How to conduct morning exercises in the first junior group of kindergarten

The importance of morning exercises in the first junior group of preschool educational institutions

Morning exercises are an element of the daily routine designed to strengthen and maintain the health of children, raise their emotional tone and set them up for further activities.

Goals and objectives of morning exercises for children 1.5–3 years old

The educational goals of morning exercises are universal for preschoolers of any age and boil down to:

• formation, development and improvement of motor skills (for children 1.5–3 years old, this goal is the dominant one, since younger preschoolers are just learning to coordinate their movements, determine the direction of movements of their arms, legs, and torso);
• promoting health (forming correct posture, preventing flat feet, developing a beautiful gait);
• fostering a culture of health (children learn to take care of their health and learn the basics of physical education);
• stimulating interest in sports;
• developing the ability to coordinate one’s actions with the actions of other people;
• nurturing personal qualities (determination, independence, hard work).

Morning exercises create a positive emotional mood in children

To achieve the goals set in the first junior group of a preschool educational institution (DOU), the following tasks are aimed at:

• “awakening” the baby’s body from sleep (even taking into account the fact that preschoolers walk or drive some distance to kindergarten, many of them are in a sleepy state due to early rise);
• activation of the cardiovascular and respiratory systems of the body, organs and channels of perception of the surrounding world (mainly through running and jumping);
• strengthening the musculoskeletal system of children (through repetition of exercises to train the muscles of the shoulder girdle, torso, arms and legs);
• increasing the performance of children (gymnastics helps saturate tissues and organs with oxygen, which means children become more energetic);
• ensuring an organized start to the day (children perform movements together, and all subsequent routine moments in kindergarten also “by inertia” occur harmoniously);
• switching kids to joint activities (even if during the gathering of children in a group the children were playing different games and it was almost impossible to distract them, gymnastics will allow them to switch to a common activity);
• acquaintance with different sports (children not only learn the name, but also correlate the verbal description with the image, try on some sports activities, for example, skates).

Techniques for conducting morning exercises in the first junior group

Like any other activity, morning exercise requires careful selection of how you interact with your work. Traditionally, 4 types of techniques are used.

Verbal techniques

The speech of an adult is of enormous importance for the development of a child. Especially if this concerns children 1.5–3 years old who are just starting to speak. In order for speech development to occur harmoniously, you need to talk to preschoolers, illustrating any action with words.

Explanation

Morning exercises must be explained. At the same time, the teacher tries to select short sentences with understandable words, speak slowly, and clearly pronounce all the words.

The teacher not only explains, but also shows all the actions

Puzzles

This verbal technique, which motivates children to work, requires from them not only a certain amount of knowledge, but also a vocabulary. Therefore, riddles begin to be played out in the second half of the year.

In my practice, I select riddles with rhyming agreements to make it easier for children to guess what is being said. For example, before performing a complex in the form of outdoor games, my children and I solve riddles in which the names of the exercises are encrypted:

• We returned at a late hour. Who greets us at the door? Who wags his tail with happiness and dances on his hind legs, licks his hands, licks his nose? This is our favorite... (Dog) - the game "Shaggy Dog".
• It can go and pour, There is water in the puddles. And not a hare, but a scythe, Sometimes it is torrential, In the fall it is a frequent visitor. Did you guess it? This is... (Rain) - the game "Rain".
• They scraped the bottom of the barrel, swept the barns. And through the forest, without roads, Rolled... (Kolobok) - the game “Kolobok is rolling.”

Poems

In my work, I also use this verbal technique to motivate students. Firstly, children enjoy listening to rhyming lines, and secondly, they quickly understand the essence of the topic. Thus, poems not only attract the attention of children, but also give them an idea of ​​the tasks that will be in morning exercises. For example, if the kids and I are going to do the “Butterfly” story gymnastics, we start by listening to the poem of the same name:

• Amazing flower: Yellow, red patch! And along the edge there is lace. Oh! Head with a mustache! Here are the miracles: This is a beautiful butterfly! Summer beauty We all really like it!

Methodists also highlight sets of exercises that are performed to the accompaniment of poems (songs) that illustrate them - “gymnastics in verse.”

