Card index » Morning exercise complexes for preschool children!

Self-analysis of morning exercises in the middle group of preschool educational institutions

Self-analysis of morning exercises

"Journey to the Winter Forest"

(middle group)

This complex of morning exercises is current in the long-term planning for the month. The complex is interconnected with other complexes on the theme: “Winter”, “Winter fun” and is based on the children’s experience in performing motor skills. This complex contributes to the development of children’s physical qualities; strengthening motor skills.

When preparing for morning exercises, the age characteristics of children in the middle group were taken into account: unstable excitability of children, high mobility, emotional instability.

To carry out organized activities, the following was provided:

– the day before, the children were warned about the presence of guests;

– wet cleaning and ventilation of the room for morning exercises was carried out;

– the outline of the morning exercises was learned and prepared by the teacher (I did not resort to the help of the outline during the implementation);

– the exercises were performed to the sound of a tambourine (if required);

– the duration of morning exercises was 6-8 minutes.

So, the goal of morning exercises is to strengthen the motor skills of children, therefore, based on the goal, the tasks of morning exercises were as follows:

1) exercise children in walking and running in various ways;

2) develop the ability to act on a signal from the teacher;

3) teach children to perform exercises in accordance with the spoken words of the text, because the complex of morning exercises was united by a single plot;

4) make children want to participate in morning exercises.

The form of organization of children is frontal (all together). The structure of morning exercises consisted of 3 parts.

In the introductory part, where the children practiced walking in various ways and acted on the teacher’s signal. While walking, the children’s posture, the distance between children, and the quality of exercises were monitored. The introductory part ended with formation in a circle (at the teacher’s signal, when they entered the forest clearing)

In the second part - general developmental exercises - 5 general developmental exercises were used. Each exercise was repeated 5-6 times. This dosage corresponds to the age of children of the middle group. General developmental exercises were also united by a common theme, where proper breathing, IP, synchronicity and quality of exercises were monitored. In this complex, the exercises were given in the following sequence.

– for the muscles of the shoulder girdle and arms;

– for the muscles of the lumbar region;

- for legs.

This sequence is provided for by the methodology for conducting morning exercises, the “Childhood” program, and in accordance with the age of the children.

To reduce the general arousal of the body, the final part included one type of walking, running at a moderate pace, and regular walking one after another with an exercise to restore breathing.

After completing these exercises, the children again found themselves in a fairy-tale forest clearing, where a surprise moment awaited them - a low-mobility game with the word “Winter-winter”, where the main character is the Snowman (Teacher).

This game was not previously familiar to children and was played for the first time. The hero's movements were constructed in accordance with the text. The snowman and the children performed the movements simultaneously, repeating the words of the text. The game was played 2-3 times. The snowman used imitative movements. Imitative exercises interested the children, helped them cope better with the task, and their playful form made the children want to repeat these movements. The teacher’s speech was clear, expressive, and emotionally charged.

Throughout the morning exercises, the teacher performed all the exercises with the children from beginning to end. Methods such as: explanations and instructions were used during the exercises. I also used praise and an example from another child.

I was satisfied with the morning exercises; the children did it with desire and pleasure. By playing, I managed to evoke an emotional response to “Journey into the Winter Forest.” I consider the previously set goals and objectives achieved.

Duration of charging in each age group

Depending on the age of the children, both the duration of the exercise and the number of repetitions of each type of exercise increase. If in the first junior (nursery) group the exercise takes 4–5 minutes, then in the second junior group the duration is 5–6 minutes. Exercises are selected 3-4 types, each of which is repeated 4-5 times. Exercises are given to kids in a playful way. The guys imitate the movements of animals and birds.

Morning exercises in the middle group last 6-8 minutes, and the number of exercises increases and reaches 5. Children repeat each 5-6 times.

In the senior group of kindergarten, exercise consists of 6 exercises, each repeated 6 times. The duration of the complex takes 8-10 minutes. Older children in the preparatory group study for up to 12 minutes. The exercises are more complex and repeated 8-10 times. The complex itself is also expanding: the number of exercises is 6-8.

