Ministry of Education of the Republic of Belarus

educational institution

Gomel State Pedagogical College named after L.S. Vygotsky

Elementary education

Course work

Pedagogy

Health-saving technologies in primary school conditions

The work was completed by: Aksyonova M.G.

4th year student of group P-41

Leader: L.A. Kachanova

Gomel, 2012

INTRODUCTION

CHAPTER 1. HEALTH-SAVING TECHNOLOGIES AS A FACTOR IN THE DEVELOPMENT OF YOUNGER STUDENTS

1.1 The essence of health-saving educational technologies

2 Features of health-saving technology according to the methodology. Bazarny

3 The role of the teacher in health-saving pedagogy

CHAPTER 2

1 The most optimal planning and organization of the educational process

2 Analysis of methods and techniques used in the educational process, taking into account the health of younger students

CONCLUSION

LIST OF USED LITERATURE AND ELECTRONIC RESOURCES

APPS

INTRODUCTION

Health is not everything, but everything without health is nothing. Socrates

Human health is a topic of conversation that is quite relevant for all times and peoples, and in the 21st century it becomes paramount. It has long been indisputable that school workloads, which do not decrease over the years, leave their imprint on the health of students. Analyzing the state of health of first-graders and those who graduate from school, experts note the sad facts: every year many children have visual impairments, various degrees of scoliosis, diseases of the stomach, nervous and cardiovascular systems, and many others. The state of health of schoolchildren causes serious concern among specialists. A clear indicator of trouble is that the health of schoolchildren is deteriorating compared to their peers twenty or thirty years ago. At the same time, the most significant increase in the frequency of all classes of diseases occurs during the age periods coinciding with the child receiving a general secondary education.

The health of the child, his social and psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, because more than 70% of his waking time is associated with staying in educational institutions. This means that the school cannot distance itself from health-saving measures in the lives of children.

The above facts indicate that special school work is needed to preserve and improve the health of students.

V.A. Sukhomlinsky argued that ... taking care of a child's health is not just a set of sanitary and hygienic norms and rules ... and not a set of requirements for regimen, nutrition, work, and rest. This is, first of all, concern for the harmonious fullness of all physical and spiritual forces, and the crown of this harmony is the joy of creativity.

But the success of schooling is determined by the level of health with which the child came to the first grade. However, the results of medical examinations of children indicate that only 20-25% of first-graders can be considered healthy. The rest have various health disorders (according to the Ministry of Health of the Republic of Belarus for 2009).

Naturally, attention has also increased to the health of schoolchildren, because the state of health of the younger generation is the most important indicator of the well-being of society and the state, reflecting not only the present situation, but also giving an accurate forecast for the future.

Naturally, many agree that it is the teacher who can do more for the student in terms of maintaining health than a doctor. But for this you need to learn health-saving educational technologies that allow you to work in such a way as not to harm the health of your students, including yourself.

Based on this, we can conclude that by saving the health of our students, we care about our future, and therefore about the future of our state.

The purpose of the course work: to study the features of the use of health-saving technology in an elementary school.

Objectives of the course work:

.Reveal the essence of health-saving educational technologies

.To study and analyze the features of health-saving technology according to the method of V.F. Bazarny;

3.Analyze and define the role of the teacher in health-saving pedagogy;

.Analyze and identify the most optimal planning and organization of the educational process, methods and techniques used in it, taking into account the health of younger students.

Object of study: health-saving technologies

Subject of study: the use of health-saving technologies in primary school.

Hypothesis: the performance of elementary school students depends on the rationality of using health-saving technologies in the organization of the educational process, the methods and techniques chosen in accordance with them.

Methods: theoretical analysis literature on the problem of researching health-saving technologies in primary school conditions, observation; testing; study of pedagogical experience.

CHAPTER 1

.1 The essence of health-saving educational technologies

In conditions when education has become universal, and the profession of a teacher is mass, it is becoming increasingly difficult to rely on the individual skill of a teacher. Therefore, at present, teachers and methodologists are actively looking for didactic tools that could make the learning process look like a well-established mechanism. More Ya.A. Kamensky sought to find such a general order of education in which it would be carried out according to the uniform laws of man and nature. Then learning would require nothing more than the skillful distribution of time, objects, and methods. About the relevance of such an approach to education - a technological one, with which methodologists, teachers turn to new concepts for them - pedagogical technologies, teaching technologies, educational technologies.

Technology (from the Greek techne - art, skill, skill; logos - word, concept, teaching) is, first of all, a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which sets as its task the optimization of forms of education.

The technology describes the student's work system as an activity to achieve the set educational goal, and considers the teacher's work system as an activity that provides conditions for the student's work.

Health-saving pedagogy cannot be expressed by any specific educational technology. At the same time, the concept of "health-saving technologies" combines all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.

By health-saving technologies, we mean a system of measures to protect and improve the health of students, taking into account the most important characteristics of the educational environment and the living conditions of the child, and the impact on health.

The purpose of the modern school is to prepare children for life. Each student must receive during his studies the knowledge that will be in demand for him in later life.

There is no single unique health technology. Health saving can act as one of the tasks of a certain educational process. This may be an educational process of a medical and hygienic orientation (carried out with close contact between a teacher - a medical worker - a student); physical culture and health improvement (priority is given to physical education classes); ecological (creation of harmonious relationships with nature), etc. Only through an integrated approach to teaching schoolchildren can the problems of forming and strengthening the health of students be solved.

Conclusion: Health-saving technologies - include a set of pedagogical, psychological and medical influences aimed at protecting and ensuring health, forming a valuable attitude towards one's health. They combine all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.

1.2 Features of health-saving technology according to the method of V. F. Bazarny

Methodology V.F. Bazarny ensures the implementation of the main task of each educational institution and the demand of society for a healthy generation. This is the only health-developing technology that is recognized as a scientific discovery by the Academy of Medical Sciences, protected by patents and copyrights, approved by the institutes of the Ministry of Health of the Russian Federation, the Russian Academy of Medical Sciences, the Russian Academy of Sciences, approved by the Government as a general federal program, has been practically tested for 28 years on the basis of more than a thousand kindergartens and schools , has a sanitary and epidemiological conclusion of the Ministry of Health of the Russian Federation and allows you to build the educational process on the basis of the bodily vertical consistent with the mobile nature of the student, and also gives a guaranteed result of improving the health of students in general.

This technology achieves:

Guaranteed, recorded result of improving the health of students.

Increasing the level of academic performance and efficiency of the educational process.

Psychological comfort in an educational institution.

It is the most effective way to prevent disorders in the development of the spine, myopia, neuropsychic and cardiovascular stress, early osteochondrosis and atherosclerosis and other purely school pathology;

Lets attract additional funds parents and sponsors, by including parents in the overall goal of improving the health of children within the walls of the school.

To the main methods and techniques used in health-saving technology V.F. Bazaar include:

· Dynamic position change mode.

· Visual coordination exercises.

· Visual-coordinating exercises, with the help of supporting visual-motor trajectories (ophthalmic simulators).

· Musculoskeletal coordination exercises.

Let's consider each of them in more detail.

Dynamic pose change mode:

· The maximum allowable duration of time spent in one position is 20-25 minutes. The child sits in the lesson for 40 minutes.

· "Don't sit down!" - the commandment of Bazarny. The child must move, especially the boy is 4-6 times bigger.

· “Movement is air, and without air we suffocate,” wrote V. F. Bazarny. Therefore, training in the mode of constant movement allows students to develop a visual-motor reaction, in particular, orientation in space, including a reaction to extreme situations, create conditions for the manifestation of individual and age characteristics of children, form an atmosphere of trust in the classroom, which allows us to talk about organization of student learning, which to the greatest extent serves the optimal overall development of each child.

· The mode of "dynamic change of postures" increases the overall resistance of the body to infectious diseases, myopia is prevented, the optimal functional state of the cardiovascular system of the body is ensured, and the processes of excitation and inhibition in the central nervous system are stabilized.

To implement the mode of dynamic change of postures, V.F. The market offers two options:

Using the desktop

And where it is possible to change the posture of children: at the tables - sitting, standing; on the carpet - sitting, standing, lying; children can stand on massage mats in socks and at this time, while standing, listen to riddles, a story, a fairy tale, participate in mental counting, and solve a logical puzzle.

This mode has a beneficial effect on the following factors:

· maintenance of physical, mental activity of the mental sphere;

· has high rates of physical development of health;

· the immune system increases;

· growth processes are improved;

· coordination of all organs develops (visual-manual, bodily-coordinating, psycho-emotional);

· the degree of low inclination of the head decreases.

Visual coordination exercises:

· "No obstruction to the eye!" - another principle of V.F. Bazarny.

· Figurative plot images are placed in the four upper corners.

· These are scenes from fairy tales, scenes of landscapes from nature, from the life of animals.

· Together, the pictures form a single plot.

· The average sizes are from 0.5 to 1 standard sheet, and under each picture one of the numbers is placed in the appropriate sequence.

· Children, being in free standing, on massage mats, begin to vividly fix their eyes on command on the corresponding number, picture, color. The counting mode is set randomly and changes after 30 seconds. The total duration of the exercise is 1.5 minutes.

· Students with great pleasure perform turns in a jump with a clap, this causes a positive emotional outburst.

The impact of such exercises:

· this exercise has a beneficial effect on the development of visual-motor reaction,

· speed of orientation in space, as well as reaction to emergency situations in life.

· children develop visual-motor search activity, as well as visual-hand and bodily coordination.

· students become sharp-sighted, attentive. It is very important that each child is at his own working distance, which is determined by an ophthalmologist at the beginning of the year based on the results of an examination for visual acuity and refraction in both eyes.

Visual-coordinating exercises, with the help of supporting visual-motor trajectories (ophthalmic simulators):

· There is a diagram drawn on the wall, and the colors meet the following requirements:

· outer oval - red, inner - green,

· golden brown cross

· figure eight - bright blue.

Method of work with an ophthalmic simulator.

· Standing on massage mats, with their arms outstretched forward, to the music, the children alternately circle the trajectory with their index finger while simultaneously tracking it with the organ of vision, torso, and hands.

· Then they draw an imaginary diagram on the ceiling, but on a larger scale and with a greater amplitude of movement.

This exercise more often we perform after work, which required effort from children, tk. it perfectly relieves tension, relaxes, relieves mental fatigue and excessive nervous excitability.

Promotes goodwill, improves the sense of harmony and rhythm, develops hand-eye coordination.

Musculoskeletal coordination exercises.

The lesson is conducted in the mode of movement of visual material, constant search and performance of tasks that activate the attention of children. All kinds of cards can be anywhere in the class. Children look for them, thereby switching vision from near to far distance and vice versa. For example, a teacher shows didactic material first from a close distance, and then gradually moves away from the students, thereby training the muscles of the eye.

For motor activity in the lesson, "sensory crosses" are used.

"Sensory crosses" are hung from the ceiling in the classroom. Various educational objects are fixed on them (flat and three-dimensional geometric shapes, letters, vocabulary words, etc.). During the lesson, the teacher periodically draws the attention of children to a particular manual, asks them to find something, analyze it, give a description, etc. Schoolchildren look for the right material with their eyes, thereby training their eyesight, eliminating fatigue and eye strain.

Conclusion: Experimental studies of the implementation of V.F. Bazarny show a 2-fold decrease in morbidity and exacerbation of chronic diseases. Slightly improved or remained at the same level of development creativity, sense organs and the sensory sphere, the functional state of life support systems. The psychological climate in the children's team has also improved. The most active part in introducing children to the preservation of health was provided by parents, who took an interest in all classroom and school-wide activities. All these results allow us to consider the technology of V.F. Bazarny as health-saving.

.3 The role of the teacher in health-saving pedagogy

The problem of children's health is relevant today more than ever. At present, it can be confidently stated that it is the teacher, the teacher who is able to do more for the health of the modern student than the doctor. This does not mean that the teacher should fulfill the duties of a medical worker. It's just that the teacher should work in such a way that teaching children at school does not harm the health of schoolchildren.

The issue of the state of health of teachers who will work in the primary grades with a contingent of children of primary school age and the attitude of teachers to their health is also relevant. Can a teacher be an example for his pupils in matters of health saving? The teacher in the period of study under consideration, more than ever at any other time, occupies one of the central places in the life of primary school students. He personifies for them everything new and important that came into life in connection with the arrival at school.

Trying to establish the relationship between the teacher's attitude to his health, his need for a healthy lifestyle and the implementation of the appropriate educational impact on his students, in practice we are faced with the fact that the teachers themselves openly say that they cannot be an example in maintaining a healthy lifestyle. lifestyle for their students. The lower the level of literacy of the teacher in matters of maintaining and promoting health, the less effective the pedagogical impact on students. The teacher must have important professional qualities that allow generating fruitful pedagogical ideas and providing positive pedagogical results. Among these qualities, one can single out a high level of professional, ethical, communicative, reflective culture; ability to form and develop personal creative qualities; knowledge of the formation and functioning of mental processes, states and personality traits, the processes of training and education, knowledge of other people and self-knowledge, creative improvement of a person; basics of health, healthy lifestyle (HLS); knowledge of the basics of designing and modeling health-saving technologies in training programs and events; the ability to predict the results of one's own activity, as well as the ability to develop an individual style of pedagogical activity.

What a teacher should be able to do:

) to analyze the pedagogical situation in the conditions of rehabilitation pedagogy;

) master the basics of a healthy lifestyle;

) establish contact with the team of students;

a) observe and interpret verbal and non-verbal behavior;

) predict the development of their students;

) to model the system of relationships in the conditions of rehabilitation pedagogy;

) by personal example to teach students to take care of their health and the health of those around them.

All these skills, closely related to each other, influence the effectiveness of the teacher's use of the means, methods and techniques of health-saving methods in the educational process when working with younger students, involving students in the system of work in the conditions of pedagogy at the beginning of recovery.

It is not enough for a teacher to receive a class health certificate from medical workers at the beginning of the year and use the characteristics of students' health to differentiate educational material in the classroom, encourage children together with their parents to follow doctor's orders, and introduce hygiene recommendations into the educational process. First of all, the teacher should be an example for his pupils in matters of health saving.

For the effective implementation of the ideas of a healthy lifestyle into pedagogical practice, it is necessary to solve three problems:

Changing the worldview of the teacher, his attitude towards himself, his life experience aside, awareness of one's own feelings, experiences from the standpoint of health-saving problems.

Changing the attitude of the teacher to the students. The teacher must fully accept the student for who he is.

Changing the teacher's attitude to the tasks of the educational process of health improvement pedagogy, which involves not only the achievement of didactic goals, but also the development of students with the maximum preserved health.

