FORMATION OF THE FUNDAMENTALS OF A HEALTHY LIFESTYLE IN PRESCHOOL CHILDREN IN PRESENTER INDUSTRIES

“Cultivating a healthy lifestyle culture among preschool children”

author: Mukhamadeeva Liliya Ralifovna

instructor of PHYSIC MADOOU of the city of Nizhnevartovsk DS No. 38 “Domovenok”

“Cultivating a healthy lifestyle culture among preschool children”

“Cultivating a culture of healthy lifestyle in preschool children”

“... caring for health is the most important work of a teacher...

V. A. Sukhomlinsky

In preschool childhood, the foundation of a child’s health is laid, his intensive growth and development occurs, basic movements, posture, as well as the necessary skills and habits are formed. Taking care of raising a healthy child is a priority in everyone’s work

preschool institution.

Health is the totality of a person’s physical and mental qualities, which are the basis of his longevity, the implementation of creative plans, the creation of a strong friendly family, the birth and upbringing of children, and the mastery of cultural achievements. A healthy and developed child has good body resistance to harmful environmental factors and resistance to fatigue, and is socially and physically adapted. In preschool childhood, the foundation of a child’s health is laid, his intensive growth and development occurs, basic movements, posture, necessary skills and habits are formed, basic physical qualities are acquired, and character traits are developed.

When a person is healthy, everything works out. Everyone needs health - both children and adults. But you need to be able to take care of your health. If you don't take care of your health, you can lose it. Our task: to teach not only to maintain the health of a preschooler, but also to strengthen it.

Preschool childhood is a very short period in a person’s life.

Forming healthy lifestyle habits is one of the key goals in the preschool education system. And this is understandable - only a healthy child can develop harmoniously. Preschool age is decisive in the formation of the foundation of physical and mental health. Until the age of seven, a child goes through a huge developmental path that is not repeated throughout his subsequent life. It is during this period that intensive development of organs and the formation of functional systems of the body take place, the main personality traits are laid, character and attitude towards oneself and others are formed.

That is why, from an early age, it is necessary to involve a child in taking care of his health, to instill in him interest and activity in self-development and self-preservation.

Teachers of preschool institutions need to work in this direction only together with the family, since the important subject of the initial link of the system is the family. It creates conditions for the primary orientation of children in organizing a healthy lifestyle. The family urgently needs the help of specialists at all stages of preschool childhood. It is obvious that family and children's

The kindergarten, having its own special functions, cannot replace each other and must interact for the sake of the full development of the child. The main task of kindergarten teachers and parents in introducing a healthy lifestyle is to form a reasonable attitude towards their body, teach them to lead a healthy lifestyle from early childhood, and master the necessary sanitary and hygienic skills. Parents should support at home the principles of developing a healthy lifestyle in optimal combination with all health-saving measures carried out in kindergarten.

The habit of a healthy lifestyle is the main, basic, vital habit; it accumulates the result of using the available means of physical education for preschool children in order to solve health, educational and educational problems. Therefore, the preschool institution and the family are called upon in preschool childhood to lay the foundations of a healthy lifestyle, using various forms of work. It is in the family, in a preschool educational institution at an early stage of development that a child should be helped to understand the enduring value of health as early as possible, to realize the purpose of his life, to encourage the child to independently and actively form, maintain and increase his health.

A healthy lifestyle is not just the sum of acquired knowledge, but a lifestyle, adequate behavior in various situations. Children may find themselves in unexpected situations on the street and at home, so the main task is to develop their independence and responsibility. Everything we teach children, they must apply in real life.

Formation of cultural and hygienic skills in preschool children is one of the most pressing tasks in raising children of this age. And how well it is initially thought out, planned and organized depends on whether it will promote health, physical and mental development, as well as fostering a culture of behavior. Hygienic culture is as important for a person as the ability to speak, write, and read. Self-care gives a person a feeling of cleanliness and health. It is necessary to accustom the child to hygienic individualism: his own comb, his own bed, his own potty, his own handkerchief, his own towel, his own toothbrush. Bring children to understand that keeping their body clean is important not only to protect their personal health, but also the health of others.

In kindergarten, educators should teach students to take care of their health and the health of others, develop personal hygiene skills, give knowledge about healthy food, orient children towards a healthy lifestyle, give basic knowledge about what an infectious disease is, what needs to be done to prevent it. get infected. Ways to solve problems: classes, games - classes, visual arts, walks, hygiene procedures, hardening activities, games, sporting events, holidays, conversations, reading literature, the use of emotionally attractive forms. Training is organized not only in the classroom, but also in all routine moments when situations arise that prompt children to make a decision on this problem. Of course, parents should be the main allies in this work. WITH

During the first days of meeting them, teachers should show and tell everything that awaits their children in kindergarten, and pay special attention to issues related to children’s health. Listen to their requests regarding the child’s food, sleep, and clothing. All medical and hardening procedures must be carried out strictly with the consent of the parents.

The main thing is, first of all, to direct the work and prove that without their participation we will not be able to achieve good results, only they are the brightest example for their children.

Family and kindergarten are integral parts of education, each of which has its own special content and gives the child a certain social experience. For these purposes, it is necessary to widely use various forms of cooperation: conversations, consultations, seminars, parent meetings, joint holidays, surveys. Hold open days with demonstrations of methods and techniques for working with children, show different types of physical education activities with preschool children. Invite parents to participate in the life of the kindergarten.

Colorful visual stands in reception areas should familiarize parents with the life of the kindergarten, with the Convention on the Rights of the Child, and with the age characteristics of children. In the corners for parents it is necessary to place practical information, provide interesting facts, and give recommendations from educators and specialists. As a result of such work, the use of various forms and methods of communication with parents, the pedagogical literacy of parents should increase; to improve the culture of interpersonal interaction between children in kindergarten.

Living conditions, the moral and emotional atmosphere in which a child lives, depend entirely on adults, and they, undoubtedly, are responsible for the happiness and health of children.

In accordance with the Law “On Education”, children’s health is one of the priority areas of state policy in the field of education. The issue of strengthening and maintaining health is very acute today. Doctors note a trend towards an increase in the number of preschool children with various functional abnormalities and chronic diseases.

Therefore, every teacher faces questions: how to organize the activities of preschoolers in the classroom in order to give each child the optimal load, taking into account his preparedness and health group? How to develop interest in physical education and the need for a healthy lifestyle?

Therefore, a problem arises that is relevant both for pedagogical science and for practice: how to effectively organize the educational process without harming the health of preschoolers? It is possible to answer this if we approach the organization of education and training from the perspective of the three principles of valeology: preservation, strengthening and formation of health.

Health-saving technologies in preschool education are technologies aimed at solving the priority task of modern preschool education - the task of preserving, maintaining and enriching the health of children, teachers and parents.

Modern health-saving technologies used in the preschool education system reflect two lines of health-improving and developmental work:

Introducing children to physical education

The use of developmental forms of health-improving work. Technologies for preserving and promoting health:

Stretching - no earlier than 30 minutes. after meals, 2 times a week for 30 minutes. from middle age, in a physical education or music hall, or in a group room, in a well-ventilated room, special exercises to music. Recommended for children with sluggish posture and flat feet.

