Project on health-saving technologies in the senior group “I want to be healthy!”

Project on health-saving technologies in the senior group “I want to be healthy!”

Municipal preschool educational institution

"Child Development Center - Kindergarten No. 72" of the city of Magnitogorsk

I want to be healthy!

Project on health-saving technologies in the senior group

Completed by: teacher

Sayfutdinova E.F.

Magnitogorsk, 2019

Relevance of the project and problem statement

In modern conditions, the social and pedagogical importance of

maintaining the child's health. Research in recent years states

deterioration of the health of the Russian population. Death rate increases, decreases

birth rate.

The level of human health depends on many factors: hereditary,

socio-economic, environmental, system activities

healthcare.

According to WHO, the ratio of conditions affecting health is as follows:

1. Conditions and lifestyle, nutrition - 50%

2. Genetics and heredity - 20%

3. External environment, natural conditions - 20%

4. Healthcare - 10%

Health is laid down in the human genome from the genes of the parents. To your health

also influence:

nutrition

environmental quality

training (sports, physical education, exercises)

From these WHO data, it is obvious that the primary role in maintaining,

The formation and strengthening of health still belongs to the person himself.

But still, modern man in most cases shifts

Doctors are responsible for their health. He is virtually indifferent

attitude towards yourself, the health of your body. Currently,

health promotion should become the need and responsibility of everyone

person.

Recently, the health of Russian residents, especially children, has deteriorated.

According to the Ministry of Health and Industry and the State Committee for Epidemiological Surveillance of Russia, only 14%

children are practically healthy, 50% have functional deviations, 35–

40% have chronic diseases. Number of children who are already in

primary grades are unable to complete the allotted time and

required volume to master the program, ranges from 20% to 30% of

total number of students.

The deterioration of children's health is due to many reasons:

heredity; unfavorable environmental conditions; volume growth

cognitive information and mental load; decreased motor

activity, etc.

As a result, children become overtired and their

functionality, which negatively affects not only

the health status of preschool children, but also on the prospects for their development.

Preserving and strengthening the health of the child is the leading objective of the concept

modernization of Russian education, including its first stage -

preschool

Teaching preschoolers to take care of their health -

the main task not only of preschool educational institutions, but also of modern education.

Health-saving activities of preschool teachers

We offer creative development for preserving health in preschool educational institutions. This material can be useful for both teachers and parents. This development is aimed at preserving and strengthening the health of the younger generation, preparing the child for a healthy lifestyle.

Content

Introduction

I. Health-saving activities of preschool teachers as a psychological and pedagogical problem;

1.1. The concepts of “health” and “health-saving activities of preschool educational institutions”;

1.2. Health-saving technologies in the educational process of preschool educational institutions;

1.3. Features of the development of health-preserving competence in preschool children;

II. Health-saving activities of preschool teachers and families;

2.1.Creation of a health-preserving environment in a kindergarten;

Mastering modern technologies in the educational process.

2.2.Use of health-saving technologies in conditions of cooperation between preschool educational institutions and families.

Conclusion.

Bibliography.

Application.

Introduction

In modern conditions, the social and pedagogical importance of preserving the health of a child is increasing. Research in recent years has shown a deterioration in the health of the Russian population. The mortality rate is increasing, the birth rate is falling, the problem of poverty is worsening, and a significant part of the country's population is in a state of chronic distress. These negative trends acutely affect the health of the younger generation. According to D.I. Zelinskaya, over the last decade there has been a deceleration, i.e. slowdown in the rate of development of young Russians. The number of healthy children and adolescents barely reaches a fifth of their total number; about a third of children entering school already have a chronic pathology.

Preparing a child for a healthy lifestyle based on health-saving technologies should become a priority in the activities of every educational institution, especially for preschool children. According to the Ministry of Health and Industry and the State Committee for Epidemiological Surveillance of Russia, only 14% of children are practically healthy, 50% have functional abnormalities, and 35-40% have chronic diseases. The number of children who, already in primary school, are unable to master the program in the allotted time and to the required extent ranges from 20% to 30% of the total number of students.

It is necessary to improve the education system, intensify children's health-preserving activities, implement an individually differentiated approach to instilling the basics of a healthy lifestyle, training and development of children in preschool and family settings.

Much attention must be paid to the organization and pedagogical support of the formation of useful habits, attitudes towards a healthy lifestyle, understanding the intrinsic value of health and ways to preserve it.

The purpose of the development is to consider the features of the health-preserving activities of preschool teachers in working with children and parents.

Tasks:

1. consider the essence of health-saving technologies and their application in the educational process of preschool educational institutions;

2. characterize the areas of health-preserving activities of a teacher in a preschool educational institution;

3. reveal the features of the activities of parents and teachers of preschool educational institutions to form the foundations of a healthy lifestyle for preschool children.

I. _ Health-saving activities of preschool teachers as a psychological and pedagogical problem

1.1. The concepts of “health” and “health-saving activities of preschool educational institutions.”

Health is a complex concept. It depends on the socio-economic status of children, the environmental situation in their places of residence, the quality of food, medical care, preventive work with children by doctors and teachers, and the system of health institutions.

It is known that the World Health Organization defines health “as a state of complete physical, mental and social well-being and not merely as the absence of disease or infirmity.” This formulation is rightly criticized for the idealization of the goal, the subjective understanding of well-being, the static approach to health and the absolutization of complete well-being, which leads to a decrease in the stress of the body and its systems, and therefore to a decrease in resistance and a precondition for ill health [4]. Some researchers see health as the realization of a person’s specific abilities to manifest the body’s reserves, to sustainability, to resistance, self-preservation and self-development [6]. It is obvious that the formation of such abilities in the younger generation is becoming one of the highest priority tasks in the practical activities of Russian teachers today.

An analysis of definitions of health shows that six of its signs are most often found:

- absence of disease;

- normal functioning of the body;

— harmonization of the body and the environment;

— a person’s ability to fully perform basic social functions;

- complete physical, mental and social well-being;

— human adaptation to an increasingly complex and changing environment.

The most complete definition is A.G. Shchedrina [13], who, from the standpoint of a systems approach, proposes to consider health as an integral multidimensional dynamic state (including its positive and negative indicators) in the process of implementing the genome (a set of genes) in a specific social and environmental environment, allowing a person to realize his biological functions to varying degrees. and social functions.

Considering health as a single whole, scientists at the same time identify interconnected parts in it: physical and spiritual; physical, mental and social; physical, psycho-emotional, intellectual, social, personal and spiritual. Following I.I. Brekhman, G.K. Zaitsev, V.V. Kolbanov [15], we adhere to a three-component structure of health, which includes physical, mental and social elements.