These directions determine the ways of improving the teacher's pedagogical skills through the initial awareness of their own problems and characteristics, their psychological study and development on this basis of methods of effective health-saving pedagogical interaction with students.

The systemic sequence of introducing the school and each teacher to health-saving technologies:

Awareness of the problem of the negative impact of the school on the health of students and the need to address it immediately

Recognition by school teachers of their joint and several responsibility for the unfavorable state of health of schoolchildren

Mastering the necessary health-saving technologies (acquisition of competencies) Implementation of the received training in practice, in close cooperation with each other, with doctors, with the students themselves and their parents.

As already mentioned above, the state is interested in the fact that general educational institutions produce healthy young people who will subsequently be able to master the necessary skills for their future work. In this regard, a number of regulatory documents are provided that regulate the organization of the educational process in accordance with health conservation.

These are documents such as Sanitary rules and norms 2.4.2.16-33-2006 "Hygienic requirements for the device, content and organization of the educational process of general educational institutions", "Medical and pedagogical control over the organization of the educational process in elementary school", instructive - a methodological letter of the Ministry of Education of the Republic of Belarus “On the organization of the work of general educational institutions to monitor and evaluate the results of educational activities of students in the first and second grades during the period of ungraded education at the 1st stage of general secondary education”, excerpts from which are presented in Appendix 1.

Conclusion: Pupils will accept the pedagogy of health saving properly only when a healthy lifestyle is the norm of a teacher's life.

CHAPTER 2

.1 The most optimal planning and organization of the educational process

Questionnaires were offered to students of gymnasium No. 51 in the city of Gomel in order to identify their level of awareness of the rules of a healthy lifestyle and the implementation of these rules in practice (Appendix 2). Having processed the results, we come to the conclusion that the vast majority of children know and use the rules of a healthy lifestyle known to them. In addition, they receive this information within the walls of the school. What does it say that teachers spend necessary work with children using health-saving technologies (control boarding, conduct questionnaires about the student's health, etc.).

Having analyzed the work of teachers of gymnasium No. 51, having studied their pedagogical experience, we build the most optimal organization of the educational process from the standpoint of health saving, the effectiveness of which largely depends on the chosen methods and techniques, methods of implementing the stages of the lesson (presented below), which teachers of this school implement, depending on the physical and mental state of health of children.

Taking into account the requirements of the lesson from the point of view of health saving, the scheme for building the lesson will be as follows:

lesson stage:

In order for children to establish a positive emotional mood for successful learning at the beginning of the lesson, various psychological attitudes are used, in the form of poems, i.e. children are prepared emotionally and physically. At this stage of the lesson, a finger or acupressure massage is carried out (at Russian language lessons) to prepare the fingers for writing.

Stage of the lesson: Actualization of the topic. And in mathematics lessons for oral counting, children are invited to solve problems of a physical education and cognitive nature. At the lessons of fine arts, "Man and the World", children learn about the benefits of outdoor games during the conversation with the teacher.

lesson stage: Basic

Learning overload and fatigue is influenced not so much by the amount of time students spend in class as by other factors. One of the factors can be considered the lack of formation of rational methods of educational work among schoolchildren.

The next and, perhaps, the most significant factor is the disproportion between intellectual and motivational development. Irregularity, disturbed necessary balance between intellectual and motivational-need development inevitably leads to disharmony of mental and personal development, which is one of the significant reasons for the educational overload of schoolchildren. For normal development and positive well-being, a child must not only be able to learn, but also want, desire it.

In addition to physical culture and health work, a physical culture and cognitive component is used in general education lessons. It increases students' interest in physical culture, sports and a healthy lifestyle, and also contributes to the formation of the need for independent motor activity.

Stage 4 of the lesson: Summary. Working on a favorable emotional sphere in the classroom, the guys reflect their mood in the classroom with the help of the school for assessing their mood “How I feel in the classroom”, which every student has.

It is necessary to draw up a schedule of lessons, taking into account the performance of children and the difficulty of subjects. Try to observe the motor mode of your students in the classroom and during the break.

We can talk about the favorable completion of the stage of primary school age when, at the end of primary school, the child: wants to study, can (know how) to study, believes in himself, he feels good, interesting, comfortable at school.

Conclusion: A properly planned and organized lesson from the standpoint of health saving has a positive effect on mental performance, on the development of visual perception, attention, and ultimately on school performance. And for the proper organization of the educational process, the teacher must have a colossal store of knowledge, which must be constantly replenished.

2.2 Methods and techniques used in the educational process, taking into account the health of younger students

After filling out the questionnaire (Appendix 3) and processing its results, we conclude which of the methods presented below would be more rational to use in the classroom for a particular group of children and which are actively used by primary school teachers of gymnasium No. 51.

Creation

So, in the process of practicing fine arts, different techniques- this is an application, painting, modeling clay toys and much more. The most important thing is that they allow you to effectively develop the creative abilities of the child - thereby, carrying out work on the formation of a healthy lifestyle. And here are the conclusions we come to: - Modeling clay toys develops the small muscles of the hands of students (fine motor skills), which greatly facilitates the load on the hands of children and even their handwriting becomes better.

Music Great opportunities for maintaining the mental health of children has music therapy or healing music. Music therapy is the most interesting and promising direction, which is used in many countries for medicinal purposes. The sound of music in the classroom gives the child the opportunity to calm down, relieve irritability, nervous tension. Thus, properly organized (from the standpoint of health protection) and interestingly conducted classes play a big role in the spiritual development of students, in shaping their worldview. Through feelings, emotions, self-realization of the child's personality occurs more productively in all spheres of life, and therefore enriching the student with the experience of an emotional attitude to reality is the most important aspect of the child's spiritual development - his spiritual health.

Physical training

The educational process will be built so that the somatic and emotional overloads of younger students can be prevented. If children get sick less, then this will affect the success of education. All teachers during the lessons held physical education sessions, during which students perform various exercises to relieve fatigue, strengthen the musculoskeletal system and eye muscles. Teachers of gymnasium No. 51 use dynamic music and use TCO at each physical education session.

Requirements for conducting physical education:

Complexes are selected depending on the type of lesson, its content.

Exercises should be varied, since monotony reduces interest in them, therefore, their effectiveness;

Physical minutes should be carried out at the initial stage of fatigue, performing exercises with severe fatigue does not give the desired result. It is important to ensure a positive emotional attitude;

Preference should be given to exercises for tired muscle groups.

Usually, physical education sessions are held under a poetic text. When choosing poems, you should pay attention to the following:

It is important that the content of the text is combined with the topic of the lesson;

Preference is given to verses with a clear rhythm;

The text is spoken by the teacher or reproduced in the recording, because when pronouncing the text, the children may lose their breath.

Types of physical education:

Exercises to relieve general or local fatigue;

Hand exercises;

Gymnastics for the eyes;

Gymnastics for hearing;

Exercises that correct posture;

Breathing exercises(Appendix 4) .

Physical education sessions are held depending on the predominant activity of students in the lesson. The predominant activity in the lesson is writing. In the process of writing, the student, as a rule, writes not with his hand, but with everyone. body . The muscles of the child, supporting the posture and taking part in the letter, are in a state of prolonged statistical tension. Therefore, it is recommended:

Exercises to relieve general or local fatigue; - exercises for the hands. The predominant activity in the classroom is reading.

The load on the eyes of a modern child is huge, and they rest only during sleep, so it is necessary to expand visual-spatial activity in the lesson mode and use: - gymnastics for the eyes.

The predominant activity in the lesson is listening and speaking.

Working on hearing has a beneficial effect on the organs of vision, therefore, in this type of lesson, they use:

listening exercises.

Breathing exercises help to increase the excitability of the cerebral cortex, to activate children in the classroom, for this they use: - breathing exercises. Sometimes you can offer to conduct a physical education session for one of the children. They carry out the task with great pleasure.

Lesson plans with the use of health-saving technologies are given in Appendix 5. The value of physical education minutes is to relieve fatigue, provide active rest and increase mental performance. Scientists have found that motor loads in the form of physical exercises in the classroom relieve stagnation caused by prolonged sitting at a desk, give rest to the muscles, organs of hearing and vision, and restore an emotionally positive state.

Analysis of data on the state of health of children (Appendix 5) for four years as a result of the use of health-saving technologies, the incidence in many classes has decreased. There was a decrease in the level and exacerbation of the course of chronic diseases, a decrease in the number of diseases associated with sleep disturbance, the nervous system, and mass epidemiological phenomena.

Students have increased interest in active activities: children began to attend sports sections, circles, clubs, play music, etc.

Conclusion: Having studied the qualitative indicators of educational activities of children in different years and in different subjects, we conclude that using health-saving technologies, we achieve an increase in the quality of knowledge in subjects, which is presented in Table 1.

educational educational health-saving pedagogical

CONCLUSION

In conclusion, I would like to note once again that it is training and education, manifested in the unity of goals for the formation of a harmoniously developed personality, that create motivation in a person. Since all components of health are closely interconnected, and the implementation of the development program depends on many factors, the main task of "health pedagogy" is the holistic formation of the needs for the preservation and promotion of health, in the conscious motivation for a healthy lifestyle through the methods of education, self-education, and the creation of a health education program. At the moment, there is no single project to create a health-preserving and health-forming pedagogical system. Health should be the leading and priority direction in the social development of society.

The purpose of the course work was to study the features of the use of health-saving technology in an elementary school.

Having studied the features of the use of health-saving technology, we can say that health-saving technologies are used and used effectively, as evidenced by the data obtained.

The hypothesis assumed that the performance of elementary school students depends on the rationality of using health-saving technologies in the organization of the educational process, the methods and techniques chosen in accordance with them. Having studied the experience of teachers, having observed the pedagogical process using health-saving technologies, having studied the applied methods used by these teachers, and having processed the results, we can say with confidence that the pedagogical impact, the assimilation of the material by children and their academic performance has improved significantly. This means that the hypothesis is fully supported by the data obtained.

LIST OF USED LITERATURE AND ELECTRONIC RESOURCES:

1.Antropova M.V. The study of the general mental performance of schoolchildren in the age aspect. //In the book: Methods for studying the functions of the body in ontogenesis. M.: Education, 1975.

2.Brekhman I.I. Valeology is the science of health. 2nd ed., revised. - M.: Physical culture and sport, 1990.

.Leontyeva N.N., Marinova K.V. Anatomy and physiology of the child's body: (fundamentals of the theory of the cell and the development of the body, the nervous system, the musculoskeletal system).

.Textbook for students of pedagogical institutes. "Pedagogy and psychology", 2nd ed., revised. M.: Enlightenment, 1986, p.

.Sukharev A.G., Tsyrenova N.M. Technology that promotes the health of children in a modern school: a methodological guide. - M.: MIOO, 2004.

.Klokova T.I. Health diary. Part 1 The system of health monitoring in the educational environment of the school. Guidelines. M.: MIOO, 2010.

.Kovalko V.I. Health-saving technologies in elementary school. 1-4 classes. M. "VAKO" 2004.

."Patchatkovoe nauchanne: here I, dzіtsyachy garden, school. No. 2, 2009.

ATTACHMENT 1

The most optimal health-saving organization of the educational process based on regulatory documents

Excerpts from SanPin:

CHAPTER 4. REQUIREMENTS FOR NATURAL AND ARTIFICIAL LIGHTING

Main direction luminous flux natural lighting in classrooms should be left-handed.

Walls, ceilings, floors, equipment of classrooms should have a matte surface in warm colors.

In order to avoid reducing the light reflection of the enclosing surfaces, posters, wall newspapers, etc. should be hung on the wall opposite the blackboard so that the top edge of these items is not higher than 1.75 m from the floor.

CHAPTER 5. REQUIREMENTS FOR THE AIR AND THERMAL CONDITION

Study rooms should be thoroughly ventilated during breaks, and recreational rooms during lessons. Before and after the end of classes, as well as between the first and second shifts, cross-ventilation of the premises is carried out in accordance with Appendix 5.

On warm days, it is advisable to conduct classes with open transoms and vents.

Physical education and health lessons should be held in well-aerated halls by opening windows on the leeward side at an outside air temperature above +5º FROM.

CHAPTER 6. REQUIREMENTS FOR EQUIPMENT OF PREMISES

Each student is provided with a comfortable workplace in accordance with his height, state of health, vision and hearing.

Adjustment of seating should be carried out 2 times a year.

Students with reduced visual acuity and hearing are seated closer to the blackboard, with high growth - in the first and third rows. With sufficient correction of visual acuity with glasses, students can sit in any row. Students who write with their dominant left hand should be seated at their desks in pairs or one at a time, or to the left of the "right-handed" one.

Chairs must be installed with tables of the same size.

CHAPTER 9. REQUIREMENTS FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS

Teachers of grades 1-4, physical education and health, class teachers and educators should have information about the state of health of students, take into account the doctor's recommendations when organizing the educational process.

It is optimal to organize lessons in a general education institution in one shift from 9.00 (allowed from 8.00). Lessons in the second shift must begin no later than 14.00 and end no later than 19.30. If it is impossible to fulfill this requirement, it is advisable to organize training sessions in the mode of a 6-day school week.

The duration of a lesson in general educational institutions (including lyceums, gymnasiums) should not exceed: in grade 1 - 35 minutes, grades 2-11 - 45 minutes

The weekly teaching load should not exceed the maximum allowable teaching load according to Table 1 for the respective types of educational institutions.

The weekly teaching load of general educational institutions is distributed over 5 or 6 calendar days.

The study load should be rationally distributed over the days of the week. The schedule of lessons should be drawn up taking into account the rank scale of the difficulty of subjects.

In the schedule of lessons during the school day, it is necessary to alternate subjects that require a lot of mental and static stress (mathematics, writing) with subjects that include motor and dynamic components (physical education and health, dance, music, fine arts, etc.) .

Lessons that require a lot of mental stress, concentration and attention should not be taught in the first and last lessons.

Examinations must be carried out in accordance with the schedule approved by the head of the general educational institution, no more than one subject per day in one class during peak working hours. It is not recommended to conduct tests on Monday and Saturday. It is forbidden to conduct tests in the last lessons.

The duration of breaks between lessons in all classes should be at least 10 minutes, after the second lesson - 30 minutes (instead of one big break, it is allowed to arrange breaks of 20 minutes after the second and third lessons).

The motor mode of students should be provided by a system of interrelated organizational forms of physical education aimed at satisfying the biological need for movements, which include:

lessons of physical culture and health;

physical culture and health-improving activities in the mode of the school day, including rhythm classes;

extra-curricular forms of physical culture and sports;

extracurricular sports activities;

independent physical exercises and outdoor games in the family, at school and yard playgrounds, stadiums and parks.

