Organization of independent motor activity of children of senior preschool age

MBDOU "Kindergarten No. 4 "Tullukchaan" s. Byadi" Ust-Aldan ulus Republic of Sakha (Yakutia)

ORGANIZATION OF INDEPENDENT MOTOR ACTIVITY OF SENIOR PRESCHOOL CHILDREN

Completed by: Syrovatskaya

Sardana Nikolaevna

teacher

CONTENT

INTRODUCTION………………………………………………………………………………3

1. Characteristics of the motor mode in a preschool institution….…………………….…………………………………………..5

2. Theoretical foundations of independent motor activity of preschool children…..……………………………..9

3. Conditions for organizing independent motor activity of children in senior preschool age…..….……………..13

CONCLUSION……………………………………………………………16

LITERATURE……………………………………………………………………………….18

APPENDIX………………………………………………………………………………21

INTRODUCTION

“The movement as such can, by its action,
replace any remedy, but all medicinal remedies in the world
cannot replace the actions of the movement.” J. Tissot

Today, in the preschool education system, special attention is paid to the health of children. According to many studies, most adult diseases begin in childhood. But it is in childhood that a child’s nervous and musculoskeletal systems are formed, the respiratory system is improved, and the foundations of good health and full physical development are laid. One of the indispensable conditions for this is the formation of independent motor activity of children.

According to the Federal State Educational Standard for Additional Education, the educational area “Physical Development” includes the acquisition of children’s experience in motor activities associated with performing exercises aimed at developing physical qualities that contribute to the correct formation of the musculoskeletal system of the body.[1]

It should be noted that a low level of motor activity, starting from preschool age, is the primary problem of deterioration in both the physical, mental and mental development of children. Therefore, the relevance and practical aspect of this problem is that the need to raise the level of motor activity should begin precisely from preschool age and continue throughout life. Based on the identified problem, we formulate the topic of our work: “Organization of independent motor activity of children of senior preschool age.”

The purpose of the work is to reveal the features of the organization of independent motor activity of children of senior preschool age.

Based on the goal, the following tasks were set:

Characterize the motor mode in a preschool institution.
To reveal the theoretical foundations of independent motor activity of preschool children.
To study the conditions for organizing independent motor activity of children in older preschool age.

The methodological basis of the work is the works of Runova M.A., Stepanenkova E.Ya., Kozlova I.M., Snigur M.E. Leontyev A.N. Zaporozhets A.V., Usova A.P., etc.

This work consists of: an introduction, three points examining the theoretical aspects of the independent motor activity of preschool children, a conclusion, and a list of literature studied.

CHARACTERISTICS OF MOTOR MODE IN PRESCHOOL INSTITUTION

Since 2013, significant changes have occurred in the preschool education system, first with the introduction of Federal state requirements, and then the Federal State Educational Standard for Preschool Education.

One of the main tasks of the Federal State Educational Standard for Education is “to protect and strengthen the physical and mental health of children, including their emotional well-being.” Therefore, the organization of motor activity of preschool children is relevant and occupies an important place in the system of educational process in preschool educational institutions. The federal state educational standard defines target guidelines at the stage of completion of preschool education: the child has developed gross and fine motor skills, he is mobile, resilient, masters basic movements, can control and manage his movements. The task of preschool teachers is to create all the necessary conditions for the implementation of this task.[1]

It has been proven by experts that the main causes of neuropsychic and somatic diseases in preschool children are intellectual overload and a decrease in physical activity, both in volume and intensity. Unfortunately, the disease of our civilization is a sedentary lifestyle. Lack of physical activity is as dangerous as lack of oxygen! We can assume that work to implement this task is relevant not only in our republic.

The concept of motor mode includes the duration, frequency and distribution of all types of physical activity of children during the day. And it means all types of organized and independent activities in which children’s locomotor (related to movement in space) actions clearly appear. Article 12.2 of SanPin “motor regimen, physical exercise and hardening activities should be carried out taking into account health, age and time of year.