By the physical component of health, researchers mean how the body functions, all its organs and systems, and the level of their reserve capabilities. This aspect of health also includes the presence or absence of physical defects and diseases, including genetic ones (S. Shapiro).

From the point of view of such WHO experts as Sortarius, M. Jehed, mental health is the normal course of mental processes, characterized by the absence of severe mental disorders and the presence of certain reserves of human strength, thanks to which he can overcome unexpected stress or difficulties that arise in exceptional circumstances, as well as a state of balance between a person and the world around him, harmony between him and society, the coexistence of the ideas of an individual with the ideas of other people about objective reality [7]. Mental health, according to experts, includes such components as a positive attitude towards oneself, optimal development, growth and self-actualization of the individual, mental integration (authenticity, congruence), personal autonomy, realistic perception of others, and the ability to adequately influence them.

According to S. Shapiro, the social component of health is the individual’s awareness of himself as a male or female subject and the interaction of the individual with others. This element reflects the way of communication and relationships with different groups of people (peers, colleagues, parents, neighbors), i.e. with society. In our opinion, the formation of a system of value relations, readiness for self-determination of life path, as well as social activity and the ability to social adaptation are important for the social component of human health.

Educators, psychologists and social workers are unanimous in the opinion that, in an environment of complex and ambiguous development of market relations in the country, negative trends in raising children have intensified. Such manifestations of an unhealthy personality as dependence on bad habits, maladjustment of behavior, conflict, hostility, inadequate perception of the surrounding world, passive life position, avoidance of responsibility for oneself, loss of faith in one’s abilities, weakening of will, egocentrism, passivity, loss of interest have become widespread. and love for loved ones, hypertrophied (or vice versa) self-control, etc.

Identification of the composition and disclosure of the characteristics of social health criteria seem to be key issues, the degree of awareness of which largely determines the practical solution by teachers of the above-mentioned problem. Summarizing the statements of scientists, we present a list of criteria for the social health of an emerging personality. First of all, these include the need for security, affection and love (according to A. Maslow), unselfishness, interest in the world around us, adequate perception of social reality, adaptation to the physical and social environment, focus on socially useful work, altruism, democratic behavior , the ability to interact with representatives of different social groups (including adults and peers), etc. [9].

Teaching how to take care of your health and lead a healthy lifestyle is the task of parents and educational institutions. This can be expressed through direct teaching of children the basic techniques of a healthy lifestyle (preventive methods - health, finger, breathing exercises, self-massage, etc.); instilling in children basic hygiene skills (washing hands, using a handkerchief when sneezing and coughing, etc.); through health-developing technologies of the learning and development process using physical education and active breaks; ventilation and wet cleaning of premises; aromatherapy, vitamin therapy; functional music; alternating activities with high and low activity; through specially organized physical activity of the child (health-improving physical education classes, outdoor games); in the process of rehabilitation measures (herbal medicine, inhalation, physical therapy); mass recreational events (themed health holidays, going out into nature); and also in working with families and teaching staff.

The health-saving activities of preschool educational institutions include a whole system. This system can be presented in the form of the following sections:

1. Comprehensive medical, psychological and pedagogical assessment of the level of physical development and health of children, which includes diagnostic measures to assess and monitor the health status of kindergarten students by various specialists.

2. Medical and health work covers the areas of healing and hardening through a set of activities.

3. Physical education and development work with children reveals a complex of physical education activities, various types of specially organized activities.

4. Psychological and pedagogical activities highlight the system of organizing psychological support for children with methods and techniques for creating a favorable emotional and psychological climate.

5. Health-saving components in the organization of the educational process.

6. Resource support for health-saving activities in kindergarten [11].

Comprehensive medical, psychological and pedagogical assessment of the level of physical development and health of children

A comprehensive medical, psychological and pedagogical assessment of the level of physical development and health of children is a basic component in the holistic system of health-preserving activities of a kindergarten.

The conceptual provisions that determined the development of a system of health-preserving activities in kindergarten are:

1. An integrated humanitarian approach to child health [5].

2. Approaches to organizing physical education and health work with a predominance of cyclic, primarily running, exercises and especially their combinations.

3. Contents, forms of developmental motor play activities and principles of health-improving work with children [7].

4. Rational combination of different types of activities [8].

5. Individually differentiated principle of organizing motor activity [1].

The structuring of the educational process in the institution is based on a health-preserving dominant and the use of new forms and methods of working with children in the educational process within the framework of a single comprehensive health-improving and developmental space.

The contents of this work include:

· monitoring the state of development;

· determination of health level;

· observation of the formation of systems, body functions and motor skills of preschool children.

Medical and health work

The work is carried out through the organization of hardening and therapeutic activities. The main goal is to prevent and reduce acute and chronic morbidity in children. To harden children in kindergarten, environmental factors are used - air, water, sun.

These factors and means of hardening are used in kindergarten both separately and comprehensively, the main thing is to follow an individual approach, take into account the recommendations of medical specialists and develop continuity with parents.

Physical education and development work

Only with a systematic and scientifically based approach does physical education become an effective means of preserving and strengthening the health of children and improving their physical development.

Physical education and health work with children is carried out through various types of specially organized activities, where personal development technologies and integrated forms of organizing motor activity are used. Physical education classes as the most important form of physical education and health work involve taking into account the functional state of health of each child and his level of preparedness. They are built on the content provided for by the programs implemented by the institution.

The purpose of physical education work is the formation of the motor sphere and the creation of psychological and pedagogical conditions for the development of children’s health based on their creative activity.

Optimal conditions for the development of physical culture created in a preschool institution solve a complex of health-improving, educational and educational tasks.

The content is based on the principles of developmental pedagogy of health improvement by V. T. Kudryavtsev.

Psychological and pedagogical activities

Since physical health forms an inextricable unity with mental health, the following goals and objectives are solved in a preschool institution, taking into account the complexity and multifaceted nature of this concept.

Goals: mental health; creating conditions that promote emotional well-being and ensure the free and effective maximum development of each child.

Tasks:

· creating a safe psychological space, developing a sense of confidence and psychological comfort;

· formation of the optimal status of each individual child in the interacting group, ensuring emotional well-being;

· creating conditions for the creation and resolution of personal problems and interpersonal conflicts.

Health-saving components

By creating a developmental space for children's health, the efforts of all specialists are combined: speech therapists, educators, educational psychologist, director of a theater studio, physical education instructor, music director.

