“Organization of physical activity in the daily routine in the context of the implementation of the Federal State Educational Standard”

Direction: Physical development

Regulations on the competition: “Best center for physical development”

POSITION

on holding a municipal competition

“Organization of a developing subject-spatial environment

on the physical development of preschool children among educational institutions of the city implementing the educational program of preschool education"

1. General provisions

1.1. A municipal competition for the organization of a developing subject-spatial environment for the physical development of preschool children (hereinafter referred to as the Competition) is held by the NMC, a city creative platform for educators “Organization of physical education and health work in a modern preschool educational institution.”

1.2. The content and structure of the developmental subject-spatial environment of the preschool educational institution (hereinafter referred to as the RPPS) is determined by the Federal State Educational Standard for Preschool Education (hereinafter referred to as the Federal State Educational Standard).

1.3. RPPS for physical development is a set of measures to improve the conditions for organizing all forms of physical education to preserve and strengthen the health of students, attract parents (legal representatives) to cooperation and work to introduce children and families to the basics of a healthy lifestyle.

1.4. The position defines:

• timing and procedure for the Competition;
• registration requirements;
• criteria for the competition.

2. Purpose and objectives of the Competition

2.1. Purpose of the Competition:

Identification, support and dissemination of pedagogical experience in creating a developing subject-spatial environment of preschool educational institutions for the physical development of preschool children in accordance with the Federal State Educational Standard for Educational Education.

2.2. Objectives of the Competition:

1) Attracting the attention of the entire teaching staff and parent community to the problems of the physical development of preschool children in preschool educational institutions.

2) To increase the professional competence of teachers on the issues of physical development of preschool children (educational area “Physical development”) in the aspect of the Federal State Educational Standard for Additional Education. To intensify work on the physical development of preschool children through the enrichment of RPPS.

3) Encourage teachers to create a developmental subject-spatial environment in accordance with the requirements of the Federal State Educational Standard for Preschool Education and the educational program of the preschool educational institution.

4) Dissemination of pedagogical experience in creating and improving the subject-development base of physical education corners in groups, developing the creative potential of teachers and mutual cooperation with parents (legal representatives).

3. Participants of the competition

3.1. Teachers of educational institutions implementing an educational program for preschool education can take part in the competition.

3.2. Participation can be individual or group (any principle for forming a group of authors).

4. Procedure for holding the Competition

4.1. The competition is held in two stages:

Stage 1

• from February 25 to February 28, 2020 - submission of competitive works. Competitive works are submitted to MDOAU "Kindergarten No. 78" in electronic form (presentation in Power Point editor. Format ppt, rar, zip) to the email address:___))
• from March 11 to March 15, 2020 - summing up the results of the Competition (work of the jury).

Stage 2

• On March 22, 2020 at 13.00 at MDOAU “Kindergarten No. 78” there will be an in-person presentation of the competition works of the winners of the correspondence round (within the framework of the city creative platform for educators of the preschool educational institution “Use of non-traditional physical education equipment in working with preschoolers”).

4.2. To participate in the Competition you must:

• Before February 28, 2020, send to MDOAU “Kindergarten No. 78”:

— an application from an educational institution in the form (Appendix 1).

- competition material.

1. Criteria for the review and competition:

5.1. The assessment is carried out according to criteria, the maximum score for each criterion is 3 points.

5.2. The presentation should reflect:

• Goals, objectives and content of the RPPS on the physical development of preschool children.
• Pedagogical value and multifunctionality of didactic material.
• Teachers' use of modern educational technologies.
• Resource support:

-Having a passport of the Center for Physical Development;

-Availability of attributes:

• for outdoor games (masks, half masks, etc.);
• games with jumping (jump ropes, hoops, etc.);
• games with throwing, catching, throwing (skittles, ring throwing, balls, sandbags, etc.);
• sports games (badminton, gorodki, tennis, board sports games, etc.).

-The presence of non-traditional equipment, attributes made from waste bladeless material, made by the teacher, parents (legal representatives) and children with their own hands.

-Availability of equipment and attributes for the prevention of flat feet

-Availability of illustrative material to familiarize students with various sports (clippings from newspapers, magazines, photographs, albums, etc.)

- Availability of information “About a healthy lifestyle and the formation of a child’s physical activity in the family” in the parent corners of the groups.