Dynamic pauses – during classes, 2-5 minutes, as children get tired. Recommended for all children as a preventive measure against fatigue. May include elements of eye exercises, breathing exercises and others, depending on the type of activity.

Outdoor and sports games - as part of a physical education lesson, on a walk, in a group room - low, medium and high degrees of mobility Daily for all age groups. Games are selected according to the age of the child, the place and time of the game. In kindergarten we use only elements of sports games.

Relaxation - in any suitable room, depending on the condition of the children and goals, the teacher determines the intensity of the technology. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov, sounds of nature. A special relaxation room has been created in our kindergarten.

Finger gymnastics – from a young age, individually or with a subgroup daily. Recommended for all children, especially those with speech problems. Conducted at any convenient time (at any convenient time).

Gymnastics for the eyes – daily for 3-5 minutes. at any free time depending on the intensity of visual load from a young age. It is recommended to use visual material and demonstration by the teacher.

Breathing exercises – in various forms of physical education and health work. Ensure the room is ventilated and the teacher give children instructions on mandatory nasal hygiene before the procedure.

Corrective gymnastics - in various forms of physical education and health work. The form of implementation depends on the task and the number of children.

Orthopedic gymnastics – in various forms of physical education and recreational work. Recommended for children with flat feet and as a prevention of diseases of the supporting arch of the foot/

Technologies for teaching healthy lifestyles

Physical education – 2-3 times a week in a sports hall or music hall. Before class, it is necessary to ventilate the room well.

Morning exercises are one of the most important components of the motor regime; its organization should be aimed at raising the emotional and muscle tone of children.

Healthy running in the air. Healthy running in the air at a medium pace is the most important means of developing general endurance in preschoolers. It is advisable to carry out health jogging with children of senior preschool age 2 times a week on days when there are no physical education classes, during a morning walk. When conducting recreational running, an individually differentiated approach to children should be carried out. Children 5-6 years old with a high and average level of DA are asked to run two laps (500m, and children with a low level of DA are asked to run one lap. Children 6-7 years old with a high and average level of DA run 3-4 laps, and those who are sedentary - 2 laps .

First, do a short warm-up for all muscle groups. At the very beginning, the children run in a “flock”. The teacher runs with them for the first one or two laps, monitoring their well-being. Tired children are asked to leave the race, while others, on the contrary, are encouraged and allowed to show their endurance. The teacher is sometimes in front, sometimes behind, sometimes to the side. Gradually, the children stretch out in a column and run at a uniform pace. Hardy children are encouraged to run one or two more laps on their own. At the same time, the teacher monitors the well-being of the children. Healthy running ends with walking and performing breathing exercises and relaxation exercises.

Exercising after a nap. Gymnastics after a nap in combination with contrasting air baths helps improve children’s mood, improve muscle tone, and also helps prevent posture and foot problems. This gymnastics should be carried out with open transoms for 7-15 minutes. It is advisable to use various gymnastics options throughout the year:

• warming up in bed;
• self-massage;
• gymnastics of a game nature;
• using exercise equipment or a sports complex;
• jogging along massage paths.

Problem-based games (game training and game therapy) - in your free time, possibly in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the child, by including the teacher in the process of play activity.

Communication games – 1-2 times a week for 30 minutes. from an older age. Classes are structured according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc.

Corrective technologies

Technologies of musical influence – in various forms of physical education and health activities; or separate classes 2-4 times a month, depending on your goals. Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc.

Fairytale therapy – 2-4 lessons per month, 30 minutes each. from an older age. Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children, and the rest of the children repeat the necessary movements after the storytellers.

Color influence technologies – Correctly selected interior colors in our group relieve tension and increase the child’s emotional state.

Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle. To make children want to study, it is important to interest the child from the first minutes. To do this, you need to first think through methodological techniques that will help solve the tasks.

The assigned tasks will be successfully solved only by using open pedagogical principles and teaching methods, namely:

The principle of accessibility and individuality involves taking into account the age characteristics and capabilities of the child. One of the main conditions for accessibility is the continuity and gradual complication of tasks - this is achieved by the correct distribution of material in the lesson. Individuality is taking into account individual characteristics. Each child has his own functional capabilities, so the material is learned differently

The principle of gradually increasing demands is to set increasingly difficult tasks for the child and complete them. To do this, it is advisable to alternate exercise with rest.

The principle of systematicity is continuity and regularity of classes. Systematic classes discipline the child, accustom him to methodical and regular work.

The principle of visualization is fundamental in teaching movement. Classes are provided with a number of methodological techniques that make the child want to study. For each task, the teacher chooses the most effective way to explain this task - these are methods such as demonstration, verbal, game, illustrative and visual.

Thus, in order to create conditions for motivation to engage in physical education, it is necessary to create such conditions so that the child develops a strong interest in engaging in physical education and sports, so that he understands the benefits of movements for his health.
“Cultivating a healthy lifestyle culture among preschool children”

