races, games-attractions. Motor skills and abilities are improved, physical qualities are developed, interest in classes, physical exercises, motor independence, etc. are brought up.

Comprehensive lesson: aimed at synthesis various kinds activities. Problems of physical, mental, moral development are solved.

Physical education classes: classes are complex in nature, they solve problems, for example, environmental-physical, moral-physical, mental and physical development of the child, etc.

Thematic physical education lesson: dedicated, as a rule, to any one type of sports games or exercises: skating, skiing, elements of playing volleyball, hockey, etc. new types of sports exercises and games are learned and skills are fixed in already mastered movements.

Control classes: are held at the end of the quarter and are aimed at a quantitative and qualitative assessment of the motor fitness of children in basic movements and physical qualities (O.N. Morgunova, 2005)

Classes in modern and folk dances, rhythmic gymnastics, on simulators, with elements of folklore, wu-shu, hatka yoga: increase interest in systematic physical exercises, develop motor independence, improve skills and abilities (N.N. Kozhukhova, 2003).

Physical education in the air

Meaning: contribute to the development of the cardiovascular, respiratory, muscular and other body systems, hardening, increase resistance to colds, form orientation in space, consolidate skills in vivo.

The structure of the lesson is traditional: introductory-preparatory, main and final part.

Introduction

· Construction (during the warm season); in the cold season - walking, running;

Types of walking;

· 3-5 breathing exercises;

· Slow running (1.5-3 minutes depending on age characteristics);

· Walking is normal with rebuilding to perform general developmental exercises.

Main part

· General developmental exercises or plotless outdoor game;

· Running at an average speed (from 40 seconds to 2 minutes);

· Running ends with walking and rebuilding to perform basic movements or to master sports exercises;

· Basic movement) new or more difficult to coordinate) or sports exercise (elements of sports games);

· Running at an average speed (1-1.5 minutes);

· Slow running or jogging at an average pace;

· Story-driven game or relay game.

Final part

· Slow running;

· Walking with breathing exercises.

morning exercises

Meaning: involve the entire body of the child in an active state, deepens breathing, enhances blood circulation, promotes metabolism, raises emotional tone, educates attention, purposefulness, evokes emotions and joyful sensations, increases the vital activity of the body, and gives the greatest healing effect.

Conditions, place and time of the event: carried out daily before breakfast, for 10-12 minutes outdoors or indoors (depending on environmental conditions). Throughout the morning gymnastics held in the hall, the windows and transoms remain open, the children are engaged in physical education, barefoot.

Options for morning exercises

Traditional with the use of general developmental exercises

In the water part, short walking and light running are organized, after which the children line up to perform general developmental exercises.

The main part includes general developmental exercises (in the amount of 3-7 depending on the age of the children) or other types of physical exercises: dance-rhythmic, round dance, and outdoor games. At the end of the main part, intensive exercises for loading (jumping, running) are given.

In the final part, walking or a sedentary game is carried out.

Game character

2-3 outdoor games of varying degrees of intensity or 5-7 general developmental exercises of an imitation character such as "Snowflakes are spinning", "Butterflies are flying" can be included. You can create a whole plot of imitation movements.

Using an obstacle course

The use of an obstacle course allows you to offer exercises with a gradual increase in load, complicate motor tasks, include different types of movements with an increase in the number of repetitions and tempo, alternate physical training aids. You can create obstacle courses using a variety of modules.

Including health jogging

It is necessarily carried out outdoors, in small subgroups of 5-7 people. First, the children are offered a short warm-up, consisting of 3-4 exercises of general developmental impact. Then a run is made at an average speed for a distance of 100-200-300 m (once or twice in alternation with walking), depending on the individual capabilities of the children and the time of year. At the end, breathing exercises are offered.

Using the simplest simulators

General developmental exercises using the simplest simulators (children's expander, gymnastic roller, etc.) and simulators of a complex device ("Bicycle", "Treadmill", "Rowing", etc.).

Physical education minutes

These are short-term physical exercises carried out in order to prevent fatigue, restore mental performance (excite areas of the cerebral cortex that were not involved in previous activities, and give rest to those who worked) (A.V. Keneman, D.V. Khukhlaeva, 1985).

Meaning: I improve blood circulation, relieve muscle and nervous system fatigue, activate the thinking of children, create positive emotions and increase interest in classes (G.I. Pogadaev, 2003).

Duration of physical education: 1.5 - 2 minutes; recommended starting from the middle group.

The main forms of physical education:

1. In the form of general developmental exercises- are selected according to the same criteria as for morning exercises. 3-4 exercises are used for different groups muscles, you can finish the physical education session by jumping, running in place or walking;

1. In the form of a mobile game -games of medium mobility are selected that do not require a large space, with simple rules that are well known to children;

2. In the shape of didactic game with movements- fit well into classes on familiarization with nature, on the sound (phonetic) culture of speech, on mathematics;

3. In the form of dance moves- are used between the structural parts of the lesson to the sound recording, the singing of the teacher or the children themselves. Melodies of moderate rhythm are most suitable, soft, sometimes smooth;

4. In the form of performing movements to the text of the poem -When choosing a poem, pay attention to the following:

the text of the poems should be highly artistic.

preference is given to verses with a clear rhythm;

classes, its program task;

5. In the form of any motor action and task

guessing riddles not with words, but with movements;

the use of various imitation movements: athletes

(skier, skater, boxer, gymnast), individual labor

actions (chopping wood, starting the engine, driving a car).

Requirements for conducting physical education:

· are held on initial stage fatigue (8-13-15 minutes of class depending on age, type of activity, complexity educational material);

· exercises should be simple in structure, interesting and familiar to children;

· exercises should be convenient for performing in a limited area;

· exercises should include movements that affect large muscle groups that improve the functional activity of all organs and systems;

· physical education complexes are selected depending on the type of classes, their content;

· the physical education complex usually consists of 2-4 exercises: for the arms and shoulder girdle, for the trunk, for the legs (N.N. Kozhukhova, 2002).

Physical culture pause

Purpose: physical culture pause prevents the development of fatigue in children and relieves emotional stress in the process of exercising with mental load, which contributes to a faster perception of the program material, an increase in the motor activity of children (N.N. Kozhukhova, 2002).

Exercise requirements: exercises should be familiar to children, simple in content, with a small number of rules, not long in time (no more than 10-12 minutes), accessible. They should allow children to enter and exit the game at any time. At the end of the physical culture break, children should be offered various breathing exercises.

Duration of physical culture break: takes place during breaks between classes. The duration is no more than 10 minutes.

Place of physical culture break: any well-ventilated room (group room, bedroom, wide corridor) (L.A. Ryzhkova, 2002).

Physical culture leisure

Physical culture leisure -one of the most spectacular forms of outdoor activities (A.V. Keneman, 1985).

