How to conduct morning exercises in the first junior group of kindergarten

The importance of morning exercises in the first junior group of preschool educational institutions

Morning exercises are an element of the daily routine designed to strengthen and maintain the health of children, raise their emotional tone and set them up for further activities.

Goals and objectives of morning exercises for children 1.5–3 years old

The educational goals of morning exercises are universal for preschoolers of any age and boil down to:

• formation, development and improvement of motor skills (for children 1.5–3 years old, this goal is the dominant one, since younger preschoolers are just learning to coordinate their movements, determine the direction of movements of their arms, legs, and torso);
• promoting health (forming correct posture, preventing flat feet, developing a beautiful gait);
• fostering a culture of health (children learn to take care of their health and learn the basics of physical education);
• stimulating interest in sports;
• developing the ability to coordinate one’s actions with the actions of other people;
• nurturing personal qualities (determination, independence, hard work).

Morning exercises create a positive emotional mood in children

To achieve the goals set in the first junior group of a preschool educational institution (DOU), the following tasks are aimed at:

• “awakening” the baby’s body from sleep (even taking into account the fact that preschoolers walk or drive some distance to kindergarten, many of them are in a sleepy state due to early rise);
• activation of the cardiovascular and respiratory systems of the body, organs and channels of perception of the surrounding world (mainly through running and jumping);
• strengthening the musculoskeletal system of children (through repetition of exercises to train the muscles of the shoulder girdle, torso, arms and legs);
• increasing the performance of children (gymnastics helps saturate tissues and organs with oxygen, which means children become more energetic);
• ensuring an organized start to the day (children perform movements together, and all subsequent routine moments in kindergarten also “by inertia” occur harmoniously);
• switching kids to joint activities (even if during the gathering of children in a group the children were playing different games and it was almost impossible to distract them, gymnastics will allow them to switch to a common activity);
• acquaintance with different sports (children not only learn the name, but also correlate the verbal description with the image, try on some sports activities, for example, skates).

Methods used

By the age of three or four, children have almost mastered the entire alphabet and learned to construct sentences to express their thoughts. But some people still have trouble coordinating words (for example, “one ball”). Therefore, in any case, all exercises should be clearly and understandably explained to adults. This will help get rid of speech errors.

Important! The teacher must clearly state all instructions. To make it more interesting, it is better to use rhymes and riddles.

Exercises with rhymes

Visual techniques

The image helps children better understand the world around them. That is why it is best to accompany all classes:

• pictures of animals, cartoon characters;
• step-by-step hand-drawn instructions;
• demonstration of the exercise by the teacher.

Practical technique

This method involves independent activity of children. For example, drawing, making crafts from different materials, etc. This type of activity is very important, because with the help of it, imagination and fine motor skills develop, and children learn to fantasize.

Gaming technique

He is usually accompanied by music. It helps you feel the pace and rhythm of the exercise. Musical tones help you understand when you need to change the nature of your movements. For example, calm music encourages moderate walking, while cheerful and lively music encourages running and jumping. In addition, it increases the discipline, efficiency, and attentiveness of children.

Breathing exercises for children in the senior group of kindergarten

Techniques for conducting morning exercises in the first junior group

Like any other activity, morning exercise requires careful selection of how you interact with your work. Traditionally, 4 types of techniques are used.

Verbal techniques

The speech of an adult is of enormous importance for the development of a child. Especially if this concerns children 1.5–3 years old who are just starting to speak. In order for speech development to occur harmoniously, you need to talk to preschoolers, illustrating any action with words.

Explanation

Morning exercises must be explained. At the same time, the teacher tries to select short sentences with understandable words, speak slowly, and clearly pronounce all the words.

The teacher not only explains, but also shows all the actions

Puzzles

This verbal technique, which motivates children to work, requires from them not only a certain amount of knowledge, but also a vocabulary. Therefore, riddles begin to be played out in the second half of the year.

