Independent motor activity in kindergarten

Forms and types of organization of physical activity of children during the day

What does physical activity mean?

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

1. Forms of organizing motor activity of children of different age groups outside of classes.

In the general system of comprehensive and harmonious human development, the physical education of a preschool child occupies a special place. In preschool age, the foundations of good health, proper physical development, and high performance are laid. During these years, the development of motor activity occurs, as well as the initial development of physical qualities.

Movement is a means of understanding the surrounding world and satisfying the biological needs of the body. It is difficult to overestimate the role of physical activity in expanding the functional capabilities of the developing organism and in improving motor activity. But lack of movement can lead to pathological changes in the body. According to regulatory documents regulating sanitary and epidemiological rules and regulations for preschool educational institutions, the maximum duration of continuous wakefulness for children 3-7 years old is 5.5-6 hours.

Motor activity is understood as the total number of motor actions performed by a person in the process of everyday life.

In the theory and methodology of physical education, there are
: regulated, partially regulated and unregulated motor activity
.

Regulated physical activity

represents the total volume of specially selected and targeted physical exercises and motor actions affecting the body of preschool children.

Partially regulated physical activity

- this is the volume of motor actions that arise in the course of solving motor problems (for example, during the performance of outdoor games).

Unregulated motor activity

includes the volume of spontaneously performed motor actions (for example, in everyday life).

Physical activity

- a biological need of the body, the satisfaction of which determines the health of children, their physical and general development. Motor activity is derived not only from the individual characteristics of children, but also from the motor regime that is established in the child care facility and at home.

The need of preschool children for physical activity is quite high, but it is not always realized at the proper level. Nowadays, children spend more and more time playing computer games, designing, and watching TV shows. The independent motor activity of children, both in the family and in kindergarten, is increasingly limited, because the duration of educational classes with a predominance of static poses increases.

Physical activity

- this is the natural need of children for movement, the satisfaction of which is the most important condition for the harmonious development of the child and his state of health. Therefore, increasing physical activity during the day helps to satisfy his needs for movement. This condition requires the teacher to carefully consider and clearly organize the children’s routine:

- alternation of active and passive activities;

— increase in the general and motor density of all forms of physical education;

- use of organized, individual, independent physical education classes.

Such thoughtfulness should underlie children’s physical activity not only during the day, but also throughout the week, month, and entire school year. During the child’s stay in a preschool educational institution, the use of various forms of physical education should ensure motor activity in the range from 9,000 to 15,000 movements, which corresponds to the physiological needs of the preschooler’s body. The duration of children's physical activity during the waking period should be at least 50-60% of the time, with 90 - medium and low intensity, 10-15% - high. Fulfilling these requirements will prevent the child from becoming tired throughout the day and will create conditions for proper physical development.

The teacher should be aware of possible deviations in the motor development of children and the educational tasks facing them in connection with this. Experts highlight:

- low mobility and frequent periods of inactivity in children;

- greater mobility with high intensity of movements, monotony or patterned movements, their aimlessness;

- lack of creativity in motor activity.

The teacher, taking into account the listed deviations, activates interest in movement or teaches how to control movements and perform them accurately, enriches the composition of movements and the content of activities as a whole, or develops motor creativity

.

In order to ensure sufficient motor activity for children, it is recommended to assign special time for this (morning, afternoon, evening walks, physical education breaks between classes, etc.), as well as the multifunctional use of preschool educational institutions to increase the motor component in the daily routine.

An important role in the motor mode is played by the independent motor activity of children, organized without the explicit intervention of the teacher.

.
At the same time, it is necessary that children have at their disposal aids that stimulate a variety of physical activities.
A physical education corner with a set of sports equipment (balls, hoops, bags, cords, ropes, ribbons, handkerchiefs, ribbed boards, etc.), caps for outdoor games, mats for the prevention of flat feet, a health track (Appendix 1).

Such activities stimulate children’s motor creativity and contribute to the mastery of new types of movements. This is ensured by the search for new forms and content of role-playing games.

It is necessary to appropriately equip group areas with equipment and portable equipment (jump ropes, soccer and basketball balls, scooters, bags for long-distance throwing). Its placement should promote children’s motor activity, and its selection should support children’s interest in different types of movements. In everyday life, children should be given more independence, initiative and the desire for motor creativity should not be hampered. It is desirable for the teacher to participate in games: the personal example of an adult increases children’s interest in physical activity ,

allows the teacher to unobtrusively monitor the entire group of children and direct the activities of each child.

A rational combination of different types of physical education classes represents a whole range of health-improving, educational and educational activities. The content and structure of classes are different, each of them, to one degree or another, has its own specific purpose.

Morning exercises

, gymnastics after a nap, walks in the park, outdoor games and physical exercises during a walk fulfill organizational and health-improving tasks.

Physical education, motor warm-up

relieve fatigue in children and increase their mental performance.

(Teachers show physical education and motor warm-up).

Finger gymnastics

develops fine motor skills in children, which contributes to the formation of speech and writing.

During training sessions

children learn, acquire the necessary skills, abilities, and knowledge.

Health weeks, physical education, sports events

is an active holiday.

Mugs

based on interests, develop children's motor abilities and creativity.

Individual and differentiated work is intended to correct physical and motor development.

Corrective gymnastics

(prescribed by a doctor) solves therapeutic and prophylactic problems and is intended for children with poor health.

