Features of the physical development of preschool children
It is in preschool age that the foundations of the harmonious development of the personality are laid, its physical perfections are the foundations of health, longevity, many motor skills are formed, physical qualities (dexterity, speed, strength, etc.) are developed. Timely and successful formation of a person's motor function, especially in the preschool period of his life, is of paramount importance for full-fledged physical development.
Correct physical development is a physiological and pedagogical process aimed at achieving physical perfection, strengthening health, preparing the younger generation for adult life and work.
In the process of physical education, positive conditions are created for the successful assimilation of stable behavioral skills by children. The connection of physical education with the mental involves imparting to children certain knowledge of physical culture, in particular the rules of outdoor games, the most rational ways of performing movements.
The connection of physical education with labor is particularly clear, because various movements are the basis of labor activity. Improving the child's motor system increases the body's efficiency; the development of physical and volitional qualities contributes to the practical and psychological preparation of preschoolers for highly productive work in the future.
During physical exercises, the functions of the analyzers are improved: visual, auditory, motor. Space assessments become clearer, children develop a sense of rhythm, the accuracy and clarity of movements increase, etc. All this creates the necessary prerequisites for a better perception of the environment and to a certain extent affects aesthetic development.
To instill in children emotional tastes in the process of physical education, it is of great importance to observe appropriate hygienic conditions during classes, good physical education uniform, bright artistic design of physical education equipment (balls, flags, hoops, etc.).
The education of aesthetic feelings is greatly influenced by music that accompanies classes and morning exercises. It promotes more rhythmic and coordinated execution of movements, sets the pace of exercises, helps to perform them more expressively. All this improves the mood of children, causes them a general emotional uplift.
The purpose of my coursework is to highlight the relationship with the physical development of preschool children and the influence of external factors, the activities of teachers and parents on this development.
Tasks
To prove that the main thing in the physical education of preschoolers is the preservation of life, strengthening of health and comprehensive physical development of children.
To highlight the issue of the relationship between physical education and the formation of positive moral and strong-willed character traits of the child.
To prove that the formation of correct posture and the prevention of flat feet are one of the main tasks of the physical education of preschoolers.
Hypothesis
I believe that an important condition for correct physical education is the unity of the requirements of the kindergarten and the family. Physical education of preschool children will be effective provided that it is an organic part of the entire educational process of the kindergarten, the subject of joint care of preschool workers, family members, when each educator fully and creatively fulfills the requirements of the program. It is also necessary to know perfectly the anatomical and physiological features of the child's body of different age categories in order not to harm the child.
Physical development and health of children
The physical development of children and adolescents is understood as a continuous biological process. At each age stage, it is characterized by a certain complex of morphological and functional properties of the organism, interconnected with each other and the external environment (with the leading role of the central nervous system), and the reserve of physical forces determined by these properties.
Physical development, health status, as well as birth rate and child mortality reflect the state of the children's collective. Constant supervision of the physical development and health status of children and adolescents, carried out by doctors and nurses of children's institutions, is necessary, as it allows for the timely identification and implementation of a number of individual and mass health measures.
The study of the physical development and health status of each child and the entire children's collective is in continuous connection. Without an individual assessment of physical development and health status, it is impossible to reflect the characteristics of the group, just as without knowledge of the average indicators of physical development inherent in a given age, gender and team, it is impossible to objectively assess the physical development of each child.
Systematic observations by scientists of the course of child development showed that the formation of visual-motor coordination (eye-hand) is completed by the act of grasping with subsequent holding of objects. Visual-motor coordination, underlying the act of grasping, takes its beginning from the positive "complex of revival". When revival occurs as a result of visual concentration on the object and chaotic movements of the child's hands accidentally come across the object, on this basis the extension of the handles to the object is formed when it is at a certain distance from the eye.
Thus, grasping is a complex motor act that occurs in response to diffuse visual stimulation falling on the child's eye from a certain distance and from a certain point of view, and part of this act consists in directing the handles towards the object and in bringing the fingers of the hands into a certain position.
At the end of the formation of the grasping act, the connection between visual stimulation and movement is established instantly. Scientists observed that in the period from 4 to 7 months, having seen an object at a reachable distance, the child immediately stretches out his hands to it and tries to reach it. At the same time, grasping movements of the hands undergo a relatively rapid evolution from undifferentiated grasping of the object with all fingers and pressing it to the palm to grasping by comparing the thumb with the others.
The question of the basis on which the act of grasping is formed has not been sufficiently studied at present. One can only assume that the basis of the formation of the act of grasping is orienting activity, which is expressed in visual concentration on the object.
After the formation of the act of grasping, the development of movements enters a new phase. According to scientists, various repeated movements appear and intensively develop here. As the child learns movements and actions with objects, repeated movements become more and more diverse. The child not only pats the object, but also swings it, transfers it from one hand to another, pushes an object hanging above it, hits one object against another, etc. Scientists indicate that simultaneously with repeated movements, chain movements appear, which are a number of separate differentiated movements that follow one after another. These authors especially emphasize that repeated and chain movements do not differ in any way, and in both cases a number of movements take place in a sequential order under the control of the perceiving organs. The chain of movements includes all those individual movements that the child masters under the guidance of adults.
The degree of development of game manipulation in children of the first year of life depends on the pedagogical approach to children, in the absence of pedagogical work with children, the development of these movements is delayed - children do not know how to play, spending whole hours in a state of inactivity, content with sucking fingers, and monotonous rocking of the body. The phenomena of so-called hospitalism, which can be observed in poor children's institutions, are clear evidence that the ability to play is not just an instinctive, involuntarily arising phenomenon that appears due to the need to feel pleasure, but that the game must be taught.
Scientists specifically studied the influence of novelty on the stimulation of a child's actions. Offering a child simultaneously an "old" object, which the child had manipulated for 15-20 minutes, and a "new" object, which the child had not yet encountered, they found that the child mainly focuses on the "new", while the "old" object is almost not looked at or grabbed. If only one "old" object was demonstrated in the experience, then in this case the child did not focus on it and did not grab it. These authors indicate that the predominant interest in the new is characteristic of humans and can be detected as early as the fifth month of life.
Growth and development
A child's body differs from an adult's body in a number of features in the structure and functions of individual organs and systems.
First of all, a child's body, unlike an adult's body, is in a state of continuous growth and development. Growth is understood as quantitative changes in the body, development as qualitative changes, differentiation of organs and tissues. Quantitative changes, constantly accumulating, turn into qualitative changes. This is the unity and interdependence of growth and development.
In certain age periods, the processes of growth and development occur unevenly and unevenly. Moreover, each organ, each system of organs has its own patterns in relation to the processes of growth and development, and their intensity is more pronounced the younger the age.
Individual tissues throughout the entire period of development are subject to continuous and complex differentiation.
The increase in body mass - weight - occurs unevenly from year to year. Periods of rapid growth are replaced by periods of its slowdown. During growth retardation, large weight gains are noted. Growth retardation and acceleration coincide with those major histological changes that affect the skeletal system.