Physical education of students should be carried out in accordance with educational standards and curricula and programs developed on their basis.

Lessons of physical culture and health must be conducted in favorable conditions environment.

It is advisable to conduct lessons on physical culture and health in the open air at an air temperature of at least -15 º C and air speed 1-3 m/sec.

The distribution of students into groups (basic, preparatory, special, therapeutic physical education) at physical education and health lessons should be carried out based on the state of health of children until September 15 annually.

Students are allowed to take part in sports sections, participate in sports competitions with the permission of a doctor, for hiking trips - with the permission of a medical worker of a general education institution.

The medical worker together with the head of the educational institution or his deputy systematically, at least once a month, exercise control over the organization and conduct of all forms of physical education and education of students.

In general education institutions, homework should be assigned to students, taking into account the possibility of their completion in the second grade - up to 1.2 hours, in grades 3-4 - 1.5 hours.

After-school groups for students should be organized subject to availability a separate room, organizing daytime sleep for students 6 summer age and those with poor health, 2-3 meals a day, depending on the length of stay of students, stay in the fresh air for at least 1.5 hours.

During the academic year, holidays must be established with a total duration of at least 30 days, including winter holidays - at least 14 days. For students in grades 1-2 in February (the third week of the month), an additional vacation of 1 week is established. The duration of the summer holidays is at least 8 weeks.

CHAPTER 10. HYGIENE EDUCATION AND EDUCATION OF STUDENTS

Hygienic education and upbringing of students should be carried out in the classroom in the form of compulsory academic work provided for by the curriculum (lessons of Russian and Belarusian languages, biology, chemistry, anatomy, man and the world, in the lessons of physical culture and health, labor training, the basics of life safety, etc.) and in extracurricular activities.

The main form of hygienic education and upbringing of students are classes in special courses, in which:

with students of grades 1-4, the basics are studied in an accessible form and the skills of a rational daily routine and nutrition, personal and public hygiene, vision and hearing protection, physical culture and health, organization of the student's workplace, prevention of infectious diseases, prevention of the formation of bad habits, accidents, etc.

The work on hygienic education and upbringing of students is carried out by pedagogical and medical workers of a general educational institution with the involvement of territorial bodies and institutions of state sanitary supervision and other health organizations, primary organizations of the Red Cross.

The teaching staff is obliged to require students to comply with the established sanitary and anti-epidemic regime, maintain the cleanliness of the premises and the site, timely ventilation of the classrooms, neatness of clothes and shoes, regular washing of hands, as well as proper fit at desks (tables).

Issues of the state of health of students, ensuring sanitary and epidemic well-being in the institution should be constantly monitored by the head and medical workers of the educational institution, systematically considered at meetings of pedagogical councils.

ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE JUNIOR GRADES ON THE BASIS OF MEDICAL AND PEDAGOGICAL CONTROL

A prerequisite for admission of children to school is that they reach the age of 6 years by September 1 of the academic year and the absence of medical indications for postponing education in accordance with the order of the Ministry of Health No. 55 of February 25, 1998 On the improvement of medical and sanitary control over the state of health and conditions of education of children of 6 years of age . The final decision to start a 6-year-old child at school, in the absence of medical indications for a delay, belongs to the parents.

In the initial period of schooling, favorable conditions should be created for the adaptation of children, ensuring further successful education, development and upbringing.

When organizing the educational process, one should be guided by the requirements that are regulated by the Law of the Republic of Belarus On Education in the Republic of Belarus", Curricula agreed with the Ministry of Defense of the Republic of Belarus, SanPiN No. 14-46-96 Sanitary rules and norms for the device, content and organization of the educational process of general educational institutions with changes and additions from 20.12.2002 , SanPiN №12-79-98 Sanitary rules and norms for the organization of education for children of 6 years of age.

The hygienic assessment of the schedule includes the study and characterization of the following main components:

The number of school shifts at the school and the start of classes for the 1st and 2nd shifts.

Small and big changes (duration, place and number of big changes).

The place of lessons in the schedule of the school day and school week, depending on the degree of their difficulty.

Distribution of subjects of varying difficulty by day of the week.

Distribution of lessons similar in nature of learning activities.

The presence of double lessons on the study of one subject.

The place of physical education lessons, music and labor training in the schedule of the day and week (by class).

Correspondence of the teaching load with the dynamics of students' working capacity.

Having a light day during the school week.

Features of the organization of classes for students of the first year of study. The head is slightly tilted forward. The distance from the eyes to the table (notebooks, books) corresponds to 30-35 cm. When writing, the notebook should lie on the table at an angle of 30 °. The left hand (for lefties - the right) supports and moves the notebook from the bottom up.

) When reading

Posture when reading is basically the same as posture when writing. The forearms lie symmetrically, without tension, on the surface of the table (desk), the hands support the book with an inclination in relation to the eyes at an angle of 15 °.

It is necessary to stand freely, without tension, with a uniform load on both legs. Do not tilt your head, monitor the symmetrical position of the shoulder girdle, the angles of the shoulder blades.

APPENDIX 2

Questionnaire to identify the level of awareness of students about their health

1. What do you think, such ailments as dizziness, headache, pain in the back, temples, legs, eye fatigue, associated with:

with schooling?

a lot of lessons and assignments?

long winter?

the onset of any illness, cold, etc.?

Do you attend school:

with a runny nose and headache?

low temperature?

coughing and feeling unwell?

When you feel unwell, do you go to the doctor?

Do you try to sit at your desk:

always right?

sometimes right?

how comfortable are you sitting?

Do you follow the daily routine:

sometimes when parents scold?

get up, go to bed when you want?

Your day starts:

from charging?

water treatments?

watching TV?

Do you think they get sick more often?

fat people?

people who eat a lot of fruits and vegetables?

people who move a lot and are on the street?

Do you wash your hands before eating?

Do you brush your teeth:

in the morning and in the evening?

always after meals?

never clean?

Do you prefer to eat every day:

tea sandwiches?

chips and cola?

porridge and soups?

more fruits and vegetables?

APPENDIX 3

Questionnaire about the state of health of schoolchildren

Date of filling out the questionnaire

Surname, name of the child

Home address

The age of the parents at the time of the birth of the child, their profession:

Accommodations

The child has a personal place for preparing lessons and relaxing:

Relationships in the family:

a) good, cordial;

b) cold, tense, frequent conflicts, quarrels.

Features of raising a child in a family:

a) is fully brought up prosperous family;

b) is brought up in an incomplete family (only with his mother, only with his father);

c) the child is brought up in a circle of adults, he is pampered, he can

make comments to adults;

d) the child is brought up in very strict rules, walks only

under supervision, has many prohibitions;

e) usually remains alone, without supervision during the day.

Development of the motor function of the child:

a) normal (began to sit at 6 months, walk - by one year);

b) accelerated;

c) slow.

The development of the child's speech:

a) normal (individual words up to a year, phrases up to 2 years);

b) accelerated;

c) slow.

Additional loads and hobbies of the child:

a) does not have;

b) classes in sports sections;

c) additional classes (foreign language);

d) music lessons;

e) other loads (write).

Please note the past illnesses:

did not get sick;

respiratory (cold) diseases:

b) often (more than 4 times a year).

Children's infections (measles, scarlet fever, chicken pox, whooping cough, epidemic mumps (mumps), epidemic hepatitis (jaundice), etc. (specify);

surgeries (removal of tonsils, adenoids), etc. (specify).

The child was found to have a chronic somatic disease:

b) yes (specify which ones and from what age).

Allergic reactions were observed (when taking medicines, food, flowering plants, etc.). They manifested themselves in the form of a runny nose, cough, lacrimation, skin rashes, swelling of the face, etc.:

Complaints - there are unpleasant sensations in the region of the heart, pain, a feeling of fading:

Bouts of difficulty breathing:

There are pains in the abdomen, nausea, vomiting, heartburn, a tendency to diarrhea, constipation:

There are long-term temperature rises to subfebrile figures:

Found abnormalities in urine tests:

Concerned about frequent headaches (during physical, mental stress):

for no apparent reason.

Sleep disturbances are often observed (difficulty falling asleep, interrupted sleep, night terrors):

Increased irritability, tearfulness, capriciousness are noted:

Features of behavior and character:

a) are not marked;

b) causeless mood swings;

c) prone to conflicts, quarrels;

d) increased suspicion about their health or the health of their loved ones;

e) a tendency to cruelty, aggressiveness towards close, weak animals;

f) unsociable, reserved, difficult to make friends;

g) without permission takes other people's things, money.

In which medical group for physical education is your child:

a) main;

b) preparatory;

c) special;

d) released.

Additional information about your child that you would like to tell the doctors.

APPENDIX 4

A set of exercises for disease prevention General strengthening gymnastics

"Massage of the abdomen" We stroke the stomach clockwise, pinch and pat the edge of the palm and fist in order to improve bowel function.

"Massage of the chest area." Performed sitting, legs bent in Turkish. We stroke the chest area with the words "I'm sweet, beautiful, good."

"Let's start the car." The exercise is performed while sitting, legs bent in Turkish style. We put our fingers in the middle of the chest and with rotational movements clockwise “start the car” with the sound “zh-zh-zh”. Then we do the same counterclockwise.

"Swan neck". The pose is the same. We stroke the neck from the chest to the chin. We stretch our neck, admire the long beautiful neck.

"Head massage". It is performed while sitting, legs apart shoulder-width apart and straightened. We work with a strong pressure of the fingers active points on the head ("my head"). We bend our fingers (make a “rake”), comb our hair, then we move our hands from the temples to the back of the head with spiral movements.

"Hand massage". “My” hands, strongly three palms, pressing on each finger until a feeling of strong heat appears. With the phalanges of the fingers of one hand, three on the nails of the other. Such a "washboard" affects the internal organs: the heart, lungs, liver, intestines. It creates a feeling of lightness and joy inside the body.

"Bike". Sitting on a chair, we pedal an imaginary bicycle with a sound accompaniment (“zh-zh-zh”) with our feet. Exercise increases blood circulation in the legs, improves bowel function.

Posture Improvement Exercises

"Improve posture." We stand close to the wall, the feet are closed, the stomach is pulled in, the head touches the wall, the eyes are closed. We start moving from the wall with a proudly raised head, shoulders slightly thrown back, stomach tucked up. Thus, the muscles of the back and abdominals are strengthened.

"Bird before takeoff". Standing, breathe calmly. Tilt forward without bending your legs, head forward, arms behind your back raised up with tension, like wings. Lower your head, hands relaxed down. Stay in this position for 5-6 seconds. This exercise teaches children to tense and relax their back muscles.

"Liberation of the spine". Sit on a chair with your right side to the back, resting your hip and knee against the back of the chair. With both hands, grab the back of the chair and turn to the right - back to the limit. Then return to the starting position, relaxing. This releases the nerve roots of the spine. Then the exercise is performed on the other side. Psycho-gymnastics

The game "Merry bee". Inhale deep and free. On the exhale, the sound "z-z-z" is pronounced. We imagine that the bee sat on the nose, on the arm or on the leg. The exercise teaches you to direct your breath and attention to a specific area of ​​the body.

"Islandplaks". We imagine that the traveler ended up on a magical island where only crybabies live. He tries to console first one, then the other, but the crybabies push him away and continue to roar. In this case, the heads should be raised, eyebrows drawn together, the corners of the lips lowered, sobbing - short sharp breaths (3-5 minutes). Due to this, the blood is saturated with oxygen.

"Cold - hot." A cold north wind blew, the children huddled together. The summer sun came out. The children relaxed, fanned themselves with handkerchiefs or fans (“the change of seasons” is carried out 2-3 times). There is relaxation and tension of the muscles of the body. Breathing and sound gymnastics.

The goal is to teach children to breathe through the nose, to prepare them for more complex breathing exercises. At the same time, the prevention of diseases of the upper respiratory tract is carried out.

While inhaling, stroke the sides of the nose from the tip to the bridge of the nose. Inhale the left nostril, the right nostril is pressed with a finger, exhale with the right (while the left is pressed). As you exhale, tap your nostrils 5 times.

Make 8-10 breaths and exhalations through the right and left nostrils, in turn pressing one or the other.

Take a deep breath through your nose. As you exhale, draw out the sound “mmm” while tapping your fingers on the wings of the nose.

Close the right nostril and draw out “hmmm” as you exhale. Do the same by closing the left nostril.

Vigorously pronounce "p-b". The pronunciation of these sounds strengthens the muscles of the lips.

Vigorously pronounce "t-d". The pronunciation of these sounds strengthens the muscles of the tongue.

Vigorously pronounce "k-g", "n-g". The pronunciation of these sounds strengthens the muscles of the pharyngeal cavity.

Yawn and stretch a few times. Yawning stimulates not only the laryngo-pulmonary apparatus, but also the activity of the brain, and also relieves stress.

"Conquerors of space". Children sit in Turkish, relax, prepare for the "flight".

"Flight to the moon". On the exhale, the children pull the sound “a”, slowly raising their left hand up, reaching the moon, slowly lowering it.

"Flight to the Sun". On the exhale, the children pull the sound "b", but pronounce it louder and longer. We reach the Sun and return.

"Flight to Aliens". On the exhale, the children pronounce the sound "a", gradually increasing the pitch and volume. The volume reaches the limit, like a splash. There is a feeling of joy and lightness. On exhalation during the exercise, a long breath hold is achieved, the vocal cords are strengthened. During the cry, the release of "dirty" energy occurs.

"Steamboat whistle". Through the nose with noise, the students take in air. Holding the breath for 1-2 seconds, exhale air with noise through the lips, folded with a tube, with the sound "y" (exhalation is longer). The exercise teaches you to breathe at a pace of 3-6 (short breath, holding the breath, long exhalation).

"Airplane flight". Airplane children "fly" with the sound "u". On takeoff, the sound is directed to the head, while landing - to the body. The exercise regulates the child's blood pressure, teaches breathing at a given pace. Eye exercises

Move the pupils left - right, up - down, in a circle. Close your eyes tightly for 10-12 seconds. Relax your muscles, open your eyes. Massage the eyelids with fingertips.

Lightly stroke your fingers over the eyelids, eyebrows, around the eyes (this exercise brings calm).

Sit against the wall at a distance of 2-5 meters. Mark two points on the wall, one below the other at a distance of 50 cm. Move your eyes from point to point.

For 10-20 seconds, focus your eyes on a fixed point located at a distance of about 5 meters. Eye exercises that help prevent myopia

Starting position - sitting, leaning back in a chair. Deep breath. Leaning forward towards the tabletop, exhale. Repeat 5-6 times.

