For teachers on the physical development of children in preschool educational institutions

Health-saving technologies

In preschool educational institutions, three groups of health-saving technologies are most often used:

Technologies for preserving and promoting health.
Technologies for teaching a healthy lifestyle.
Corrective technologies.

Technologies for preserving and promoting health:

game stretching;
dynamic pauses;
outdoor and sports games;
relaxation;
finger gymnastics;
gymnastics for the eyes;
breathing exercises;
invigorating gymnastics;
corrective gymnastics.

Technologies for teaching a healthy lifestyle:

Physical education classes;
classes in the pool;
rhythm;
biofeedback (BFB);
communicative games, conversations from the “Health” series;
acupressure self-massage.

Corrective technologies:

technologies for the development of the emotional-volitional sphere;
behavior correction;
psycho-gymnastics;
art therapy;
articulation gymnastics;
technology of musical influence;
fairytale therapy;
color influence technologies.

The implementation of these technologies in practice is carried out by physical education instructors in close cooperation with preschool teachers, in the conditions of specially organized forms of health-improving work and in various forms of organizing the pedagogical process: during educational activities, in the free activity of children, during routine moments, on walks.

One of the important components of the motor regime is morning exercises. Morning exercises are carried out daily before breakfast for 6-10 minutes. outdoors (under favorable climatic conditions) or indoors. There are different types and options for morning exercises.

For example:

a set of musical and rhythmic exercises;
morning exercises of a playful nature;
morning exercises in the form of a health jog;
a set of exercises with the simplest type of exercise equipment (Health disc, children's expander, children's dumbbells, gymnastic roller, etc.);

Usually the morning exercise complex is repeated for two weeks. The morning exercise complex is carried out under the guidance of a physical education instructor. Children in the preparatory group are quite capable of independently reproducing the entire complex after several repetitions. During the organization, musical accompaniment is necessary.

Directly organized educational activities on physical development are the main form of physical education for preschool children, mandatory for all children, carried out all year round.

Physical education is a mandatory part of ECD. Any direct educational activity not related to movement is a heavy burden on the body of preschoolers, since they are characterized by instability of nervous processes. They quickly get tired, the stability of attention decreases, children lose interest in activities, which, of course, negatively affects its effectiveness. At the moment when children show the first signs of overwork, it is advisable for the teacher to conduct physical education. This is a set of general developmental exercises (arm exercises, bending, squats, jumping, skipping, walking) with text accompaniment, or dance, improvisational movements with musical accompaniment.

During the long break between classes, a motor warm-up is carried out. Usually it consists of 3-4 general developmental exercises, or voluntary movements of children using a variety of physical education aids. Warm-up duration no more than 10 minutes: 6-8 minutes. for active movement and 1-2 minutes for relaxation exercises.

Outdoor games and physical exercises while walking. Outdoor games are designed to improve the motor skills children have already mastered and develop physical qualities. Outdoor games are divided into outdoor games with rules (plot and non-plot) and games with elements of a sports game (football, volleyball, basketball, badminton, small towns); based on the predominant type of movement (running, jumping, throwing, etc.) and the degree of muscle tension (high, medium and low mobility). Conducted daily and in all age groups. Outdoor games and exercises for the development of physical qualities of children of senior preschool age.

Physical education of children in pre-school educationArticle on physical education

Physical education of children in preschool educational institutions.

INTRODUCTION.

Human development is a process of physical, mental and social maturation and covers all quantitative and qualitative changes in innate and acquired means that occur under the influence of the surrounding reality.

Physical development is associated with changes in height, weight, increase in muscle strength, improvement of sensory organs, coordination of movements, etc. In the process of mental development, significant changes occur in cognitive, volitional, emotional processes, in the formation of mental qualities and personality traits. The social development of a child is carried out in the process of his inclusion in the life of society, manifested in changes in his behavior, attitude towards others, in the features of participation in the affairs of the team, etc.

In the first years of life, physical education is the basis for the comprehensive development of a child. In childhood, the foundation of health is laid and some important personality traits are formed. Success in any activity is largely determined by the physical condition of the child. The child's body reacts sharply to minor deviations from the norm in the environment, which is associated with its development and insufficient functional maturity of individual organs and systems. The connections between somatic and mental processes are closer than in adults. Therefore, the solution of many pedagogical problems must be carried out with mandatory consideration of the physical capabilities and condition of the child.