Nutrition plays an important role in the processes of bone tissue restructuring. Thus, the depletion of food in mineral salts and vitamins during the period of deep morphological restructuring of bone tissue leads to osteoporosis and a significant slowdown in growth. It has been established that the increase in organs is not proportional to the overall growth of the organism and parallel to the processes of their internal differentiation. The final formation of the structure of organs, as well as their growth, ends in different age periods. Periods of rapid growth are replaced by periods of deceleration, during which its differentiation and improvement of functions take place.
The growth and development of individual organs and organ systems are interconnected. For example, the improvement of the respiratory organs is favorably reflected in the functions of the heart and breathing, and the activity of the circulatory system contributes to the development of the respiratory apparatus.
The formation of the functions of the nervous system has a positive effect on the development of motor activity and, conversely, the development of the muscular system contributes to the improvement of nervous activity.
The continuous process of tissue differentiation, the incompleteness of the functional development of individual organs and systems make the child's body less resistant to all kinds of adverse environmental influences compared to the adult's body. Therefore, children often develop various functional disorders and diseases tend to worsen.
The child's body reacts especially strongly to various internal factors during the period of the most intensive morphological and functional restructuring. This has been proven by a number of studies and by life itself. For example, as a result of studying the consequences of the First and Second World Wars, it was found that negative environmental factors affected children of different ages differently. Anthropometric studies have noted a sharper lag in physical development indicators from the same children of the pre-war period in children 6-7 and 12-13 years old (girls) and 13-14 years old (boys) than in children of the second age. It is during these age periods that the morphological and functional restructuring of bone tissue takes place, as well as the restructuring of the entire organism as a whole.
Thus, in each age period the organism is characterized by certain morphological and physiological features and a peculiar property of reacting to various factors of the external environment. This is especially pronounced in children during the age crisis.
The main patterns of physical development
Body length, weight and chest circumference are the main indicators of physical development. However, when assessing the physical development of a child, doctors are guided not only by these somatometric values, but also use the results of physiometric measurements (vital lung capacity, hand-pressing force and postural strength) and stomatoscopic indicators (development of the musculoskeletal system, blood supply, fat deposits, sexual development, various deviations in body proportions). Only by being guided by the totality of these indicators, it is possible to establish what the child’s physical development is. Body length (the main indicator of physical development) also serves as the basis for the correct assessment of weight and chest circumference; weight expresses body mass; chest circumference – the development of the respiratory and skeletal systems.
The most intensive increase in body length and weight occurs during the first and second years of life. During the first year, the child’s body length increases by 25 cm, and during the second – by 10-15 cm; weight in the first year increases by 6-7 kg, and in the second - by 2-3 kg; then the annual increase in body length decreases to 4-5 cm, and weight - to 1.5-2 kg.
An increase in growth rates is again noted at 6-7 years and with the onset of puberty (9 at 11-12 years in girls and at 13-14 years in boys).
At 6-7 years, the annual increase in body length is 8-10 cm, and during the period of the onset of puberty and the following 2-3 years - 5-7 cm with an annual increase in weight of 3-4 kg. By 16-17 years of age in girls and 18-19 years of age in boys, the growth rate of body length is 1-2 cm, and weight - 2-3 kg, and in subsequent years, when maturation ends, the increase in body length reaches several millimeters.
It is believed that the increase in body length, as a rule, ends in women at 2-22 years, and in men at 23-25 years. The curves of changes in the average values of body length and weight in relation to age and sex have a characteristic direction and amplitude.
Many morphological and especially functional indicators (vital lung capacity, chest circumference, muscle strength, endurance to static stress and to dynamic work, metabolism, energy expenditure of the body) in girls of all ages are significantly lower than in boys of the same period. Only during puberty in girls is there a tendency for some of their functional indicators to approach those of boys.
The difference in body length and weight in boys and girls before puberty is very pronounced. Girls, whose body length and weight are somewhat lower than boys, are compared with the latter, and then, due to the earlier onset of puberty (at 11-12 years), they surpass them. By 14-15 years, girls' puberty is close to completion, so the increase in body length and weight becomes less intense in them than in boys. At this age, boys are compared with girls in body length and weight, and then surpass them.
Furthermore, all indicators of physical development in boys on average exceed those in girls. This characteristic course of the curves of average values of body length and weight in different groups can vary significantly due to earlier or, conversely, later puberty.
In parallel with the increase in the entire body length, the ratio of the proportions of its individual parts is measured. In a child with a relatively large head, long torso and short legs, the sizes of the limbs and body: the head becomes relatively small, the body is short; the legs are long.
All anthropometric indicators for assessing physical development or other purposes are carried out in the morning hours on a naked body using standard instruments.
When assessing physical development, planning certain health or sanitary and hygienic measures, it is also necessary to take into account the main anatomical and physiological features of children and adolescents.
Features of the skin of children
The skin is an organ with a very complex structure, it plays a major role in the life of the organism. It is a cover that not only protects the organism from the adverse effects of the external environment, but also closely connects it with this environment, thanks to the numerous nerve receptors that are embedded in it. Therefore, the various effects of the environment can significantly change the function of the skin, which entails changes in the entire organism.
The skin of a child differs in many ways from the skin of an adult in its structure and functions. It has a less developed stratum corneum and is richer in blood vessels than the skin of an adult. Due to this, all kinds of external factors, including water procedures, air baths, radiant energy from the sun and artificial sources, are reflected on the functions of the skin more than in an adult.
In children of nursery and preschool age, the skin is particularly tender, thin and easily vulnerable. This circumstance, as well as insufficient resistance of the skin to microbes penetrating into the wounds, determine the peculiarities of the course of skin diseases.
The formation of vitamin D from ergosterol under the influence of ultraviolet rays takes place in the skin; immune bodies are also created in it.
The bactericidal function of the skin of open and closed surfaces of the body in children, especially in schoolchildren 6–18 years old, is well expressed. The bactericidal index (the number of killed Coli microbes, strain 675 or F2, in a dilution of 1: (5 x 10–4 ) for 6 minutes of exposure) in autumn and spring, respectively, is 85–81%. In winter, the index decreases to 58%.
The bactericidal function of the skin reflects the state of the body's immune system reactivity. Children and adolescents who are lagging behind in physical development from age standards, more often than their peers with normal and good development, have a lower bactericidal function in all seasons of the year.
The skin plays an important role in regulating the body's thermal state, since through it a person loses 85-90% of the heat produced.
The mechanisms that regulate the creation and return of heat are not sufficiently developed in children, which largely explains the tendency of young children to hypothermia or overheating. With age, the functions of the skin are constantly improving and approaching the functions inherent in an adult.
Features of the musculoskeletal system of children
The skeleton of a newborn consists of bone and cartilage
Tissue. Bone tissue is formed gradually and constantly replaces cartilage tissue. In children, organic elements predominate in the bone tissue, which is due to the high elasticity of their skeleton and the easy occurrence of its deformations during long-term stress and incorrect body position.
The constancy of the cervical and thoracic spine bends is established only by 7 years. By this age, these natural bends are smoothed out in the supine position. Lumbar spine bends are established only at 17-18 years. The fusion of individual bones of the skeleton, for example, the pelvic bones, is not completed. Due to these features, when children jump from a height onto a hard surface, only displacement of their pelvic bones with subsequent incorrect fusion is possible. Such changes in the shape of the pelvis that occur in adult women can adversely affect the reproductive function.
