GBOU secondary school No. 587 DO No. 2
Moscow
Accepted by the Pedagogical Council
GBOU Secondary School No. 587 DO No. 2
Protocol No. 1 dated 08.29.13.
“I approve”________________
RSP No. 2
E. V. Bulankina
When developing the “Health” program, we strived to ensure that the system of health-improving work with children that we had developed, including innovative forms and methods, would organically fit into the life of the kindergarten, and, most importantly, would be liked by the children.
The program determines the main directions for improving the health of children in preschool educational institutions, tasks, as well as ways to implement them.
Relevance of the program
Health is a complex concept that includes the characteristics of a person’s physical and mental development, the adaptive capabilities of his body, his social activity, which ultimately provide a certain level of mental and physical performance.
In modern conditions of development of our society, there is a sharp deterioration in the health of children, and therefore the improvement of children’s health is one of the top priorities facing society.
The relevance of the problem of preventing various diseases is determined by the high morbidity of preschool children, the negative impact of repeated cases on their health, and the formation of recurrent and chronic pathologies.
Today there are very few healthy children at preschool age. Behind last years The health status of children is progressively deteriorating. The birth of a healthy child has become rare, the number of premature babies, the number of congenital anomalies, and the number of children with speech disorders are growing.
There are many reasons for the growth of pathology. These are poor ecology and unbalanced nutrition, decreased physical activity, information and neuropsychic overload.
The possibility of constantly searching for ways to strengthen the health of children, the formation of the foundations of a healthy lifestyle, and the diversified development of motor abilities convinces us that until now, the health-improving influence of physical education and natural factors on the child’s body has not been fully realized in preschool educational institutions. Therefore, the search for new means of preserving and strengthening children’s health is relevant.
As a result of this, the “Health” program and applications to it were developed in the kindergarten - guidelines on physical development and health improvement of children in preschool institutions. The “Health” program takes a comprehensive approach to solving the problem of preserving, strengthening and correcting children’s health.
To implement the program in kindergarten, the following conditions exist:
Two medical rooms, two isolation wards, which are equipped with medical equipment
experienced nurse
gym, which is equipped with the necessary equipment: gymnastic benches, sports mats; gymnastic walls, balls, hoops, ropes and other necessary equipment. The quantity and quality of sports equipment and equipment helps ensure high motor density of physical education activities
In each age group there are sports corners where children exercise both independently and under the supervision of teachers
work at preschool educational institutions narrow specialists narrow focus: speech therapists, physical education instructor. education
offices of speech therapists are equipped for group and individual correctional work with children
Program concept
The health of preschool children is socially conditioned and depends on factors such as the state of the environment, the health of parents and heredity, the living conditions and upbringing of the child in the family, in an educational institution. Significant factors shaping children's health are the education and training system, including physical education, mental health care, and the organization of medical care. You need to start building health in childhood, when the experience of healing is most firmly established, when the stimulus is the child’s natural curiosity, the desire to learn and try everything, age-related physical activity and optimism.
Strengthening the health of children should become a value priority of all educational work of preschool educational institutions: not only in terms of physical education, but also training in general, organization of the regime, treatment and preventive work, individual correction work, a person-oriented approach when working with children, weapons parents with the basics of psychological and pedagogical knowledge, their education.Feature The organization and content of the educational process should be an integrated approach aimed at nurturing in preschoolers the need for a healthy lifestyle.
Basic principles of the program:
1. Scientific principle– reinforcement of all necessary measures aimed at improving health with scientifically based and practically proven methods.
2. The principle of activity and consciousness– participation of teachers and parents in the search for new effective methods and targeted activities to improve the health of themselves and their children.
3. The principle of complexity and integrativeness– solving health problems in the system of the entire educational process and all types of activities.
Purpose of the program:
Preserving and strengthening the physical and mental health of children, improving their physical development.
Main directions Health programs are:
Material and technical equipment of the health-improving process in preschool educational institutions.
Educational direction.
Treatment and prophylactic direction.
Monitoring the implementation of the program.
Objectives and ways of implementing health-improving work in each area of the program:
I. Material and technical equipment of the health-improving process in preschool educational institutions.
Objective: Improving the health-preserving environment in preschool educational institutions .
Ways of implementation:
a) updating the material and technical base:
purchasing tables and chairs for groups in accordance with the growth of children
purchasing a bactericidal lamp for the pool
replenish the gym's sports equipment with balls of different sizes, hoops, massage balls, dumbbells, rubber mats for the pool
b) transformation of the subject environment:
improve the physical education area.
equip the sports ground: an “obstacle course” for developing endurance, a gymnastic wall, various small forms for organizing children’s motor activity fresh air
restore privacy zones (to relieve emotional stress) in each age group
II. Educational direction
Task 1: Organization rational physical activity of children
Caring for the health of children in our preschool educational institution consists of creating conditions conducive to the favorable development of the body. The most controllable environmental factor is physical activity, the influence of which, within the limits of optimal values, can have a targeted effect on health improvement. Motor activity is a natural need for movement, the satisfaction of which is the most important condition for the comprehensive development and upbringing of a child. Active motor activity promotes:
increasing the body's resistance to the effects of pathogenic microorganisms and adverse environmental factors
improving the body’s thermoregulation reactions, ensuring its resistance to colds
increasing physical performance
normalization of the activity of individual organs and functional systems, as well as possible correction of congenital or acquired defects of physical development
increasing the tone of the cerebral cortex and creating positive emotions that help protect and strengthen mental health
Basic principles of organizing physical activity in kindergarten:
Physical activity must be adequate to the child’s age, gender, level of physical development, biological maturity and health.