Meaning: increases interest in classes, has a beneficial effect on the child's body, strengthens motor skills, develops speed, agility, endurance, attention, courage, perseverance. Develops organization, promotes the development of a sense of collectivism, friendship (M.M. Borisova, 2003).

The tasks of the educator during leisure activities

Junior preschool age. It is necessary to involve children in all possible participation in collective and individual motor actions, to enrich them with vivid impressions.

Middle preschool age. It is necessary to accustom children to independent participation in joint exercises, while encouraging each child to show their abilities.

Senior preschool age. It is necessary to develop in children the ability to creatively use their motor experience in conditions of emotional treatment with peers, to teach them to take the initiative in a variety of ways. different types activities.

Sports leisure options

First builds on well-known games and game exercises(conducted in all age groups):

· games of low and medium mobility (2-3 times);

· attractions, motor tasks in the form of a game;

· a game of a competitive nature or a game of great mobility;

· game of low mobility.

Second is based on exercises in the main types of movements and sports exercises(conducted from the second half of the year in the middle group); The organization should be based on the principle of an individually differentiated approach:

· outdoor games are held before and after execution;

· one subgroup of children performs exercises aimed at developing attention, accuracy of movements. The second is the development of speed, speed of reaction.

Third "Fun starts"is built mainly on games - relay races

(It is carried out in the senior and preparatory groups):

· game - relay (should not be more than three stages);

· attractions that do not carry a large load;

· competition of counting rhymes, riddles, proverbs;

·relay race.

Fourth is built on the elements of one of their sports games: basketball, football, hockey, table tennis, towns (held in senior and preparatory groups;

· division of the group into two teams of equal strength;

· before the start of the game, teams and captains greet each other;

· exchange of pennants, selection of a platform or basket;

· the execution of the movements begins on the referee's whistle. In each type of movement, points are counted and posted on the scoreboard;

· summarizing.

Fifth musical and sports (held in the senior and preparatory groups):

· children perform arbitrary exercises to the music with various physical training aids (ribbons, ropes, hoops, balls);

· the teacher reminds the children of different movements, shows them. You can compose a whole musical composition;

· holding a mobile game;

· it is proposed to listen to melodic music;

· after listening, the teacher offers to come up with a composition consisting of various arbitrary movements;

· children move to the music.

Methodology for conducting physical education

· Conducted in all age groups, starting with the second youngest group.

· It is organized 1-2 times a month in the afternoon.

· Intended for one - two groups of preschool institutions.

· It is carried out by the educator in a normal setting, with the usual attributes, both indoors and outdoors.

Duration:

junior and middle group - 20 - 30 minutes;

senior group - 35 - 40 minutes;

preparatory group - 40 - 50 min.

· At younger and middle preschool age, a fairy tale character can be introduced into the content of leisure activities or an entertaining plot can be used.

· It is advisable to devote physical culture leisure to the seasons, interesting sporting events, and public holidays.

· Musical accompaniment is used.

· Physical culture leisure should not coincide with physical culture classes and holidays (L.D. Glazyrina, 2001).

Sports holidays

Purpose: contribute to the improvement of children's motor skills, the formation of their interest and need for physical exercises.

Duration: 1 hour - 1 hour 20 minutes, starting from the middle group, 2-3 times a year.

Location: on the site of a preschool institution, in the nearest park, forest, meadow, stadium.

Holiday preparation: it is carried out by the teaching staff of the preschool institution, parents. Active participants in the preparation for the holiday should be children of older groups.

Required for the holiday:

· determine the objectives of the holiday, the date, time, place of its holding;

· write a script, prepare a colorful design for the site (hall);

· consider musical accompaniment;

· prepare demonstration performances: a parade of participants, competitions, games, competitions;

· prepare surprises;

· allocate those responsible for the preparation and holding of the holiday;

· determine the number of participants in each age group of a preschool institution;

· designate the procedure for holding the results of competitions and competitions, encouraging the participants of the holiday.

Requirements for the organization of the holiday:

· the script must correspond to the motto of the holiday (the main idea);

· the program must be age appropriate;

· literary content should be methodically valuable;

· musical accompaniment is required;

· holiday decoration should be colorful;

· the mandatory participation of parents is an indicator of the effective work of a preschool institution.

health days, holidays

Meaning. Contribute to the improvement of children, prevent fatigue.

Methodology and content.All classes are canceled on these days. The motor mode is saturated with games, musical entertainment, hiking, sports games and exercises, competitions, physical education, outdoor work, artistic creativity, leisure activities, hiking trips;. Parents are invited. Health days are held at least once a quarter; holidays - 2 - 3 times a year (N.N. Kozhukhova, 2002).

Independent motor activity

Meaning. It helps to improve health, strengthen physical development, the activity of the cardiovascular, respiratory systems, the circulatory apparatus, the development of motor skills, physical qualities, and increase the efficiency of children.

Management of independent motor activity:

· organization of a physical culture and game environment: sufficient space for movements; optimal quantity, variety, turnover of benefits;

· time for self motor activity children should be fixed in the daily routine (in without fail during the morning reception, before and between classes, for a walk, after sleep, in the evening);

· the educator must master special (indirect) methods of activating the movements of children.

Homework

Target: fostering a healthy family lifestyle, improving the skills and abilities of children.

Analyzing the content of the lesson and the time, one can judge the correctness of the selection of exercises, their combination. All this will help in the future to organize the lesson more clearly.

In any lesson in any activity, children make various kinds of movements. High-quality performance of a certain type of movements is one of the tasks of physical education classes. The verification of the main types of movements is based on the analysis of the elements of movements characteristic of a given type. But besides, it is necessary to take into account the age characteristics and capabilities of children when performing movements.

Conclusion

Analyzing the literature on the physical education of preschool children, guided by the experience of teachers - researchers: L.D. Glazyrina, N.N. Kozhukhova, Zh.K. Kholodova and others - the features of physical education of preschool children were determined.

The main feature of physical education of preschoolers is game form conducting physical education. It is one of the interesting and widespread forms of children's activities. The main educational and developmental value gaming activities in that they serve as a natural form of transferring to children the necessary amount of knowledge in the field of physical culture. In order to optimize the motor activity of children in preschool institutions great attention is given to the organization and management of outdoor games in physical education classes.

During the game, children make a lot of movements. At the same time, their speed of reaction, dexterity, endurance, courage, determination, resourcefulness and independence are manifested. The unity of health-improving, educational and upbringing tasks, the variety of means and methods, the variety of forms of organization of physical education - all this has a positive effect on the physical education of preschool children.

Introducing the child to physical education early years, is important not only from the point of view of health promotion, but also for the development of physical qualities, for developing habits for sports.