The wrist bones are only outlined in a newborn; constantly developing, all of them (except the pea-shaped) become clearly visible on the X-ray only at the age of 7, and the process of their ossification is completed much later - at 10 - 13 years. At the same time, the ossification of the phalanges of the fingers ends.
The specified features of the formation of the hand must be taken into account when teaching children writing and simpler labor skills. Children, especially in the first year of school, cannot be overloaded with written work.
The muscular system is organically connected with the skeletal system, since they jointly provide human movements. First of all, large muscles develop (muscles of the trunk, especially the back, shoulder, forearm, thigh, etc.). They become well developed at 6 - 7 years. At the same time, small muscles (for example, muscles of the hand) are still very underdeveloped by this age. In this regard, younger children largely master the basic types of natural movements (walking, running, jumping, throwing), but their clear coordination of movements with the participation of small muscles is not yet perfect enough, it is difficult for them to perform small and precise movements.
Preschool and primary school children are characterized by great mobility, but due to the lack of improvement in coordination of movements, and hence the uneconomical expenditure of effort when organizing labor activities or physical education classes, it is recommended to give such exercises that would contribute to the development and improvement of basic motor coordination. Children are taught to perform rhythmic movements, develop in them the ability to navigate in space, and improve the speed of reactions.
At 9-12 years old, children acquire the skills to distribute the load on different muscle groups at their own discretion, movements become more coordinated and are clearly reproduced in a given rhythm.
With age, the muscular system grows and develops more and more. For example, if in a newborn the weight of all muscles is 23% of body weight, and at 8 years old - 27%, then at 17 - 18 years old it reaches 43 - 44%. Such a significant increase in muscle mass is accompanied by an increase in strength.
With the increase in strength, the body's skills for labor activity increase, at the same time the coordination of movements improves and the ability to control one's body increases. The increase in accuracy and coordination of movements with age is due not only to the development of the muscles themselves, but also to the improvement of the central nervous system, the formation of the motor analyzer.
Features of the respiratory and cardiovascular systems
The upper respiratory tract in children is much narrower than in adults.
The tissues of the respiratory organs are delicate, the mucous membranes lining the respiratory tract are abundantly equipped with blood and lymphatic vessels, and are easily vulnerable. This explains the relatively free penetration of dust and pathogenic microorganisms into the respiratory tract, significant contamination of breathing during inflammatory processes in the nose, with the onset of which children begin to breathe through the mouth, which creates even more
favorable conditions for the introduction of infections, the ingress of dust particles, toxic substances, bronchitis and pneumonia.
The lungs develop in several periods. Differentiation is easily expressed in the reduction of some histological elements and the creation of others. One of the features of the respiratory system is that children's lungs have a lot of interstitial tissue with a large number of lymphatic vessels and respiratory bronchioles, which is associated with frequent inflammatory processes in the lungs.
These and other features of the respiratory system in children require constant care for the cleanliness of the air in childcare facilities, good ventilation and wet cleaning of the premises, and compliance with rules that prevent dirt from entering. It is also important to teach the child to deep, rhythmic breathing through the nose, for which, if necessary, first of all, radical treatment of chronic rhinitis, catarrh of the upper respiratory tract, removal of adenoid growths in the nasopharynx is required. Differentiation easily ends by the age of 7, and then mainly only growth occurs.
The respiratory surface of the lungs and the amount of blood passing through the lungs per unit of time are relatively larger in children than in adults. However, the smaller volume of the chest than in adults and its conical shape cause children to have less ventilation of the lungs with each breath at rest. The necessary volume of pulmonary ventilation is provided in children mainly by an increase in the number of breaths and to a lesser extent by deep breathing.
With age, the depth of breathing increases, its frequency decreases and its rhythm increases. Thus, the respiratory rate, equal to 30-44 in a newborn, decreases to 26 by 5 years, in adolescents it is equal to 18, and in boys and girls, as in adults, rarely exceeds 16 times per minute at rest.
Minute volume of the lungs - the amount of air passing through the lungs per minute (the frequency of respiratory movements is multiplied by the volume of air entering the lungs during inspiration), grows from 650 - 700 ml (in newborns) to 5800 ml in 5-year-old children and 8000 ml in adolescents. As evidenced by changes in the values of the vital capacity of the lungs (Table 1) and the excursion of the chest (Table 2), the capacity of the lungs and the strength of the respiratory muscles are constantly increasing.
The development of the cardiovascular system and blood circulation is closely related to the development of the lungs and respiratory functions. The intensity of heart growth is strongest in the first year of life and in subsequent years up to 7 years. At 7 - 10 years, the increase in the size and volume of the heart is gradual.
In the process of development of the heart, as well as other organs, periodicity is noted, and the periods of growth and differentiation coincide with the same indicators of the lungs. By 7-8 years, the structural differentiation of the supporting tissue of the heart is completed and its central and peripheral nervous system reaches full development. The organ is abundantly covered with blood vessels. The muscular system of the heart is structurally not yet complete. The arteries of a 7-year-old child are relatively wider than those of adults. This is one of the factors associated with the low value of blood pressure.
The amount of blood delivered to the cell each minute must be in accordance with its need for oxygen. Therefore, the child's heart must make a significantly greater number of contractions per minute than the heart of an adult, since the volume of blood ejected into the arteries with each contraction is less in a child than in an adult.
The amount of blood ejected into the aorta by the heart of a newborn during one contraction is small - only 2.5 ml, by 1 year it increases 4 times, by 7 years - 9 times, and by 12 years - 16.4 times. The heart rate in newborns is 140 beats per minute, by 133 years it decreases to 80 (Table 3).
Table 1. Average values of vital lung capacity (in liters)
|
Age
in years
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
13
|
14
|
15
|
16
|
17
|
|
Sex
|
||||||||||||||
|
Boys
|
1,2
|
1,2
|
1,2
|
1,4
|
1,5
|
1,8
|
2,0
|
2,1
|
2,3
|
2,6
|
2,9
|
3,5
|
3,8
|
4,1
|
|
Girls
|
-
|
-
|
1,1
|
1,2
|
1,4
|
1,6
|
1,9
|
2,1
|
2,2
|
2,5
|
2,8
|
3,0
|
3,0
|
3,2
|
Table 2. Average values of chest excursion (in centimeters)
|
Age
in years
|
8
|
9
|
10
|
11
|
12
|
13
|
14
|
15
|
16
|
17
|
|
Sex
|
||||||||||
|
Boys
|
4,00
|
5,10
|
5,14
|
5,21
|
5,30
|
5,90
|
6,40
|
6,59
|
6,78
|
7,03
|
|
Girls
|
3,70
|
4,03
|
4,50
|
4,85
|
5,30
|
5,80
|
5,90
|
6,20
|
6,40
|
6,70
|
Table 3. Change in heart rate and stroke volume
|
Indicator
|
Age in years
|
||||||||||||
|
Newborn.
|
1
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
13
|
14
|
15
|
дорослий
|
|
|
Heart Rate
(beats per minute)
|
140-135
|
120
|
95
|
92
|
90
|
88
|
86
|
84
|
82
|
80
|
78
|
76
|
72
|
|
Cardiac stroke volume (in ml)
|
2,5
|
10,2
|
20,6
|
23,0
|
25,0
|
27,0
|
29,2
|
31,6
|
33,4
|
35,7
|
38,5
|
41,4
|
60 та більше
|
In children of primary school age, the heart rate becomes more stable than in children of preschool age. However, under the influence of sharp and strong movements, positive and negative emotions, the heart rate in children of primary school age increases significantly.