THEORETICAL PART

A healthy lifestyle is a set of typical types of human activity, which, in unity with living conditions, is aimed at organizing the correct, normal functioning of the body, its complete physical and mental well-being.

Physical education is the process of purposeful and systematic formation of a healthy, full-fledged person, his physical strength and physical qualities, ensuring his introduction to physical culture and the desire for physical perfection.

Physical culture is a set of material and spiritual values of society that are accumulated, created and used for the physical improvement of people.

The content of physical culture is: 1) personal hygiene, which includes skills in work and life (neatness, neatness of clothing, cleanliness of premises), and habits of a hygienic regime (rational routine of activity and rest, hygiene of sleep, nutrition, etc.) ; 2) hardening of the body in natural conditions (air, sun and water); 3) physical exercise.

Physical perfection is a historically determined level of harmonious physical development, health, and physical fitness of a person that optimally meets the requirements of society.

The physical education system includes the creation of sanitary and hygienic conditions, hardening, the formation of cultural and hygienic skills, the organization of a balanced diet, morning exercises, physical education classes, walks, sports games and entertainment.

Physical education is closely related to the age characteristics of children. In this regard, specific tasks, content, methods and forms of organizing physical education in early preschool and school age are determined, as well as the continuity between them. Physical education is especially important in early and preschool childhood, when the most intensive development of the child’s body occurs, when its basic movements are formed, but at the same time the body is still very weak and vulnerable.

Physical education of preschool children is aimed primarily at protecting life and promoting health, full physical development, the formation of motor skills and the development of physical qualities, the development of cultural and hygienic skills, and the cultivation of habits for an orderly rhythm of life.

The place of physical education of preschool children in the general education system, taking into account modern requirements.

Work on physical development permeates the entire organization of children’s lives in the family and preschool institution, the organization of the subject and social environment, all types of children’s activities, taking into account the age and individual characteristics of preschoolers. In a preschool institution, the child’s daily routine includes physical education classes, games and outdoor entertainment, and individual hardening procedures, which take into account regional and climatic conditions.

The main form of teaching children movements is considered to be classes conducted by a physical education instructor (or teacher). At the same time, a significant place in the system of physical education is occupied by outdoor games, which are widely used in the classes of a special education teacher, in other classes (music, rhythm, theatrical activities), as well as during walks conducted by the teacher.

Physical education classes solve both general and correctional problems. The classes include physical exercises aimed at developing all basic movements (throwing, walking, running, climbing, crawling, jumping). A wide variety of educational activities in the physical education area makes it possible to solve in a complex the tasks of moral, mental, aesthetic and labor education.

The unity of the child’s physical and mental development.

Mental processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any human activity.

The activity of a child of early and preschool age is expressed primarily in movements. The child’s first ideas about the world, its things and phenomena come through the movements of his eyes, tongue, hands, and movement in space. The more varied the movements, the more information enters the brain, the more intense the intellectual development. The development of movements is one of the indicators of proper mental development. This is the development of coordination of movements (perception of direction and speed of movement, time and space); the ability to remember the sequence of movements and motor operations (memory: memorization and reproduction); attention to your movements and the actions of others; the ability to perform movements according to verbal instructions (imagination); initiative in movements; analysis of movement based on the quality of its execution (thinking); development of speech skills. Movements are performed with speech accompaniment and relying on visual and tactile images and representations. The development of all types of manual motor skills and hand-eye coordination serves as the basis for the development of typical types of children's activities, is a prerequisite for the development of oral and written speech, and also helps to increase the cognitive activity of children.

Objectives of physical education: health-improving, educational, educational. Methods of physical education.

Health-improving tasks have a life-sustaining meaning. The means of implementing the tasks of this group are hygienic and social factors, nutritious nutrition, the healing powers of nature, a rational lifestyle, and physical exercise. Pedagogical work aimed at solving this problem includes organizing the children’s lifestyle, hardening procedures, and special exercises for the development of movements. This area of physical education for children requires the teacher to have constant contact with medical professionals, take into account their recommendations, an individual approach to children, and conversations with parents.

Educational tasks are aimed at developing personality traits and the need for physical perfection. The means for achieving these tasks are children's activities, games, as well as artistic means (fiction, folklore, films, works of musical and visual art).

The work takes place in different forms: physical education and health work during the day (morning exercises, outdoor games, physical exercises while walking), independent motor activity of children, active recreation (physical education, holidays, health days). Methods: exercises, conversation, game, creation of problem situations, analysis of physical and moral qualities.