Preschool age is critical period the formation of the human personality, the period when the foundations are laid physical health. What is lost in childhood is difficult to make up. This obliges preschool workers to work in depth on the problems of physical education of children.

Bibliographic list

1.Adashkevicienė, E.J. Sports games and exercises in kindergarten [Text] / E.J. Adashkevicie. - M.: Enlightenment, 1992 - 159 p.

2.Glazyrina, L.D., Ovsyankin, V.A. Methods of physical education of preschool age [Text] / L.D. Glazyrina, V.A. Oatmeal. - M.: Humanit. ed. center Vlados, 2001. - 176 p.

.Doskin, V.A., Golubeva, L.G. Growing up healthy: A guide for educators, parents and physical education instructors [Text] / V.A. Doskin, L.G. Golubev. - M.: Enlightenment, 2002. - 110 p.

.Zheleznyak, Yu.D., Minbulatov, V.M. Theory and methods of teaching the subject "Physical culture" [Text] / Yu.D. Zheleznyak, V.M. Minbulatov. - M.: Publishing center "Academy", 2006. - 272 p.

.Keneman, A.V., Khukhlaeva, D.V. Theory and methods of physical education of preschool children [Text] / A.V. Keneman, D.V. Khukhlaev. - M.: Enlightenment, 1985. - 271 p.

.Kozhukhova, N.N. Physical education teacher in preschool institutions: Proc. Allowance for students. higher avg. ped. textbook institutions [Text] / N.N. Kozhukhov. - M.: Publishing center "Academy", 2002. - 320 p.

.Kozhukhova, N.N., Ryzhkova, L.A. Theory and methods of physical education of preschool children [Text] / N.N. Kozhukhova, L.A. Ryzhkov. - M.: "Vlados", 2003. - 192 p.

.Osokina, T.I. Physical culture in kindergarten [Text] / T.I. Osokin. - M.: Enlightenment, 1986. - 304 p.

.Penzulaeva, L.I. Improving gymnastics for preschool children (3-7 years old) [Text] / L.I. Penzulaev. - M.: Humanit. ed. Center Vlados, 2001. - 128 p.

.Pogadaev, G.I. Physical training! Physical culture of preschoolers [Text] / G.I. Pogadaev. - M.: School press, 2003. - 96 p.

.Stepanenkova, E.Ya. Theory and methodology of physical education and child development 2nd edition, Publishing Center "Academy" 2006. - 368s

.Stepanenkova, E.Ya. Methods of physical education [Text] / E.Ya. Stepanenkov. - M .: Publishing house "Education of a preschooler", 2005. - 96 p.

.Stepanenkova, E.Ya. Physical education in kindergarten. Program and methodical recommendations. [Text] / E.Ya. Stepanenkov. - M.: Mosaic - Synthesis, 2006. - 96 p.

.Tarasova, T.A. Control of the physical condition of preschool children: Methodological recommendations for leaders and teachers of preschool educational institutions [Text] / T.A. Tarasov. - M.: TC Sphere, 2005. - 176 p. (Supplement to the magazine "Management of preschool educational institutions")

.Fomina, A.I. Physical education and sports games in kindergarten [Text] / A.I. Fomin. - M.: Enlightenment, 1984, - 159 p.

.Physical culture and health work in the preschool educational institution: from the experience of the author. - comp.o.n. Morgunova [Text] / O.N. Morgunov. - Voronezh: TC "Teacher", 2005. - 127 p.

.Kholodov, Zh.K., Kuznetsov, V.S. Theory and methodology of physical education and sports [Text] / Zh.K. Kholodov, V.S. Kuznetsov. - M.: Publishing center "Academy", 2004. - 480 p.

.Khukhlaeva, D.V. Methods of physical education in preschool institutions [Text] / D.V. Khukhlaev. - M.: Enlightenment, 1984. - 208 p.

.Chabovskaya, A.P. Hygiene of children of early preschool age [Text] / A.P. Chabovskaya. - M.: Enlightenment, 1971, - 192 p.

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Introduction ................................................ .................................................3

1. Purpose, tasks, means of physical education in preschool institutions .............................................. ................................................. ....4

2. Tasks of physical education of preschool children ...... 7

2.1 Tasks of physical education of children .............................................. 8

2.2. Wellness tasks .................................................................. .................9

2.3. Educational tasks.................................................................... ...............10

2.4. Educational tasks .................................................................. .................12

3. Characteristics of the age characteristics of preschool children .......................................................... ................................................. ......14

4. Conclusion ............................................... .........................................19

5. List of references .............................................................. .21

Introduction

You need to keep your body strong

Hugo W.

The theory of physical education of preschool children is the science of the general laws of physical education and the formation of a child's personality.

Physical education strengthens the body's compensatory capabilities, increases its resistance to damaging environmental factors. Physical activity is one of the most powerful means of preventing diseases, strengthening the body's defenses.

Raising children healthy, strong, cheerful is the task not only of parents, but also of every preschool institution, since children spend most of the day in them. For this purpose, physical education classes are provided, which should be built in accordance with the psychological characteristics of a particular age, accessibility and expediency of exercises. Properly organized physical education contributes to the formation of a good physique, the prevention of diseases, and the improvement of the activity of the internal organs and systems of the child's body.

The main means of physical education of young children is proper nutrition, wide use natural factors nature, good hygiene care, clearly organized daily routine, methodically proper conduct regime processes (feeding, sleeping, toileting), creating favorable conditions for a variety of activities and, above all, for the movements of the child.

It has been proven that many pathological conditions of children can be prevented by means of physical education, since motor activity

is a condition for maintaining health, a stimulating factor in the development of intellectual, emotional and other spheres. The most favorable period for engaging in regular physical education, maintaining physical activity is recognized as preschool and primary school age. At the same time, it should be noted that a decrease in motor activity occurs already at preschool age.

Purpose, tasks, means of physical education in preschool institutions.

Health-improving, educational and upbringing tasks are carried out in the process of physical education.

Among the health-improving tasks, a special place is occupied by protecting the life and strengthening the health of children, and comprehensive physical development, improving body functions, increasing activity and overall performance.

Taking into account the specifics of age, health-improving tasks are defined in a more specific form: to help form the bend of the spine, develop the arches of the foot, strengthen the ligamentous-articular apparatus; promote the development of all muscle groups, especially the extensor muscles; the correct ratio of body parts; improvement of the activity of the cardiovascular and respiratory systems.

In addition, it is important to improve the overall performance of children, taking into account the developmental characteristics of the child's body, the tasks are defined in a more specific form: to help correct and timely ossification, the formation of spinal curves, and to promote the proper development of thermoregulation. Improve the activity of the central nervous system: contribute to the balance of the processes of excitation and inhibition, their mobility, as well as the improvement of the motor analyzer, sensory organs.