Starting position - sitting, leaning back in a chair. Close your eyelids, close your eyes tightly, then open them. Repeat 4 times.

Starting position - sitting, hands on the belt. Turn your head to the right, look at the elbow of your right hand. Turn your head to the left, look at the elbow of your left hand. Return to starting position. Repeat the exercise 5-6 times.

Starting position - sitting. Look straight ahead at any distant object for 2-3 seconds, then raise your hand in front of your face at a distance of 15-20 cm from your eyes. Look at the tip of the middle finger and look at it for 3-5 seconds. Lower your hand, focus again on a distant object. Repeat the exercise 5-6 times.

Starting position - sitting, arms extended forward. Look at your fingertips, raise your hands up, inhale. Without raising your head, look up. Lower your arms, lower your gaze, exhale. Repeat 4-5 times. Exercises to strengthen the muscles of the hands

Stretch your arms forward, with tension rotational movements. Then freely drop your hands, rest.

Imitation of heavy lifting followed by relaxation.

Spinal Rest Exercises

Turns of the body different sides from a sitting position.

Sitting in the "coachman's position", relax. Take a deep breath, hold your breath for 20-30 seconds. Exhale to send to different parts of the body (painful). Relaxation exercises for facial expressions

Wrinkle your forehead, raise your eyebrows (surprise), relax. Try to keep your forehead absolutely smooth for at least a few seconds.

Frowning (move eyebrows) - relax.

Open your eyes wide - return to the original state.

Expand nostrils - relax.

Close your eyes - relax your eyelids.

Narrow your eyes, squint - relax.

Raise your upper lip, wrinkle your nose - relax.

Bare your teeth - relax your cheeks and mouth.

Pull down the lower lip - relax. Movement exercises with a book

The purpose of the exercises: to stimulate interest in one's own physical abilities. Motivations for the development of one's own motor activity.

"Heavy load". Holding a book on an outstretched hand: shift it from the right hand to the left, while turning the book over; squat, holding the book alternately in the right and left hand. In this case, the eyes should be closed, etc.

"Struggle against difficulties". Participants get up from the table and perform the following options with a book: stand with a book on their heads; squatting with a book on their heads; carefully moving left and right with a book on their heads; spin around with a book on their heads; carefully moving forward and backward alternately with a book on their head, etc.

Exercises for the development of fine motor skills of hands

"Ring". Alternately and as quickly as possible go through the fingers, connecting the index, middle, etc. into a ring with the thumb. The exercise is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. First, the technique is performed with each hand separately, then together.

"Fist-rib-palm." The child is shown three positions of the hand, successively replacing each other. Palm on the plane, palm clenched into a fist, palm with an edge, straightened palm on the plane (table, floor). The child performs the exercise together with the instructor, then from memory for 8-10 repetitions of the motor program. The exercise is performed first with the right hand, then with the left, then with both hands together. If there are difficulties in performing, the instructor offers the child to help himself with commands ( Fist-rib-palm ), spoken aloud or mentally. Examples of communication exercises

"Rock". Children on the floor (sitting, lying, standing) line up rock taking various poses. A conditional line on the floor indicates a break. On command Is the rock ready? Freeze! the climber must walk along the cliff before rock and not break loose . All participants in the exercise alternately act as a climber .

"Shadow". Purpose: development of body space. Participants are divided into pairs. One of them will be the Man and the other his Shadow. The person makes movements, and the shadow repeats them, and special attention is paid to ensuring that the shadow moves in the same rhythm as the person. She must guess about the well-being, thoughts and goals of the Man.

Exercises for the development of interhemispheric interaction.

Complex №1.

"Lezginka". Fold your left hand into a fist, set your thumb aside, turn your fist with your fingers towards you. With your right hand, with a straight palm in a horizontal position, touch the little finger of your left. After that, simultaneously change the position of the right and left hands. Repeat 6-8 times. Achieve a high speed of change of positions.

"Mirror Drawing" Put on the table Blank sheet paper. Take a pencil or marker in both hands. Start drawing with both hands at the same time mirror-symmetrical drawings, letters. When doing this exercise, you will feel your eyes and hands relax. When the activity of both hemispheres is synchronized, the efficiency of the entire brain will increase markedly.

"Ear - nose". Grab the tip of your nose with your left hand and the opposite ear with your right hand. Simultaneously release your ear and nose, clap your hands, change the position of your hands exactly the opposite.

"Snake". Cross your arms with your palms facing each other, clasping your fingers, twist your arms towards you. Move the finger indicated by the presenter. The finger should move accurately and clearly, avoiding synkinesis. You can't touch your finger. Consistently, all fingers of both hands should participate in the exercise.

"Horizontal Eight". Take a pencil in your hand and draw a figure eight (infinity sign) on paper, now with your left. And now right and left at the same time.

Complex №2

"Massage of the ears." Massage the earlobes, then the entire auricle. At the end of the exercise, rub your ears with your hands.

"Cross Movements". Perform cross coordinated movements with one right hand and left foot (forward, side, back). Then do the same with your left hand and right foot.

"Head shake". Breathe deeply. Straighten your shoulders, close your eyes, lower your head forward and slowly rock your head from side to side. "Horizontal Eight". Draw the number eight in the air in a horizontal plane three times, first with one hand, then with the other, then with both hands together.

"Symmetrical Drawings". Draw in the air with both hands at the same time mirror-symmetrical drawings (you can write the multiplication table, words, etc.)

"Bear wiggles". Swing from side to side, imitating a bear. Then connect your hands. Come up with a plot.

"Twisting Pose". Sit sideways in a chair. Feet together, thigh pressed to the back. With your right hand, hold on to the right side of the back of the chair, and with your left hand, hold on to the left. Slowly, as you exhale, twist your upper body so that your chest is against the back of the chair. Stay in this position for 5-10 seconds. Do the same on the other side.

"Breathing exercises". Perform rhythmic breathing: inhalation is twice as long as exhalation. Gymnastics for the eyes. Run a poster - a diagram of visual-motor trajectories in the maximum possible size (paper sheet, ceiling, wall, etc.). On it, with the help of special arrows, the main directions in which the gaze should move in the process during the exercise are indicated: up - down, left - right, clockwise and counterclockwise, along the trajectory eights . Each trajectory has its own color: No. 1, 2 - brown, No. 3 - red, No. 4 - blue, No. 5 - green. Exercises are performed only while standing.

APPENDIX 5

Lesson plans designed with health-saving technologies in mind

Russian language lesson

Subject: Review of the past. Unstressed vowels, paired consonants at the root of the word. Parts of speech.

Objectives: Rational construction of the lesson, creation of psychological comfort, which will contribute to the implementation of the following tasks:

Consolidation of the ability to check and correctly write words with unstressed vowels and paired consonants at the root of the word; definition of parts of speech; activation of cognitive activity of students.

The development of spelling vigilance, attention, self-control and control of the work of classmates. The development of speech.

Raising love and interest in the subject; patriotic feelings towards the national language; healthy excitement in the competition.

Org. Moment

Main part of the lesson

Teacher: Guys, are you ready to show me, the guests, each other how you learned to check unstressed vowels in the root? Paired consonants? How well do you remember parts of speech?

Then let's start our lesson! As you may have guessed, it will be unusual.

Student: Dear children and guests! Hear an amazing story. The kingdom of the Russian language was ruled by the Great Empress for a long time. She was very fond of beautiful and competent writing.

Queen (teacher in the crown):

Thank you! Children! I am happy for myself and for you that our native language is Russian. The works of Pushkin, Lermontov, Gogol, Turgenev, Tolstoy, Chekhov and other great writers and poets have been created in Russian. The Russian language is the language of science, technology, and culture. Read together what K. Paustovsky said about the Russian language: We have been given possession of the richest, most accurate, powerful and truly magical Russian language.

Know the language - know it (the teacher points to the word possession )

As the years go by, it becomes more and more difficult for me to manage the kingdom alone. It's time to think about the heir! (on a magnetic board the sign of the heir is hung out )

Who is it? The root of the word will help us answer this question. Let's find the root, pick up words with the same root (trace, inherit, follow). This is a girl or a boy who will follow in my footsteps, as I will rule the kingdom of the Russian language. I will give him the crown! So, today we have: Choosing an heir!

These guys are honored to fight for the royal throne and crown. They have won this right 5for the control dictation. Here are their documents.

I appoint the rest of the guys as royal advisers (tablet on a magnetic board adviser ).

Who is it? Pick up words with the same root and highlight the root (advice, consult).

I will consult with you. I appoint the guests as my ministers of education.

Let's write down the date of our tests. First test

Do you know dictionary words, unverifiable? (Dictionary words open on the board)

First, let's read them: l ... stalemate; room ... that; r ... chum; in ... a circle; ... cucumber; b ... gas; d ... horns; in ... gon; m…g…zin; ... chicks. Write down only those words in which the vowel a is written

Check: Expert Advisors check. One adviser at the blackboard inserts letters with chalk (rocket, store, room, wagon, luggage)

Road - The ancient Slavs called the place cleared under the road dor

Word baggage came from the French language, it was formed there from the word bug - connected node.

The rest of the words were with a letter about Points for applicants: 5 words with the letter a - 5 points

words - 4 points, etc.

Who wants to get an extra point, find an extra word and prove why you think so. ( around - does not name the subject, is not a noun, does not answer questions who? or what? , but answers the question where? )

Second test. Words with an unstressed vowel appear again, but how do they differ from those? (In these words, the unstressed vowel can be checked. They are not dictionary). Read them.d ... zhinka; l ... stva; sn ... zhinka; stars ... rki; r ... sinca; tree ... in; black ... rnika; to ... bead; r ... stitches; color ... current.

Write down words in which a letter is missing about by verbally selecting the test words.

Now write down the numbers of words in which the letter e is written

Check: Advisors approach applicants and check. One adviser at the board inserts letters (rain, dewdrop, feeder, sprouts)

That's right - 4 points

words - 3 points, etc.;

4, 6, 7, 10 - 5 points

Who, my wise ones, will tell you the rule that helps you in this test?

And now, my future heirs, who will say which word is superfluous here and why? ( feeder - the word names an object that, unlike others, does not belong to the bodies of nature, it is made by human hands) + 1 point.

I see there is someone to leave the kingdom! Fizminutka

I am not only a queen, but also a little sorceress. I will teach you how to kindle a spark of kindness. Stand in a circle, holding hands, and repeat after me the words and gestures.

We will stand in a wide circle.

On the left is a friend and on the right is a friend.

In our class, let it always

a spark of goodness shines.

I won't offend, I won't lie

And I can find goodness everywhere!

Everything will work out for us.

We guys are just class!

Third test: There are deaf consonants in my kingdom. They don't want to live in peace. They always strive for a sonorous neighbor, no matter what they need to stun. Don't let them do it!

You have cards on your tables, insert a paired consonant into the window, write test words next to it.

1 row: In which line all the words are written with the letter d ?

cle... ka, mone... ka, suck... ka, city..., yago... ka, provo..., salu..., camel..., gu.ki

row: In which line all the words are written with the letter sh ?

rowing ... ki, speech ... ka, ne ... com, woman ... ka, this ..., ants ... ki, lo ... ka, girlfriend ... ka, we ... ka

row: In which line all the words are written with the letter in ?

night ... ka, tra ... ka, shka ..., sli ... ki, ball ..., ner ..., winter ... ka, holo ... ka, hunger ... ka

What is the secret, my literate ones, do you know that you were able to cope with this task?

A moment of rest

Let's stand up, applaud our competitors, rejoice in each other's successes

Fourth test

You have come with dignity to the last test! Read

Why does mommy

Are there two dimples on your cheeks?

Why does a cat

Legs instead of arms?

Why chocolates

Do not grow on the crib?

Why the nanny

Creamy hair?

Why do birds

No mittens?

How many offers? What are they?

What part of speech words are numbered?

Write down the numbers of nouns that answer the question who?

Examination:

4, 8, 9 - 4 points. What part of speech is missing? (adjectives)

Adjectives denote signs of objects, they decorate our speech.

Let's verbally select adjectives. First, a chain of words is selected. Then one of the applicants reads a poem with adjectives. Maybe different, but without repeating adjectives. (+1 point)

Lesson summary

We count points. This can be done by education ministers. If it is debatable, the ministers of education check notebooks. Announcement of the heir, presentation of the crown, congratulations to the winner. But my royal grace will bypass no one. Someone - the crown, and everyone else - benefit. Evaluation of advisors.

Literacy lesson

Topic : Consonants B b denoting sounds [b] and [b]

Purpose: to introduce consonant sounds b and b, develop speech, logical thinking, memory, phonemic hearing; show that the same word can have several meanings; develop respect for nature.

Organizing time

Attention! Check it out buddy

Are you ready to start the lesson.

Is everything in place, is everything in order?

Books, pen and notebooks?

The topic of the lesson. Today in the lesson we will take a trip to the forest. But in order to get into the forest, we must guess the riddle-key.

Under the pine along the path

They stand among the grass.

There is a leg, but no boots,

There is a hat - there is no head. (Mushrooms)

Name the vowel sounds.

How many syllables are there in a word?

Name the first syllable; second syllable.

What syllable is stressed?

Name the fourth sound in the word.

Today we will get acquainted with the new letter B and the sounds that it stands for.

3. Phonetic charging.

(A cassette with a recording of the sounds of the forest.) We go into the forest. Close your eyes: how pleasant it smells of mushrooms, leaves, grass, forest flowers. We feel good and calm, we want to work, learn a lot of new things. Open your eyes, let's do phonetic exercises.

Children speak in unison:

To speak, you must speak

I will talk, I will speak

Everything is correct and clear, so that everyone can understand.

planes take off: woo

cars go: w-w-w

a snake is crawling nearby: shh

a fly hits the glass: z - z - z

Breathing exercises

Inhale through the nose, exhale through the mouth. Inhale through the nose, hold the breath, exhale. Inhale, exhale in portions.

Working on new material

This fungus will be our guide through the forest.

A fox mushroom lived in the forest with its mushrooms. One mushroom was very naughty and left without permission to walk. Towards him came across an animal with a large fluffy tail. (Pictures depicting a chanterelle mushroom and a fox are hung out.)

Who are you? - asked the animal.

I am a fox! - answered the mushroom.

That's great, - the animal was delighted, - I'm also a fox. Aren't you afraid that a hunter will shoot you? You got it all mixed up, - answered the mushroom, - the hunters do not shoot at us. People with baskets are more dangerous.

Children, tell me, what kind of foxes did you meet? Why didn't they understand each other? Conclusion: one word can mean several things. (Give examples of such words). The mushroom ran on.