Logarithmic gymnastics

necessary for the prevention of speech disorders in children and the development of motor skills.

Depending on the purpose, all of the above types of activities and their nature can change and be repeated at different intervals throughout the day, week, month, year, making up the so-called health-improving motor regimen of preschoolers.

2. Priorities of physical activity of preschoolers in the daily routine.

The first place
in the motor mode of children belongs to physical education and health activities.
These include well-known types of physical activity: morning exercises, outdoor games and physical exercises during walks, physical education sessions in classes with mental stress, motor warm-ups between classes, etc. In order to optimize motor activity and harden children, it is necessary to introduce additional types of motor activities interconnected with a complex of hardening activities into the practice of preschool institutions, as well as introduce non-traditional forms and methods of their implementation. Such activities include:

— recreational running in the air;

- jogging along massage paths in combination with air baths;

- gymnastics after a nap;

— motor warm-up during the break between classes;

— individual work with children on the development of movements and regulation of children’s DA during an evening walk;

- walks and trips to the park;

— corrective gymnastics in combination with hydromassage and dry body massage;

- use of a sauna with a contrast body wash and dry massage, as well as subsequent games in the pool.

The second place
in the motor mode of children is occupied by physical education classes - as the main form of teaching motor skills and the development of optimal DA in children.
Conduct physical education classes at least three times a week in the first half of the day (one in the air). The formation of subgroups should be carried out taking into account three main criteria: health status, DA level and physical fitness.

If there is a swimming pool, it is necessary to conduct classes to teach children to swim at least twice a week (preferably in the afternoon, in subgroups of 10-12 people).

Third place
is given to independent motor activity that occurs on the initiative of children
. It gives wide scope for the manifestation of their individual motor capabilities. Independent activity is an important source of activity and self-development of a child. Its duration depends on the individual manifestations of children in motor activity, and therefore pedagogical guidance of children’s independent activities should be built taking into account the level of DA.

Along with the listed types of physical education classes, no small importance is given to active recreation, physical education and mass events in which parents and children of a neighboring preschool educational institution can take part. Such activities include a health week, physical education leisure, physical education and sports festivals in the air and water, competitive games, and sports competitions.

Walk

– the most favorable time for outdoor games and physical exercises. Their duration is 10-15 minutes. So, on the days of physical education classes, include games, physical and drill exercises of medium and low intensity at the end of the walk. On other days - 1-2 outdoor games and 1-2 physical exercises with a more intense load, which were studied in a physical education lesson. The forms of organizing outdoor games and exercises during a walk can be different, which depends on the nature of past and upcoming activities, the time of year, and the individual characteristics of the children.

Annex 1

Games for active motor activity of children

in a group setting.

Games with rugs

Equipment: textile mats of different colors 25 x 25 cm with multi-colored geometric shapes in the center (design options for the front side of the mats may vary). The underside of the mats should be made of non-slip material.

Hopscotch game

Target:

development of spatial imagination and perception, gross motor skills, coordination; formation of cross movements.

Organization:

the rugs are laid out on the floor alternating: 1st row - two rugs side by side, 2nd - one rug, 3rd - two rugs side by side, etc.

Progress of the game:

Children take turns jumping on the rugs like hopscotch.

1st option: two legs apart, two legs together, two legs apart;

2nd option; two legs apart, on one leg, two legs apart;

3rd option: legs cross, legs together, legs cross.

Game "Giant Steps"

Target:

development of spatial imagination and perception, gross motor skills, coordination; formation of cross movements.

Organization

: rugs are laid out in a circle, at a distance of a child’s long stride.

Progress of the game:

Children take turns stepping from mat to mat in various ways (straight steps, side steps, on toes, on heels, backwards).

Game "Fun Track"

Target:

development of spatial imagination and perception, gross motor skills, coordination, attention; formation of cross movements; consolidation of spatial relationships in speech; consolidation of knowledge of color, shape, exercise in jumping and running.

Organization

: the mats are placed randomly on the floor, at a distance of a small jump.

Progress of the game:

A driver is selected who is the first to jump from rug to rug, the children follow him, trying not to make a mistake and jump on the same rugs.

Game "Take Your Place"

Target:

development of spatial imagination and perception, gross motor skills; coordination, attention; formation of cross movements; consolidation of spatial relationships in speech; consolidation of knowledge of color, shape.

Organization

: The rugs are arranged in a large circle.

Progress of the game:

The teacher gives verbal instructions to any child playing which mat he should occupy (for example: “Stand on the red mat with the green oval in the middle”). After the preschooler takes his place, he himself gives instructions to the next player; he, in turn, continues the game, and

do this until all the players have taken their places. At the teacher’s signal, the children scatter or run in a circle; at the following signal, children take up:

Option 1 - your own rugs;

Option 2 - any rug.

After which each player must say which mat he is on (for example: “I am standing on a blue mat with a red triangle in the middle”).

Quiet trainer games

Equipment:

“Quiet simulator” - silhouettes of children’s hands pasted on the wall in various variations from the floor to 1.5 m, silhouettes of legs from the floor to 70 cm; multi-colored strips (5-10 pieces) 1.0-1.50 m long for bouncing.

Game "Get the Berry"

Target:

development of coordination, spatial imagination and perception, understanding of spatial relationships (right - left); training the muscles of the shoulder girdle and arms.