Educational tasks provide for the formation in children

motor skills and abilities, development of physical qualities; the role of physical exercises in his life, ways to strengthen his own health. Due to the plasticity of the nervous system in children, motor skills are formed relatively easily. Most of them (crawling, running, walking, skiing, cycling, etc.) are used by children in everyday life as a means of transportation. Motor skills facilitate communication with the environment and contribute to its knowledge: the child, crawling himself, approaches those objects that interest him and gets acquainted with them. Proper execution exercise effectively affects the development of muscles, ligaments, joints, and the skeletal system. The motor skills formed in preschool children form the foundation for their further improvement at school and allow them to achieve high results in sports in the future. In the process of forming motor skills in children, the ability to easily master more complex movements and various types of activities that include these movements (labor operations) is developed. The volume of motor skills according to age data is in the program. Preschoolers need to form the skills to perform drill, general developmental exercises, basic movements, sports exercises. In addition, children should be taught to play sports (towns, table tennis) and perform elements of sports games (basketball, hockey, football, etc.). At this age, it becomes important to inculcate the initial skills of personal and public hygiene (washing hands, taking care of a suit, shoes, etc.). The acquired knowledge allows children to engage in physical exercises more consciously and more fully, to independently use the means of physical education in kindergarten and family.

Educational tasks are aimed at the versatile development of children (mental, moral, aesthetic, labor), the formation of their interest and need for systematic physical exercises. The system of physical education in preschool institutions is built taking into account age and psychological characteristics children.

The first seven years of a child's life are characterized by the intensive development of all organs and systems. The child is born with certain

inherited biological properties, including the typological features of the main nervous processes (strength, balance and mobility). But these features are only the basis for further physical and mental development, and the determining factor from the first months of life is the environment and upbringing of the child. Therefore, it is very important to create such conditions and organize education in such a way that a cheerful, positive emotional state of the child, full physical and mental development is ensured.

Physical education favors exercise aesthetic education. In the process of performing physical exercises, one should develop the ability to perceive, experience aesthetic pleasure, understand and correctly evaluate the beauty, grace, expressiveness of movements. Children also master labor skills related to the equipment of the premises (device of a pit with sand for long jumps, pouring a skating rink, etc.).

The purpose of physical education is to develop healthy lifestyle habits in children. To solve the problems of physical education of preschool children, the following are used: hygiene factors, natural forces of nature, physical exercises, etc. A full-fledged physical education is achieved with the complex use of all means, since each of them affects the human body in different ways. Hygienic factors (mode of study, rest, nutrition, sleep, etc.) are a prerequisite for solving the problems of physical education.

They increase the effectiveness of the impact of physical exercises on the body involved. For example, physical exercise contributes better to the development of the skeletal and muscular system. Cleanliness of premises, sports equipment, toys, clothes, shoes serve as a prevention of diseases. Hygienic factors also have independent significance: they contribute to the normal functioning of all organs and systems. For example, regular and good-quality nutrition has a positive effect on the activity of the digestive organs and ensures the timely delivery of necessary nutrients to other organs, which means it contributes to the normal growth and development of the child.

Good sleep provides rest and increases the efficiency of the nervous system. Proper lighting prevents the occurrence of eye diseases. Compliance with a solid daily routine teaches you to be organized, disciplined, etc. The natural forces of nature (sun, air, water) enhance the positive effect of physical exercise on the body, and increase human performance. In the process of doing physical exercises in the air with solar radiation or in water (swimming), positive emotions arise, the functionality of individual organs and body systems increases (more oxygen is consumed, metabolism increases, etc.).

The natural forces of nature can also be used as independent remedy. Water is used to cleanse the skin, mechanical action

On the human body. The air from forests, gardens, parks, containing special substances fintocides, contributes to the destruction of microbes, enriches the blood with oxygen, and has a beneficial effect on the human body. The sun's rays contribute to the deposition of vitamin D under the skin, kills various microbes and protects a person from rickets. For a versatile effect on the body, all the natural forces of nature should be taken, expediently combining them.

Physical exercises are the main specific means of physical education that has a versatile effect on a person. They are used to solve the problems of physical education: they contribute to the implementation of mental, labor, and are also a means of treatment for many diseases.

Movements, physical exercises are considered a specific means of physical education. Motor activity is a biological need of the body, the degree of satisfaction of which determines the health of children, their physical and general development.

Novoselova Ekaterina Viktorovna physical education instructor, MBDOU No. 41, Almetyevsk, RT.

The emergence of physical education arose in primitive society. People got their own food, hunted, built housing, and in the course of this necessary activities spontaneous improvement of their physical abilities took place: strength, endurance, speed, dexterity.

Gradually, in the course of the historical process, people paid attention to the fact that those members of the tribe who led a more mobile lifestyle, repeatedly repeated certain physical actions, were stronger and more resilient. This led to people's understanding of exercise. It was the phenomenon of exercise that became the basis of physical education.

Realizing the effect of exercise, a person began to imitate the labor activity movement. Further, in the course of evolutionary development, it turned out that a much better effect in physical training is achieved when a person begins to exercise in children's, and not in adulthood, that is, when it is prepared for life and work in advance.

Thus, the realization by mankind of the phenomenon of exercise and the importance of preliminary preparation of a person for life served as the source of the emergence of physical education.

From 01.09.2013, taking into account the entry into force of the new law "On education" kindergarten becomes the first step educational process. The state now guarantees not only accessibility, but also the quality of education at this level.

From January 1, 2014, all preschool educational institutions in Russia switched to the new Federal State Educational Standard preschool education (FGOS DO).

In pedagogical science, the concept "integration in the field of education" is defined as a means and condition for achieving the integrity of thinking. It is the integrativity of education that makes it possible to introduce into the content of education, the assimilation of fundamental ideas and concepts, which are the basis for the formation of a value attitude to the world around.

In educational areas "Health" And "Physical Culture" , a task is singled out aimed at achieving the goals of harmonious development of physical and mental health in children through the formation of interest in health protection work and a value attitude towards their health.

Implementation of integration in the development of content areas "Health" And "Physical Culture" , based on the joint activities of all participants in the educational process in the preschool educational institution, allows you to create the prerequisites for ensuring full-fledged physical and mental development, which are an integral part of the versatile development of children.

The implementation of the integration process cannot be imagined without the interaction of the entire teaching staff, as well as the parents of the pupils. Tasks educational areas are solved in various activities, integratively, with the interaction of all participants in the educational process.

In order for the physical education lesson to be effective, well-coordinated actions of the physical education instructor and the educator are necessary.

Since the educator is an active participant in the educational process at a physical education lesson, the educator himself needs to know the methodology for teaching movements, the features of performing a movement, the technique of performing, etc.