See what a miracle?

Moved by the flower

All four petals

I wanted to rip it off

He fluttered and flew away.

Who did the mushroom meet? Butterfly. (A picture of a butterfly is posted.)

Divide the word into syllables. What syllable is stressed?

What sound do we hear first? Describe the sound.

Well done! said the butterfly. - Did you know that butterflies are one of the most beautiful living creatures on Earth. And how different we are.

Who deftly jumps on the trees

And flies up to the oaks?

Who hides nuts in a hollow,

Dry mushrooms for the winter?

Who flickered between the trees? Squirrel. (A picture of a squirrel is posted). Make a sentence according to the scheme with the word protein.

Hello! - said the squirrel. - Help me divide my word into syllables.

What syllable is stressed? What sound do you hear first? Give him a description.

Well done boys! - said the squirrel. Come visit me in the forest. I will treat you with nuts, dried mushrooms. Just remember that you are guests in the forest, so behave calmly, do not litter, do not shout in the forest, do not scare us animals - after all, only you can protect us.

Conclusion: the sounds b and b in the letter are denoted by the letters B b. (The letter is displayed.)

Letter B with a big belly,

In a cap with a long visor.

(Children print the letter B on the mushrooms given out at the beginning of the lesson).

Conclusion: The letter B stands for consonants [b] [b].

Fizminutka

Eye charger. (a butterfly is attached to the pointer.)

The butterfly has flown

Sat on a pointer

Try to follow her

Run through the eyes.

Exercises to relieve general fatigue

How long have we been sitting, our hands are numb

Our feet are numb, we stomp them: one, two, three

Hands to the sides, my friend, one, two, three, then - jump,

Now sit down quickly, do not hold on to the battery.

Everything is fine with health if you exercise

Get up together from the desks and quickly line up in a row.

Turn left, right, let's work with our feet, Let's work with our hands!

Let's smile: it's a good day, and clap our hands!

And now all of us guys will be fast horses.

We perform in the arena, we perform galloping.

Higher, higher, higher, higher, And now everything is quieter, quieter, quieter.

We turn to walking, We stop the game.

Let's sit quietly, like mice, All the girls and boys.

The children subdued, And it's time for us to work.

Reading words and syllables with the letter B. What letter are we getting to know? What sounds does it represent?

Let's sing syllables with the letter B together with the mushroom. In which syllables [b] is solid? Which ones are soft?

Name the vowels denoting the hardness of the consonant; softness of the consonant. The game Who is attentive? Children, let's show the mushroom how attentive we are.

You can fall into a trap in the forest. If the sound [b] in the word is hard, then clap your hands, if the sound [b] is soft, then sit down.

Badger, drum, squirrel, barrel, hippopotamus, beluga, scissors, bottle, cucumber.

The game silent . (The teacher dictates the words according to the Zaitsev table, the children read to themselves, raise their hands, answer). Zebra, cobra, bison, badger, squirrel. (Cards with the same words are posted on the board).

Read the names of the animals that live in the forest.

Read the words that are plural.

Read the words in which the letter B is in the middle of the word; at the beginning of a word.

What is the word for schema? (Squirrel)

Fizminutka

Fizminutka to relieve general fatigue.

We went down to the fast river, leaned over and washed ourselves.

One, two, three, four - that's how nicely refreshed.

And now they swam together. You need to do this by hand:

Together - one, this is a breaststroke, one, the other - this is a crawl.

Three, two, one - we swim like a dolphin.

Swinging on the wave, they swam on their backs.

We went to the steep bank, shook ourselves off and went home.

Fizminutka to prevent visual fatigue.

Pendulum. Means: two circles (yellow and red), an arrow on a thread.

The pendulum swings forward - backward, forward - backward,

From yellow to green, then vice versa.

While the arrow is swinging, so many times in a row,

You look at green from yellow.

Revive 1. Place your hands in lock , clasp the back of their head, take your hands forward. Pull your head towards your elbows. Do not resist, stretch the cervical spine (10-15 sec.)

Animator 2. Quickly squeeze and unclench your fingers, blink, then close your eyes tightly, clench your fists and say: I can handle! I can! I can do everything!

Work with the textbook. Children, let's show the mushroom how well we learned to read. We open textbooks.

Reading the story by the teacher.

Who is the story about?

What means the squirrel was not in a cage, but in the wild?

Where do you think it is better for animals: at home, warm and in captivity, or in the forest?

Vocabulary work.

Choral reading according to the syllables of the words written on the board: it is interesting to skip the bagel. Explain the meaning of the words.

Buzzing reading by children

Reading one sentence at a time.

Who is the story about?

Where were the children?

What trees grew in the park?

What animal did you see in the park?

What did the squirrel take from her hands?

Read the words in which they met the letter B.

Why is it necessary to protect animals?

How can you help them?

Fizminutka

Exercises to relieve general fatigue

We are doing great.

Take a break now

And charging is familiar to us

Comes to class for class.

Above the hands, together heels,

Smile more cheerfully.

We jump like bunnies

We will immediately become more cheerful.

They stretched and sighed.

Have a rest? (in chorus) Rest!

Learning an excerpt from a poem by A.S. Pushkin The Tale of Tsar Saltan . What letter are we learning in class today?

Children, how many of you read fairy tales that would talk about a squirrel?

And now we have to get acquainted with the mushroom with an excerpt from the poem by A.S. Pushkin.

Look at the picture on page 100. What fairy tale is it for?

Who lives under the tree?

What is the squirrel's house made of?

What does a squirrel do?

What kind of nuts does she chew?

Who guards the squirrel?

Reading passage by the teacher. Reading a passage by a well-read student. Choral reading of an excerpt, memorization. Listening to an excerpt.

Lesson summary

What new did you learn in the lesson? What did you especially like? What was difficult?

The bell will ring soon.

Pack your bag, mate.

Carefully, in order

Book, pen and notebook.

Table 1

2006-20071 class2007-20082 class2008-20093 class2009-20104 class2010-20111 class2011-20122 classRussian language0%37%39%58%0%75%Literary reading0%71%67%80%0%92%Mathematics0%34%45% 66%0%72%Man and the world0%78%68%80%0%97%

Tags: Health-saving technologies in primary school conditions Diploma in Pedagogy

Nesterova I.A. Health-saving educational process // Encyclopedia of the Nesterovs

The health-saving educational process of a preschool institution requires a high level of competence from teachers and heads of educational institutions. The ability to manage a health-saving environment allows the development of innovative educational technologies in a preschool educational institution.

Managing a Healthy Educational Environment

The problem of organizing health-saving education lies, on the one hand, in the multidirectional theoretical approaches to its solution, on the other hand, in the fragmentation and one-sidedness of the efforts of individual educational subjects to practically solve this problem.

- this is a special type of activity in which its subjects, on the basis of planning, organization, leadership and control, are able to ensure the joint activities of students, teachers, and service personnel.

Managing a Healthy Educational Environment is aimed at the formation, stabilization, optimal functioning and mandatory development of AIA with a guaranteed achievement of educational goals.

Health-saving technologies in preschool education– technologies aimed at solving the priority problem of modern preschool education- the tasks of preserving, maintaining and enriching the health of the subjects of the pedagogical process in kindergarten: children, teachers and parents.

Broadly speaking, it is:

1. the process of raising and educating children preschool age in the mode of health saving and health enrichment;
2. a process aimed at ensuring the physical, mental and social well-being of the child.

Health saving and health enrichment are important conditions for the organization of the pedagogical process in any preschool institution.

Health-saving pedagogical process in a preschool institution in a narrow sense, it is a specially organized, developing over time and within a certain educational system, the interaction of children and teachers, aimed at achieving the goals of health saving and health enrichment in the course of education, upbringing and training.

The main guides of the health-saving educational process of a preschool institution are the factors that are presented below in detail.

Focus on physical health as the basis for the health-saving process of upbringing and development of children. At the same time, we consider physical education as a system that includes physical activity, hardening, sanitary and hygienic regimen, quality nutrition, medical and preventive work.

Application of the child development diagnostic system, including physical health, emotional and personal state, social status in the peer group, interest in activities and achievements in them (I.V. Zhitko, D.N. Dubinina, E.V. Gorbatova, T.Yu. Logvina, N .S. Starzhinskaya, L.S. Khodonovich, V.A. Shishkina).

Creation of psychological conditions for the organization of the health-saving process of upbringing and development of children which include:

• taking into account the age and individual characteristics of the child;
• organization of communication and activities for the child to have a positive emotional experience;
• encouragement of independence;
• development of creative imagination;
• the formation of meaningful motor skills;
• developing the ability to empathize;
• development of skills of active creative self-expression.

Creation pedagogical conditions health-saving process upbringing and development of children in a preschool institution, the main of which are: different types activities of children in a playful way; equipping children's activities with equipment, toys, games, game exercises and manuals.

Implementation of administrative control for the competent organization of the health-saving process of upbringing and development of children in a preschool institution based on an assessment of its effectiveness.

Law Russian Federation"On Education in the Russian Federation" determines that the content of education should be focused on "ensuring the self-determination of the individual, creating conditions for its self-realization."

Requirements for the conditions for the implementation of the Federal State Standard of the main general education It is written that the result of the implementation of these requirements should be the creation of an educational environment. The characteristics of the educational environment are shown in the figure.

Similar requirements are spelled out in the standards of primary and complete general education, conceptual program documents for the development of education in Russia. These strategic guidelines formed the basis for building the concept and program for the advanced development of the school, which includes the main idea, general settings, important for determining the goal, the principles of managing the development of a health-saving environment, the organization and functioning of the educational process.

Advanced management of the health-saving environment of preschool educational institutions

T.I. Shamova characterizes advanced management as a quality management of the quality of education. When implementing advanced management, it is important to determine a system of management actions that could:

1. on the basis of the leading educational paradigm, highlight innovations that are relevant for a particular educational institution;

2. highlight the competencies of the subjects of the educational process, allowing to successfully implement the implemented innovation in the process of joint activities;

3. develop a program to improve the professional competence of all participants in the implementation of innovations focused on the implementation of the standard. Very important in the successful achievement of goals is the unification of the efforts of scientists, educators and practitioners.

In modern conditions, the work of an educational institution requires leaders at all levels to use independence and take responsibility in making decisions. In this case, you must have a strategy.

The strategy is understood as a long-term plan of action to manage the staff of an educational institution, the educational process and the institution as a whole. This plan pursues clearly defined goals and is based on the real capabilities of the organization, taking into account the conditions of its functioning.

Forward control implements the second principle of leadership strategy, which follows from the first, and means the ability to anticipate problems and build their actions in such a way as to eliminate or at least reduce the impact of undesirable consequences of these problems in the present and future. To implement this principle, management must have certain methods and techniques for implementing advanced management, have the appropriate competence and conditions.

Forward control is built from the further development of the content of education. Advanced management is predetermined by the new standard for the development of education in the Russian Federation.

Forward control due to the requirements of the time of intensification and modernization of education and is provided as the most important condition for compliance in the process of continuous updating of the content of education. Changing educational standards, moving away from the knowledge paradigm in the content of education and the transition to competence-oriented education, require advanced management in the development of the health-saving quality of the educational environment.

Separately, it should be noted that the student-centered concept of education is very important for the health-saving educational process of a preschool institution.

The student-centered concept of education within the framework of management includes the following principles:

1. formation of a common culture of the personality of students;
2. ensuring health protection and creating favorable conditions for self-realization of the individual;
3. monitoring and correcting the mental development of students;
4. development and implementation of individual training programs in subjects;
5. monitoring and adjustment of the emotional-volitional sphere and the level of education of schoolchildren;
6. the use of additional education, providing for the inclusion in academic plan excursions, music lessons, fine arts, choreography, ethics; as well as the organization of the work of studios: vocal, choral, fine arts, choreographic, theatrical, vocal and instrumental ensemble;
7. instilling the values ​​of a healthy lifestyle, education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family;
8. daily monitoring of the implementation of the daily routine, high-quality preparation of homework, the organization of targeted work to educate a culture of behavior in the classroom, breaks, extracurricular activities, educate self-control, self-regulation, self-organization.

Activities of teachers in the process of building a health-saving environment

The process of forming a health-saving environment in a preschool educational institution is based on the constant interaction of all structural units of the educational institution. The activities of the administration are aimed at organizing effective activities and ensuring consistency in the process of interaction of all participants in the educational process. Creating the most comfortable conditions for the classes of children and educators, as well as monitoring and regulating the process.

The activities of teachers in the preschool educational institution is mainly aimed at mastering the methodology of forming a healthy lifestyle for its pupils through the subject of training, the implementation of the principles and technologies of health saving in the process of organizing the educational activities of students.

Formation of a sustainable health-saving environment is impossible without the active work of students, their parents and social partners - specialists from scientific and public institutions dealing with the health of children and adolescents. Undoubtedly, the vector of their efforts in the proposed model of a health-saving environment is possible with an increase in the level of health-saving competence, mastering the skills and habits of a healthy lifestyle, ways to correct one's psychological and physiological state, and the basics of planning the individual development of one's own health.

Literature

1. Federal Law No. 273-FZ of December 29, 2012, as amended. dated 05.05.2014 "On Education in the Russian Federation" with amend. and add., intro. in force from 06.05.2014 // Russian newspaper, N 303, 12/31/2012
2. Shamova T.I., Tretyakov P.I., Kapustin N.P. Management of educational systems - M.: Vlados, 2013.
3. Pletneva E.Yu. Territorial model of health-saving activities in the education system // Valeology. - 2010. - No. 1. - P. 5-8.

The priority direction of activity of any preschool educational institution is: creation of conditions for the preservation of mental and physical health each child, ensuring the emotional well-being of children, providing pedagogical support for the preservation and development of the individuality of each child. All this is a health-saving environment of a kindergarten or a health-saving space.

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HEALTH-SAVING APPROACHES TO THE ORGANIZATION OF EDUCATIONAL ACTIVITIES IN DOE

Maintaining the health of modern children is an urgent problem. The significance of this problem is defined in the Law of the Russian Federation "On Education". Our preschool educational institution also bears its share of responsibility for the current situation. Therefore, the priority goal of working in a preschool educational institution is: raising a physically healthy and socially adapted child, ensuring his mental well-being, as well as forming a preschooler's responsibility for their health. And the role of the teacher of our preschool institution is to organize the pedagogical process that preserves the health of each pupil. All the conditions that depend on us have been created in the kindergarten in order to help each child become physically and mentally healthy, multifacetedly capable, joyful and happy. In this regard, a special place is given to health-saving activities, which ensure the direction of the educational process. The work of the health-saving education system is based on an integrated systematic approach.