Organization

: on the wall, above the silhouettes of palms, an image of berries is pasted.

Progress of the game:

On command, a couple of children should rise on their palms from the floor to the berry. You can lift only one hand from the wall. Hands are placed on the silhouettes, observing right - left. The one who picks the berry first wins.

Game "Walk along the wall"

Target:

development of coordination, training of back and leg muscles, relaxation.

Organization:

A soft rug is spread near the wall.

Progress of the game:

Children take turns lying down on the floor and trying to “walk” along the path on the wall. They start from the floor, gradually raising their legs higher, moving to the “Birch” position.

Game "Jump to the Shelf"

Target:

development of coordination, spatial relationships (right - left), exercise in standing high jumps, foot training.

Organization:

Children line up in a column one at a time. Multi-colored stripes are pasted on the wall at a height from the outstretched arm of the shortest child to the jumping height of the tallest.

Progress of the game:

Children take turns jumping up against the wall, trying to reach the colorful stripes as high as possible.

Game "Confusion"

Target:

development of coordination, spatial imagination and perception, understanding of spatial relationships (right - left), training of the muscles of the shoulder girdle and arms.

Organization:

Silhouettes of palms are pasted on the wall in random order. Children can play alone or in pairs.

Progress of the game:

Children move their palms along the silhouettes from bottom to top; hands can only be placed on paired silhouettes (right - left), while the hands have to be turned in different directions.

1st option - the child plays alone and simply “walks” with his hands along the wall;

2nd option - children play in pairs “Who will get to the conditional mark faster?” In this case, hands can cross, children change places, but do not take their hands off the wall;

3rd option - one child is the leader, he gives commands to the other child where to go (for example, right - red, left - green, etc.).