At the age of 12-15, a rapid increase in heart mass is noted. By the age of 15, it increases 15 times compared to the weight of a newborn. However, at this age, the heart has insufficient muscle mass and with difficulty ejects a large volume of blood from the ventricles. In addition, at this age, there is a discrepancy between the size of the heart and the lumen of the vessels, since the latter develop more slowly than the heart. This circumstance entails some contamination of the blood circulation, which is expressed in a more slight increase in blood pressure, especially during muscular activity.
By the age of 18, the cardiovascular system becomes more resistant to various influences thanks to the more advanced nervous regulation of its activity than at the previous age.
Blood and blood-forming organs
Blood supplies cells of tissues and organs with nutrients and oxygen. The blood also receives decay products from organs and tissues (urea, carbon dioxide, etc.). With the cessation of blood access to the organ, its function ceases and necrosis occurs.
The ratio of various blood elements (blood picture) changes periodically during the child's development. The periodicity of these changes coincides with the periodicity in relation to the activity of blood-forming organs: bone marrow, spleen and liver, which are in the closest connection through the nervous system.
The bone marrow performs a dual function. On the one hand, it participates in the process of growth and development of bone tissue, and on the other hand, it is an organ of blood formation.
During periods of increased growth of the body, the bone marrow is in a state of tension due to large demands on it, associated with growth and hematopoiesis. During such periods, the bone marrow cannot independently cope with this task and partially the hematopoietic function passes to other hematopoietic organs. First of all, this function is transferred to the liver.
A large percentage of hemoglobin (above 100) and a large number of erythrocytes (about 6,000,000) at birth by the 5th - 6th day of the child's life decreases, which is associated with a decrease in the erythroblastic function of the bone marrow. Then, by the age of 3 - 4, the number of hemoglobin and erythrocytes increases slightly. At the age of 6 - 7, in direct connection with rapid growth, there is a certain slowdown in the increase in the number of erythrocytes and the percentage of hemoglobin. From the age of 8, when the erythroblastic function of the bone marrow begins to increase again, a simultaneous increase in erythrocytes and hemoglobin is noted.
There is also a certain age pattern in the saturation of erythrocytes with hemoglobin. The high color index, equal to 1.0 at birth, subsequently decreases to 0.7 - 0.8. There is no difference in the hemoglobin content in girls and boys.
The hemoglobin content in the blood is considered: from 8.8 g % and below - as low, from 10.4 to 11.6 g % - as normal and more than 11.7 g % - as high.
A more characteristic change in white blood by age categories. White blood cells perform a more protective function in the fight against infections. The number of leukocytes in 1 mm3 of blood of a child of nursery, preschool and primary school age is higher than in adults. The leukocyte blood formula of children of these ages also differs significantly from the same in adults.
The high content of lymphocytes and a low number of neutrophils in the first years of a child's life is constantly leveled off, reaching almost the same figures by 5 - 6 years. After that, the percentage of neutrophils increases sharply, and the percentage of lymphocytes decreases.
The low content of neutrophils, as well as their insufficient maturity, is partly explained by the relatively high susceptibility of young children to infectious diseases.
In children of the first years of life, the phagocytic activity of neutrophils is also the lowest. However, by the age of 4, the values of phagocytosis indicators (phases of capture and digestion) become as high as in adults. In relation to various microorganisms, the values of phagocytic activity indicators of neutrophils, as well as the bactericidal function of the skin, reflect the state of the immune system and change depending on the seasons of the year.
During the period of rapid growth, due to great stress, the blood-forming organs are characterized by increased sensitivity to the adverse effects of the external environment. Insufficient exposure of children to fresh air, excessive stress and other violations of hygiene requirements often lead to anemia.
Incorrect use (dosage) of sun baths or artificial irradiation have a negative effect on the children's body, especially on the bone marrow. The latter begins to produce a larger number of immature blood cells.
Digestive organs
At 6-7 months, the child's first milk teeth begin to erupt.
By 1 year, there are 8 of them (incisors), and by 2 years, there are 20. Milk teeth are more delicate than permanent teeth, easily broken and broken. At the age of 6-7 years, children begin to change from milk teeth to permanent teeth. First, 4 large molars appear, then gradually, in the same order in which they appeared, milk teeth fall out and permanent teeth grow. At 7-8 years, 4 internal incisors change; at 8-9 years, 4 external incisors; at 10-12, 4 molars; at 12-14 years, 4 large molars. The tooth enamel of permanent teeth in children is thinner than in adults. As a result, permanent teeth in children can be easily damaged. In this regard, it is especially important to require children to carefully follow the rules of dental and oral hygiene and to conduct timely sanitation of the oral cavity.
The salivary glands are formed by the time of birth, but in the first months of life they do not function sufficiently, as a result of which there is a well-known dryness of the oral mucosa (first 6 months). The secretion of saliva, as well as gastric juice, occurs reflexively when the sensory nerves located in the oral mucosa and the olfactory organs are irritated. The secretion of saliva and gastric juice begins reflexively at the sight of food and appropriate sound stimuli (knock of cutlery, etc.).
The esophagus in children is shorter than in adults, it is covered with a delicate, easily vulnerable mucous membrane and is poor in elastic tissue. These features dictate the need for careful culinary processing of food.
The stomach grows intensively in the first year of life and more slowly in the next 10 years. The acidity of gastric juice and the content of digestive enzymes in it are also low in children. These features encourage more frequent meals in small portions.
The length of the stomach in children is relatively greater than in adults. In an adult, the length of the intestine exceeds the length of the body by 4.5 times, and in an infant - by 6 times. The intestine grows especially intensively up to 3 years, and in the last periods of children's development the length of the intestine increases evenly. The intestinal mucosa is well developed, delicate, it has many blood and lymphatic vessels. These features contribute to better absorption of nutrients into the lymph and blood.
The muscular layer of the intestine and its elastic fibers are less developed in children than in adults. In this regard, peristalsis in children is weaker. These features explain the tendency to constipation.
There is an opinion that the change of milk teeth to permanent ones reflects the development of all digestive organs. Thus, with the appearance of permanent teeth, the differentiation of the glandular apparatus of the stomach ends. The digestive organs reach their final formation at 14-16 years of age.
Metabolism
Metabolism is closely related to the intensive growth and development of the whole organism. Metabolism is the main condition of life. From the external environment, the body absorbs oxygen and various nutrients necessary for the construction of cells of its organs and tissues, as well as to compensate for the energy costs associated with creative activity and physical labor of varying intensity in humans.
The decay product formed as a result of the body's vital activity enters the external environment. The intensity of metabolism is the higher, the smaller the child, and, accordingly, the larger its surface body, less developed nervous system and endocrine apparatus.
The correctness of mineral metabolism is of great importance for the development and normal vital activity of all cells of his body.