When organizing a motor mode, the following requirements must be met:

- the total duration of physical activity occupies at least 50% of the waking period, with 90% of medium and low intensity, 10-15% of high intensity. Fulfillment of these requirements will ensure the prevention of child fatigue throughout the day and create conditions for proper physical development;

- according to regulatory documents regulating sanitary and epidemiological rules and standards for preschool educational institutions, the maximum duration of continuous wakefulness for children 3-7 years old is 5.5-6 hours, up to 3 years old - in accordance with medical recommendations;

— the volume of physical activity of pupils aged 5-7 years in organized forms of health-improving and educational activities should be 6-8 hours a week, taking into account the psychophysiological characteristics of children;

— during the child’s stay in the preschool educational institution, the use of various forms of physical education should ensure motor activity in the range from 9,000 to 15,000 movements, which corresponds to the physiological needs of the children’s body;

— to implement the physical activity of children, equipment and inventory of the gym, group rooms and sports grounds are used in accordance with age;

— the content of the motor regime is motor activity, varied in the composition of movements, physical exercises, periods of activity alternate with “quiet” types of activity;

- a certain part of the motor regime, which includes both physical exercises and specially selected ones for the formation of systems and functions of the body, and correctional work that goes through individual and organizational forms of work;

- each child must be given the opportunity to move independently of his own free will, and not under coercion;

- moderate and appropriate physical activity is required before breakfast and before direct educational activities, which require mental stress from children. [19.10]

Taking into account the individual characteristics of the motor activity of children, optimization of the motor mode is characterized by flexibility, but also at the same time clear structuring, therefore, in the preschool educational institution, a model of motor activity of children should be developed, which allows you to track all the work not only during the day, but also during the week, month, the entire academic year. This model is variable, the content can be adjusted and is compiled taking into account the exemplary “Childhood” program (see Appendix 1).

There is a problem when organizing physical activity in a group setting. Children are not very good at organizing independent activities where space is limited. It is necessary to create conditions, since this is one of the requirements of the Federal State Educational Standard (physical education corners in groups, a card index of various games, etc.). The Federal State Educational Standard, which has entered into force, sets certain requirements for the developing subject-spatial environment:

saturation
multifunctionality
variability
availability
safety
transformability.

The motor mode is assessed based on a set of indicators:

time of motor activity of children with a reflection of content and quality at various regime moments, determined using the method of individual timing;
volume of motor activity using the pedometer method to quantify motor activity;
intensity of motor activity using the pulsometry method when performing various types of muscle activity. [1]

The life of children during the day should proceed within the framework of the established optimal motor mode, without haste and constant haste. The teacher’s task is to ensure that the children, when they go home, have an interesting prospect for tomorrow - to play the promised interesting games, to go on a long walk. Every educator can create such an interesting, fulfilling life.

Thus, the organization of a rational motor regime is one of the main conditions for ensuring a comfortable psychological state for children. Satisfying the age-related needs of children for movement in the time allotted by the regime can only be achieved with a very clear organization of their activities and strict compliance with the requirements for the content of this activity in each regime segment.

THEORETICAL FOUNDATIONS OF INDEPENDENT MOTOR ACTIVITY OF PRESCHOOL CHILDREN

Motor activity is a set of motor acts.

The motor activity of a child is one of the necessary conditions for maintaining the normal functional state of the child, a natural biological need of the child. Normal functioning of almost all human systems and functions is possible only with a certain level of physical activity. Lack of muscle activity, like oxygen starvation or vitamin deficiency, has a detrimental effect on the child’s developing organism.

In childhood, motor activity can be divided into 3 components:

Motor activity in the process of physical education;
Physical activity during training in socially useful and labor activities;
Spontaneous physical activity in free time.

Motor activity is the natural and specially organized motor activity of a child, ensuring his successful physical and mental development. It is one of the main factors that determine the level of metabolic processes of the body and the state of the skeletal, muscular and cardiovascular systems, since it is closely related to three aspects of health: physical, mental and social, and plays a different role during a person’s life. The need for movement is individual, so we can conditionally distinguish in each group children with high, low, and average mobility. [28.145].

The level of need for independent motor activity is largely determined by hereditary and genetic characteristics.

There are 3 levels of motor activity:

High level: children are characterized by high mobility, a high level of development of basic types of movements, and a fairly rich motor experience that allows them to enrich their independent motor activity.
Children with an average level of motor activity have average and high levels of physical fitness and a high level of motor qualities. They are characterized by a variety of independent motor activities.
Low level of physical activity - sedentary children. They have indicators of development of basic types of movements and physical qualities lagging behind age standards, general passivity, and shyness.

What is independence? Independence - independence, freedom from external influences, coercion, from outside support and assistance. Independence - the ability to act independently, make judgments, have initiative, and determination. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one’s views and motives.

Independent activity is work that is performed without the direct participation of the teacher, but according to his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical (or both) actions.