When introducing children to new general developmental exercises, the physical education instructor shows how to perform the exercise correctly, and the educator monitors the correct execution of the task and, if necessary, helps the child by action - guides, supports. If children perform exercises in links, then the physical education instructor controls the correctness of the exercises in the front rows, and the teacher - in the back.

Exist different ways organization of children during movement training: frontal, group, individual, shift, in-line.

When using the group method of organizing training, the physical education instructor deals with one group, and the educator with another. When organizing a streaming method - (circular) educator and physical education instructor share "stations" among themselves and monitor the quality of the exercises.

The teacher also assists in the placement of equipment, its cleaning. When organizing sports activities, holidays, health days, educators should provide all possible assistance to the teacher. Of course, a specialist organizes and conducts the event. The task of the educator is to help the physical education instructor, carry out insurance for preschoolers, monitor the quality of exercise and discipline, and also conduct individual work with weakened children.

The teacher is subject to the same requirements as for preschoolers: the obligatory presence of a physical education uniform and appropriate footwear, so that he can be involved in educational activities. The function of the educator is to provide individual assistance to the child who needs it.

If children perform general developmental exercises in columns, then the physical education instructor controls the correctness of the exercises in the front rows, and the teacher - in the back rows. As you know, there are different ways of organizing children during physical education classes: frontal, group, individual, circuit training. When using each of them, the functions of teachers can also be distributed.

With the frontal method, the same exercises for all are performed immediately by all children. Both the specialist and the educator monitor the correctness of the exercises and the posture of preschoolers.

In the group method of organization, children are divided into groups, each of which performs its own task. At the same time, the physical education instructor works with one group, and the educator with another.

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

When organizing a circuit training in physical education classes, the educator and instructor share the "stations" among themselves, monitor the quality and ensure the safety of the exercises, carry out insurance if necessary. Knowing the individual capabilities of each child, the educator needs to position himself in such a way as to provide him with assistance at the right time.

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

In the final part of physical culture, when the specialist summarizes the results, the teacher can also express his opinion on how the lesson went, ask the children what they liked the most and what moments were difficult.

Thus, physical culture is aimed at educating a healthy lifestyle in children, the type of activity allows you to achieve an increase in the level of responsibility in relation to your health, provides a deeper knowledge of your body, forms a common culture, develops the quality of the prerequisites for educational activities that ensure the social success of the child in the future.

Used Books:

1. NOT. Veraksa, T.S. Komarova, M.A. Vasiliev "Birth to School" The main educational program of preschool education - M .: Mosaic - synthesis, 2010. -304 p .;
2. B.A. Ashmarin, Yu.A. Vinogradov, Z.N. Vyatkina and others - "Theory and methods of physical education" - M.: 1990. -287s.;
3. E.Ya. Stepanenkov "Methodology of physical education" - 2nd ed. - M.: Academy, 2006. -368s.;
4. N.N. Kozhukhova, L.A. Ryzhkova "Physical education teacher at preschool educational institution" - M.: 2002. -320s.

INTRODUCTION

Human development is a process of physical, mental and social maturation and covers all quantitative and qualitative changes in innate and acquired means that occur under the influence of the surrounding reality.

Physical development is associated with a change in height, weight, an increase in muscle strength, improvement of the senses, coordination of movements, etc. In the process of mental development, significant changes in cognitive, volitional, emotional processes, in the formation of mental qualities and personality traits. social development child, is carried out in the process of his inclusion in the life of society, manifests itself in a change in his behavior, attitude towards others, in the features of participation in the affairs of the team, etc.

In the first years of life, physical education is the basis for the comprehensive development of the child. In childhood, the foundation of health is laid and some important personality traits are formed. Success in any activity is largely determined by the physical condition of the child. The child's body reacts sharply to minor deviations from the norm in the environment, which is associated with its development and insufficient functional maturity of individual organs and systems. The connections between somatic and mental processes are closer than in adults. Therefore, the solution of many pedagogical problems must be carried out with the obligatory consideration of the physical capabilities and condition of the child.

THEORETICAL PART

A healthy lifestyle is a set of typical types of human life, which, in unity with the conditions of life, is aimed at organizing the correct, normal activity of the body, its complete physical and mental well-being.

Physical education is a process of purposeful and systematic formation of a healthy, full-fledged person, his physical strength and physical qualities that ensure his familiarization with physical culture and striving for physical perfection.

Physical culture is a set of material and spiritual values ​​of society that are accumulated, created and used for the physical improvement of people.

The content of physical culture is: 1) personal hygiene, which includes skills in work and everyday life (neatness, neatness of clothes, cleanliness of premises), and habits for a hygienic regimen (rational schedule of activities and rest, hygiene of sleep, nutrition, etc.) ; 2) hardening of the body in natural conditions of nature (air, sun and water); 3) exercise.

Physical perfection is a historically determined level of harmonious physical development, health, physical fitness of a person, which optimally meets the requirements of society.

The system of physical education includes the creation of sanitary and hygienic conditions, hardening, the formation of cultural and hygienic skills, the organization of rational nutrition, morning exercises, physical education, walks, sports games and entertainment.

Physical education is closely related to the age characteristics of children. In this regard, the specific tasks, content, methods and forms of organization of physical education in early preschool and school age, as well as the successive relationship between them, are determined. Physical education is especially important in early and preschool childhood, when the most intensive development of the child's body takes place, when its main movements are formed, but at the same time the body is still very weak and vulnerable.

Physical education of preschool children is aimed primarily at protecting life and strengthening health, full physical development, the formation of motor skills and the development of physical qualities, the development of cultural and hygienic skills, and the development of habits for an orderly rhythm of life.

The place of physical education of preschool children in common system education in accordance with modern requirements.

Work on physical development permeates the entire organization of the life of children in the family and preschool institutions, the organization of the subject and social environment, all types of children's activities, taking into account the age and individual characteristics of preschoolers. In a preschool institution, the child's daily routine includes physical education classes, outdoor games and entertainment, separate tempering procedures, during which regional and climatic conditions are taken into account.

The main form of teaching children to move is recognized as classes conducted by a physical education instructor (or educator). At the same time, a significant place in the system of physical education is occupied by outdoor games, which are widely used in the classes of a teacher-defectologist, in other classes (music, rhythm, theatrical activities), as well as during walks conducted by the teacher.

Physical education classes solve both general and correctional tasks. The classes include physical exercises aimed at the development of all basic movements (throwing, walking, running, climbing, crawling, jumping). A wide variety of educational affairs of the physical culture direction allows solving the problems of moral, mental, aesthetic and labor education in a complex.

The unity of the physical and mental development of the child.

Mental processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any human activity.