Healthy lifestyle for preschool children

“I am not afraid to say again and again: taking care of health is the most important job of a teacher.
Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the cheerfulness and vigor of children.” V. Sukhomlinsky 1. Introduction. Today, in accordance with Federal state requirements, the direction “Physical Development”, including the educational areas “Health”, “Physical Culture” occupies a leading place in the educational process of preschool children. Having physical development as one of the areas of development of children in a preschool institution, the team of teachers pays special attention to this problem. Our work on physical education is developing and improving every year, introducing children to a healthy lifestyle, which is a priority direction in the educational field “Physical Education”. Society influences us, our children, but the foundation of a child’s upbringing is laid by his parents, and subsequently by teachers at school (starting with teachers who teach preschoolers). And it depends only on us whether our children will be healthy or not. Any parent wishes their child only goodness and happiness. We all want our children to remain healthy, strong and beautiful. The sooner we instill in a child the habit of doing physical education, the better his physical data, the easier it will be for the child to adapt in society in the future. It is necessary to develop in children the necessary level of dexterity, speed and strength from childhood - these indicators are the responsibility of both teachers and parents. The problem of the health of our children in modern times is very relevant; it is a concern for the future of Russia. Currently, data on the physical condition of children indicate that the health of our younger generation is far from meeting either the needs of modern society or the potential opportunities for its preservation and development. An analysis of the health status of preschool children shows that over the last decade the number of absolutely healthy children has decreased and the number of children with chronic diseases has increased. Most preschool children have standard deviations in the structure of the musculoskeletal system - poor posture, flat feet, unbalanced muscle tone, non-optimal ratio of static and dynamic movements. According to scientists, it is necessary to concentrate on the childhood period of life, since it is this period that determines the development of the potential capabilities of an adult; it lays the foundations for his successful life in the future. In childhood, a person carries out more intense and complex work on self-reflection, self-construction, self-control and self-regulation than an adult. If a child is passive in this process, then his socialization is deformed and his health is destroyed. Therefore, it is at the stage of preschool age that the priority tasks are to educate children to be motivated for health and to orient their life interests towards a healthy lifestyle. 2.Health. Everyone knows the catchphrase: “A healthy child - a healthy family - a healthy society.” In order to actively influence a child’s position in relation to his own health, it is necessary to know, first of all, that the term “health” itself is defined ambiguously. The most comprehensive definition is that given by the World Health Organization: “Health is a state of complete physical, mental and social well-being and not simply the absence of disease or infirmity.” This definition is extremely difficult to apply to the health of Russian citizens living in conditions of economic instability and social tension. Taking this into account, the definition of health formulated by Professor S. M. Grombach as a “degree of approximation” to full health, which allows a person to successfully perform social functions, more adequately meets modern conditions. Health is characterized by biological potential (hereditary capabilities), physiological reserves of vital activity, normal mental state and social opportunities for a person to realize all his inclinations (genetically determined). In recent years, one of the leading ideas has become the idea that children’s health is considered a priority value, goal, necessary condition and result of a successful pedagogical process. That is why any general educational institution should become a “healthy lifestyle school” for children, where any of their activities will have a health-pedagogical orientation and help develop their habits, and then the needs for a healthy lifestyle, the formation of skills in making independent decisions regarding the maintenance and strengthening your health. This will lead to the formation of the need to lead a healthy lifestyle, to consciously protect one’s health and the health of others, and to master the practical skills and abilities necessary for this. Thus, the formed traditions of a healthy lifestyle become the property of the nation, the state, and an integral part of people’s lives. 3.Healthy lifestyle. A healthy lifestyle (HLS) is a person’s way of life aimed at preventing diseases and promoting health. Important components of a healthy lifestyle: 1.Teaching the basics of health and proper lifestyle from early childhood (in the family and educational institutions). 2.Creating a safe environment that promotes the comprehensive development of the body and does not harm health. 3. Formation of a negative attitude towards bad habits. 4. Formation of a nutrition culture. 5. Regular physical activity, the intensity of which corresponds to age and general condition of the body. 6. A hardening system adequate to the health characteristics of each child. 7.Knowledge and observance of hygiene rules (both personal and public). Healthy lifestyle habits are vital habits; it accumulates the result of using the available means of physical education for preschool children in order to solve health, educational and educational problems. Therefore, preschool institutions and families are called upon to lay the foundations of a healthy lifestyle in childhood. And it is in the family, in a children's educational institution at an early stage of development that the child should be helped to understand the enduring value of health as early as possible, to encourage the child to independently and actively form, maintain and increase his health. At the same time, it should be taken into account that each age period is characterized by its own characteristics, which should be taken into account in the work on developing a healthy lifestyle. Children of primary preschool age understand what illness is, but they still cannot give the most basic characteristics of health. As a result, young children practically do not develop any attitude towards him. In middle preschool age, children develop an idea of ​​health as “not a disease.” But they still cannot explain what it means to “be healthy” and feel healthy. Hence the attitude towards health as something abstract. In their understanding, being healthy means not getting sick. When asked what needs to be done to avoid getting sick, many children answer that they should not catch a cold, not eat ice cream on the street, not get their feet wet, etc. From these answers it follows that in middle preschool age children begin to recognize health threats from the external environment (cold, rain, draft), as well as from their own actions (eating ice cream, getting their feet wet, etc.). In older preschool age, due to increasing personal experience, attitudes towards health change significantly. Children still correlate health with illness, but they more clearly identify threats to health both from their own actions (“you can’t eat dirty fruit,” “you can’t take food with dirty hands,” etc.) and from the external environment. With certain educational work, children correlate the concept of “health” with the implementation of hygiene rules. In older preschool age, children begin to correlate physical education with health promotion and in its definition (as do adults) they put the physical component in first place. At this age, children, although still intuitively, begin to highlight both the mental and social components of health (“everyone there was screaming and swearing so much, and I got a headache”). But, despite the existing ideas about health and ways to preserve it, in general, the attitude towards it among children of senior preschool age remains quite passive. The reasons for this attitude lie in children’s lack of necessary knowledge about ways to maintain health, as well as lack of awareness of the dangers of unhealthy human behavior for maintaining health. Unhealthy behavior in some cases brings pleasure (how nice it is to eat cold ice cream, drink a whole bottle of chilled lemonade, run through a puddle, lie in bed longer, etc.), and the long-term negative consequences of such actions seem distant and unlikely to the child. A significant part of the self-protective behavior of children of senior preschool age is determined by their ideas about health. With targeted upbringing, training, reinforcement of hygiene rules in everyday life, and appropriate motivation for physical education, children’s attitude towards their health changes significantly. Treating health as the greatest value in life (at a level that children can understand) becomes the basis for developing children’s need for a healthy lifestyle. In turn, the presence of this need helps to solve the most important psychological and social task - the child’s formation of a creator’s position in relation to his own health and the health of others. When teaching a healthy lifestyle, the following methodological techniques are used: stories and conversations of the teacher; memorizing poems; modeling of various situations; examination of illustrations, plot, subject pictures, posters; role-playing games; didactic games; training games; fun games; outdoor games; finger and breathing exercises; self-massage; physical education minutes. When carrying out work, use positive assessment, praise, and encouragement. To form preschoolers’ ideas about a healthy lifestyle, special exercises that strengthen children’s health and a physical education system are necessary. For this purpose, morning exercises are carried out daily in groups, the purpose of which is to create a cheerful, cheerful mood in children, improve health, develop dexterity, and physical strength. Morning gymnastics and special physical education classes in the gym are accompanied by music, which “has a beneficial effect on the emotional sphere of older preschoolers, promotes children’s good mood, and shapes their ideas about a healthy lifestyle.” Being indoors and outdoors in appropriate clothing, extensive washing with cool water, barefoot, sleeping, active exercise in the air - all these are moments of hardening that are actively used in the work on developing a healthy lifestyle. Outdoor games are of great importance for the formation of preschool children’s ideas about a healthy lifestyle. They are carried out in groups, in special classes, during walks and at intermediate intervals between classes. Outdoor games are necessarily included in music classes. The process of forming preschoolers’ ideas about a healthy lifestyle is closely related to instilling in them a love of cleanliness, neatness, and order. In addition to daily morning exercises, special physical education classes are conducted for preschool children. Their goal is to teach children the correct execution of movements, various exercises aimed at developing body coordination and increasing independent motor activity. Classes are held in a special hall and are accompanied by music. All classes are conducted using special methods. The development of movements and the education of motor activity of preschoolers