The structuring of the educational process in the institution is based on the health-preserving dominant:

· introduction of therapeutic measures (stabilizes the health of children, reduces the level of neuroticism, creates harmony of the child’s mind and feelings, increases endurance to stress in a healthy daily routine and the organization of a flexible regime in bad weather);

· the use of binary, polynarious activities (as a result of which children feel in a comfortable, psycho-emotional state, which allows them to increase motivation for learning activities and confidence in themselves and their capabilities);

· personality-oriented education (reduces children’s complexes, allows them to use basic socionic attitudes, select developmental technologies for a specific group, determine the basic psychotype of a given children’s group);

· integration of the content of educational activities in a single field of knowledge (through the method of thematic immersion and gaming activities).

Resource support for health-saving activities in kindergarten

Subject-spatial support.

The solution to children's health problems is also facilitated by the creation of a subject-spatial environment for the child to endlessly demonstrate his growing capabilities.

The kindergarten's material and technical base includes the following spaces: specially equipped physical education and music rooms, a medical unit, speech therapy rooms designed in accordance with hygienic requirements, a psychologist's office, and group rooms.

Regulatory, legal and methodological support.

The primary basis of the system of scientific and methodological support for health-preserving activities is the legal and regulatory framework. It includes legislation, Russian state and regional laws, regulations, letters and instructions.

Scientific and methodological support for health-preserving activities are programs in the following areas.

1. Protecting and promoting the health of preschool children.

2. Physical education and development work.

3. Psychological support.

Staffing.

Protecting the life and health of children is one of the most important areas of work of a preschool institution. The health improvement system includes, as an indispensable condition, careful attention to the health of children and all employees. For the most effective organization of health-preserving measures, job descriptions of both teachers and kindergarten specialists should include job responsibilities of a health-improving nature.

1.2. Health-saving technologies in the educational process of preschool educational institutions

In recent years, we have to talk about the need to use health-saving pedagogy. At the same time, health-saving pedagogy cannot be expressed by any specific educational technology. At the same time, the concept of “health-saving technologies” combines all areas of activity of an educational institution to form, preserve and strengthen the health of students.

Health-saving technology is: the conditions for a child to stay in kindergarten (lack of stress, adequacy of requirements, adequacy of teaching and upbringing methods); rational organization of the educational process (in accordance with age, gender, individual characteristics and hygienic requirements); compliance of educational and physical activity with the age capabilities of the child; necessary, sufficient and rationally organized motor mode.

The teacher, possessing modern pedagogical knowledge, in close cooperation with students, with their parents, with medical workers, with colleagues, plans his work taking into account the priorities of preserving and strengthening the health of participants in the pedagogical process. However, only then can we say that the educational process is carried out using health-saving educational technologies if the implementation of the pedagogical system used solves the problem of preserving the health of children and teachers.

The fundamental goal of health-saving educational technologies is to provide children with the opportunity to maintain health during their stay in a preschool educational institution, to develop in them the necessary knowledge, skills and abilities regarding a healthy lifestyle, and the use of acquired knowledge in everyday life.

To implement the educational process based on health-saving technologies, it is necessary to highlight the patterns of the pedagogical process, which are expressed in the basic provisions that determine its organization, content, forms and methods, that is, principles that should contribute to the prevention, diagnosis and correction of children’s health; development of cognitive activity of pupils; humanization of education.

The principles act in organic unity, forming a system that includes general didactic principles and specific principles that express the specific laws of health improvement pedagogy.

Specific principles include:

1. The principle of no harm.

2. The principle of the triune concept of health (the unity of physical, mental and spiritual-moral health).

3. The principle of repetition of skills and abilities in order to develop dynamic stereotypes.

4. The principle of gradualism, which assumes continuity from one stage of education to another.

5. The principle of accessibility and individualization has its own characteristics in the health-improving orientation of health-saving educational technologies. The principle of individualization is carried out on the basis of general laws of training and education. Based on individual characteristics, the teacher comprehensively develops the child, plans and predicts his development.

6. The principle of continuity expresses the laws governing the construction of health improvement pedagogy as an integral process. It is closely related to the principle of systematic alternation of loads and rest.

7. The principle of cyclicity. The principle of cyclicity contributes to streamlining the process of healing pedagogy. It consists of a repeating sequence of lessons, which improves the child’s preparedness for each subsequent stage of learning.

8. The principle of taking into account the age and individual characteristics of pupils. This principle contributes to the formation of motor skills, the development of the child’s motor abilities, and taking into account the functional capabilities of the preschooler’s body.

9. The principle of comprehensive and harmonious development of the individual. This principle is of utmost importance, as it promotes the development of psychophysical abilities, motor skills and abilities, carried out in unity and aimed at the comprehensive physical, intellectual, spiritual, moral and aesthetic development of the child’s personality.

10. The principle of health-improving orientation solves the problems of strengthening the child’s health during his stay in a preschool educational institution.

11. The principle of an integrated interdisciplinary approach involves close interaction between teachers and medical workers.

12. The principle of forming responsibility in children for their health and the health of others.

13. The principle of connecting theory with practice calls for persistently teaching preschoolers to apply their knowledge on the formation, preservation and promotion of health in practice, using the surrounding reality not only as a source of knowledge, but also as a place for their practical application [9].

To achieve the goals of health-saving technologies, it is necessary to determine the main means of training and education: means of motor orientation; healing powers of nature; hygienic. The integrated use of these funds allows for the high-quality use of health-saving approaches in the educational process of preschool educational institutions.

Motor-oriented means include motor actions that are aimed at implementing health-saving approaches. This is movement; physical exercise; physical education minutes; emotional releases and “moments of peace”; gymnastics (health-improving gymnastics, finger exercises, corrective exercises, breathing exercises, for the prevention of colds, for vigor); physiotherapy; outdoor games; specially organized physical activity of the child (health-improving physical education classes, timely development of the basics of motor skills); massage; self-massage; psycho-gymnastics, trainings, etc.

The use of the healing powers of nature has a significant impact on achieving the goals of health-saving technologies. Carrying out games and activities in the fresh air helps to activate biological processes, increase the overall performance of the body, and slow down the process of fatigue. As relatively independent means of healing, one can single out sun and air baths, water procedures, herbal medicine, aromatherapy, inhalation, vitamin therapy (vitaminization of the diet, iodization of drinking water, use of the amino acid glycine twice a year in December and spring in order to strengthen the memory of preschoolers). It is possible to introduce new elements into the life of preschool educational institutions: herbal bars, a physiotherapy room, wellness treatments for teachers and children.