Independent motor activity in kindergarten

The role of independent motor activity of preschool children

In connection with the catastrophic increase in the incidence of children throughout the country and the decrease in the level of their physical fitness, there is a need to find new effective approaches to organizing education and training in modern conditions, ensuring the preservation of the physical and mental health of the younger generation.
The decisive importance of physical activity in the formation of a growing organism is well known. However, in the educational process, its specific significance as a factor stimulating an increase in the reserve capabilities of the physical, functional, motor and mental development of children is not sufficiently taken into account. According to modern data, during their stay in kindergarten, children move freely and play less than 30% of their waking time [3]. Under such conditions, children perform less than half the age norm in terms of the number of movements. In pedagogical practice, insufficient attention is paid to organizing the child’s independent motor activity. It is not considered as a component of physical culture and a means of developing a person’s personality. These and other factors reduce the possibility of maintaining the health of students in educational institutions. To improve the health of children, it is necessary to improve the system of physical education, intensify motor activity, and implement an individually differentiated approach to the upbringing, training and development of the child. Despite the fact that children love to play outdoor games, they cannot organize a game, even one that is familiar to them, on their own. The adult becomes the leader of the child’s independent activities. This guidance is carried out by demonstration, as well as through verbal narration, explanations and instructions. In children’s mastering of new movements and in the development of a child’s independent motor activity, adults play a leading role. The concept of motor activity of preschool children. The state of health of a child and his resistance to diseases are associated with the reserve capabilities of the body, the level of its protective forces, which determine resistance to adverse external influences. I.D. Makhaneva, S.N. Dyshal, M.N. Kuznetsova point out that a growing body especially needs muscle activity, therefore, insufficient physical activity leads to the development of a number of diseases [16, p. 17]. The works of I.I. Mastyukova, S.N. Popov, S.S. Bychkova, T.I. Bogina, E.A. Sagaidachnaya indicate that dosed physical activity has a general tonic effect on the growing body, which leads to stimulation of vital activity important systems and improving physical fitness indicators [6, p.5]. As physical activity decreases, muscles experience increasing atrophy with structural and functional changes leading to progressive muscle weakness. For example, due to the weakening of the muscles of the ligamentous and bone apparatus of the torso, lower extremities, which cannot fully perform their function - maintaining the musculoskeletal system, posture disorders, deformation of the spine, chest, pelvis, etc. develop. which lead to a number of health problems, which leads to decreased performance. Limitation of physical activity leads to changes in the functions of internal organs. At the same time, the SSS is very vulnerable. The functional state of the heart worsens, biological oxidation processes are disrupted, which impairs tissue respiration. With a small load, oxygen deficiency develops. This leads to early pathology of the circulatory system, the development of atherosclerotic plaques, and rapid wear and tear of the system. With low physical activity, hormonal reserves decrease, which reduces the overall adaptive ability of the body. Premature formation of the “senile” mechanism for regulating the vital functions of organs and tissues occurs. People who lead a sedentary lifestyle experience intermittent breathing, shortness of breath, decreased performance, pain in the heart, dizziness, back pain, etc. As a result of insufficient physical activity in the human body, the neuro-reflex connections established by nature and strengthened in the process of heavy physical labor are disrupted, which leads to a disorder in the regulation of the activity of the cardiovascular and other systems, metabolic disorders and the development of degenerative diseases (atherosclerosis, etc.). The concept of “motor activity” (MA) includes the sum of movements performed by a person in the process of his life. In childhood, physical activity can be divided into 3 components: 1. activity in the process of physical education; physical activity carried out during training, 2. 2. socially useful and work activities; 3. physical activity in free time. These components are closely related to each other [9, p.22]. Motor activity is one of the main factors that determine the level of metabolic processes in the body and the state of its skeletal, muscular and cardiovascular systems. It is closely related to three aspects of health: physical, mental and social and plays different roles throughout a person’s life. Motor activity influences the formation of the child’s psychophysiological status. There is a direct relationship between the level of physical fitness and the mental development of the child, motor activity stimulates perceptual, mnemonic and intellectual processes, rhythmic movements train the pyramidal and extrapyramidal systems. Children who have a large amount of physical activity during the day are characterized by an average and high level of physical development, adequate indicators of the state of the central nervous system, economical functioning of the cardiovascular and respiratory systems, increased immune resistance, and a low incidence of colds. In groups of primary preschool age, the tasks of developing basic movement skills, correct posture, and simple skills of working with a ball are solved. The main focus in working with children of senior preschool age is the development of psychophysical qualities (strength, endurance, speed, agility, flexibility), the formation of the most important motor skills and abilities, in accordance with the biological rhythms of the year. Independent motor activity in a preschool educational institution can be individual and group, and includes games and exercises that children choose in accordance with their own desires, interests and abilities. In order to stimulate independent motor activity of children, a variety of physical education equipment is used in preschool education institutions. Ways to optimize children's physical activity . Organization of a rational motor regime is one of the main conditions for ensuring a comfortable psychological state of children. In addition, there is a direct relationship, as experts point out, between motor rhythm and the child’s mental performance. They note that both insufficient and excessive physical activity are harmful. The starting point when organizing children’s motor regimen should be the body’s natural need for movement. It averages from 10 to 15 thousand movements per day for children 6-7 years old; 10-12 thousand - for children 5-6 years old; 8-10 thousand - for children 3-4 years old; 6-8 thousand - for children 2-3 years old. About 60-70% of this number of movements should occur during the child’s stay in an educational institution. The optimal motor mode will be considered under the following conditions: - the ratio of rest and motor activity is 30% to 70%; - during the day, children do not show signs of absent-mindedness or obvious fatigue; — there is a positive dynamics in the physical performance of children; — children’s blood pressure throughout the day corresponds to the age norm [4, p. 41]. When organizing a motor regime, the degree of motor ability of each child of the age group should be taken into account. According to the degree of activity, children can be divided into three groups: - normal, - motor, - sedentary. It was noted that children with normal motor activity have better developmental indicators than children of