Physical education and development of young children

The goals and foundations of physical education for young children are to improve health, physical development, and improve the functions of the baby’s body. It is extremely important at such a young age to arouse in the child an interest in various types of physical activity (training, morning exercises, and so on). This will help to form positive personality traits in the future, which will be very useful in adulthood.

Features of physical education and development of young children

Physical education classes help raise a mentally and physically healthy child. Exercises should be useful, accessible and not very difficult. Physical activity for the baby should be increased gradually so as not to overload the growing body. Classes should not be boring, otherwise the baby will quickly lose interest in them. But if you force him to practice against his will, then this will not lead to anything good and at the first opportunity the child will stop training.

It is important to understand that despite the rapid growth of all systems and organs of a child, they are still not developed as in adults. In addition, the child’s body has not fully developed immunity, so if the load is too high, overexertion can occur, which leads to a decrease in immune defense and the development of various diseases.

Therefore, it is extremely important to correctly develop a training program in order, on the one hand, to promote the development of the musculoskeletal system, the formation of the correct curvature of the spine, to prevent the development of flat feet, and on the other hand, not to harm the baby’s health with excessive loads and increased physical activity.

MAGAZINE Preschooler.RF

The main goal of raising a child is the comprehensive and harmonious development of his personality. Physical education is an integral part of this process. Society actively promotes a healthy lifestyle: giving up bad habits, active recreation and, of course, physical education, which has a special place in promoting health.

The role of physical education in the development of a young child is of great importance. Rising at first mainly through motor activity through the stages of self-awareness, the child grows stronger and develops not as a separate, isolated being, but as a future social personality, since it is the knowledge of his powers and the degree of faith in them, acquired in the process of action, that largely determine social personality traits and its position in the environment. Given the role that motor activity plays in a child’s life, the culture of correct movements is one of the main tasks of physical education. A firm, correct gait, a slender and stable body position, a strong and bold jump, a correct arm swing, fast running, etc. - all these are moments that play an extremely important role in the emergence and strengthening of that feeling of health, vigor and faith in oneself. strength, which is extremely important and valuable in the developing personality of the child. His motor activity and motor talent, the motor skills and agility acquired by him determine not only his physical development, but also his social position, i.e. the place that he is able to occupy in time for games and activities in the emerging children's group (E. A. Arkin, 1967).

Physical education is for children what the foundation is for a building. The stronger the foundation, the higher the building can be built; The more care you take about a child’s physical education, the greater success he will achieve in general development, in science, in the ability to work and be a useful person for society.

At no other age is physical education so closely connected with general education as in the first seven years. During the period of preschool childhood (from birth to seven years), the foundations of health, longevity, comprehensive motor readiness and harmonious physical development are laid in the child.

Physical education of young children provides for the protection and promotion of health, improvement of the functions of the child’s body, and his full physical development. It is aimed at the timely development of motor skills, abilities and physical qualities (strength, endurance, dexterity, speed) in children; developing interest in various types of motor activity accessible to the child; nurturing the habit of daily physical exercise, as well as positive moral, moral and volitional personality traits.

Properly organized physical education of children of early preschool age contributes to the formation of a good physique, prevention of diseases, and improvement of the functioning of the internal organs of the child’s body systems. Therefore, it is extremely important to properly organize physical education at this age, which will allow the baby’s body to accumulate strength and ensure in the future not only full physical, but also mental development. And such important human characteristics as strength, will, endurance, health, cheerfulness, physical activity are instilled in childhood, no matter how beautiful the flower is, and if it is not watered in the bud, it will never be destined to bloom.

In the physical education of children of this age, a strict differentiated approach must be observed: when prescribing a regimen, nutrition, hardening procedures, when selecting games and physical exercises, their dosage takes into account the age, state of health, physical development and preparedness, as well as the individual characteristics of the child.

To this end, physical education classes provided for in preschool educational institutions should be structured in accordance with the psychological characteristics of a given age, the availability and appropriateness of exercises.

Sets of exercises should be exciting, and also provide a physiologically and pedagogically necessary and justified load that satisfies the child’s need for movement.

Positive emotions and emotional saturation of classes are the main conditions for teaching children movements. Imitation gives rise to emotions that activate the child. In addition, interest has a positive effect on the motor activity of children, especially those who are sedentary and inert.

It should also be noted that the development of a child must be approached systematically, paying attention to all types of exercises: the main types of movements are general developmental and play exercises, outdoor games, and we must not forget about morning exercises and activities with children on the street.