Qualities that characterize a child’s independence:

1. The ability to act on one’s own initiative, to notice the need for one’s participation in certain circumstances.

2. The ability to perform usual tasks without turning to adults and without adult supervision.

3. The ability to consciously act in a situation with given requirements and conditions (which are created by the teacher) in the plan in the independent activity block, the requirements, conditions, and system of tasks must be planned.

4. The ability to act in new conditions (set a goal, take into account conditions, carry out basic planning and get results.

5. The ability to exercise basic self-control and self-assessment of one’s activities.

6. The ability to transfer known methods of action to new conditions.

There is an algorithm for constructing children’s independent activities:

Step 1 Determine and communicate to the child the purpose of the work (individually or in a subgroup)

Step 2 Familiarize the child with the sequence of completing the task.

Step 3 The child, with the help of an adult, chooses methods of action leading to completing tasks.

Step 4 Children plan their independent activities to complete the task.

Step 5 The child performs independent work.

Step 6 Self-control, self-esteem.[24]

Independent motor activity of children is organized at different times of the day: in the morning before breakfast, between activities, during play hours after naps, and during a walk (morning and evening). Active actions of children should alternate with calmer activities. It is important to take into account the individual characteristics of each child and his well-being. The motor activity of children is closely related to play, and, consequently, to objects, toys, and aids. Adults should make sure that children have toys at their disposal. Benefits that stimulate physical activity and increase interest in movement. The task of adults is to teach children how to use them correctly and in a variety of ways. [18.144]

The content of independent motor activity is a variety of movements. Its advantage is that the child chooses the movements himself, moves at his own pace, pauses, and alternates them. Independent motor activity is an activity that occurs on the child’s initiative. When studying independently, the child focuses his attention on actions leading to the achievement of a goal that captivates him.

In a preschool educational institution, this type of activity can be individual and group, and includes games and exercises that children choose in accordance with their own desires, interests and abilities

The motor activity of children of senior preschool age becomes rich and varied, but outdoor games remain a form of education. A wider range of knowledge, abilities, and motor skills allows the use of a variety of games, both plot and non-plot games, relay races, as well as some elements of sports games.

Thus, independent motor activity includes a lot of movements performed by the child in the process of his life. By creating conditions for children’s independent motor activity, adults contribute to the development of their initiative and independence, which ultimately leads to the development of children’s creativity. Increasing children's independent motor activity can be considered as one of the effective means of preserving the child's health, improving his physical fitness, enriching motor experience, and increasing creative and cognitive potential.

CONDITIONS FOR ORGANIZING INDEPENDENT MOTOR ACTIVITY OF CHILDREN IN SENIOR PRESCHOOL AGE

Forms of work on physical education with preschoolers represent a complex of health-improving and educational activities, the basis of which is motor activity. This complex includes organized physical education activities (morning exercises, exercises after naps, walks, outdoor games, etc.), as well as independent motor activities.[15.p144]

Motor activity must be purposeful and consistent with the child’s experience, interests, desires, and functional capabilities of the body. Therefore, preschool teachers take care of the organization of independent motor activity and its diversity.

The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to something useful and interesting for him, without suppressing his activity and initiative?

The function of the educator is to create a varied play environment that provides the child with cognitive activity that corresponds to his interests and is developmental in nature. The environment should also provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities. The teacher can get involved in the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group.

The organization of independent motor activity of active children should not go in the direction of limiting mobility, but focusing their attention on movements that require restraint, caution, meaningfulness and controllability. All types of throwing, precise movements with balls, walking and running in a limited area, action with one object for two, when the movement is performed in turn, are useful.

The content of the educational field in accordance with the Federal State Educational Standard for Additional Education is aimed at developing in children an interest and value-based attitude towards physical education classes and harmonious physical development. The main tasks to achieve this goal are:

accumulation and enrichment of children’s motor experience (mastery of basic movements);
standardization of pupils' needs for motor activity and physical improvement;
development of physical qualities (speed, strength, flexibility, endurance and coordination);

Techniques for guiding children's motor activity are the same for children of different mobility. So it is necessary to provide children with sufficient areas for movement, while for those who are sedentary they increase, for children with greater mobility they may be somewhat limited. It is useful to unite children of different mobility in joint games, giving one toy, an allowance for two, holding a doll by the hand along the path, playing horses together using a hoop, jump rope, ribbon, rolling a ball to each other, spinning a jump rope together, etc. d.[5.18]