the second and third groups. Their psyche and mood are more stable. In sedentary and motor children, self-regulation processes are less perfect. Moreover, researchers note that many of them develop negative character traits such as envy, indecisiveness, aggressiveness, imbalance, etc. These children need individual medical and psychological-pedagogical support. The tasks of the teacher in organizing the motor regime are: - analysis and assessment of the motor activity of children during the day, week, month using modern measuring instruments, - identifying the causes of motor activity or inactivity of children, taking into account possible hereditary factors, - providing assistance in equipping mini-stadiums for independent motor activity of children, taking into account their specific psychological characteristics - identifying common interests, inclinations and inclinations of sedentary and motor children, creating situations that stimulate their friendly relations. Methods that promote the development of motor activity in preschoolers: - Fairy tale-conversation, reading poems or excerpts from children's fiction, using proverbs, sayings, nursery rhymes that help children comprehend the tasks assigned to children and consciously perform motor exercises, their independent application in various situations. — Examination of illustrations or reproductions of paintings on the topic. In connection with the strong impressions caused, the children showed an emotional and personal attitude to the events, which ensured the vividness of sensory perception and motor sensations and contributed to maintaining interest in motor activity throughout the entire lesson. — Game classes on transformation into a given image on the topic of the lesson (transformation into butterflies, climbers), creating a musical composition of the image (“Flight of the Bumblebee”, “Volcanic Eruption”) with appropriate musical accompaniment or reproduction of the image in a visual and illustrative form. — Game tasks to come up with a further plan of action and outdoor games on the topic of the lesson. — A practical method that provides an effective test of the correct perception of movements in a figurative form or using elements of competition. In cases where the child has difficulties during the lesson, various types of pedagogical assistance are used; the type that facilitates the correct performance of motor tasks is selected: - stimulating assistance (the influence of an adult aimed at activating the child’s own capabilities to overcome difficulties); — emotional-regulatory assistance (evaluative judgments of an adult approving the child’s actions); - guiding assistance (such an organization of the child’s activities in which all components are carried out by him independently, the adult only directs the child’s orientation); - organizing assistance (the performing part of the activity is carried out by the child, and planning and control is carried out by the adult, and planning and control on the part of the adult only indicate the sequence of actions, and the content of each stage of the work, assessment of the correctness of the implementation is carried out by the child himself); - educational assistance (i.e. teaching a child a new method of action, showing or directly indicating what and how to do). Pedagogical assistance provided during classes allows the preschooler to: - actively participate in classes; - feel free, not afraid of difficulties, not experience confusion and awkwardness; - actively explore the world around you; - realize your potential, personal reserves that ensure the development of physical activity; — intensify communication between an adult and a child. The implementation of pedagogical assistance in the specified mode favors the stimulation of children’s motor activity, promotes emotional interest (if everything works out), the development and strengthening of the child’s individuality, as well as the reorientation of the teacher’s professional function from teaching to personal interaction. This is especially important for those children who are withdrawn and unsure of themselves. The independent motor activity of children of the 6th year of life becomes rich and varied, but outdoor games remain a mandatory form of organized physical education. A wider range of knowledge, abilities, and motor skills allows the use of a variety of games: plot-based, plotless, relay race games, as well as some elements of sports games. Conclusion Motor activity is defined as the sum of all movements made by a person in the process of his life. This is an effective means of maintaining and strengthening health, harmonious personal development, and disease prevention. An indispensable component of physical activity is regular physical education and sports. The motor regime is part of the general regime of a preschooler, regulating active muscular activity, including physical exercise, walks, etc. With age, physical exercise should occupy an increasing place in the child’s daily routine. They are a factor contributing to increased adaptation not only to muscle activity, but also to cold and hypoxia. Physical activity contributes to the normal development of the central nervous system, improvement of memory, learning processes, normalization of the emotional and motivational sphere, improved sleep, and increased capabilities not only in physical but also in mental activity. Creating a safe developmental environment for children’s independent motor activity, adequate to their age and needs, will help improve health, expand motor experience, develop a strong interest in physical exercise, self-organization skills and communication with peers. References 1. Antonov Yu.E., Ivanova E.Yu. Basic provisions of the “Healthy Preschooler” program // Hoop. – 1996. – No. 1. — P.5-6. 2. Vavilova E.N. Develop agility, strength, and endurance in preschoolers. - M.: Education, 1981. 3. Glazyrina L.D. Physical education - for preschoolers. - M.: Vlados, 1999. 4. Gromova S. Subject-based physical education classes with elements of corrective gymnastics // Preschool education. - 1996.- No. 6, 8, 10. 5. Doronova T. The right to health care // Preschool education. – 2001. – No. 9. — P.5-8. 6. Erofeeva T.I. Modern educational programs for preschool institutions. – M., 1999. 7. Efimenko N.N. Theater for the physical health of preschool and primary school children. - M., 1999. 8. Healthy preschooler: Social and health technology of the 21st century /Auth.-comp. Yu.E.Antonov, M.N.Kuznetsova, T.F.Saulina. - M.: ARKTI, 2000. 9. Zelinskaya.D. School of Health. – M., 1995. – T.2. 10. Zmanovsky Yu.F., Kuznetsova M.N., Baranova N.V. Health-improving and preventive complex in a preschool institution // Preschool education. – 1991. – No. 10. – P.8. 11. Kazmin V.D. Breathing exercises. - Rostov n/d: Phoenix, 2000. 12. Keneman A.V., Khukhlaeva D.V. Theory and methods of physical education of preschool children. - M.: Education, 1972. 13. Kudryavtseva V.T. Developmental pedagogy of health improvement. - M.: Linka - Press, 2000. 14. Lazarev M.L. Hello! Educational and methodological manual for teachers of preschool educational institutions. - M.: Mnemosyne, 2004. - 248 p. 15. Makhaneva M.D. Raising a healthy child. - M., 2000. 16. Fundamentals of safety for preschool children / Ed. V.A.Ananyeva. - M.: Academy, 2000. 17. Osokina T.I. Physical education in kindergarten. - M.: Education, 1986. 18. Runova M.A. Motor activity of a child in kindergarten: A manual for preschool teachers, teachers and students. - M.: Mozaika-Sintez, 2004. - 256 p. 19. Stasyuk A.M., Zhuravleva N.A. About the system of physical culture and health work // Preschool education. – 1997. – No. 9. — P.39-42. 20. Sukharev A.G. Health and physical education of children and adolescents. - M.: Medicine, 1991. - 272 p. 21. Fedorovskaya O.M. Physical education, health and preventive work in preschool educational institutions // Preschool education. – 2004. – No. 1. – P. 33-36. 22. Khukhlaeva D.V. Methods of physical education in preschool institutions. - M.: Education, 1984. 23. Khukhlaeva D.V. Theory and methods of physical development of preschool children. – M.: Education, 1976.

