Goals and objectives of morning exercises in preschool educational institutions. Kindergarten teachers, school teachers and educators

Consultation for teachers “Organization and conduct of morning exercises in kindergarten”

MKOU "Secondary School No. 31" named after. Nuri Tsagova

Municipal government institution

“Department of Education of the local administration of the city. Nalchik CBD"

Preschool module - No. 73 “Smile”

CONSULTATION FOR YOUNG TEACHERS

“ORGANIZATION AND CONDUCT OF MORNING GYMNASTICS IN ALL AGE GROUPS”

Physical education instructor

Domanova N.V.

Nalchik city 2021

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 . The flow of impulses going to the brain from all receptors - visual, auditory, musculoskeletal, skin - increases the vital activity of the body as a whole.

1. The meaning of morning exercises, its tasks

Morning exercises are a valuable means of improving the health and education of children. Those who systematically engage in morning exercises lose their drowsiness, feel cheerful, experience an emotional upsurge, and improve their performance. The need to get out of bed immediately after waking up and start doing exercises requires a certain volitional effort, develops perseverance, and disciplines children.

Thus, morning exercises face very special tasks, namely: to “wake up” the child’s body, set it up in an effective way, diversify but moderately influence the muscular system, activate the activity of the cardiac, respiratory and other functions of the body, stimulate the work of internal organs and sensory organs, promote the formation of correct posture, good gait, and prevent the occurrence of flat feet. [13]

Morning hygienic exercises, or exercises as they are called, should be performed immediately after sleep. In preschool institutions with daytime children, morning exercises according to the daily routine are carried out before breakfast after the children have already been quite active, varied activities. In these conditions, gymnastics also pursues the goals of organizing a children's team, switching children's attention from free, individual games and activities to joint activities.

It becomes an integral organizing moment in the daily routine, teaching children to a certain discipline and order.

At the same time, the enormous health value of morning exercises remains. Daily physical exercise has a beneficial effect on the physical development and functional state of the child’s body. The content of gymnastics consists of exercises for various muscle groups (shoulder girdle, torso, legs, etc.). Their systematic repetition strengthens the child’s motor system. Exercises are widely included to prevent poor posture and prevent flat feet. Running and jumping further enhance breathing and circulation, cardiac activity and other physiological functions.

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

From spring to late autumn, morning exercises are performed outdoors on the playground.

In winter, a gym or group room is used for morning exercises. 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, they organize the attention of children, teach them coordinated actions, develop correct posture and prepare the body for performing 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); changing from one column to two, in a circle, 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, the tasks are set to strengthen the main muscle groups and form 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. The final part of the 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 one to 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 are given exercises with flags, rattles, and cubes. In the middle group - with flags, cubes, ribbons, small hoops, sticks, and a circular rope. Older children should 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.;

– 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).

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.

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 third year of life (group “Toddlers”)

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.

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.

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.

3.2 Morning exercises for children of the fourth year of life (group “Pochemuchki”)

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 fifth year of life (group “Pochemuchki”)

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.”

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. [3.6]

3.4 Morning exercises with children of the sixth and seventh year of life (group “Fantasers”)

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 do not detain each other by talking. 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 breath holding while inhaling, then successive inhalation and exhalation.

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

The importance of morning exercises for preschool children. Physical education material on the topic

The meaning of morning exercises, its tasks.

Regular exercise in the fresh air helps to harden the child’s body and develop resistance to various adverse environmental influences. The introduction of corrective exercises into complexes contributes to the formation of the arch of the foot and correct posture. Thus, morning exercises are a multifaceted physical education and health process that systematically improves the health of the child’s body.

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.

Morning exercises are also valuable because children develop the habit and need to do physical exercise every day in the morning. This useful habit remains with a person for life.

Morning exercises allow you to start the day in an organized manner in kindergarten and promote strict adherence to the daily routine.