In my practice, I select riddles with rhyming agreements to make it easier for children to guess what is being said. For example, before performing a complex in the form of outdoor games, my children and I solve riddles in which the names of the exercises are encrypted:

• We returned at a late hour. Who greets us at the door? Who wags his tail with happiness and dances on his hind legs, licks his hands, licks his nose? This is our favorite... (Dog) - the game "Shaggy Dog".
• It can go and pour, There is water in the puddles. And not a hare, but a scythe, Sometimes it is torrential, In the fall it is a frequent visitor. Did you guess it? This is... (Rain) - the game "Rain".
• They scraped the bottom of the barrel, swept the barns. And through the forest, without roads, Rolled... (Kolobok) - the game “Kolobok is rolling.”

Poems

In my work, I also use this verbal technique to motivate students. Firstly, children enjoy listening to rhyming lines, and secondly, they quickly understand the essence of the topic. Thus, poems not only attract the attention of children, but also give them an idea of ​​the tasks that will be in morning exercises. For example, if the kids and I are going to do the “Butterfly” story gymnastics, we start by listening to the poem of the same name:

• Amazing flower: Yellow, red patch! And along the edge there is lace. Oh! Head with a mustache! Here are the miracles: This is a beautiful butterfly! Summer beauty We all really like it!

Methodists also highlight sets of exercises that are performed to the accompaniment of poems (songs) that illustrate them - “gymnastics in verse.”

Table: examples of gymnastics in poetry (compiled based on open access materials)

Video: morning exercises in the first junior group to a song

Short stories

I come up with such stories on the topic myself. From time to time, children need to be reminded of the importance of doing gymnastics, so one of the fairy tales could be like this: “Once upon a time there were two little men - Hilyachok and Fatty. One kept being capricious and didn’t want to eat anything, and the other did nothing but chew and never went far from home. One day they were sitting in the yard, and suddenly they saw a mischievous boy coming - Big Guy. They began to ask him why he was so happy and happy. And the big guy told them that he loves physical education, does morning exercises, eats cereals, vegetables and fruits. Then Hilyachok and Fatty began to take care of their health, doing physical exercise every morning and eating right. And within a month they became cheerful and joyful boys.”

When inventing fairy tales, you need to consider that:

• they should not be too long, otherwise children will be distracted from gymnastics;
• character names should be memorable;
• If possible, you need to select pictures to match the plot.

Fairy tales can be told from the perspective of a character who performs gymnastics

Visual techniques

Preschoolers perceive the world primarily through images. Therefore, visibility should accompany any type of activity of children. And morning exercises are no exception.

When working with my students I use:

• pictures depicting exercise characters - cats, dogs, bear cubs, etc.;
• illustrations of the order in which all elements of gymnastics are performed (for example, children running, jumping or the progress of work on the exercise “The bun is rolling”);
• demonstration (for the first younger group this is a demonstration of all the movements by the teacher or watching a video where gymnastics is performed by children’s peers).

Practical techniques

These types of work include types of creative activity:

• drawings;
• crafts;
• applications.

These techniques in the first junior group are reflective in nature: this is how children show their impressions of gymnastics. For example, after completing the “Let’s Rattle a Rattle” set of story-based gymnastics, the guys and I make an applique from blank rattles for the Tanyushka doll.

Performing applications, in addition to developing creative abilities, helps children remember the exercises

Gaming techniques

Play, as the main activity of preschoolers, provides a kind of framework for working on physical exercises. In morning exercises, outdoor games with theatrical elements are actively used.

Table: card index of outdoor games for morning exercises (compiled based on open access materials)

This is interesting. Some morning complexes also include 1-2 exercises of finger games and/or breathing exercises.

Conducting morning exercises in the first junior group of kindergarten

When compiling a set of morning exercises, the teacher is guided, first of all, by ensuring that children have the opportunity to develop comprehensively, that is, different types of movements are selected. In addition, all the characters' lines, if any are implied by a specific type of gymnastics, are illustrated with movements.

