Everyone knows that health is the greatest value, the basis for self-realization and the main condition for people to fulfill their social and biological functions. Health-saving behavior and thinking are laid down at school. But at the same time, the school environment hinders the promotion of health. The early start of education, the intensification of the educational process, the use of pedagogical innovations entail a discrepancy between the load and the capabilities of the child's body and lead to a strain of adaptive mechanisms.
It is gratifying to note that today the educational system is aimed at preserving the health of schoolchildren. The task of teachers is not only to give children knowledge, but also to form successful individuals who are ready to fully live and raise the future generation. And without health it is impossible. That is why health-saving technologies are currently being implemented at school.
A teacher can do even more for a student's health than a doctor. He is not required to perform the functions of a medical worker, just teachers must work in such a way that training does not harm schoolchildren. In the life of students, the teacher occupies one of the main places; for them, he personifies everything important and new, including being an example in matters of health conservation.
The teacher must have professional qualities that will allow him to generate fruitful ideas and provide positive pedagogical results. These qualities include the following:
The effectiveness of the use of methods and means of health-saving methods in the educational process is influenced by various skills of the teacher, namely:
The teacher should show students by personal example how to take care of their own health and the health of others. In the event that a healthy lifestyle is the norm for a teacher, students will properly accept health-saving technologies at school.
In order to effectively introduce healthy lifestyle ideas into the practice of a teacher, three problems must be solved:
Health-saving educational technologies in modern school(SOT) are all technologies, the use of which in the learning process benefits students. If ZOT is associated with the solution of narrower tasks, then they include pedagogical methods and techniques that provide students with safety during their stay in an educational institution.
All forms of health-saving technologies at school are linked into a single system and are based on the desire of teachers themselves to improve. If during the implementation of pedagogical functions the task of maintaining the health of teachers and students is solved, then we can say that the implementation of the educational process is carried out in accordance with the LOA.
The main task of the school is to prepare the child for an independent life by obtaining the necessary education. But how can a teacher be indifferent to the fact that his pupils have an unfavorable state of health, which is progressively worsening? This question is largely rhetorical, but one of the answers to it was precisely the demand by managers educational institutions and health technology teachers.
According to GEF, health-saving technologies at school are aimed at achieving the following goals:
The use of health-saving technologies at school began relatively recently; before that, the concept of sanitary and hygienic measures existed in the pedagogical lexicon. Many people still equate these two terms with each other, but this is a primitive view of the content of the work to preserve and improve the health of schoolchildren, which should be carried out in an educational institution.
Pedagogy aimed at improving the health of children cannot be expressed by any one educational technology. These are all areas of activity in the school for health protection, taking into account the living conditions of the child and the most important characteristics of the educational environment.
Children in school should receive knowledge that in later life will be in demand by them. And the achievement of this goal is impossible without health-saving pedagogy, which is a set of methods and techniques for organizing the educational process without harming the health of teachers and students. Possessing pedagogical knowledge and closely interacting with schoolchildren, their parents, medical workers and colleagues, the teacher plans his activities taking into account the priorities of strengthening and maintaining the health of participants in the educational process.
Health-saving technologies at school according to the Federal State Educational Standards imply a set of psychological, medical, pedagogical influences that are aimed at ensuring and protecting health, forming the right attitude towards it. One and only unique technology health does not exist. Health saving acts as one of the tasks of a certain process of education. Such a process can have a medical and hygienic orientation (close contact between a teacher, a health worker and a student), a physical culture and health improvement (physical education is a priority), an ecological one (the formation harmonious relations with nature), etc. Only through an integrated approach to learning can the problems of improving the health of students be solved.
Health-saving technologies and health psychology at school include many psychological and pedagogical methods of work and approaches to solving possible problems that are familiar to most teachers. For example, the educational process, which has a medical and hygienic orientation, involves the use of preventive programs, the implementation of activities to educate students about sanitary standards, the provision of hygienic learning conditions, etc.
Environmental health-saving technologies have slightly different directions. Activities at school with such an orientation of the educational process will be reduced to educating schoolchildren to take care of nature, introducing them to research work in the field of ecology.
As for physical culture and health technologies, the main tasks here are to train willpower and endurance, hardening, forming from physically weak people healthy and trained individuals.
Health-saving technologies at school are classified not only by approaches to health protection, but also depending on the nature of the action. So, there are protective-preventive, stimulating, information-training, compensatory-neutralizing and other technologies.
POTS have a number of functions:
Each educational institution has specific obligations both for educational, educational and health protection of children. What health-saving technologies are used in elementary school? In fact, there are a lot of them. After all, already from the first grade, children are taught the habits of a healthy lifestyle. There are many challenges facing the teaching staff.
Each primary school class should be assigned a separate classroom equipped with technical teaching aids. In the office, the air-thermal regime must be observed.
Health-saving teaching technologies in primary school involve the use different forms work with students and their parents, implemented class teachers and school medical staff. Here is some of them:
In the primary grades, conversations should be held with students on the topic of personal hygiene, the prevention of colds, the student's regimen, proper nutrition etc.
It is recommended to use the “Full Day School” model in the work of an educational institution, in which an individual regimen is drawn up for each student, including the ability to “switch” from one activity to another, the development of independence and individual abilities, and preventive measures aimed at organizing students’ free time.
Health-saving technologies at the beginning. schools are implemented through a complex of recreational activities:
Particularly sensitive in primary school students is the nervous system, so during the lesson it is important to change activities and work modes through physical education minutes, listening to relaxing songs.
Pupils of the middle and senior levels are already more thoroughly and seriously studying everything related to health protection. They get acquainted with the problems of the interdependence of maintaining the body in good physical shape and proper nutrition, learn about how amateur and professional sports affect life expectancy, comprehensively discuss the bad habits of young people (drinking alcohol, smoking, drug addiction) and their impact on mental and physical the state of a fragile organism, childbearing, and so on.
High school students talk about the above problems in groups, at conferences, prepare reports, projects, abstracts on relevant topics, creatively process information of interest, thereby also developing educational competence and creative abilities.
Most of the modern problems that reflect the complexity of the situations that have developed in the system of general education and need to be resolved as soon as possible are somehow related to the health of the younger generation. And this encourages teachers to contribute to the formation and preservation of the health of students through the use of health-improving pedagogy.
« To make a child smart and reasonable,
make him strong and healthy." J.-J. Rousseau
Indeed, it is impossible not to agree with these words,because only healthy children are able toproperly assimilate the acquired knowledge and in the future are able toengage in productive work.
One of the important tasks facing the teachers of our school is the formation of a value attitude towards their own lives and the lives of those around them, educating the need for a healthy lifestyle for children. At the same time, it is very important to maintain interest and create conditions for the accumulation of primary ideas about yourself and your body. Knowledge should come to the child, as it were, by the way. In the course of joint activities with children, the teacher ensures the ascent to a culture of health.
Introducing children to a healthy lifestyle involves the organization by teachers of the daily routine, physical activity; stress relief, personal hygiene, various forms of physical culture and health work, as well as the use of effective health-saving pedagogical technologies.
Our school has the necessaryconditions for learning children.
Classes are equipped with sanitary and hygienic requirements: the furniture is selected in accordance with the growth of students; there is sufficient lighting in the premises, classes are constantly ventilated during breaks; daily wet cleaning.
When scheduling lessons, the dynamics of working capacity during the day and week are taken into account. Conditions are created to meet the biological needs for movement.
The state of health of the younger generation is the most important indicator of the well-being of society and the state, reflecting not only the present situation, but also giving an accurate forecast for the future.
In order to form, preserve and strengthen the health of students, health-saving technologies are being introduced into the elementary school, which help to solve the most important tasks - to preserve the health of the child, accustom him to an active healthy life.
So, what is health-saving technologies?
"Health-Saving Technologies" this is a systematic approach to education and upbringing, built on the desire of the teacher not to harm the health of students.
the main objective health-saving technologies
Contribute to the preservation and strengthening of the health of the child, to form in him the necessary knowledge, skills and habits of a healthy lifestyle.
Health-saving technologies cannot be torn out of the general education system, they contribute to the competent and rational use of other methods and means of training, development and education.
With the complex use of various technologies focused both on the development of creative potential and on the preservation of the health of students, good results can be achieved in achieving the goal.
An effective organization of the educational process in a modern school is impossible without the use of an individually differentiated approach to students. Among the health-saving technologies, we can highlight the technologies of student-centered learning, taking into account the characteristics of each student and aimed at the fullest possible disclosure of his potential. These include technologies for project activities, differentiated learning, collaborative learning, and a variety of gaming technologies.
The elementary school teacher can and should pay attention to Special attention preserving the health of children. The inclusion of special methodological techniques and means in the lesson largely ensures the fulfillment of this task and does not require large material and time costs. Proper organization of education makes it possible to prevent overload and fatigue in schoolchildren, and also helps children to realize the importance of maintaining health.
Primary school teachers try to build their lessons on a health-saving basis:
During the lesson, alternate different types educational activities: survey, writing, reading, listening, storytelling, working with visual aids, solving examples, tasks, practical work, independent work, etc.; Norm - 4-7 types per lesson.
Alternate teaching methods (verbal, visual, practical).
Approximate rate - 7-10 minutes;
They use methods in the lesson that contribute to the activation of the initiative and creative self-expression of the students themselves. These are such methods as the method of free choice (free conversation, choice of mode of action, choice of mode of interaction; freedom of creativity, etc.); active methods (student as teacher, action learning, group discussion, role play, discussion, workshop, student as researcher); methods aimed at self-knowledge and development (intelligence, emotions, communication, imagination, self-esteem and mutual evaluation);
The content of the lesson includes questions related to health and a healthy lifestyle; demonstration, tracing these connections; formation of attitude towards a person and his health as a value. At various lessons, almost any topic studied can be used to highlight certain facts that contribute to the formation of the correct attitude of students to their health. This also includes the prevention of child injuries, accidents associated with the child's misbehavior in various everyday situations.
Teachers try to create a favorable psychological climate in the classroom, thus solving the problem of preventing student fatigue.
A friendly atmosphere in the classroom, calm conversation, attention to every statement, a positive reaction of the teacher to the student’s desire to express his point of view, tactful correction of mistakes made, encouragement for independent mental activity, appropriate humor - this is not the whole arsenal that a teacher who aspires to to unlock the potential of every child.
Rest is an essential component of fruitful work. This is especially important for elementary school children. It is not typical for them to work without a break for 40 minutes, as a result of which concentration is quickly lost, interest in the material disappears, and all this is accompanied by general fatigue.
In order to relieve visual, mental and physical stress, it is necessary to carry out physical minutes. Conduct a physical education session at 15-20 minutes from the start of the lesson. Sometimes it is advisable to conduct a physical education session twice per lesson. Duration 2-3 minutes.
Therefore, teachers of our school widely usephysical minutes. Physical minutes are active rest and correctional work. Exercises are carried out sitting at the table, standing near the table, various constructions are possible, the main thing is that the children do not interfere with each other and the basic requirements for physical minutes are observed:
Exercises should be simple in structure, interesting and familiar to children,
They should be convenient to perform in a limited area.