Gymnastics in the younger group

As mentioned earlier, gymnastics is performed with children in a playful way. Children can portray gnomes, a train, cyclists, flowers, mother's assistants, etc. Each exercise corresponds to a game task. For example, the exercise “Gnomes cleaning shoes” is represented by the following task:

• starting position – feet shoulder-width apart, arms along the body;
• the right leg is placed forward on the heel, the torso leans forward;
• imitation of the movement of cleaning shoes with hands;
• initial position;
• the left leg is placed forward on the heel, the torso leans forward, the movements are repeated.

During morning exercises in the younger group, the teacher must show the children the movements. If a child is not in the mood to do exercises in the morning, then there is no need to force him. Morning exercises in kindergarten should evoke only positive emotions; an individual approach is a prerequisite for the teacher. If the child is capricious and does not want to jump with the children, leave him alone, because the baby may not feel well or be upset.

“ORGANIZATION OF MORNING GYMNASTICS IN DIFFERENT AGE GROUPS OF ECECTIONARIES IN ACCORDANCE WITH THE FSES DO.”

MBDOU "KINDERGARTEN No. 6 "ROMASHKA"

"ORGANIZATION OF MORNING GYMNASTICS IN DIFFERENT AGE GROUPS OF PRECEPTION OWL."

Completed:

Physical education instructor (swimming)

L.V. Starovoitova

Mezhdurechensk 2021

Plan.

1. The meaning of morning exercises, its tasks.
2. Structure and content of morning exercises.

2.1. Selection of exercises, compilation of complexes.

2.2. Options for morning exercises.

2.3. Conditions for morning exercises.

1. Methods of conducting morning exercises with children of different age groups
   Morning exercises with children of the 1st junior group.
2. Morning exercises with children of the 2nd junior group.
3. Morning exercises with children of the middle group.
4. Morning exercises with older children.

1. The meaning of morning exercises, its tasks.

Daily morning exercises at a certain time in a hygienic environment, properly selected sets of physical exercises, disinhibit the nervous system of children after sleep, activate the activity of all internal organs and systems, increase physiological metabolic processes, increase the excitability of the cerebral cortex, as well as the reactivity of the entire central nervous system .

In addition to its health benefits, morning exercises also have great educational value. Its systematic implementation instills in children the habit of doing physical exercise every day, teaches them to start their work day in an organized manner, act in a coordinated manner in a team, be purposeful, attentive, self-controlled, and also evokes positive emotions and a joyful feeling.

In addition, daily performance of certain sets of physical exercises helps improve motor abilities in children, develops physical qualities (strength, agility, flexibility), improves the functioning of coordination mechanisms, and contributes to the acquisition of knowledge in the field of physical education.

2. Structure and content of morning exercises

Any physical activity, including morning exercises, begins with a warm-up and ends with recovery exercises. Since morning exercises are not long (5 - 12 minutes) and the physical activity involved is not great, this requirement is observed as a general principle.

In kindergarten, morning exercises as an obligatory part of the daily routine are carried out every day before breakfast.

Before classes, the room is well ventilated and wet cleaned.

Morning exercises are conventionally divided into three parts: introductory, main and final. Each part has its own tasks and content. In the first, introductory part

organize children's attention, teach them coordinated actions, develop correct posture and prepare the body to perform more complex exercises. For this purpose, they include: formations (in a column, in a line); drill exercises (turns and half-turns to the left, right, around); rebuilding from one column into two, from two columns into four, into a circle, several circles, closing and opening with side steps; short walking, alternating with exercises that help strengthen the musculoskeletal system and the formation of posture (walking on toes, with different positions of the arms, walking with high knees, on the heels, in a cross step); running one after another and scattered or in combination with jumping. The duration of the introductory part lasts on average from 1 to 2 minutes.