A significant role in this is played by salts of sodium, calcium, potassium, magnesium, iron, phosphorus, etc. With the exchange of calcium and phosphorus, occupying a special place in the child's mineral metabolism, bone growth, correct decalcification, ossification of cartilage and the state of oxidative reactions in the body are associated.
In young children, the basic metabolism in 24 hours is 950 - 1000 large calories. Approximately the same number of calories in addition to the basic metabolism, the child needs to compensate for the costs associated with its activities (outdoor games, entertainment, educational activities, various types of work, etc.).
In the expenditure of energy associated with muscular activity, in children, as in adults, there is a dependence on the nature movements. Energy expenditure is higher, the more forcefully the muscles contract, the more intense the movement and the larger the muscle group involved in the movement.
Table 4 Energy expenditure during various types of muscular activity in children (in calories per hour)
|
Type of activity
|
Option 1
|
Option 2
|
|||||
|
Age in years
|
|||||||
|
2-3
|
5-6
|
7-8
|
10
|
12-13
|
|||
|
Girls
|
Boys
|
Girls
|
Boys
|
Boys
|
Boys
|
||
|
Rest
|
32
|
39,4
|
41,4
|
41,8
|
49,4
|
49,4
|
57,6
|
|
Quiet sitting
|
39
|
51,9
|
50,7
|
52,5
|
56,4
|
56,3
|
71,4
|
|
Standing
|
39
|
55,1
|
53,7
|
54,3
|
-
|
65,5
|
-
|
|
Classes in kindergarten and school
|
-
|
46,7
|
49,7
|
50,5
|
67,9
|
58,3
|
70,9
|
|
Reading, lessons
|
-
|
-
|
-
|
-
|
-
|
59,3
|
69,7
|
|
Painting
|
-
|
47,1
|
52,5
|
67,6
|
65,2
|
-
|
-
|
|
Games are calm
|
50
|
-
|
-
|
-
|
-
|
-
|
-
|
|
Board games
|
-
|
50,2
|
48,4
|
52,5
|
-
|
64,6
|
-
|
|
Self-service
|
-
|
-
|
-
|
57,6
|
64,9
|
70,5
|
103,1
|
|
Music lessons
|
-
|
-
|
-
|
-
|
73,0
|
62,4
|
-
|
|
Medium mobility games
|
-
|
69,1
|
78,0
|
65,0
|
81,0
|
64,5
|
-
|
|
Gymnastics – exercise
|
-
|
71,0
|
82,0
|
75,8
|
92,4
|
-
|
101,5
|
|
Handicrafts in workshops
|
-
|
-
|
77,9
|
50,9
|
57,2
|
101,7
|
112,2
|
|
Walking
|
71
|
88,2
|
110,5
|
84,6
|
120,7
|
123,5
|
153,0
|
|
Ball game, volleyball
|
-
|
143,3
|
124,9
|
-
|
-
|
122,5
|
193,0
|
|
Climbing stairs
|
-
|
-
|
-
|
-
|
124,4
|
185,7
|
228,0
|
|
Dynamic games
|
87
|
-
|
-
|
-
|
-
|
-
|
-
|
|
High mobility games
|
-
|
-
|
174,6
|
-
|
193,9
|
221,0
|
208,9
|
|
Run
|
121
|
162,0
|
172,5
|
166,0
|
195,4
|
240,0
|
-
|
A 2-3-year-old child spends 2 times more energy when walking, and 4 times more energy when running, than when sitting. (Table 4).
According to the amount of energy spent, activities can be divided into the following groups.
The first group. Elegy costs exceeding the basic exchange by 20-50%: quiet sitting and standing, school lessons, kindergarten classes, reading, lesson preparation, board games.
The second group. Energy expenditure, exaggerating the exchange by 75-125%: manual labor, laboratory classes, physical training (gymnastics), games of medium mobility, games with building materials.
The third group. Energy expenditure, exaggerating the basic exchange by 125-175%: walking.
The fourth group. Energy expenditure, exaggerating the main exchange by 300-380%: games of great mobility, running, climbing stairs.
With more intensive work, energy consumption reaches very large amounts. For example, in children aged 10-14 years, on a bicycle ergometer (according to I.M. Freidberg) it was 467, 623 kcal / hour. The work performed by boys entails higher energy expenditure than by girls.
Features of higher nervous activity
The human body is a complex system of numerous and closely interconnected elements united in several structural levels. The concept of growth and development of an organism is one of the fundamental concepts in biology. The term "growth" currently means an increase in the length, volume and weight of the body of children and adolescents, which is associated with an increase in the number of cells and their number. Development means qualitative changes in the child's body, which consist in the complication of its organization, that is, in the complication of the structure and function of all tissues and organs, the complication of their relationships and the processes of their regulation.
Growth and development of a child, that is, quantitative and qualitative changes are closely related to each other. Gradual quantitative and qualitative changes that occur during the growth of the body lead to the appearance of new qualitative features in the child.
An important biological feature in the development of a child is that the formation of its functional systems occurs much earlier than it needs. The principle of anticipatory development of organs and functional systems in children and adolescents is a kind of "insurance" that nature gives to a person in case of unforeseen circumstances.
It is clear from the above that the body is not a simple sum of billions of cellular elements. Individual tissues, organs and systems are closely related to each other and make up a single whole, determining the courageous work of the body. Moreover, every organism needs certain conditions of existence for its growth, development and vital activity. Thus, the human body is a single whole with the surrounding environment.
The works of I.P. Pavlov showed that in higher animals and humans, the central nervous system plays the first, controlling role in the coordinated work of all systems and organs, as well as in communication with the environment. Any changes in the external environment affect the entire organism through the central nervous system, as a result of which the reactions of the organism, which adapts it to the conditions of existence, change accordingly.
We, as future teachers, must know what changes occur in the child's body under certain conditions.
For example, with improper organization of the regime of children of different age groups, there is a threat of nervous overstrain, fatigue and neurosis due to insufficient "maturity", and therefore increased fatigue of the nervous system. In this regard, it is important to strictly take into account the hygienic requirements dictated by their age characteristics in the organization of various types of children's activities, especially physical ones. It is also important to provide children with defined living conditions in accordance with hygiene requirements. Only in this case, the growth and development of the child's body proceed normally, and they can easily learn the acquired knowledge, skills and abilities.
Tasks and means of physical education of preschoolers
The tasks and content of physical education in preschool educational institutions are determined by the requirements of the Basic component of preschool education in Ukraine, the current programs of development, training and education of preschool children "Malyatko", "Dytyna", "Ukrainian Preschool".
It is in the first six to seven years of a person's life that the foundations of health and longevity are laid, many motor skills are formed, physical qualities are developed (dexterity, speed, strength, etc.).
Physical education is facilitated by the creation of appropriate conditions (rational regime, nutrition, etc.), diversification of organizational forms of physical education (classes, morning gymnastics, mobile games, etc.), increasing motor activity during the day, etc.
Due to the high plasticity of the nervous system, preschoolers very quickly establish nerve connections and form conditioned motor reflexes. However, the child must not only be able to use his movements in a familiar environment, but also in different conditions that change (in games, during walks, when you need to jump over a ditch, climb under a branch, etc.). Therefore, the formed skill in one or another movement must be not only strong, but also sufficiently flexible (plastic).