The implementation of educational tasks in a preschool educational institution is carried out in close relationship with health-improving tasks. The harmonious physical and mental development of the child is facilitated by a flexible daily routine, which implies: a dynamic daily routine for children, a flexible work schedule for specialists and all service personnel. All activities are designed to preserve and strengthen the health of each pupil. In order to prevent a reduction in the duration of the morning walk, we allow partial use of the time of one of the classes for wellness procedures. And in order to exclude a lag in the assimilation of program material in children, the lack of their knowledge is filled in the process of individual work, both indoors and on the site of the kindergarten. The implementation of health-saving work in full has caused an urgent need to find the most appropriate forms of organizing other activities throughout the day.

Morning walks are held not only after the end of educational activities, but also before the start of educational activities, immediately after breakfast. To carry out health work, the content of educational activities, the time of which is partially used for carrying out procedures for individual children, is facilitated. The educator provides in advance and takes into account the schedule for the implementation of procedures and the number of children who need them.

One of the areas of health-saving activities of the kindergarten is the rational organization of the educational process. For the implementation of health-improving and corrective measures that would not disrupt educational activities, we have developed an appropriate daily routine. Educational activities in kindergarten are carried out in the mode of changing dynamic positions, for which easels and massage mats are used. Part of the educational activity the child can sit, part - stand, thereby maintaining his vertical posture. The most important feature of all educational activities is that it is carried out in the mode of using visual educational and didactic material, constant visual search and performing tasks that activate children with the help of "mobile mobiles" - crosses. The problem of overloading the child is solved by organizing subgroup, individual work with children, introducing thematic days (Days of play, Days of health).

The most complete solution of the tasks of a preschool institution is facilitated by the introduction of health-saving technologies into the educational process, which are a set of conceptually interconnected methods and teaching methods focused on the development of the child, taking into account the preservation and strengthening of his health. In the process of educational activities, elements of health-saving technologies are used, which contributes to raising the child's interest in the learning process, increases cognitive activity and, most importantly, improves the psycho-emotional well-being and health of children. Purposeful work to improve the movements of the fingers, as you know, is very useful and important for preparing the hand for writing, because. "Children's talents" are at their fingertips, so finger games are used for the speech development of children. For the development of self-control and voluntary regulation in educational activities in communication, breathing exercises are used, which are used to correct various speech anomalies. Visual gymnastics is used reasonably in various activities and the widespread use of visualization. To relax and relieve tension in the classroom, relaxation exercises are used. Sand therapy is successfully used in younger groups, thanks to which children develop their horizons, speech, improve coordination of movements, motor skills of fingers and improve children's well-being. The use of all the above educational technologies is carried out taking into account the age, gender, individual characteristics of children, as well as the state of health. Comprehensive systematic work on the use of health-saving technologies in the pedagogical process, aimed at maintaining and strengthening the health of each pupil, helps to improve the quality of education, reduce morbidity and form strong motivation in children for a healthy lifestyle, leads to an increase in health reserves and facilitates the child's adaptation to school workloads .

Thus, in our kindergarten, the implementation of the health-saving system of the educational process is aimed at shaping the physical, mental and social health of a graduate of a preschool educational institution.

MAIN DIRECTIONS OF FORMING HEALTH-SAVING ACTIVITIES IN THE CONDITIONS OF EXPERIMENTAL WORK IN DOW

The health of children and adolescents is an urgent problem and a matter of priority, as it determines the future of the country, the gene pool of the nation, the scientific and economic potential of society. The state of health of the Russian population, according to official statistics and the results of epidemiological studies, has deteriorated significantly in recent decades, and further deterioration should be expected if conditions affecting health are not significantly changed in a favorable direction. Highest value assigned to lifestyle and environmental factors.

The growing body of a child is especially sensitive to the influence of factors external environment and deficiencies of vital nutrients and micronutrients. At the same time with negative impact environmental and economic crises, the growing population of the country is adversely affected by many risk factors that take place in educational institutions. At the same time, the health of the child population, on the one hand, is sensitive to impacts, on the other hand, it is rather inert in nature: the gap between the impact and the result can be significant, reaching several years.

At preschool age, a significant part of modern children (68%) develop multiple functional disorders, 17% of children acquire chronic diseases, and only one child out of three remains healthy. Thus, the reduced initial level of health of children aged 6-7, who begin systematic education at school, significantly impairs their opportunities for successful education.

The identified health problems of modern children and adolescents require close attention not only of medical workers, but also of teachers, parents, and the public. A special place and responsibility in this healing process is assigned to the educational system, which can and should make the educational process health-saving.

In this regard, the creation of an experimental site in a preschool educational institution that implements the forms and methods of health-saving technologies used in educational institutions makes it possible to develop and test a regional model of a health-saving environment in an educational institution.

The main purpose of the experimental site is to design a model of a health-saving environment that provides conditions for maintaining and strengthening the health of a child based on the use of modern health-saving technologies in education.

To achieve this goal, the following tasks should be solved:

• Formation of a health-saving infrastructure of a preschool educational institution.
• Implementation of medical and preventive activities that ensure the preservation and strengthening of the health of children under the guidance of the medical staff of the preschool educational institution in accordance with sanitary and hygienic requirements.
• Organization of physical culture and health-improving activities aimed at the physical development and strengthening of children's health.
• Organization of sports and gaming activities that ensure the education of the need for movement and an active lifestyle.
• Implementation of educational health-saving activities in order to foster a culture of health for preschoolers.
• Implementation of socio-psychological activities aimed at ensuring the socio-emotional well-being of preschoolers.
• Implementation of outreach activities, including work with the family and staff of preschool educational institutions.

The activities of the experimental site are carried out in the following areas:

• Research

1. Designing and approbation of a model of systematic integrated work on the preservation and promotion of health in a preschool educational institution.
2. Monitoring the development of children in a health-saving environment.
3. Organization and holding of scientific and practical conferences, seminars, round tables and other forms of joint scientific activity.

• Organizational and methodological

1. Formation of the experimental site council and ensuring its functioning.
2. Formation of a creative community of teachers who use the principles of health saving in educational institutions in their work.
3. Creation of a scientific and methodological council in the direction of the experimental site on the basis of the MDOU Child Development Center-Kindergarten No. 28 "Zhemchuzhinka" in Sayanogorsk.
4. Providing scientific and methodological assistance to teachers of the MDOU Child Development Center-kindergarten No. 28 "Pearl" and parents on the use of health-saving technologies in teaching and education.
5. Creation of master classes on modeling a health-saving microenvironment that ensures the preservation and promotion of health in preschool educational institutions.

• advisory

1. Helping parents with child development.
2. Provision of additional services to the population, teachers on the issues of diagnosis and correction of the physical, sensory, motor and psychophysiological development of children.

The following results testify to the effectiveness of the experimental site:

• the presence in the preschool educational institution of systematic and integrated work to preserve and strengthen the health of children (models of a health-saving environment);
• creation of a valeological model of a graduate of a preschool educational institution;
• stable indicators of the level of physical development and physical fitness of children, their health and emotional well-being; positive dynamics in the development of children of the "risk group";
• positive attitude of children towards themselves and others;
• development, implementation and dissemination of accumulated experience in modeling a health-saving environment in a preschool educational institution (scientific and methodological articles in collections of republican, Russian and international conferences, reports at regional and republican conferences, participation in competitions, teaching materials, teachers' reports on work, etc.);
• increasing the level of professional skills of teachers based on the implementation of individual professional development programs.

Thus, the experimental activity of the preschool educational institution makes it possible to comprehensively and systematically solve the problems of preserving and strengthening the health of children with the use of health-saving technologies.

MODEL OF THE HEALTH-SAVING SYSTEM IN THE PRESCHOOL EDUCATIONAL INSTITUTION

Pereksina N.P., senior educator

We must learn to use our knowledge in a way that

to help us achieve our goals.

N. Enkelman

Modeling a health-saving system in a preschool educational institution required the solution of complex tasks:

• Determination of the basic principles of organizing the health-saving activities of teachers.
• Organization of work on the health protection of children in a preschool educational institution.
• Creation of conditions that ensure the effectiveness of the health-saving system.
• Development of criteria for evaluating the effectiveness of the implemented health-saving system.

A scientific approach to recreational activities - the opening in 2007 of a municipal experimental site on the topic "Medical-psychological-pedagogical support for children from 2 to 7 years old."

The main activities of a preschool educational institution:

• Organizational - the organization of the health-saving upbringing and educational process of the health-saving space in a preschool educational institution.
• Physical culture and health-improving - motor - educational activities, diagnostics of the development of physical qualities, health-saving technologies.
• Therapeutic - immunotherapy, vitamin therapy.
• Preventive - hardening measures, observance of the sanitary - epidemiological regime and daily routine.

A health-saving pedagogical system is a system that creates the maximum possible conditions for the preservation, strengthening and development of the physical, intellectual and social health of all its subjects.

Work plan of preschool educational institution No. 28 "Pearl"

on the creation of a health-saving pedagogical system

Tasks	Actions (events)	Deadlines	Responsible
Optimization of the educational process, strengthening its health-preserving and health-forming orientation on the basis of a real connection into a single whole of the processes of education, upbringing and development	Development and implementation of the Development Program "For the sake of the future of children" Development and implementation of a health program "Healthy child"	2007–2012	head of the preschool educational institution, senior educator
	Adjustment of the annual plan, long-term and calendar plans of educators in the inter-diagnostic period in order to improve the content of the health-saving educational process (planning samples, consultations, control)	2008–2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Implementation of active health-saving forms of organizing and conducting classes, health-saving methods, technologies	2008–2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Implementation of various projects in working with children (using the design method in the activities of preschoolers, intensifying experimental activities with children on health protection, etc.)	2008-2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Systematization of individual work with preschool children through a variety of circle and sectional work (planning circle work, holding exhibitions, creative reports)	2008-2012	Head of DOU senior educator
	Ensuring continuity in the health care of preschool and primary education (orientation to the needs of society, joint work plans in order to build a system “today a preschooler, tomorrow a schoolchild”)	2008-2012	Creative group "Neboleyka"
Strengthening the health of children on the basis of the integrated use of means of physical culture and health work	Prevention of diseases and functional disorders Optimization of motor activity of preschoolers Correctional work with children Organization of sports clubs	2008-2012	Head of DOU senior teacher, specialists, caregivers
Formation of readiness of teachers to implement a health-saving approach	The formation of a holistic system of knowledge among teachers of preschool educational institutions about preschooler health care	2008-2012	Head of DOU senior educator
	Approbation and implementation of health-saving programs, projects, methods, technologies by teachers	2008-2012	educators, specialists
	Development and use by teachers of diagnostic cards in the main areas of the health-saving educational process; observation of children's activities, control and verification classes, consultations.	2010-2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
Organization of a system of work with parents on health saving	Consultative and educational work with parents using non-traditional, interactive forms on health saving	2008-2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Involving parents in cooperation in the health care system	Constantly	Doe teachers
	Organization of the work of the parent club	Constantly	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Holding joint holidays and other events	Constantly	Doe teachers
Creation of an optimal health-saving educational and methodological environment in the infrastructure of the health-saving space of preschool educational institutions	The study, accumulation, generalization of the experience of teachers and the creation of a PPO bank for the introduction of health-saving programs, methods, technologies	Constantly	Head of DOU senior teacher, teachers
	Analysis of the solution to the problem of health saving in preschool educational institutions in order to create conditions for the development of a preschooler and his maximum self-realization in health saving (drawing up a work plan in this area)	2008	Scientific director of the experimental site, head of the preschool educational institution,
	Transformation of the subject-developing environment, taking into account the program being implemented in each age group (protection of projects for transforming the developing environment in all groups) in order to strengthen its health-saving focus	2008	Scientific director of the experimental site, head of the preschool educational institution, senior educator
	Equipping the methodological office with scientific and methodological literature, variable programs, methods, pedagogical technologies for training and education, methodological aids	Constantly	Scientific director of the experimental site, head of the preschool educational institution,
	Creation of an information and innovation bank of a kindergarten, including health-saving programs, methods, technologizations used by teachers	2010-2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator, teachers
	Publication of the collection "Health-saving activities of a preschool educational institution: an innovative aspect"	2012	Scientific director of the experimental site, head of the preschool educational institution, senior educator, experimental site council

Criteria for the effectiveness of a health-saving system

The model of a health saving system developed and implemented in a preschool educational institution successfully solves the following issues of health saving:

• An optimal developing infrastructure of a health-saving space has been created in a preschool educational institution.
• Developed comprehensive program"Healthy child", the author's program "Give yourself health".
• An optimal health-saving subject-developing environment has been created for the development of children and their maximum self-realization in health conservation, taking into account the program being implemented in each age group.
• Created efficient system for the prevention of child road traffic injuries.
• Various projects have been implemented in working with children (through the use of the “You are a pedestrian” design method and others, the activation of experimental and research activities of preschoolers).
• Parents are involved in active cooperation (through the board of trustees, joint meetings, consultative days "Cooperation", open days, "Family Museum", "Family Theater", etc.).
• The level of theoretical, methodological knowledge of teachers about ongoing programs and technologies for health protection and technological skills for their implementation has increased.
• Criteria for the effectiveness of a health-saving subject-developing environment have been developed.
• Diagnostic maps have been developed in the main areas of the health-saving educational process; questionnaires for parents, teachers.

All of the above are important criteria for the effectiveness of a health-saving pedagogical system.

In the process of implementing the comprehensive health-improving program "Healthy Child", we received positive results - a health-saving model of a preschool educational institution was created based on the integration of all subjects involved in the educational process through the implementation of an integrated approach:

• creation of conditions for the protection and strengthening of the physical, mental and social well-being of the child;
• successful adaptation of children to the preschool educational institution;
• increasing the competence of teachers, parents, children on health issues;
• increasing the level of physical development of children;
• reduction in the number of children who often suffer from colds;
• increasing the level of pedagogical reflection of teachers as a component of the teacher's subjective position in professional activities, their focus on creating their own programs of pedagogical activity;
• formation of a culture of a healthy lifestyle for children in the family;
• improving the quality of education.

Thus, the main mechanism of the health-improving work of a preschool educational institution is the model of a health-saving system.