The activity of a child of early and preschool age is expressed primarily in movements. The 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 movements, the more information enters the brain, the more intense the intellectual development. The development of movements is one of the indicators of proper mental development. This is the development of coordination of movements (perception of the direction and speed of movement, time and space); the ability to memorize a sequence of movements and motor operations (memory: memorization and reproduction); attention to their movements and the actions of others; the ability to perform movements according to verbal instructions (imagination); initiative in movements; analysis of the movement by the quality of its implementation (thinking); development of speech skills and abilities. Movements are performed with speech accompaniment and reliance on visual and tactile images-representations. Development of all kinds hand motility and visual-motor coordination serves as the basis for the formation of typical types of children's activities, is a prerequisite for the formation of oral and written speech, and also helps to increase cognitive activity children.

Tasks of physical education: health-improving, educational, educational. Methods of physical education.

Wellness tasks have a life-supporting meaning. The means of realizing the tasks of this group are hygienic and social factors, good nutrition, the healing forces of nature, a rational mode of life, and physical exercises. Pedagogical work, aimed at solving this problem, includes the organization of the children's lifestyle, hardening procedures, special exercises for the development of movements. This area of ​​physical education of children requires the educator to have constant contact with medical workers taking into account their recommendations, individual approach to children, conversations with parents.

Educational tasks are aimed at developing personality traits and the need for physical perfection. The means of realizing these tasks are the activities of children, games, as well as artistic means(fiction, folklore, films, works of musical and visual arts).

The work takes place in different forms: physical culture and health work in the daily routine (morning exercises, outdoor games, physical exercises during a walk), independent motor activity of children, leisure (physical culture leisure, holidays, days of health). Methods: exercises, conversation, game, creation of problem situations, analysis of physical and moral qualities.

This group of tasks involves the education of such qualities as dexterity, courage, willpower, the desire to overcome difficulties, a sense of camaraderie, mutual assistance.

Educational tasks are associated with the formation of a child's conscious attitude to their health. Here, such means as an example of an adult, the children's own activity, and artistic means become the leading ones.

The form of work, in the process of which the tasks are most adequately solved, is educational work in physical education classes and in everyday life. Experimentation, exercises, conversation, looking at pictures and illustrations should be singled out among the main methods.

Means of physical education: hygiene factors, natural forces of nature, physical exercises.

In the system of physical education, work is carried out using a variety of means that affect the body:

Hygienic factors (correct regimen, rational nutrition, hygienic environment, the formation of cultural and hygienic skills).

Natural forces of nature (for hardening and strengthening the body).

Physical exercise.

The mode of children's life is a rational, clear alternation of wakefulness, sleep, nutrition, various activities that are repeated daily in a certain sequence.

The following should be taken into account when designing a regimen:

1. Age-related features of higher nervous activity: a change in the working capacity of the cells of the cerebral cortex determines the total number of hours and the duration of segments of sleep and wakefulness.

2. Age features at work digestive system, which regulate the number of feedings during the day.

3. Individual features: children with excitable and weak nervous system need to sleep more, rest more often.

4. Age needs in movements.

5. Season, climatic conditions.

The integral features of the regime are the rhythm and constancy of its main elements for a certain time. The rhythm of the regime is due to the rhythm of natural phenomena, the rhythm of the body's activity, which manifests itself in the alternation of sleep and wakefulness, changes in body temperature (increase in the evening and decrease in the morning), in the rhythm of breathing, heart contractions, in the rhythm of the digestive tract, etc.

The educational value of the regime lies in the fact that in the process of frequently repeated actions at a certain time and in a certain sequence, the child more easily masters many of the most appropriate everyday, cultural, hygienic, and labor skills; these skills are automated, and the child's attention is freed for other, more complex activities. At the same time, the child is given the opportunity to act on his own, which develops such essential qualities personality, as independence, activity, initiative.

Nutrition.

An important component of the full-fledged physical education of children is rational organized meals. Nutrition is one of the main sources of the metabolic process, without which life is impossible. For a growing organism, nutrition is especially important, as it provides normal growth and development of all tissues.

All deviations from the norm in nutrition quickly affect the life of the child's body.

The creation of a sanitary and hygienic environment in accordance with existing standards is also an important condition for physical education. This includes maintaining cleanliness and order in the room and on the site, maintaining optimal light, air and temperature regime indoors, as well as the hygiene of clothing for children and adults. No less important is the creation of the necessary material environment: the rational layout of the premises and the site, the provision of furniture and physical culture equipment according to the age of the children.

Cultural and hygienic skills include the skills to maintain body cleanliness, cultural eating, maintaining order in the environment and cultural relationships between children and adults.

The physiological basis of cultural and hygienic skills and habits is the formation of conditioned reflex connections, the development of dynamic stereotypes. These skills and habits have a pronounced social orientation, as children learn to follow the rules established in society that correspond to the norms of behavior.

Cultural and hygienic skills and habits are largely formed at preschool age, since the central nervous system of a child in the highest degree plastic, and the actions associated with eating, dressing, washing, are repeated every day and repeatedly. The interest, attention of children to everyday activities, the susceptibility of the nervous system give adults the opportunity to quickly teach the child a certain sequence of operations that make up each action, techniques that help to complete the task quickly, economically. If this time is missed, incorrect actions are automated, the child gets used to sloppiness, negligence.

Hardening - education of the greatest stability, adaptability of the body to various physical influences that come from the environment (changes in temperature, humidity, air velocity, degree of solar radiation, etc.).

Hardening has a wide physiological effect on the body. The child not only develops a quick reaction to temperature and climate changes, but also increases the amount of hemoglobin, improves immunological properties, becomes less susceptible to any diseases and copes with them more easily.

The physiological essence of hardening determines certain requirements for the organization of work with children:

1. Hardening should be carried out systematically, throughout the year, taking into account seasonal phenomena.

2. Gradually increase the strength of seasonal stimuli.

3. Take into account the state of health, typological characteristics of the child, his emotional state, as well as home conditions and the conditions of the children's institution.

4. Use natural factors in connection with the regimen, the proper organization of all the activities of the child, since the general strengthening of health contributes to the effectiveness of hardening.

The systematic nature of hardening procedures is determined by their conditioned reflex nature. When carrying out hardening measures at the same time and under the same conditions, conditioned reflex connections are easily formed. The physiological reaction appears already in the preparation of the child for the procedure. But these bonds are not strong, so hardening procedures should be regular.

The gradual change in the strength of the stimulus is a necessary condition for hardening, since the body cannot immediately rebuild and respond appropriately with a sharp decrease or increase in temperature. Too small a difference in stimuli or their constant value also does not turn out to be useful, since they do not cause restructuring in the work of the cardiovascular, respiratory and other systems, metabolism, i.e. hardening does not have a profound effect on the body. With a certain resistance of the organism to temperature changes, contrasting short-term effects should be used, which contributes to the improvement of physiological reactions and higher adaptability to environmental conditions.

indicators right choice irritant is a short-term deepening and increased respiration, pulse, as well as the appearance of the skin, the overall positive reaction of the child: good mood, good health.