is carried out during walks. Most preschool institutions have well-equipped areas where children spend time. Each walk can have a specific content. So, for a walk, the teacher plans a series of outdoor games, a relay race, collection of natural material for further work with it in the group, competitions, etc. The formation of preschool children’s ideas about a healthy lifestyle is closely related to the protection of their life and health. In the preschool institution, medical monitoring of children's health is constantly carried out, and preventive measures are taken to strengthen it. A special place should be given to working with parents. The family plays an important role; it, together with preschool educational institutions, is the main social structure that ensures the preservation and strengthening of children’s health, introducing them to the values ​​of a healthy lifestyle. It is known that not even the best program and methodology can guarantee a full-fledged result if its tasks are not solved together with the family, if a child-adult community (children - parents - teachers) is not created, which is characterized by assistance to each other, taking into account opportunities and the interests of everyone, their rights and responsibilities. So, the process of forming a healthy lifestyle for preschoolers is associated with the formation of habits of cleanliness and compliance with hygienic requirements, performing age-appropriate physical activity, ideas about the environment and its impact on human health. The formation of a healthy lifestyle is carried out in the process of classes, routine moments, walks, games, and work. Since the process of teaching a healthy lifestyle is inextricably linked with physical activity, which in turn is a powerful stimulating factor in the intellectual and emotional development of a child, it is on the basis of children’s interest in physical activity that skills and abilities to ensure healthy life activities and motivation for health should be formed. One of the types of physical activity implemented in our preschool educational institution is swimming. 4. Swimming. Swimming is especially beneficial for children.
Experts recommend teaching children to swim from early childhood (you can teach children from infancy). Swimming eliminates postural disorders and flat feet; develop the joint-muscular system, all muscle groups (shoulder girdle, arms, chest, abdomen, back and legs); perfectly train the activity of the cardiovascular and respiratory systems (strengthen the external respiration apparatus, develop the correct breathing rhythm); strengthen the nervous system (the positive effect of the aquatic environment on the nervous system is manifested in stimulating brain activity, accelerating the elimination of fatigue during intense mental work, and increasing the mobility of nervous processes); improves sleep and appetite. Swimming lessons develop physical qualities such as endurance, strength, speed; they also eliminate excitability and irritability. Children who regularly go in for swimming are noticeably different from their peers who do not go in for sports: they are taller, have higher levels of flexibility and strength, and are less susceptible to colds. In addition, swimming, like physical education in general, develops determination, discipline, independence and other personal qualities of the child. This is one of the effective means of hardening a person, contributing to the formation of strong hygienic skills. Regular swimming lessons maintain the child’s physical condition and increase vitality. The basis for conducting swimming classes is the work program of a physical education (swimming) instructor for educational activities with children 3-7 years old in building No. 9 of GBOU School No. 1357 for groups No. 1-10, 12, which is drawn up in accordance with: -Federal law “On education in the Russian Federation” No. 273 of December 29, 2012, art.
No. 2, 48; — Federal State Standard for Preschool Education (Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155, Moscow “On approval of the Federal State Educational Standard for Preschool Education”) - Federal State Educational Standard for Preschool Education; -The main general educational program of preschool education of GBOU School No. 1357 - OOP DO; -General educational program of preschool education “From birth to school”, led by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, 3rd edition corrected and revised, M., “MOSAIC-SYNTHESIS”, 2021. – 368 pp.; -Teaching swimming to children from 2 to 7 years old. Program and methodological manual. Program authors: T.A. Prodchenko, Yu.A. Semenov. Rep. Ed. Golovkin Yu.V. – M.: Publishing House ARKTI LLC, 2001. Group classes are held throughout the day, the duration of the lesson is from 15 to 30 minutes, depending on the age of the children. Children and a teacher come to the locker room, which is equipped with benches, hangers and lockers for clothes, and rubber mats on the floor. The air temperature in the locker room is 30-31 degrees. Here the children change into the uniform and rubber slippers they brought, then go into the pool. The water temperature in the pool is 32 degrees. Next is formation, greeting, and roll call. Then the instructor inquires about the health status of each child, and the children enter the water. 5.Methods of teaching swimming. First, children become familiar with water and its properties. First, children wash their hands, shoulders, rinse their chest, neck, and face. Then they pour water on their backs and slowly squat down into the water up to their necks. The more daring are invited to dive into the water up to their lips, then up to their nose and eyes. Before diving headlong into the water, children learn on the shore how to inhale and exhale correctly in order to hold their breath in the water. Children are taught to dive with their heads without exhaling underwater, as well as with holding their breath and diving with their heads while opening their eyes under water. Then we teach children to exhale into the water, to develop the habit of entering the water without fear. Later, the exhalation into the water is improved. Movement training goes through the following stages: movement is mastered on land; standing in the water (hand movements); holding onto support in the water (leg movements); in motion: hand movements - walking with feet along the bottom; in motion: leg movements - holding devices in the hands or arms; movement without support; movement without support in coordination (movements of arms with breathing; legs with breathing; arms and legs without breathing; movements in full coordination). This program makes it possible to increase the effectiveness of swimming training, since the period of mastering the water is reduced. Movements of all swimming methods are mastered, starting with hand movements. To facilitate the learning process, the pool has swimming boards, balls, fins, aqua sticks, sinking and floating toys. The following techniques are used in classes: 1) exercises on land (“dry swimming”); 2) exercises in water to master swimming techniques; 3) games in water; 4) free swimming. 1. Exercises on land. “Dry swimming” refers to activities conducted on land, i.e. in a gym environment. These classes help the child become familiar with new exercises, quickly master movements performed in the water, adjust the technique of performing exercises, and eliminate mistakes. “Dry swimming” is usually carried out when classes in the pool are impossible either due to quarantine or technical reasons (heating outage, lack of hot water supply, equipment malfunction, low air temperature when the heating is turned off). It is worth noting that the selection of exercises varies somewhat in each age group; the complexity of their implementation increases with the age of the children. General developmental and special exercises are performed: - breathing exercises: “Cool the tea”, “Inflate a balloon”, “Float”, deflating a table tennis ball or a sheet of paper from the palm; — exercises for arms and legs: “Oars”, “Fountain”, “Fold your hands into an arrow”, “Mill”, “Eights”; - exercises for the back muscles: “Boat”, “Motor boat”, “Star”, “Sailing ships”, “Crocodiles”. In the preparatory group, more attention should be paid to the technique of studying swimming styles. 2. Exercises in water. Exercises to familiarize yourself with the unusual properties of water (density, temperature, resistance). These include walking with different positions of the arms and legs in the water. Diving headlong underwater. Floating and lying on the water “float”, “star”, “jellyfish”. Long-distance diving and retrieving toys from the bottom. Sliding on the chest and back, incl. with various combinations of movements of the arms and legs (“torpedo”, “arrow”) Exhale into the water. Exercises to study swimming techniques (at the initial stage with aids). -Arm movements with breaststroke, dolphin, freestyle on the front and back with an inflatable spin, belts, “floaters”, armbands. -Movements with legs: front crawl, back crawl, dolphin, breaststroke with an inflatable twist, with armbands, belts, supporting “floats”, fins and without them, with a swimming board. — Swimming with various combinations of movements and non-sports and sports methods with and without armbands, fins and other support means, holding the breath, with breathing. 3. Games in the water. Game is a type of human activity consisting of motor actions, creatively, directly or indirectly reflecting the phenomena of the surrounding reality and aimed at comprehensive general and special physical training. The game creates an atmosphere of healthy competition, forcing you not just to mechanically perform known movements, but to mobilize your memory, motor experience, comprehend what is happening, compare the situation, and evaluate your actions. Outdoor play is a conscious activity in which the ability to analyze, compare, generalize and draw correct conclusions is manifested and developed; it plays a big role in introducing a child to a healthy lifestyle. During the game, educational, educational and motor tasks are solved. 1. Games for mastering with water. Games in this group will help students overcome feelings of fear and self-doubt, activate cognitive activity, and promote increased interest in swimming. Passion for the game helps beginners overcome self-doubt, get used to the aquatic environment, feel its density, i.e. make sure that the water “holds”. Games consist of all kinds of movements in water, jumping, diving. An approximate list of games for mastering with water: a) “The sea is agitated.”
Objectives of the game: mastery in water, familiarization with the density and resistance of water.
Description of the game: participants stand in a line, one at a time, facing the shore and grab a pole or other object with their hands, symbolizing a boat at the pier. At the command “The sea is agitated”, players disperse in any direction, performing arbitrary rowing movements with their hands, helping to move along the bottom in the water. Rules of the game: at the command of the presenter “The sea is quiet”, the players try to quickly take their original position. Then the presenter says: “One, two, three - here we are,” after which all the “boats” gather again at the “pier.” Anyone who is late cannot continue the game and receives a penalty point. b) “Who is taller?”
Objectives of the game: mastering the water, becoming familiar with the specific properties of water, mastering the ability to take the most streamlined body position.
Description of the game: the players face the leader. At his command, everyone squats and then jumps out of the water as high as possible, pushing off with their feet from the bottom and with their hands from the water. Rules of the game: after each jump a winner and two runners-up are announced. c) "Crossing".