Hygienic means of achieving the goals of health-saving technologies that promote health and stimulate the development of adaptive properties of the body include: compliance with sanitary and hygienic requirements regulated by SanPiNs; personal and public hygiene (cleanliness of the body, cleanliness of places of activity, air, etc.); ventilation and wet cleaning of premises; compliance with the general daily routine, physical activity, diet and sleep patterns; instilling in children basic skills in washing hands, using a handkerchief when sneezing and coughing, etc.; teaching children basic healthy lifestyle techniques (HLS), basic first aid skills for cuts, abrasions, burns, bites; organizing the procedure for vaccinations to prevent infections; limiting the maximum level of physical and intellectual activity to avoid overwork.

One of the main requirements for the use of the above tools is their systematic and comprehensive use in the form of classes using preventive techniques; using functional music; audio accompaniment of classes, alternating classes with high and low physical activity; in the form of rehabilitation measures; through mass recreational events, sports and recreational holidays, themed health holidays; going out into nature, excursions, through health-developing technologies of the learning and development process in working with families in order to promote a healthy lifestyle in the system of organizational, theoretical and practical classes in parent lectures, in working with the teaching staff as training of the teaching staff in an innovative educational institution.

Thus, to preserve the health of preschool children in the educational process, it is necessary to implement the principles, forms and methods of health-preserving training and education.

The full version of working with applications is available.

Card index of health-saving technologies

There are many effective varieties of modern health-saving technologies that should be in the kindergarten teacher’s file cabinet.

Physical education minutes

One of the simplest and most common types of health-saving technologies in preschool educational institutions is physical education minutes. They are also called dynamic pauses. These are short-term breaks in intellectual or practical activity, during which children perform simple physical exercises.

The purpose of such physical education minutes is to:

• changing the type of activity;
• preventing fatigue;
• relieving muscle, nervous and brain tension;
• activation of blood circulation;
• activation of thinking;
• increasing children's interest in the course of the lesson;
• creating a positive emotional background.

Carrying out dynamic pauses has some peculiarities. They are designed to be performed in limited space (near a desk or table, in the center of the room, etc.). Most physical education sessions are accompanied by a poetic text or performed to music.

Such dynamic pauses last 1-2 minutes. All children are involved in physical education activities. This does not require sportswear or equipment. The time for the exercise is chosen arbitrarily depending on the degree of fatigue of the children. A physical education session may include individual elements of other health-saving technologies.

Breathing exercises

A study of the work experience of many preschool teachers shows that breathing exercises are among the most popular types of health-saving technologies in preschool educational institutions. It is a system of breathing exercises that are part of a complex of correctional work to strengthen the general health of the child.

Using breathing exercises helps:

• improve the functioning of internal organs;
• activate cerebral circulation, increase oxygen saturation of the body;
• train the breathing apparatus;
• prevent respiratory diseases;
• increase the body's defense mechanisms;
• restore peace of mind, calm down;
• develop speech breathing.

During breathing exercises, the following rules must be observed. It is recommended to carry it out in a well-ventilated room and before eating. Such exercises should be daily and last 3-6 minutes. To perform breathing exercises, you do not need any special clothing, but you need to make sure that it does not restrict the child’s movements.

During the exercises, you need to pay special attention to the nature of your inhalations and exhalations. Children should be taught to inhale through the nose (inhalations should be short and light) and exhale through the mouth (exhalation should be long). Breathing exercises also include breath-holding exercises. It is important that children do not tense their body muscles or move their shoulders when performing exercises to develop speech breathing.

Finger gymnastics

Finger gymnastics is a type of health-saving technology that is used not only to develop fine motor skills of the hands (which is important for preparing a child for drawing, modeling and writing), but also to solve problems with speech development in children. In addition, such gymnastics promotes the development of:

• tactile sensations;
• coordination of movements of fingers and hands;
• creative abilities of preschool children.

Finger gymnastics is carried out in the form of staging poetic texts using the fingers. This is almost the first type of gymnastics that can be performed with children. During finger gymnastics, children make active and passive movements with their fingers. The following types of exercises are used:

• massage;
• actions with objects or materials;
• finger games.

It is recommended to do finger exercises daily. During its implementation, you need to ensure that the load on both hands is the same. In addition, it is necessary to remember that each session of finger gymnastics should end with relaxation exercises. Such classes can be carried out collectively, in groups or individually with each child.

Gymnastics for the eyes

Also, health-saving technologies in preschool educational institutions include eye gymnastics. It involves conducting a system of exercises aimed at correcting and preventing visual impairment. Eye exercises are necessary for:

• relieve tension;
• fatigue prevention;
• eye muscle training;
• strengthening the ocular apparatus.

To perform such gymnastics, 2-4 minutes are enough. The main rule of this gymnastics is that only the eyes should move, and the head remains motionless (except for cases where head tilts are provided). All exercises must be done standing.

Usually the teacher shows a sample of each action, and the children repeat after him. Often such gymnastics has poetic accompaniment. It may include exercises with objects, special tables or ICT.

Psycho-gymnastics

Psycho-gymnastics refers to innovative health-saving technologies that are used in kindergarten to develop the emotional sphere of the child and strengthen his mental health. The purpose of psychogymnastics is the following:

• conducting psychophysical relaxation;
• development of cognitive mental processes;
• normalization of the condition in children with neuroses or neuropsychic disorders;
• correction of deviations in behavior or character.

Psychogysnastics is a course of 20 special classes, which are conducted in a playful way. They are organized twice a week and last from 25 to 90 minutes. Each lesson consists of four stages that involve acting out:

• sketches using facial expressions and pantomime;
• sketches to depict emotions or character traits;
• sketches with a psychotherapeutic orientation.

The session ends with psychomuscular training. During the lesson, there is a “minute of mischief”, when children can perform any actions they want.

Rhythmoplasty

Rhythmoplasty is an innovative method of working with children, which is based on them performing special plastic movements that have a healing nature to the music. The purpose of rhythmoplasty:

• replenishment of “motor deficit”;
• development of the motor sphere of children;
• strengthening the muscle corset;
• improvement of cognitive processes;
• formation of aesthetic concepts.

Rhythmoplasty is organized in the form of special music classes. Physical exercises should be performed at a slow pace with a wide amplitude. These classes should be done twice a week for 30 minutes each. It is recommended to do rhythmoplasty no earlier than half an hour after eating.

Play therapy

The Federal State Educational Standard states that the leading activity for preschoolers is play. Therefore, play therapy should be a mandatory type of health-saving technologies in preschool educational institutions. This technology involves involving children in participating in a variety of games, during which they will have the opportunity to:

• show emotions, experiences, imagination;
• express yourself;
• relieve psycho-emotional stress;
• get rid of fears;
• become more confident in yourself.