Toys and aids should be placed so that children make additional movements when reaching for them. Shelves with toys can be hung at different levels. To reach one shelf, children must bend over to get a toy, and on the other, on the contrary, stretch, rise on their toes, etc. A straight path can lead to a garage with cars, and next time a winding one, to a house there can be stairs 100 cm high, etc. [6.28]

There should be enough aids and toys in the group, but not too many. This distracts children's attention and tires their nervous system. At the same time, we must remember that children are characterized by great imitation. Seeing a ball in the hands of a neighbor, the child certainly wants to take possession of it. Therefore, it is important that there are several toys of the same type. Gradually, as children master the action with a manual, a toy, the teacher teaches the kids to act together with one object, for example, to roll a ball to each other or to roll it one by one along the path. Benefits must be changed periodically so that children do not lose interest in them.

The personal participation of an adult in children’s games activates children and creates a joyful mood in them. An adult helps the child change the type of activity in a timely manner to prevent fatigue. When creating conditions for independent motor activity of children, it is good to use obstacle courses, which are most often used by teachers in older groups.

Great opportunities for developing independent motor activity open up during a walk. It is important that in addition to stationary aids, there are also remote aids on the site: balls, hoops, skittles, buckets, shovels, sleds, ice cubes, bicycles, etc. In winter, independent motor activity will be more meaningful if there are snow buildings on the site: slides, snow banks, snow paths, snowmen, colorful pieces of ice, etc. At different times of the year, adults think through different motor tasks.

On each walk, as a rule, a set of interrelated tasks is solved: health-improving, educational and educational. Health-improving tasks are aimed at creating a healthy lifestyle and cultivating a conscious attitude towards the manifestation of one’s physical activity. When developing the content of educational tasks, it is important to pay attention to the development of independence, activity and communication, as well as the formation of the emotional, moral and volitional sphere of children in the process of motor activity. At the same time, a distinctive feature of walks in older age groups is the emphasis on solving educational problems: mastering the necessary program material for the development of movements, developing accessible knowledge about the basics of physical culture and a healthy lifestyle. These tasks are solved in close connection with the development of children’s motor qualities and abilities, as well as the formation of optimal motor activity.

During walks, it is important to carefully consider methods and techniques for regulating children’s motor activity; the main attention should be paid to creating a high variability of pedagogical conditions that contribute to more effective implementation of children’s motor activity, mainly through the selection of differentiated tasks. In order to enhance the motor activity of children during walks, it is important to use different techniques.[25]

Thus, various means, methods and techniques for organizing independent motor activity help to increase mental and physical performance, improve the emotional state, the full physical and mental development of children, and strengthen the health of children, therefore, expanding and enriching the motor experience of preschool children is one of the main tasks.

CONCLUSION

In connection with the increase in the incidence of children throughout the country and the decrease in the level of their physical fitness, there is a need to find new effective approaches to organizing education and training in modern conditions, ensuring the preservation of the physical and mental health of the younger generation. In pedagogical practice, insufficient attention is paid to the organization of independent motor activity of children. Despite the fact that children love to play outdoor games, they cannot organize a game, even one that is familiar to them, on their own. The adult becomes the leader of the children’s independent activities. This guidance is carried out by demonstration, as well as through verbal narration, explanations and instructions. In children’s mastering of new movements and in the development of the child’s independent motor activity, adults play a leading role.

Independent motor activity is defined as the sum of all movements made by a child in the course of his life. This is an effective means of maintaining and strengthening health, harmonious personal development, and disease prevention. An indispensable component of physical activity is regular physical education and sports.

The motor regime is part of the general regime of a preschooler, regulating active muscle activity, including physical exercise, walking, etc.

With age, physical exercise should occupy an increasing place in a child’s daily routine. They are a factor contributing to increased adaptation not only to muscle activity, but also to cold. Physical activity contributes to the normal development of the central nervous system, improvement of memory, learning processes, normalization of the emotional and motivational sphere, improved sleep, and increased capabilities not only in physical but also in mental activity.

Creating a safe developmental environment for children’s independent motor activity, adequate to their age and needs, will help improve health, expand motor experience, develop a strong interest in physical exercise, self-organization skills and communication with peers.

Thus, with the correct organization of independent motor activity, children develop attention and observation, discipline, the ability to control their feelings and movements, and therefore develop their will and character.