Table: examples of gymnastics in poetry (compiled based on open access materials)

Video: morning exercises in the first junior group to a song

Short stories

I come up with such stories on the topic myself. From time to time, children need to be reminded of the importance of doing gymnastics, so one of the fairy tales could be like this: “Once upon a time there were two little men - Hilyachok and Fatty. One kept being capricious and didn’t want to eat anything, and the other did nothing but chew and never went far from home. One day they were sitting in the yard, and suddenly they saw a mischievous boy coming - Big Guy. They began to ask him why he was so happy and happy. And the big guy told them that he loves physical education, does morning exercises, eats cereals, vegetables and fruits. Then Hilyachok and Fatty began to take care of their health, doing physical exercise every morning and eating right. And within a month they became cheerful and joyful boys.”

When inventing fairy tales, you need to consider that:

• they should not be too long, otherwise children will be distracted from gymnastics;
• character names should be memorable;
• If possible, you need to select pictures to match the plot.

Fairy tales can be told from the perspective of a character who performs gymnastics

Visual techniques

Preschoolers perceive the world primarily through images. Therefore, visibility should accompany any type of activity of children. And morning exercises are no exception.

When working with my students I use:

• pictures depicting exercise characters - cats, dogs, bear cubs, etc.;
• illustrations of the order in which all elements of gymnastics are performed (for example, children running, jumping or the progress of work on the exercise “The bun is rolling”);
• demonstration (for the first younger group this is a demonstration of all the movements by the teacher or watching a video where gymnastics is performed by children’s peers).

Practical techniques

These types of work include types of creative activity:

• drawings;
• crafts;
• applications.

These techniques in the first junior group are reflective in nature: this is how children show their impressions of gymnastics. For example, after completing the “Let’s Rattle a Rattle” set of story-based gymnastics, the guys and I make an applique from blank rattles for the Tanyushka doll.

Performing applications, in addition to developing creative abilities, helps children remember the exercises

Gaming techniques

Play, as the main activity of preschoolers, provides a kind of framework for working on physical exercises. In morning exercises, outdoor games with theatrical elements are actively used.

Table: card index of outdoor games for morning exercises (compiled based on open access materials)

This is interesting. Some morning complexes also include 1-2 exercises of finger games and/or breathing exercises.

Consultation for teachers of junior groups “Memo for teachers on conducting morning exercises”

Consultation for teachers of younger groups

“Memo to the teacher on conducting morning exercises”

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.

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, in compliance with a number of rules.

In the daily routine of a preschool institution, in which children come from home in the morning, 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 classes indoors, it is necessary to observe hygienic rules - the room must be well ventilated, with access to fresh air; Carpeting, if any, is 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 younger children (5-6 minutes), and the ability to dress in children of the 4th year of life, especially quickly, is not learned by all children, especially at the beginning of the year.

Shoes for classes should be light - sports slippers, which the child wears during the day in the group, provided that they fit him in size and have a fixed heel.

“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 movement, thereby facilitating clearer and more correct execution of the exercise, causing positive emotions and creating a cheerful mood. Morning exercises also include singing songs. Doctors consider singing the best form of breathing exercises.

It should be noted that all practically healthy children can perform morning exercises. Preschoolers with serious pathologies of the cardiovascular system or motor sphere are exempt from participation in it. Children who have had infectious diseases or children who have undergone surgery may be temporarily suspended from school at the discretion of the physician. For some children, medical workers sometimes impose restrictions on the dosage of activities or temporarily exclude running and jumping.

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.

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. All this contributes to the normal functioning of the body and increases its performance.

For the first time, morning exercises are included in the daily routine in the younger 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.

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.

Methodology for morning exercises

The duration of morning exercises is 5-6 minutes. First, walking is performed in different ways, accessible to children of this age (regular, on toes, with high knees), alternating with running, which is performed at an average pace (2-3 times). At the beginning of the year, children run in a flock behind an adult, scattered, gradually running in a column one at a time begins to be used, both in place and in different directions. The duration of running without a break for younger children is 10-20 seconds. After running, children of the younger group form a circle and proceed to perform general developmental exercises.

The outdoor exercise complex for children of this age group consists of 3-4 exercises, each of which is repeated 4-6 times depending on the complexity of the exercise, as well as on the development of which muscles they are performed for, the period in the annual cycle and taking into account the individual characteristics of the children . The teacher performs general developmental exercises together with the children.

It is recommended to perform the exercises in the following sequence:

If the outdoor switchgear complex consists of 5 exercises:

1. for the muscles of the shoulder girdle and arms
2. for the torso I.p.standing
3. for legs (except jumping)
4. exercises for the shoulder girdle or torso (seated exercises)
5. exercises for the torso (IP lying on your back)
6. for legs (jumping or hopping)

In the case where squats or half-squats are included in the complexes, they are followed by an exercise for the muscles of the shoulder girdle to give children the opportunity to straighten well.