Raising children healthy, strong, and cheerful is the task not only of parents, but also of every preschool institution. Therefore, the role of the teacher in carrying out physical education work with young children is great, since children spend most of the day with them. That is why the outstanding Soviet teacher V. A. Sukhomlinsky so rightly noted: “I am not afraid to repeat again and again: caring for health is the most important work of an educator. Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the cheerfulness and vigor of children .

Thus, the physical education of young children is of great importance for the future of the entire society, and the goal of physical education in a preschool institution is the creation of all the necessary and favorable conditions for the future formation of a healthy and physically strong personality. And the teacher’s goal is to properly organize work in this direction, i.e. planning and conducting physical education classes taking into account the age-related anatomical and physiological characteristics of the child’s development, creating conditions for the normal physical development of children.

All these above circumstances served as the basis for choosing the topic of this article. They address the problem of carrying out work on physical education of young children and the role of the teacher in it.

This article also examines the features of the development of movements of children of the 3rd year of life and the forms of organization for the physical education of children of this age.

Some authors call this early age pre-preschool. Early age is the period of the most intensive development of all organs and systems of the child’s body, the formation of various skills and behavior.

The mental and moral development of a child in the first three years, more than at any time in the future, depends on his physical condition and mood. The pace of physical and mental development at an early age is high, but the structure of all organs and systems is not yet complete, and therefore their activity is imperfect.

The physical activity of young children is the foundation for the full formation of a child’s personality and the preservation of his physical and mental health.

By the 3rd year of life, the basic locomotion movements are formed, although their final maturation occurs only in adolescence. Skeletal growth occurs at a rapid pace, muscle mass increases, body proportions change; by 2-3 years the brain mass triples (B. N. Klosovsky). Basic vital movements are mastered. The mental characteristics of a child of this age determine the advisability of short-term but frequently repeated activities with a variety of (mainly play) content.

It is unacceptable to overload the child’s body with exercises associated with high strength tension and fatigue.

In the third year of life, the child’s activity of all organs improves, as a result of which he becomes physically more resilient, and his nervous system’s performance increases. However, children of this age are still easily excited and tired of monotonous activities.

The body of a child of the 3rd year of life is very plastic. Systematically carried out health activities have a positive impact on its development.

At the same time, the most insignificant mistakes can easily cause various disturbances in the child’s health and in the state of his nervous system. Therefore, the correct organization of physical education is one of the most essential sections of raising a young child.

The study of “health status” in young children involves two directions:

1. Timely diagnosis of pre-nosological health abnormalities, taking into account indicators that determine and characterize the child’s health:
2. The validity of prescribing medical and pedagogical corrective measures to ensure harmonious development and optimal health.

The task of strengthening the health of young children is a necessary condition for their comprehensive development and ensuring the normal functioning of the growing organism. In order to maintain and improve the health of a child in one of the most crucial periods of his life, a huge amount of daily work is needed in the family and preschool educational institution. A single information space will help parents and teachers in resolving issues related to children's health. There are three lines “defense” : regime; nutrition; physical education.

Properly organized motor activity of a child helps to improve his health; is one of the important conditions for proper metabolism, stimulates the development of the nervous and cardiovascular systems of the musculoskeletal system, respiratory and digestive organs. Physical activity also plays an important role in ensuring the child’s full mental development, as it stimulates positive emotions, increases the baby’s overall vitality, and provides food for a variety of impressions and active cognitive activity.

Research shows that the level of physical activity of young children depends on a number of factors: time of year, day, as well as the gender of the child and his individual characteristics. In summer, the need for movement increases, which is associated with changes in metabolism. The need for movement also changes throughout the day: children are most active in the first half of the day from 9 to 12 hours, and in the second half from 17 to 19 hours. Boys, on average, move more than girls. Some children are characterized by increased motor activity, while in others it is moderately or weakly expressed. This may be due to both the characteristics of the child’s temperament and his living conditions.

In the third year, children's self-care actions become more conscious and dexterous. Kids can eat independently and carefully, fasten buttons, help an adult place dishes on the table, wipe the table with a napkin, make the bed, etc. Household activities not only contribute to the socialization of the child, his assimilation of the norms and rules accepted in society, but also develop motor abilities, such , like coordination of hand and finger movements.

The development of movements is facilitated by children's activities with various objects used by adults, as well as with toys. Games with didactic toys (pyramids, cubes, inserts), story toys. Activities using tools (a stick, a net for catching floating toys, scoops and shovels for playing with sand and snow), drawing and modeling also include a wide variety of movements that contribute to the development of fine motor skills.