LITERATURE

Federal State Educational Standard for Preschool Education. M, 2014.
Sanitary and epidemiological requirements for the design, content and organization of the work regime in preschool organizations - San - Pin 24.1.3049 - 13 No. 26 of 05.15.2013.
Abrahamyan L.A. Techniques and methods of teaching preschoolers - M, 2000.
Butin I.M., Vikulov A.D. Development of children's physical abilities: a book for kids and their parents. Yaroslavl, 1996.
Glazyrina L.D. Physical education - for preschoolers. M, Vlados, 1999.
Demidova E. Organization of independent motor activity of children // Preschool education, No. 1, 2004.
Zaichenko E.K. Increasing motor activity in independent play // Preschool education No. 4, 1999.
Kulik N.A. Diagnosis of physical skills and qualities of children. M, 2009.
Litvinova O.M. The system of physical education in preschool educational institutions: planning, information and methodological materials, development of classes and exercises, sports games. Volgograd: Teacher, 2007.
Makhaneva M.D. Raising a healthy child. M, 2000.
Mikheeva E.V. Development of the emotional-motor sphere of children aged 4-7 years according to the Federal State Educational Standard. Publisher: “Teacher”, 2014.
.Rubtsova I.V., Gotovtseva Ya.V., Optimal physical activity: educational and methodological manual for universities. Voronezh, 2007.
Runova M.A. Formation of optimal motor activity//Preschool education No. 6, 2007.
Runova M.A. Motor activity of a child in kindergarten: manual. M, 2000.
Runova M.A. Movement day after day. M,. LINKA - PRESS, 2007.
Snigur M.E. Formation of a model of motor activity of preschool children with a health-improving orientation // Advances in modern natural science, 2009.
Stepanenkova E.Ya. Theory and methods of physical education and development of preschool children / E.Ya. Stepanenkova. M, 2001.
Stepanenko E.A. Physical education in kindergarten. M, 2008.
Filippova S.O. The world of movements of boys and girls: a methodological guide for leaders of physical education in preschool institutions. St. Petersburg, Childhood - Press, 2001.
Shebeko V.N. Ermak N.N. Shishkina V.A. Physical education of preschool children: Textbook. – M.1996.
Shebeko.V.N. Physical education of preschool children / V.N. Shebeko. M, 2000.
Shmnina V. Creative outdoor games / V. Shmonina // Motor activity of a child in kindergarten. Publishing house "Mosaic", M, 2000.
Britova Ekaterina Vladimirovna Article “Organization of independent activities of preschool children” Published: February 28, 2015 at https://www.maam.ru
Tarasova Oksana Independent motor activity of children in limited space

MAGAZINE Preschooler.RF

Independent motor activity of children in a group room

Instructor – methodologist Berezhnova E.N.

The main causes of neuropsychic and somatic diseases in preschool children are intellectual overload and a decrease in motor activity, both in volume and intensity. Its content also becomes monotonous.

All this gives rise to changes in the emotional sphere. The phenomenon of “dried heart” (lack of feelings), which was observed by L.S. Vygotsky, among his contemporaries, is associated “with education aimed at logical and intellectualized behavior . Unfortunately, this phenomenon is still relevant today.

Independent motor activity of children, about the benefits of which much has been written, is an excellent means of physical and emotional development of the individual. Let us dwell in more detail on the characteristics of the conditions for the development of movements of preschoolers in different age groups.

Younger age

A child of two or three years old is actively exploring the world, using for this a still small reserve of movements: crawling, climbing, climbing, throwing, rolling, etc. His movements are not yet coordinated, steps when walking and running are mincing and noisy, there is no coordination in the work of his hands and legs, with sudden movements he often falls. But how many positive emotions the little explorer receives from satisfying the need for movement given to him by nature!

The first task of the teacher is to choose the right physical education and gaming equipment. It is necessary to proceed from what basic types of movements should be developed at this age: walking and running, balance and coordination, jumping on the spot (at two years) and jumping from a height (at three years); rolling, rolling and throwing the ball; crawling, crawling under arches, climbing into a box, onto a cube, climbing over a log, climbing a stepladder, etc.

In this regard, for independent motor activity of children in a group room, it is advisable to have the following set of physical education equipment and small equipment:

smooth board (length 1.5 m, width 20 cm);
gymnastic bench (length 2 m, height 15 cm, width 20 cm);
ribbed board (length 1.5 m, width 20 cm);
two arcs for climbing and rolling balls (height 50 cm, width 50 cm);
two cubes (edge 25-30 cm);
drawers for climbing (height 20, 15 and 10 cm, width and length respectively 50, 47 and 44 cm);
step ladder (height 1.5 m);
balls (diameter 6-8 cm, 10-15 cm, 20-25 cm) - five of each size;
one or two inflatable balls (diameter 40 cm);
rolling toys (two sets of different types);
log (length 1.5 m, diameter 20 cm);
health and preventive path (fine gravel, footprints, fabric of different textures, massage mats, etc.);
large toys on wheels (at least four);
cord (length 10 m, diameter 10-12 mm);
rattles, rings, plumes, ribbons, flags - according to the number of children;
four gymnastic sticks (length 75-80 cm);
gymnastic pole (length 1.8-2 m).