For children, all exercises are carried out in a free stance: with legs placed parallel or slightly to the sides.

General developmental exercises at a young age are performed not only from a standing position, but also from initial positions sitting and lying on the floor; It is possible to use chairs.

Children of the 3rd and 4th year of life are not yet interested in the quality of movement; the main thing for him remains participation in the process itself. Therefore, in order not to discourage the child from doing the exercise, you should not make comments to a specific child. Since the teacher performs all the exercises with young children, the main thing is that the adult performs the correct demonstration. Gradually, the children’s movements will become more precise.

Violation of the correct tempo of movements is the most common mistake when performing gymnastics. It should be remembered that exercises involving a large number of muscle groups, such as movements of the torso, are performed at a slower pace than exercises for the upper and lower extremities.

The teacher shows the exercises in mirror image.

After outdoor switchgear, alternating walking and running 2-3 times for 10-15 seconds is carried out.

Instead of running, in some complexes you can offer children jumping. Jumping adds variety to gymnastics and is convenient in tight spaces. For young children, they are performed in place on two legs 6-8 times, then a short walk and jumping again. As an alternative to running and jumping after general developmental exercises, you can offer an active game, well known to children, with very simple rules and content.

The final part of the morning exercises involves walking.

A complex is made up of the exercises, 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.

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

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

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

Morning exercises are aimed at solving health problems, helping to strengthen the musculoskeletal system, developing the cardiovascular, respiratory, and nervous systems, creating a cheerful, cheerful mood, and fostering the habit of daily physical exercise.

Thus, morning exercises are an integral organizing moment in the daily routine of a preschool institution and an important component of physical education and health work with preschoolers.

Conducting morning exercises in the first junior group of kindergarten

When compiling a set of morning exercises, the teacher is guided, first of all, by ensuring that children have the opportunity to develop comprehensively, that is, different types of movements are selected. In addition, all the characters' lines, if any are implied by a specific type of gymnastics, are illustrated with movements.

It is advisable to include a variety of exercises in one gymnastics complex.

Table: card index of morning exercise complexes in the first junior group

Practicing a set of morning exercises is organized in 3 stages.

Table: timing of stages of morning exercises

This is interesting. One complex can use 2-3 types of exercises from each stage.

When allocating time for each stage, you need to make allowances for the pace at which children perform the exercises.

Table: example of a summary of morning exercises in the first junior group (fragment)

Video: morning exercises in the first junior group with a doll character

Card file of morning exercise complexes (junior group)

Olga Nikolaevna

Card file of morning exercise complexes (junior group)

SEPTEMBER

Morning exercise complexes

1ST COMPLEX “CHENS”

INTRODUCTORY PART

Walking behind the guide in a column one at a time (20 sec., normal running (20 sec., walking at a slow pace (20 sec., forming in a circle).

MAIN PART.

Exercise “Chickens flapping their wings”

.
I. p. legs slightly apart, hands below. Raise your arms to the sides, wave them, say “ko-ko”
, lower them. D-6 times.

Exercise “Chickens drink water”

. I. p. feet shoulder-width apart, hands below. Lean forward, move your arms back, straighten up. D-6 times.

Exercise “Chickens peck grains”

I. p. legs slightly apart, hands below. Sit down, tap your fingers on your knees, stand up. D-6 times.

Exercise “Chickens are looking for a worm”

. I. p. sitting, legs apart, hands on the belt. Lean forward, stretch your arms forward, look for the worm, straighten up. D-6 times.

Exercise “Strong Wings”

. I. p. legs slightly apart, arms down. Arms to the sides, wave the whole arm and hand - large wings, lower. D-6 times.

Exercise “Chickens have fun”

I. p. legs slightly apart, hands on the belt. Jumping in place on 2 legs alternating with walking. D- 2 times 6 times.

FINAL PART

Rebuilding from a circle. Running fast. Game exercise “Find the chicken”

(The teacher hides the toy in advance and invites the children to find it,

2ND COMPLEX "AIRPLANE"

INTRODUCTORY PART

Walking behind the guide in a column one at a time (20 sec., regular running (20 sec., walking in a column one at a time (20 sec., formation in a circle).

MAIN PART

Exercise "Airplane"

.
I. p. legs slightly apart, arms down. Hands to the sides - “airplane wings”
, return to I. p. -
“the airplane has flown away”
. D-6 times.

Exercise “The plane chooses a landing site”

. I. p. legs apart, arms to the sides. bend forward, turn the head to one side or the other, I. p. - D-6 times.