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MBDOU "Kindergarten No. 4 "Tullukchaan" s. Byadi" Ust-Aldan ulus Republic of Sakha (Yakutia)

ORGANIZATION OF INDEPENDENT MOTOR ACTIVITY OF SENIOR PRESCHOOL CHILDREN

Completed by: Syrovatskaya

Sardana Nikolaevna

teacher

CONTENT

INTRODUCTION………………………………………………………………………………3

1. Characteristics of the motor mode in a preschool institution….…………………….…………………………………………..5

2. Theoretical foundations of independent motor activity of preschool children…..……………………………..9

3. Conditions for organizing independent motor activity of children in senior preschool age…..….……………..13

CONCLUSION……………………………………………………………16

LITERATURE……………………………………………………………………………….18

APPENDIX………………………………………………………………………………21

INTRODUCTION

“The movement as such can, by its action,

replace any remedy, but all medicinal remedies in the world

cannot replace the actions of the movement.” J. Tissot

Today, in the preschool education system, special attention is paid to the health of children. According to many studies, most adult diseases begin in childhood. But it is in childhood that a child’s nervous and musculoskeletal systems are formed, the respiratory system is improved, and the foundations of good health and full physical development are laid. One of the indispensable conditions for this is the formation of independent motor activity of children.

According to the Federal State Educational Standard for Additional Education, the educational area “Physical Development” includes the acquisition of children’s experience in motor activities associated with performing exercises aimed at developing physical qualities that contribute to the correct formation of the musculoskeletal system of the body.[1]

It should be noted that a low level of motor activity, starting from preschool age, is the primary problem of deterioration in both the physical, mental and mental development of children. Therefore, the relevance and practical aspect of this problem is that the need to raise the level of motor activity should begin precisely from preschool age and continue throughout life. Based on the identified problem, we formulate the topic of our work: “Organization of independent motor activity of children of senior preschool age.”

The purpose of the work is to reveal the features of the organization of independent motor activity of children of senior preschool age.

Based on the goal, the following tasks were set:

1. Characterize the motor mode in a preschool institution.
2. To reveal the theoretical foundations of independent motor activity of preschool children.
3. To study the conditions for organizing independent motor activity of children in older preschool age.

The methodological basis of the work is the works of Runova M.A., Stepanenkova E.Ya., Kozlova I.M., Snigur M.E. Leontyev A.N. Zaporozhets A.V., Usova A.P., etc.

This work consists of: an introduction, three points examining the theoretical aspects of the independent motor activity of preschool children, a conclusion, and a list of literature studied.

CHARACTERISTICS OF MOTOR MODE IN PRESCHOOL INSTITUTION

Since 2013, significant changes have occurred in the preschool education system, first with the introduction of Federal state requirements, and then the Federal State Educational Standard for Preschool Education.

One of the main tasks of the Federal State Educational Standard for Education is “to protect and strengthen the physical and mental health of children, including their emotional well-being.” Therefore, the organization of motor activity of preschool children is relevant and occupies an important place in the system of educational process in preschool educational institutions. The federal state educational standard defines target guidelines 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 manage his movements. The task of preschool teachers is to create all the necessary conditions for the implementation of this task.[1]

It has been proven by experts that the main causes of neuropsychic and somatic diseases in preschool children are intellectual overload and a decrease in physical activity, both in volume and intensity. Unfortunately, the disease of our civilization is a sedentary lifestyle. Lack of physical activity is as dangerous as lack of oxygen! We can assume that work to implement this task is relevant not only in our republic.

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. Article 12.2 of SanPin “motor regimen, physical exercise and hardening activities should be carried out taking into account health, age and time of year.

When organizing a motor mode, the following requirements must be met:

- the total duration of physical activity occupies at least 50% of the waking period, with 90% of medium and low intensity, 10-15% of high intensity. Fulfillment of these requirements will ensure the prevention of child fatigue throughout the day and create conditions for proper physical development;

- according to regulatory documents regulating sanitary and epidemiological rules and standards for preschool educational institutions, the maximum duration of continuous wakefulness for children 3-7 years old is 5.5-6 hours, up to 3 years old - in accordance with medical recommendations;

— the volume of physical activity of pupils aged 5-7 years in organized forms of health-improving and educational activities should be 6-8 hours a week, taking into account the psychophysiological characteristics of children;

— during the child’s stay in the preschool educational institution, the use of various forms of physical education should ensure motor activity in the range from 9,000 to 15,000 movements, which corresponds to the physiological needs of the children’s body;

— to implement the physical activity of children, equipment and inventory of the gym, group rooms and sports grounds are used in accordance with age;

— the content of the motor regime is motor activity, varied in the composition of movements, physical exercises, periods of activity alternate with “quiet” types of activity;

- a certain part of the motor regime, which includes both physical exercises and specially selected ones for the formation of systems and functions of the body, and correctional work that goes through individual and organizational forms of work;

- each child must be given the opportunity to move independently of his own free will, and not under coercion;

- moderate and appropriate physical activity is required before breakfast and before direct educational activities, which require mental stress from children. [19.10]

Taking into account the individual characteristics of the motor activity of children, optimization of the motor mode is characterized by flexibility, but also at the same time clear structuring, therefore, in the preschool educational institution, a model of motor activity of children should be developed, which allows you to track all the work not only during the day, but also during the week, month, the entire academic year. This model is variable, the content can be adjusted and is compiled taking into account the exemplary “Childhood” program (see Appendix 1).

There is a problem when organizing physical activity in a group setting. Children are not very good at organizing independent activities where space is limited. It is necessary to create conditions, since this is one of the requirements of the Federal State Educational Standard (physical education corners in groups, a card index of various games, etc.). The Federal State Educational Standard, which has entered into force, sets certain requirements for the developing subject-spatial environment:

• saturation
• multifunctionality
• variability
• availability
• safety
• transformability.

The motor mode is assessed based on a set of indicators:

1. time of motor activity of children with a reflection of content and quality at various regime moments, determined using the method of individual timing;
2. volume of motor activity using the pedometer method to quantify motor activity;
3. intensity of motor activity using the pulsometry method when performing various types of muscle activity. [1]

The life of children during the day should proceed within the framework of the established optimal motor mode, without haste and constant haste. The teacher’s task is to ensure that the children, when they go home, have an interesting prospect for tomorrow - to play the promised interesting games, to go on a long walk. Every educator can create such an interesting, fulfilling life.

Thus, the organization of a rational motor regime is one of the main conditions for ensuring a comfortable psychological state for children. Satisfying the age-related needs of children for movement in the time allotted by the regime can only be achieved with a very clear organization of their activities and strict compliance with the requirements for the content of this activity in each regime segment.