-Use of the physical development center during the day:

• availability of equipment for use by pupils;
• the ability to use equipment in independent activities (availability of diagrams, algorithms, cards for children)
• do pupils know the names of outdoor games;
• do pupils know the rules of outdoor games;
• what attributes do the students use in the game?

-Presence of a card index of outdoor games in the physical education corner.

• Materials reflecting the independent activities of children in the physical development center.
• Security of all components of the environment.
• Age adequacy, compliance with program requirements and age characteristics.
• A creative approach to the design of space, aesthetics (consistency of a single style in design and color scheme, rational placement, practicality in use, originality of the name).
• Availability of equipment for children’s free activities, location of the physical development training center in accordance with the requirements of SanPiN.
• Building RPPS based on supporting children’s initiative in various activities, when the child himself becomes active in choosing the content of games and exercises.
• Creative approach to presentation design.
• Compliance of the content of the “Physical Development Center” with the requirements of the Federal State Educational Standard for Educational Education.

6. Management of the Competition

6.1. The work of the competition participants is assessed by a jury whose competence includes:

-analysis and scoring;

-making decisions based on the results of the Competition;

- development of recommendations based on the results of the Competition, the use of identified innovative experience.

6.2. The Competition jury is composed of an odd number of members.

7. Summing up the results of the Competition

• Nominations for awarding winners are determined by the competition jury.
• All competition participants are awarded certificates and gifts.
• Based on the results of the examination, minutes of the meeting of the Competition jury are drawn up.

Annex 1

Application for participation in the municipal competition

“Organization of a developing subject-spatial environment

on the physical development of preschool children

among educational institutions implementing the basic educational program of preschool education.”

"___"___________20___ ______________________ _________________

Signature(s) of the manager Explanation

Direction: Artistic and aesthetic development

Music Center

Motor activity of a preschooler during the day

Physical activity of children during the day

In preschool childhood, the foundations of good health, proper physical development, and high performance are laid; during these years, the development of children’s motor activity occurs.

Motor activity of children is the totality of children’s activities in movements during morning exercises, physical education minutes in classes, physical education classes, exercises after naps - air baths, in outdoor games on walks, in independent activities of children.

Motor activity:

1. Morning exercises -

promotes a rapid transition from sleep to wakefulness, creates a positive emotional mood, fosters the need for movement and forms basic motor skills, which is very important for the proper development of the child.

2. Physical education minutes -

An organized form of work such as physical education, which should be carried out for 2 to 3 minutes, increases the motor activity of children. How can we talk about the motor activity of children if sometimes children perform movements while standing at tables? The exercises used in physical education should be emotional, quite intense (including 10-15 jumps, 10-12 squats, 30-40 seconds of running in place), if possible related to the content of the classes.

However, it should be noted that in some classes, for example, in art, children are so engrossed that it is inappropriate to interrupt them. In such cases, it is enough to give one or two exercises to straighten the body in a sitting position.

In early age groups, it is recommended to involve children in motor activities, for example, to better memorize a poem, you can identify action words with movements.

Physical education lessons for preschoolers

Vanka-stand up Vanka-stand up, (Jumping in place) Squat down. (Squats.) How naughty you are! We can't handle you! (Clap your hands.)

Up hand and down hand. Up hand and down hand. They pulled them lightly. We quickly changed hands! We're not bored today. (One straight arm up, the other down, change hands with a jerk.) Squat with clap: Down - clap and up - clap. We stretch our legs and arms, We know for sure that it will do good. (Squats, clapping your hands above your head.) Twist and turn your head, Stretch your neck. Stop! (Rotate your head right and left.)

Physical education minute. Funny geese (Musical physical education) (Children sing and perform different movements after the teacher.) Two funny geese lived with grandma: One gray, the other white, Two funny geese. They stretched out their necks - Whose ones are longer! One is gray, the other is white, which one is longer! The geese washed their feet in a puddle near the ditch. One is gray, the other is white, Hid in a ditch. Here the granny shouts: Oh, the geese are gone! One is gray, the other is white - My geese, geese! The geese came out, bowed to the granny - One was gray, the other white, bowed to the granny.

Fun jumping One, two - there's a rocket. Three, four - an airplane. One, two - clap your hands, (Jumping on one and two legs.) And then on every count. One, two, three, four - Arms higher, shoulders wider. One, two, three, four - And they walked on the spot. (Walk in place.)