This group of tasks involves the development of such qualities as dexterity, courage, willpower, the desire to overcome difficulties, a sense of camaraderie, and mutual assistance.

Educational goals are related to the formation in a child of a conscious attitude towards his health. Here the leading means are such as an adult’s example, children’s own activities, and artistic means.

The form of work in which problems are most adequately solved is educational work in physical education classes and in everyday life. Among the main methods are experimentation, exercises, conversation, looking at pictures and illustrations.

Means of physical education: hygienic factors, natural forces of nature, physical exercises.

In the physical education system, work is carried out using a variety of means that affect the body:

— hygienic factors (correct regimen, balanced diet, hygienic environment, formation of cultural and hygienic skills).

- natural forces of nature (for hardening and strengthening the body).

- physical exercise.

A child's routine is a rational, clear alternation of wakefulness, sleep, nutrition, and various types of activities, repeated daily in a certain sequence.

When drawing up a regime, the following must be taken into account:

1. Age-related characteristics of higher nervous activity: changes in the limit of performance of cells in the cerebral cortex determine the total number of hours and duration of periods of sleep and wakefulness.

2. Age-related features in the functioning of the digestive system, which regulate the number of feedings during the day.

3. Individual characteristics: children with an excitable and weak nervous system need to sleep more and rest more often.

4. Age-related needs for movement.

5. Time of year, climatic conditions.

The integral features of the regime are the rhythm and constancy of its basic elements over a certain period of time. The rhythm of the regime is determined by the rhythm of natural phenomena, the rhythm of the body’s activity, which is manifested in the alternation of sleep and wakefulness, changes in body temperature (increase in the evening and decrease in the morning), in the rhythm of breathing, heart contractions, in the rhythm of the digestive tract, etc.

The educational significance of the regime lies in the fact that in the process of frequently repeated actions at a certain time and in a certain sequence, the child more easily masters many of the most appropriate household, cultural, hygienic, and labor skills; these skills are automated, and the child's attention is freed up for other, more complex activities. At the same time, the child is given the opportunity to act on his own, which develops such important personality qualities as independence, activity, and initiative.

Nutrition.

An important component of the full physical education of children is rationally organized nutrition. Nutrition is one of the main sources of the metabolic process, without which life is impossible. For a growing body, nutrition is especially important, as it ensures normal growth and development of all tissues.

All deviations from the norm in nutrition quickly affect the vital functions of the child’s body.

Creating a sanitary and hygienic environment in accordance with existing standards is also an important condition for physical education. This includes maintaining cleanliness and order in the room and area, maintaining optimal light, air and temperature conditions in the room, as well as hygiene of clothing for children and adults. Equally important is the creation of the necessary material environment: rational layout of the premises and area, provision of furniture and physical education equipment in accordance with the age of the children.

Cultural and hygienic skills include skills in maintaining cleanliness of the body, cultural food, maintaining order in the environment and cultural relationships of children with each other and with adults.

The physiological basis of cultural and hygienic skills and habits is the formation of conditioned reflex connections and the development of dynamic stereotypes. These skills and habits have a pronounced social orientation, since children are taught to follow the rules established in society that correspond to the norms of behavior.

Cultural and hygienic skills and habits are largely formed in preschool age, since the child’s central nervous system is highly plastic, and actions related to eating, dressing, washing are repeated every day and repeatedly. Children's interest, attention to everyday activities, and the impressionability of the nervous system give adults the opportunity to quickly teach the child a certain sequence of operations that make up each action, techniques that help complete the task quickly and economically. If this time is missed, incorrect actions are automated, the child gets used to sloppiness and negligence.

Hardening is the development of the greatest stability and adaptability of the body to various physical influences that come from the environment (changes in temperature, humidity, air speed, degree of solar radiation, etc.).

Hardening has a wide physiological effect on the body. The child not only develops a quick reaction to

temperature and climate changes, but the amount of hemoglobin also increases, immunological properties improve, it becomes less susceptible to any diseases and copes with them more easily.

The physiological essence of hardening determines certain requirements for organizing work with children:

1. Hardening should be carried out systematically, throughout the year, taking into account seasonal phenomena.

2. Gradually increase the strength of seasonal stimuli.

3. Take into account the health status, typological characteristics of the child, his emotional state, as well as home conditions and the conditions of the child care facility.

4. Use natural factors in connection with the regime, the correct organization of all the child’s activities, since the general strengthening of health contributes to the effectiveness of hardening.