Exercise "Planting"

.
I. p. legs slightly apart, hands behind your back. Hands to the sides, sit down - “sank to the ground”
, return to I. p. Later say
“sat down”
- D-6 times.

Exercise “Pilots resting”

.
I.p. lying on my back. Turn on your side, stomach, other side, and again on your back, breathing freely. D-6 times (3 times in each direction)
.

Exercise “Pilots have fun”

.
I. p. legs slightly apart, hands on the belt. Slightly bend and straighten your legs ( “springs”
, then switch to jumping. D-2-3 times, 6-8 jumps, alternating with walking.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Breathing exercise “Let’s play the pipe
.
(30 sec.)
.
Children return to the group .
OCTOBER

Morning exercise complexes

1ST COMPLEX “MUSICAL TOYS”

INTRODUCTORY PART

Walking behind the guide in a column one at a time (15 sec., walking on toes (10 sec., walking with high knees (10 sec.), regular running (15 sec., walking in a column one at a time (10 sec., formation in a circle) .

MAIN PART

Exercise "Rattles"

. I. p. legs slightly apart, hands below. Clench your hands into fists, raise them up, shake them, and lower them behind your back. D-6 times.

Exercise "Drum"

.
I. p. feet shoulder-width apart, hands below behind the back. Bend over, tap your index fingers on your knees, say “boom-boom”
, straighten up. D-6 times.

Exercise “Pipe”

.
I. p. legs slightly apart, hands below. Rise on your toes, bring your hands to your mouth, say “doo-doo-doo”
, stand on your full foot, lower your hands. D-6 times.

Exercise "Accordion"

.
IP standing on your knees, hands on your belt, spread your arms to the sides, “play the harmonica, tra-la-la,”
put your hands on your belt. D-6 times.

Exercise "Piano"

.
I. p. sitting, legs apart, hands down. Bend over, stretch your arms forward, “let’s play the piano with your fingers
,” straighten up, lower your arms down. D-6 times.

Exercise “Everyone has fun”

. I. p. legs slightly apart, arms down. 2-3 springs and 6-8 bounces, alternating with walking in place.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Walking in small steps. Breathing exercise “Let’s inflate a balloon”
Children return to
the group .
2ND COMPLEX “CHISTULI”

INTRODUCTORY PART

Walking in a column one at a time (15 sec., jumping on two legs moving forward (15 sec., regular running (20 sec.), walking in a column one at a time (10 sec., lining up in a circle.

MAIN PART

1. Exercise “Clean palms”

I. p.: legs slightly apart, hands on the waist. One hand forward, palm facing up. Return to i. n. Same with the other hand. Repeat 3 times.

2. Exercise “Shake off the water”

I. p.: legs slightly apart, hands on the waist. Hands up; circular movements with the brush - “shake off the water”

; hands on the belt. Breathing is voluntary. Repeat 4-5 times.

3. Exercise “Wash your feet”

I. p.: legs apart, hands behind the back. Lean forward, slap your knees twice, say “my clean”

. Hands behind your back. Do not bend your knees. Repeat 4-5 times.

4. Exercise “We are great!”

I. p.: legs slightly apart, arms down. 8-10 jumps and 8-10 steps. Jumping is easy, soft. Breathing is voluntary. Repeat 2-3 times.

5. Exercise “To always be clean, People need everything. (water!"

I. p.: legs apart, hands on the waist. Rise on your toes; arms to the sides, inhale through the nose. Lower yourself onto your entire foot, hands on your waist, and as you exhale say “water-ah-ah”

. Repeat 3-4 times.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Exercise to restore breathing (30 sec.)
.
Children return to the group .
NOVEMBER

Morning exercise complexes

1ST COMPLEX

INTRODUCTORY PART

Walking in a column, one at a time, completing a task; at the signal: “Frogs!”

sit down, then walk normally; running like butterflies, flapping your arms, then running normally.

MAIN PART

Exercises with flags

1. I. p. - standing with your feet foot-width apart, flags in both hands below. Raise the flags up, wave them (Fig. 4), lower the flags, return to the starting position.

2. I. p. - standing with feet hip-width apart, flags in bent arms at the shoulders. Sit down, bring the flags forward (Fig. 5)

. Get up and return to the starting position.

3. I. p. - sitting legs apart, flags in bent arms at the shoulders. Lean forward, touch the floor with the flag sticks, straighten up, return to the starting position.