Objective of the game: to develop the skill of supporting the water with the palm and forearm.
Description of the game: the players line up and, at a signal, walk along the bottom, helping themselves with hand strokes. d) "Fountain".
The players form a circle and take the starting position of “resting, lying with your feet in a circle.”
At the signal, the players move their legs in a crawl style. An adult regulates the pace of movements: “More splashes” - movements are performed quickly, “Less splashes” - children perform small, frequent movements, forming a foamy trail. Movements are performed freely, without excessive tension, without lifting the feet out of the water. The duration of the game with a change of pace is no more than 1 minute. 2. Games with exhalations into the water. a) “Let’s have some tea.”
The child is in the water, bends down so that his chin is near the water, inhales deeply and exhales long through his mouth, blowing on the water as if on hot tea.
b) “Who has more bubbles?” Objective of the game: improve the skill of exhaling into the water. Description of the game: at the command of the leader, players plunge headlong into the water and exhale for a long time through their mouths. The participant who has the most bubbles when inhaling wins, i.e. took a long breath into the water. 3. Games with immersion in water. a) “Who will hide under the water faster?”
Objectives of the game: familiarize yourself with the buoyant force of water.
Game description: at the leader’s signal, players must quickly sit down under the water, trying to stay at the bottom. b) “Little frogs.”
The goal of the game is to get comfortable in the water.
Description of the game: the players (frogs) jump up at the signal “Pike”, and at the signal “Duck” they hide under the water. The player who executed the command incorrectly stands in the middle of the circle and continues the game along with everyone else. c) “Train into the tunnel.”
Objectives of the game: improving diving skills, opening your eyes in water, and navigating underwater.
Description of the game: the participants of the game line up in a column one at a time and put their hands on the belt of the person standing in front (“train”). The instructor holds a hoop (“tunnel”) in his hands. In order for the “train” to pass through the “tunnel”, the “train” characters take turns diving. After the “train” has passed through the “tunnel”, the players change roles. Alternatively, the “train” can pass through a plastic circle held by one of the players. The task can be complicated by placing two or three “tunnels” at some distance from each other. d) “Round dance”.
The goal of the game is to teach students to exhale into the water while diving headlong.
The participants of the game, holding hands, form a circle. At the instructor’s signal, they begin to move in a circle, repeating: “We are going, we are going, we are doing a round dance, let’s count to five, well, try to find us!” Then everyone stops, squats and plunges headlong into the water, exhaling into the water. Then the players get up and repeat the movement in the opposite direction. It is forbidden to let go of a friend’s hands, hold each other under water, or go forward or backward. The game is repeated 4-6 times. 4. Free swimming Swimming training involves conducting educational activities in different forms: based on interests, plot-based, in the form of relay races and competitions, based on fairy tales, free creativity, games, thematic, with elements of sports types of swimming, complex, control tests. When swimming, all physical qualities develop, namely: - flexibility; - speed; - dexterity; - endurance; - force. Thus, swimming is a type of physical activity that develops all basic physical qualities. 6.Conclusion. Preschoolers, in what seems to be the most carefree period of childhood, go through one of the most difficult paths in their development. The world around us rapidly enters a child’s life, filling it with more and more new knowledge and discoveries. This is a particularly important period also because it is at this age that the socialization of children in society begins. They learn to interact with the world around them, control their actions and emotions, and their practical thinking develops. Preschoolers begin to identify their “I” and a separate “Society”; around the age of six, this position is finally consolidated in their minds. Preschool is the beginning of a child’s social life, his becoming a successful person in society. Parents, teachers, and the children themselves—the preschooler’s peers—help him with this. At this age, the child’s objective world also expands; outside the home he sees many new things created by man, learns about their properties and uses. In addition, in a preschool institution, in addition to absorbing everything new and teaching him a healthy lifestyle, the child has the opportunity to discover and show his individuality. Special methods of teaching children—psychological and pedagogical techniques—directly activate their social cognition. To activate social cognition, a preschooler must go through and experience particularly important stages of socialization. In this he is helped by adults and educators who, in a playful way, using special methods and techniques, teach children: 1. The child needs to understand and master the so-called social distances and space. To ensure that the preschooler’s behavior is correct, teachers play games with children, the purpose of which is to teach a sense of social distance when communicating with other people and to demonstrate types of emotional relationships. 2. The concept of an event, something that once happened. Teachers deliberately create events in the children's group and teach children to highlight the main thing from a given situation, express their attitude, give their emotional assessment of what is happening, which together provides an incentive for the formation of the emotional and volitional development of preschoolers. 3. Significant adults have a great influence on preschool children. Usually these are parents, immediate relatives, family friends or educators, all those with whom the child knows well and whom he trusts. Having chosen a significant adult for himself, the child reaches out to him, seeks communication, sharing his thoughts, opinions and reasoning with him. 4. Role-playing games are very important for children, in which they play the social roles of adults, as they expand the social framework already familiar to them, giving them the opportunity to try on everyday or professional roles, develop their imagination, modulating the future. “Success is luck in achieving something, public recognition, good results in work or study,” this definition is given by S.I. Ozhegov in his Dictionary of the Russian Language. In modern life, in addition to luck in achieving some result, you can find several more important components of success. These are personal qualities and skills, such as: self-confidence, the ability to control one’s thoughts and feelings, adequate self-esteem and self-esteem, the ability to obtain one’s own positive result even from a negative experience, the ability to bring any task to its completion, the ability to set and solve problems . In order for an adult to have these qualities, they need to be developed from childhood. Therefore, it is a child who is harmoniously developed, accustomed to a healthy lifestyle from an early age, active and inquisitive, respecting others and himself, who can be considered a successful child. Such children become active participants in the life of society; participate in the life of the team, study in groups, respond to requests or offer their help themselves, give and listen to advice, and are interested in the lives of adults from their environment. All these are consequences of the gradual and competent activation of social cognition, coupled with a healthy lifestyle with the help of adults: knowledge of oneself, the world around us and interaction with it. A healthy lifestyle helps a child to be successful not only in preschool, but also at school and throughout his entire adult life. “Pamper the children, gentlemen! Nobody knows what the future holds." Vladimir Nabokov 7. References. 1. Bolotina, L.R. Preschool pedagogy: textbook. aid for students higher textbook institutions / L.R. Bolotina, S.P. Baranov, T.S. Komarova. – M.: Academic Project, 2005. – 240 p. 2. Wenger, L.A. Psychology: textbook for universities / L.A. Venger, V.S. Mukhina. – M.: Academy, 2007. – 446 p. 3. Vorobyova, M. Education of a healthy lifestyle among preschool children / M. Vorobyova // Preschool education. – 1998. – No. 7. – P. 5 – 9. 4. Vygotsky, L.S. Collected works. – T.4 / L.S. Vygotsky. – M.: Pedagogy, 1984. – 213 p. 5. Galperin, P.Ya. Current problems of developmental psychology / P.Ya.Galperin, A.V.Zaporozhets. – M.: Education, 1978. – 240 p. 6. Glazyrina, L.D. Physical education for preschoolers: program and program requirements / L.D. Glazyrina. – M.: VLADOS, 1999. – 365 p. 7. Davydov, V.V. Genesis and personality development in childhood / V.V. Davydov. – M.: Education, 1992. – 342 p. 8. Doronova, T.N. The main directions of work of preschool educational institutions to improve the psychological culture of parents / T.N. Doronova // Preschool education. – 2004. – No. 1. – P. 63. 9. Healthy preschooler: social and health technology of the 21st century / comp. Yu.E. Antonov, M.N. Kuznetsova and others - M.: Gardariki, 2008. - 164 p. 10. Zmanovsky, Yu.F. Raising a healthy child: physiological aspect / Yu.F. Zmanovsky // Preschool education. – 1993. – No. 9. – P.34-36. 11. Karmanova, L.V. Physical education classes in the senior group of kindergarten: methodological manual / L.V. Karmanova - M.: Nar. Asveta, 1980. – 162 p. 12. Kodzhaspirova, G.M. Dictionary of pedagogy / G.A.Kodzhaspirova, A.Yu.Kodzhaspirov. – M.: MarT, 2005. – 448 p. 13. Leontyev, A.N. Mental development of a child in preschool age / A.N. Leontyev. - M.: Pedagogy, 1979. - P. 13 - 25. 14. Lisina, M.I. Communication, personality and child’s psyche / M.I. Lisina. – M.: Institute of Practical Psychology, 1997. – 98 p. 15. Martynenko, A.V. Formation of a healthy lifestyle for young people / A.V. Martynenko. – M.: Medicine, 1988. – 224 p. 16. Makhaneva, M. New approaches to the organization of physical education of children / M. Makhaneva // Preschool education. – 1993. – No. 2. – p. 22 - 24. 17. Nezhina, N.V. Health protection of preschool children / N.V. Nezhina // Preschool education. – 2004. – No. 4. – P. 14-17. 18. Pichugina, N.O. Preschool pedagogy: lecture notes / N.O. Pichugina. – Rostov n/d: Phoenix, 2004. – 384 p. 19. Psychological Dictionary / ed. V.P. Zinchenko, B.G. Meshcheryakova. – M.: Astrel:AST:Transitkniga, 2006. – 479 p. 20. Rubinstein, S.L. Development of a child’s thinking / S.L. Rubinstein. – M.: Education, 1946. – 421 p. 21. Smirnova, E.O. Child psychology: a textbook for teachers. universities and colleges / E.O. Smirnova. – M.: Shkola-Press, 1997. – 384 p. 22. Stozharova, M.Yu. Formation of psychological health of preschool children / M.Yu. Stozharova. – Rostov n/d: Phoenix, 2007. – 208 p. 23. Fomina, A.I. Physical education classes, games and exercises in kindergarten / A.I. Fomina. – M.: Gardariki, 2007. – 183 p. 24. Shapovalenko, I.V. Developmental psychology (Developmental and developmental psychology): a textbook for students. universities / I.V. Shapovalenko. – M.: Gardariki, 2007. – 349 p. 25. Yurko, G.P. Physical education of early and preschool children / G.P. Yurko. – M.: UNITY-DANA, 2008. – 98 p. 26. Yumatova, A.V. Formation of a healthy lifestyle for preschool children / A.V. Yumatova // Preschool education. – 1996. – No. 3. – P. 12 – 14.