Physical activity must be combined with generally available hardening procedures.
Mandatory inclusion of elements of breathing exercises in the complex of physical education.
Medical control over physical education and prompt medical correction of identified health problems.
Carrying out physical education activities taking into account medical restrictions and medical withdrawal deadlines.
Inclusion of elements of corrective gymnastics into gymnastics and classes to prevent flat feet and curvature of posture.
Forms of organization of physical activity in preschool educational institutions:
physical activities in the hall and on the sports field
morning exercises
physical education minutes
physical education, holidays, “Health Days”
pool
Ways to implement rational motor activity in children:
implementation of the physical activity regime by all preschool teachers (see Appendix No. 1)
the predominance of cyclic exercises in physical education classes to train and improve general endurance as the most valuable health quality
the use of games and exercises of a competitive nature in physical education classes and swimming lessons
Task 2: Developing a culture of health in children, equipping them with knowledge, skills and abilities to form the habit of a healthy lifestyle
The need for physical education education is emphasized by studies confirming that a person’s health depends only 7–8% on the success of healthcare and more than 60% on his lifestyle. In this regard, it is important to cultivate a culture of health already in preschool childhood. The formation of human culture is determined primarily by the process of education, pedagogical interaction between an adult and a child, and a wide range of pedagogical means and techniques.
Physical education of a preschooler’s health consists of three components:
conscious attitude towards human health and life;
knowledge about health and the ability to protect, maintain and preserve it;
competence that allows a preschooler to independently and effectively solve problems healthy image life and safe behavior, tasks related to the provision of basic medical care.
To achieve this task, it is planned to continue focused work on fostering a culture of health, developing habits for a healthy lifestyle through such forms of work with children as:
regime moments
physical education classes
hardening procedures after a nap
organizing and holding Health Days (once a quarter)
such forms of work with parents as:
themed parent meetings
joint parent-child activities (physical education events, entertainment, etc.)
consultations with specialists - pediatrician, teachers, etc. (individual, group, poster, on the preschool educational institution website)
Task 3: Mental development of children and prevention of their emotional well-being.
The mental health of children is determined by their full mental development, which, in turn, involves the development of basic mental processes of preschoolers - perception, attention, memory, imagination, thinking (analysis, synthesis, generalization, classification), speech. This problem is solved through the implementation of the educational program of the preschool educational institution:
Frontal classes with children on basic and correctional programs, in the structure and content of which great attention is paid to the development of speech, thinking, and imagination of children;
Creation of a full-fledged subject-development environment in groups;
Organization of children's play activities;
Individual correctional work with children by speech therapists.
The most important component in the system of work on the mental development of children is development of children's graphomotor skills.
Statistics from annual studies show that about 70% of children who entered school at the age of 7 identified writing as the subject that caused the greatest difficulties. Among children who started school at the age of 6, this figure is 87.5%.
"Disadvantages" of the traditional system:
During drawing classes, due to the constant emphasis on the dominant hand, the activity of the non-dominant hand decreases, which is not entirely correct.
Long-term performance of prescribed exercises (especially with children under 5 years of age) leads to rapid fatigue of the child, refusal of activity and other negative reactions due to insufficient development of the nerve centers for regulating movements, as well as small muscles of the hand (“writer’s cramp”).
Currently, “typographic” methods of child development have become widespread, that is, teachers often use books, sets story pictures to stimulate the development of speech and thinking, but back in the 60s of the last century it was scientifically proven that children perceive three-dimensional objects more fully than their image in the picture.
Purposeful work to prepare a child for school is carried out mainly in specially organized classes, similar in structure and content (and sometimes duration) to a school lesson. But the leading type of activity in preschool age is GAME, and the source of play is objective action (D.B. Elkonin, 1999). That is why in the preschool period of a child’s development, preparation for school should be carried out indirectly, primarily through play activities.
Thus, the use of traditional techniques in preparing preschoolers to master writing graphics is not effective enough.
Novelty of the approach:
Modern research shows that for a child to successfully master writing graphics, it is necessary to develop in him:
coordination of hand movements;
spatial representations;
sense of rhythm;
muscular-ligamentous apparatus of the hands.
This requires a certain functional maturity of the cerebral cortex. What is important here is formation of interaction between the cerebral hemispheres. Therefore, along with traditional methods of developing graphomotor skills, teachers need to use kinesiological exercises aimed at developing interhemispheric interaction (see Appendix No. 2).
Prevention of children's emotional well-being in our preschool educational institution it is carried out in two main directions:
ensuring a more favorable adaptation period for newly arrived children,
creating a favorable emotional environment in everyone children's team.