Morning hygienic exercises, or exercises as they are called, should be performed immediately after sleep. But this can only be done in kindergartens with night groups. In preschool institutions with daytime children, morning exercises according to the daily routine are carried out before breakfast after the children have already been quite active, varied activities. In these conditions, gymnastics also pursues the goals of organizing a children's team, switching children's attention from free, individual games and activities to joint activities.

Due to the simultaneous joint moderate motor activity, more excited children, who have already run and jumped, calm down, while less active children become more active. All this creates an even, cheerful mood in all children, preparing them for subsequent classes. Thus, the educational value of morning exercises, when carried out not immediately after sleep, but after some time, expands. It becomes an integral organizing moment in the daily routine, teaching children to a certain discipline and order.

Structure and content of morning exercises

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

In the summer, morning exercises are carried out outdoors on the playground, and in rainy weather - on the terrace. In winter, a gym or group room is used for morning exercises, the air temperature of which should not exceed 16 degrees C. 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, they organize the attention of children, teach them coordinated actions, develop correct posture and prepare the body for performing 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, the tasks are set to strengthen the main muscle groups and form 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. The final part of the gymnastics involves walking or sedentary play to restore pulse and breathing.

Selection of exercises, compilation of complexes

The combination of physical exercises, selected in a certain order, makes up the so-called complex. The same complex is repeated throughout the week. 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 are given exercises with flags, rattles, and cubes. In the middle group - with flags, cubes, ribbons, small hoops, sticks, and a circular rope. Older children should 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.

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]

Conditions for morning exercises.

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).

*Use different forms of gymnastics.

Article:

Morning exercises are a system of specially selected exercises aimed at strengthening large muscle groups and improving the health of the body.
Morning exercises create an organized start, a smooth, cheerful mood for those involved: highly excited children are calmed down by actions at a given pace, and sedentary children are drawn into a certain rhythm of work. Therefore, after morning exercises, preschoolers are more balanced, their faces are satisfied and joyful. By increasing the vitality of the body, morning exercises create favorable conditions for further activities and have a beneficial effect on the development of organization, discipline, and endurance.

As a rule, morning exercises begin with walking, which affects all muscle groups, gradually involving all body systems, but the load on it is insignificant. In order to warm up the foot and increase its flexibility, walking is performed in different ways. Since morning exercises are a daily form of work, it is advisable to diversify the placement of children in space while walking: use movement like a snake, two columns in different directions, diagonally, etc. this will relieve monotony.

The importance of morning exercises is primarily determined by increasing the vital activity of the whole organism. The work of the muscular system activates the cardiovascular and respiratory systems, disinhibits the nervous system, creates conditions for good mental performance, for the transition to an active state of the whole organism.

The joy of muscle sensations and the pleasure of morning exercises create the conditions for preparing preschoolers to do exercises on their own. The development of certain knowledge and skills sufficient for the emergence and independent implementation of the need for physical exercise will help solve the problem of educating children in the need for systematic morning exercises.

The basis of morning exercises is a set of general developmental exercises, which includes 6-8 exercises and involves repeating each of them 6-8 times. The effectiveness of the impact is achieved not so much due to the number of exercises and number of repetitions, but rather due to the quality of execution. A clear action in a given direction, with a certain amplitude, the necessary tension and relaxation of various muscle groups, adherence to rhythm and tempo not only ensure an increase in the performance of the child’s body, but also contributes to the development of coordination in children, influence the formation of correct posture and the physical development of the child as a whole. .

Structure of morning exercises:

1. Introductory part: exercises for the prevention of flat feet, walking.

2. The main part is general developmental exercises; fast running, jumping in place.

3. final part - walking, dance movements, special breathing exercises with a slow long exhalation in the form of reading a quatrain in one or two breaths or game exercises (“the tire went flat”, “the ball burst”).

Morning exercises can be carried out in the form of games and play exercises. To enhance physical activity, a high-intensity outdoor game is carried out, and the morning exercises end with a sedentary game.

Morning exercises are carried out outdoors in the warm season, and under appropriate conditions - throughout the year.