Multifunctional modular sports and play equipment - a transformer - is optimal for the development of a child’s motor sphere. “Cubes” manual is interesting and useful for the comprehensive development of movements .

The equipment must be bright, attractive, meet hygienic requirements and safety rules. The teacher is obliged to check the stability and reliability of the equipment. This is especially true for swings, slides, and ladders, which are used only with an adult’s safety net.

The second task is to correctly place physical education and gaming equipment. Often, educators, in an effort to zone the playroom, place equipment in a specific safe place (in a drawer, box, on a rack, etc.). We believe that this is not entirely advisable for the following reasons.

Firstly, children's behavior is involuntary and situational. Comprehending the basics of movements, they study the properties of various objects and toys that fall into the area of their attention. For example, a child will be interested in a musical hammer until he notices a rotating inflatable ball mounted on the ceiling. Having accidentally stumbled upon a box with rings, the child will try to fit into it, and when he finds the details of the pyramid here, he will try to assemble the structure.

Secondly, children aged two or three always imitate their peers. Therefore, when he sees how enthusiastically another child plays with a ball or fervently runs around the group room with a rolling toy, he will definitely want to follow his example.

Physical education equipment for a child is the basis for learning how to use it. Place equipment and small inventory around the perimeter of the room in safe areas, modeling the trajectory and nature of the children’s movements. Try to ensure that the child does not have difficulty finding the item he needs. The object itself should stimulate and at the same time suggest a way to perform actions with it or on it.

Creating game situations ( “a bear sitting on a gurney” , “a kitten stuck on the top rung of a stepladder” , “a car located under an arc-garage” , “a bunny sitting on a ribbed board” ) will be a powerful incentive to repeatedly perform motor skills. actions with toys.

Of course, there is no need to turn your playroom into an equipment storage area. However, it is important that the inventory fits logically into the interior of the room, and change its location once or twice a week, combining several items into a single obstacle course.

Thus, in the first and second junior groups it is not advisable to create a special physical education corner. The entire room should be a single movement space in which each child can satisfy his need for movement, acting with a variety of physical education and play aids.

Middle group

According to research, in the fifth year of life, preschoolers experience a significant increase in motor activity indicators. The child becomes more mobile and seems tireless. However, its capabilities are still small. He is poorly oriented in space and is not dexterous enough, so careful control over the intensity and content of his independent motor activity is necessary.

Since physical education classes in the middle group are held in the gym, there is no need to keep all the equipment in the group room. We recommend setting up a special physical education corner for children to practice independently. The optimal place for such activities is an area away from windows, closets, and a corner of wildlife. Niches, shelves, hooks, drawers, carts and other options for placing equipment must meet hygienic and pedagogical requirements, and the equipment itself must meet the principle of expediency. For example, the Darts should be placed at the child’s eye level, foot massagers should be placed in a niche on the floor, etc. The physical education corner should logically fit into the interior of the room, harmonizing with it in color and style.

When selecting physical education equipment, it is also necessary to take into account the possibility of organizing the physical activity of children in a limited area individually and in small groups.

Now let's talk about the selection of equipment. It is advisable to place equipment that will help consolidate the motor skills acquired by children in classes. However, some of the equipment (ladders, arches, benches, etc.) are too cumbersome, and the use of other aids (gymnastic sticks, balls) is unsafe without the supervision of a teacher. It is advisable to place such equipment on the site and use it during a walk.

Physical education and gaming equipment specially designed for a group room is universal - small-sized, lightweight, with a pronounced entertainment and developmental focus:

skittles (one or two sets);
game "Darts" (with Velcro balls);
rackets with balls with Velcro;
floor and hanging ring throwers;
game “Towns” (made of plastic);
foam and fabric balls;
two or three jump ropes, a cord;
plumes, ribbons, flags, plastic dumbbells (two or three sets);
two or three bags weighing 200 g;
two or three hoops;
tambourine, musical hammer;
health and preventive path (fine gravel, footprints, fabric and materials of different textures, massage mats, etc.).