Exercises with pronunciation of verses are used: “Pinocchio”, “Vanka-Vstanka”, “Wind”, etc.
The semantic content of physical minutes is of some importance; they can be played in the form of a game related to the topic of the lesson. For example,
During the game "Collect in a basket"
Teachers pay more attentioncorrective breaks. Corrective pauses include gymnastics for the eyes, acupressure, ear massage, self-massage of the fingers and hands, finger gymnastics, relaxation exercises, breathingexercises .
Gymnastics for the eyes relieves fatigue from the eyes, increases visual acuity.
Self-massage of the fingers and hands is carried out before activities that accompany the load on the hands.
Finger gymnastics is carried out by teachers in elementary grades in order to relieve muscle tension in the hands and fingers. Relaxation exercises help relieve tension from the whole body, calm down, relax.
Thus, the formation of a healthy personality of a schoolchild is possible while ensuring an effective relationship of physical education with the purposeful development of his personality in a specially created and hygienically organized social environment that promotes the development of self-government, the adequacy of self-esteem, creativity and communication, with the active use of health-saving technologies.
LEGEND Listen to the old legend: “Once upon a time, there were gods on Mount Olympus. They got bored, and they decided to create a man and populate the planet Earth. They began to decide .... What should be a person. One of the gods said: "A man must be strong", another said: "A man must be healthy", the third said: "A man must be smart." But one of the gods said this: "If a man has all this, he will be like us." And, they decided to hide the main thing that a person has - his health. They began to think, decide - where to hide it? Some suggested hiding health deep in the blue sea, others - behind high mountains. And one of the gods said: “Health must be hidden in the person himself.” This is how a person has been living since ancient times, trying to find his health. Yes, not everyone can find and save the priceless gift of the gods!
WISH - I wish you to protect what is given to us from above, and help to maintain and strengthen the health of your students
Complex health-saving technologies include: technologies for complex prevention of diseases, correction and rehabilitation of health (sports and health and valeological); pedagogical technologies promoting health; technologies that form a healthy lifestyle.
This article reveals the components, functions and classification of health-saving technologies
"Introduction of health-saving technologies into the educational process".
Human health is a topic of conversation that is quite relevant for all times and peoples, and in the 21st century it becomes paramount. The state of health of Russian schoolchildren causes serious concern among specialists. A clear indicator of trouble is that the health of schoolchildren is deteriorating compared to their peers twenty or thirty years ago. At the same time, the most significant increase in the frequency of all classes of diseases occurs in age periods coinciding with the child's general secondary education.
The health of the child, his social and psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, because more than 70% of his waking time is associated with staying in educational institutions. At the same time, during this period, the most intensive growth and development takes place, the formation of health for the rest of life, the child's body is most sensitive to exogenous factors. environment.
Health-saving educational technologies (HEET) in an expanded sense can be understood as all those technologies, the use of which in the educational process benefits the health of students. If ZOT is associated with the solution of a narrower health-saving task, then the health-saving ones will include pedagogical techniques, methods, technologies that do not cause direct or indirect harm to the health of students and teachers, provide them with safe conditions for staying, learning and working in an educational environment.
According to the Institute of Developmental Physiology of the Russian Academy of Education, the school educational environment generates risk factors for health disorders, which are associated with 20-40% of negative influences that worsen the health of school-age children. IVF RAO studies allow ranking school risk factors in descending order of significance and strength of influence on the health of students:
Stress pedagogical tactics;
Inconsistency of teaching methods and technologies with age and functionality schoolchildren;
Failure to comply with elementary physiological and hygienic requirements for the organization of the educational process;
Insufficient literacy of parents in matters of maintaining the health of children;
Failures in the existing system of physical education;
Intensification of the educational process;
Functional illiteracy of the teacher in matters of health protection and promotion;
Partial destruction of school medical control services;
Lack of systematic work on the formation of the value of health and a healthy lifestyle.
Thus, the traditional organization of the educational process creates constant stress overload in schoolchildren, which leads to a breakdown in the mechanisms of self-regulation of physiological functions and contributes to the development of chronic diseases. As a result, the existing system of school education has a health-expenditure character.
An analysis of school risk factors shows that most student health problems are created and solved in the course of daily practical work teachers, i.e. associated with their professional activity. Therefore, the teacher needs to find reserves of his own activity in preserving and strengthening the health of students.
It should be noted that the tediousness of the lesson is not the result of any one reason (the complexity of the material or psychological tension), but a certain combination, a combination of various factors.
The intensification of the educational process goes in different ways.
The first is an increase in the number of study hours (lessons, extracurricular activities, electives, etc.) Another option for intensifying the educational process is a real decrease in the number of hours while maintaining or increasing the volume of material. Such a sharp reduction in the number of hours would inevitably lead to an increase in homework and intensification educational process.
A frequent consequence of intensification is the emergence of states of fatigue, fatigue, overwork in students. It is overwork that creates the prerequisites for the development of acute and chronic health disorders, the development of nervous, psychosomatic and other diseases.
Health-saving technologies are implemented on the basis of a person-oriented approach. Carried out on the basis of personality-developing situations, they are among those vital factors due to which students learn to live together and interact effectively. They assume the active participation of the student himself in mastering the culture of human relations, in shaping the experience of health saving, which is acquired through the gradual expansion of the sphere of communication and activity of the student, the development of his self-regulation (from external control to internal self-control), the formation of self-awareness and active life position on the basis of education and self-education, formation of responsibility for one's health, life and health of other people.
Health-saving technology, according to V.D. Sonkina is:
The conditions of the child's education at school (lack of stress, adequacy
requirements, the adequacy of teaching and upbringing methods);
Rational organization of the educational process (in accordance with
Age, gender, individual characteristics and
hygiene requirements);
Compliance with training and physical activity age
Child Opportunities
Necessary, sufficient and rationally organized
motor mode.
By health-saving educational technology (Petrov) he understands a system that creates the maximum possible conditions to preserve, strengthen and develop the spiritual, emotional, intellectual, personal and physical health of all subjects of education (students, teachers, etc.). This system includes:
1. Use of student health monitoring data,
Conducted by medical workers, and their own observations in the process of implementing educational technology, its correction in accordance with the available data.
2. Taking into account the peculiarities of the age development of schoolchildren and the development
An educational strategy that matches the characteristics of memory,
Thinking, working capacity, activity, etc. students of this
Age group.
3. Creation of a favorable emotional and psychological climate
In the process of implementing the technology.
4. The use of various types of health-saving
Activities of students aimed at maintaining and increasing reserves
health, performance
The main components of health-saving technology are:
axiological, manifested in students' awareness of the highest value of their health, the conviction of the need to lead a healthy lifestyle that allows you to most fully achieve your goals, use your mental and physical capabilities. The implementation of the axiological component occurs on the basis of the formation of a worldview, internal beliefs of a person, which determine the reflection and appropriation of a certain system of spiritual, vital, medical, social and philosophical knowledge that corresponds to the physiological and neuropsychological characteristics of age; knowledge of the laws of human mental development, his relationship with himself, nature, the world around him. Thus, upbringing as a pedagogical process is aimed at the formation of value-oriented attitudes towards health, health saving and health creation, built as an integral part of life values and outlook. In this process, a person develops an emotional and at the same time conscious attitude to health, based on positive interests and needs.
epistemological, associated with the acquisition of the knowledge and skills necessary for the process of health preservation, knowledge of oneself, one's potential abilities and capabilities, interest in one's own health issues, in the study of literature on this issue, various methods for improving and strengthening the body. This happens due to the process of forming knowledge about the patterns of formation, preservation and development of human health, mastering the ability to maintain and improve personal health, assessing the factors that form it, mastering knowledge about a healthy lifestyle and skills to build it. This process is aimed at forming a system of scientific and practical knowledge, skills and behavior in everyday activities that provide a value attitude to personal health and the health of people around. All this focuses the student on the development of knowledge, which includes facts, information, conclusions, generalizations about the main directions of human interaction with himself, with other people and the world around him. They encourage a person to take care of their health, lead a healthy lifestyle, anticipate and prevent possible negative consequences for their own body and lifestyle.
health-saving, including a system of values and attitudes that form a system of hygiene skills and abilities necessary for the normal functioning of the body, as well as a system of exercises aimed at improving the skills and abilities to take care of oneself, clothes, place of residence, environment. A special role in this component is assigned to the observance of the daily routine, diet, alternation of work and rest, which helps to prevent the formation of bad habits, functional disorders of diseases, includes mental hygiene and psychoprophylaxis of the educational process, the use of environmental health factors and a number of specific methods of recovery weakened.
emotional-volitional, which includes the manifestation of psychological mechanisms - emotional and volitional. A necessary condition for maintaining health are positive emotions; experiences through which a person consolidates the desire to lead a healthy lifestyle. Will is a mental process of conscious control of activity, manifested in overcoming difficulties and obstacles on the way to the goal. A person with the help of will can regulate and self-regulate his health. The will is an extremely important component, especially at the beginning of health-improving activity, when a healthy lifestyle has not yet become an internal need of the individual, and the qualitative and quantitative indicators of health are not yet clearly expressed. It is aimed at shaping the experience of the relationship between the individual and society. In this aspect, the emotional-volitional component forms such personality traits as organization, discipline, duty, honor, and dignity. These qualities ensure the functioning of the individual in society, preserve the health of both the individual and the entire team.
ecological, taking into account what a person is like species exists in the natural environment, which provides the human person with certain biological, economic and production resources. In addition, it ensures her physical health and spiritual development. Awareness of the existence of the human personality in unity with the biosphere reveals the dependence of physical and mental health on environmental conditions. Consideration of the natural environment as a prerequisite for the health of the individual allows us to introduce the formation of skills and abilities of adaptation to environmental factors into the content of health education. Unfortunately, the ecological environment of educational institutions is not always favorable for the health of students. Communication with the natural world contributes to the development of humanistic forms and rules of behavior in the natural environment, micro- and macro-society. At the same time, the natural environment surrounding the school is a powerful healing factor.
· the physical culture and health-improving component implies the possession of methods of activity aimed at increasing motor activity, preventing hypodynamia. In addition, this component of the content of education provides hardening of the body, high adaptive capabilities. The physical culture and health component is aimed at mastering personal-important life qualities that increase overall performance, as well as personal and public hygiene skills.
The components of the health-saving technology presented above allow us to proceed to the consideration of its functional component.
Functions of health-saving technology:
formative: is carried out on the basis of biological and social patterns of personality formation. The formation of personality is based on hereditary qualities that predetermine individual physical and mental properties. Complement the formative effect on the personality social factors, the situation in the family, the class team, attitudes towards saving and multiplying health as the basis for the functioning of the individual in society, educational activities, and the natural environment;
informative and communicative: ensures the transmission of the experience of maintaining a healthy lifestyle, the continuity of traditions, value orientations that form a careful attitude to individual health, the value of every human life;
Diagnostic: it consists in monitoring the development of students on the basis of predictive control, which makes it possible to measure the efforts and direction of the teacher's actions in accordance with the natural capabilities of the child, provides an instrumentally verified analysis of the prerequisites and factors for the future development of the pedagogical process, individual passage of the educational route by each child;
Adaptive: educating students to focus on
Healthcare, healthy lifestyle, optimize the condition
own body and improve resistance to various kinds
Stressogenic factors of the natural and social environment. She provides
Adaptation of schoolchildren to socially significant activities.
reflexive: it consists in rethinking the previous personal experience, in preserving and increasing health, which makes it possible to measure the actually achieved results with the prospects.
integrative: combines folk experience, various scientific
Concepts and systems of education, guiding them along the path of maintaining health
The rising generation.