The systematic nature of hardening procedures is determined by their conditioned reflex nature. When carrying out hardening activities at the same time and under the same conditions, conditioned reflex connections are easily formed. A physiological reaction appears already when preparing the child for the procedure. But these bonds are not strong, so hardening procedures must be regular.

A gradual change in the strength of the stimulus is a necessary condition for hardening, since the body cannot immediately adapt and react appropriately to a sharp decrease or increase in temperature. Too small a difference in stimuli or their constant value also does not turn out to be useful, since they do not cause changes in the functioning of the cardiovascular, respiratory and other systems, metabolism, i.e. hardening does not have a profound effect on the body. If the body has a certain resistance to temperature changes, contrasting short-term exposures should be used, which helps improve physiological reactions and higher adaptability to environmental conditions.

Indicators of the correct choice of stimulus are a short-term deepening and increase in breathing, pulse, as well as the appearance of the skin, and the child’s general positive reaction: good mood, good health.

Taking into account individual characteristics is necessary when hardening. Children with an excitable nervous system need more careful changes in temperature, as well as calming procedures before bed (rubbing, warm bath). Inhibited children benefit from invigorating procedures after sleep (douching, showering). Children with poor health must be hardened, but gradual changes in temperature must be maintained more carefully: there are longer time intervals during which procedures are carried out at the same temperature. Medical supervision is necessary.

The connection of hardening procedures with physical exercises and various activities of the child in everyday life gives the best results both directly for hardening and for the general strengthening of the body.

Physical exercises are special movements, as well as complex types of motor activity aimed at solving the problems of physical education.

During the period of preschool childhood, with targeted pedagogical influence, great shifts occur in the development of movements: from involuntary, chaotic movements at birth to mastery of all basic movements and sports exercises.

Physical exercise has multifaceted physiological effects on the body. When muscles contract, the processes of metabolism and blood circulation are activated, and the work of all internal organs and systems is restructured. A working muscle absorbs 7 times more oxygen and 3 times more nutrients compared to an inactive one. This stimulates the growth and development of the muscular system.

Physical exercise is also important for the full functioning of the brain: its blood supply improves, the overall tone of the cortex increases, due to which the activity of all analyzers increases. With active muscular work, overexcitation of brain systems decreases or is completely removed. The basic properties of the nervous system (its strength, mobility, balance) also improve.

In the education of young children, massage is used - one of the types of passive gymnastics. It also causes changes in the functioning of all organs and systems. Under the influence of massage, the composition of the blood, the functions of the nervous system, as well as the nutritional conditions of the skin and muscles improve, and heat transfer increases. Massage accelerates the flow of blood and lymph, due to which tissues are quickly freed from decay products and muscle fatigue is relieved.

Physical exercises in various forms are included in morning exercises, physical education and musical-motor classes, especially in a variety of outdoor games.

PRACTICAL PART

Physical development and physical education.

The strategy for organizing physical education is based on the physiological mechanisms of movement formation during the development of a growing child’s body. The classes include physical exercises aimed at developing all basic movements (throwing, walking, running, climbing, crawling, jumping), as well as general developmental movements aimed at strengthening the muscles of the back, shoulder girdle and legs, coordination of movements, formation of correct posture, development balance.

During morning exercises in the family and in classes at preschool educational institutions, it is advisable to offer children the main types of movements in the following sequence: stretching movements in a lying position; throwing, crawling and movements in a low squat position, on your knees; exercises in an upright position (walking, climbing, running) and outdoor games.

Work on the development of manual and fine motor skills is carried out in special classes. At the initial stage of training, much attention is paid to the general development of the child’s hands, the formation of grasping skills, the formation of the leading hand, the coordination of the actions of both hands, and the identification of each finger. During the classes, children practice the skills of holding a finger pose, switching from one pose to another, and simultaneously performing movements with the fingers and hands of both hands.

The main directions and tasks of correctional pedagogical work.

Throwing is one of the first types of motor activity of a child, which is based on the development of grasping movements and actions of the baby. Even a deeply mentally retarded child can grab objects, hold them for a short time and throw them, performing movements from the shoulder, so this type of activity comes first in the program. During throwing, the movement is performed with both one hand and two hands. At the same time, the release of the leading hand is stimulated and the coordination of joint actions of both hands is formed. All this is of particular importance for correcting deviations in the cognitive sphere of children with intellectual disabilities.

The structure is aimed at organizing the activities of children in the process of physical education. During the construction, children learn to hear the adult and correct their behavior to the requirements of the adult’s instructions. Along with this, a mentally retarded child learns to behave adequately, navigate the situation and participate in joint activities with peers.

Walking is aimed at developing the child’s basic movements, developing the ability to hold the body correctly, observe the rhythm of walking, improving coordinated movements of the arms and legs, and developing auditory-motor and visual-motor coordination. In the process of walking, purposefulness in the child’s activities develops.

Running helps improve the child's basic movements, allows him to master the skill of coordinated control of all body movements, and creates ease and grace when the child moves quickly.

Jumping is aimed at training the internal organs and systems of the child’s body. Jumping prepares the child's body to perform balance tasks, which are very difficult for a mentally retarded preschooler. To improve jumping skills, a child must demonstrate the strong-willed qualities of his personality. The foundations for self-regulation and self-organization of one’s activities begin to be laid.

Crawling, climbing, and climbing help strengthen the muscles of the back, abdominals, and spine. These movements have a positive effect on the formation of coordinated interaction in the movement of arms and legs, and on strengthening the internal organ systems. Due to the fact that many mentally retarded children pass the crawling stage in their development, one of the tasks of physical education is to fill this gap in mental development.

General developmental exercises help develop interest in movements, improve physical performance and motor abilities; develop flexibility and mobility in joints; strengthen the functioning of the vestibular apparatus.

Outdoor games consolidate developed skills, stimulate mobility and activity of children, develop the ability to cooperate with adults and children; create conditions for children to develop spatial orientation and the ability to coordinate their movements with the movements of other children playing. The most effective way to organize outdoor games is in the fresh air.

Swimming has a stimulating effect on the growing body of a child (the physical properties of the aquatic environment, in particular the density of water, have a specific effect on the functions of blood circulation, respiration, and skin receptors). Exercises in water must be combined with general developmental exercises and outdoor games on land.

Objectives of physical development and physical education to protect and improve children’s health for the entire period of children’s stay in a preschool institution:

To develop children's interest in physical education and joint physical activities with peers.

Strengthen children's health.

Form correct posture in every child.

To form in children the need for different types of physical activity.

To develop children's movements, motor skills, physical and mental performance.

Train children's cardiovascular and respiratory systems, strengthen the body.

Create conditions in the group for the effective prevention of colds and infectious diseases.

Implement a system of correctional and restorative measures aimed at developing mental processes and personal qualities of pupils, preventing the occurrence of secondary deviations in the psychophysical development of the child.

Teach children to perform movements and actions to imitate the actions of an adult.

Teach children to perform actions according to the model and verbal instructions.

Important:

Use health-improving and developmental exercises to develop the manipulative function of the hands to develop fine motor skills and speech skills (exercises with various objects (balls, jump ropes, cords, rings, hoops) based on shifting and throwing an object.

Among the corrective exercises, the most important ones are breathing ones, for relaxation, for developing coordination of movements and balance functions, for correcting posture, walking, and developing rhythm.

Conclusion.

The forms and directions of correctional and developmental work in physical education in each group of preschool educational institutions have their own educational tasks, selection of tools and methodological techniques appropriate to age, conditions of classes.

Development of flexibility

"Relay with hoops"

The quality of the task and speed are noted. The players stand in 2 columns. Hoops are placed at a distance of 5 - 6 meters from the columns - 1 against each team. At the teacher’s signal: “1,2,3 – run!” the first in the column run to the hoops, lift them up, climb into the hoop, put it in place, run to their column, touch the hand of the next player and stand at the end of the column. The next player runs. The group of children who completes the obstacle course first wins.

"Make a figure"

The expressiveness of the figure is noted. A presenter is selected. Children move freely around the playground. At the leader’s signal (strike on the tambourine or the word: “Stop!” everyone stops in some position and does not move. The leader goes around all the “pieces” and chooses the one he likes best. This child becomes the leader.

"Little Entertainer"

Perform all exercises at a slow pace.

Tilts forward and backward:

forward sitting;
back, kneeling;
forward and backward while standing.

"Martin". Standing on one leg. The body is arched, the head is raised, arms to the sides. The toe of the raised leg is pulled back. The holding time can be increased to 10-20 seconds.

Ball relay

Attention is drawn to the correct execution of the exercises. The players are divided into 2 squads and stand in 2 columns. Feet are shoulder-width apart. The first in the column is given a ball. At the teacher’s signal: “Up!” - the children raise their hands up and the one standing first passes the ball over the head to the one standing behind, who is the next, etc. When the last child receives the ball, he runs to the teacher and gives him the ball. The ball is passed over the head 1-2 times, then the command is given: “Down!” (the ball is passed between the spread legs).

About the features of physical development

In order to properly organize early physical education, it is important to know the physiological characteristics of the development of preschool children: height, weight gain, development of organs and systems, their degree of maturity.

This age period (5-7 years) is often referred to as the “period of first traction.” At this time, a child can grow by 7–10 cm per year. According to the so-called centile tables compiled according to basic anthropometric indicators, the average height of a 3-year-old child is 94–97 cm, and at 6 years old it is already 107–108 cm. Average The weight of a 3-year-old child is about 14 kg, by 6 years – more than 18 kg.

At the same time, growth occurs unevenly: in the sixth year, children’s pelvis and shoulders become wider, and their limbs become significantly longer. Weight increases mainly due to growing muscle mass. From 3 to 6 years, children's cartilage turns into full-fledged bones, although not yet as strong as those of adults. And the musculoskeletal system is not fully strengthened.

Therefore, when calculating physical activity, it is important to remember:

children under 7 years old should not lift or carry heavy objects - there is a risk of spinal curvature;
You should not pull the child’s arms too hard - there is a risk of dislocating the elbow joint;
The formation of the foot is still ongoing, therefore, to prevent flat feet, you need to pay special attention to the quality of shoes, monitor the baby’s weight (excess weight can also cause flat feet);
large muscles are well formed, but small ones (hands, feet) still require work;
The nasal septum is still very vulnerable, so you need to be careful during games and activities.

Agility development

"Hot potato"

Pass the ball carefully into each other's hands. Children stand in a circle, hands behind their backs. The leader stands in the circle. At the teacher’s signal, the children begin to pass the “potato” (ball) to each other. At this time, the presenter asks the players to show their hands. If the child has a ball in his hands, he stands in a circle (becomes the leader) and the game starts over.

"Mousetrap"

After the mousetrap has slammed shut, the mice must not crawl under the hands of those standing in the circle.

The players are divided into unequal groups. The smaller group holds hands and forms a circle. They represent a mousetrap. The remaining children (mice) are outside the circle. Those depicting a mousetrap walk in a circle, saying:

“Oh, how tired the mice are, they chewed everything, ate everything.

Beware, you cheaters, we will get to you.

Let’s set up mousetraps and catch everyone now!”

Children stop, raise their clasped hands, forming a gate. Mice run in and out of the mousetrap. At the teacher’s signal: “Clap!” Children standing in a circle lower their hands, squat - the mousetrap slams shut. Mice that did not have time to run out of the circle are considered caught. They stand in a circle and the mousetrap gets bigger. When most of the children are caught, they change roles and the game resumes.

"Hunters"

Hunters are not allowed to go beyond the line. The “animals” walk freely around the site. Three or four “hunters” stand in different places, each holding a small soft ball in their hands. At the signal, all the “animals” stop, and each “hunter” easily throws his ball at them. Those hit by balls replace the “hunters”. It is allowed to dodge balls while standing still.

"Hockey"

Try to get the ball to the goal without interfering with someone else. Players of 2 teams are located on rectangular platforms. Gates are marked on opposite sides of the site. Players with sticks or gymnastic sticks try to score a small ball into the opponent's goal. The game takes place within the court for a while. There are no goalkeepers.

We teach physical education in a positive way

In order for the child to constantly demonstrate not only new achievements, but also a simple desire to study, parents will have to develop a system of incentives, rewards and examples. Examples could be, say, famous athletes or acquaintances who are in great shape, rarely get sick, are cheerful and active. But the most important example, of course, is mom and dad themselves. If they have never ridden a bike, the baby won’t want to either.

What else can be included in such a system of early physical education for preschoolers?

Going to the store to purchase sports equipment, uniforms, shoes. At the same time, the right to choose remains with the child: the purchased items should evoke a positive reaction in him by their appearance, color (and the fact that he chose it all himself).
The constant positive attitude of the parents: the child is taught, shown, explained (and not shouted, reprimanded, scolded, accused), praised for the slightest successes, emphasized how mature, skillful, and independent he is.
Clarity and clarity when explaining the rules of games or how to perform exercises (it is important for the child to know how to do it correctly, so that there is something to strive for and something to evaluate).
A sense of proportion when determining physical activity (if a child is constantly exhausted and considers exercise hard labor - what kind of love for sports can we talk about?).
Motivation. This could be an opportunity to have fun, chat with friends or find new ones, praise from parents for success (but not promises, for example, to allow you to go to bed late or buy something as a reward for diligence).

Development of speed

"We are funny guys"

If the trap has not caught anyone, then after 2-3 runs a new trap is selected. Children stand on one side of the playground outside the line. A line was also drawn on the opposite side of the site. To the side of the children, approximately in the middle between the lines, there is a trap.

Children:

“We are funny guys, we love to run and jump.

Well, try to catch up with us. 1,2,3 - catch!

The children run to the other side of the playground, and the trap catches up with them. The one who touches the trap is considered caught. He steps aside. After 2-3 runs, those caught are counted and a new trap is selected.

"Migration of Birds"

Be careful when standing on the apparatus. Children run scattered around the playground, pretending to be birds. At the teacher’s signal: “Wind, storm!” - climb the gymnastic wall or stand on benches. On the signal: “Nice weather!” — children run around the playground.

"Falling Stick"

A quick response to a signal is encouraged. The players settle down in numerical order and, having memorized their numbers, stand in a circle. The driver places a stick in the center of the circle, holding it with his hand. Having shouted out someone's number, he releases his hand and runs out of the circle. The player whose number was called must run out and grab the stick before it falls. If he managed to do this, he returns to his place, and the previous driver continues to drive. If the player does not have time to hold the falling stick, he changes places with the driver.

"Empty place"

Children standing in a circle do not interfere with the movement of those running. The players form a circle. The driver runs around the circle, spots someone and continues to run in the same direction, and the stained player runs in the opposite direction. Everyone tries to quickly run around the circle and stand in an empty place. Those who do not have time to take a seat become the driver, and the game continues. The player's spot, the leader must give way to him, moving one step away from the circle.

Tips for parents

This block contains useful recommendations that will help maintain your child’s interest in sports.

Respect your child's opinion. If he prefers a different sport than the one you persistently offer him, let him try what he wants. Without desire, there will be no effect from the exercises, and he will not begin to love sports.
Always be interested in your child’s successes and support them during failures. But don’t look for mitigating excuses for him (the judge is to blame, he got a bad opponent, etc.). He must understand that defeat is another stage on the way to his goal.
Don't just evaluate athletic achievements. You send your child to the section, first of all, so that he becomes healthier, more resilient, and cheerful. Therefore, there is no need to demand high achievements from him. Moreover, they are often associated with much greater loads and risks.
If your child stubbornly refuses to continue after several lessons, find out the reason. Perhaps this is some kind of fear (falls, injuries) - then it is better to choose a less frightening sport. If a child feels worse than others, this is a reason to work on his physical fitness or sports attitude. If the protest is caused by a conflict with the coach, you can go to the same section with another coach.
Encourage your child's desire to participate in competitions, but do not demand only victories - this may discourage his interest in classes.
Before starting training, get to know the trainer and his teaching methods, tell us about your child’s character traits. This will allow you to work with it more productively.

Physical health, endurance, beautiful posture, the ability to calculate one’s strength, the desire for a goal - all this and much more will be given to a preschooler by a properly structured system of physical development. But the main thing is that it will help the baby grow into a harmonious, successful person.

Strength development

"Who's next"

Perform only 1 push at a time. Children are divided into several teams and line up in parallel columns in front of a line that cannot be crossed. The first numbers push the medicine ball forward. A new line is drawn where the ball stops. The next participants push the ball from the new line. The team with the ball at the greatest distance from the starting line wins.

"Don't hit the ball"

Control the strength of hand movement. Three or four guys stand around a ball lying on the floor and put their hands on the shoulders of their partners standing next to them. At the signal, they begin to push each other so that someone touches the ball. The person touched is eliminated from the game. The last one remaining wins.

"Who Can Resist"

Control the force of the blow. Players playing in pairs sit facing each other at arm's length. Heels and toes together. Everyone tries to throw one or both hands into the opponent’s palm to throw him off balance. You can dodge blows by removing your palms. A player who lifts his feet off the ground or moves from his place is considered defeated.

"Tug of War"

Try to stay on your feet. If one of the players falls, the game stops. Two teams with an equal number of players take the ends of the rope. 3 lines are drawn on the ground at an equal distance between them. A bow is tied to the middle of the rope, which is aligned with the center line. On command, players try to pull the rope to their side. The team that pulls the bow on the rope to its line wins.

Endurance development

"Who takes longer"

Children jump until they make a mistake. Jumping rope in place, moving forward.