Along with the formation of skills in basic movements, physical qualities develop: strength, speed, agility, endurance, etc. The movement must be performed not only correctly, but also quickly enough or for a long time (for example, walking, running), and this requires a certain level of development of certain physical qualities. To restore and improve them, general developmental exercises, basic movements, sports exercises and outdoor games are used.
During games, performing various exercises, the child also shows initiative, learns to be persistent in achieving the goal.
Physical education classes, outdoor games, especially contribute to the upbringing of discipline, collectivism, determination, courage and other qualities necessary for a person in children. For example, to become brave, one must learn to overcome fear when faced with danger. In physical education classes, some children are afraid to walk on a gymnastic bench, jump over an obstacle, jump high from a run, etc. However, they (sometimes with the help of a teacher) overcome their fear and perform the movement, which, of course, contributes to the upbringing of courage. Education and upbringing in physical education classes are interconnected.
The formation of correct posture and prevention of flat feet is one of the main tasks of physical education of preschoolers. Correct posture is important not only from an aesthetic point of view, but also because it creates favorable conditions for the work of the cardiovascular, respiratory and digestive systems, has a beneficial effect on the child's well-being.
The formation of posture is greatly influenced by the static and dynamic function of the foot. Even a slight change in its shape can cause further deformation, disruption of the correct position of the pelvis, spine, which can lead to the emergence of pathological posture defects. Therefore, measures to prevent flat feet should take their rightful place in the general system of physical education.
In preschool age, the formation of personal and public hygiene skills is of great importance. This task is solved throughout the entire period of children's stay in a preschool institution. Before entering school, a child must be able to wash himself, brush his teeth, dress himself, eat neatly, maintain cleanliness in the room, etc.
Cultivating the habit of daily physical exercises. The positive effect of physical exercises on the child's body is achieved only when these exercises are performed regularly.
Preschoolers have a biological need for movement, they get pleasure from the very process of performing physical exercises. Positive emotions that arise in the process of doing physical exercises gradually turn into a habit of systematically doing these exercises. Then this habit becomes a stable need, which continues to strengthen during school years.
Physical education tools
The implementation of physical education of preschool children is facilitated by various means: physical exercises, health-improving forces of nature (sun, air, water) and hygienic factors.
Physical exercises are the main means of physical education. They have a comprehensive effect on the development of children. With the help of physical exercises, the health of a preschooler is strengthened, the skills of vital movements are formed (walking, running, jumping, throwing, climbing, etc.), physical qualities are developed (strength, agility, speed, endurance).
Performing physical exercises is associated with an active perception of the environment, with orientation in space, the identification of strong-willed qualities, and various emotional experiences.
Properly organized motor activity has a significant impact on the formation of the child's psyche. It is movements that directly establish a practical connection between a person and the surrounding world, and this connection underlies the development of his mental processes.
Physical exercises are widely used in various organizational forms (morning exercises, physical education classes, outdoor games, etc.).
The child has a biological need for movement. Their limitation (hypodynamia) negatively affects the physical development of a preschooler (growth is delayed, some children gain excess weight), and resistance to infectious diseases decreases. Thus, physical exercises are a preventive measure against possible violations of the child's normal physical development.
The effectiveness of physical exercises is significantly increased in a complex combination with the health-improving forces of nature and hygienic factors.
The health-improving forces of nature (air, sun, water) are widely used to strengthen the health and temper the child's body.
Organization of physical education and health work in a preschool educational institution
According to the Laws of Ukraine "On Preschool Education", "On Physical Culture", one of the priority areas of the educational process in preschool educational institutions remains physical education of children. It is aimed at protecting and strengthening health, increasing agility and defenses of the child's body, improving its performance, timely formation of vital motor skills and abilities in children, development of physical qualities and ensuring the proper level of physical fitness and physical culture in general, fostering a stable interest in motor activity, the need for them to develop habits for a healthy lifestyle.
However, the organization of physical education work in preschool educational institutions needs improvement. This is evidenced by the presence of a significant number of children with disharmonious physical development, as well as with insufficient development of basic movements and physical qualities. A fairly high percentage of children who often suffer from respiratory infections and have chronic illnesses is recorded.
Insufficient physical development and low physical fitness of preschoolers is largely explained by a decrease in their motor activity.
Recommendations for physical culture and health work in a preschool educational institution
From the instructional and methodological recommendations on the organization of physical education and health work in a preschool educational institution of the Ministry of Education and Science of Ukraine, it is clear that children's need for movement is satisfied only by 30-50%. Hypodynamia is caused by frequent respiratory diseases, irrational construction of the physical regime and the general regime of the day, insufficient stay of children in the fresh air, etc. In particular, the physical regime of preschool educational institutions is negatively affected by an unlawful reduction in the number of physical activities, the lack of systematicity in conducting walks - hikes outside the kindergarten, physical breaks and minutes in the process of educational activities, entertainment, holidays, etc.
To eliminate these shortcomings, the main attention should be paid to the organization of physical education in preschool educational institutions, where the correct construction and activation of the physical regime would be provided, providing it with a health-improving direction, effective medical and pedagogical control and timely medical and preventive work.
The basis of the physical education system in preschool educational institutions remains the motor regime as a set of combined and consistently used depending on the age of children, place in the daily regime, season, etc.
Within the framework of the active motor regime, the daily volume of motor activity recommended for children of younger preschool age is 3 - 4 hours, for older preschoolers - 4 - 5 hours.
The effectiveness of physical education is ensured by the comprehensive use of traditional means of physical education. These include: physical exercises (gymnastics, games, elements of sports and tourism); health-improving forces of nature (air, sun, water); hygienic factors (diet, classes and rest, hygiene of clothes, shoes, equipment, etc.)
The set of organizational forms of work that are mandatory for implementation in the educational process are: physical education classes, physical education and health activities (morning exercises, gymnastics after a nap, physical education minutes, physical education breaks, hardening procedures); various forms of organizing physical activity in everyday life (physical exercises on walks, physical education holidays and entertainment, children's tourism, outdoor games, independent physical activity, health days and weeks, individual work on physical education).
Physical education classes are a priority in the process of systematic, consistent formation, consolidation and improvement of basic motor skills and abilities in children and the development of their physical qualities. They are held in all age groups, mainly in the morning - with the whole group or subgroups of children. The duration of physical education classes is established within: for children of 3 years of age - 15 - 20 min., for children of 4 years of age - 20 - 25 min., for children of 5 years of age - 25 - 30 min., for children of 6 years of age - 30 - 35 min. Such classes are held twice a week according to the general schedule of classes indoors or on the playground (from April to October under appropriate weather conditions, systematically, starting from the middle group) and three times a week during walks in the morning throughout the year. The duration of physical education classes on walks is the same as classes in the hall, but on a cold day it can be extended by 5 minutes. The variability of the conduct is determined by various factors, such as: the season and weather (respectively - children's clothing and footwear), the availability of equipment and inventory, the degree of children's mastery of movements. If swimming classes are held in a preschool institution (1-2 times a week depending on the age of the children), then on the day of their conduct, physical education classes are not planned according to the schedule on a walk.