Play therapy is considered an excellent tool for combating childhood neuroses.

Aromatherapy

Aromatherapy involves using special items containing essential oils in the room where children are. It can be called a passive method of influencing the health of preschool children, since the children themselves do not have to perform any actions. They can engage in any type of activity and at the same time inhale aromatic vapors. This is how it happens:

• improving the well-being and mood of children;
• prevention of colds;
• solving sleep problems.

Essential oils can be applied to figurines made of clay or untreated wood (the dose of the aromatic substance should be minimal). It is also recommended to make special aromatic pillows with your parents, filling them with dried herbs, or individual aroma medallions.

In addition to the described health-saving technologies, other types of technologies can be used in preschool educational institutions:

• herbal medicine;
• color therapy;
• music therapy;
• vitamin therapy;
• physiotherapy;
• heliotherapy;
• sand therapy.

The essence of such technologies is clear based on their names. The ultimate goal of using health-saving technologies in kindergarten according to the Federal State Educational Standard is to preserve and strengthen the health of children, which serves as a prerequisite for increasing the effectiveness of the educational process. Only a healthy child can become a good student and a successful person.

Innovative approaches to health conservation in preschool educational institutions

Innovative project: “Innovative approaches to health conservation and health enrichment of children and adults in the educational space of a preschool educational organization”

An innovative educational project was developed as part of the implementation of the Development Program of the municipal budgetary preschool educational institution “Kindergarten No. 10” in the city of Zima, Irkutsk region.
Developers of the innovative project: Team of authors - head of MBDOU "Kindergarten No. 10" E.Yu. Komarova; Deputy Head for Educational and Methodological Work O.N. Kara; teacher - speech therapist E.M. Malyuchenko Relevance of an innovative project in the system of regional and municipal education. The health of the nation is one of the most pressing problems of modern society. The problem of optimizing the health and physical development of children in preschool educational institutions in modern socio-economic conditions of social development is such that a serious issue is the unsatisfactory state of health and physical development of a significant part of preschool children. Children's health indicators require effective measures to improve their health; many children need special technologies for physical development, which must take into account the entire complex of somatic, physical and intellectual problems. Preschool age is decisive in the formation of the foundation of physical and mental health. After all, it is up to the age of seven that intensive development of organs and the formation of functional systems of the body occurs, the main personality traits are laid, and character is formed. It is well known that health is determined by numerous internal and external factors and is characterized as a state of the body in which the absence of disease is combined with the physical, mental and social well-being of a person. As evidenced by most scientific studies, environmental factors are of primary importance in shaping a child’s health. Therefore, it is so important to create all the necessary sanitary-hygienic and psychological-pedagogical conditions in preschool educational institutions, because only a healthy child can successfully assimilate everything that is taught to him, cope with the demands placed on him, be active, efficient, and develop normally. This obliges preschool institutions to consider strengthening the health of children and preventing possible deviations in their development as a priority in their work. In the Federal Law “On Education,” one of the formulated principles of state policy in the field of education assumes “the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual.” The process of developing children's health is a difficult process, consisting of a huge number of parts and links. It intersects medical, psychological, pedagogical and social aspects. Pedagogical assistance in ensuring parity of education and health of children in the educational process involves identifying external and internal reserves for the health of preschoolers, creating conditions for the implementation of these reserves in the process of children acquiring the level of education. In recent years, research has been quite active on the problem of preserving the health of children. Particular attention is paid to this issue in the scientific works of doctors: physiologists and hygienists L.P. Bannikova, N.N. Danilova, A.A. Minha, N.I. Obreimova, L.E. Panina, R.S. Tulinskaya. N.A. Fomina. An important role is played by the research of scientists in the field of valeology I.I. Brekhman, G.K. Zaitseva, V.V. Kolbanova, M.G. Kolesnikova, T.V. Kruzhilina, N.I. Kuindzhi, T.F. Orekhovoy. L.G. Tatarnikova, as well as research on the development of health-saving technologies in education (B.B. Egorov, Yu.F. Zmanovsky, V.T. Kudryavtsev, T.A. Tarasova, L.S. Vlasova, etc.). In this regard, we can say that education has been presented with the largest social order, aimed at finding ways to preserve the Russian ethnic group, its health, its labor, reproductive, valeological sufficiency and, as a consequence, promoting health problems among the priority tasks of preschool education. Therefore, a preschool institution faces the question of improving work on implementing the principle of health-saving educational activities in the process of designing the content of preschool education. The implementation of the principles of health conservation in the organization of educational activities with preschool children raises the need to revise the content component of educational programs of preschool educational institutions. In order to meet the developmental needs of preschool children based on taking into account their potential capabilities and characteristics, there is a need to develop variability in the content of OOP CE, AOOP CE (in terms of the program formed by participants in educational relations). At the preschool level, it is necessary to work on systematically updating the content of education based on monitoring the developmental characteristics of children's audiences and parents' demand for educational services. Updating the content component of the program, based on the principle of individualization, leads to the emergence of systemic changes in the organizational aspects of activity (changes in the spatial subject-development environment, development of material and technical equipment and methodological support). Thus, it has become necessary to study modern innovative methods for strengthening and preserving children's health, and to specifically build a correctional and educational process that promotes the integration of children with disabilities. There is a need to increase competence in matters of physical development and health of children, including those with disabilities, to improve and update the developmental subject-spatial environment. Characteristics of an innovative project Structural components of an innovative project Regulatory and legal support for an innovative project - The legal documents for the development of an innovative project are the following documents at the federal, regional and municipal levels: The Constitution of the Russian Federation; National Doctrine of Education of the Russian Federation until 2025 (approved by Decree of the Government of the Russian Federation of October 4, 2000 No. 751); The concept of long-term socio-economic development of the Russian Federation for the period until 2020 (approved by Decree of the Government of the Russian Federation of February 17, 2008 No. 1662-r); State program of the Russian Federation “Development of Education” for 2013-2020 (approved by Order of the Government of the Russian Federation dated May 15, 2013 No. 792-r); Federal Target Program for the Development of Education for 2016-2020 (approved by Decree of the Government of the Russian Federation of May 23, 2015 No. 497); Law of the Russian Federation “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ; State program “Accessible Environment” for 2011 – 2021; Professional standard Teacher (teacher, educator), approved by Decree of the Government of the Russian Federation of October 18, 2013 No. 544n; The concept of socio-economic development of the Ziminsk city municipality until 2020 (approved by the decision of the Duma of ZGMO dated January 27, 2011 No. 155); Municipal program of the Ziminsk city municipality “Development of Education” for 2016-2018 (approved by the Decree of the ZGMO administration dated August 28, 2015 No. 1566). Characteristics of the focus of an innovative project - An innovative project has an integrated focus: educational, educational and developmental. The educational focus of the project is reflected in the improvement of the content of the educational program for preschool education (the main educational program of preschool education). The educational focus of the project is reflected in the improvement and development of the health-preserving educational environment of preschool educational institutions, the creation of conditions for the transformation of health-preserving values ​​in the tradition of family education. The developmental focus of the project is focused on creating conditions at preschool educational institutions for the development of additional education for children through physical education and children's sports.