Accounting for individual characteristics is necessary when hardening. Children with an excitable nervous system need more careful temperature changes, as well as soothing treatments before bedtime (rubbing, warm bath). Inhibited children benefit from invigorating procedures after sleep (douche, shower). Children with poor health must be hardened, but the gradual change in temperature must be maintained more carefully: there are more time intervals at which procedures are carried out with the same temperature. Medical supervision is essential.

The connection of hardening procedures with physical exercises, a variety of activities of the child in everyday life gives top scores and directly for hardening and for general strengthening of the body.

Physical exercises are special movements, as well as complex types of motor activity aimed at solving the problems of physical education.

During the period of preschool childhood, with targeted pedagogical influence, great shifts occur in the development of movements: from involuntary, chaotic movements at birth to mastery of all basic movements, sports exercises.

Physical exercise has many physiological effects on the body. With muscle contraction, the processes of metabolism and blood circulation are activated, the work of all internal organs and systems is rebuilt. A working muscle absorbs 7 times more oxygen and 3 times more nutrients than an inactive one. It stimulates the growth and development of the muscular system.

Physical exercises are also important for the full functioning of the brain: its blood supply improves, the general tone of the cortex increases, which increases the activity of all analyzers. With active muscular work, the overexcitation of the brain systems is reduced or completely removed. The basic properties of the nervous system (its strength, mobility, balance) are also improved.

In raising children early age massage is used - one of the types of passive gymnastics. It also causes changes in the work of all organs and systems. Under the influence of massage, the composition of the blood, the functions of the nervous system, as well as the nutritional conditions of the skin and muscles improve, and heat transfer increases. Massage accelerates the flow of blood and lymph, thanks to which tissues are quickly released from decay products, and muscle fatigue is relieved.

Physical exercises in various forms are included in morning exercises, physical culture and music and movement classes, especially a lot of them in a variety of outdoor games.

PRACTICAL PART

The program of preschool educational institutions of a compensatory type for children with intellectual disabilities.

Correction-developing training and education.

Chapter III . Physical development and physical education.

The strategy of organizing physical education is based on the physiological mechanisms of the formation of movements in the process of development of a growing child's body. The classes include physical exercises aimed at the development of all basic movements (throwing, walking, running, climbing, crawling, jumping), as well as general developmental movements aimed at strengthening the muscles of the back, shoulder girdle and legs, coordination of movements, the formation of correct posture, development balance.

In the course of morning exercises in the family and in the classroom at the preschool educational institution, it is advisable to offer children the main types of movements in next sequence: stretching movements in the prone position; throwing, crawling and movements in a low squat position, on your knees; exercises in vertical position(walking, climbing, running) and outdoor games.

Work on the development of manual and fine manual motor skills is carried out in special classes. At the initial stage of training, much attention is paid to common development the child's hands, the formation of grasping skills, the formation of the leading hand, the consistency of the actions of both hands, the allocation of each finger. In the course of the classes, children develop the skills of holding the finger posture, switching from one posture to another, and simultaneously performing movements with the fingers and hands of both hands.

The main directions and tasks of correctional and pedagogical work.

Throwing is one of the first types of motor activity of a child, which is based on the development of grasping movements and actions of the baby. Even a severely mentally retarded child can grab objects, hold them for a short time and throw them, performing movements from the shoulder, therefore, in the program this species work comes first. In the process of throwing, the movement is performed both with one hand and with two hands. At the same time, the allocation of the leading hand is stimulated and the coordination of the joint actions of both hands is formed. All this is of particular importance for the correction of deviations in the cognitive sphere of children with intellectual disabilities.

The construction is aimed at organizing the activities of children in the process of physical education. In the course of construction, children learn to hear the adult and correct their behavior to the requirements of the adult's instructions. Along with this, a mentally retarded child learns to behave appropriately, navigate the situation and participate in joint activities with peers.

Walking is aimed at developing the basic movements of the child, the formation of the ability to properly hold the body, observe the rhythm of walking, improve the coordinated movements of the arms and legs, and form auditory-motor and visual-motor coordination. In the process of walking, purposefulness in the activity of the child develops.

Running contributes to the improvement of the basic movements of the child, allows him to master the skill of coordinated control of all actions of the body, forms lightness and grace when the child moves quickly.

Jumping is aimed at training the internal organs and systems of the child's body. Jumping prepares the child's body for balance tasks, which are very difficult for a mentally retarded preschooler. To improve skills in jumping, the child must show the strong-willed qualities of his personality. The foundations of self-regulation and self-organization of their activities are beginning to be laid.

Crawling, climbing, climbing help strengthen the muscles of the back, abdominals, and spine. These movements have a positive effect on the formation of coordinated interaction in the movement of arms and legs, on strengthening the internal organs of the systems. Due to the fact that many mentally retarded children bypass the stage of crawling in their development, one of the tasks of physical education is to fill this gap in mental development.

General developmental exercises contribute to the development of interest in movements, the improvement of physical indicators and motor abilities; develop flexibility and mobility in the joints; strengthen the functioning of the vestibular apparatus.

Outdoor games reinforce the formed skills and abilities, stimulate the mobility, activity of children, develop the ability to cooperate with adults and children; create conditions for the formation of children's orientation in space, the ability to coordinate their movements with the movements of other playing children. The most effective organization of outdoor games in the fresh air.

Swimming has a stimulating effect on the growing body of a child (the physical properties of the aquatic environment, in particular the density of water, have a specific effect on the functions of blood circulation, respiration, and skin receptors). Classes in the water must be combined with general developmental exercises and outdoor games on land.

Tasks of physical development and physical education to protect and improve the health of children for the entire period of stay of children in a preschool institution.

To form in children an interest in physical culture and joint physical activities with peers.

Improve children's health.

To form the correct posture for each child.

To form in children the need for different types of motor activity.

To develop in children movements, motor qualities, physical and mental performance.

Train the cardiovascular and respiratory systems in children, harden the body.

Create conditions in the group for effective prevention colds and infectious diseases.

Implement a system of corrective and restorative measures aimed at the development of mental processes and personal qualities pupils, to prevent the occurrence of secondary deviations in the psychophysical development of the child.

Teach children to perform movements and actions to imitate the actions of an adult.

Teach children to perform actions according to the model and speech instructions.

Find out the most effective means of physical education of preschool children in different age groups.

Based on the observational data (preschool educational institution No. 19 in Severodvinsk), the following conclusions can be drawn:

IN age group children with mental retardation 3-4 years old:

Classes of correctional and developmental orientation are held.