Technology types
Health-saving (preventive vaccinations, physical activity, fortification, organization healthy eating)
§ Wellness (physical training, physiotherapy, aromatherapy, hardening, gymnastics, massage, herbal medicine, art therapy
§ Health education technologies (inclusion of relevant topics in the subjects of the general education cycle)
§ Education of a culture of health (optional classes on the development of the personality of students, extracurricular and extracurricular activities, festivals, competitions, etc.)
The selected technologies can be presented in a hierarchical order according to the criterion of the student's subjective involvement in the educational process:
Non-subjective: technologies of rational organization
Educational process, technology formation
Health-saving educational environment, organization of a healthy
Nutrition (including dietary), etc.
Assuming a passive position of the student: herbal medicine, massage, ophthalmic simulators, etc.
Assuming an active subjective position of the student
Various types of gymnast, health education technology,
Raising a culture of health.
Classification of health-saving technologies.
By the nature of the activity, health-saving technologies can be both private (highly specialized) and complex (integrated).
In terms of activities, among private health-saving technologies, there are: medical (disease prevention technologies;
Correction and rehabilitation of somatic health; sanitary
hygiene activities); educational, health promoting
(information-training and educational); social (technologies
Organizing a healthy and safe lifestyle; prevention and
Correction of deviant behavior); psychological (technologies for prevention and psychocorrection of mental deviations of personal and intellectual development)
Complex health-saving technologies include: technologies for complex prevention of diseases, correction and rehabilitation of health (sports and health and valeological); pedagogical technologies promoting health; technologies that form a healthy lifestyle.
Introduction
1.3 Monitoring
Applications
Introduction
Life in the 21st century poses many new problems for us, among which the most urgent today is the problem of maintaining health. This problem is especially acute in educational field where health-saving technologies aimed at strengthening and preserving the physical, mental, social health of children should bring tangible results.
Against the backdrop of environmental and social tensions in the country, an unprecedented increase in the diseases of "civilization", in order to be healthy, you need to master the art of preserving and strengthening it. This art should be given as much attention as possible in a preschool. In addition, you need to constantly remember that now there are few ideally healthy children. It should also not be forgotten that only in preschool years is the most favorable time for developing the right habits, which, combined with teaching preschoolers how to improve and maintain health, will lead to positive results.
All work on the adaptation of the child to environmental conditions by maintaining a healthy lifestyle (valeology) in preschool institutions is often carried out spontaneously, so there is a need for a gender-differentiated approach in the physical education of children. Modern pedagogical science and practice most often do not take into account gender as an important characteristic of the child. Asexual upbringing leads to the feminization of men and the masculinization of women.
If the foundations of gender-role education are not laid down in early years, becoming an adult, a person copes poorly with his social roles.
All this determined the content of the work on a differentiated approach to the physical education and training of boys and girls.
1. The specifics of the introduction of health-saving technologies
1.1 Theory and practice of health-saving activities in preschool educational institutions
Children's health is the wealth of the nation. If health is wealth, then it must be reproduced, increased, and not just preserved. At present, one of the most important and global problems is the health status of the population.
More and more people are talking about health problems, and every year there are less and less healthy children.
Statistics show that no more than 14% of children are born physiologically mature today, the number of healthy preschoolers is 10%, that is, the majority immediately after birth are not ready for a physiologically fulfilling life.
These figures make one seriously think about the reasons for this. So the questions arose: How can we as adults help our children become truly healthy?
How can a child develop a reasonable attitude towards his own body, teach him to lead a healthy lifestyle, help maintain and improve health? How to find answers to these difficult questions?
aimwork was the search for optimal conditions for maintaining and strengthening the health of children, their physical development, creating a health-saving environment in a preschool educational institution.
It is well known that physical culture and health work is one of the fundamental factors of health and improvement of the psychophysical development of children.
To increase the effectiveness of this work, in addition to traditional physical culture and health-improving methods, new health-saving technologies are being introduced into practice that help preserve and strengthen the health of preschoolers, as well as prevent neurotic conditions associated with overstrain of the child's body.
Health-saving educational technology is a set of principles, methods of pedagogical work that complement traditional technologies of education, upbringing and development with health-saving tasks.
A healthy environment includes several components:
·daily regime
· balanced diet
· subject-developing space of the group, gym
· interaction between preschool educational institution, families, social institutions and institutions of childhood
The developing orientation of the health-saving environment ensures the emotional well-being and preservation of the physical health of preschool children, the maximum development of creative potential, physical and intellectual capabilities.
1.2 Methods of healing preschoolers
The process of forming the health of children is a laborious process, consisting of a huge number of details and links. It intersects medical, psychological, pedagogical and social aspects. Only by coordinating efforts in all of the above aspects, organizing the entire chain of health-improving activities, taking into account the specifics of each period of child ontogenesis, and only relying on the motivation of a child’s healthy behavior, can success be achieved in this work.
In this case, the choice of methods of recovery is carried out:
.Taking into account individual characteristics and level of health;
2.They use methods that contributed to the development of the main factors of health, namely: activity, personality, responsibility, independence, awareness of the significance (value) of their health, development needs, self-actualization needs, increased faith in their abilities;
.They create an educational environment that provides a system of all stress-forming factors of the educational process: an atmosphere of goodwill, faith in the strength of the child, the creation of success for each situation, which is necessary not only for the cognitive process, but also for a normal psychophysiological state.
1.3 Monitoring
For the most effective organization of recreational and preventive measures, they use monitoring the health status of pupilswhich is important for timely detection of deviations.
health-saving technology preschool institution
Monitoring is necessary not only to identify the individual characteristics of the growth and maturation of children, the pace and harmony of development, but also to carry out subsequent correctional and rehabilitation work in kindergarten. Based on the adopted monitoring criteria, the level of physical health of children is determined, which makes it possible to determine the state of the musculoskeletal system and the muscular system of the child. Studies have shown that early diagnosis of the pathology of some functional systems of the child's body and the timely implementation of rehabilitation measures significantly expand its reserve capabilities and increase the level of motor and physiological development of the child, and also by the end of the year its level is increased due to regularly held events. The collection of information and observation of each pupil helps to establish the dynamics of his psychological, activity and emotional qualities. Comprehensive diagnostics allows you to timely identify risk factors for the health and development of the child. Examinations of children by narrow specialists of the children's polyclinic, analysis of examination data are used for an objective assessment of the health status of children and planning of corrective and health-improving work (see appendices 1; 2; 3, p. 15; 16).
2. A differentiated approach in solving the valueological problem of the preschool educational institution
Priority kindergarten is the education in children of the need for a healthy lifestyle by means of valeology. A new (valeological) direction required new knowledge, the study of new technologies. Acquaintance with the works of Israel Brekhman (Doctor of Medical Sciences, Professor, Academician of the Academy of Technological Sciences): "The Beginning of the Path", "Valeology: Medicine for Health", "Problems of Teaching Human Health"; helped the assimilation of the program on valeology and physical culture Kazakovtseva T.S. "Health from childhood" and "Fundamentals of practical valueology" Latokhina L.I.; "Raising a healthy child" Makhaneva M.D. etc. Today, the most relevant and least developed is the issue of taking into account the gender of the child in physical education classes (organization of physical education classes based on a differentiated approach).
2.1 Physiological characteristics of boys and girls
Modern pedagogical science and practice most often do not take into account gender as an important characteristic of the child. Analysis of the program "The program of education and training in kindergarten", ed. M.A. Vasilyeva, showed that there is no differentiated approach to boys and girls. As a result, an "average" being is brought up, in the character of which there are no specific male or female traits. Asexual upbringing leads to the feminization of men and the masculinization of women. Meanwhile, serious psychological research on this topic has been underway since the beginning of the century (IS Kon). Physiologists were the first in our country to sound the alarm (T.P. Khrizman, 1978). Unfortunately, their results scientific research were not fully demanded by pedagogical practice. According to the doctor of psychological sciences T.A. Repin, anatomical and physiological differences between boys and girls are found already in the embryonic period: under the influence of sex hormones, not only the anatomical features of the sex are formed, but also some features of brain development. For example, girls tend to have lower birth weight, height, heart, lungs, specific gravity muscles. After four weeks, girls begin to outpace boys in overall development. In the future, they quickly begin to walk and talk, they have a greater resistance to diseases. Girls have better developed tactile sensitivity and sensitivity to smells. Boys are more likely to experience mental retardation, hemophilia, stuttering, and neurosis. According to T.M. Titarenko (1989) boys and girls differ significantly in physical, intellectual development they have different interests. So girls have better indicators in balance and flexibility, more developed fine motor skills. Boys, on the other hand, run faster, jump further from a place, they have better performance in throwing at a distance, more arm strength. The main thing to remember is that boys and girls, having different brains, behave differently.
Preschool teachers throughout recent years they are looking for ways to implement a differentiated approach, however, in most preschool institutions, the physical education of children, like all preschool education, is focused on the "conditional child" and not on a boy and a girl. The same exercises, the same load, the same teaching methods. Gender differences are mentioned in the results of testing the level of physical condition of children, because, as a rule, the standards for girls are somewhat lower than for boys.
Based on research in the field of medicine, pedagogy, physical culture and the ratio of boys and girls in older groups, organizing the process of physical education of children, it is necessary to take into account their gender characteristics.
By the age of 6-7, each child finds his interests and shows his abilities in any kind of sport. It is clear that girls are not boys, their attitude to sports cannot be the same. The difference between a boy and a girl in sports achievements is natural and natural and therefore will always exist due to, first of all, the natural functional and morphofunctional features of the female and male body. The brains of boys and girls work differently. They hear, see, touch, perceive space and navigate in it differently, and most importantly, comprehend everything in different ways. Boys are more guided by the principle of visibility, and girls - by the principle of verbality (boys for actions, and girls for speech content). The challenge is to notice it in time. For this purpose, a study is being carried out to study the quantitative composition of boys and girls in the older groups of the kindergarten (see Appendix 4, p. 16).
As for the formation of gender-role orientation, activity in communication in connection with gender-role affiliation, in this regard, the key role belongs to the family. The influence of parents is manifested both in a direct way - through the demonstration of patterns of behavior, suggestion, evaluation, and indirectly - in the formation of ideas about the role of a man (masculine) and a woman (feminine). The formation of a masculine style of behavior for boys is hampered by the fact that most preschool specialists are women. They bring up feminine qualities in children. In addition, in the family, boys communicate more with their mothers and there are a sufficient number of incomplete families in the kindergarten. How do parents imagine the qualities that need to be developed and nurtured in their children? Are there really, in their opinion, differences in the manifestations of these qualities in boys and girls? Finally, what are their judgments about the child's physical activity development? These questions can be answered with a questionnaire.