THEORETICAL FOUNDATIONS OF INDEPENDENT MOTOR ACTIVITY OF PRESCHOOL CHILDREN

Motor activity is a set of motor acts.

The motor activity of a child is one of the necessary conditions for maintaining the normal functional state of the child, a natural biological need of the child. Normal functioning of almost all human systems and functions is possible only with a certain level of physical activity. Lack of muscle activity, like oxygen starvation or vitamin deficiency, has a detrimental effect on the child’s developing organism.

In childhood, motor activity can be divided into 3 components:

• Motor activity in the process of physical education;
• Physical activity during training in socially useful and labor activities;
• Spontaneous physical activity in free time.

Motor activity is the natural and specially organized motor activity of a child, ensuring his successful physical and mental development. It is one of the main factors that determine the level of metabolic processes of the body and the state of the skeletal, muscular and cardiovascular systems, since it is closely related to three aspects of health: physical, mental and social, and plays a different role during a person’s life. The need for movement is individual, so we can conditionally distinguish in each group children with high, low, and average mobility. [28.145].

The level of need for independent motor activity is largely determined by hereditary and genetic characteristics.

There are 3 levels of motor activity:

• High level: children are characterized by high mobility, a high level of development of basic types of movements, and a fairly rich motor experience that allows them to enrich their independent motor activity.
• Children with an average level of motor activity have average and high levels of physical fitness and a high level of motor qualities. They are characterized by a variety of independent motor activities.
• Low level of physical activity - sedentary children. They have indicators of development of basic types of movements and physical qualities lagging behind age standards, general passivity, and shyness.

What is independence? Independence - independence, freedom from external influences, coercion, from outside support and assistance. Independence - the ability to act independently, make judgments, have initiative, and determination. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one’s views and motives.

Independent activity is work that is performed without the direct participation of the teacher, but according to his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical (or both) actions.

Qualities that characterize a child’s independence:

1. The ability to act on one’s own initiative, to notice the need for one’s participation in certain circumstances.

2. The ability to perform usual tasks without turning to adults and without adult supervision.

3. The ability to consciously act in a situation with given requirements and conditions (which are created by the teacher) in the plan in the independent activity block, the requirements, conditions, and system of tasks must be planned.

4. The ability to act in new conditions (set a goal, take into account conditions, carry out basic planning and get results.

5. The ability to exercise basic self-control and self-assessment of one’s activities.

6. The ability to transfer known methods of action to new conditions.

There is an algorithm for constructing children’s independent activities:

Step 1 Determine and communicate to the child the purpose of the work (individually or in a subgroup)

Step 2 Familiarize the child with the sequence of completing the task.

Step 3 The child, with the help of an adult, chooses methods of action leading to completing tasks.

Step 4 Children plan their independent activities to complete the task.

Step 5 The child performs independent work.

Step 6 Self-control, self-esteem.[24]

Independent motor activity of children is organized at different times of the day: in the morning before breakfast, between activities, during play hours after naps, and during a walk (morning and evening). Active actions of children should alternate with calmer activities. It is important to take into account the individual characteristics of each child and his well-being. The motor activity of children is closely related to play, and, consequently, to objects, toys, and aids. Adults should make sure that children have toys at their disposal. Benefits that stimulate physical activity and increase interest in movement. The task of adults is to teach children how to use them correctly and in a variety of ways. [18.144]

The content of independent motor activity is a variety of movements. Its advantage is that the child chooses the movements himself, moves at his own pace, pauses, and alternates them. Independent motor activity is an activity that occurs on the child’s initiative. When studying independently, the child focuses his attention on actions leading to the achievement of a goal that captivates him.

In a preschool educational institution, this type of activity can be individual and group, and includes games and exercises that children choose in accordance with their own desires, interests and abilities

The motor activity of children of senior preschool age becomes rich and varied, but outdoor games remain a form of education. A wider range of knowledge, abilities, and motor skills allows the use of a variety of games, both plot and non-plot games, relay races, as well as some elements of sports games.

Thus, independent motor activity includes a lot of movements performed by the child in the process of his life. By creating conditions for children’s independent motor activity, adults contribute to the development of their initiative and independence, which ultimately leads to the development of children’s creativity. Increasing children's independent motor activity can be considered as one of the effective means of preserving the child's health, improving his physical fitness, enriching motor experience, and increasing creative and cognitive potential.

CONDITIONS FOR ORGANIZING INDEPENDENT MOTOR ACTIVITY OF CHILDREN IN SENIOR PRESCHOOL AGE

Forms of work on physical education with preschoolers represent a complex of health-improving and educational activities, the basis of which is motor activity. This complex includes organized physical education activities (morning exercises, exercises after naps, walks, outdoor games, etc.), as well as independent motor activities.[15.p144]

Motor activity must be purposeful and consistent with the child’s experience, interests, desires, and functional capabilities of the body. Therefore, preschool teachers take care of the organization of independent motor activity and its diversity.

The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to something useful and interesting for him, without suppressing his activity and initiative?

The function of the educator is to create a varied play environment that provides the child with cognitive activity that corresponds to his interests and is developmental in nature. The environment should also provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities. The teacher can get involved in the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group.