4. I. p. - kneeling position, flags in both hands below. Raise the flags up and wave them to the right (left, lower, return to the starting position.

5. Game exercise “Catch a mosquito”

.

Children stand in a circle. The teacher invites them to catch a mosquito - jumping on two legs and clapping with both hands above their heads.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Walking in small steps. Children return Children return to the group .
2ND COMPLEX

INTRODUCTORY PART

Walking and running around the cubes (the cubes are placed in twos according to the number of children, close to each other)

. Walking and running are carried out in both

sides at the teacher’s signal.

MAIN PART

Exercises with cubes

1. I. p. - standing with your feet foot-width apart, cubes in both hands below. Lift the cubes up through the sides and hit them, lower the cubes, return to the starting position.

2. I. p. - standing with your feet foot-width apart, cubes in both hands behind your back. Sit down, put the cubes on the floor; stand up, straighten up, hands freely; sit down, take the cubes, return to the starting position.

3. I. p. - stand on your knees, cubes in both hands at the shoulders. Lean forward, put the cubes away; straighten up, hands on your waist; bend over, take the cubes, return to the starting position. _

4. I. p. - standing in front of the cubes, hands at random. Jumping on two legs around the cubes in both directions, alternating with a short pause.

FINAL PART

Walking in a column one at a time with cubes in hands. At the teacher’s signal, raise the cube (for no more than 3-5 seconds, lower it, and so on several times while walking.

DECEMBER

Morning exercise complexes

1ST COMPLEX

INTRODUCTORY PART

Walking behind the guide in a column one at a time (20 sec., normal running (20 sec., walking at a slow pace (20 sec., forming in a circle).

MAIN PART

Exercises with handkerchiefs

2. I. p. - standing with your feet hip-width apart, holding a handkerchief in both hands near your chest. Straighten your arms forward - they showed a handkerchief, return to the starting position.

3. I. p. - standing with your feet shoulder-width apart, holding a handkerchief in both hands below. Bend over and wave the handkerchief to the right (to the left, straighten up, return to the starting position.

4. I. p. - standing with your feet hip-width apart, holding a handkerchief in both hands below. Sit down, bring the handkerchief forward, stand up, return to the starting position.

5. I. p. - legs slightly apart, handkerchief in the right hand. Jumping on two legs, waving a handkerchief over your head, alternating with a short pause.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Running in all directions (15 sec.)
.
Children return Normal walking (20 sec.)
.
Children return to the group .
2ND COMPLEX

INTRODUCTORY PART

Walking in a column one at a time (15 sec., walking on toes (15 sec., regular running (15 sec.), walking in a column one at a time (15 sec., lining up in a circle.

MAIN PART

Exercises without objects

2. I. p. - standing with feet hip-width apart, hands below. Raise your arms to the sides, lower them, return to the starting position.

3. I. p. - standing with your feet hip-width apart, hands on your belt. Sit down, bring your arms forward, stand up, return to the starting position.

4. I. p. - kneeling position, hands on the belt. Bend to the right (to the left, perform 2-3 swings.

5. I. p. - sitting on the floor, legs straight, arms supported behind. Bend your knees, pull them towards you, straighten your legs, return to the starting position.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Exercise to restore breathing (30 sec.)
.
Children return to the group .
JANUARY

Morning exercise complexes

1ST COMPLEX

INTRODUCTORY PART

Walking and running like a snake between objects (cubes, skittles, medicine balls)

. Walking and running in all directions.

MAIN PART

Hoop exercises

1. I. p. - stand with your feet shoulder-width apart, hoop with a grip of your hands from the sides on your chest. Raise the hoop up and look out the window; lower the hoop and return to the starting position.

2. I. p. - standing with your feet foot-width apart, hoop with a grip of your hands from the sides on your chest. Sit down, bring the hoop forward; straighten up, return to the starting position.

3. I. p. - stand with feet shoulder-width apart, hoop with a grip from the sides in bent arms in front of you. Lean to the right (to the left, return to the starting position.

4. I. p. - standing in a hoop, legs slightly apart. Jumping on two legs in a hoop, combined with a short pause.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Running in a circle (15 sec.)
.
Normal walking (20 sec.)
.
Children return to the group .
2ND COMPLEX

INTRODUCTORY PART

Walking in a column one at a time, at the teacher’s signal: “Bunny!”

children stop and jump on two legs at the signal: “Birds!”

easy running. Walking and running exercises alternate

MAIN PART

Exercises without objects

1. I. p. - legs hip-width apart, arms in front of the chest, elbows bent, fingers clenched into fists. Circular movements of the arms in front of the chest, one arm rotating around the other (Fig. 6)

.