In the second, main part

They set the task of strengthening the main muscle groups and forming correct posture. To solve this problem, perform general developmental exercises in a certain sequence. First, exercises to strengthen the shoulder girdle and arms, which promote expansion of the chest, good straightening of the spine, and development of the respiratory muscles. Then exercises for the trunk muscles. This is followed by exercises to develop the leg muscles and strengthen the arch of the foot. After heavy-load exercises, you should repeat the first exercise or a similar one. The number of repetitions of each exercise depends on the age of the children and their physical fitness.

After completing all general developmental exercises, young children perform jumping or running, which turns into a final walk. Older children perform jumping combined with running, then a final walk with various tasks.

In the final part

Gymnastics involves walking or sedentary play to restore pulse and breathing.

2.1. Selection of exercises, compilation of complexes

The content of morning exercises, as a rule, includes exercises previously learned with children in class, or simple exercises that do not require lengthy learning. During morning exercises, children practice movements. But in order for the exercises to have the desired effect on the child, it is important to achieve clarity, precision of the movements performed, and their sufficient intensity.

The combination of physical exercises, selected in a certain order, makes up the so-called complex. The same complex is repeated for two weeks. If individual exercises of the complex do not lead to the desired results, are too simple, uninteresting or boring for children, they can, at the discretion of the teacher, be replaced with others of the same type or become more complicated by introducing new starting points. Changing the tempo and increasing the number of repetitions of exercises within the complex is also acceptable. The implementation of complexes must be alternated with and without benefits.

Children of the first and second junior groups

They give exercises with flags, rattles, and cubes.

In the middle group

- with flags, cubes, ribbons, small hoops, sticks, circular rope.

Older children

must be able to do exercises with different aids: with hoops, gymnastic sticks, balls of different sizes, jump ropes, circular rope, ribbons.

Performing exercises with aids increases children's interest in activities, improves the quality of their performance, teaches them to master objects, and promotes the formation of correct posture.

Including exercises to shape children's posture and strengthen the feet is mandatory. Typically, a set of general developmental exercises for morning exercises is taken from physical education classes; the exercises are selected from those recommended by the program and methodological manuals. The duration, nature, content of morning exercises, and dosage of exercises are different for children of different age groups.

Thus, when selecting general developmental exercises, it is necessary to be guided by the following requirements: exercises must be for all muscle groups, from different starting positions, of different intensity, tempo; with various aids, rhythmic and musical accompaniment, in various formations and always interesting for children.

2.2. Options for morning exercises

Various forms of morning exercises are used:

– traditional form using general developmental exercises;

- playing out some plot: “On a walk”, “We went to the meadow”, “Sparrows”, etc.;

– gaming nature (from 3-4 outdoor games);

– using elements of rhythmic gymnastics, dance movements, round dances;

– recreational running (carried out on a site for 3-5 minutes with a gradual increase in distance, intensity, time);

– using an obstacle course (you can create different obstacle courses using a variety of modules);

– using the simplest exercise equipment (children’s expander, gymnastic roller, etc.) and complex exercise equipment (“Bicycle”, “Rowing”, “Treadmill”, “Trampoline”, etc.) [4]

2.3. Conditions for morning exercises

Morning exercises can be carried out outdoors (in the kindergarten area, on the sports ground) or in a well-ventilated room (physical education, music halls, group rooms). It is necessary to comply with hygienic requirements for clothing, shoes, venue, and equipment. For rhythmic accompaniment, a tambourine, counting, clapping, sound recording, and musical accompaniment (piano, button accordion, accordion) are used.

Since morning exercises in kindergarten are considered as an important element of the motor regime, a means for raising the emotional tone of children, its organizational significance is also great. And yet there should be no forced gymnastics. If one of the children does not want to study today, there is no need to force him, but the reason for such behavior should be understood. Here are some tips for doing morning exercises with children:

No overorganization, strict rules or discipline requirements! It is necessary to ensure complete relaxation in behavior, an elevated emotional state and real joy of movement.