Wind The wind is blowing in our faces, the tree is swaying. The wind is quieter, quieter, quieter. The tree is getting higher and higher. (Children imitate the blowing of the wind, swinging their torso in one direction or the other. When they hear the words “quieter, quieter,” the children squat, and when they say “higher, higher,” they straighten up.)

The wind blows over the fields The wind blows over the fields, And the grass sways. (Children smoothly swing their arms above their heads.) The cloud floats above us, Like a white mountain. (Stretching - arms up.) The wind carries dust over the field. The ears bend - Right and left, back and forth, and then vice versa. (Tilts left and right, forward and backward.) We climb the hill, (Walking in place.) We’ll rest a little there. (Children sit down.)

The wind is quietly shaking the maple The wind is quietly shaking the maple, It tilts to the right, to the left: Once - tilt and twice - tilt, The maple leaves rustled. (Feet shoulder-width apart, hands behind the head. Torso tilts to the right and left.)

In the evening In the evening, the girl Mila (We walk in place.) In the kindergarten she broke a flowerbed, (Jumping in place.) Her brother, the boy Ivan (Squats.) Also broke... a glass! (Clap our hands.)

You see, the butterfly is flying. You see, the butterfly is flying, (We wave our arms like wings.) He is counting flowers in the meadow. (Count with your finger.) - One, two, three, four, five. (Clap your hands.) Oh, I can’t count! (Jumping in place.) In a day, in two and in a month... (We walk in place.) Six, seven, eight, nine, ten. (Clap your hands.) Even the wise bee (We wave our winged hands.) I couldn’t count! (Count with your finger.) (G. Vieru)

We walk through the forest together We walk through the forest together, We don’t rush, we don’t lag behind. Here we go out into the meadow. (Walking in place.) A thousand flowers around! (Stretching - arms to the sides.) Here is chamomile, cornflower, Lungwort, porridge, clover. The carpet is spread out both to the right and to the left. (Bend over and touch the left foot with your right hand, then vice versa - the right foot with your left hand.) The arms were extended to the sky, The spine was stretched. (Stretching - arms up.) We all had time to rest and sat down again. (Children sit down.)

A sunflower grows in the yard A sunflower grows in the yard, In the morning it reaches for the sun. (Children stand on one leg and stretch their arms up.) Next to him is a second one, similar, He is also reaching for the sun. (Children stand on the other leg and raise their arms up again.) Turn the arms in a circle. Don't accidentally hit your friend! A few circles forward, and then vice versa. (Rotation of straight arms forward and backward.) We had a wonderful rest, And it’s time for us to sit down. (Children sit down.)

There is a pine tree in the yard. There is a pine tree in the yard. It reaches towards the sky. Poplar grew up next to her, he wants to be more authentic. (Standing on one leg, we stretch - arms up, then do the same, standing on the other leg.) A strong wind blew, all the trees swayed. (Tilts the body back and forth.) The branches bend back and forth, The wind shakes them, bends them. (Jerks with arms in front of the chest.) Let's squat together - One, two, three, four, five. (Squats.) We warmed up from the heart and rush to the place again. (Children go to their seats.)

Here is a big bird flying. Here is a big bird flying, circling smoothly over the river. (Moves her hands, imitating flapping her wings.) Finally, she sits on a snag above the water. (Children sit in a deep squat for a few seconds.)

Here under the Christmas tree Here under the green Christmas tree (Stand up.) The crows are jumping merrily: (We jump.) Kar-kar-kar! (Loudly.) (Clapping hands above their heads.) All day long they shouted, (Turns the body left and right.) The guys were not allowed to sleep: (Tilts the body left and right.) Kar-kar-kar! (Loudly.) (Clapping hands above the head.) Only towards night they fall silent (Waving their arms like wings.) And everyone falls asleep together: (Squat down, hands under the cheek - fall asleep.) Kar-kar-kar! (Quiet.) (Clap your hands above your head.)

On Monday On Monday I swam, (Pretend swimming.) And on Tuesday I painted. (Pretend to draw.) On Wednesday I took a long time to wash my face, (We wash my face.) And on Thursday I played football. (Running in place.) On Friday I jumped, ran, (Jumped.) Danced for a very long time. (We spin around in place.) And on Saturday, Sunday (Clapping hands.) I rested the whole day. (Children squat down with their hands under their cheeks and fall asleep.)