2. I. p. - legs slightly apart, hands behind the back. Sit down, clasp your knees with your hands, rise, put your hands behind your back, return to the starting position.

3. I. p. - sitting legs apart, hands on the belt. Bend over, touch your toes with your hands (Fig. 7), straighten up, return to the starting position.

4. I. p. - sitting, legs straight, arms supported behind. Raise right (left)

leg, lower, return to starting position.

FINAL PART

Game exercise “Catch a snowflake!”

Children stand in a circle.
The teacher invites them to jump on two legs and catch snowflakes (clapping their hands above their heads)
.

Walking in a column one at a time.

FEBRUARY

Morning exercise complexes

1ST COMPLEX

INTRODUCTORY PART

Walking behind the guide in a column one at a time (15 sec., walking on toes (10 sec., walking with high knees (10 sec.), regular running (15 sec., walking in a column one at a time (10 sec., formation in a circle) .

MAIN PART

Exercises with rattles

1. I. p. - legs at the width of the foot, rattles below. Raise the rattles up through the sides, ring, lower the rattles down through the sides, return to the starting position.

2. I. p. - legs hip-width apart, rattles at the shoulders. Sit down, bring the rattles forward, ring the bell, straighten up, return to the starting position.

3. I. p. - sitting legs apart, rattles in both hands at the shoulders. Lean forward, put the rattles on the floor, straighten up, put your hands behind your back; bend over, take the rattles, return to the starting position.

4. I. p. - standing, legs slightly apart, rattles at the shoulders. Jumping on two legs, turning around its axis to the right (left)

;
2-3 times. Game exercise “Find your color” (pins, cube)
.

5. Walking in a column one at a time.

FINAL PART

Walking in a column one at a time (10 sec.)

.
Slow run (20 sec.)
.
Normal walking (20 sec.)
.
Children return to the group .
2ND COMPLEX

INTRODUCTORY PART

Walking behind the guide in a column one at a time (15 sec., walking on toes (10 sec., walking with an extra step forward (10 sec.), regular running (15 sec., walking in a column one at a time (10 sec., formation in a circle).

MAIN PART

Exercises without objects

1. I. p. - legs slightly apart, hands down. Rising on your toes, raise your arms up, stretch, and return to the starting position.

2. I. p. - feet shoulder-width apart, hands on the belt. Turn the body to the right (to the left, return to the starting position.

3. I. p. - feet shoulder-width apart, arms along the body. Lean forward, clap your hands in front of you, straighten up, return to the starting position.

4. Game exercise “Bees”

.

5. Run in all directions, raising your arms to the sides and swinging them, slowly pronouncing “Zhu-zhu-zhu”
(the bees buzz, but do not sting anyone)
.

6. Walking in a column one at a time.

FINAL PART

Snake walking (25 sec.)

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Walking around the hall in a column one at a time (20 sec.)
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Children return to the group .
MARCH

Morning exercise complexes

1ST COMPLEX "MOUSE"

INTRODUCTORY PART

Walking behind the guide in a column one at a time (15 sec., walking in a half-squat (10 sec., normal walking (10 sec.), normal running (15 sec., walking in a column one at a time (10 sec., formation in a circle).

MAIN PART

Exercise “The mice woke up”

. I.P.: standing, legs slightly apart, arms down. 1 – hands forward. 2 – arms to the sides. 3 – hands up. 4 – I.P. Repeat 5 times. The pace is moderate.

Exercise “The mice hid from the cat”

. I.P.: standing, legs slightly apart, arms down. 1 – sit down, hands behind your back, head down. 2 – I.P. Repeat 5 times. The pace is moderate.

Exercise “Mice having breakfast”

. I.P.: sitting, legs apart, hands on shoulders. 1 – lean forward, touch the floor with your hands. 2 – I.P. Repeat 5 times. The pace is moderate.

Exercise “Mice resting”

. I.P.: lying on your back, hands on the floor above your head. 1 – turn right. 2 – I.P. 3 – turn left. 4 – I.P. Repeat 3 times in each direction. The pace is moderate.

Exercise “Mice are happy”

. I.P.: standing, legs slightly apart, hands on the belt. Jumping in place, alternate with walking. Repeat 3 times.

FINAL PART

Walking in a column one at a time (10 sec., walking in a snake (20 sec.), walking in a column one at a time with tasks for the hands (20 sec.)