The purpose of the classes is the development and correction of physical qualities and coordination abilities, correction of movements, correction of sensory systems and mental functions with the help of physical exercises (exercises with objects, without objects, exercises to develop balance and form the correct posture). During this period, children are adapting to the preschool educational institution, so it is important to teach children to follow the regimen.

In the age group of children with mental retardation 4-5 years:

In addition to correctional and developmental classes, there are classes of a health-improving orientation. The goal is to correct posture, flat feet, strengthen the cardiovascular and respiratory systems. Outdoor games are held indoors and outdoors, as well as running, walking, jumping. Children are already adapted to the preschool regime, more attention is paid to the assimilation of cultural and hygienic skills.

In the age group of children with mental retardation 5-6 years, 6-7 years:

With age, the role of hygienic factors does not decrease, but conditions are already being created for the use of more complex physical exercises. In addition to all physical education classes, sports loading classes are held. The goal is to improve physical, technical, theoretical training in the chosen sport (athletics).

Analyze all aspects of physical education for the age group (optional).

The main directions of work with children 4 - 5 years old on the education of physical culture.

Tasks of training and education.

Teach children to follow the instructions of an adult, turn to face him when he speaks.

To teach children to perform movements and actions to imitate, show and verbal instructions from an adult.

To form in children an interest in participating in outdoor games.

Teach the rules of some outdoor games.

Teach children to throw the ball at the target with both hands.

Teach kids how to catch a medium sized ball.

To teach children to build and walk in a line along the reference sign - a rope, ribbon, stick.

Learn to walk along the path and footprints.

Teach children to run after the teacher.

To teach children to jump on two legs in place, to move in jumps.

Teach children to crawl on the gymnastic bench.

To form in children the ability to crawl under the bench.

Teach children to roll over from a supine position to a prone position.

Teach kids to pull up on the bar.

Throwing - movements are performed by children according to the show; children learn to hold and throw balls at the target (basket). In this case, balls are used, different in weight, size, material. First, children learn to catch medium-sized balls; inflatable, plastic, rubber; with smooth and rough surface.

Constructions are carried out with the help of a teacher and independently without alignment, in a column one at a time and in a circle.

Walking is performed after the teacher and independently, accompanied by sound signals; group to the opposite wall of the hall; in a circle one after another and behind the teacher; with stops at the end of sound signals; in pairs holding hands, on toes, on heels, with a change in the position of the hands (up, to the sides, on the belt).

Running is performed according to the show behind the teacher and independently, accompanied by sound signals.

Jumps are performed according to the show and with the help of a teacher: bouncing on toes in place; bouncing on toes with little advancement; jumping off the bench on half-bent legs, holding the teacher's hand (height 20 - 25 cm).

Crawling is carried out with insurance on a sound signal; climbing over two gymnastic benches (distance 1.5 - 2 m).

General developmental exercises:

Exercises without objects. Turns of the body to the right-left; squats with straightening arms; bouncing on toes in place; movement with brushes - twisting, waving, patting; circling in place by stepping over with the position of the hands on the belt.

Exercises with objects. Exercises with flags, with balls. Performed together with the educator by imitation. With flags: simultaneous movement of the hands in front - up - to the sides - down; alternating upward movements above the head.

Exercises for the development of balance are performed according to the show, with the help of a teacher. Walking along the rope laid by the snake; walking with stepping over the slats of a ladder laid on the floor; head movements - turns, tilts.

Outdoor games are performed to imitate the actions of the educator, they are plotless and plot-driven.

Describe what means of physical education the teacher uses.

When working with children, a physical education instructor uses the following tools:

1. Physical exercises: corrective and health-improving gymnastics, breathing exercises, physical exercises, jogging, massage, hand exercises, games and exercises for the development of attention. The independent motor activity of the child is taken into account. The effectiveness of solving the problems of physical education is manifested under the condition of a holistic motor mode corresponding to age and individual characteristics child.

2. Psychological factors: general mode of study, rest, nutrition, sleep; hygiene of clothing, footwear, physical equipment, premises, sites. Security techniques and stimulation of activity are performed (help, insurance, praise, etc.). This is necessary to create psychophysiological comfort.

3. Ecological and natural factors: hardening (cryomassage, dousing, air baths), outdoor walks.

Make a conclusion about the most effective means of physical education for the comprehensive development of the child.

Use health-improving and developing exercises for the development of the manipulative function of the hands for the development of fine motor skills and speech skills (exercises with various objects (balls, ropes, cords, rings, hoops) based on shifting, throwing the object.

In many children with mental retardation, the rhythm of performing movements is disturbed, so it is important to teach them to coordinate their movements with a given rhythm (counting, clapping, music). The musical rhythm helps to reduce violent movements, regulates the amplitude and pace of movements, and creates a joyful mood.

Among the corrective exercises highest value have respiratory, for relaxation, for the development of coordination of movements and balance functions, for the correction of posture, walking, the development of rhythm.

Forms and directions of correctional and developmental work on physical education in each preschool group have their own educational tasks, the selection of means and methodological techniques appropriate to the age, conditions of the classes.

Despite the rather diverse forms of physical culture, practice shows that the volume and content of existing programs for Russian Federation do not meet modern requirements for physical activity of children with mental retardation and need to be reformed. Two to three physical culture lessons are not enough to ensure the physical and social adaptation of children to independent living.

A promising direction for solving this problem is the introduction of additional forms of physical education in the practice of correctional education. Currently, they are being developed, tested, put into practice and give positive result differentiated programs of additional physical education.

Used Books:

1. Preschool pedagogy. Tutorial for students of pedagogical institutes majoring in Pedagogy and Psychology. Part 1, 2 / V.I. Loginova, P.G. Samorukov; Ed. IN AND. Loginova. - 2nd ed., Rev. and additional – M.: Enlightenment, 1988. – 270 p.

2. Preschool pedagogy. Textbook for students of pedagogical schools in the specialty "Pedagogy and Psychology"./ V.I. Yadeshko, F.A. Sokhina. - 2nd ed., Rev. and additional – M.: Enlightenment, 1986. – 415 p.

3. Ekzhanova E.A., Strebeleva E.A. Correction-developing training. – M.: Enlightenment. – 2005.

4. Kozlova S.A., Kulikova T.A. Preschool Pedagogy: A Textbook for Students of Secondary Pedagogical Educational Institutions. – 2nd ed., revised and supplemented. - M.: Publishing Center "Academy", 2000. - 416 pages.

5. Nemov R.S. Psychology: a textbook for students of pedagogical universities: in 3 books / R.S. Nemov. – 5th ed. – M.: Humanitarian. ed. center VLADOS, 2005. - Book 1. General Basics psychology. – 687 pages

6. Shishkina V.A. Movement + movement: Book. for the teacher of children garden. - M.: Enlightenment, 1992. - 96 pages.