You want to get the roof. Stretch up higher - you want to get the roof. (Stretching - arms up.) One, two, three, turn the body to the left. And help with your hands, stretch your lower back. (Turn the torso to the sides.) Let's pull our arms to the sides (Stretching - arms to the sides.) And sit down again. (Children sit down.)

Carrying out the exercise Carrying out the exercise, Quickly making movements. We need to stretch our shoulders, One-two-three-four-five. (One hand up, the other down, hands change with jerks.)

Trees grew in the field Trees grew in the field. It's good to grow in freedom! (Stretching - arms to the sides.) Everyone tries, Reaches towards the sky, towards the sun. (Stretching - hands up.) A cheerful wind blew, The branches immediately swayed, (Children wave their arms.) Even the thick trunks Bent down to the ground. (Bends forward.) Right and left, back and forth - This is how the wind bends the trees. (Tilts left and right, forward and backward.) He turns them, he turns them. When will there be a rest? (Rotation of the body.)

The bunny went out. The bunny went out for a walk. The wind began to subside. (Walking in place.) Here he is galloping down the slope, running into the green forest. And rushes between the trunks, Among the grass, flowers, bushes. (Jumping in place.) The little bunny is tired. Wants to hide in the bushes. (Walking in place.) The bunny froze in the middle of the grass And now we will freeze too! (Children sit down.)

The clown came out The clown came out into the arena, Bowed to everyone from the stage, Right, left and forward... Bowed to everyone as best he could. (Bows.)

Physical education minute. The mice came out The mice came out one day (Walking in place or moving forward in a column.) See what time it is. (Turns left, right, fingers “tube” in front of the eyes.) One, two, three, four (Clap your hands above your head.) The mice pulled the weights. (Hands up and squatting with hands down, “pulled by the weights.”) Suddenly there was a terrible ringing sound, (Clapping in front of you.) The mice ran away. (Running in place or to your place.)

3. What are the ways to increase physical activity in physical education classes?

:

It is important that the exercises are combined in the nature of the movements, complexity, duration of execution, and emotional impact. It is inappropriate, for example, to include climbing on a gymnastic wall and crawling on a balance beam in the content of one lesson. Both exercises place the same type of load on the child; performing one or the other requires the teacher’s insurance; the exercises take a long time to complete.

The most successful combinations are climbing or balance exercises with high jumps, balance exercises and running or actions with balls, throwing at a target and standing long jumps.

Ways to organize children to do exercises help to increase children’s physical activity:

• frontal

  - in which the exercises are performed by all children at once. It is effective in ensuring children are highly active and is used when familiarizing themselves with educational material and consolidating it;

• in-line

  – performing the same exercise one by one, in a continuous flow. This method allows you to observe individual performance of exercises; it is used when learning and improving movements. Several different exercises can also be performed with flow. For example, children crawl along the floor in an arc, stand up, straighten up, jump up, trying to reach with both hands a bell suspended on a rope, and step over a stick. The continuous method is used to consolidate and improve skills;

• undergroup

  method of organization, children are divided into groups, each of which performs an independent task from the teacher. The group method is used in order to rationally use class time. When organized in a group, 2-3 types of exercises are simultaneously learned in class, with subgroups alternately changing places to complete tasks. This method requires good discipline in the team and skillful distribution of the teacher’s attention. The division into subgroups occurs after the teacher explains and shows all the tasks.

An important condition for increasing children’s physical activity in the classroom is the rational use of equipment.

Thus. By observing and using all the ways to increase the physical activity of children, we contribute to solving the problem of physical education of the younger generation.

Environmental center passport (middle group)

Organization of physical activity of children in preschool educational institutions in accordance with the Federal State Educational Standard

Target:

1. To clarify the knowledge of teachers on the development of motor activity in preschool educational institutions.
2. To intensify the mental activity of teachers, to develop their creative potential.
3. To acquaint teachers with innovative approaches to the physical education and health work of preschool educational institutions.
4. Systematize work to improve the forms of physical development and strengthen the health of children.

Preschool childhood is a unique period in a person’s life when health is formed and personality develops. One of the diverse factors influencing the health and performance of a growing organism is physical activity.

What does physical activity mean?

This is the total number of motor actions performed by a child during the day.