The physical health of children of the 3rd year of life is one of the fundamental principles of its full development. A normally physically developing child is, as a rule, active, cheerful and inquisitive; active in games, participates in adult activities. The physical well-being of a young child in a preschool institution should be the subject of special attention of teachers.

In the third year of life, children become more purposeful in their movements. At this age, walking improves even more. Children move freely, can change rhythm and direction, movements; At a signal they stop, resume movement, speed up their walking and run. The length of the step increases, but the movements of the arms and legs are not always coordinated.

As the child's walking becomes more

automated, conditions are created for more complex activities involving a combination of walking and actions with objects. A child can, without fear of losing his balance and falling, carry objects in his hands, drag them by a ribbon, carry a toy on a stick, a toy baby stroller, play with a ball (roll it, throw it, roll it, catch up), etc.; can stand on tiptoes, bend over and look under something to reach a toy with his hand or with a stick.

In the third year, in a number of cases, the child makes movements with his arms and legs at the same time: he can ride a tricycle, manipulating objects as he goes, while dancing, he coordinates his movements with the movements of other children (they walk in pairs, in a general circle), stomps his feet and claps at the same time. clap. Children of the third year of life are not yet running (they run leaning on the entire foot), but their arms work intensively and freely.

The ability to throw develops: the force of the throw increases, preparatory movements for mastering the skill of swing develop. By the age of three, a child can throw the ball forward from the chest with both hands, throw the ball into the net, throw and catch a large ball at a distance of 70-100 cm.

Improves crawling and climbing. Children under 2.5 years old climb onto a stepladder 1.5 m high, and older children climb a vertical gymnastic wall of the same height. By the age of three, children can already crawl under a rope and jump in place on two legs. Given the unique structure of the feet of children of this age, they cannot be taught to jump from heights. By the age of three, a child can walk up an inclined board (15 cm wide and 2 m long), raised at one end by 30-35 cm, and walk down it to the end of the board; climb on and off a stool (40x40 cm area) 25 cm high; step over a stick or rope, horizontally raised above the floor at a height of 30-35 cm.

Hand movements are improved: the child can almost independently dress, undress and wash himself, begins to hold a pencil, tie shoelaces, fasten buttons, spin a top, etc.

So, by age 3, children can:

• run, changing speed, in one direction or in a circle;
• spin around in place;
• walk on all fours along the path;
• going up and down stairs;
• climb onto a chair, bench, and get down from them;
• throw and catch a ball thrown from a short distance;
• hop on two legs in place and jump forward,
• jump from low objects (10-15 cm);
• jump over streams, ditches, etc.

Morning exercises are an obligatory component of physical education and health work in the daily routine. It removes residual inhibition after a night's sleep; provides training of all muscles, which helps to develop good posture; prepares the child’s body for subsequent stress.

The duration of morning exercises ranges from 5 to 10 minutes.

When selecting exercises for a complex of morning exercises, it is necessary to take into account the following: 1) they must meet the requirements of the gymnastics program for children of this age; 2) should be simple in form and mostly familiar to children. Therefore, it is recommended to include in morning exercises exercises that children recently performed in physical education classes (but not necessarily those that were in the last lesson). One complex is carried out for a week, and then changes (performing a complex for 2 weeks reduces children’s interest in them).

Outdoor games are an important means of physical education. Outdoor games are included in children’s physical education classes, morning exercises, and also during children’s independent activity hours.

When conducting outdoor games, children develop the ability to act in a team, the desire to complete one or another task, courage, dexterity, develop coordination of movements, a sense of imitation, and form the main types of movements. The value of outdoor games lies in the fact that in addition to the development of movements, the implementation of various rules in the game requires the child to understand the situation, attention, and endurance. He develops the ability to play together and coordinate his movements with the movements of others. Outdoor games, when carried out correctly, cause a lot of joy, laughter, and have a positive effect on the physical development of children.

Outdoor games are especially widely used in the warm season, not during walks, where children should be provided with plenty of space and various benefits. When conducting outdoor games, it is necessary to ensure that children do not have to make the same movements or maintain one position for a long time, since all this quickly tires them. A variety of movements are needed, causing the activity of different muscles, a transition from calmer to more animated movements.

Outdoor games contribute to the comprehensive development of children, promote healthy living, enrich children’s lives with new content, educate their feelings, behavior, orientation in the environment, independence and creative initiative.

The task of the teacher when carrying out work on the physical education of children is to systematically implement interrelated health, educational and educational tasks, the implementation of which ensures the physical development, strengthening of the child’s health, the acquisition of correct motor skills, the cultivation of an emotionally positive attitude towards physical education and sports, and the all-round development of the child. personality.