The obtained data should be analyzed in the following directions: a) for preschoolers in general (regardless of gender); b) taking into account gender (see Appendix 5; 6, p. 17).
Parents characterize the motor activity of boys and girls differently. The questionnaire helps to identify parents' ideas about what qualities of character should be given more attention in raising children, regardless of their gender. The tables show that parents identify a complex of traditionally masculine qualities in boys, and feminine qualities in girls.
The content side of the motor activity of preschoolers has its own specifics depending on gender.. Boys and girls have their own motor preferences, that is, the activity that is more interesting for them, they succeed better and in which their gender-related features are most clearly manifested. In particular, in the process of games, boys have more space for movements of a speed-strength nature: running, throwing objects at a target, at a distance, climbing, wrestling, sports games, while girls prefer ball games, balance exercises, dance exercises. And at the same time, both boys and girls equally like outdoor games and relay races.
2.2 Differentiated approach in physical education
Today there is a real opportunity not declaratively, but in fact, to take into account the gender characteristics of preschool children in the process of physical exercises, which allows us to develop the structure, content and methodology of such classes. As a result of applying a differentiated approach to the organization of classes with children, it became possible to selectively influence the physical activity of boys and girls, to develop their personal qualities; adjust their physical development taking into account the functional characteristics of the body and the dynamics of the formation of physical qualities.
Experimental activities include the following types movements: for boys: running, overcoming obstacles, acrobatic elements, different types of jumps, elements of wrestling, various games, competitions. For girls: exercises with ribbons, hoops, scarves, etc. Practice has shown the superiority of boys in the level of development of the main types of movement and physical qualities over girls and the need for a differentiated approach to them in the process of physical education.
In this regard, physical education classes are organized as follows: part of the classes is held together, part separately (in the preparatory and final parts of the lesson, children perform the exercises all together, and in the main part of the lesson they are divided into subgroups depending on gender and each group performs its task) or the lesson is held separately. In such classes, girls and boys have different requirements for performing the same movements: clarity, rhythm, additional effort (for boys) plasticity, expressiveness, grace (for girls), (see Appendix 8, p. 21)
Each lesson carries a certain "health dose" in the form of physical activity. Only the load that can be called optimal, i.e. physiologically justified. Physical exercises occupy one of the leading places, as they have great opportunities for the formation of masculinity in boys and femininity in girls.
The same methods are used in the preparation and organization of sports holidays and leisure activities (see Appendix 7, p. 18)
2.3 Features of the introduction of a differentiated approach for preschoolers
Having studied and analyzed pedagogical practice, you encounter the following difficulties:
· In fact, not one Toolkit for a kindergarten teacher does not contain recommendations on differentiated physical education for boys and girls.
· Not all scientific developments end with methodological recommendations that could be used in practical work. On the one hand, the expansion of the range of means of physical improvement of preschoolers can only be welcomed, on the other hand, the head of physical education does not always know how to introduce health-saving technology so as not to harm the health of the child; this complicates his work and indicates the need for methodological support.
· The conditions created in a pre-school institution for physical culture and health-improving work are often unsuitable.
Accounting for gender characteristics allows you to achieve high results without disturbing the course of the formation of the personality, laid down by nature. It is necessary to adhere to the principle not to suppress the desire of children to engage in certain types of motor activity, if this does not harm his health. Gender should not be used as an argument against motor activity.
This is what is the specifics of the introduction of health-saving technologiesand the main task of parents and preschool teachers.
Thanks to purposeful and systematic physical education classes, taking into account the gender of children, pupils are able to differentiate their muscular efforts, satisfy the natural need for movement, possess motor skills and abilities, show greater activity, independence and initiative in actions, acquire gender stereotypes of behavior.
There is no doubt that many leaders of physical education who have been working for more than one year have accumulated material of their own observations of the behavior of children of different sexes. The combination of all these studies and materials aimed at studying the individuality of a child in the process of physical exercise and specific recommendations could significantly increase the effectiveness of physical education and health work in preschool institutions.
1.Bocharova Ya. Some questions of a differentiated approach in the physical education of boys and girls // Preschool education. 1997. No. 12.
2.Efimenko Ya. Theater of physical development and health improvement. M., 1999.
.Repina TA. The role of sexual mental characteristics in the development of the child's personality. M., 1995.
.Filippova S.O. The world of movements of boys and girls. SPb., 2001.
.Bogina T.I. Modern methods health care for preschoolers. - M.: MIPKRO Publishing House, 2001.
.Bragina T.L. Health protection of children in preschool institutions. - M.: Mosaic-Synthesis, 2005.
.Gavryuchina L.V. Health-saving technologies in preschool educational institutions - M.: Sfera, 2007.
.Golitsyna N.S., Shumova I.M. Education of the basics of a healthy lifestyle in children. - M.: Scriptorium 2003, 2007.
.Doskin V.A. Growing up healthy: A guide for educators, parents and physical education instructors. - M.: Enlightenment, 2002.
.Makhaneva M.D. Raising a healthy child. - M: ARKTI, 2000.
.Penzulaeva L.I. Growing up healthy and strong: A book for parents and children 5-6 years old. - M.: Bustard, 2000.
.Fedortseva M. B., Shelkunova T.V. Health-saving activities of a teacher of a preschool educational institution: a teaching aid - MOU DPO IPK Novokuznetsk, 2009.
.Chupakha I.V., Puzhaeva E.Z., Sokolova I.Yu. Health-saving technologies in the educational process: a scientific and practical collection of innovative experience - M.: Ileksa, public education; Stavropol: Stavropolservisshkola, 2003.
Applications
Annex 5
Representations of parents about the qualities that need to be developed and educated in children. In boys In girls Regardless of gender Masculinity Courage Courage Fearlessness Honesty Modesty Accuracy Femininity Gentleness plasticity Kindness Responsibility Diligence Sociability Responsiveness Self-confidence Self-reliance Politeness
Appendix 6
Parents' assessment of the child's physical activity, % Parents of girls Parents of boys Real (what the child has)High Medium Low 30% 60% 10% 70% 20% 10% Ideal (what a child should have)High Medium Low 20% 80% 90% 10%
Annex 7
Sports leisure scenario "Mom, dad, I am a sports family"
GOALS:
EQUIPMENT
Two balls, 2 skittles, fake sweets and ice cream, children's posters, weights, obstacle course modules, 2 large pyramids, 2 umbrellas, 2 pairs of galoshes, balloons.
Venue: Sports Hall.
Parade participants to the music.
Leading.I welcome you to the sports festival. Many surprises await you today. Here is one of them: meet our guests!
Under the sports march, parents in sportswear enter, pass in a circle to the applause of those present and become a line at the central wall.
Parents
Hello to all the guys!
And such a word - love sports from an early age,
You will be healthy!
Everyone knows, everyone understands that being healthy is nice.
You just need to know how to become healthy!
Accustom yourself to order - do exercises every day,
Laugh more merrily, be healthier!
Sport, guys, is very necessary!
We are friends with sports!
Sport is an assistant, sport is health,
Sport is a game, physical education - cheers!
Is everyone here, is everyone ready?
Well, then do not be lazy, get to the warm-up!
All participants perform musical and rhythmic exercises, which are shown by the leader.
Leading
Well, let's have fun, run and train.
Divide into teams, stand in two columns.
Participants are divided into two teams with their emblems - "Veppy" and "Fortress". The host introduces the jury and shows the scoreboard, on which baskets are attached under the emblems, in which a ball will be placed for each contest won.
Attention attention! Let's start the competition!
We will analyze the pyramid: one - two - three - four - five.
And now you have to quickly collect it.
"Assemble the Pyramid"
Rings are scattered around each team. On a signal, the first players take one ring at a time, run up to the rod and put a ring on it, pass the baton to the next player.
Leading
You exercised a little, warmed up well.
"Family Ball Relay"
Girls and mothers dribble the ball with their hands and score into the ring. Boys and dads dribble the ball with their feet and score into the basket.
Leading.The next contest is for our strong men.
I propose to understand the scheme
And build an obstacle course.
"Builders"
Dads and sons build obstacle courses according to the schemes.
Leading
Well, they built barriers, Now they need to be overcome.
"Friendly family"
Overcoming the obstacle course with the whole family.
Leading. The next contest is for hostesses-cleaners.
"Clean Up"
Moms and girls put the modules back in place.
Leading.I encourage parents to relax.
There is a scream. Carlson appears. He rides on a scooter, in a bag of galoshes and two umbrellas.
Carlson. Wait! Wait! Oh oh! Late! ( He takes out a pillow, lays down on it, ties a towel around his head.)
Leading.Carlson, are you lying down? Get up! We have a sports festival, and you are lying.
Carlson.Late! I was in such a hurry, in a hurry and, probably, got sick! And no one can heal me!
Leading.Guys, what to do? How to help Carlson? Do you happen to know what Carlson loves?
Children. Jam.
Carlson. Yes Yes!!! Correctly!
Leading. Unfortunately, we do not have jam with us, but we can treat you with sweets.
"Treat Carlson with candy"
Large foil candies are hung on a rope in front of the teams. On a signal, the participants run up to the rope, pluck the candy and run, putting Carlson in the bag.
Carlson.Oh, it got easier.
Leading.Tell us, Carlson, what are you doing in the morning?
Carlson.I guys sleep long, until noon I snore.
Leading.Tell us in order: How often do you exercise?
Do you do sports? Are you tempered with water?
Carlson
No, guys, I never did exercises.
Temper?
It's scary, brothers, because cold water!
Maybe there is such a tool?
To become strong, dexterous, to keep up with others?
First child
We will reveal a secret to you - there is no better recipe in the world:
Be inseparable from sports, then you will live a hundred years!
In order not to get sick and not to catch a cold, you must do exercises!
Second child
To be strong, dexterous, you need to be friends with the sun,
Get up early in the morning and do exercises.
third child
We all love physical education, we love to run and jump,
We also love to wash, we love to dance.
Stand next to us and repeat after us!
Dance "St. John's wort" (One, two, three - come on, repeat!)
Children stand in a line, parents on the opposite side, facing each other. Children dance, parents repeat the movements. Carlson grimaces and makes everyone laugh.
Leading
It doesn't matter, but Carlson is trying so hard!
Learn how to do it and you'll be fine!
And tell me, Carlson, why do you need galoshes, an umbrella? It's such a nice weather today!
Carlson (cunningly).Ah! It was not by chance that I captured them from the roof. Just in case. Once so fled from the rain! Want to see how it was? ( Shows children laughing.)Are you laughing? And you won't be able to!
Leading.And we'll check it out! And at the same time we will show you how real men behave when it starts to rain.
The girls put on galoshes, run "snake" between the "puddles", and the boys hold an umbrella over the girls at this time. Pass the galoshes and umbrella to the next couple. Parents do the same.
Carlson.You guys are great! I will be friends with you and teach you to play your favorite game ( takes out balloons).
"Air Volleyball"
Participants of two teams stand opposite each other, a ribbon is stretched between them. It is necessary to transfer as many balls as possible to the side of the opponent.
The jury summarizes the results, awards diplomas and medals.
Annex 8
Plan - a summary of physical education classes with children of senior preschool age, taking into account the gender of the child
Tasks:
1. To consolidate and improve motor skills and abilities, provide an opportunity to develop the cognitive interest of children.