Motor activity is a natural need for movement, the satisfaction of which is the most important condition for the comprehensive development and upbringing of a child.

Federal state educational standards define targets at the stage of completion of preschool education:

• The child has developed gross and fine motor skills,
• he is mobile, resilient, masters basic movements,
• can control and control his movements.

The essence and significance of physical activity for children?

• nervous system development
• psyche
• intelligence
• physical qualities
• formation of personal qualities
• health
• psychological-emotional state

Main causes of neuropsychic and somatic diseases

preschool children – intellectual overload and decreased physical activity, both in volume and intensity.

Therefore, we can say that the work to implement this task is relevant in our preschool educational institution.

The concept of “ motor mode”

"includes
the duration, frequency and distribution of all types of physical activity of children during the day
. And it means all types of organized and independent activities in which children’s locomotor (related to movement in space) actions clearly appear.

Taking into account the individual characteristics of children’s motor activity, optimization of the motor mode is characterized by flexibility, but also clear structuring, therefore, a model of children’s motor activity has been developed, which allows us to track all the work not only during the day, but also during the week, month, and entire school year.

Let's consider the sequence, plan, conditions and features of the implementation of the motor regime in stages, throughout the day.

The first half of the day

This is the shortest stage, but the most saturated with educational and health activities. It is better to plan games of low or medium mobility “Find what is hidden”, “carry the ball”, etc. During this period, individual work, games, and recreational exercises are required.

1. Morning exercises

Morning exercises are the most important component of the motor regime; its organization should be aimed at solving health problems, raising the emotional and muscle tone of children.

Different forms of gymnastics are used: traditional (open-circuit gymnastics with and without objects), game, story-based, health running, using an obstacle course, rhythmic gymnastics.

Morning exercises are included in the regime from the second group of early age and are carried out daily, before breakfast. A complex of morning exercises is performed for 2 weeks. In spring and summer, it is more useful to do gymnastics outdoors, on the playground.

At the beginning of the year, children of the second group of early age are not lined up before performing exercises: they walk and run scattered, in a flock. Later, the children begin to be lined up.

In younger groups, general developmental exercises are imitative in nature and carried out in a playful manner. In the middle group, imitation is used only when performing some exercises, and in the older group - to perform individual elements of the exercise.

It is also necessary to take care of the musical accompaniment. Beating a tambourine, drum, etc. contributes to the development of rhythm and coordination in children.

2.
Physical exercises
Physical exercises (short-term physical exercises) are carried out in the process of educational activities. The meaning of physical education is to change the nature of the activity and the child’s posture

nka way
of
motor activity, relieving fatigue, restoring an emotionally positive state of mind.

It can be carried out sitting or standing at the table at which the children study. It consists of 2-3 exercises for straightening the torso, moving the arms, activating the muscles and expanding the chest, and stepping in place. Everything _

this is completed within 1-3 minutes. A prerequisite for physical education is fresh air (open transoms, windows). It should be joyful and exciting

3.
Motor warm-up
is carried out during breaks between educational activities in the middle, senior, and preparatory groups. Consists of 3-4 game exercises: “Ring throwing”, “Cockfight” or an outdoor game

Game exercises should be well known to children, simple in content, with a small number of rules, and accessible to children with different levels of motor activity.

Lasting at least 10 minutes.

4. Walk

Walks are held 2 times a day: morning and evening. A favorable time for individual work with children and organizing their independent activities.

Outdoor games and physical exercises while walking are a form of optimal motor mode.

Duration of games and exercises during a walk:

• 10-12 minutes of low intensity at the end of the walk, if educational activities on physical development are planned that day, 30-40 minutes on other days;
• after a morning walk, you can do dosed walking - 3 times a week at the end of the walk in regular seasonal clothes. A specific route is set: 2 ml.g. – 600m, intermediate – 800m, senior – 1000m, preparatory – 1,200m.
• It is recommended to carry out 1-2 games, 1-2 physical exercises that were studied in a physical education lesson.

We should not forget about games - relay races, round dance games.

It is necessary to plan outdoor and sports games for the walk: in winter - hockey; spring, summer, autumn - football, basketball, badminton, towns and sports exercises: in winter - sledding, gliding on ice tracks, skiing; spring, summer, autumn - riding bicycles, scooters. This form of work opens up wide opportunities for the physical improvement of children, strengthening their health and hardening.