The peculiarities of the physical development of young children require the teacher to strictly regulate the motor activity of children in organizing outdoor games, physical education classes, and morning exercises.

One of the necessary conditions for the successful conduct of physical education classes is proper planning and proper organization. Children should, if possible, study in the gym (if there is none, then in the group room). This is necessary for the development of children’s orientation in a large space and makes it possible to demonstrate motor activity to a greater extent. With children of the 3rd year of life, the teacher organizes a lesson with the entire subgroup; In this case, in-line and frontal methods are used.

Individual work with children in physical education.

In each age group there are children with weak physical development, with signs of any deviations from the norm, as well as children who are overly excitable or, conversely, with a reduced reaction to the environment, shy.

Based on taking into account the typological characteristics and health status of each child, the teacher’s tasks during individual work on physical education are to teach children who do not master the program material at a general pace; in improving the physical development of weakened children; in activating sedentary, shy children and increasing their emotional tone.

The teacher plans individual work throughout the day during play and walk hours.

If the child does not dare to complete the exercise, is timid or embarrassed, the teacher should work with him individually several times. In addition, during the daily routine, during waking hours, the teacher should conduct separate physical exercises with lagging children, as well as with a small group of children daily in the form of a game (for example, throwing small balls into a hoop, throwing and catching balls, etc.). For children who are significantly behind in the development of motor skills, special classes are conducted based on individual complexes.

Along with organized forms of motor activity, the independent motor activity of children at various scheduled moments is also of great importance.

A young child has a strong need for movements, however, so that they are not aimless and random, the teacher’s targeted guidance is necessary.

In the 3rd year of life, it is important to consolidate the correct automaticity of walking, a sense of balance, develop coordination of movements, correct posture, and promote the formation of a normal arch of the foot.

For this purpose, it is important to create conditions in the group room and in the area for free physical activity of children. The stimulus for children’s independent motor activity is, first of all, the presence in the group or area of ​​various toys, small and large physical education aids. The group room should be spacious, which is achieved by the correct arrangement of furniture, selected in accordance with the height of the children.

In the group of children of the 3rd year of life, it is advisable to use toys that stimulate initial independent actions, encouraging children to perform various movements: various gurneys (horses, cockerels, etc.), strollers, cars, balls and balls, as well as special physical education equipment for development movements: a slide with a ladder and a ramp, a gate, a log, a stepladder, a gymnastic wall, large boxes, baskets on which children practice climbing, creeping, stepping, etc. under the guidance of a teacher. From time to time, boards, gymnastic benches, etc. should be added to the group.

The site and playground are also equipped with special aids (bench, ladder, log, etc.). Children must be taught to walk not only on flat, but also on uneven surfaces, on grass, sand. It is important that the teacher actively stimulates the children’s need for movement: attracts them to outdoor games, encourages them to act independently, while teaching them the correct movements (how to correctly climb up and down a ladder, throw a ball, etc.), develop movement in children using simulation exercises ( “jumps like a bunny” , “flies like a bird”, etc.).

All of the above diversity of children’s independent motor activities is provided for in the teacher’s plan.

Thus, having studied the features of the early age period, it should be concluded that the physical education of children of this age is of great importance for the future of the entire society and its goal is to create all the necessary and favorable conditions for the future formation of a healthy and physically strong personality. Therefore, if this period is missed in terms of competent physical education, then in the future it will be extremely difficult to make up for problems and eliminate mistakes made.

Bibliography

1. Aksarina N.M. Raising young children. - M., 1977.
2. Abrosimova L. I., Yurko G. P. Physical education of children. - M, 1989
3. Raising young children / E.O. Smirnova, N.N. Avdeeva, LN Galiguzova and others - M.: Education: Educational literature, 1996.
4. Raising young children: Methodological manual for the “Krokha” / ed. G.G. Grigorieva. — N. Novgorod. 1997.
5. Galanov A. S. “Mental and physical development of a child from 1 year to 3 years” , A manual for employees of preschool educational institutions and parents. — 3rd ed., rev. and additional M.: ARKTI, 2006.

Physical education means

The main means of physical education are:

• proper nutrition - a balanced diet is the basis for the health and normal development of the child’s body; food must contain all the necessary nutrients (proteins, carbohydrates, vitamins, fats, macro and microelements);
• correct daily routine - the baby must live according to a schedule, get up on time in the morning and go to bed in the evening, he needs to sleep 10 - 12 hours;
• compliance with hygiene rules;
• carrying out health-improving and hardening procedures;
• creating conditions for sufficient physical activity.