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MAGAZINE Preschooler.RF

Physical education instructor, I qualification category: Sergeeva Zinaida Vitalievna Cheboksary, 2021 Municipal budgetary preschool educational institution “Kindergarten No. 140” in the city of Cheboksary, Chuvash Republic

The President of the Russian Federation clearly outlined in his Address to the Federal Assembly the tasks of improving people’s health, noting that in our country “every person is important and valuable so that he feels needed, lives a long and, most importantly, healthy life . The head of state also set the task of increasing life expectancy: “By the end of the next decade, Russia should confidently enter the club of “80 plus” countries , where life expectancy exceeds 80 years.” He especially emphasized that “the duration of a healthy, active, full life should increase at a faster pace, when a person is not limited or constrained by illness...”

On the eve of the new academic year of the Russian Federation, V. Putin decided to instruct the Government of the Russian Federation to work on the issue of tax deductions for citizens’ expenses on sports until September 10. The head of the country has clearly identified among the priority government tasks for raising a healthy nation, set a course for active longevity, introduction to a healthy lifestyle from childhood, and the popularization of physical education and sports. And the state is taking effective measures to solve the assigned problems. Following a joint meeting of the Presidential Council for the Development of Physical Culture and Sports and the Supervisory Board of the Russia 2018 gave instructions to introduce tax deductions in 2021 to encourage Russians to play sports. It is proposed to allow citizens to receive such a tax deduction both for their own sports activities and for the activities of their children. In order to achieve the goal set in the May decree of the President of the Russian Federation by 2024 - to increase the number of Russians constantly involved in physical education and sports to 55% - it is necessary for sports to be financially accessible to people, that is, mass.

To lay a strong foundation for health from childhood, we need new scientific research, innovative methods, effective modern technologies for physical education of children of early and preschool age, intensive development of the appropriate infrastructure, etc. To form a healthy, viable and socially active younger generation, it is important to educate through physical education personal and psychophysical qualities necessary for a person in the modern world. This is the ability to rationally organize one’s time, internal discipline, composure, dexterity, speed, speed of assessing the situation and making decisions, perseverance in achieving a set goal, the ability to constructively perceive failures, overcome difficulties, self-confidence and the desire for the best.

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

Life in the 21st century confronts us with many problems, among which the most pressing is the problem of maintaining health and developing the habit of a healthy lifestyle. Our children are our future. Our Motherland will only be a strong, prosperous and competitive country when its younger generation is healthy. There is no task more important and at the same time more difficult than raising a healthy person.

How to strengthen and maintain children's health? How to promote the formation of a child’s physical culture? How to instill healthy lifestyle skills? When should I start this? How to help a growing child realize his right to health and a happy life?