Exercise in walking and running in a circle, holding hands.
To consolidate the skill of energetic repulsion and landing on half-bent legs in jumps, to develop strength - in boys; exercise in maintaining a stable balance, develop flexibility and a sense of rhythm - in girls. Equipment: gymnastic sticks, bench, cord, hoops 5 pieces, 3-4 gymnastic mats, ribbons according to the number of children.
Lesson progress:
Introduction. Building in a line, checking posture and alignment; rebuilding in a column one at a time, in a circle. Walking and running in a circle holding hands, with a change of pace. Breathing exercise "Cock:
Main part
General developmental exercises(with a gymnastic stick).
· I. p. - main stance, stick down, grip shoulder width apart.
Stick up, take your right foot back to the toe;
Also with the left foot. 5-6 times.
· I. p. - main stance, stick down.
2 - sit down, bring the stick forward, arms straight;
4th. p.5 times.
· I. p. - stand legs shoulder-width apart, stick on the shoulder blades, grip from above;
Turn the body to the right;
I. p. The same to the left. 5-6 times.
· I. p. - sitting legs apart, stick on the hips.
stick up;
Tilt forward to the right leg, touch the toe;
Straighten up, stick up;
I. p. The same to the left leg. 5-6 times.
· I. p. - the main stand is a stick down.
Step right, stick up;
I. p. The same to the left. 5-6 times.
· I. p. - the main stand is a stick on the shoulders, a grip from above.
Jumping legs apart;
Jump feet together.
Under the account 1-8.2-3 times.
The main types of movements:
1. Balance: walking on a narrow rail of a gymnastic bench, arms to the sides (girls) 2-3 times;
walking sideways along the cord, hands on the belt - (boys) 2-3 times.
Jumps: standing long jump (boys) 5-6 times; forward jumps from hoop to hoop (girls) 4-5 times.
Boys - exercises on the rings "hanging and corner"; girls on gymnastic mats - "basket", "bridge".
Mobile game "Trap with ribbons".
Final part.
Game of low mobility "Beetles and butterflies".
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Petrova Margarita Vitalievna- primary school teacher
Yakovenko Anastasia Alekseevna- primary school teacher
Topic: "Introduction of health-saving technologies into the educational process."
(from work experience)
Human health is a topic of conversation that is quite relevant for all times and peoples, and in the 21st century it becomes paramount. The state of health of Russian schoolchildren causes serious concern among specialists. A clear indicator of trouble is that the health of schoolchildren is deteriorating compared to their peers twenty or thirty years ago. At the same time, the most significant increase in the frequency of all classes of diseases occurs during the age periods coinciding with the child receiving a general secondary education.
The health of the child, his social and psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, because more than 70% of his waking time is associated with staying in educational institutions. At the same time, during this period, the most intensive growth and development takes place, the formation of health for the rest of his life, the child's body is most sensitive to exogenous environmental factors.
Health-saving educational technologies (HEET) in an expanded sense can be understood as all those technologies, the use of which in the educational process benefits the health of students. If ZOT is associated with the solution of a narrower health-saving task, then the health-saving ones will include pedagogical techniques, methods, technologies that do not cause direct or indirect harm to the health of students and teachers, provide them with safe conditions for staying, learning and working in an educational environment.
According to the Institute of Developmental Physiology of the Russian Academy of Education, the school educational environment generates risk factors for health disorders, which are associated with 20-40% of negative influences that worsen the health of school-age children. IVF RAO studies allow ranking school risk factors in descending order of significance and strength of influence on the health of students:
Stress pedagogical tactics;
Inconsistency of teaching methods and technologies with the age and functional abilities of schoolchildren;
Failure to comply with elementary physiological and hygienic requirements for the organization of the educational process;
Insufficient literacy of parents in matters of maintaining the health of children;
Failures in the existing system of physical education;
Intensification of the educational process;
Functional illiteracy of the teacher in matters of health protection and promotion;
Partial destruction of school medical control services;
Lack of systematic work on the formation of the value of health and a healthy lifestyle.
Thus, the traditional organization of the educational process creates constant stress overload in schoolchildren, which leads to a breakdown in the mechanisms of self-regulation of physiological functions and contributes to the development of chronic diseases. As a result, the existing system of school education has a health-expenditure character.
An analysis of school risk factors shows that most of the health problems of students are created and solved in the course of the daily practical work of teachers, i.e. related to their professional activities. Therefore, the teacher needs to find reserves of his own activity in preserving and strengthening the health of students.
It should be noted that the tediousness of the lesson is not the result of any one reason (the complexity of the material or psychological tension), but a certain combination, a combination of various factors.
The intensification of the educational process goes in different ways.
The first is an increase in the number of study hours (lessons, extracurricular activities, electives, etc.) Another option for intensifying the educational process is a real decrease in the number of hours while maintaining or increasing the volume of material. Such a sharp reduction in the number of hours should inevitably lead to an increase in homework and intensification educational process.
A frequent consequence of intensification is the emergence of states of fatigue, fatigue, overwork in students. It is overwork that creates the prerequisites for the development of acute and chronic health disorders, the development of nervous, psychosomatic and other diseases.
Health-saving technologies are implemented on the basis of a person-oriented approach. Carried out on the basis of personality-developing situations, they are among those vital factors due to which students learn to live together and interact effectively. They assume the active participation of the student himself in mastering the culture of human relations, in the formation of health saving experience, which is acquired through the gradual expansion of the sphere of communication and activity of the student, the development of his self-regulation (from external control to internal self-control), the formation of self-awareness and an active life position based on education and self-education formation of responsibility for one's own health, life and health of other people.
Health-saving technology, according to V.D. Sonkina is:
The conditions of the child's education at school (lack of stress, adequacy
requirements, the adequacy of teaching and upbringing methods);
Rational organization of the educational process (in accordance with
age, gender, individual characteristics and
hygienic requirements);
Correspondence of educational and physical activity with age
child's abilities;
Necessary, sufficient and rationally organized
motor mode.
By health-saving educational technology (Petrov) he understands a system that creates the maximum possible conditions for the preservation, strengthening and development of the spiritual, emotional, intellectual, personal and physical health of all subjects of education (students, teachers, etc.). This system includes:
1. Use of student health monitoring data,
conducted by medical workers, and their own observations in the process of implementing educational technology, its correction in accordance with the available data.
2. Taking into account the peculiarities of the age development of schoolchildren and the development
educational strategy corresponding to the characteristics of memory,
thinking, working capacity, activity, etc. students of this
age group.
3. Creation of a favorable emotional and psychological climate
in the process of implementing the technology.
4. The use of various types of health-saving
activities of students aimed at maintaining and increasing reserves
health, working capacity (Petrov O.V.)
The main components of health-saving technology are:
· axiological which is manifested in the students' awareness of the highest value of their health, the conviction of the need to lead a healthy lifestyle that allows you to most fully achieve your goals, use your mental and physical capabilities. The implementation of the axiological component occurs on the basis of the formation of a worldview, internal beliefs of a person, which determine the reflection and appropriation of a certain system of spiritual, vital, medical, social and philosophical knowledge that corresponds to the physiological and neuropsychological characteristics of age; knowledge of the laws of human mental development, his relationship with himself, nature, the world around him. Thus, upbringing as a pedagogical process is aimed at the formation of value-oriented attitudes towards health, health protection and health creation, built as an integral part of life values and worldview. In this process, a person develops an emotional and at the same time conscious attitude to health, based on positive interests and needs.
epistemological, associated with the acquisition of the knowledge and skills necessary for the process of health preservation, knowledge of oneself, one's potential abilities and capabilities, interest in one's own health issues, in the study of literature on this issue, various methods for improving and strengthening the body. This happens due to the process of forming knowledge about the patterns of formation, preservation and development of human health, mastering the ability to maintain and improve personal health, assessing the factors that form it, mastering knowledge about a healthy lifestyle and skills to build it. This process is aimed at forming a system of scientific and practical knowledge, skills and behavior in everyday activities that provide a value attitude to personal health and the health of people around. All this focuses the student on the development of knowledge, which includes facts, information, conclusions, generalizations about the main directions of human interaction with himself, with other people and the world around him. They encourage a person to take care of their health, lead a healthy lifestyle, anticipate and prevent possible negative consequences for their own body and lifestyle.
health-saving, which includes a system of values and attitudes that form a system of hygienic skills and abilities necessary for the normal functioning of the body, as well as a system of exercises aimed at improving the skills and abilities to take care of oneself, clothes, place of residence, and the environment. A special role in this component is assigned to the observance of the daily routine, diet, alternation of work and rest, which helps to prevent the formation of bad habits, functional disorders of diseases, includes mental hygiene and psychoprophylaxis of the educational process, the use of environmental health factors and a number of specific methods of recovery weakened.
emotional-volitional, which includes the manifestation of psychological mechanisms - emotional and volitional. A necessary condition for maintaining health are positive emotions; experiences through which a person consolidates the desire to lead a healthy lifestyle. Will is a mental process of conscious control of activity, manifested in overcoming difficulties and obstacles on the way to the goal. A person with the help of will can regulate and self-regulate his health. The will is an extremely important component, especially at the beginning of health-improving activity, when a healthy lifestyle has not yet become an internal need of the individual, and the qualitative and quantitative indicators of health are not yet clearly expressed. It is aimed at shaping the experience of the relationship between the individual and society. In this aspect, the emotional-volitional component forms such personality traits as organization, discipline, duty, honor, and dignity. These qualities ensure the functioning of the individual in society, preserve the health of both the individual and the entire team.
ecological, which takes into account the fact that a person as a biological species exists in a natural environment that provides the human person with certain biological, economic and production resources. In addition, it ensures her physical health and spiritual development. Awareness of the existence of the human personality in unity with the biosphere reveals the dependence of physical and mental health on environmental conditions. Consideration of the natural environment as a prerequisite for the health of the individual allows us to introduce the formation of skills and abilities of adaptation to environmental factors into the content of health education. Unfortunately, the ecological environment of educational institutions is not always favorable for the health of students. Communication with the natural world contributes to the development of humanistic forms and rules of behavior in the natural environment, micro- and macro-society. At the same time, the natural environment surrounding the school is a powerful healing factor.
· physical culture and health component involves the possession of methods of activity aimed at increasing motor activity, preventing hypodynamia. In addition, this component of the content of education provides hardening of the body, high adaptive capabilities. The physical culture and health component is aimed at mastering personal-important life qualities that increase overall performance, as well as personal and public hygiene skills.
The components of the health-saving technology presented above allow us to proceed to the consideration of its functional component.