In order to activate the motor regime in everyday life as an option for physical education classes on walks, children's tourism is organized once a week in the form of walks - hikes outside the preschool institution (on foot, by bicycle, skis or sledges), but only if there are appropriate natural and landscape conditions: forest, meadow, field, reservoir, forest belt, park, etc. The specified form of work cannot be replaced by targeted walks and excursions outside the kindergarten, which occupy an independent place in the educational process as a form of familiarizing pupils with the environment and nature. The main purpose of walks - hikes - is to improve children's health, prevent hypodynamia, improve motor skills in natural conditions and develop physical endurance. They are held starting from the second younger group. Their duration is: in the second younger group - 15 - 20 min., in the middle - 20 - 25 min., in the senior - 25 - 30 min. (one way).
Independent motor activity is of particular importance as a form of activating the motor regime. Every day in all age groups, time is allocated for it during the hours free from classes, morning reception, walks, evenings, etc. The task of teachers is to ensure the proper level and content of children's motor activity by enriching their motor experience, creating the necessary material base in the premises of the hall, groups, recreation areas, on physical education and playgrounds, using other methods of indirect (mediated) and direct (direct) management of this form of work.
During the time allotted for independent motor activity, individual work on physical education is also organized daily with children of different age categories. Children are involved in it to get acquainted with the basic movements, in-depth study of them and consolidate the relevant skills to eliminate the lag in the development of physical qualities (due to non-attendance at kindergarten or preschool, individual characteristics of health, physical and mental development and other factors). Its purpose is also to activate inactive children, prevent and correct posture and foot disorders. Based on an analysis of the health status, physical development and fitness, and interests of children, teachers determine the goal of individual work, select the necessary equipment and supplies, and conduct it with one child or with subgroups of 2-4 children.
For the normal development of a healthy child, it is necessary to move a lot, engage in activities, play. The game helps to learn about the surrounding space, develop attention, concentration, imagination, logical thinking. For children, the game is not only fun, but also an important and serious matter.
Given the leading importance of game activity - the game is one of the components of the child's preparation for school.
Various games are useful. Even "frivolous" games: in the "hospital", "daughter-mother", "school". It is especially valuable when several children participate in such games at once. This develops collectivism, the child learns to build relationships, resolve emerging conflicts. Children master adult life, a system of behavior, responsibilities. They learn to follow the instructions of an "adult". And most importantly - everything happens without coercion, easily and willingly. Imagination develops - the ability to imagine "what would happen if...".
Outdoor games - after preliminary learning them on walks - are introduced into various forms of work with children (classes, holidays, entertainment, hikes, physical breaks, etc.). In all age groups, they occupy an important place as an independent form of work on physical education and are held daily during the morning reception 9 1-2 games of low and medium mobility).
Hardening procedures complement all forms of work on physical education, increasing their effectiveness. For mass use in the daily regimen of different age categories, traditional hardening with air (air baths, walks, sleeping in the fresh air), water (local and general, contrasting rubbing and pouring, washing, bathing), sun (sunbathing) is recommended in accordance with the developed nora and methods.
Non-traditional hardening procedures, including intensive hardening (walking barefoot, wiping with cold water) and special medical and preventive measures (phytotherapy, aromatherapy, physiotherapy, massage, physiotherapy procedures, etc.) are introduced into the general system of physical education and health work as prescribed by a doctor, necessarily with the consent of parents, taking into account individual indicators of health, well-being of children and the type of institution.
Medical and pedagogical control
Medical and pedagogical control over physical education provides comprehensive information on the state of this work in a preschool educational institution through the joint efforts of medical workers (doctor, nurse) and teachers (head, senior teacher and with the participation of a physical education instructor, teacher).
Thematic areas of medical and pedagogical control:
- monitoring of the state of health, neuropsychiatric and physical development of children, medical examinations with a comprehensive medical examination, functional tests to determine the capabilities of the cardiovascular and respiratory systems, the division of children into medical groups for physical education classes and hardening, individual assignment of doses of physical activity in the motor mode and hardening, timely review of issues about transferring children from one medical group to another and about changing medical prescriptions, determining the dynamics of children's physical development and morbidity rates for each group and the preschool institution as a whole;
- monitoring the development of movements and physical qualities in children (at the beginning and end of the school year), examination of children's physical fitness according to average indicators of the development of movements and physical qualities, taking into account quantitative and qualitative indicators of motor fitness of boys and girls; analysis of the dynamics of changes in the development of movements and physical qualities in accordance with program standards for different age groups;
- assessment of the organization of content, methods of conducting forms of work on physical education: their systematicity, duration and rationality of the distribution of time between structural parts; content, sequence of selected exercises and other means, their dosage; hardening norms; methods and techniques for conducting each event, rationality of choosing ways to organize children and use inventory; prevention of injuries in children; compliance of the topic and content of the events with the intended tasks and the selected form of conduct, the degree of implementation of the tasks set, etc.;
- assessment of the impact of various organizational measures on the child's body: monthly determination of the general and motor density of physical education classes, other forms of work (individual timing) and the degree of physical and mental stress on the child (visual assessment of external signs of the stoma, calculation of the respiratory rate, pulsometry, which serves as the basis for constructing a physiological curve of physical education - pulsometry graph, monitoring reactions to hardening in children, especially in beginners and weakened ones, generalization of data on the state of health and changes in morbidity indicators;
- control over the organization of the motor regime: the feasibility and sufficiency of combining different forms of physical education work in the daily regimen, determination by timing and analysis of indicators of the duration of movements performed per day or for another period of time;
- supervision of sanitary and hygienic conditions: maintenance of places of study (group rooms, physical education corners in groups, recreation, physical education and music hall, swimming pool, sports ground, playground); condition of sports equipment and inventory in the premises and on the grounds; condition of children's clothing and footwear for daily stay in groups, walks, for participation in various forms of work with physical education, etc.
An essential component in the organization of physical education in a preschool educational institution is the cooperation of the teaching staff with the families of pupils, educational work with parents and staff of the preschool institution. This area of activity is ensured by: organization of meaningful visual propaganda (parent corners, newsletters, photo stands, etc.); discussion of problems of health promotion and physical development of children at parent meetings and consultations, production meetings; active involvement of technical, medical staff and members of the families of pupils in direct observation of the institution's work system, in the preparation and conduct of physical education activities with children and methodological work with pedagogical staff (pedagogical councils, seminars and workshops, pedagogical readings etc.).
Planning and accounting of physical education work is reflected in business documentation in accordance with the "Instructions on business documentation in preschool institutions" and the instructional and methodological sheet "On planning the educational process in preschool educational institutions".
Physical education classes
Classes are the main form of organized systematic training of preschoolers in physical exercises. The main goal of classes is to strengthen the health of children, temper their bodies, form skills in performing vital movements (walking, running, jumping, throwing, etc.), to fulfill positive moral and strong-willed character traits, to develop physical qualities and interest in the types of motor activity available to preschoolers. All these tasks are interconnected and are solved in a complex way. For example, during classes, children (the older group) throw balls at a target, jump long from a place and participate in the game "Geese - Swans". In this case, they improve their motor skills in throwing at a target and long jumps from a place, and the muscles of the legs and arms are also developed. Participation in the game affects the development of physical qualities: speed, agility, and also contributes to the upbringing of strong-willed character traits: discipline, courage, etc.