It is important that children have at their disposal play materials, physical education aids and equipment that stimulate physical activity.

Afternoon

Gymnastics after sleep

is a set of gymnastic exercises (both traditional and non-traditional), hardening and therapeutic and preventive measures carried out with the aim of preparing children for vigorous activity, health improvement and physical development.

The Federal State Educational Standard of Preschool Education for preschool education programs in the content of the motor regime suggests the mandatory inclusion of gymnastics after naps. For the first time, this form of work on the health and physical development of children was proposed in the program of V.G. Alyamovskaya. "Health".

Hardening procedures are combined with other health procedures:

breathing and sound exercises, prevention and correction of postural disorders, flat feet, finger exercises, self-massage and other exercises.

Carrying out health-improving exercises after a nap has approximately the following scheme

:

1. General developmental and health-improving exercises in bed (lying and sitting), or standing at the crib.
2. Exercises aimed at preventing flat feet and postural disorders;
3. Hardening procedures.

The main purpose of gymnastics after daytime sleep is to increase the vital activity of the whole organism: the muscular, cardiovascular, respiratory systems, activate the activity of the nervous system, create conditions for good mental performance, for the transition to an active state of the whole organism.

The selection of a set of gymnastics exercises after sleep is based on the children’s motor experience and the nature of previous physical activity.

For example, if on this day there was a physical training session of a training nature, then gymnastics after sleep is carried out with a light load.

In accordance with the requirements of age appropriateness, gymnastics should be carried out in the form of games and play exercises in all age groups. This can be a plot or figurative type of gymnastics, or gymnastics with elements of logorhythmics.

Organized physical activity

includes physical education classes.

Physical education classes

The purpose of physical education classes is to:

• ensure the development and training of all systems and functions of the body;
• to form motor skills and abilities, physical qualities;
• create conditions for the comprehensive development of children.

The forms of physical education classes are varied. The following forms of conducting classes are used in the work: educational and training nature, plot, game, thematic, integrated, rhythmic gymnastics, classes using simulators and training devices, control and accounting, outdoor classes).

Proper alternation of load and active rest during the lesson ensures that the child maintains optimal excitability, attention and emotions, and prevents naturally developing fatigue.

Interest in classes in any age group is ensured by the novelty of exercises and games and the gradual complication of tasks, which cause the work of thought, activation of actions, positive emotions, and the desire to achieve results. In order for physical education to bring even greater health benefits, daily exercises are used to prevent poor posture and flat feet, and work is done to strengthen the respiratory system.

It is known that the higher the child’s motor activity, the more intensively his speech develops. The rhythm of speech, especially the rhythm of poetry and sayings, contributes to the development of coordination, general and fine voluntary motor skills.

In physical education classes, the physical education instructor is recommended to use step-logorhythmics, which allows coordinating the cognitive, speech and motor activity of children, directing them to solve the problems specified in paragraph 1.6 of the Federal State Educational Standard: “protection and strengthening of the physical and mental health of children, including their emotional well-being."

The main essence of step-logorhythmics with musical accompaniment is the trinity of the impact of movement, music and words on the overall development of the child.

Independent motor activity

Equally important is independent physical activity during the day..

In this case, the age and psycho-emotional characteristics of children are taken into account.

When organizing motor activities, the teacher must take into account the gender characteristics of children. For boys of senior preschool age, the regime of high physical activity is favorable, and for girls, the average regime is YES. Therefore, it is necessary to consider additional motor activities for boys. It should be remembered that girls need encouragement for physical activity, so they should be involved in organizing outdoor games.

Studying on your own, kid

Nok focuses his attention on actions leading to the achievement of a goal that captivates him. To enhance independent motor activity, the motor environment plays a significant role.

The Federal State Educational Standard sets certain requirements for the developing subject-spatial environment: richness, multifunctionality, variability, accessibility, safety, transformability.

Conclusion:

The life of children during the day should proceed within the framework of the established optimal motor mode, without haste and constant haste, which contradicts the basic hygiene of the child’s nervous
system
.

The teacher’s tasks are to ensure that children are able to learn something new every day, improve what they already know, enrich their knowledge and feelings, and when they go home, have an interesting prospect for tomorrow - to play the promised interesting game, to go on a long walk. Every educator can create such an interesting, fulfilling life.