If in younger groups children learned the basics of movements and explored the possibilities of using each object, now they strive to perform movements in different ways, choosing the most rational one. In other words, children begin to master the correct technique of movements.

By satisfying children's curiosity, we can stimulate the development of creativity, independence, and initiative. To this end, vary the location of the equipment, and periodically remove for two to three weeks what the children are bored with. Liven up the corner with bright illustrations and thematic pictures.

Senior preschool age

A higher level of psychophysical development of an older preschooler ensures corresponding changes in his motor activity: coordination of movements improves, motor actions become more economical, coordinated and rhythmic.

Thanks to a fairly high level of orientation in space and volitional regulation, the child behaves confidently in a limited space, can slow down movement, change its direction, switch to another, which makes his activities in a group room safer. The accumulated motor experience allows children to spend their free time meaningfully, organize games with peers, and independently use a variety of equipment.

Physical education corner equipment

In older preschool age, the child’s psychophysical qualities and motor abilities develop: speed (5 years), strength and flexibility (5-6 years), endurance (6 years), eye and coordination of movements (6.5 years). In addition, there is a difference in interests and preferences among children of different sexes.

Preschoolers gravitate towards complexly coordinated motor actions and sports games, and training devices that allow them to perform a variety of movements, so the physical education corner in older groups has its own characteristics.

Firstly, the corner becomes a “mirror” , which reflects the sports life of the group (competitions, family tourist gathering, etc.). For example, after a physical education festival or an Olympics, you can place a pennant, cup, and photographs of participants in a corner; after a tourist walk - children’s drawings reflecting their impressions, as well as crafts made from natural materials. Here you can also place thematic mini-collections of badges, stamps, postcards, talismans; Place board sports games (basketball, hockey, checkers, etc.) in a specially designated place (niche, folding table).

Secondly, the contents of the physical education corner are replenished with sports equipment, with the help of which elements of sports games are taught.

Thirdly, the simplest small-sized training devices are added to the corner. They can be replaced by homemade rubber expanders for strength exercises, elastic bands for jumping, balance beams for developing balance, etc.

Fourthly, an option for equipping the corner could be a ready-made mini-stadium or a physical training complex. The apparatuses are arranged in the form of a “gymnastic tree” so that from one apparatus one can climb onto two adjacent ones. The following movements are basic for various combinations on apparatus: hanging (crossbar, rings and trapezes), jumping, rotation (waist looping), swinging (removable rocking bag, swing and vertical swing vines), rolling (indoor slide), balance ( inclined triangular ladder) and climbing (all of the above equipment).

A trampoline is stretched under all the equipment or a mat is placed, which both insures and provides shock absorption during a dismount.

In order for the mini-stadium to be popular, classes can be given a plot-like character. It is known that children are most attracted to performing entertaining exercises in accordance with the accepted role. They happily imitate the habits of a cat, squirrel, or monkey climbing from branch to branch. By joining in the plot proposed by the teacher or inspired by a fairy tale or cartoon, children gladly respond to the offer to climb to the top of a tree, stock up on nuts, get bananas from the top branch, etc. Shells can be decorated and diversified with homemade attributes. This will keep children interested in doing gymnastic exercises.

Organizing independent classes at such a mini-stadium is possible subject to the following conditions: periodic testing of structures for strength and stability of fastenings; teaching children safe techniques for performing exercises, how to climb from apparatus to apparatus; strengthening the self-insurance technique; performing exercises in sports shoes or barefoot; provision of insurance by the teacher.

Indicative list of equipment for a standard physical education corner:

game “Towns” (made of plastic);
ping pong rackets and balls (two sets);
skittles (one or two sets);
small basketball hoop and fabric balls;
game "Darts" (with Velcro balls);
ring throw;
one or two rubber expanders;
“Health” disks ;
mini treadmill;
track roller;
two or three jump ropes and elastic bands;
plumes, ribbons, braids;
tambourine;
two or three hoops;
board sports games;
simulators (foot, hand);
massagers (foot, hand).

Older preschoolers prefer same-sex company and, accordingly, certain types of movements. Boys are more attracted to exercises aimed at developing strength, speed, agility, and accuracy; girls - to develop coordination, plasticity, flexibility, expressiveness of movements.

The list of equipment is compiled taking into account the preferences of both boys and girls.

Thus, creating a safe developmental environment for children’s independent motor activity, adequate to their age and needs, will help improve health, expand motor experience, develop a strong interest in physical exercise, self-organization skills and communication with peers.

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Movement helps people be healthy, strengthens the heart, blood vessels, nerves, develops muscles, and strengthens the musculoskeletal system. For children, movement is one of the basic physiological needs of the body and a condition for normal development and formation.

Independent motor activity of children as the level of proficiency in motor action, which is characterized by conscious control of movement, instability to the influence of disruptive factors and instability of results.

The above activities of children perform the following functions:

Wellness : increasing performance (mental and physical), strengthening the health of children, protecting life, as well as promoting the proper mental and physical development of the child’s body.
Developmental : formation of physical qualities (such as agility, strength, endurance, speed, formation of correct posture) and motor skills, development of movements.
Educational : enriching knowledge about your body, health and ways to strengthen it, as well as a responsible attitude.
Educational : nurturing in a child positive character traits, strong-willed and moral qualities, a desire to engage in physical exercise, and the formation of useful habits for a healthy lifestyle.

Physical activity can manifest itself in various forms: • morning exercises; • breathing, visual gymnastics; • physical education for a minute; • walking on massage mats; • sports leisure, entertainment; • a walk using outdoor games; • finger gymnastics; • joint physical education activities of the teacher and children; • emotional release, relaxation.

Physical activity plays a special role in strengthening children's health, especially preschool age.

The first place in the regime is occupied by health-improving physical education activities (physical education minutes, outdoor games, physical exercises for children while walking, morning exercises).

Second place is occupied by joint physical education activities - this is the main form of teaching a child motor skills and developing motor activity, which is optimal.

In third place is independent motor activity, which begins on the child’s initiative - this is a wide scope for children’s individual capabilities.

The motor mode also includes parents’ participation in the physical education and recreational activities of the children’s educational institution.

All forms of physical activity described above complement and enrich each other, and together provide the necessary physical activity of the child throughout his entire stay in kindergarten.

Unfortunately, modern children do not have many opportunities to demonstrate sufficient independent activity.

This is supported by facts such as:

passive pastime (computer games, watching TV, board games, construction sets, and even drawing);
oversaturated and confined spaces in an apartment, and groups in a children's educational institution;
limiting the child’s activity during walks (a huge number of vehicles on the street, a reduction in the number of children’s playgrounds and sports grounds);
frequent prohibitions and demands from adults (don’t run, don’t climb, etc.).

Another big problem is that children do not know how to properly organize their independent motor activity in a limited space. In a small apartment with very little free space, or in a kindergarten group, it is impossible to run normally, jump rope or play ball.

Independent motor activity is organized at different times of the day: in the morning - before breakfast, during breaks between classes, during play hours after naps, and also during walks in the fresh air.

When planning physical activity, it is important to take into account the child’s well-being, as well as his individual characteristics. Active actions should be alternated with calmer activities.

Also, when planning such activities, it is necessary to take care of creating a special physical education and play environment (appropriate space sufficient for the child’s movements, variety and alternation of toys and aids), as well as to allocate special time during the day for independent games.

Due to the fact that children have more time and space for independent play during a walk, it is necessary to have appropriate equipment in the play area. Children should have a variety of equipment at their disposal (balls, hoops, jump ropes, hoops, etc.). In the winter season, children should have the opportunity to use sleds, skis, ice skates, and in the summer, respectively, bicycles, scooters, balance bikes, etc.

In the process of conducting outdoor games for children and physical exercises during walks, it is necessary to solve such problems as:

expanding children's motor experience, as well as saturating it with new and more complex movements;
improving children’s existing skills in basic movements by applying them in changing game situations;
nurturing activity, independence, as well as positive relationships with their peers and older children with babies;
development of speed, agility, endurance (motor qualities).

Several tasks can also be identified in order to develop physical activity in children:

increasing children's interest in various types of motor activities;
fostering a conscious attitude towards performing motor actions;
creating optimal conditions for the child in the process of mastering motor experience;
increase in physical activity.

Thus, physical activity is one of the main factors in children’s health. The first seven years of a person’s life are years of intensive development of the child (physical as well as mental). And therefore it is very important that during this period of children’s development they are provided with the necessary environment.

The state of the child’s health, the ability to control his movements, dexterity and speed of reaction largely influence his mood, the nature and content of the game, and in later life - the child’s achievements in educational and work activities.

In everyday life, the correct organization of children's physical education ensures the implementation of the motor regime, which is necessary for the healthy physical condition of the child and his psyche during the day.

Author: Tatyana Kremneva.