.
Children return to the group .
2ND COMPLEX “CIRCUS BEAR CUBS”

INTRODUCTORY PART

Walking behind the guide in a column one at a time (20 sec., regular running (20 sec., walking in a column one at a time (20 sec., formation in a circle).

MAIN PART

Exercise “Strong cubs”

. I.P.: basic handstand to the sides. 1 – raise your arms to your shoulders. 2 – I.P. Repeat 5 times. The pace is moderate.

Exercise “Smart cubs”

. I.P.: standing, feet shoulder-width apart, hands on the belt. 1 – tilt to the right, 2 – I.P. 3 – tilt to the left, 4 – I.P. Repeat 3 times in each direction. The pace is moderate.

Exercise “Bear cubs resting”

. I.P.: lying on your back, legs together, hands behind your head. 1 – roll onto your right side. 2 – I.P. 3 – roll onto your left side. 4 – I.P. Repeat 3 times in each direction. The pace is moderate.

Exercise “Cunning Bear Cubs”

. I.P.: standing, feet shoulder-width apart, hands on the belt. 1 – sit down, arms forward. 2 – I.P. Repeat 5 times. The pace is moderate.

Exercise “Funny Teddy Bears”

. I.P.: standing, feet together, hands on the belt. Jumping on two legs. Repeat 2 times for 8 jumps, alternating with walking in place.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Exercise to restore breathing (30 sec.)
.
Children return to the group .
APRIL

Morning exercise complexes

1ST COMPLEX “HIKING INTO THE FOREST”

INTRODUCTORY PART

Walking in a column one at a time (15 sec., walking with an extra step forward (10 sec., running in a snake (15 sec.), walking in a column one at a time (10 sec., lining up in a circle.

MAIN PART

Exercise “Tall Trees”

. I.P.: standing, feet together, arms down. 1 – hands forward. 2 – hands up, stand on tiptoes. 3 – hands forward. 4 – I.P. Repeat 5 times. The pace is moderate.

Exercise “Trees shake their branches”

. I.P.: standing, feet shoulder-width apart, arms up. 1 – lean to the right. 2 – I.P. 3 – lean to the left. 4 – I.P. Repeat 3 times in each direction. The pace is moderate.

Exercise “Sun over the clearing”

. I.P.: sitting, legs apart, arms supported behind. 1 – raise your right leg. 2 – I.P. 3 – raise your left leg. 4 – I.P. Repeat 3 times with each leg. The pace is moderate.

Exercise “Mice resting”

. I.P.: lying on your back, hands on the floor above your head. 1 – turn right. 2 – I.P. 3 – turn left. 4 – I.P. Repeat 3 times in each direction. The pace is moderate.

Exercise “Mice are happy”

. I.P.: standing, legs slightly apart, hands on the belt. Jumping in place, alternate with walking. Repeat 3 times.

FINAL PART

Walking in a column one at a time (10 sec., walking in a snake (20 sec.), walking in a column one at a time with tasks for the hands (20 sec.)

.
Children return to the group .
1ST COMPLEX “FOX-SISTER”

INTRODUCTORY PART

Walking in a column one at a time (15 sec., jumping on two legs moving forward (15 sec., regular running (20 sec.), walking in a column one at a time (10 sec., lining up in a circle.

MAIN PART

Exercise “The fox greets the guys”

. I.P.: basic stance, arms down. 1 – extend your right hand forward, turn your palm up. 2 – I.P. 3 – extend your left hand forward, turn your palm up. 4 – I.P. Repeat 3 times with each hand. The pace is moderate.

Exercise “The fox is looking for a bunny”

. I.P.: sitting on your heels, hands behind your back. 1 – kneel, 2 – I.P. Repeat 5 times. The pace is moderate.

Exercise “The fox is resting”

. I.P.: lying on your stomach, hands on the floor above your head. 1 – turn on your right side. 2 – I.P. 3 – turn on your left side. 4 – I.P. Repeat 3 times in each direction. The pace is moderate.

Exercise “The fox hid from the wolf”

. I.P.: sitting, legs together, arms down. 1 – pull your legs to your chest, clasp your knees with your hands. 2 – I.P. Repeat 5 times. The pace is moderate.

Exercise “The fox is having fun”

. I.P.: standing, feet together, hands on the belt. Jumping on two legs. Repeat 2 times for 8 jumps, alternating with walking in place.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Exercise to restore breathing (30 sec.)
.
Children return to the group .
MAY

Morning exercise complexes

1ST COMPLEX "GUSI"

INTRODUCTORY PART

Walking behind the guide in a column one at a time (20 sec., walking on toes, arms up (20 sec., regular running (20 sec., walking in a column one at a time (20 sec., formation in a circle).