Functions of health-saving technology:
forming: is carried out on the basis of biological and social patterns of personality formation. The formation of personality is based on hereditary qualities that predetermine individual physical and mental properties. Complementing the formative impact on the personality are social factors, the situation in the family, the classroom team, attitudes towards saving and multiplying health as the basis for the functioning of the individual in society, educational activities, and the natural environment;
informative and communicative: ensures the transmission of the experience of maintaining a healthy lifestyle, the continuity of traditions, value orientations that form a careful attitude to individual health, the value of every human life;
diagnostic: consists in monitoring the development of students on the basis of predictive control, which makes it possible to measure the efforts and direction of the teacher’s actions in accordance with the child’s natural capabilities, provides an instrumentally verified analysis of the prerequisites and factors for the future development of the pedagogical process, and individual passage of the educational route by each child;
adaptive: educating students to focus on
health care, healthy lifestyle, optimize the condition
own body and increase resistance to various kinds
stress factors of the natural and social environment. She provides
adaptation of schoolchildren to socially significant activities.
reflective: consists in rethinking the previous personal experience, in preserving and increasing health, which makes it possible to measure the actually achieved results with the prospects.
integrative: combines folk experience, various scientific
concepts and systems of education, guiding them along the path of maintaining health
the rising generation.
Technology types
§ Health-saving (preventive vaccinations, ensuring physical activity, fortification, organization of a healthy diet)
§ Wellness (physical training, physiotherapy, aromatherapy, hardening, gymnastics, massage, herbal medicine, art therapy)
§ Health education technologies (inclusion of relevant topics in the subjects of the general education cycle)
§ Education of a culture of health (optional classes on the development of the personality of students, extracurricular and extracurricular activities, festivals, competitions, etc.)
The selected technologies can be presented in a hierarchical order according to the criterion of the student's subjective involvement in the educational process:
Non-subjective: technologies of rational organization
educational process, technology of formation
health-saving educational environment, organization of a healthy
nutrition (including dietary), etc.
Assuming a passive position of the student: herbal medicine, massage, ophthalmic simulators, etc.
Assuming an active subjective position of the student
various types of gymnasts, health education technologies,
fostering a culture of health.
Classification of health-saving technologies.
By the nature of the activity, health-saving technologies can be both private (highly specialized) and complex (integrated).
In terms of activities, among private health-saving technologies, there are: medical (disease prevention technologies;
correction and rehabilitation of somatic health; sanitary
hygiene activities); educational, health promoting
(information-training and educational); social (technologies
organizing a healthy and safe lifestyle; prevention and
correction of deviant behavior); psychological (technologies for prevention and psycho-correction of mental deviations of personal and intellectual development).
Complex health-saving technologies include: technologies for complex prevention of diseases, correction and rehabilitation of health (sports and health and valeological); pedagogical technologies promoting health; technologies that form a healthy lifestyle.
Analysis of the lesson from the standpoint of health saving
The teacher in the organization and conduct of the lesson must take into account:
1) the atmosphere and hygienic conditions in the classroom (office): temperature and freshness of the air, the rationality of class and blackboard lighting, the presence / absence of monotonous, unpleasant sound stimuli, etc .;
2) the number of types of educational activities: interviewing students, writing, reading, listening, telling, looking at visual aids, answering questions, solving examples, problems, etc. The norm is 4-7 types per lesson. Frequent changes from one activity to another require additional adaptation efforts from students;
3) average duration and frequency of alternation various kinds educational activity. Approximate rate - 7-10 minutes;
number of types of teaching: verbal, visual, audiovisual, independent work, etc. The norm is at least three;
5) alternation of types of teaching. Norm - no later than 10-15 minutes;
6) the presence and choice of a place in the lesson of methods that contribute to the activation of the initiative and creative self-expression of the students themselves. These are such methods as the method of free choice (free conversation, choice of mode of action, choice of mode of interaction; freedom of creativity, etc.); active methods (student as teacher, action learning, group discussion, role play, discussion, workshop, student as researcher); methods aimed at self-knowledge and development (intelligence, emotions, communication, imagination, self-esteem and mutual evaluation);
7) the place and duration of the use of TSS (in accordance with hygiene standards), the ability of the teacher to use them as opportunities to initiate discussion, discussion;
8) postures of students, alternation of postures;
9) physical education minutes and other recreational moments in the lesson - their place, content and duration. Norm - for 15-20 minutes of the lesson, 1 minute of 3 light exercises with 3 repetitions of each exercise;
10) the presence of students' motivation for learning activities in the classroom (interest in classes, the desire to learn more, the joy of being active, interest in the material being studied, etc.) and the methods used by the teacher to increase this motivation;
11) the presence in the content of the lesson of questions related to health and a healthy lifestyle; demonstration, tracing of these connections; formation of attitude towards a person and his health as a value; developing an understanding of the essence of a healthy lifestyle; formation of the need for a healthy lifestyle; development of an individual way of safe behavior, communication to students of knowledge about possible consequences choice of behavior, etc.;
12) psychological climate in the classroom;
13) the presence of emotional discharges in the lesson: jokes, smiles, aphorisms with comments, etc.;
At the end of the lesson, pay attention to the following:
14) the density of the lesson, i.e. the amount of time spent by students on educational work. Norm - not less than 60% and not more than 75-80%;
15) the moment of onset of fatigue of students and a decrease in their learning activity. It is determined in the course of observation by the increase in motor and passive distractions in children in the process of educational work;
16) the pace and features of the end of the lesson:
Fast pace, "crumpled", no time for students' questions, quick, almost no comments, writing down homework;
Quiet completion of the lesson: students have the opportunity to ask the teacher questions, the teacher can comment on the homework, say goodbye to the students;
Delay of students in the classroom after the bell (at recess).
Of great importance is the daily routine of the student, the conditions for doing homework, the interest of parents in school problems, the calm atmosphere at home, and the observance of hygiene standards. Boys have problems much more often, because. girls have higher adaptive capabilities.
Biological factors: heredity, mother's health during pregnancy, violation of the health of the newborn.
Pedagogical.
Pedagogical factors include:
Environmental factors that can have a negative impact on the health of schoolchildren (environmental, social, economic, etc.);
Factors of the school environment - a qualitative assessment of school buildings, sanitary, sports equipment and equipment, the organization of the food system, taking into account the requirements of sanitary rules and regulations, the quantitative and qualitative characteristics of the school contingent;
Organization of the educational process (duration of the lesson, school day, breaks, vacations) and the mode of study load;
Organization and forms of physical education and health-improving work;
Forms and methods of health-saving activities of a general education institution;
Dynamics of chronic and general morbidity;
Methods and forms of education that motivate cognitive activity;
Psychological background of classes, favorable emotional mood, (goodwill, wisdom of the teacher);
Sanitary and hygienic conditions (ventilation of the premises, temperature compliance, cleanliness, light and color scheme etc.);
Motor mode of children (taking into account their age dynamics);
Rational nutrition (menu and diet);
Medical support and health procedures;
Stress pedagogical tactics;
Intensification of the educational process (the number of daily lessons increases, children have little time for rest, walks, they do not get enough sleep, they get overtired);
Non-compliance of teaching methods and technologies with the age and functional capabilities of schoolchildren;
Irrational organization of educational activities (control work after the day off);
Functional illiteracy of the teacher in matters of health protection and promotion (he does not know his child, his character, inclinations, interests);
Functional illiteracy of parents (they do not help the child, they want more from him than he can, they blame only the child for everything, and not themselves, they do not listen to his complaints);
Lack of a system of work on the formation of the value of health and a healthy lifestyle (including the prevention of bad habits, sex education and sexual education, insufficient use of physical education and sports, etc.);
Interpersonal relationships between peers;
Proper organization of the lesson (building a lesson taking into account the dynamics of performance, rational use of TCO, visual aids, etc.);
Rational organization of the educational process in accordance with sanitary standards and hygiene requirements;
Rational organization of physical activity of students, including physical education lessons provided for by the program, dynamic changes and active pauses in the daily routine, as well as mass sports work;
Organization of rational nutrition;
The system of work on the formation of the value of health and a healthy lifestyle.
Without the implementation of this set of measures to protect and promote health, any other measures will not have the desired effect of health saving.
Implementation of health-saving technologies in the educational process.
Each primary school teacher pays great attention to the use of health-saving technologies in practice.
Our working day begins with the traditional morning exercises. Children enjoy this type of physical activity with great pleasure. Morning exercises are necessary for the development of all body systems: nervous, cardiovascular, musculoskeletal, respiratory.
To create a positive emotional mood, an atmosphere of goodwill, at the first lesson we conduct "A minute of entry into the day" Against the background of music, the teacher says: “It's good that we are all here together today. The heart is warm and calm. We are all healthy and vigorous. Take a deep breath and with a sigh, forget yesterday's resentment and anxiety. Breathe out the freshness of a spring day and the warmth of the sun's rays, which filled your heart with kindness, love and health. I wish you good mood! We're starting a new day."
Such moments help the child to look deeper into himself, develop the feelings of children, charge them with emotions, interest and captivate.
Prevention of eye diseases
An urgent problem at present is the protection of the eyesight of schoolchildren. The effectiveness of measures aimed at protecting the eyesight of children largely depends not only on the doctor, but also on the teacher. Visual defects are formed under the influence of many factors. Particularly important in childhood are the nature, duration and conditions of visual load. For example, a 6-7 year old child, in a few hours spent over books and notebooks, loads the muscles of the eye to the same extent as he would load other muscles, doing the same amount of time with a barbell. The consequences are not long in coming: by the end of the first year of study, every fourth student has myopia or a condition preceding it. In ordinary life, we use our eyesight incorrectly. Most often, the eyes are fixed for short distances for a long time. This also applies to students. It is necessary to switch the focus of vision, look into the distance, at least 2 minutes (it takes 5-10 minutes), then you should close your eyes for 1-2 minutes, let them rest. This simple exercise relieves fatigue, temporarily relaxes the muscles of the eyes.
Daily gymnastics for the eye serves not only as a prevention of visual impairment, but also has a beneficial effect on the body with neuroses and increased intracranial pressure.
Corrective exercises for the eyes
The finger doubles (facilitates visual work at close range): stretch your hand forward, look at the fingertip of an outstretched hand located along the midline of the face, slowly bring your finger closer, keeping your eyes on it until the finger starts to double. Repeat 6 - 8 times.
Sharp eyes: With your eyes, draw 6 circles clockwise and 6 circles counterclockwise.
Shooting eyes: move your eyes from side to side, looking as long as possible to the left, then to the right, then up and down. Repeat 5-6 times slowly.
Nose writing: (reduces eye strain): Close your eyes. Using your nose like a long pen, write or draw anything in the air. The eyes are softly closed.
A fun change: first, with your left hand, touch your right ear, and with your right hand, touch the tip of your nose; then quickly change the position of the hands: right hand - left ear, left hand - nose (5 times).
An important and obligatory component of the lesson are motor minutes.
Wellness minutes allow you to relieve mental stress, activate the attention of children, arouse interest in learning activities.
Prevention of postural disorders
The state of vision of children is directly related to the state of their posture. Very often, children with poor posture suffer from myopia at the same time. This is all the more relevant because every third child entering school already has a posture disorder. Violation of posture affects the psyche of the child, lower the overall vitality. Incorrect posture contributes to the development of early degenerative changes in the intervertebral discs and creates unfavorable conditions for the functioning of the organs of the chest and abdominal cavity, nutrition of the brain, etc. The posture of the child largely depends on the teacher. The child should have a clear idea of what correct posture is and how to form it. Experts recommend this approach. The child's shoulders are deployed, his back is straightened and placed close to the wall so that he touches the wall with his heels, buttocks, back and back of the head. The teacher explains that this posture is the correct posture. Then the student is asked to move away from the wall, maintaining the same posture. All students do this. Then the teacher selects 2-3 people, asks them to walk in front of the rest of the children, paying attention to how beautiful the correct posture is. For self-control, students can be recommended to observe their posture in the mirror. The development of correct posture usually requires a long time and constant monitoring.