The answer worries both teachers and their parents. It is known that preschool age is decisive in the formation of the foundation of physical and mental health. After all, it is up to the age of 7 that a person goes through a huge developmental path, unique throughout his entire subsequent life. It is during this period that intensive development of organs takes place, the formation of functional systems of the body, the main personality traits are laid, character and attitude towards oneself and others are formed. That is why it is so important to form the habit of a healthy lifestyle in preschool age.

The formation of the need for a healthy lifestyle should be carried out easily and imperceptibly, unobtrusively, but always with pleasure and sincere interest on the part of both adults and children.

To form a healthy image in preschoolers, special exercises that strengthen the health of children and a system of physical education are necessary. To achieve this, morning exercises are held daily in the gym, the purpose of which is to create a cheerful, cheerful mood in children, improve health, develop dexterity and physical strength. Morning gymnastics and special physical education classes in the gym are accompanied by music, which “has a beneficial effect on the emotional sphere of a preschooler, promotes children’s good mood, and shapes their ideas about a healthy lifestyle .

Outdoor games are of great importance for the formation of preschool children’s ideas about a healthy lifestyle. They are carried out in groups, in special classes, during walks and at intermediate intervals between classes. Outdoor games are necessarily included in music classes. Games for younger preschoolers are organized by the teacher, and at older ages such games are most often organized by the children themselves.

In addition to daily morning exercises, special physical education classes are conducted for preschool children. Their goal is to teach children the correct execution of movements, various exercises aimed at developing body coordination and increasing independent motor activity.

In the kindergarten, medical monitoring of children's health is constantly carried out, and preventive measures are taken to strengthen it.

The development of interest in different sports is carried out through sports work:

• morning exercises;
• corrective gymnastics after sleep;
• sport games;
• sports activities, holidays;
• outdoor games while walking.

Strengthening health and hardening the body goes through different types of health-improving work: - breathing exercises;

• corrective gymnastics (flat feet, posture).

A variety of physical education activities have a positive effect on the physical development of children:

• gaming;
• plot;
• walk-hike;
• relay competitions.

When implementing work to develop a healthy lifestyle in children in preschool settings, it is necessary to carry out activities through classes, routines, games, walks, individual work, and independent activities.

• stories and conversations of the teacher;
• memorizing poems;
• modeling of various situations;
• examination of illustrations, plot, subject pictures, posters;
• role-playing games;
• didactic games;
• games-trainings;
• outdoor games;
• finger and breathing exercises;
• self-massage;
• physical education minutes.

When working with families, both traditional and non-traditional forms of work are used:

• Open days: parents can attend any health and physical education classes, morning exercises, and get acquainted with the forms of health work in the preschool educational institution;
• Health days, joint celebrations and entertainment. The purpose of such events is to promote a healthy lifestyle. Involving parents in such forms of leisure, when they run, jump, compete with their children, is useful for everyone, and especially for children - it creates a good emotional mood and gives great joy from mutual communication;
• Manufacturing of non-standard physical education equipment and winter buildings on the kindergarten site. Issues of family newspapers “The Path to Health”
• Round table meetings, parent meetings with the participation of preschool education specialists and medical workers;
• Joint hikes and nature walks;
• Individual pedagogical conversations and consultations on health issues;
• Visual information makes it possible to involve parents in issues of physical education.

When carrying out work, use positive assessment, praise, and encouragement. It is known: praise stimulates, but an angry word, on the contrary, offends.

Practice shows that activities to form the foundations of a healthy lifestyle in preschool children during the day, a properly designed regimen yields results: children are calm, active, there is no crying, no agitation, children do not refuse food, they fall asleep calmly and quickly, sleep soundly and wake up cheerful.

Being indoors and outdoors in appropriate clothing, extensive washing with cool water, barefoot, sleeping with the window open, active exercise in the air - all these are moments of hardening that are actively used in the work on developing a healthy lifestyle.

So, the process of forming a healthy lifestyle for preschool children is associated with the formation of habits of cleanliness, compliance with hygienic requirements, with an active lifestyle, ideas about the environment and its impact on human health. The formation of a healthy lifestyle is carried out in the process of classes, routine moments, walks, play, and work.

Cognitive nature in the content of the work

Currently, both educators and parents are concerned about the problem of children's health. It is very important to develop in a child the right attitude towards his health and the skills of a healthy lifestyle. During the preschool period, basic skills for developing a healthy lifestyle are laid. Educators need to help children: be conscious of health and life; acquire knowledge about health and acquire the skills to protect, maintain and preserve it. Conducting educational conversations with children occupies a significant place in the content of work on promoting a healthy lifestyle. The purpose of the conversations is to make children want to take care of their bodies. It is necessary to introduce children to the structure of the body; with the basics of first aid for injuries, conversations with kindergarten medical staff, and also conduct conversations on safe behavior (on the road, on a pond, in case of fire). In conversations it is necessary to give examples about the accidents that could happen to children if they are left unaccompanied by an adult, conversations about what harms us or does my body have enemies? Among such “enemies” , at least four can be distinguished: dirt, dangerous objects, temperature differences, external stimuli (strong or weak light, strong sound). In a conversation you can use the poems of K. Chukovsky “Moidodyr” , “Fedorino’s grief” , A. Barto, Mikhalkov “About mimosa” .

Conversations are planned on a calendar basis. Of course, conversations alone are not enough to develop a healthy lifestyle in children. Problems need to be solved in all types of children's activities. Taking into account the visually effective and visually figurative nature of preschoolers’ thinking, the main material should be presented using visual and practical methods. In visual methods, use observation (when conducting excursions, also use illustrations “Road safety” , “Don’t play with fire” , in practical methods use didactic games, where we reinforce cultural and hygienic skills with children “So that the skin is healthy” , “How to you need to take care of yourself " , "How to take care of your teeth" . Conduct an educational conversation for children, "What are the sense organs?" As a result, children will learn that a person has several sense organs (vision, hearing, smell-nose organ, taste organ- tongue, organ-of-touch-skin).Children are independently led to the conclusion that every sense organ and part of the body is vital for a person, they all help to learn more about the environment.

The use of didactic games like “Identify by sound” (which instrument sounds, which object makes the sound) helps; “Guess who called” , “Wonderful bag” , “What are you eating” , “Know by the smell” . In role-playing games such as “Polyclinic ,” the child learns the names of different sense organs and body parts. Finger gymnastics and physical education exercises play an important role. The importance lies in the fact that children focus on their senses and body parts, and knowledge about them is consolidated.

Very important in kindergarten is the child’s daily routine, morning exercises, breathing exercises, health training after sleep (prevention of flat feet, physical education. It is necessary to ventilate the bedroom before bedtime. It is also important to carry out hardening (air, water, sun).

The self-examination method is important for research activities. So, when studying the appearance and structure of the skin, conduct experiments with children, examine the skin with a magnifying glass, and study finger drawings. While working, children must understand the importance of hygiene procedures for their health. When carrying out work on a healthy lifestyle, include research tasks that encourage children to engage in independent mental and practical activity, activating thinking and creative imagination: “What to do if your hands are dirty and there is no water nearby?” “How to make stream water drinkable?” , “Why do you need eyes, ears, etc.?”