Jumping and speed running can be replaced by endurance running.

The first skills of independently performing morning exercises can be developed by assigning the child to carry out this or that exercise with other children. For example, if there are 6 exercises in a complex, then six children are invited from the group. They stand in a line in front of the others, and each performs only his own exercise from the complex. Then one child is assigned to carry out the entire complex of morning exercises.

The dosage of the load is determined by the musical accompaniment. Subsequently, you can instruct the children to do morning exercises on weekends with their parents or siblings (after appropriate work with the parents), and then ask them to tell the MBOU about it.

General requirements for morning exercises.

Morning exercises are a set of specially selected exercises aimed at solving health-improving, educational and educational problems. It is designed to positively set the child up for the entire coming day. Morning exercises acquire their significance if they are carried out systematically.

Morning exercises are carried out before breakfast. After it is completed, it is necessary to provide some time for the child’s body to transition from motor activity to digestion mode, that is, one should not immediately after completing the lesson proceed to eating or sit down at the table. It is useful to carry out water procedures after gymnastics, which will serve to harden the child’s body. In the warm season, in good weather, it is recommended to do morning exercises in the air, which provides the best healing effect.

When conducting morning exercises indoors, it is necessary to follow hygienic rules - the room must be well ventilated, fresh air must be provided, and the carpet must be clean. Children exercise in lightweight clothing that does not restrict movement and breathing. There is no point in changing into physical education uniform, since the duration of gymnastics is short, especially for young children (6-8 minutes). Shoes for classes should be light - Czechs, sports sneakers. It is allowed to perform exercises in socks, provided that the floor surface is not slippery. If there are no medical contraindications and the room has comfortable conditions - heated floors, children can exercise barefoot.

The exercises used in morning exercises should be simple and familiar to children, learned in physical education classes, and some in music classes or in free time in a group. “Dry” gymnastics with simply demonstrating movements and performing them on a verbal command and counting is not suitable for preschoolers. This is especially true for children, whose entire development is carried out through play. Therefore, exercises at this age are playful and imitative in nature.

Morning exercises can be performed with musical accompaniment. Music simultaneously regulates the tempo and rhythm of movements, thereby facilitating clearer and more correct execution of the exercise, evokes positive emotions and creates a cheerful mood. It should be noted that almost all children can do morning exercises.

OBJECTIVES OF MORNING GYMNASTICS

In addition to health benefits, morning exercises can solve educational and educational problems. Educational objectives include consolidating motor skills and abilities. It is necessary to clarify that this is more typical for children of older preschool age, since the motor experience of a child 3-4 years old is very small, while children 5-7 years old are already familiar with many types of walking, running, jumping, which they study in physical education classes .

But consolidating concepts from other areas of knowledge can also be done for kids. For example, consolidating the count (counting jumps: “One, two, three, four, five - we will jump again”; “One, two, three - freeze”; “One, two, three, four, five, six - we want sit down”; “One, two, three, four, five - we’d better walk”), knowledge about animals, natural phenomena, professions, etc., if the child is in the appropriate image when performing the exercise. Formation of the need for daily physical exercise, development of the child’s aesthetic taste, subject to beautiful and correct demonstration to adults and musical accompaniment, selected in accordance with the nature of movements and age capabilities of children, are educational tasks.

Thus, morning exercises, if certain rules are followed, helps to solve certain problems in the physical and general development of children. Physical exercises in preschool age, when properly selected, contribute to the harmonious and timely development of all functional systems of the child’s body and are the foundation of the health of the future adult.

Application

Complex of morning exercises (younger age 3-4 years)

1. Introductory part.

Children follow each other in arcs and perform play exercises while moving:

- “On a level path” - walking to the rhythm of the poem (read by the teacher) with a change in direction in combination with different types of walking;

- “Giants” - walking on toes, arms raised up;

- “Gnomes” - walking in a half-squat, hands on knees, alternate with normal walking;

- “Planes” - running in all directions throughout the hall, stopping at the signal “Planes are landing” (fast running and switching to slow walking). The run is repeated;

- A ride in a car (to the text of the poem “The Machine” by A. Barto) - children run slowly in different directions, stopping at a signal (green flag - move, red - stop).