Age-related characteristics of physical activity in children

5-6 months. Already from birth, the child needs to create all the conditions conducive to voluntary movements and play activities. Since physical activity is very closely related to the development of the central nervous system in children. Therefore, it is necessary to encourage and stimulate motor movements from the first year of the baby’s life. For example, give a rattle in your hands so that the child learns to hold it and consciously release it with his fingers.

6-7 months. By this moment, the children are already like a small motor and they begin independent vigorous activity, they begin to crawl. But don’t be alarmed if your baby is lazy and doesn’t like moving independently on all fours. Even those children who skip the crawling stage and immediately move on to the walking stage by the age of one year or a little later also turn out to be very physically active and quickly catch up with their crawling counterparts.

From 1 year to 2 years. During this period, children improve their development of basic movements and gradually move from walking to running. Also, during this period of time, correct posture is formed, the arch of the foot acquires a clearer outline, and coordination skills and a sense of balance begin to appear.

From 2 years to 3 years. During this period, babies improve their throwing, climbing and crawling skills. Therefore, various ball games for this age are very entertaining and useful. For example, to develop accuracy and the skill of hitting a target, place a small basket in front of your baby and ask him to throw a ball into it.

From 3 to 4 years. As a rule, during this period, babies develop movements reminiscent of jumping. After perfecting this skill, they move on to jumping in a forward direction. Also, three-year-old children love to actively climb all kinds of steps. Therefore, it is necessary to provide conditions for free climbing and climbing over obstacles.

In order for the child to successfully consolidate all his motor skills, it is recommended to conduct classes in a group of similar peers. For example, in a children's entertainment complex, where there are slides, sports walls with crossbars, balls, etc. This allows the child to perform various movements.

Current tasks of sports work with primary schoolchildren

There is interest in sports all over the world, and society cultivates the joy and art of being healthy. Ideally, these goals also become the meaning of public policy. But it is important to educate the younger generation in such a way that no external obstacles can shake their strong moral principles and desire to take care of their moral purity and health. Read: Objectives of physical education for school-age children.

At school, regular sports activities, in addition to a healthy body, develop spiritual and moral qualities in children:

• conscious desire to lead a healthy lifestyle;
• a sense of collectivism, the need for comradely mutual assistance;
• concepts of honesty and justice;
• need for physical activity;
• the formation of basic volitional qualities occurs: courage, perseverance, self-control;
• children learn to independently monitor their health, motor fitness, and adjust, depending on them, their sports load.

A healthy person is formed by the diversity of social life: in the process of study, communication during classes and recreation, and subsequent work. Physical education classes are one of the “building blocks” in building a well-rounded personality.

Complexes of morning exercises for the senior group

Moral qualities

During training, especially competitive sports events, children have to experience considerable physical and psychological stress: an unpredictable environment, a spirit of confrontation, and an awareness of personal responsibility for the result of the competition. At such moments, the same courage, endurance and willpower are nurtured. The guys learn to interact with the team, obey the rules, support their teammates, and respect their opponents.

Mental development

Sport not only increases psychological stability, it teaches observation and attention. Children who have regular physical activity become more efficient and diligent. Sports discipline becomes useful when the acquired hardening and hygiene skills are transferred to the educational process. Children will not need adult intervention to properly organize the preparation of lessons, respond to the first signs of overwork, and exams will not cause a nervous breakdown. The formation of motor memory is interconnected with the development of sensory organs, selectivity of vision, and hearing.

Desire to work

High-quality physical activity at school is important for the development of hard work. Physical education lessons, during which the goal is to achieve a certain result, force children to overcome fatigue and repeat certain actions many times. This prepares schoolchildren for socially useful work, the need to achieve goals in certain work activities. Schoolchildren are trained to work in a team during the joint preparation of equipment and inventory, efforts to improve the sports ground, and unite activities in sports and labor camps.

Development of culture and sense of beauty

Physical education classes contain a certain potential for developing an aesthetic sense in children. Sport teaches you to find beauty in the shape of an athlete’s body, the movements of a gymnast brought to perfection, and the nature surrounding a tourist and climber. Sports are exciting not only because they provide health benefits. Children learn to receive aesthetic pleasure from the surrounding beautiful landscape, developed body, and movements honed to perfection.

International education

During sports competitions, children have to visit neighboring regions and travel outside the republic and country. Contacts between athletes of different nationalities and countries reinforce the habit of treating an opponent with respect and evaluating a person not by external distinctive features. Impressions from getting to know the different way of life of people, the culture of different peoples, and historical places instill respect for customs and traditions, do not allow racial prejudices to take root, and develop the desire for communication and cooperation.