Remember that gymnastics is not only and not so much a physical education event, but a specially provided regime moment, where a whole range of influences on the diverse development of children is concentrated (movement, music, rhythms, aesthetics of the environment, aids, communication, play).

3. Methodology for conducting morning exercises with children of different age groups

To carry out health and educational tasks, morning exercises must be carried out at the exact time specified by the regime and correspond to the content of the program. The first requirement for it is the need to provide the correct physical, mental and emotional stress.

3.1. Morning exercises with children of the 1st junior group.

Directions to the organization. For the first time, morning exercises are included in the daily routine in the first junior group. It is carried out every day at the beginning of the year with all the pupils of the group at the same time. Its duration is up to 5 minutes.

Morning exercises at this age, in addition to the main task, provide an organized start to the day in kindergarten and make it possible to switch children’s attention to joint forms of activity.

Considering that many children of the third year of life do not immediately join in the activities organized by the teacher and lag behind in completing tasks, the teacher should take a very subtle and differentiated approach to individual children, and not insist on the indispensable participation of everyone in morning exercises.

Content. The content of gymnastics is 3-4 general developmental exercises, walking, running and jumping. Gymnastics begins with short walking, alternating with slow running for 20 - 30 seconds, and forming a group. Forming in a circle is most convenient at this age. At the beginning of the year, it is better to use a scattered formation, since children are still poorly oriented and it takes too much time to organize a formation into a certain form.

The introductory and final walking can be done in a group in a certain direction or in pairs, holding hands, scattered or behind each other. Walking should be calm and leisurely. Having lined up, children begin to perform exercises to strengthen the muscles of the shoulder girdle and arms, legs, back, abdomen and entire torso.

General developmental exercises are selected from those recommended for classes. Almost all of them are imitative in nature and are carried out in a playful way. During morning exercises, sitting, lying on your back and on your stomach positions are widely used. In the second half of the year, small objects can be used for general developmental exercises: rattles, flags, cubes.

The number of repetitions of each exercise is 4–5 times, it depends on the nature of the movements, their complexity and the preparedness of the children.

Then running, a fun outdoor game or jumping on the spot (2 times for 15 - 20 seconds with a short pause for rest) are carried out. Morning exercises end with calm walking in place or moving forward to reduce the general excitement of the body.

A complex is made up of the exercises in the above sequence, which is performed without significant changes for 2 weeks in a row.

Each new complex is usually performed somewhat slower at first, since children do not immediately remember the exercises and the teacher has to spend a lot of time explaining and demonstrating them. Therefore, at first you can repeat some exercises only 3–4 times, and at a slower pace. Once children have mastered all the exercises, they should be done at a good, energetic pace. After some time (2 - 3 months), it is advisable to return to repeating the same complex or take it as a basis for creating a complex for exercises with objects.

Leadership techniques. It is important that during morning exercises children engage in collective physical activity with desire and interest and get joy from it. Repeating the exercises multiple times every day leads to the fact that the movements acquire a measured, rhythmic character, and the specified direction of movement is observed (forward, backward, sideways, upward, etc.).

The teacher makes certain demands on the quality of children's movements. Makes sure that the child, if possible, occupies the required starting position, and ensures that the children’s movements are at least basically similar to the model.

When performing morning exercises, children of this age are characterized by dynamism and the presence of an extremely small number of completed, fixed positions. Almost all movements are performed sequentially. This determines the features of explaining and demonstrating exercises to educators, who is a participant in the unfolding game plot.

For example, the methodology for conducting the morning exercise complex “Cockerel and Hen” will be as follows: pictures depicting a cockerel and a hen are first examined, and the teacher talks about them. Then, when performing the complex, the teacher portrays a cockerel, the children - hens. During morning exercises, the teacher makes sure that the children do not hold their breath.

The playful implementation of the complex makes children want to participate in it. It is fun and promotes the development of independence, coordination and rhythm of movements. To avoid getting bored with the plot of the complex, the teacher shows ingenuity, creativity, and introduces new images (“Birds”, “Butterflies”, etc.). The actions remain the same. Mastering a movement, accompanied by the freedom and ease of its reproduction, gives a small child great pleasure.