The organization of independent motor activity of active children should not go in the direction of limiting mobility, but focusing their attention on movements that require restraint, caution, meaningfulness and controllability. All types of throwing, precise movements with balls, walking and running in a limited area, action with one object for two, when the movement is performed in turn, are useful.

The content of the educational field in accordance with the Federal State Educational Standard for Additional Education is aimed at developing in children an interest and value-based attitude towards physical education classes and harmonious physical development. The main tasks to achieve this goal are:

• accumulation and enrichment of children’s motor experience (mastery of basic movements);
• standardization of pupils' needs for motor activity and physical improvement;
• development of physical qualities (speed, strength, flexibility, endurance and coordination);

Techniques for guiding children's motor activity are the same for children of different mobility. So it is necessary to provide children with sufficient areas for movement, while for those who are sedentary they increase, for children with greater mobility they may be somewhat limited. It is useful to unite children of different mobility in joint games, giving one toy, an allowance for two, holding a doll by the hand along the path, playing horses together using a hoop, jump rope, ribbon, rolling a ball to each other, spinning a jump rope together, etc. d.[5.18]

Toys and aids should be placed so that children make additional movements when reaching for them. Shelves with toys can be hung at different levels. To reach one shelf, children must bend over to get a toy, and on the other, on the contrary, stretch, rise on their toes, etc. A straight path can lead to a garage with cars, and next time a winding one, to a house there can be stairs 100 cm high, etc. [6.28]

There should be enough aids and toys in the group, but not too many. This distracts children's attention and tires their nervous system. At the same time, we must remember that children are characterized by great imitation. Seeing a ball in the hands of a neighbor, the child certainly wants to take possession of it. Therefore, it is important that there are several toys of the same type. Gradually, as children master the action with a manual, a toy, the teacher teaches the kids to act together with one object, for example, to roll a ball to each other or to roll it one by one along the path. Benefits must be changed periodically so that children do not lose interest in them.

The personal participation of an adult in children’s games activates children and creates a joyful mood in them. An adult helps the child change the type of activity in a timely manner to prevent fatigue. When creating conditions for independent motor activity of children, it is good to use obstacle courses, which are most often used by teachers in older groups.

Great opportunities for developing independent motor activity open up during a walk. It is important that in addition to stationary aids, there are also remote aids on the site: balls, hoops, skittles, buckets, shovels, sleds, ice cubes, bicycles, etc. In winter, independent motor activity will be more meaningful if there are snow buildings on the site: slides, snow banks, snow paths, snowmen, colorful pieces of ice, etc. At different times of the year, adults think through different motor tasks.

On each walk, as a rule, a set of interrelated tasks is solved: health-improving, educational and educational. Health-improving tasks are aimed at creating a healthy lifestyle and cultivating a conscious attitude towards the manifestation of one’s physical activity. When developing the content of educational tasks, it is important to pay attention to the development of independence, activity and communication, as well as the formation of the emotional, moral and volitional sphere of children in the process of motor activity. At the same time, a distinctive feature of walks in older age groups is the emphasis on solving educational problems: mastering the necessary program material for the development of movements, developing accessible knowledge about the basics of physical culture and a healthy lifestyle. These tasks are solved in close connection with the development of children’s motor qualities and abilities, as well as the formation of optimal motor activity.

During walks, it is important to carefully consider methods and techniques for regulating children’s motor activity; the main attention should be paid to creating a high variability of pedagogical conditions that contribute to more effective implementation of children’s motor activity, mainly through the selection of differentiated tasks. In order to enhance the motor activity of children during walks, it is important to use different techniques.[25]

Thus, various means, methods and techniques for organizing independent motor activity help to increase mental and physical performance, improve the emotional state, the full physical and mental development of children, and strengthen the health of children, therefore, expanding and enriching the motor experience of preschool children is one of the main tasks.

CONCLUSION

In connection with the increase in the incidence of children throughout the country and the decrease in the level of their physical fitness, there is a need to find new effective approaches to organizing education and training in modern conditions, ensuring the preservation of the physical and mental health of the younger generation. In pedagogical practice, insufficient attention is paid to the organization of independent motor activity of children. Despite the fact that children love to play outdoor games, they cannot organize a game, even one that is familiar to them, on their own. The adult becomes the leader of the children’s independent activities. This guidance is carried out by demonstration, as well as through verbal narration, explanations and instructions. In children’s mastering of new movements and in the development of the child’s independent motor activity, adults play a leading role.

Independent motor activity is defined as the sum of all movements made by a child in the course of his life. This is an effective means of maintaining and strengthening health, harmonious personal development, and disease prevention. An indispensable component of physical activity is regular physical education and sports.

The motor regime is part of the general regime of a preschooler, regulating active muscle activity, including physical exercise, walking, etc.

With age, physical exercise should occupy an increasing place in a child’s daily routine. They are a factor contributing to increased adaptation not only to muscle activity, but also to cold. Physical activity contributes to the normal development of the central nervous system, improvement of memory, learning processes, normalization of the emotional and motivational sphere, improved sleep, and increased capabilities not only in physical but also in mental activity.

Creating a safe developmental environment for children’s independent motor activity, adequate to their age and needs, will help improve health, expand motor experience, develop a strong interest in physical exercise, self-organization skills and communication with peers.

Thus, with the correct organization of independent motor activity, children develop attention and observation, discipline, the ability to control their feelings and movements, and therefore develop their will and character.

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