It is advisable to include a variety of exercises in one gymnastics complex.

Table: card index of morning exercise complexes in the first junior group

Practicing a set of morning exercises is organized in 3 stages.

Table: timing of stages of morning exercises

This is interesting. One complex can use 2-3 types of exercises from each stage.

When allocating time for each stage, you need to make allowances for the pace at which children perform the exercises.

Table: example of a summary of morning exercises in the first junior group (fragment)

Video: morning exercises in the first junior group with a doll character

Complexes of morning exercises for the nursery

Complexes

morning exercises

1st junior group

1.Where are our hands?

I. Walking in a flock behind the teacher. At the signal to stop, turn to the teacher.

II. General developmental exercises

"Show your hands."

I.p.: legs slightly apart, hands down. Raise your hands in front of you, lower them. Repeat 4 times.

"Hide your hands."

IP: the same. Pull your arms back and return to the starting position.

"Hands for
walks ."
IP: feet shoulder-width apart, hands below. Alternate raising of hands.

“Our
hands resting .”
I.p.: legs slightly apart, hands down. Sit down, put your hands on your knees, stand up, lower your hands. Repeat 4 times.

III. Walking in a flock behind the teacher.

2.
Drum
I. Walking and running one after another. Walking on toes.

II.

General developmental exercises

"Big Drum"

I.p.: legs slightly apart, hands down. Raise your arms straight to the sides and lower them. Repeat 4 times.

"Let's play the drum."

I.p.: feet shoulder-width apart, hands below behind the back. Bend over, tap your knees, say “boom-boom”, straighten up.

"Knock your feet."

I.p.: legs slightly apart, hands down. Tap your feet on the floor and say “knock-knock.” Repeat 4 times.

III. A short run after each other.

3.Train

I. Walking and short running one after another. Walking on toes.

II. General developmental exercises

"Train".

IP: legs slightly apart, arms bent at the elbows at the waist, fingers clenched into fists. Straighten your arms forward, bend them, say “chu-chu.” Repeat 4 times.

"Let's fix the wheels."

I.p.: legs slightly apart, hands down. Lean forward, tap your knees, straighten up. Repeat 4 times.

"Let's check the wheels."

IP: the same. Sit down, put your hands on your knees, stand up. Repeat 4 times.

III. Running after each other - “the train is moving fast.” Walking.

4.With rattle

I. Walking and running one after another. Walking on toes.

II. General developmental exercises with a rattle

"Let's look at the rattle."

I.p.: legs slightly apart, hands below, rattle in the right hand. Raise the rattle up, shake it, lower it, repeat 4 times. Transfer the rattle to your left hand and perform the same movements.

"Knock the rattle"

. I.p.: feet shoulder-width apart, rattle below in the right hand. Bend over, tap the rattle on your knees, say “knock-knock”, straighten up. Transfer the rattle to your left hand and perform the same movements.

“Put down the rattle.”

I.p.: legs slightly apart, rattle below in the right hand. Sit down, put down the rattle, straighten up, sit down, take the rattle, stand up. Repeat 3 times.

III. Run after each other. Calm walking.

5.Butterflies

I. Walking one after another. Run. Walking on toes.

II. General developmental exercises

"Butterflies are flying."

I.p.: legs slightly apart, hands down. Spread your arms to the sides, wave them, lower them down. Repeat 5 times.

"Butterflies drink."

IP: the same. Bend over, move your arms back, straighten up. Repeat 4 times.

"The butterflies have settled."

IP: the same. Sit down, hands on knees, straighten up. Repeat 5 times.

III. Running and walking one after another.

6.
Games with a flag
I. Walking and running one after another. Walking on toes.

II. General developmental exercises

"Wave the flag."

IP: legs slightly apart, flag at the bottom in the right hand. Raise the flag up, wave it, lower it. Repeat 3 times. Transfer the flag to your left hand and perform the same movements.

"Knock the flag."

IP: the same. Bend over, tap your knees, say “knock-knock”, straighten up. Repeat 3 times. Transfer the flag to your left hand and perform the same movements.

“Put the flag.”

IP: the same. Sit down, put down the flag, stand up, sit down, take the flag, stand up. Transfer the flag to your left hand and repeat the exercise.

III. Run after each other, calmly walk.

7.
The little white bunny is sitting (with a ball )
I. Walking and running to the music “Big legs walked along the road, small legs ran along the path.”

II. General developmental exercises

1

. I. p. standing, legs slightly apart, hands with a ball below. raise the ball up 1-2 hands “Show the ball”, return to the starting position “No ball” by 3-4 hands (4-6 times).

2.

I. p. standing, legs slightly apart, arms with the ball extended forward. Turn left and right and look at the ball “Tick-tock” with your eyes (4-6 times).

3.

I. p. standing, feet together, ball in hands. We squat, leave the ball on the floor, return to the starting position “Where is the ball? “Then we squat, take the ball and return to the starting position “Here it is” (3-5 times).

4.

I. p. sitting, legs extended, the ball is between the legs, support with hands behind. Spread your legs to the sides - “Here is the ball” - connect your legs - “No ball” (3-5 times).

5.

I. p. standing, feet together, balls in hands, jumping “We are funny balls” to cheerful music.

III. Calm walking “Let’s see the bunny off.”

8.
Sunny
I. Walking in a flock behind the teacher 10s. Running in a flock after the teacher 8c.

II. General developmental exercises

“Warming our palms”.

I.p. – o.s. Hands up, palms up - i.p. - 4 times.

“Looking for a ray of light”.

I.p. – standing with your feet shoulder-width apart, hands on your waist. Turn right - I.p., left - I.p. - 2 times.

"Rejoice in the sun"

I.p. – o.s. – Jumping on two legs in place. 5 times.

III.

Walking in a flock behind the teacher.

9.
Merry vegetable garden
I. Walking in a flock behind the teacher 10s. Running in a flock after the teacher 8c.

II. General developmental exercises

"Cabbage"

. I.p. – standing, legs slightly apart, arms down. Raise your arms up from your sides, connect your fingers to form a ring - I.p. - 3 times.

"Carrot"

I.p. – sitting, resting on the hands placed at the sides. Bend your legs, clasp your knees with your hands, lower your head - i.p. - 4 times

"Fun"

I.p. – os. Jumping on two legs in place. - 4 times

"Pea"

Running in all directions to the music; when the music ends, the children run to the teacher. - 2 times.

III.

Walking in a flock behind the teacher.

10.
Birds
I. Walking in a flock behind the teacher 10s. Running in a flock after the teacher 8c.

II. General developmental exercises

"Birds walk on the water".

I.p. – o.s. walking in place, raising your knees high. - 6 times

"I drink birds"

I.p. – o.s. Squatting in place. - 4 times

"The grains are pecking"

I.p. - feet shoulder-width apart, arms down, bends forward.

III.

Walking in a flock behind the teacher.

11. Cheerful guys

I. Walking in any direction; on the spot; turn to an adult.

II. General developmental exercises

"We reached out."

I. p. – legs slightly apart, arms along the body. V. – raise your hands up, lower them. Repeat 4 times.

"Bowed."

I. p. – legs wider than shoulders, arms below. V. – lean forward, fingers stretch to the floor, straighten up. Repeat 4 times.

"Jumping gallop".

I. p. – arbitrary. V. – jumping at will. Repeat 6-8 times, alternating with walking.

III. Walking while restoring breathing.

1. We are funny kids

I. Walk in any direction, run slowly, walk in place, turn to an adult.

II. General developmental exercises

"Sun".

I. p. – legs slightly apart, arms down, hanging along the body. V. – Raise your hands up, stretch, lower your hands. Repeat 4 times.

"Knock Knock".

I. p. – legs wider than shoulders, arms below. V. – lean forward and tap your knees with your palms. Repeat 4 times.

"Hide and seek."

I. p. – legs slightly apart, hands below. V. – squat down – “the children hid”, hands placed on knees. Repeat 4 times.

III. Walking in any direction.

13. S nezhinka

I. Walking and running (alternate) in a column one at a time. In one hand the children hold a snowflake.

II. General developmental exercises

"Goodbye".

IP: legs slightly apart, snowflake down. Snowflake up, wave, look, lower. After 2-3 repetitions, transfer the snowflake to the other hand. Repeat 3 times.

"On knees".

IP: legs apart, snowflake up. Bend forward, snowflake to knees, return to IP. Repeat 4 times.

"Don't drop it."

IP: sitting, snowflake on your knees, arms at your side. Bend and straighten your legs. Don't lower your head. Breathing is voluntary. Repeat 4 times.

"There are snowflakes around."

IP: legs slightly apart, snowflake on the floor. Rise on your toes, walk around the snowflake in one direction and the other. Finish with normal walking and running after each other.' Repeat 3 times.

III. Walking in a column one at a time.

14.
Winter
I. Walking around the hall for 15 seconds. Run randomly for 15 seconds. Walking randomly for 10 sec. Formation in a circle.

II. General developmental exercises

"Snow falls".

IP: standing, legs slightly apart, arms down. Raise your arms up - inhale. Lower - exhale. Repeat 5 times. The pace is slow.

"Warming our knees".

I.p.: sitting, legs apart, arms supported behind. Bend forward, palms on knees, blow on knees, straighten up. Repeat 4 times, moderate pace. Instruction: “The exhalation should be longer than the inhalation.”

“Eyes are tired of snow”.

IP: standing, legs slightly apart, arms down. Sit down. Blink your eyes. Close eyes. Blink your eyes, look up. Repeat 3 times.

"Cold".

I.p.: sitting, legs together, arms supported behind. Bend your knees, pull them to your chest, and clasp your arms. Return to starting position. Repeat 4 times.

“The kids are happy about winter”.

I.p.: standing, legs slightly apart, hands on the belt. 2-3 springs, 6-8 bounces. Breathing is voluntary.

III. Running around the hall in all directions (15 seconds). Breathing exercise “Blowing on snowflakes”

15.
Petya the Cockerel
I. Walking in a flock after a cockerel (15 s). Walk, raising your knees high, moving your arms to the sides, clapping them to your sides (15 s). Walking randomly (10 s).

II. General developmental exercises

"The cockerel flaps its wings".

IP: standing, legs slightly apart, hands behind your back. Arms to the sides, wave your entire arm and hand. Return to starting position. Repeat 5 times. The pace is moderate.

"The cockerel drinks some water".

I.p.: standing, legs slightly apart, hands on the belt. Bend over. Return to starting position. Raise your head high. Repeat 4 times. The pace is moderate.

"The cockerel pecks the grains".

IP: standing, legs slightly apart, hands down. Sit down and tap your fingers on the floor. Return to starting position. Repeat 4 times. The pace is moderate.

"The Cockerel is Rejoicing".

I.p.: standing, legs slightly apart, hands on the belt. 2-3 springs and 5-6 jumps. Breathing is voluntary. Repeat 2 times, alternating with walking in place.

III. Walking in a column behind a cockerel (30 seconds). Breathing exercise “Cockerel” IP: standing, legs apart, arms down. Inhale. Exhaling, say: “Ku-ka-re-ku!” Repeat 3 times.

16.
Let's play with cones
I. Walking alternates with running in different directions (scattered). At the signal, go in a column, one at a time, behind the teacher. Children take two cones from the basket and stand in front of the teacher.

II. General developmental exercises

1

. I. p.: standing, lower your arms. Raise your arms straight to the sides - up, lower (4-6 times).

2

. I. p.: lying on your stomach, arms bent on your chest. Straighten your arms, show the bumps to the teacher, look forward, press your hands to your shoulders. Try not to bend your upper body too much (4-5 times).

3.

I. p.: lying on your back, arms along the body. Raise your arms and legs at the same time, touch your feet with your bumps, and return to the starting position (3-4 times). If the children perform the exercise well, then you can invite them to touch the cones of their feet, move their straight arms behind their heads, and then lower their legs.

4.

Jump in place. Hold the cones in both hands.

III. Calm walking. Put the cones.

17.
Complex 1
I. Walking around the hall for 10 seconds. Run randomly for 10s. Walking randomly for 10 sec. Formation in a circle.

II. General developmental exercises

“Let’s raise our heads higher.”

I.p. – stand with your legs apart, hands on your waist. Slowly move your elbows back, head up - inhale. Return to i.p. exhalation. 4-5 times.

"Spring."

I.p. - basic stance (o.s.), hands on the belt. Squat down slowly and straighten up quickly. 4-5 times.

"Woodcutter".

IP - wide stance with legs apart, arms up, fingers clasped. Bend forward, arms down. Saying “wow!”, exhale. Return to the starting point – inhale. 4-5 times.

"The wind shakes the flower."

I.p. – o.s., hands behind the head. Tilts to the right and left. Breathing is free. 4-5 times in each direction.

III. Walking slowly on your toes. Breathing is free. 10-20 s.

18.
Complex 2
I. Walking as usual... Walking on toes. Walking with your knees high. 30 s.

II. General developmental exercises

“Straighten up, stretch.”

I.p. – o.s. Rising on your toes, arms up, look at your fingers - inhale. Return to i.p. - exhale. 4-5 times.

"Mushroom picking"

I.p. – stand with legs apart. Sit down, touch the floor between your legs with your hands - exhale. Return to i.p. - exhale. 4-5 times.

"Tap".

I.p. – o.s., hands forward. Bend forward, arms down - exhale. Return to i.p. - inhale. 4-5 times.

"Pump".

I.p. – wide stance with legs apart. Tilt to the right, the right hand slides down the thigh, and the right hand up the torso. The same in the other direction. Breathing is free. 4 times in each direction.

III. Slowly walk in a circle with high knees. Breathing is free. 15-20 s.

19.
Complex 3
I. Walking around the hall for 10 seconds. Run randomly for 10 seconds. Walking randomly for 10 sec. Formation in a circle.

II. General developmental exercises

"Scissors".

I.p. – o.s., arms forward, palms down. Movements with arms crossed inward. Breathing is free. 8-10 times.

“The birds are pecking the grains.”

I.p. – narrow stance with legs apart Bend forward, down, bending your legs, tap your fingers on your knees – exhale. Return to i.p. - inhale. 4-5 times.

"Vanka-Vstanka."

I.p. – stand with your legs apart, hands on your waist. Tilts left and right. Breathing is free. 4 times in each direction.

"Wind-up toy."

I.p. – stand with legs apart. Turn left and right with a wave of your arms. Breathing is free. 4 times in each direction.

"Top".

I.p. – o.s. hands on the belt. Jumping on two legs with a left turn. Breathing is free. 15-20 jumps.

III. Walking in a circle with a stomping step. Breathing is free. 10-15 s.

20.
Complex 4
I. Walking around the hall. Running in all directions. Walking randomly. 30 s.

Formation in a circle.

II. General developmental exercises

"Let's warm our hands."

I.p. – o.s., arms to the sides. Two claps in front of the chest - exhale. Return to i.p. - inhale. 6-8 times.

"Let's warm our feet."

I.p. – o.s. Sit down, arms forward - exhale. Return to i.p. - inhale. 4-5 times.

“Bend over lower.”

I.p. – main stand. Bend forward with your fingers to touch your feet – exhale. Return to IP-inhalation. 4-5 times.

"The pendulum is swinging."

I.p. – wide stance with legs apart, hands behind the back. Alternate tilts to the right and left. Breathing is free. 4 times in each direction.

"Running Athletes"

I.p. – o.s. arms are bent at the elbows. Run in place. After 15-20s. III. Slow walking in a circle on toes for 30 seconds.

Fun exercise in verse

Hamster - hamster hamster (puff out cheeks) Striped flank (make movements according to the text) Hamster gets up early, washes his cheeks, rubs his ears. Hamster sweeps the hut and goes out to exercise, One, two, three, four, five, Hamster wants to become strong.

***

The bear cubs lived in the thicket They twisted their heads Like this, like this (circular movements with their heads) They twisted their heads The bear cubs were looking for honey Together they rocked the tree Like this, like this, (raise their hands up and tilt to the right and left) Together they rocked the tree And then they walked (walking like a bear) And they drank water from the river Like this, like this, And they drank water from the river (the torso bends forward) And then they danced (a spring with the torso turning left and right) They raised their paws higher (jumping, clapping their hands at the top) Like this, like this, raised their paws higher

***

With our feet, stomp, stomp, With our hands, clap, clap, With our eyes, a moment, a moment, With our shoulders, chick, chick, One here, two here (torso turns to the right and left) Turn around yourself One sat down, two stood up Sit down, stood up, sat down, stood up Like a roly- They stood up and then they started galloping (running in a circle) Like my elastic ball One, two, one, two (an exercise to restore breathing) So the game ended.

***

We are brave pilots, These are our planes - Two wings (wave your arms), One cockpit (shake your head) A powerful turbine at the back (shake your butt) They took off and took off - They flew, they flew. There's a house down there - We'll wave our wings at it! Higher than the clouds, Higher - higher, steeper - steeper! Through air pockets (diving through the air) Fasten your straps!

***

In a forest clearing, in a row, the animals are doing exercises. The hare rotates its head and stretches the neck muscles. He makes every movement diligently. He really likes this exercise. A striped raccoon imitates a helicopter: It waves its paws back and forth, as if it were about to take a long flight. The gray wolf is a little sleepy, he bends over: “You, little wolf, don’t be lazy! Lean to the right, to the left, And then forward, backward, You will get a boost of energy! The little bear squats, lifts his heels off the floor, holds his back straight! That's what his mother taught him. Well, the squirrels, like balls, jump and jump together!

Analysis of morning exercises in the first junior group of preschool educational institutions

Any type of activity in a preschool educational institution is subject to systematic monitoring (diagnosis), which allows not only to see progress in children’s development, but also to evaluate the effectiveness of the methods used by the teacher in their work. Analysis of morning exercises can be carried out in two formats:

• methodologists and teachers (usually morning exercises are assessed as one of the elements of working with children to form a general impression of the teacher’s methodological competence);
• by the teacher himself (to assess the level of preparation of children and identify organizational or substantive shortcomings in the work).

In both cases, the diagnostic plan will be the same.

Analysis of morning exercises is one of the elements of general monitoring of the level of physical development of children

Scheme of analysis of morning exercises

The gymnastics analysis scheme includes the following evaluation criteria:

1. General information about the group (name, total number of children and number of people present that day).
2. Assessing the level of preparation for exercises (wet cleaning, ventilation).
3. Appearance of the teacher (sportswear, tied up hair) and children (sports uniform, suitable shoes, girls' hair tied up).
4. How long did the gymnastics last?
5. Number of stages worked out (introductory, main and final).
6. Description and timing of each stage, indicating the goals that were achieved or not achieved.
7. Assessing the degree of teacher participation (explaining tasks, demonstrating movements).
8. What emotional background was created.
9. Overall assessment of the work (high, good, satisfactory).

Morning exercises in the first junior group are not only an important part of maintaining the daily routine, helping to improve health and provide conditions for the full physical development of children, but also a way to organize children for joint activities and foster a sense of camaraderie. Therefore, the teacher must approach the organization of gymnastics with special care. We must not forget that carrying out a set of exercises at the beginning of the day creates a positive emotional background in a group where most children have a hard time parting with their mothers in the morning.