Health system model

Motor-educational activity	Wellness work	Preventive and curative measures	Diagnostics of the level of physical development, health status and physical fitness	hardening activities	Correctional work	Leisure	Organization of rational nutrition
physical education classes	health-saving technologies	chest massage	diagnostics of the level of physical development	air	logorite mika	outdoor games	Organization of a second breakfast (juices, fruits)
swimming	Vitamin therapy	solux	medical examination of children in a children's clinic	morning reception of children in the fresh air, morning exercises, air baths (airing)	artpeda-gogic	health days	Introduction of vegetables and fruits to lunch and afternoon snack
musical-but-rhythm-cal classes	phototherapy	Ultrasound inhalation "Monsoon"	diagnosis of child development	water	swimming	health week	Substitute Foods for Allergic Children
morning exercises	rosehip tincture with honey	tube quartz	examination of the psycho-emotional state of children by a teacher-psychologist	swimming in the pool, sauna, contrast shower, extensive washing, rinsing the throat with cool water, rinsing with a decoction of herbs, wiping with a soft mitten moistened with cold water	occupation of a speech therapist	sports entertainment, holidays, leisure	Drinking regime
wellness hour after sleep	phytoncides	UFO	examination by a speech pathologist	additional hardening measures	anti-drug activities	game day (once a month)
physical education minute	gargle with herbal infusion	electrophoresis		self-massage, reflexology, sunbathing, walking barefoot on grass, cones, sand, stones, ribbed board, salt path, spiked mats		holiday
health run	garlic and onion snacks					section "Blue Lagoon"
	eleuthero coccus extract
	lubrication of the nasal mucosa with oxolinic ointment
	garlic-lemon tincture

ENSURING THE OPTIMAL COURSE OF THE ADAPTATION PERIOD ON THE BASIS OF THE STAGED TRANSITION OF THE CHILD FROM THE FAMILY TO THE DOE

“Fear has big eyes,” says the proverb. They are also great for parents who do not dare to give their baby under the care of "someone else's aunt", not being sure of his complete safety. Perhaps such mothers and fathers were not lucky with their own kindergarten experience, or perhaps they are simply not well informed about modern forms of preschool education. All this must be taken into account by teachers who are going to open short-stay groups for children attending preschool institutions. Since 2009, an adaptation group for short stays for children from 1.5 to 3 years old has been working in our kindergarten.

The kindergarten is located in a residential area of ​​the city, where a large number of young families with children live. Some of these children attend preschool, others are at home with their mother or grandmother. To understand the attitude of parents towards the opening of short stay groups, we conducted a sociological survey, which showed that the majority of parents are interested in them. Particularly in demand is a group designed for visiting children. early age together with mothers in the evening.

The first distinguishing feature of our group is already in its name - "adaptation". By enrolling a child in this group, parents understand that the more successful the process of the baby’s stay here, the more calmly he will adapt to kindergarten in the next academic year, when he will attend a group without a mother. It is also important that parents meticulously get acquainted with the life of the kindergarten throughout the year in order to calmly leave their child here.

Of course, the constant presence of parents in the group imposes additional responsibility on the workers not only of this group, but of the entire team. Love for the child and high professionalism of the staff is the most important condition for the successful functioning of any children's group. But in a group of short-term stay, the teacher must control not only the team of children, but also the team of parents, constantly activating and including them in the process of education and training. Here we need a creative, thinking teacher, who not only knows modern educational technologies, but also knows how to apply them depending on the situation.

The goals that we set ourselves when opening the adaptation group remain the same six years later:

• creation of prerequisites for the successful adaptation of the child to kindergarten;
• formation of pedagogical and psychological literacy of parents.

We named our short-stay adaptation group "Baby" for children aged 1.5 to 3 years with an evening stay in kindergarten. A group of 20 children attend. Time of stay: from 18.00 to 20.00. To organize the work of the "Krokha" group, a creative group was created, which included: a teacher-psychologist, educator, music director, physical education instructor. The work is carried out according to the long-term plan. When working with parents, we use a variety of different forms activities:

• study of the family (filling in an individual journal of the child, a social questionnaire for parents);
• parent clubs: "How to prepare a child for admission to a preschool educational institution", "Development of independence in children in self-service"; individual counseling on education;
• entertainment: "Visiting Santa Claus", "April Fool's Day".

Meeting the first babies and mothers, we faced some problems. It turned out that many parents do not even suspect that the baby cannot listen to both the teacher and the mother at the same time. Each parent considered it his duty to repeat the teacher's phrase several times and as loudly as possible, so that the baby better understand the meaning of what was said, as a result, the room was filled with a rumble of voices, in which the child literally "drowned". We also encountered a different view on the purpose of the joint stay of mother and child in the group: some mothers sat comfortably on the sofa in the group room and began to discuss various issues with other parents, not paying any attention to their baby! In this regard, we begin work not with the child, but with the mother, explaining her role in this situation. By involving adults to participate in various activities, we strive to create a sense of psychological comfort in the child, arouse interest in the activity and promote emotional interaction between the child and the adult.

By the end of the school year, parents who attended the adaptation group with their children are completely transformed. They already have an idea of ​​what the baby should know and be able to do at this age, and most importantly, how to teach it. Parents grow in their self-esteem as educators of their own child. They gain confidence in their abilities, and they know exactly what to do with the baby and how to do it.

As a result of such interaction during the school year, parents become our active helpers. They are imbued with our concerns and aspirations and know about everything that happens in kindergarten, not by hearsay "from the sandbox", but from joint activities. Only when the task of joint activities of parents and children is solved, when parents begin to understand how they are necessary for the full development and upbringing of their child, only then can one be completely confident in the effectiveness of the work of the short stay group in kindergarten.

When children enter a preschool institution, adaptation to new microsocial conditions is accompanied by distinct changes in behavior, vegetative indicators, and body reactivity. Adverse consequences and failures of adaptation can be prevented by applying a set of sparing psychoprophylactic measures. However, for the implementation of these measures, it is necessary to diagnose the features of adaptation as early as possible and predict its course.

To quantitatively characterize individual behavioral and emotional reactions, taking into account their prognostic significance in children from two to three years old who first entered kindergarten, we use the method of expert scoring. Children entering the preschool educational institution are observed during the day by educators (at 1 and 2 half a day), who at the end of the day note the child's manifestations of behavioral and emotional reactions in 9 indicators (negative emotions, anger, fear, positive emotions, social contacts, cognitive activity , motor activity, sleep, appetite) and write down the corresponding scores in the observation form. Next, the sum of points per day is calculated, which represent a comprehensive assessment of the child's condition in terms of predicting his adaptation. Each child is observed until the onset of full adaptation (+40 points for three days). Along with this, the dynamics of body weight is monitored when the child enters kindergarten and then monthly until the onset of full adaptation, as well as the frequency of morbidity and exacerbations of chronic morbidity. Based on a comprehensive assessment, adaptation is considered favorable, conditionally favorable and unfavorable.

Only half of the children enrolled in a preschool educational institution have a favorable adaptation. Most often, this nature of the course of adaptation in the 1st junior group is noted among children aged 2 years and 2 years 3 months. At the same time, among children 2 years 6 months. more often there is a breakdown of adaptation in the form of a disease. Unfavorable course of adaptation in children aged 2 years and 6 months. may be due to the peculiarities of raising children in the family (insufficient socialization), health status. In the 2nd younger group, a favorable course of adaptation is noted more often, which indicates that these children are better prepared for new social conditions.

Among children with unfavorable adaptation, there are children who attend a short stay group before coming to kindergarten. These data may reflect violations of the socialization of such children and the desire of parents to compensate for these problems by gradually accustoming the child to caregivers, children, and conditions in the preschool educational institution. In this regard, in short-stay groups, it is necessary to carry out explanatory work with parents on the development of communicative behavior skills in children before entering kindergarten.

An analysis of the course of children's adaptation to preschool educational institutions made it possible to establish that the transition to a new routine moment (eating at lunch, sleeping) was accompanied by a decrease in the comprehensive assessment of the child's condition, which indicates the difficulties of children's adaptation to kindergarten conditions. Therefore, before the child enters the kindergarten, it is necessary to familiarize the parents with the menu of the institution in order to teach the child at home to eat the dishes that will be offered to him in the kindergarten. It is advisable to recommend that the mother organize the diet and cooking in advance in the same way as they do in the preschool educational institution.

Thus, when a child enters a preschool educational institution, it is necessary to take into account the individual characteristics of each child (age, communicative behavior skills, the nature of upbringing in the family, etc.). When analyzing a child's adaptation to kindergarten, it is important to analyze daily a comprehensive assessment of the child's condition in order to exclude premature transfer of the child to a new routine moment, which may adversely affect the course of adaptation. Psychological and pedagogical support of a child during adaptation to kindergarten should take into account his individual characteristics.

PSYCHOLOGICAL SUPPORT OF THE PROFESSIONAL ACTIVITIES OF THE TEACHER IN THE CONDITIONS OF THE HEALTH-SAVING SPACE OF THE DOE

Health is so disturbing to all the other blessings of life,

That a truly healthy beggar is happier than a sick king.

A. Schopenhauer

One of the most important links in the national educational initiative "Our new school' is an educator. In connection with the transition to student-centered models of education, the requirements of the society for the personality of the teacher, his role in the educational process have increased. The teacher is required to have a creative attitude to work, possession of pedagogical equipment, design skills. Personal qualities teacher, his state of health, professional competence, the ability to use health-saving pedagogical technologies are put forward in the first place among the factors that can significantly affect the health of pupils. Over the past decades, the problem of the health of a teacher in an educational institution has become especially relevant due to the increase in the average age of a teacher and the additional workload.

A teacher is the only person who devotes most of his time to teaching and raising children. This requires society to create conditions under which the teacher would perform high-quality professional tasks. The behavior of modern teachers is characterized by increased tension, which results in rudeness, intemperance, shouting. Professional duty obliges the teacher to make informed decisions, overcome outbursts of anger, states of irritability, anxiety, and despair. However, external containment of emotions, when a violent emotional process takes place inside, does not lead to calm, but, on the contrary, increases emotional stress and negatively affects the health of the child himself, as well as the psychological health of the pupils.

Health has always been and will be the greatest value for humanity. By and large, health is something that is always lacking and what a person strives for throughout his life. Recently, a lot has been said and written about such a phenomenon as professional burnout. In the process of performing any work, people tend to experience physical and neuropsychic stress. It has now been established that professional burnout syndrome affects specialists who, by the nature of their work, are forced to carry out numerous and intensive contacts with other people. These are social workers - teachers, psychologists, doctors, lawyers, police officers and leaders of various levels.

The profession of a teacher can be classified as a “risk group” in terms of the frequency of health disorders and the severity of ongoing diseases.Pedagogical activity is full of various kinds of stressful situations and various factors associated with the possibility of increased emotional response. In terms of the degree of tension, the workload of a teacher is on average greater than that of managers, bankers, general directors and presidents of associations, i.e. professionals working directly with people.

Emotional burnout among professionals is one of the protective mechanisms, expressed in a certain emotional attitude towards their professional activities. Taking into account all the above facts, a psychological study of the teaching staff was carried out in our team. The purpose of this study is to determine the range of personal and interpersonal problems in the team, to test in practice a diagnostic package aimed at studying the psychological health of a teacher.

To identify the syndrome of professional burnout, we used the method of V.V. Boyko, which made it possible to establish that 24% of teachers are at the stage of formation of emotional burnout, 9.5% have a formed phase of emotional burnout. When studying the degree of "chronic fatigue" of teachers, it was revealed that 16% of teachers are at the initial stage, 19% of teachers have a pronounced degree, and 9% of preschool teachers have a strong degree. Analysis interpersonal relationships in the team by assessing the socio-psychological climate in the team according to the polar profiles according to the method of E.I. Rogova showed that 92% of teachers consider the psychological climate positive and assess it as a high degree of favorableness.

Teacher-psychologist Lvov Yu.L. calls professional activity after 10-15 years of work the so-called "pedagogical crisis". We conducted an analysis of the pedagogical activity (experience) of our educators and teachers. The results showed that 26% of teachers have a teaching experience of 10-20 years, 52% of teachers have more than 20 years. along with this, an analysis of the health status of teachers was carried out on the basis of statistical data from a dispensary examination in the 2010-11 academic year.

Thanks to the study, we received a comprehensive personality profile, a detailed picture of the professional burnout syndrome, which allowed us to determine measures for the prevention and psychocorrection of emotional burnout. The solution of the tasks set required the need to formulate and search for ways to solve the preservation of the health of teachers on the basis of the psychological support of pedagogical activity through the project "Health of the teacher". The purpose of this project is to ensure the physical and psychological health of teachers through the use of health programs and technologies. The project includes specific group and individual activities for the formation of skills for the regulation of psycho-emotional states, the correction of personal and interpersonal problems. Such events make it possible to teach teachers methods of non-traditional treatment and relieving psychophysical stress using various techniques: relaxation, meditation, autogenic training, good mood gymnastics, self-massage, aromatherapy.

Now they write and talk a lot about the psychological health of children, about preventive and corrective work with children with disorders in the emotional and personal sphere, but before helping children become psychologically healthy, you need to teach teachers to control their emotional state, teach them elementary methods of recovery, create favorable climate in the teaching staff.

Every minute of a child's life in kindergarten works to improve his health. The organization of the stay of children in our preschool educational institution is very well thought out and rich.

Work on the improvement of children is carried out all year round.

In winter, a skating rink is poured on the territory of the preschool educational institution, a work plan has been developed.

Fulfilling the Federal State Educational Standards (gender approach), the head of physical education teaches girls how to skate, and boys how to play hockey. Children with interest learn to hold a stick, drive the puck, score goals.

Particular attention is paid to the ski training of preschoolers. Starting from preschool age, children master a new type of movement - skiing. The methodical development of ski training in kindergarten, compiled in the preschool educational institution, which includes lesson plans from 3-4 years of age, helps to optimize this process. With the observance of the training system, young children successfully master the ways of skiing, a positive effect of this type of activity on the health of children is noted.

From a young age, children begin learning to sled.

Purposeful systematic work on health improvement is carried out in the summer health period. Together with the instructors of the regional medical and physical education dispensary, a system of recreational activities with preschoolers was compiled, a calendar-thematic planning was developed for the use of health-saving technologies in the daily routine.

An aerosolarium was created on the bank of the river. In summer, under the supervision of a doctor, children take sun and air baths, conduct dry massage, children bathe, all this contributes to the improvement of the child's body.

One of the effective forms of health-saving technologies is hippotherapy - the health-improving effect of riding on a child's body. Since 2008, on the basis of an agreement with CJSC Kudashevsky Stud Farm, course health classes have been held. Children attending hippotherapy classes have become calmer, more balanced, their posture and muscle tone have improved.