We pay special attention in the lessons of a different cycle finger gymnastics. Finger games contribute to the development of hand motor skills, thinking, speech; reduce physical fatigue and moral stress during the lesson.
To teach children to control their speech organs, we widely use them in literacy and literary reading lessons. speech and breathing exercises.
"Blow out the candle."
Inhale deeply, drawing as much air into the lungs as possible. Then, stretching out your lips with a tube, exhale slowly, as if blowing on a candle, while pronouncing the sound “u” for a long time.
"Lazy cat"
Raise your hands up, then stretch forward, stretch like a cat. Feel how the body stretches. Then sharply lower your hands down, pronouncing the sound “a”.
"Naughty cheeks".
Take in air by puffing out your cheeks. Hold your breath, slowly exhale the air, as if blowing out a candle. Relax your cheeks. Then close your lips with a tube, inhale the air, drawing it in. The cheeks are retracted. Then relax your cheeks and lips.
"Locked mouth".
Purse your lips so that they are not visible at all. Close your mouth with a “lock”, tightly squeezing your lips. Then relax them:
I have a secret, I won't tell you, no (purse your lips).
Oh, how hard it is to resist without saying anything (4-5 s).
Nevertheless, I will relax my lips, and I will leave the secret to myself.
"Evil has calmed down."
Tighten your jaw, stretching your lips and exposing your teeth. Roar with all your might. Then take a few deep breaths, stretch, smile and, opening your mouth wide, yawn:
And when I get very angry, I tense up, but I hold on.
I squeeze my jaw strongly and scare everyone with a growl (growl).
For anger to fly away and relax the whole body,
Take a deep breath, stretch, smile,
Maybe even yawn (open mouth wide, yawn).
Such exercises contribute to the development of proper breathing, voice and diction. And normal blood circulation, the rhythm of the heart depends on proper breathing. What is important for the health of the child.
In order to stimulate thought processes, we conduct brain gymnastics.
Head shake.
Breathe deeply, relax your shoulders and drop your head forward. Allow the head to slowly rock from side to side as the breath releases the tension. The chin draws a slightly curved line across the chest as the neck relaxes. Run 30 seconds.
Lazy eights.
(the exercise activates the brain structures that provide memorization, increases the stability of attention): draw in the air in a horizontal plane "eight" three times with each hand, and then with both hands.
Thinking hat.
(improves attention, clarity of perception and speech): "put on a hat", that is, gently wrap your ears from the top to the earlobe three times.
Blink.
(useful for all types of visual impairment): blink with each inhalation and exhalation.
I see a finger.
Hold the index finger of the right hand in front of the nose at a distance of 25-30 cm, look at the finger for 4-5 seconds, then close the left eye with the palm of the left hand for 4-6 seconds, look at the finger with the right eye, then open the left eye and look at finger with two eyes. Do the same, but close the right eye. Repeat 4 - 6 times.
According to experts, the cause of many diseases in children is a lack of movement. To optimize motor activity, prevent and correct deficiencies in physical development, and improve health, we recommend using game therapy. Mobile games for fresh air beneficial effect on children's health.
fairy tale therapy
In finding ways for reading children to solve their psychological problems great place occupies a fairy tale. It is no coincidence that the technology of fairy tale therapy has become the leading one in the children's audience. Fairy tale is a favorite genre for children. The fairy tale carries an important psychological content, as the children themselves say, “love, kindness and happiness”, passing from one generation to another and not losing its meaning over time.
It gives the child the first ideas about the sublime and the base, the beautiful and the ugly, the moral and the immoral.
The fairy tale transforms the hero, turning the weak into the strong, the small into an adult, the naive into the wise, thereby opening up the child's prospects for his own growth.
The fairy tale gives hope and dreams - a premonition of the future. It becomes a kind of spiritual amulet of childhood.
Music therapy
But no matter how great the significance of a fairy tale for maintaining the spiritual world of children, it is not the only one that is used as a therapeutic tool. Music therapy has great potential for the mental health of children.
Music therapy is an interesting and promising direction, which is used in many countries for medical and recreational purposes. It has been experimentally proven that music can calm down, but it can also lead to extreme excitement, the immune system can be strengthened, which leads to a decrease in morbidity, improves metabolism, recovery processes are more active, and a person recovers. Many adults would be more balanced, calmer and more benevolent if in early childhood they fell asleep every night to a lullaby. Music can also be considered as a way to improve the emotional background in the family, which can lead to harmony in relationships in it. The rhythm that music dictates to the brain relieves nervous tension, thereby improving the child's speech. Singing as a means of treatment is prescribed for children with respiratory diseases. Specialists set themselves the task of purposefully influencing music on a child, taking into account his mood, age, gender, season of the year and even time of day.
Teaching students to control their emotional state auto-training, minutes of relaxation.
Relaxation- This is a relaxation or decrease in tone after intense mental activity. The purpose of relaxation is to relieve tension, give children a little rest, evoke positive emotions, good mood leading to improved absorption educational material. We offer a range of games for relaxation.
Relaxation of arm muscles
Exercise 1.
Lie quietly in the starting position for about five minutes. Then bend the left hand at the wrist so that the palm stands upright, hold it in this position for several minutes; the forearm remains motionless. Watch for a feeling of tension in the muscles of the forearm. Relax your hand, allowing the hand to sink under its own weight onto the bedspread. Now your hand cannot but be relaxed - after such muscle tension, relaxation is a physiological need. For a few minutes, watch for a feeling of relaxation in your hand and forearm. Repeat this exercise again. Then spend half an hour at rest. The most important thing is to learn to recognize the sensations of tension and relaxation.
Exercise 2.
Repeat the previous exercise the next day. After the second relaxation of the hand, bend it at the wrist away from you (that is, differently than before), fingers down.
Exercise 3
Today you are resting. Do only relaxation, while watching the sensations in your left hand (is it relaxed or do you feel tension in it from time to time?).
Exercise 4
To the first and second exercises, we will add experience with the flexor of the elbow joint. Bend your left arm at the elbow at an angle of 30 degrees, that is, lift it from the bedspread. Repeat this operation three times for about 2 minutes followed by relaxation for several minutes. Relax for the rest of the hour.
Exercise 5
Repeat all previous exercises. Then we will train the triceps.
You will achieve tension in this muscle if, placing a stack of books under your forearm, you will forcefully press on them with your lying hand. Alternate tension and relaxation three times (for relaxation, take your hand away from the body, behind the books you use as an aid). Relax for the rest of the hour.
Exercise 6 "Lemon".
Lower your hands down and imagine that there is a lemon in your right hand, from which you need to squeeze the juice. Slowly clench your right hand as tightly as possible into a fist. Feel how tense your right hand is. Then throw the "lemon" and relax your hand:
I will take a lemon in my hand.
I feel like it's round.
I squeeze it a little -
I squeeze lemon juice.
All right, juice is ready.
I throw a lemon, relax my hand.
Perform the same exercise with your left hand.
Exercise 8 “Pair” (alternate movement with tension and relaxation of the hands).
Standing opposite each other and touching the partner's forward palms, straighten your right arm with tension, thereby bending the partner's left arm at the elbow. At the same time, the left hand bends at the elbow, and the partner straightens.
"Vibration".
What a wonderful day today!
We will drive away boredom and laziness.
They shook their hands.
Here we are healthy and strong.
Relaxation of leg muscles
You can start by repeating the exercises for the hands, but this is not at all necessary. If you have already learned to recognize tension and relaxation in each muscle group and are able to control these processes, then you can immediately begin to relax. So, relax with your whole body, you will only train your legs (first the left, then the right).
Exercise 1.
Bend the leg at the knee - the muscles in the upper part of the leg and under the knee are tense.
We train in a three-fold alternation of tension and relaxation.
Exercise 2.
And now, on the contrary, we bend the limb with the toe towards us. Tension and relaxation of the calf.
Exercise3.
Tension and relaxation in the upper thigh - the leg being trained hangs from the bed (sofa, etc.), thereby you achieve tension. Then return your leg to the starting position and focus on relaxing.
Exercise 4.
Tension in the lower part of the thigh - is achieved by bending the leg at the knee.
Exercise5.
Voltage in the area hip joint and abdomen - raise the leg so that only the hip joint is bent.
Exercise6.
Tension of the gluteal muscles - putting several books under the knee, press hard on them.
Discharge these six exercises with one or two repetition sessions, or provide one session devoted exclusively to relaxation.
Exercise 7 "Deck".
Imagine yourself on a ship. Shakes. In order not to fall, you need to spread your legs wider and press them to the floor. Clasp your hands behind your back. The deck shook - transfer the body weight to the right leg, press it to the floor (the right leg is tense, the left is relaxed, slightly bent at the knee, the toe touches the floor). Straighten up. Relax your leg. It swung in the other direction - to press the left leg to the floor. Straighten up! Inhale-exhale!
It began to rock the deck! Press your foot to the deck!
We press the leg tighter, and relax the other.
Exercise 8 "Horses".
Our legs wobbled
We will run along the path.
But be careful
Don't forget what to do!
Exercise 9 "Elephant".
Put your feet firmly, then imagine yourself as an elephant. Slowly transfer the body weight to one leg, and raise the other high and lower it to the floor with a “roar”. Move around the room, alternately raising each leg and lowering it with a kick of the foot on the floor. Breathe out "Wow!"
Relaxation of the muscles of the body
Exercise 1.
Abdominal muscles - perform as follows: either consciously pull the stomach into ourselves, or slowly rise from a prone position to a sitting position.
Exercise 2.
Muscles located along the spine - tension is achieved by bending and arching in the lower back (in the supine position).
Exercise 3
Relaxation of the shoulder muscles. It involves the acquisition of several skills. By crossing your arms outstretched forward, you will fix the tension in the front of the chest; by rotating the shoulders back - tension between the shoulder blades, raising them - tension on the sides of the neck and in the upper part of the shoulders themselves. Tension in the left side of the neck is achieved by tilting the head to the left, to the right.
Its fixation in the front and back sides takes place when the head is tilted forward and backward. This lead to shoulder relaxation can be done in one step, but it can also be done in stages. Relaxation exercises for the torso as a whole should be done for about a week (if you find it necessary to consolidate some skills, in this case, provide classes dedicated exclusively to relaxation).
Relaxation of the eye muscles
Exercise 1.
Tension in the forehead - is achieved by shifting the skin on the forehead into wrinkles.
Exercise 2.
Tension of the muscles of the eyelids - we move the eyebrows, the eyes are tightly closed.
Exercise3.
Tension of the oculomotor muscles - while we feel tension in the eyeball. With eyes closed, look to the right, left, up, down.
We train until we are able to clearly recognize the tension, and thereby get rid of it (that is, relax these muscles).
Exercise 4.