Invite children to close their eyes and tell what they “see” around them, to draw something with their eyes closed. Then the children can independently draw conclusions about why it was difficult for them to complete the task. Along the way, moral tasks are touched upon here, for example, respecting people who have vision problems, the ability to empathize, strive to help them, etc.

Family education is of great importance in the development of the cognitive activity of a preschool child, so you need to work in close cooperation with parents. It is necessary to have individual conversations (for example, about the benefits and harms of a computer, post consultations on healthy lifestyles in the parent corner, where parents receive theoretical material, conduct a survey with parents on healthy lifestyles. A favorable alliance between the teacher and parents contributes to the continuity of the kindergarten and the family in the physical education of preschoolers.

The conclusion is that in the process of joint activities of teachers, children and parents, it is possible to successfully solve the problems of developing in preschoolers the skills of independent cognitive and creative work, the emergence and strengthening of children’s interest in a healthy lifestyle, and increasing the level of knowledge on the culture of health.

Working methods:

• stories and conversations of the teacher
• memorizing poems
• examination of illustrations, plot, subject pictures, posters
• role-playing games
• didactic games
• outdoor games
• psycho-gymnastics
• finger gymnastics
• physical education minutes
• use of ICT

Forms can be used both group and individual.

Acting out the skit “The Importance of Hearing” (Manual “Physical Education Instructor No. 5 2021, p. 75)

Thus, the use of all forms and methods of work in educating children about the concepts and values ​​of a healthy lifestyle helps to make children’s lives rich, to educate preschoolers in the basics of a healthy lifestyle and a love of physical education.

Literature

1. Physical education instructor No. 4, 2021
2. Physical education instructor No. 5, 2021
3. T. A. Shorygina “Conversations about health” . Toolkit. Creative, Moscow, 2004
4. L. V. Kochetkova. Improvement of children's health in a kindergarten. Moscow. Education. 2005
5. O. N. Morgunova Physical education and health work in preschool educational institutions. Voronezh, 2005
6. E. I. Podolskaya. Outdoor sports activities for children 5–7 years old. Volgograd. Teacher, 2010
7. N. I. Krylov. Health is a space-saving preschool educational institution. Volgograd. Teacher, 2009.
8. K.K. Utrobina. Entertaining physical education in kindergarten. M. Education, 2003
9. T. M. Babunova Preschool pedagogy. Tutorial. Shopping center Sphere, 2007
10. Sorokina I.V. Forms and methods of work on developing a healthy lifestyle in children // Young scientist. - 2021. - No. 6. - pp. 823-825. —

Forming children's ideas about a healthy lifestyle or how to instill the habit of being healthy

Preschool age is one of the most crucial periods in the life of every person. It is during this age period that the foundations of health and proper physical development are laid, motor abilities are formed, interest in physical culture and sports is formed, and personal, moral-volitional and behavioral qualities are cultivated.

Forming ideas about a healthy lifestyle in preschoolers will be most successful if:

· the content of the concept of “healthy lifestyle” has been determined, including both biological and social concepts, as well as environmental ones, and revealing the dependence of a healthy lifestyle on the state of the surrounding ecological environment;

· a pedagogical technology has been designed, including forms, methods, conditions, principles, stages of the formation of ideas about a healthy lifestyle: “health” and “human lifestyle”, “dependence of health and lifestyle on the state of the surrounding social and ecological environment”, “healthy image life is the basis for maintaining and strengthening health"

· a model of interaction between subjects of the educational process has been developed, which involves training teachers to solve the problems of developing a healthy lifestyle in children, for methodological and educational work with parents, and the direct influence of teachers and parents on children.

Adults themselves rarely adhere to these rules in everyday life, and children see this well. In addition, following the necessary rules of a healthy lifestyle requires significant volitional efforts from a person, which is extremely difficult for a preschool child who has an insufficiently formed emotional-volitional sphere.

In order to actively influence a child’s position in relation to his own health, it is necessary to know, first of all, that the state of health itself is formed as a result of the interaction of external (natural and social) and internal (heredity, gender, age) factors. There are several components of health:

1. Somatic health is the current state of the organs and systems of the human body, the basis of which is the biological program of individual development.

2. Physical health - the level of growth and development of organs and systems of the body.

3. Mental health is a state of the mental sphere, the basis of which is a state of general mental comfort.

4. Moral health, the basis of which is determined by the system of values, attitudes and motives of human behavior in society. Ideas about healthy lifestyle in children of different ages.

A child’s attitude towards his health is the foundation on which the building of the need for a healthy lifestyle can be built. It originates and develops in the process of the child’s awareness of himself as a person and personality. A child’s attitude towards health directly depends on the formation of this concept in his consciousness. Children of primary preschool age understand what illness is, but they still cannot give the most basic characteristics of health. As a result, young children practically do not develop any attitude towards him. In middle preschool age, children develop an idea of ​​health as “not a disease.” They talk about how they were sick, they have a negative attitude towards the disease based on their experience. But they still cannot explain what it means to be healthy and feel healthy. Hence the attitude towards health as something abstract. In their understanding, being healthy means not getting sick. When asked what needs to be done to avoid getting sick, many children answer that they should not catch a cold, not eat ice cream on the street, not get their feet wet, etc. From these answers it follows that in middle preschool age children begin to recognize health threats from the external environment (cold, rain, draft), as well as from their own actions (eating ice cream, getting their feet wet, etc.). In older preschool age, due to increasing personal experience, the attitude towards health changes significantly. But there is a confusion of the concepts of “healthy”, as big, good (that’s great!) and “healthy”, as not sick; children still correlate health with illness, but more clearly define threats to health as from their own actions (“you can’t eat dirty fruits”, “you can’t take food with dirty hands”, etc.), and from the external environment. With certain educational work, children correlate the concept of “health” with the implementation of hygiene rules. They begin to correlate physical education with health promotion and in its definition (like, in fact, adults) they put the physical component in first place. At this age, children (albeit still intuitively) begin to highlight both the mental and social components of health (“everyone there was screaming and swearing, and I got a headache”). But, despite the existing ideas about health and ways to preserve it, in general, the attitude towards it among children of senior preschool age remains quite passive. The reasons for this attitude lie in children’s lack of necessary knowledge about it, as well as their lack of awareness of the dangers of unhealthy human behavior for maintaining health. Unhealthy behavior in some cases brings pleasure (how nice it is to eat cold ice cream, drink a whole bottle of chilled lemonade, run through a puddle, lie in bed longer, etc.), and the long-term negative consequences of such actions seem distant and unlikely to the child. With targeted upbringing, training, reinforcement of hygiene rules in everyday life, and appropriate motivation for physical education, children’s attitude towards their health changes significantly. The attitude towards health as the greatest value in life (at a level that children can understand) becomes the basis for developing in children the need for a healthy lifestyle. In turn, the presence of this need helps solve the most important psychological and social task of developing a child’s position as a creator in relation to his own health and the health of others. The main components of a healthy lifestyle for children include: