System of health work in preschool educational institutions

there are rooms for physical education and music classes, with the necessary equipment;

there are gymnastic benches, sports mats, gymnastic walls, inclined boards, ribbed boards;

stairs for stepping and developing balance, rubber mats, massage mats for the prevention of flat feet, dry pool;

foot massagers, balls, hoops, sandbags, ropes;

skittles, fitballs, hanging targets, soft modules and other necessary equipment. All this allows you to include a large group of children in the work, which ensures high motor density of classes;

there is a touch track, cones for marking;

the sports ground for outdoor exercise is equipped with the necessary equipment, a gymnastic wall and a balance beam;

there is a card index of outdoor games with the necessary hats and other attributes;

there is a large card index for the development of basic types of movement, a card index of physical education minutes and finger games;

in each age group there are physical education corners where children study both independently and under the supervision of teachers;

children of the senior, preparatory groups visit the swimming pool and gym of the children's clinic;

there is a speech therapist's office (logopunkt) for individual correctional work;

a medical office equipped with the following equipment: scales, height meter, spirometer, children’s hand dynamometer, inhaler, bactericidal air irradiator-circulator, plantograph, “Dolphin”, “Solnyshko” devices

The educational process of the preschool educational institution is based on the program “From childhood to adolescence” edited by T.N. Doronova The programs “Fundamentals of the safety of preschool children” by R.B. Sterkina, O.L. Knyazeva, N.N. Avdeeva, “How to raise a healthy child” by V.G. are used. Alyamovskaya.

Having analyzed the program “From Childhood to Adolescence” (section “Physical Education”), the team of teachers came to the conclusion that it does not sufficiently fulfill the children’s need for movement. During the day, the number of movements physiologically necessary for the child is not performed, physical exercises do not solve the problem of training the cardiovascular system, the thermoregulatory apparatus, and therefore do not provide the desired effect in promoting health.

To develop an effective action plan, a system of health-improving work in the preschool educational institution was drawn up, which became a tool for orientation and integration of the efforts of the entire team towards future desired results.

2.2. Children's health monitoring

When organizing health monitoring

children, the medical worker collects information about the child upon admission to kindergarten through a questionnaire, study of documentation and personal conversation.
An important condition for working in this direction is the diagnostic work of a doctor, head nurse, physical education instructor, and educators. They determine the initial functional indicators of the child’s health and the level of his physical fitness. The obtained primary results are a reference for predicting the characteristics of a child’s development, selecting the optimal content of education and upbringing, taking into account the individual characteristics of each child. All this data is recorded in the child's individual card .
After a thorough study of the child’s individual development map, living conditions, behavioral and developmental characteristics, the doctor draws up
a group health passport
(according to E. Borisova), which provides recommendations to educators on how to improve the health of each child individually. Based on group passports, an annual plan for treatment and preventive procedures in preschool educational institutions is drawn up.

Methodological recommendations for physical education and health activities with preschool children

Category: Egorova T.N. Published: 16.01.: 3038

Life in the 21st century presents us with many new problems, among which the most pressing today is the problem of maintaining health. This problem is especially acute in the educational field, where any practical work aimed at improving health by improving health services should bring tangible results. Against the backdrop of environmental and social tension in the country, against the backdrop of an unprecedented increase in diseases of “civilization,” in order to be healthy, you need to master the art of preserving and strengthening it. This art should be given as much attention as possible in a preschool institution. In addition, it should be remembered that preschool age is the most crucial period in the life of every person. It is during this age period that the foundations of health and proper physical development are laid, motor abilities are formed, interest in physical culture and sports is formed, and personal, moral, volitional and behavioral qualities are cultivated.

Medical workers, parents and teachers everywhere note lags, violations, non-compliance with norms in the development of children, and the inferiority of their health. The morbidity rate, despite the measures taken to improve health, is growing: newly arrived children are diagnosed with severe forms of mental disorders, neuroses and sleep disorders predominate. An assessment of physical health shows that the majority of children develop disharmoniously; the number of children whose age-sex indicators of basic motor qualities are below average has increased significantly. There is no doubt that in conditions of increasing volume and intensity of educational and cognitive activity, the harmonious development of a preschool child’s body is impossible without rationally organized motor activity.

Currently, there is a constant search for new and improvement of old forms, means and methods of improving the health of preschool children in organized children's groups. The role of a preschool institution today is to organize a pedagogical process that preserves the health of a preschooler and fosters a value-based attitude towards health. In the course of joint activities with children and cooperation with the family, the preschool institution ensures the preschooler’s ascent to a culture of health.

A comparative analysis of morbidity in preschool institutions has shown an unfavorable trend in the deterioration of the health of pupils over the past few years. There are many reasons for this: social, environmental, political factors, etc. But everyone gets sick differently: some children simply suffer from any illness and recover quickly, while others, on the contrary, have not yet fully recovered from one illness, and are already catching another virus . At the same time, they endure even a mild cold very hard and often suffer from complications. Doctors explain this injustice by weakened immunity. In this regard, measures are being taken to change the situation: a network of health centers is being developed, new health methods are being developed and tested in practice, well-known but forgotten methods, forms and means of health are being adapted to the conditions.

The constitution of the World Health Organization states that health is not only the absence of disease or infirmity, but also complete physical, mental and social well-being. Therefore, health work should be aimed at preserving and strengthening the health of children, developing responsibility among parents, teachers, and students in preserving their own health. A child attending a kindergarten spends most of the time there (80%), therefore it is in the preschool educational institution that all efforts must be concentrated on maintaining and improving the health of children and the system of physical education and recreational activities.

For several years, based on the results of monitoring morbidity in a preschool institution, our group showed poor results: children did not attend preschool educational institutions well; due to colds and viral diseases, they were exempted from physical activity for one or two weeks, which became the reason for low results when assessing physical fitness indicators . Therefore, it was important for me to select physical education and health activities aimed at increasing the physical activity of children and reducing morbidity. To achieve this goal, I set the following tasks:

Study methodological and special literature on the problem;
Create a team of teachers and specialists;
Select traditional and non-traditional methods and techniques, as well as a card index of outdoor games, health exercises, gymnastics complexes, hardening activities, various types of massage;
Replenish the group’s developmental environment with equipment and aids that promote the development of children’s motor activity and strengthen the health of each pupil;
Build interaction with specialists and parents;
Maintain a daily routine.

The theoretical basis of my experience was the methodological recommendations of Yu.F. Zmanovsky, V.T. Kudryavtsev, V.G. Alyamovskaya, N.N. Efimenko, M.A. Runova, practical experience of health-preserving activities in preschool educational institutions, author-compiler A.K. Sundukova, G.N. Kalaitanova, E.V. Maygurova “Growing Healthy” , “Healthy Baby” - a program for improving the health of children in preschool educational institutions, edited by Z.I. Beresneva. Where was I able to emphasize the knowledge about the system of physical education and health activities, the development of motor activity in children, as well as the methods listed above made it possible to solve some problems in the preparation of complexes of gymnastics for awakening, recovery, morning exercises, finger exercises, outdoor games, hardening procedures, various types of massage, etc. .d.

Based on the above, I selected physical education and health activities, the purpose of which was to develop physical activity and reduce the incidence of children in the group, as well as to introduce them to the organization of independent physical activity.

The motor activity of kindergarten students should be purposeful and consistent with their experience, interests, desires, and functional capabilities of the body, which forms the basis of an individual approach to each child. Therefore, the model of physical education and health activities includes all the dynamic activities of children, both organized and independent. So, the forms of organizing physical activity in kindergarten are well known:

Morning exercises (daily throughout the year)
Gymnastics after sleep (daily for a year)
Breathing exercises
Acupressure
Air baths
Physical education classes
Finger gymnastics
Hardening by sun, water (in summer)
Prevention of flat feet (daily)
Prevention of children's posture (daily)
Physical education minutes (daily)
Outdoor games (daily)
Walks
Work with parents (consulting, recommendations, conversations, holidays, entertainment, trips).

One of the conditions for carrying out physical education and health activities is that the child takes voluntary participation, i.e. has the right to refuse a particular exercise, or can simply act as an observer or perform the exercise partially. When organizing physical activity, she used game methods and techniques, namely: during awakening gymnastics, she began with a game-type exercise, included elements of sound and breathing exercises, rubbing with a terry mitten, performing massage with small massage balls, elements of hardening procedures: transition from “warm” rooms in the “cold” room, walking on wet towels. To do this, I used unconventional equipment made by parents and teachers.

I begin to conduct awakening gymnastics, aimed at a gradual transition from sleep to wakefulness, with the awakened children to the sounds of smooth music, which gradually increases, and the rest of the children join as they awaken. Gymnastics includes elements such as stretching, alternate and simultaneous raising and lowering of legs and arms, elements of self-massage, finger gymnastics, eye gymnastics, etc. The main rule is to avoid sudden movements that can cause muscle strain, overexcitation, and a drop in blood pressure. The duration of gymnastics in bed is about 3-4 minutes. The children then enter the “cold” room barefoot and wearing panties. There they perform corrective walking (on toes, on heels, with high knees, in a half-squat, in a full squat, on the outside of the foot, with a heel-to-toe roll, along corrective paths) or a set of exercises aimed at preventing flat feet. At the same time, it is important to monitor not only the correct execution of exercises for the legs, but also the posture of the children - the position of the head, back, shoulders, and arms. The duration of this part of the gymnastics is 2-3 minutes.

Next, the children go to a “warm” room, where they perform a set of exercises or several physical training sessions aimed at preventing postural disorders. To interest children, you can use cubes, balls, hoops, dumbbells, gymnastic sticks, as well as exercises such as “Kitty”. “Snake”, “Fish”, etc. They are performed within 2-3 minutes.

Then the children again go to the “cold” room to perform a set of breathing exercises, which is very important for strengthening the immune system, preventing colds and upper respiratory tract diseases. However, it is precisely this part of gymnastics that usually causes difficulties for children, so I limit them to performing one or two breathing exercises for a few seconds. Certain exercises will certainly not cause harm, but the greatest healing effect is achieved only when breathing exercises are performed for a sufficiently long time. Their dosage should be increased gradually. Then I carry out individual or differentiated health work with frequently ill children, organize independent health improvement activities for them: I give them the task of picking chestnuts with either their right or left foot, grabbing a pencil, lifting and passing a handkerchief to each other. At this time, the rest of the children perform water procedures (washing, pouring cool water on their hands). The total duration of health-improving exercises after a nap is at least 12-15 minutes.

Today, the development of motor activity in children is one of the main tasks in any preschool institution - this is due to certain conditions in our lives in the last decade, therefore, I have assigned a special role in the improvement of children’s health to outdoor games that contribute to comprehensive, harmonious physical and mental development, formation of necessary skills, coordination of movements, dexterity and accuracy. I included games in gymnastics complexes after sleep (low mobility), in free activities, of course, while walking. Games played in the fresh air strengthen the body and strengthen the immune system. Here it is important not to forget that the maximum effect can be achieved only against the background of high motivation, which is achieved through the game method, which allows you to create a positive emotional background and arouses increased interest in all health procedures. “Playing is to heal, playing is to educate, playing is to develop, playing is to teach!” (N.N. Efimenko).

Attaching special importance to physical activity in strengthening the health of pupils, I introduce children to independent activities; they have mastered and successfully carried out some complexes of awakening gymnastics, various types of massage, exercises to prevent flat feet and poor posture.

The selection of the content of exercise complexes, health-improving gymnastics, health-improving exercises, outdoor games, physical education exercises, and counting rhymes was based on the content of the project activities that were currently taking place in the group, as well as the interests and needs of the children.

All physical education and health work in the group would not be comprehensive if there were no interaction with preschool specialists and parents. Specialists helped in the selection of thematic physical education lessons, counting rhymes, movement, finger, round dance games, hardening procedures, types of massage, selection and preparation of consultations for parents. The needs and interests of parents were studied through a questionnaire: a test survey (“Working with parents in preschool educational institutions” by O.I. Davydova, L.G. Bogoslavets, A.A. Mayer), plans for health-improving activities were drawn up, consultations and individual conversations were held, folders were prepared, recommendations were given for the prevention of problems with flat feet and posture, a round table “Healthy Child” was held, and a visual campaign “Our Parents Advise” was held.

The results of physical education and health activities with preschool children can be considered, first of all, the changes that have occurred with children over the last period:

the incidence of children in the group decreased (2010-9.1 days/day, 2011-8.8 days/day, 2012-3 days/day);
the indicator of motor activity of pupils increased (each child achieved his own progress depending on his initial level of development);
children learned to organize independent motor activity,

and

a card index of gymnastics and exercise complexes has been compiled;
card index of counting rhymes, outdoor games, physical education minutes;
a selection of hardening activities has been compiled;
conditions have been created for the development of physical activity (non-traditional equipment has been manufactured: tracks for the prevention of flat feet “Our Legs”, ribbed boards, massagers, plastic bottles, terry mittens made from towels for rubbing the body have been sewn).

In conclusion, I would like to say that being healthy is a natural human desire. A healthy and spiritually developed person is happy: he feels great, receives satisfaction from his work, strives for self-improvement, achieving unfading youth and beauty. An active and healthy person retains youth for a long time, continuing conscious activity, not allowing the “soul” to become lazy. We must “create” and educate such a person, starting from a very early age, and for this there are currently various ways and opportunities.

Methodological recommendations “Physical training and health activities with preschool children” have been approved at the preschool level, and can be useful in the work of educators and physical education instructors.

MAGAZINE Preschooler.RF

Organization of physical education and health activities with preschool children

Author: Sviridova Victoria Gennadievna

Abstract: the article reveals the construction of an educational space for the harmonious physical development of preschool children, the formation of interest and value-based attitude towards educational activities, the formation of the foundations of a healthy lifestyle.

“Taking care of health is the most important job of a teacher. Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the cheerfulness and vigor of children.” V. A. Sukhomlinsky.

Preschool age is decisive in the formation of the foundation of children's health. At the present stage of development of society, the task of educating healthy, harmoniously developed people with high mental and physical performance is being posed in a new way. To successfully solve this problem, it is important, as they say, to “take care of your health from a young age .

Preschool institutions provide opportunities to improve children's health. Throughout the entire period of a child’s stay in kindergarten, his health is protected, his body is strengthened, his level of performance and resistance to various diseases are increased.

Children are preschoolers by nature and very active. Their natural desire for development is manifested in countless movements. Being a biological need of a person, movements serve as a prerequisite for the formation of all systems and functions of the body, enriching them with new sensations, concepts, and ideas.

Teaching children the correct movements is not only necessary, but also necessary. Therefore, one of the main tasks is the proper organization of children’s physical education. Reasonable physical education is the basis for the overall development of a child, as it contributes to his normal growth, strengthening of health and formation of the psyche.

The formation of physical qualities, motor skills and abilities is closely connected with the intellectual and mental development of the child, with the development of moral and volitional personality traits.

The main objectives of physical education:

protection and promotion of child health, hardening of the body
achieving full physical development: harmonious physique, according to age, developed functions and adaptive abilities of the body, physical and mental performance
education of moral and volitional personality traits, activity, independence
creating conditions for appropriate physical activity of children
formation of vital types of motor actions: walking, running, jumping, crawling and climbing, throwing, catching and throwing; movements of the arms, legs, torso, head; constructions and reconstructions
formation of a wide range of game actions
development of physical (motor) qualities: agility (including coordination abilities), general endurance, speed and strength qualities, as well as the ability to maintain balance
promoting correct posture and preventing flat feet
formation of accessible ideas and knowledge about the benefits of physical exercise and games, about basic hygiene requirements and rules
nurturing interest in active motor activity and the need for it.

To solve these problems, the kindergarten must have all the conditions to ensure a sufficient level of physical activity during exercise and walking: a sports ground on the territory of the kindergarten, various sports equipment, including those made by hand, group sports centers, sports equipment.

All this contributes to the assimilation of the age-specific program, helps to make ECD useful and interesting, provides an optimal amount of physical activity and a high level of physical activity.

The organizational forms of working with children in physical education in kindergarten are:

educational activities
physical education and health work during the day
leisure
independent motor activity of children
working with family.

The main type of OA are game situations. In order to develop and maintain children’s interest, it is necessary to use different forms of GCD:

classical (according to the scheme: introductory-preparatory part, main, final parts)
gaming (using games: folk outdoor games, relay games, attraction games, etc.)
training type (walking, running, drills, sports games, climbing exercises, acrobatic elements, ball exercises, etc.)
plot and complex (united with a certain plot, hiking, orienteering, with speech development, with quizzes, etc.)
rhythmic gymnastics (consisting of dance movements)
ECD from the series “Studying your body” (talks about your body, learning self-massage, instilling basic skills in self-care and first aid)
thematic (with one type of physical exercise)
control tests (identifying delays in the development of a child’s motor skills and ways to eliminate them).

Physical education and health work includes: morning exercises, outdoor games and physical exercises on walks (morning and evening), a physical education minute.

Through morning exercises, very special tasks are solved, namely: “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 body systems, stimulate the work of internal organs and sensory organs, promote the formation of correct posture, good gait, and prevent the occurrence of flat feet.

Morning exercises are also valuable because children develop the habit and need to do physical exercise every day in the morning. In addition, it provides an organized start to the day in kindergarten and makes it possible to switch the pupils’ attention to joint forms of activity.

Outdoor games and physical exercises during walks are carried out both with all children and with small subgroups. It is important that during the day each child takes part in an outdoor game organized by the teacher.

However, in no case should one equate outdoor games and physical exercise with GCD. Their main difference is that the games are played in a more relaxed manner and their duration is shorter. Here, the interests of children are more widely taken into account, and a variety of types and forms of games is provided. Walking games can be organized at different times of the year. If the whole group will participate in the game, it is more advisable to play it at the beginning of the walk. The teacher organizes games with small groups of children and individual ones throughout the walk.

The purpose of physical exercises (to develop speed of movement; to develop dexterity; to develop strength and endurance) should arouse children’s interest in independently searching for various movements, and teach them basic control of their movements. Let the kids just play, and exercises in movements turn into a motor fairy tale, fun fun, casual interesting action with an adult, a peer, or with everyone together.

Physical education minutes (physical education minutes) are carried out on GCD with mental load. They relieve fatigue and activate children's thinking, increasing mental performance.

Physical education sessions can be carried out in the form of general developmental exercises, outdoor games, didactic games with movement, dance movements, performing movements to the text of poems, as well as in the form of any motor action and task, but depending on the type of game situations and program tasks.

Active recreation for preschoolers consists of physical education leisure, physical education holidays and Health Days. All these activities help improve motor skills in children, develop their interest and need for physical exercise, and promote physical education among the population.

Planning of physical education leisure and holidays is carried out taking into account the level of general physical development of children in this group and their motor capabilities.

Teachers plan the event in advance, select games and exercises that correspond to the time of year and the theme so that all students can take an active part in them. Some games and exercises involve all the children, while others involve small groups. It is important to create a general joyful mood so that the children remember the holiday for a long time.

Independent motor activity of preschoolers occurs under the supervision of a teacher. The content and duration of physical exercises and games are determined by the children themselves. The nature of these games depends on the individual data, preparedness, capabilities and interests of the children.

When organizing the physical activity of children, it is important to remember the physiological capabilities and physical health of each child. It is the individual approach that should be most fully and widely used by educators to organize the independent motor activity of children. Playground equipment must be located in such a way that it is accessible to children.

One of the means of increasing motor activity in children’s independent activities is motor improvisation to music. Rhythmic movements, stamping, spinning to the beat of music give the child emotional pleasure. Therefore, we must strive to have music played more often in a preschool institution during children’s leisure time and independent play.

The children's life regimen, as a form of physical education and health work, includes Health Day. It is recommended to conduct it at least once a quarter.

On this day, the pupils' daily routine is filled with active physical activity, independent games, sports competitions, and musical entertainment. In the warm season, children's whole life is taken out into the open air. During the cold season, the stay of preschoolers outdoors is extended if possible.

To carry out successful physical education and health work, the kindergarten must work closely with parents. Effective forms of organizing physical education and health work with parents are:

joint holding of physical education activities, holidays, health days, competitions
open days, where parents have the opportunity to attend morning exercises, educational activities, and routine moments
consultations, conversations, recommendations for parents
parent meetings, round tables
demonstration of advanced family education: interviews, exhibitions, meetings with parents, conferences.

It’s good to have a library on physical education for the family in a kindergarten or group: stories, poems on physical education for family reading. Meaningful thematic folders, catchy and memorable materials in parent corners are also important in physical education propaganda. The main thing is that they are not imposed, but arouse interest with their novelty, presented without cliches, edifications or moralizing.

The positive effect of physical culture and health work is possible only if its organization is gradual, systematic and comprehensive.

LIST OF SOURCES AND LITERATURE

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Bogina, T.L. Protecting the health of children in preschool institutions. Methodical manual / T.L. Goddess. – Moscow: Mosaic – Synthesis, 2005. – 112 p.
Zaitsev, A.A. Physical education of preschool children: Textbook. allowance / A.A. Zaitsev, E.V. Koneeva, N.K. Poleshchuk and others - Kaliningrad: Kaliningr. univ., 2007. - 71 p.
Health-saving technologies of education in kindergarten. Ed. T.S. Yakovleva. – Moscow: School press, 2006. – 233 p.
Zimonina, V.A. Raising a preschool child. Growing up healthy / V.A. Zimonina - Moscow: VLADOS, 2003. - 304 p.
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Protecting the health of children in preschool institutions / Comp. T.L. Goddess. – Moscow: Mosaic-synthesis, 2006. – 165 p.
Stepanenkova, E.Ya. Outdoor games as a consequence of the harmonious development of preschoolers / E.Ya. Stepanenkova // Preschool education. – 2005. – No. 12. – P.23–25.
Chupakha, I.V. Health-saving technologies in the educational process / I.V. Chupakha. – Moscow: Education, 2003 – 143 p.
Shebeko, V.N. Formation of personal physical culture of preschool children in various types of activities / V.N. Shebeko // Current problems and trends in modern preschool education: collection of articles. scientific Art. / edit. N.S. Starzhinskaya et al.; under general ed. L.N. Voronetskoy, T.V. Pozdeeva. – Minsk: BSPU, 2008. – pp. 243–245
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