MAIN PART

Exercise “Geese cackle”

. I.P.: basic stance, arms down. 1 – raise your arms up to your sides. 2 – I.P. Repeat 5 times. The pace is slow.

Exercise “Geese hiss”

. I.P.: standing, feet shoulder-width apart, hands behind your back. 1 – forward bend, 2 – I.P. Repeat 6 times. The pace is moderate.

Exercise “Geese reach for the sun”

. I.P.: sitting on your heels, hands to your shoulders. 1 – kneel down, raise your arms up. 2 – I.P. Repeat 5 times. The pace is moderate.

Exercise “Geese Hid”

. I.P.: standing, feet shoulder-width apart, hands behind your back. 1 – squat low, tilt your head and put it on your knees, lower your arms, 2 – I.P. Repeat 5 times. The pace is moderate.

Exercise “Geese are happy”

. I.P.: standing, feet together, hands on the belt. Jumping on two legs. Repeat 2 times for 8 jumps, alternating with walking in place.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Walking in small steps. Children return to the group .
1ST COMPLEX “BUTTERFLY”

INTRODUCTORY PART

Walking behind the guide in a column one at a time (20 sec., normal running (20 sec., walking at a slow pace (20 sec., forming in a circle).

MAIN PART

Exercise “Butterflies flap their wings”

. I.P.: basic stance, arms down. 1 – raise your arms to your sides. 2 -3 – wave your arms. 4 – I.P. Repeat 5 times. The pace is moderate.

Exercise “Butterflies fall asleep”

. I.P.: standing, feet shoulder-width apart, arms down. 1 – sit down, close your eyes with your hands, 2 – I.P. Repeat 5 times. The pace is slow.

Exercise “Butterflies are resting”

. I.P.: sitting, legs apart, hands on the belt. 1 – tilt to the right. 2 – I.P. 3 – tilt to the left. 4 – I.P. Repeat 3 times in each direction. The pace is slow.

Exercise “Butterflies breathe”

. I.P.: standing, legs slightly apart, arms down. 1, 2 – inhale, 1, 2, 3, 4 – exhale. Repeat 4 times. The pace is slow.

Exercise “Butterflies are happy”

. I.P.: standing, feet together, hands on the belt. Jumping on two legs. Repeat 2 times for 8 jumps, alternating with walking in place.

FINAL PART

Walking in a column one at a time (20 sec.)

.
Running in all directions (15 sec.)
.
Normal walking (20 sec.)
.
Children return to the group .
Source: L. I. Penzulaeva “Recreational gymnastics for children 3-7 years old . Health-improving gymnastics complexes »

Analysis of morning exercises in the first junior group of preschool educational institutions

Any type of activity in a preschool educational institution is subject to systematic monitoring (diagnosis), which allows not only to see progress in children’s development, but also to evaluate the effectiveness of the methods used by the teacher in their work. Analysis of morning exercises can be carried out in two formats:

• methodologists and teachers (usually morning exercises are assessed as one of the elements of working with children to form a general impression of the teacher’s methodological competence);
• by the teacher himself (to assess the level of preparation of children and identify organizational or substantive shortcomings in the work).

In both cases, the diagnostic plan will be the same.

Analysis of morning exercises is one of the elements of general monitoring of the level of physical development of children

Scheme of analysis of morning exercises

The gymnastics analysis scheme includes the following evaluation criteria:

1. General information about the group (name, total number of children and number of people present that day).
2. Assessing the level of preparation for exercises (wet cleaning, ventilation).
3. Appearance of the teacher (sportswear, tied up hair) and children (sports uniform, suitable shoes, girls' hair tied up).
4. How long did the gymnastics last?
5. Number of stages worked out (introductory, main and final).
6. Description and timing of each stage, indicating the goals that were achieved or not achieved.
7. Assessing the degree of teacher participation (explaining tasks, demonstrating movements).
8. What emotional background was created.
9. Overall assessment of the work (high, good, satisfactory).

Morning exercises in the first junior group are not only an important part of maintaining the daily routine, helping to improve health and provide conditions for the full physical development of children, but also a way to organize children for joint activities and foster a sense of camaraderie. Therefore, the teacher must approach the organization of gymnastics with special care. We must not forget that carrying out a set of exercises at the beginning of the day creates a positive emotional background in a group where most children have a hard time parting with their mothers in the morning.