Physical education classes in all age groups are held 2 times a week. The content of physical education classes includes gymnastic exercises (basic and general developmental) and various outdoor games. This meets the interests of preschoolers and makes it possible to build classes in accordance with the requirements of physiology and hygiene, to comprehensively and consistently influence all functions of their body.
In all age groups, the class consists of four organically related parts: introductory, preparatory, main and final.
The introductory part - its main task - is to organize preschoolers, mobilize their attention to perform the following general developmental exercises. Clear organization of preschoolers at the beginning of the class is an indispensable condition for its high-quality conduct.
The preparatory part - its goal is to prepare the children's body for more intense work. The general developmental exercises offered at this time are designed to increase physical activity by gradually involving the main muscle groups in the work.
The main part. In this part of the lesson, various basic movements are studied (walking, running, jumping, throwing, climbing, etc.) and the skills of performing them are improved. A significant place is also given to outdoor games.
The final part - its task is to ensure the gradual transition of children from the state of excitement caused by exercises and games in the main part to a relatively calm state.
Formation of correct posture and prevention of flat feet
Formation of correct posture is an important aspect of strengthening the health and harmonious development of the child.
Posture is the usual, relaxed position of the human body while standing, sitting and in motion. With good posture, the muscles that hold the spine in the correct position are moderately tense, the head and torso are held straight, the shoulders are at the same level and slightly tilted back, the back is straight, the stomach is pulled in, the legs are straight in the knee joints.
Prevention of posture disorders in a preschool institution should be carried out in two directions - the creation of the necessary hygienic conditions (systematic ventilation of the room, optimal lighting, comfortable furniture that matches the height of children, strict adherence to the daily routine, etc.) and purposeful educational work, which in this case is a decisive factor. Conducting physical education classes, morning exercises, outdoor games, walks during which preschoolers actively move, physical education minutes and corrective gymnastics after sleep at a high methodological level allows you to successfully solve these issues.
Throughout preschool age, children should be taught to sit correctly on a chair and at a table, stand and walk with good posture, sleep in a proper position, etc.
When teaching preschoolers to sit correctly at a table, the following requirements are set for them: keep the head upright or slightly tilted forward, shoulders symmetrically in a horizontal plane and parallel to the edge of the table; elbows are freely placed on the table, the torso is vertical, legs in the hip and knee joints are at right angles, feet are fully supported on the floor. The back should touch the back of the chair. The distance from the table surface to the eyes is at least 30-35 cm. This posture makes it possible to unload the spine without bending it.
During meals and classes, children should not be allowed to lean their chest on the table, hang one elbow down, turn their torso to the edge of the table, tuck one or both of them under themselves, or lower their head to one shoulder.
Artificial or natural lighting should always fall on the workplace to the left of the child.
Preventing posture disorders, you should also monitor the child's posture during sleep. A soft bed, a high pillow, the habit of sleeping on one and the same side can lead to lateral curvature of the spine, and the habit of sleeping curled up can lead to the formation of a round back.
The static and dynamic function of the foot has a great influence on the formation of posture. Even a small change in its shape can cause deformation, disruption of the correct position of the pelvis and spine, and, as a result, pathological posture defects.
Flat feet are characterized by the lowering of its longitudinal or transverse arch. With significant deformation, the entire foot touches the supporting surface.
Various exercises are used to prevent and correct flat feet: bending the feet, turning the toes inward and spreading the heels, walking on toes and on a gymnastic stick (a rope placed on the floor); walking on the inner and outer sides of the foot, squatting on toes and various jumps; rising on toes; rolling a ball with the foot, grabbing objects (cubes, sticks, etc.) on the floor with the toes, etc.
Children who are prone to flat feet (flat feet, weak ligamentous-muscular apparatus) are recommended to wear arch supports - orthopedic plates made of soft material.
During physical education classes and during morning exercises, children should wear slippers with soft soles or be barefoot. Under such conditions, when climbing a gymnastic wall or walking on a rope, the ligaments and muscles of the musculoskeletal system will be better strengthened and the excavation of the foot will increase.
Throughout the year, all age groups should douse their feet with cool water and rub their feet with a towel. This procedure is very useful not only for hardening the whole body, but also for the correct formation of the arch of the child's foot. It increases blood circulation and helps improve blood supply and innervation of the foot.
It is good when a child in kindergarten develops comprehensively - physically and psychologically - and parents are happy for their children useful.
But for some reason, more often you can see homework for preschoolers, especially older groups, only in the form of educational activities. Why, for example, are there no seminars with parents on performing physical exercises with toddlers, what exercises can be included in morning exercises, what exercises for children with physical disabilities (posture disorders, flat feet, etc.).
For example, the formation of correct posture and prevention of flat feet in preschoolers can be successfully carried out only if the requirements of the kindergarten and the family are consistent.
But often the teachers themselves pay more attention to the mental development of children than to the physical.
Proper organization of children's lives in a preschool institution and in the family, compliance with basic hygiene requirements (daily routine, nutrition, sleep, proper selection of furniture, etc.), appropriate methods of conducting physical exercises - all this will contribute to the formation of correct posture in preschool children.
An important condition for proper upbringing is the unity of the requirements of the kindergarten and the family. Educators, medical workers help parents in organizing the child's regime in the family, developing movements, tempering, etc.
Based on the above, relying on the experience of scientists and advanced teachers, we can say the following: the physical development of young children is that link in the great chain of education, upbringing and development, which cannot be "forged" in any way.
"Important" and "unimportant" - there are no such expressions here and there should not be, because if you miss one thing, there will be no following. Of course, first of all you need to know perfectly the children's anatomy and physiology, changes in the body with various chronic diseases, etc., guided by the principle of "do no harm", almost like doctors, because the work of teachers is also work with people, our growing generation.
It is on such work that the health of our children, the health of a generation, of the nation depends.
Physical education should be truly comprehensive - it is developmental exercises, corrective exercises, hardening, and if a child cannot perform certain movements or procedures due to health reasons, he should not sit on the sidelines as is often the case in our kindergartens, the teacher's task is to find an approach to each child.
Having conducted this study, I achieved the main tasks that faced me:
The main thing in the physical education of preschoolers is the protection of life, strengthening of health and comprehensive physical development of children.
Its solution is facilitated by the creation of appropriate conditions (rational regime, nutrition, etc.), diversification of organizational forms of physical education, increasing motor activity during the day, etc.
The issue of highlighting the relationship between physical education and the formation of positive moral and strong-willed character traits of the child.
During games, performing various exercises, the child shows initiative, learns to be persistent in achieving the goal.
3. Formation of correct posture and prevention of flat feet is one of the main tasks of physical education of preschoolers.
Correct posture is important not only from an aesthetic point of view, but also because it creates favorable conditions for the work of the cardiovascular, respiratory and digestive systems, has a beneficial effect on child's well-being.
Physical education of preschool children will be effective provided that it is an organic part of the entire educational process of the kindergarten, the subject of joint care of preschool workers, family members, when each educator fully and creatively fulfills the requirements of the program.