Eye muscle tension - having mastered the previous exercise, open your eyes and watch what happens when you look from the ceiling to the floor and vice versa. Feel the tension and relaxation.
Relaxation of the facial muscles
Exercise 1.
Clenching your teeth, follow in detail the tension that accompanies this. Relax. Repeat the exercise several times.
Exercise 2.
Open your mouth. What muscles are tensed at the same time? You should feel tension in front of the ears, but only more deeply.
Exercise3.
Bare your teeth, watch the tension in your cheeks. Relax.
Exercise 4.
Round your mouth, as if to say "ooh!", feel the tension, then relax your lips.
Exercise5.
Pushing your tongue back, watch the tension, relax.
Neck relaxation exercises:
"Curious Barabara".
Starting position: standing, feet shoulder-width apart, arms down, head straight. Turn your head to the left, then to the right. Inhale-exhale. The movement is repeated 2 times in each direction. Then return to the starting position, relax the muscles:
Curious Varvara looks to the left, looks to the right.
And then again forward - here a little rest.
Raise your head up, look at the ceiling as long as possible. Then return to the starting position, relax the muscles:
Comes back - relaxation is nice!
Slowly lower your head down, press your chin to your chest. Then return to the starting position, relax the muscles:
Now let's look down - the muscles of the neck are tensed!
Coming back - relaxation is nice!
Relaxation exercises for the whole body:
"Snow Woman"
Children imagine that each of them is a snowman. Huge, beautiful, which was fashioned from the snow. She has a head, a torso, two arms sticking out to the sides, and she stands on strong legs. Beautiful morning, the sun is shining. Here it begins to bake, and the snowman begins to melt. Next, the children depict how the snowman melts. First the head melts, then one hand, then the other. Gradually, little by little, the body begins to melt. The snowman turns into a puddle that spreads on the ground.
"Birds".
Children imagine that they are small birds. They fly through the fragrant summer forest, inhale its aromas and admire its beauty. Here they sat down on a beautiful wild flower and breathed in its light aroma, and now they flew to the highest linden, sat on its crown and felt the sweet smell flowering tree. But a warm summer breeze blew, and the birds, along with its impulse, rushed to the murmuring forest stream. Sitting on the edge of the stream, they cleaned their feathers with their beaks, drank clean, cool water, splashed and again rose up. And now we will land in the most comfortable nest in a forest clearing.
"Bell".
Children lie on their backs. They close their eyes and relax to the sound of the lullaby “Fluffy Clouds”. “Awakening” takes place to the sound of a bell.
"Summer day".
Children lie on their backs, relaxing all the muscles and closing their eyes. Relaxation to the sound of calm music:
I'm lying in the sun,
But I don't look at the sun.
We close our eyes, our eyes rest.
The sun caresses our faces
May we have a good dream.
Suddenly we hear: boom-boom-boom!
Thunder came out for a walk.
Thunder rumbles like a drum.
"Slow motion".
Children sit closer to the edge of the chair, lean on the back, put their hands freely on their knees, legs slightly apart, close their eyes and sit quietly for a while, listening to slow, quiet music:
Everyone can dance, jump, run, draw.
But not everyone knows how to relax, to rest.
We have a game like this - very easy, simple.
The movement slows down, tension disappears.
And it becomes clear - relaxation is pleasant!
"Silence".
Hush, hush, hush!
You can't talk!
We are tired - we need to sleep - we will lie down quietly on the bed
And we will sleep quietly.
Children really like doing such exercises, because they have an element of the game. They quickly learn this difficult ability to relax.
Having learned to relax, each child receives what he previously lacked. This applies equally to any mental processes: cognitive, emotional or volitional. In the process of relaxation, the body redistributes energy in the best possible way and tries to bring the body to balance and harmony.
Relaxing, excited, restless children gradually become more balanced, attentive and patient. Children who are inhibited, constrained, lethargic and timid acquire confidence, vigor, freedom in expressing their feelings and thoughts.
Such systematic work allows the child's body to relieve excess stress and restore balance, thereby maintaining mental health.
The proposed set of games will ensure the activation of various functions of the central nervous system, create a positive emotional background, and help overcome violations in the emotional-volitional sphere.
Application
PHYSICAL MINUTES IN THE LESSONS
IN 1 CLASS.
The main task of the educational process at school is to find such ways of organizing the educational process that would correspond to the age stages of the psychophysiological and social development of students, as well as the task of eliminating student overload.
The solution of this problem will be essential for maintaining the health of schoolchildren.
Undoubtedly, such factors as genetic conditioning, unfavorable social and environmental conditions of development have a significant impact on the health of children, but at the same time, school factors also have a negative impact on children's health (this is the intensification and irrational organization of the educational process, the inconsistency of teaching methods with age-related students' abilities).
One of the main directions in the activities to improve the health of younger schoolchildren at school is the organization and conduct of sports and recreation activities in the school regime.
Since the beginning school year daily activity of students is significantly reduced. Physical education lessons cannot fully compensate for the lack of movements of the student. Therefore, there is a need for measures to organize the motor activity of students during school hours.
For this, special attention must be paid to the introduction of physical education minutes in the classroom. A physical education minute is a small set of physical exercises. The exercises are designed so that when they are performed, various muscle groups are covered.
The value of physical education minutes is to relieve fatigue in a child, provide active rest and increase the mental performance of students.
Motor loads in the form of physical exercises relieve fatigue caused by prolonged sitting at a desk, give rest to muscles, hearing organs, and restore the child's strength.
Physical education is necessary in order to cheer up children, help activate breathing, increase blood and lymph circulation in stagnant areas in the child's body, and relieve static stress.
The composition of physical exercises should include complexes consisting of 4-6 exercises: 2-3 of which should purposefully form posture, 2-3 for the shoulders, belt, arms and torso and exercises. It is necessary that there are various exercises, since a large number of repetitions reduces the interest in doing the exercises.
Physical education minutes can be held without objects, with objects. Complexes can be performed under the score, tape recording, poetic text or musical accompaniment.
Physical education can be carried out in the form of general developmental exercises. In this case, exercises are carried out for large muscles that have carried tension for a long time.
Physical education can be carried out in the form of outdoor games or relay races. Especially effective are games that are combined with the topic of the lesson.
Didactic games with movements also contribute to the motor activity of students in the classroom.
When conducting physical education minutes using a poetic text, it is necessary to pay attention to the content poetic text which must be understood by the students.
Requirements for the organization and conduct of physical education.
Physical education sessions are held for initial stage fatigue /8-14 minute of the lesson, depending on the age of the students, the type of activity and the complexity of the educational material/
For younger students, it is most advisable to conduct physical education sessions between 15-20 minutes.
Exercises should be entertaining, familiar and interesting to students, simply in their performance.
Complexes of exercises should be different in content and form.
Physical education includes exercises for different muscle groups.
The duration of execution is 1.5-3 minutes.
In the interval between two lessons, it is more expedient to conduct physical education sessions using objects /balls, ropes/.
During physical education sessions, students can sit at a desk or stand near it, be at the blackboard or in the aisles between desks, stand in a circle, scattered, in pairs, triples, in groups.
The teacher must:
Own motor culture and figuratively show exercises.
Be able to combine movements with the musical rhythm.
Know the basic terminology of physical exercises.
Examples of physical exercises:
1. On the regulation of the mental state:
. "Not afraid"
In a difficult task situation control work. Children perform actions under the speech of the teacher. Moreover, the teacher says a line of speech and pauses, and at this time the children repeat the lines to themselves:
I tell myself friends
I'm never afraid
No dictation, no control,
No poems, no tasks
No problems, no failures.
I am calm, patient
I am restrained and not gloomy,
I just don't like fear
I'm holding my own.
. "Calm"
The teacher says the words and the children do the actions. reflecting the meaning of the words. Everyone chooses a comfortable sitting position.
We are happy, we are happy!
We laugh in the morning.
But now the moment has come
It's time to be serious.
Eyes closed, hands folded,
Heads lowered, mouth closed.
And quiet for a minute
To not even hear a joke,
To not see anyone, but
And only one myself!
2. Creative physical minutes for coordination of movements and psychological relief.
It is necessary to stand up and at the same time salute with the right hand, and stretch the left along the body. Then, raising the thumb of the palm of the left hand, say "In!". Then clap your hands and do the same, but with other hands.
sitting. Grab your left ear with your right hand, and grab the tip of your nose with your left hand. Clap your hands and quickly change hands: with the left hand - the right ear, with the right - the tip of the nose.
3. Physical minutes for the general development of the body of children / limbs and torso /
. "Parsley". Starting position: arms lowered, relaxed. At the same time, by chaotic shaking of the arms and legs, achieve muscle relaxation to feelings of warmth and reddening of the palms.
. "Sipping the Kitty" Starting position: sitting on a desk chair, bend at the waist, hands to the shoulders. Inhale - stretch, arms up, hands relaxed. Exhale - brushes to the shoulders, bring the elbows forward.
4. Micropauses with eye fatigue:
Close your eyes tightly for 3-5 seconds, and then open them for the same time. Repeat 6-8 times.
Blink rapidly for 10-12 seconds. Open your eyes, rest for 10-12 seconds. Repeat 3 times.
Starting position: sitting, close the eyelids, massage them with light circular movements of the finger. Repeat for 20-30 seconds.
5. Thematic physical education session "Sea voyage"
№ Text Description of movements
The fish swam and dived
In clear clear water.
They will come together, they will disperse,
They will bury themselves in the sand. Perform hand movements according to the text.
The sea is worried
The sea is worried two,
The sea is worried three -
Marine figure freeze.
Feet shoulder-width apart, swing your arms from right to left, depicting waves.
We raise our hands up and, depicting "flashlights", lower them down.
Who is it? What's this?
How to guess?
Who is it? What's this?
How to unravel?
Turns left and right with outstretched arms.
Hands are raised up. Perform swinging movements left and right.
This is a fishing boat.
Legs shoulder width apart. Hands to the sides, hands raised up. In this position, we swing from side to side.
This is a starfish.
We raise our hands up, squeezing and unclenching our fingers, lower our hands down.
It is, of course, a snail.
Hands to the sides, perform circular movements.
7 I will solve all of you. We spread our hands to the sides.
6. Finger gymnastics
"Finger games" is a staging of any rhymed stories, fairy tales with the help of fingers. Finger games, as it were, reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During the "finger games" children, repeating the movements of adults, activate the motor skills of the hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate on one type of activity.
Our scarlet flowers open their petals,
The breeze breathes a little, the petals sway.
Our scarlet flowers cover the petals,
They shake their heads and fall asleep quietly.
(Children slowly unbend their fingers from their fists, shake their hands to the right and left, slowly squeeze their fingers into a fist, shake their fists back and forth).
LADYBUGS
Ladybug's dad is coming,
Mom follows dad
The kids are following their mom
Behind them, the little ones wander.
They wear red skirts
Skirts with black dots.
Dad leads the family to study.
And he'll take you home after school.
(On the first line - with all the fingers of the right hand "walk" on the table, on the second - the same with the left hand. On the third and fourth - with both hands together.
On the fifth - shake your palms, press your fingers together.
On the sixth - tap your index fingers on the table. On the seventh and eighth - with all the fingers of both hands "walk" on the table.
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