Characteristics of the basic concepts used in the innovation project -

As part of the innovation project, we proceed from the following definitions of concepts. Health – we consider it as a complex category, characterized by experiencing a state of physical, mental, social and moral well-being (in the WHO interpretation). The main components of health: 1. physical – the level of growth and development of organs and systems of the body; 2. mental – state of the mental sphere, mental comfort; 3. social – adaptation to the social environment, socialization of the individual taking into account age; 4. moral – a complex of characteristics of the motivational and need-informative spheres of life. Health-saving technologies - we consider them as a system of measures that include the interrelation and interaction of all factors of the educational environment aimed at preserving the health of the child at all stages of his learning and development. Health-saving educational technologies are a set of forms and methods for organizing the education of children without compromising their health, as a qualitative characteristic of any educational technology based on the criterion of its impact on the health of the child and the teacher (in the interpretation of N.K. Smirnov). Socialization is a two-way process, which includes, on the one hand, the individual’s assimilation of social experience by entering the social environment, a system of social connections; on the other hand, the process of active reproduction by an individual of a system of social connections due to his active activity, active inclusion in the social environment / G.M. Andreeva/. Adaptation to society is a person’s entry into the social environment and his adaptation to cultural, psychological and social factors. The most important microsociety, besides the family, is a preschool educational institution, which includes various spheres of children’s activities: communication in a children’s group, educational, play, motor, and labor spheres. The development of children in preschool settings occurs through the integration of the activities of preschool specialists and external educational structures through the organization of additional services.

Conceptual foundations of an innovation project

• recognition of the intrinsic value of childhood as an important stage in the life of a growing person, conceptual ideas about the interdependence of the processes of formation of children's health and ensuring their successful socialization and adaptation to society / V.P. Lebedev, V.A. Orlov, V.A. Yasvin, G.M. Andreeva/; • reliance on comprehensive humanities and natural sciences studies of child mental development and mental health in the context of cause and effect /I. Dubrovina/, definition of health as an educational product / V.A. Orlov, V.I. Panov/; • taking into account humanistic ideas /A. Maslow / on mental health as a pursuit of humanistic values; • reliance on the psychophysiological foundations of organizing educational activities, introduction of the principles of psychodidactics / V.I. Panova, E.D. Dzyatkovskaya, A.V. Simenovich, Yu.V. Mikaze/.

Relevance of the implementation of an innovative project at the preschool level According to monitoring of somatic health, physical development and physical fitness of preschool students. According to the results of a medical examination of pupils, health group I predominates, both in girls and boys. Girls 74%, boys 61%. With health group II there are 26% girls, 37% boys, there is one child with health group III 2%. When assessing physical development, it can be noted that in general, girls and boys have an average-normal level of development. Girls with an average-normal level of physical development make up 73%; a high level of physical development is represented in 16% of girls. Boys with an average-normal level of physical development account for 77%; a high level of physical development was found in 17% of boys. The level of physical fitness of children (according to diagnostic data of preschool educational institution graduates) ranges from 75-80% based on average indicators over 3 years. According to monitoring of psychological maturity, indicators of adaptation and socialization of preschool children. According to the data of a psychological and pedagogical examination, the following dynamics are observed in the dynamics from younger, middle and older ages. In early preschool age, during the period of children’s adaptation to kindergarten, normative indicators of psychological maturity are no more than 35%. These children demonstrate the difficulties of the formed group of children, the difficulties of entering into a social community with peers. In middle age, the indicator of psychological maturity increases by 10-15%. The main difficulties of children are manifested in immaturity of speech activity and a decrease in indicators of emotional intelligence. In older preschool age, the greatest progress in the development of the child is observed. Children showing indicators of psychological immaturity, difficulties in adaptation and socialization range from 5 to 15%. Most of the difficulties of these children are associated with immaturity of cognitive processes. According to monitoring data on the formation of the health-preserving position of teaching staff of preschool educational institutions. Indicators of the formation of the health-preserving position of teaching staff are characterized by a stable interest in the problem of preserving and strengthening the health of children as an educational result. At the same time, as the main difficulties, teaching staff note the problem of choosing effective methods and techniques that ensure the implementation of health-saving technologies at the preschool level. According to monitoring data on the development of the health-saving position of parents of preschoolers: Parents of preschoolers note the value of their own children’s health as the highest. At the same time, 70% of parents have not developed health-preserving competence, which is reflected in the paucity of knowledge of the rules for preserving and strengthening the health of children, poor orientation of the normative indicators of the psychophysiological development of children, and the lack of skills and experience in organizing a health-preserving space in the context of family education.