3.2. Morning exercises for children of the 2nd junior group.

Directions to the organization. The organization of morning exercises in the second junior group is essentially no different from its organization in the first junior group. If at the beginning of the year it is possible to allow some of the children not to take part in morning exercises, then after 1.5 - 2 months everyone should do it. It is necessary to gradually accustom children to join in it without unnecessary reminders from the teacher. The duration of morning exercises increases (5 - 6 minutes).

Content. Complexes of morning exercises are made up of 4 – 5 exercises of a general developmental nature. Walking, jumping in place, and running must be included in the content.

At the beginning of morning exercises, short-term walking is given in different ways (with a change of direction, on tiptoes, etc.). Walking can be done in any formation: one after another, scattered, in pairs without holding hands. It alternates with running.

Then the children stand in a circle or sit in a free formation to perform general developmental exercises. In the first half of the year, mainly exercises learned by children last year are used. This contributes to their repetition and consolidation, and gives the opportunity for children newly admitted to the group to catch up to the general level. Exercises are also used to strengthen the muscles of the shoulder girdle, arms, and legs. Back, abdomen and entire torso recommended in the exercise section. These exercises are most often based on figurative imitation. General developmental exercises with cubes, flags, rings, and medium-sized balls are common. The sequence of exercises is the same. The most common starting positions are standing, sitting, lying on your back and on your stomach. Repeat exercises in this age group 5 – 6 times. It depends on the complexity and nature of the exercises, the preparedness and emotional state of the children. In conclusion, there should be running, jumping on the spot (2 times in 10-15 seconds with a short rest) or an outdoor game, well known to children, with very simple rules and content.

The complex of morning exercises without any special changes is repeated for 1 - 2 weeks in a row.

Leadership techniques. When performing morning exercises, it is important to monitor the quality of children’s movements and the clarity of the recorded poses. By ensuring that the movement is similar to the model in general terms, the teacher ensures that it is performed in the specified manner. As in the previous group, exercises in morning gymnastics complexes are based on the actions of characters known to children (“Bees”, “Bear Cubs”, etc.). Throughout the gymnastics, the teacher acts together with the children, showing and explaining the exercises and the correct ways of movement. However, the teacher does not complete the exercises with the children. Having done it 2-3 times and setting the pace of execution, he continues to conduct the exercise verbally, while simultaneously observing the actions of the children, making the necessary instructions along the way.

By the middle and especially by the end of the year, it becomes possible to use exercises that are not tied to a coherent plot.

While doing the exercises, the teacher reminds the children when it is more appropriate to inhale and exhale, and makes sure that the children do not hold their breath while walking and running.

3.3. Morning exercises with children of the middle group.

Directions to the organization. When conducting morning exercises indoors, it is recommended to organize it not in a group room, but in a hall. Children of the fifth year of life are more independent in preparing for and participating in morning exercises. Its duration is 6 – 8 minutes.

Content. The content of morning exercises includes exercises in walking, running, jumping in place and 4 - 5 exercises to strengthen the muscles of the shoulder girdle and arms, neck, legs, abdomen and back. The structure of morning exercises is the same as in the previous group. Morning exercises begin with a short walk, which should not be monotonous and boring. It is performed in any formation: one after another, in pairs, scattered, etc. Gradually, walking turns into easy running (1.5 - 2 laps around the hall). And running again turns into calm walking, during which a lane change is made.

To perform general developmental exercises at the beginning of the year, children most often stand in a circle. In the second half of the year, formation in links is also used. The arrangement of general developmental exercises in the morning exercises complex is the same as in the previous groups: first, exercises for the shoulder girdle and arms, then for the legs and torso. The content of the complexes consists of exercises familiar to children. All kinds of general starting positions are used (standing, sitting, lying, kneeling) and different starting positions of the hands (to the sides, forward, etc.).