"Fun Relay Races"

The quality of the exercises and speed are noted.

Relay races with different task options:

jumping;
run;
passing the ball;
crawling;
pulling up on a bench on your stomach, etc.

"Tag"

Try to maintain a half-squat position while playing. Players are positioned within the court in a semi-squat position. One of the players (“tag”) catches, and the rest run away. Both the “tag” and the runners must move in a semi-squat position. Having caught up with one of the players, “Salka” touches him with his hand. It is possible that the driver spots other players not with his hand, but with the ball. The one who straightens up or runs out of the area becomes a “tag”.

"Jumpers"

Players who touch the line or stop are eliminated from the game. Players face the wall and raise their hands up. Lines are drawn at a distance of 15-20 cm above the fingers of each player. Players on command begin to jump up non-stop, trying to touch the wall above the corresponding lines with their palms. The one who completes the most jumps wins.

Exercise after a nap allows you to increase children's activity, improve their emotional mood, and actively prevent postural disorders and flat feet. It has a variable nature and varying degrees of duration from 7-15 minutes. After performing 3-4 general developmental exercises while lying in bed (on your back, on your side, on your stomach), you jog along massage paths (health paths) every day.

Hardening is the most important part of the physical education of preschool children. In the preschool educational system, hardening should be considered as the conscious application of a system of measures that increase the body’s resistance, developing the ability to quickly and without harm to health be applied to various environmental conditions.

Principles of hardening: gradualism, consistency, systematicity, complexity, personality-oriented approach.

Types of hardening:

daily health walks in the fresh air;
water procedures: local (washing, washing hands with cool water, rinsing the mouth after each meal and after sleep with cool water or water at room temperature, foot baths, rubbing or dousing to the waist) and general (rubbing and dousing the whole body, swimming in the pool) ;
air baths and walking along “health paths” after sleep; - walking barefoot.

Independent motor activity of children is organized by adults at different times of the day: in the morning before breakfast, during a break between classes, in free time after a nap, during a walk. When planning independent motor activity, it is important to take care of creating a physical education and play environment: allocate space sufficient for active movement, have a sufficiently diverse range of physical education aids (to create diversity and novelty in the physical education and play environment, alternating active and quiet activities of children).

Musical and rhythmic activity also has a beneficial effect on the physical development of children: overall health is strengthened: the development and growth of the musculoskeletal system; development of the respiratory, circulatory, cardiovascular and nervous systems of the body; Correct posture is formed, performance and vitality of the body are increased, and the development of coordination of movements is improved. It is closely related to physical culture, from which the main movements are selected: walking, running, jumping, which predominate in games, round dances, and dancing. Gymnastic exercises for the upper shoulder girdle, legs, and body are also used. These movements, with and without the inclusion of various objects (balls, hoops, flags, ribbons, etc.), are learned with middle-aged and older children. Some formations are used (walking in ranks, in a circle, in pairs, etc.), necessary for round dances and dances. They organize children's groups well and facilitate games and round dances.

Psycho-gymnastics is indicated for both children with character disorders and children with normal development for the purpose of psychophysical relaxation. It can be used by educators in everyday work with children, does not require special training, and no paraphernalia is used when conducting psychogymnastics. Elements of psycho-gymnastics in preschool educational institutions are used when conducting educational activities (they help create a positive emotional mood in classes, eliminate isolation and relieve fatigue), in correctional classes with a speech therapist and psychologist, during the free activity of children, or as special classes (studies, exercises, games) directions on the development and correction of the cognitive and emotional spheres of the human psyche.

Importance of the problem

As you can see, physical development is not only about sports activities or physical education exercises. It includes outdoor games, hardening, walks, as well as mastering hygiene and self-care skills.

Do parents themselves always understand the full extent of their responsibility to their child in this matter? And it is truly huge. And it's not just about muscle strength, speed or agility.

Proper physical education also has a huge impact on mental activity (the child is better oriented in space and time, develops coordination, balance, eye, and enriches his knowledge about surrounding objects and phenomena).
A variety of physical activity helps strengthen the musculoskeletal system, helps to become more resilient, and more easily adapt to different environmental conditions.
Physical exercise in the fresh air improves metabolism and blood circulation, increases oxygen supply to the brain and the whole body, which has a beneficial effect on the quality of sleep, appetite, and general tone of the body.
The child develops such qualities as independence, initiative, endurance, activity, determination, discipline, courage, self-confidence, self-control.