Contents of the innovation project

The educational project provides for the implementation of a series of interrelated educational, educational and developmental activities. A system of measures to implement the principle of health-saving educational activities in the process of designing the content of preschool education. In the context of this direction, the work of the teaching staff is envisaged to improve the content and system for assessing the quality of implementation of educational educational programs and educational institutions in the part formed by participants in educational relations from the position of strengthening the health-preserving and health-forming position. The development and implementation of a partial educational module “Healthy Children” is envisaged. As part of the development of this educational module, preschool children will be given the opportunity to master basic skills of self-regulation of functional states (fear, anxiety, decreased performance), skills in maintaining a healthy lifestyle and safe behavior in kindergarten and at home. For children with disabilities, as part of the implementation of AOOP preschool education, the introduction of a partial module “Rhythmoplasty” is provided. Introduction of health-saving technologies into the educational process with preschool children: 1) technologies for preserving and stimulating health: stretching, rhythmoplasty, dynamic pauses, outdoor and sports games, relaxation, aesthetic technologies, finger gymnastics, eye gymnastics, breathing gymnastics, invigorating gymnastics, corrective gymnastics, orthopedic gymnastics; 2) technologies for teaching a healthy lifestyle: physical education, problem-based games (game training and game therapy), communicative games, classes from the “Health” series, self-massage, acupressure self-massage, biofeedback (BF); 3) correctional technologies: art therapy, musical influence technologies, fairy tale therapy, color influence technologies, behavior correction technologies, psycho-gymnastics, phonetic and speech therapy rhythms. The system of educational activities is focused on the formation of health-preserving competence among all participants in educational relations. Working with children provides for the development and implementation of health-saving daily routines based on individual and group diagnostics of functional capabilities and performance indicators. Creation of PPRS of various functional orientations (relaxation zones, active activity zones, work zones, play spaces for various physical activities). In working with teaching staff, the implementation of the “School of Teacher Health” program. The goal is to form a conscious attitude towards the value of one’s health and the value of children’s health. Formation of skills and experience in maintaining and promoting health through accessible means. In working with parents of pupils, the implementation of the “Healthy Child in the Family” program on the basis of preschool educational institutions. The goal is to form a conscious attitude towards the value of one’s health and, as a consequence, ensuring the value of the health of one’s children. Formation of skills and experience in maintaining and promoting health through accessible means. A system of developmental activities. Creating conditions for the implementation of additional education programs for children through physical education and children's sports. Seasonal additional education programs: winter sports (elements of winter sports - snowboarding, skiing, figure skating, hockey, luge), summer sports (elements of summer sports - football, handball, athletics, cycling, tennis ).

Expected results of the innovative project 1) positive dynamics of health indicators of preschool children, a decrease in morbidity, an increase in indicators of adaptation and socialization of students in accordance with age characteristics; 2) development of variability in the content, forms, methods, means, technologies for organizing the educational activities of preschool children (the presence of variable educational models of health-saving orientation within the framework of basic general preschool education, additional education programs for different categories of children, intensification of basic education, introduction of variable health-saving technologies with taking into account the psychophysiological capabilities of children); 2) increasing the number of children (including children with disabilities) included in the development of additional education programs of various types, taking into account the needs, interests and capabilities of children; 3) improving the quality of children’s readiness for school (including children with disabilities); 4) development of network forms for the implementation of educational programs, with the involvement of educational, public organizations, cultural and sports organizations, healthcare, representatives of various business areas; 5) increasing the level of professional competence and professional qualifications of teaching staff; 6) increasing the number of teachers involved in the implementation of innovative activities of preschool educational institutions, including participation in professional competitions, generalization of experience in teaching activities; 7) satisfaction of participants in educational relations with the quality of preschool education; compliance of the professional activities of teaching staff with the requirements of the professional standard. 9) increasing the level of health-preserving competence of parents in matters of upbringing and development of children

MAGAZINE Preschooler.RF

We invite your attention to use the work plan of the creative group to form the foundations of a healthy lifestyle for students.

Head of the creative team:

• Kolegova E.M., physical education instructor

The following teachers worked as part of the creative group:

• Vasilenkova A.A.., PE instructor
• Lopatina E.N., teacher - psychologist
• Sorokina T.V., teacher,
• Kandaurova Yu.N., teacher
• Novikova G.A., teacher
• Shabaeva L.V., teacher
• Khizhnyak Z.F., teacher
• Islamova R.A., teacher

To implement the annual task of the Institution to improve cooperation between kindergarten and family in solving problems of preserving and strengthening the health of pupils, their physical development, and introducing a healthy lifestyle to the creative group, the following directions have been determined:

• increasing the professional competence of teachers to improve the organization of motor activity in the educational process
• formation of high physical fitness of pupils through physical activity
• use of active forms of cooperation with parents (legal representatives) of pupils
• interactive interaction with parents using the section “Towards a healthy family through kindergarten” on the official website of the Institution

In order to increase the professional competence of teachers to improve the organization of motor activity in the educational process, the following activities were carried out:

Seminar-workshop “Children's initiative in motor activity” (November). We introduced teachers to the levels and indicators of manifestation of initiative in motor activity, and to the teacher’s task at each level of manifestation of initiative. Teachers were recommended to assess the situation as a whole for their group and, based on this, create conditions for the manifestation of children's initiative in physical activity. Also at the seminar, a physical education instructor introduced teachers to diagram maps, their use for the development and improvement of motor skills and abilities, as well as the manifestation of children's initiative in independent activities.

At the pedagogical council (January), together with teachers, using the example of junior, middle and senior preschool age, video material was provided on the manifestation of children's initiative in motor activity and the role of the teacher. Also, within the framework of the pedagogical council, teachers presented the work experience “Educational health path - an alternative to walking in kindergarten . This experience is aimed at improving the health of pupils, increasing the level of motor activity, and joint cognitive and research activities of children and adults.

Consultations were also held for teachers:

“A new format for health-improving work with children - geocaching . This technology allows you to organize and diversify health work with children. This is an innovative technology that will solve the problems of several educational areas at once: physical, cognitive, speech, social and communicative development. The consultation helped teachers in the further organization of summer recreational work.

“Advice from a teacher-psychologist: “How can a teacher communicate with a child who is a provocateur” (rep. E.N. Lopatina).

The following activities contributed to the formation of high physical fitness of pupils through physical activity:

In November, the kindergarten organized a traditional “Health Week” , every day the following events were held in all age groups: sports festival “Health Day” , “An exciting journey to the land of Health” (senior groups), Quest - game “Health is Great” ( preparatory groups), “Day of outdoor games” (junior and middle groups), intellectual game “What? Where? When?" on the topic: Experts for a healthy lifestyle (preparatory groups).

The Small Winter Olympic Games were successfully held in January. Each day of the week of the Olympic Games was dedicated to a specific sport, and pupils of the middle, senior and preparatory groups took part.

In February, an entertainment dedicated to February 23 “Heroic Battles” , with the aim of instilling a sense of patriotism and instilling in children pride in the glorious defenders of the Fatherland.

A lot of work has been done to prepare children with a high level of physical development for gubernatorial competitions. “GPE” (general physical training) club throughout the year Based on the monitoring results, it can be noted that physical qualities have doubled; two students of Andreeva Sofya and Derezenko Leonid are registered to take the GTO .

Also, children with increased physical abilities took part in the city race “Little Sprint” , where they were awarded medals for prizes, and the “Autumn Marathon” between kindergartens, where the pupils took 1st place. the Russian Ski Track was also organized .

Active forms of cooperation were used in working with parents (legal representatives) of pupils throughout the year.

For parents and children of primary preschool age, the parent club “Healthy Baby” , which is aimed at pedagogical education of parents in matters of children's health. 3 meetings were held within the parent club.

At the first meeting of the parents’ club on the topic “The role of outdoor games in children’s health,” a master class was held on organizing outdoor games aimed at improving and strengthening the health of children. Parents are offered a card index of outdoor games for use at home. The second meeting was held remotely, and a master class “Making non-traditional equipment for physical education at home” . The final meeting took place in the form of a consultation on the topic “Joint water games in the summer.

An effective, successful form of interaction with the families of pupils was the competition “Family of the Year” , which was held with the aim of developing the need in children and adults for a healthy lifestyle, in joint physical education and sports.

Also this year, interactive interaction with parents was implemented using the section “Towards a healthy family through kindergarten” on the official website of the Institution.

Parents receive timely and full information about the physical education and health work carried out in the preschool institution, its results and ways of improvement, recommendations on physical development and the organization of physical exercises for children in the family. Most parents are willing to actively participate in the physical development of their children, and the information on the site helps improve their physical literacy.

The work done by the creative group contributed to improving cooperation between the kindergarten and the family in solving problems of preserving and strengthening the health of pupils, their physical development, and introduction to a healthy lifestyle.

Head of the creative team: E.M. Kolegova

Using health-preserving project activities in working with preschool children

 Using health-saving project activities in work with children helps children learn and learn to understand the importance of health for human life.

Key words: project activities, health-saving technologies, educational process, preschoolers

The natural desire of every person is to be healthy. The World Health Organization defines the term “health” as a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity. In order for life in the future to be filled with bright colors, and each new day to bring joy, it is necessary to perceive the surrounding reality positively and optimistically. But everyone knows that it is not that simple. This must be learned, or rather, the habit of a healthy lifestyle must be established at the stage of preschool childhood. And the health-saving technologies used in preschool educational institutions will help with this.

Health-saving technologies are one of the types of innovative technologies aimed at preserving, maintaining and improving the health of all participants in the educational process in preschool educational institutions. First of all, it is necessary to develop in preschoolers the ability to independently take care of their health, that is, to lay the foundations of valeology culture. And also organize the educational process in such a way that it does not negatively affect the health of children, teachers and parents.

The group systematically carries out a set of physical education and health activities that are aimed at strengthening the health of children and their physical development. We will definitely organize various types of gymnastics - breathing, eye, finger and articulation.

The Federal State Educational Standard for Preschool Education confronts preschool educational institutions with solving a completely different problem. Conducting classes on health-preserving activities is no longer enough. It is necessary to harmoniously combine all educational areas into a single integrative process of interaction between an adult and a preschooler for an absolute perception of the world around them. The result of such a process will be the child’s ideas about human health as a value. What will be a necessary prerequisite for active participation in the labor and social life of society, in all types of human activity.

The project method is considered to be a pedagogical technology of the 21st century, although it is not fundamentally new in pedagogical practice. At preschool age, a child is unable to find contradictions in his surroundings or identify a goal and a problem. Therefore, project activities in preschool educational institutions are in the nature of cooperation. Such joint activities involve not only children and teachers, but also the parents of the students, who can fully experience a sense of ownership and satisfaction from their successes and the successes of the child.

Now I would like to share the experience of implementing health conservation projects in our group. In the younger group, it was a long-term project “Strong Kids”. Work on the project was carried out in accordance with the set goal in compliance with the principles of implementation. Mandatory consideration of age characteristics, repeated repetition of learned norms and rules, many surprise moments. We tried to select the most effective means of improving the health of children of primary preschool age, using traditional and non-traditional methods of work.

We implemented a medium-term project with children from the middle group: “Country of Health.” Our goal was to develop the motor activity of children through elements of physical education to preserve and strengthen physical health. And for this it is necessary to enrich knowledge and skills on hygienic culture, about healthy and unhealthy food products, about the impact of hardening on the human body, etc. But first of all, children need to develop the ability to take responsibility for their health. And we really wanted there to be a consolidation of children and parents, parents and teachers in the process of active cooperation.

Let's consider the main stages of the project. At the initial stage, we identified the problem, decided on the goal and objectives, collected the necessary information, conducted a survey of parents, and selected the necessary materials and equipment. As part of the preparation of thematic materials, fiction on the topic of the project, various audio and video materials were selected. For example, the children really enjoyed watching cartoons about Smeshariki from the ABC of Health series. In each episode, your favorite characters tell children in an accessible way about the need to do exercises, what basic hygiene is, and that being healthy is great! In the poem “Doctor” Olesya Emelyanova gives the idea that taking the temperature and setting a thermometer does not hurt. And all children like the wonderful work “Doctor Vasya” by Mikhail Pridvorov. The tiger is sick and doesn’t want to play or eat. Everyone feels sorry for the unfortunate tiger cub who doesn’t want to play or eat because he has a cold and is sick. And only the bravest doctor Vasya is not afraid to enter the cage and help the patient.

Next came the stage of direct implementation of the project. According to the developed plan, planned events were carried out daily. For example, conversations: “My friend is a toothbrush”, “Cleanliness is the key to health”, “Doctors are different”, “Malasha porridge”, “Miracle vitamins”, “Dairy country”, etc.

The final product was a joint production with parents of non-traditional sports equipment from waste material. The physical development center was replenished with hand-made dumbbells, ring throwers, massage paths, walkers, cross-country skis, etc. At the final stage, the effectiveness was assessed and the results achieved were analyzed. It turned out that the incidence of children’s illnesses has decreased, parents’ interest in raising a healthy child has increased, and the health-preserving environment has been enriched, ensuring a comfortable stay for the child in a preschool educational institution. The implementation of this project demonstrated the relevance of regular work in this area.

A healthy lifestyle, based on sufficient physical activity, proper planning and adherence to a daily routine, and basic knowledge about the body, plays a great role in improving and maintaining health. And we must form this knowledge and concepts in children already at preschool age. We have indeed seen that the use of the project method contributes to the practical application of health knowledge.

Literature:

1. Anokhina I.A. Introducing preschool children to a healthy lifestyle: methodological recommendations. - Ulyanovsk: UIPKPRO, 2007.-80p.
2. Averina I.E. Physical education minutes and dynamic pauses in preschool educational institutions.-M: Iris-Press, 2006.-136p.
3. Anokhina I.A. Model of developing a culture of health among preschoolers in preschool educational institutions: methodological recommendations. - Ulyanovsk: UIPKPRO, 2008.-44p.
4. Gavryuchina L.V. Health-saving technologies in preschool educational institutions: a methodological manual. - M.: TC Sfera, 2008. - 160 p.
5. Kharchenko T. E. “Invigorating gymnastics for preschoolers” Publisher: St. Petersburg Childhood - Press 2011