In addition to small objects, medium-sized cubes, skittles, and balls are used for exercises. Number of repetitions 4 – 6 times. After general developmental exercises, jumping jacks are performed on the spot. They become more diverse: legs apart - legs together; with turns around; jumping back and forth over a tape lying on the floor; moving forward around the pins. Dosage 15 – 20 jumps (1-2 times). They can be replaced by running in place or around the hall, turning into calm walking. Emotional play can be used.

Each complex of morning exercises is repeated for 1 – 2 weeks. Some exercises may vary. Leadership techniques. In the middle group, the importance of morning exercises remains to attract children's attention to collective forms of activity and for an organized start to the day in kindergarten. At the same time, its role in activating the functional activity of the child’s body is increasing. With children aged five years, morning exercises are carried out at a good, vigorous pace, without long pauses between exercises.

The peculiarity of the explanation of the exercises is brevity and clarity. The teacher only reminds you of the diagram of the exercise, the sequence of its parts, for example: “put your legs wider, hands on your waist, bend forward. Let's start! One, two, three, straighten up.” And then, as the exercise progresses, without losing the rhythm of the movement, he continues the explanations, putting forward requirements for the correctness of the movement: “Lower, bend lower, look at me, straighten up. Let’s repeat it again,” says the teacher, leaving the group for a moment: he noticed that most of the children bend their legs while bending over. – Keep your legs straight. One, two, three, lower, straighten up.”

Thus, the teacher’s instructions accompany the exercise. In some cases, the teacher may resort to imitations. The teacher’s explanations most often merge with the demonstration, and the importance of the quality of the teacher’s demonstration increases. Clear starting positions and fixed intermediate positions are required (sitting - legs pulled up, knees together, closer to the chest, straightened, legs together, toes pulled back). The teacher gradually accustoms the children to act at the same time, in general, at a pace for everyone, and more persistently accustoms the children to the correct position of the body during exercises.

It is necessary to remind and show children when it is convenient to inhale and exhale during exercises, and make sure that they do not hold their breath while running and jumping.

Running and jumping are a mandatory part of all morning exercises. It is these exercises that place the greatest functional and emotional stress on the child’s body. Performed daily in large doses, they lead to a positive training effect. At the beginning of morning exercises, fast running with wide strides is not used. On the contrary, running is done at a moderate pace, in small steps, with the feet planted on the toes, arms freely bent, body straight, looking forward. At the end of morning exercises, running should be active and energetic. During the jumps, the teacher sets a certain pace - approximately 12 - 15 jumps in 10 seconds. The high pace is explained by the fact that children of the fifth year of life do not jump very high in place, only slightly lifting their socks off the floor.

If children are very excited after running and jumping, you need to let them calm down. For this purpose, calm walking in place or some breathing exercises are good (arms to the sides - inhale, lower your arms - exhale; arms down - back - inhale, lower your arms - exhale, the same, rising on your toes, etc.)

The same exercises are sometimes used at the end of morning exercises. But they should not be viewed as mandatory. They are offered by the teacher if necessary. A slight increase in breathing is a reaction to intense movements, there is no need to be afraid of this, the breathing rate quickly returns to normal without additional measures

3.4. Morning exercises with older children.

Directions to the organization. Morning exercises are becoming a familiar form of daily physical culture. In preparing for it, children provide great assistance to the teacher: they gather their peers for morning exercises, prepare the necessary equipment, and vacate the room. The teacher makes sure that the children quickly change clothes and carefully fold their clothes, and do not detain each other with conversations. Morning exercises last 8–10 minutes.

Content. Walking exercises should be varied. Walking with a change of pace, direction, on the toes, heels, outer sides of the foot, raising the knees high, “goose” step, stepping over obstacles, etc., and attention exercises are widely used. For example, the teacher raises a yellow flag - everyone goes, green - they run, red - they stop; when they clap, they turn around; When the whistle blows, they quickly sit on the floor, and then continue moving, etc.