2. Final part.

Complex of morning exercises (average age 4-5 years)

1. Introductory part. Exercises with braids:

- I.p. - standing, legs slightly apart (narrow path, braid in lowered arms). Hands forward, hands up, pull the braid, return to IP. (8 times);

- I.p. — standing on his knees, a pigtail in his drunken hands. Hands forward, turn to the right (left), stand straight, return to IP. (4 times in each direction);

- I.p. - sitting cross-legged, with a pigtail behind his back. Hands up, pull the braid, bend forward, return to IP. (8 times);

- I.p. - lying on your back, straight arms with a pigtail behind your head. Raise your legs up, touch your knees with a pigtail (arms forward), return to the I.P. (6 times);

- I.p. — lying on your stomach, stretch your arms forward with a pigtail. Raise your arms, shoulders, head - inhale, return to standing position. - exhale (6 times);

- I.p. — o.s., the braid lies on the floor in front of the child. Jumping through a pigtail back and forth, legs together, alternating with walking in place, hands free (in two steps, 5 times each).

2. Final part.

Complex of morning exercises (senior age 5-6 years)

1. Introductory part . Exercises with sticks:

- I.p. - standing, legs slightly apart, hands with a stick below. The stick on the chest, forcefully lift it up onto the chest, etc. (8 times);

- I.p. - basic stance, stick in the right hand vertically with an overhand grip. 1-3

- circles with your right hand to the left behind your back; 4 - change hand. The same in the other direction (6 times);

- I.p. - feet shoulder-width apart, stick vertically with one end on the floor, hands on the upper end of the stick. 1-3 - grabbing the stick with your hands, bend down - exhale; 4 - reverse movement - inhale (4 times);

- I.p. - basic stance, stick horizontally at the bottom in both hands. 1-2 - move your leg over the stick; 3-4 - i.p. the same with the other leg (4 times);

- I.p. - kneeling, legs apart, stick in hands below. Turn the body to the left, arms up, return to the position. the same in the other direction (4 times);

- I.p. - squat sideways to a stick lying on the floor. While pushing off, move your right leg over the stick (at each count), placing your left leg against it. Do the same in the opposite direction, then straighten up (4 times each);

- I.p. - basic stance, stick vertically with one end on the floor, hand on the upper end of the stick. Jumping on one leg around a stick, the same, but hold the stick with your left hand and jump on your left leg.

2. Final part.

Complex of morning exercises (children age 6-7 years)

1. Introductory part. Exercises with a racket.

- I.p. — o.s., racket in right hand. Spring step in place, arms arbitrarily (12 times);

- I.p. - oh, s., the racket is in the right hand. Half squat, transfer the racket in front of you to the other hand, return to the standing position. (5 times each);

- I.p. - standing, feet shoulder-width apart, racket in right hand, arms up. Half squat, turn your hands down, head down, etc. (4 times). The same, but the racket is in the left hand (4 times);

- I.p. - Same. Half squat, racket over head, etc. (8 times);

- I.p. - Same. Turn the torso to the left, the left hand forward, the right one swings, as when passing, etc., transfer the racket to the left hand (4 times with each hand);

- I.p. - basic stance, racket in the right hand. Lunge to the left, swing the racket, simulating a forward strike from below, etc., transfer the racket to the other hand (4 times with each hand);

- I.p. — o.s., racket in right hand. Step to the right with a turn around yourself, transfer the racket from hand to hand, etc. (8 times). The same in the other direction;

- I.p. — o.s., racket in right hand. Step forward, bend your knee, raise your left leg up, simulating a blow from below with your hand, etc. (8 times). The same with the other leg;

- I.p. - o.s., racket in front of you in your right hand. Step to the left, jump and transfer the racket to your left hand, pause. Same to the right.

2. Final part.