The teachers of the preschool educational institution use the author's program of Alyamovskaya V.G. in their work. "How to raise a healthy child" and the regional program Orlova M.M. "Fundamentals of a Healthy Lifestyle". According to these programs, long-term planning has been developed for the entire academic year, which reflects the main direction - raising a healthy child. Children receive knowledge, skills, skills to form a healthy lifestyle. Classes on a healthy lifestyle, which are conducted by a nurse, have firmly entered the practice of the preschool educational institution.

Today, life itself has proven the need to teach not only adults, but also kids the basics of life safety. To implement this task, a program for the development and upbringing of children is used: “Fundamentals of the safety of preschool children N.N. Avdeeva, O.L. Knyazeva, R.B. Sterkin.

When introducing children to the initial basics of safety, the following goals were identified:

• formation of foundations for the preservation and promotion of health;
• education of safe behavior, the ability to foresee dangerous situations, avoid them if possible, and act if necessary.

In the work on life safety, teachers included a whole range of tasks:

• acquaintance with domestic sources of danger, with the necessary actions in case of danger, the formation of an idea of ​​\u200b\u200bways of safe behavior in everyday life;
• development of the foundations of ecological culture, education of love, responsible and careful attitude to native nature;
• education of a competent road user;
• fostering a sense of mutual assistance and camaraderie.

An ecological trail has been created on the territory of the kindergarten, a passport for the ecological trail has been developed, a map has been drawn up indicating the objects under study, where classes are held all year round according to the developed methodology. The ongoing work contributes to the education of love for nature, its preservation, strengthening the health of children and the formation of responsibility in preserving and strengthening their own health.

Also, in order to improve the health of children in a preschool institution, the “Health Path” is actively functioning with massage paths, a “sand yard”, which is widely used in the summer for walking barefoot, which contributes to the normalization of the functional state of the child’s body and is effective tool recovery and hardening.

An innovative direction in the physical culture and health-improving work of the kindergarten is the activityhealth-improving club "Zdorovyachok", the head of which is the head of physical education N.V. Naumov. Classes of this club effectively affect the general state of health, the level of physical development, the general psycho-emotional background of children. Classes in the club are a good basis for improving knowledge and skills according to the TRP standards.

Tutor Topyrina L.F. organized the work of keeping the diary "Healthy Diary" - this is a joint work of the educator, parents and children on a healthy lifestyle.

One of the main components of the educational process and the conditions for the formation of a health-saving environment in a preschool educational institution is the social environment. In order to optimize social partnership aboutcooperation of the kindergarten with the school, the library was organized, where the teachers take the pupils of the preschool educational institution on excursions, viewing theatrical performances, thematic conversations.

All this contributes to the comprehensive development of the child's personality, the protection and promotion of children's health, the formation of a habit of a healthy lifestyle.

It is impossible to form a healthy lifestyle in children without the help of parents. For this purpose, a system of work with the families of pupils is planned in the kindergarten. Organized information and methodological exchange between educators and parents, collection of data on families. To organize interaction with the families of pupils on health issues, we use different forms of communication:

• parent meetings in an unconventional form;
• health days and marathons "Healthy generation",
• holidays of health;
• club "Zdorovyachok";
• issue of newspapers "Good road of childhood";
• family photo exhibitions and exhibitions of drawings "Our friendly family", compiling a genealogical tree of the family;
• conference of parents "Presentation of family experience in the health of children."

Especially popular with parents and children are the annual competitions "Dad, Mom, I - a sports family", "Small Olympic Games". The competitive enthusiasm with which fathers and mothers take part in the games is passed on to their sons and daughters. The atmosphere of unity between adults and children always reigns at such events. Children's health is a goal where, of course, the interests of the family and the kindergarten converge. Therefore All of these activities help parents understand the importance of physical education and health activities.

As a result of the formed system of physical culture and health improvement work of the preschool educational institution, not only an increase in the interest of children, parents and teachers in physical education, their emotional mood, but also good stable results were noted:

• in increasing the motor activity of children;
• in the development of basic movements;
• reducing the incidence of children;
• increasing the level of physical fitness of children.

An analysis of the current situation shows: the problem of improving, preserving the health of children is not the work of one day of activity and not one person, but the purposeful work of the entire teaching staff of the preschool educational institution for a long period.

Health care is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift given to man by nature, which cannot be replaced by anything, but people do not take care of health as it is necessary. It is important to understand that taking care of the health of our children today is a full-fledged labor potential of our country in the near future.

All of us, teachers, doctors, parents, want our children to study well, to become stronger year by year, to grow up and enter into a great life as people who are not only knowledgeable, but also healthy.

Health is a priceless gift.

Elena Zvyagintseva

Competitive application

on the participation in the regional competition"Kindergarten of the Year-2018"

educator municipal government preschool

educational institution "Kindergarten "Vesnyanka" of a general developmental type with the priority implementation of the cognitive-speech direction of the development of children

district

Stavropol Territory

Zvyagintseva Elena Nikolaevna

Nomination

"Best professional educator, working

co health-saving technique»

1. General information

Contest participant

Surname, name, patronymic Zvyagintseva Elena Nikolaevna

Job title educator_

Date of birth 09/26/1964

Full address of residence 356030 Stavropol Territory, Krasnogvardeisky area, Krasnogvardeyskoye village, Likhachev street 8, apt. eight

Contact phone numbers, email address 8 962-011-50-01, [email protected]

Education, degree (level, educational institution) Secondary special, Ordzhonikidze Pedagogical School No. 1.

Professional career (general experience work, dates, places work, positions)

35 years old, from August 1983 to August 1985, a primary school teacher in the city of Beslan of the Republic of North Ossetia, from September 1985 to October 1986 - a primary school teacher in the city of Stavropol, from August 19, 1988 to the present - educator MKDOU Kindergarten No. 18 "Vesnyanka" With. Krasnogvardeisky Krasnogvardeisky district Stavropol Territory.

The presence of awards, titles (if available) does not have

Name of preschool educational organization (fully):

municipal state preschool educational institution "Kindergarten No. 18 "Vesnyanka" of a general developmental type with the priority implementation of the cognitive-speech direction of the development of children "

Full address of the institution:

The subject of the Russian Federation: Stavropol region

index: 356030

locality: Krasnogvardeyskoye village

the outside: Mira

house: 4/2

federal telephone area code:8-865-41 phone: 2-41-52

Fax: -- e-mail: [email protected]

Head of a preschool educational organization (Name, contact phone number): Gorbatykh Elena Vladimirovna 8 (86541) 2-41-52

Awards and other achievements of the organization:

1st place in district stage of the competition"Green Flame" in the nomination "The best preschool educational institution for the promotion of traffic rules" (2015, 2016); 2nd place 2017

in the nomination "The best children's propaganda team"- 1st place in 2015, 2nd place in 2016 ; 1st place 2017 -1 place in district stage of the competition"Kindergarten of the Year -2015" in the nomination "Best preschool teacher» , accepted participation in the marginal stage of the named competition;

1st place in district competition professional excellence « Educator of the Year - 2016» , 2nd place « Educator of the Year -2015» , 1 place « Educator of the Year 2012» , 2nd place « Educator of the Year - 2011» ;

2nd place in regional (2015, 2016);

1st place in regional Spartakiad among preschoolers (2017, 2018); -in 2017, the team of MKDOU Kindergarten No. 18 "Vesnyanka" listed on the Board of Honor Krasnogvardeisky district Stavropol Territory;

In 2015, the team was awarded a letter of thanks from the head of the village of Krasnogvardeisky Krasnogvardeisky district Stavropol Territory for a large and fruitful work on education and upbringing of the younger generation, successes and achievements in sports and recreation, educational, cultural activities;

In 2014,2015,2016. 2017, 2018 pupils and teachers became winners and laureates Internet contests, olympiads, creative competitions, quizzes "Know", "You are a genius!", Pedology, "Rassudariki", "Rainbow of Talents", "Time of Knowledge", "Know-It-All", "ABVGDEika", "Lyra",

"Safety Experts", « Competition» , "Ready for school!", "Soon to school!".

2. Description

Why did you choose this profession?

I often think why I became educator? I just couldn't be anyone else.

I love my profession, I love my children. It can only be understood by educator.

This is a calling, a desire to be close to the enthusiastic world of children's eyes.

To be educator means to have compassion, the desire to see children who have already become "by their children". I made the right choice and I am proud of my profession!

What do you consider your highest achievement in working with children?

The highest achievement in my work with children is when I see that children come to the group with interest and look forward to meeting me, their friends and new knowledge. At the end of the year, I notice a significant increase in the development of the creative abilities of children and I consider this the highest achievement in my life. work

The happiness of every teacher is to see the fruits of their hard work, to lay the foundations for future professional education, and I, rejoicing at the success of graduates, am proud of their achievements, and I think that this is also my merit, because a piece of my soul remained with them,

Your Core Principles work with children?

1. The basic principle of my work is equality and cooperation with children.

2. Interactions with the family - joint activities contribute to the establishment of a trusting relationship with parents,

3. Reliance on traditional, national values ​​- upbringing children through regional culture and traditions.

4. "Learning in the game"- the game is a simple and close way of knowing the surrounding reality.

5."Development of the creative abilities of the child"- the interests of the child need to be developed, stimulated to employment.

6."Psychological Comfort"- in the group it is safe, useful, safe.

Key Features educational process, the use of innovative methodologies.

When planning educational process, I take into account the basic principles of preschool education outlined in the Federal State Educational Standard.

During educational educational process using modern methods and innovative technologies for design and research activities, sand therapy. Modern children require a deep presentation of the material they are interested in, and information and communication technologies fully realize this. I use social gaming technologies: work in pairs, subgroups.

My Work focused on the end result - the strengthening of life and children's health, correction of speech, mental and physical development. For this I use health-saving educational technologies "finger gymnastics", "Igrotraining".

I believe that a modern child needs a modern education.

Why did you decide participate in the competition?

I believe that I have the strength, talent, and most importantly, love for children, which helps to make the life of a child in kindergarten bright, interesting, and informative.

And it's very nice when your work positively evaluated not only by children, but also by others.

How do you imagine the ideal educational organization in the future?

An ideal educational organization should be equipped with all the necessary equipment for the implementation health-saving technologies: physical culture and gym, swimming pool, phytobar, because I worked valeologist and I know how children love to drink healthy and tasty tea. Parking should be provided at the entrance to the kindergarten. The educational organization has its own large and comfortable bus, which takes children on excursions, exhibitions, and museums. In the era of universal computerization, the development of nanotechnology, the kindergarten of the future, in my opinion, - a large number of halls and rooms: experimental and project rooms for children, where each child is given the freedom to choose activities. And most importantly, kindergarten should work only caring people, in groups of 10-15 children, and educator has enough time to work with each individually.

My approach to working with children

Healthy children are a great blessing

The GEF of preschool education sets the initial task of protecting and strengthening the physical and mental pupils' health as well as his emotional well-being. This task for adults (for teachers and parents) we need to start solving systemically and together.

One of the directions in work I highlighted the introduction health-saving technologies in educational activities, in the formation healthy lifestyle.

my goal work - educate in children the need for healthy lifestyle.

To achieve this goal, I set myself the following tasks:

Contribute to the preservation and strengthening children's health.

form health saving skills and habits.

Encourage the desire to be able to sympathize, empathize with someone else's pain.

-Bring up conscious attitude to lead healthy lifestyle.

In his work I use various methods and techniques, health-saving technologies, which help to interest children in knowing their body, in preserving and strengthening their health.

Created in a group sports section, which includes not only sports equipment, but

and various types of massage ry: walnuts, cones, balls. simulators for the development of breathing (cocktail tubes, snowflakes, feathers, mats for the prevention of flat feet, a track health,

didactic games, card indexes of outdoor games, counting rhymes, album "Sports", books and illustrations, helps children to relieve aggression, tension, negative emotions. Children show interest in their health.

On the plot kindergarten has a sports ground with the necessary equipment, which

allows children to satisfy the need for various kinds of movements.

For the development of coordination of movements and physical activity of children, a playground was made on the pavement. Ecological trail that promotes recoveryand ensure the environmental safety of children: phytoflower, promoting familiarization with medicinal plants and their use for recovery. In the classroom, children will learn what foods are good for the body, what vitamins are found in fruits and vegetables; get acquainted with the structure of the human body and safe behavior

at home and in nature.

spend my days health, leisure and entertainment are a good basis for the development of physical activity and education of children. Skills healthyI fix the way of life in: didactic; mobile; role-playing games; exercise in daily life.

Outdoor games create a positive emotional upsurge, cause good health. Carrying out morning exercises and the inclusion of breathing exercises in it creates a cheerful mood in children, and a need is developed for its daily implementation.

Another form of involving children in healthy lifestyle and wellness regimen is gymnastics after daytime sleep.

Its goal is to improve the mood and muscle tone of children, as well as take care of the prevention of posture and foot disorders.

AT work with preschoolers I use different kinds massage, which affect tactile stimuli, the development of emotions and speech reactions. For improvement healthchildren and increase the resistance of the child's body to adverse environmental influences, I carry out hardening with air and water: morning wash; washing hands before eating; rinsing the mouth; washing feet before going to bed, lightweight clothing; sleep with open windows in the warm season; air - solar baths; ventilation of premises.

The most favorable time for tempering procedures, outdoor games and physical exercises is a walk. An integral part of it is, which has become traditional, health run.

When conducting NOD, I use ICT in joint educational activities:

presentations, eye gymnastics, finger games, musical exercises.

Developed such projects,how: "Vitamins", "Winter sports".

Health technology project "Be healthy, baby!" found a positive response

from the parents, where the forms work became a meeting - a round table with parents,

joint leisure, consultations: "Movement is life", "Tempering a Child",

as well as problem solving: "Why does a person wash?", "To have teeth healthy?» . Open Days were held "Along the track health» .

Therefore, for a more efficient joint working with parents to raise a healthyand a developed child I spend: questioning; parent meetings; conversations, consultations; contests, sports holidays.

With my experience work on the use of health-saving I shared technologies at the Council of Teachers. In the preschool educational institution open class, a joint sporting event with children "We vote for healthy lifestyle» . During my time work children have an interest in healthy lifestyle increased parental interest in physical culture and health work with children.

Organization of project activities, use of ICT in the classroom, preparation of presentations, open events - effective method interest children. Of course, you have to study and prepare a lot. But, seeing the result, it is not a pity, neither time nor effort. And the interested and enthusiastic looks of the guys are a real reward for their work! My pupils and their families repeatedly participated activities in kindergarten district competitions and won awards.

Every time you release your pupils, no, or rather, my children, it’s hard for me to part with them. But I don't say goodbye to them, I don't lose sight of them, because they keep in touch with me: share their successes, new achievements.