All these exercises are carried out in different formations. They do not last long and turn into easy running (2 – 3 laps around the hall). Running again turns into calm walking. And a rebuild is taking place.

The complex uses 5–6 general developmental exercises. To perform them, it is most convenient to build in links. In the links, the children open up so as not to interfere with each other. A checkerboard formation is used, when the links take a step forward after one another. For the convenience of performing exercises while sitting and lying down, it is advisable to turn all children half a turn to the right or left.

Among the various starting positions in the second half of the year, the main stance (heels together, toes apart) is also used during morning exercises. As before, the starting positions for the hands are very different.

During morning exercises in the senior group, the volume of general developmental exercises without objects increases slightly. Exercises with gymnastic sticks, hoops, and jump ropes are included. Each exercise is repeated 5–6 times. Jumping in place with different combinations of movements of the arms and legs, moving forward and backward, jumping over high objects, etc. are repeated 20 - 30 times (1 or 2 times with a short break).

As in other groups, one set of morning exercises is carried out for 1 – 2 weeks. At his own discretion, the teacher can make clarifications and changes to it. Leadership techniques. The main feature of morning exercises in older groups is the responsible attitude of children to its implementation. For them, it is not necessary that it be entertaining and figurative. The teacher explains to the children the purpose of morning exercises, reveals its role in physical development, the acquisition of strength, agility, the formation of a good physique, a beautiful gait, etc.

During morning exercises, the teacher requires accuracy in the positions and directions of movement of body parts, and the ability to perform the exercise in accordance with the count or tempo of the musical accompaniment.

The quality of general developmental exercises is quite high. The teacher begins to teach children to stretch their legs, arms, fingers, pull their toes, stand, sit or lie in a given relaxed, but at the same time somewhat tense and taut pose. Children like to perform movements well and beautifully.

Since morning exercises use exercises known to children, their explanation has some specificity - it should be very clear and concise, in fact only reminding children of the starting position, the type of movement (bending, squatting, etc.), and the requirements for its quality.

Explanations of the exercise are combined with demonstration only in the first days of mastering the complex. Moreover, the teacher widely involves children who have good command of movement in the demonstration.

Children of senior preschool age quickly remember the sequence of exercises in complexes. They successfully do them without the accompanying example of a teacher. As a last resort, they focus on the children in front or nearby. This allows the teacher not to be in front of the group all the time, but to walk between the rows of children, carefully observe each person’s exercise, and provide individual assistance. It is important not to lose track of the pace and rhythm of the counting that regulates the children’s joint actions.

Throughout the morning exercises, the teacher repeatedly draws attention to the children’s posture, reminding them of the need not to hold their breath, to breathe deeply, to coordinate inhalation and exhalation with the most appropriate phases of movement (arms to the sides - inhale, arms down - exhale, etc. ). Some exercises involve slight natural straining. At the moment of such straining, there is a short-term holding of breath while inhaling, then successive inhalation and exhalation

The instructions for running and jumping are the same as in the middle group.

Analysis of morning exercises

Each teacher must keep a file of children, analyze and monitor classes and the condition of each child. UG analysis plan:

• age and number of preschoolers in the group;
• gymnastics venue;
• how preschoolers and the teacher are dressed;
• exercise exercises and duration;
• development tasks at each stage: what was accomplished, compliance with the stated duration;
• the effectiveness of pedagogy: display, text instructions, equipment, individual assistance;
• emotional state of preschoolers at each stage of classes;
• conclusion: whether changes or additional exercises will be required in the exercises.

For your information! Thanks to analysis and diagnostics, it is possible to summarize and improve charging, and the control chart will allow you to identify shortcomings.

Sample of filling out a card

GC, which is carried out in a preschool institution every day, will make the baby more dexterous, energetic, help avoid a number of problems in the normal functioning of the musculoskeletal system, increase immunity, strengthen the psyche and teach interaction with other children. And by doing it in the form of a game, you can make physical exercise not only healthy, but also fun.

Exercises without objects

Complex No. 1

Complex No. 2

Complex No. 3