A more favorable course of the adaptation period for newly arrived children is ensured through a set of psychological and pedagogical measures:
Questioning parents to study the individual characteristics of each child;
Maintaining adaptation observation sheets for each child by teachers;
Flexible schedule for the sequential introduction of newly arrived children into the group;
Gradually increasing the time children spend in the group;
The use of special pedagogical techniques (introducing a child to life in kindergarten, organizing a photo exhibition “My Family”, introducing children’s favorite household toys into a group subject environment, etc.);
Creating emotional comfort when putting children to bed during the day;
Psychological and pedagogical education of parents (group, individual and bench consultations)
The creation of a favorable emotional environment in each children's group is ensured through the use of forms of work, as well as the use of psychological and pedagogical methods and techniques aimed at preventing unwanted affective manifestations in children:
diagnostics of the emotional well-being of children through observation, analysis of productive activities of children, the use of projective techniques;
ensuring a calm environment in the group room (avoid excessively loud speech, promptly respond to conflict situations between children);
active, role-playing games, dramatization;
providing conditions for proper daytime sleep (ventilation, creating a calm environment, observing the “rituals” of getting ready for bed);
organization of “psychological relief corners” (children’s privacy zones) in groups;
creating a situation of success for each child in the classroom and in free activities;
formation of a culture of communication between children;
carrying out leisure, entertainment, holidays (including joint ones at age parallels, with parents), etc.;
rational use of “music therapy” (used, if necessary, in classes, when performing relaxation exercises, when putting children to sleep during the day and waking them up, etc.).
III. Treatment and prevention direction
Objective: Improving the system of preventive and health work.
Preventive and health work in our preschool educational institution should be aimed primarily at complying with the rules of SanPiN.Much attention preventive measures should be taken:
ventilate the premises in accordance with the schedule;
carry out wet cleaning of group rooms twice a day;
do not clutter group and sleeping rooms with furniture and carpets;
to ensure natural lighting in the rooms, curtains on windows should be shortened;
2 times a year it is necessary to dry and freeze bedding (mattresses, pillows, blankets);
Clean carpets 2 times a year (in summer - washing, in winter - snow cleaning);
correctly select and arrange indoor plants;
mow lawns and areas in a timely manner (before flowering begins);
follow the rules for using and storing detergents;
During quarantine measures we strictly adhere to sanitary and epidemiological regulations.
Preventive and health-improving work with children in preschool educational institutions is carried out:
1) specific immunoprophylaxis . Its goal is to strengthen or weaken the formation of immunity to the causative agent of a particular disease. Immunity has clearly declined over the last century. This is evidenced by the increase in chronic inflammatory diseases. Vaccine prevention has become the leading method of combating infectious diseases. Active preventive vaccination of children should be carried out at certain periods of life and be aimed at developing general specific immunity.
2) nonspecific immunoprophylaxis. There are many methods of nonspecific disease prevention, since they represent a set of methods for stimulating the hidden reserves of the body's defenses, their improvement, flexibility, and versatility. Means of increasing nonspecific resistance of the body include:
hardening activities
non-traditional methods – breathing exercises, massage and self-massage
prevention of poor posture, scoliosis and flat feet, myopia
Hardening activities
One of the main areas of children's health is the use of a complex of hardening measures.
Hardening is an active process that represents a set of methods for stimulating the hidden reserves of the body's defenses, their improvement, flexibility, and versatility. The hardening effect is achieved by systematic, repeated exposure to one or another hardening factor and a gradual increase in its dosage.
It is necessary to implement a unified approach to health-improving and hardening work with children on the part of all preschool educational institution staff and parents.
The leading scientifically based methods of effective hardening in our preschool educational institution are:
contrast shower, which contributes to the development and improvement of the thermoregulation system, which functions poorly in the first years of life.
barefoot walking, which is an effective hardening agent if used gradually by children;
cyclic exercises in lightweight clothing that does not restrict movement, during classes and walks, which have a good hardening and healing effect;
extensive washing (up to the elbows, washing the face, neck)
New, non-traditional methods of immunoprophylaxis
These include breathing exercises, exercises to prevent myopia, flat feet and poor posture, and self-massage. These methods must be introduced into the system of health measures.
Breathing exercises: One of the most important goals of organizing proper breathing in children is to form in them the basic components of voluntary self-regulation. After all, the rhythm of breathing is the only one of all bodily rhythms that is subject to spontaneous, conscious and active regulation on the part of a person. Training makes deep, slow breathing simple and natural, regulated involuntarily.
At the beginning of the course of classes, it is necessary to pay great attention to developing proper breathing, which optimizes gas exchange and blood circulation, ventilation of all parts of the lungs, massage of the abdominal organs; promotes overall health and well-being. Proper breathing calms you and promotes concentration.
Breathing exercises should always precede self-massage and other tasks. The main thing is full breathing, i.e. combination of chest and abdominal breathing; It must be performed first while lying down, then sitting and finally standing. Until the child learns to breathe correctly, it is recommended to put one hand on his chest, the other on his stomach (fix them on top with the hands of an adult - psychologist, teacher, parents) to control the completeness of breathing movements.
After performing breathing exercises, you can begin self-massage and other exercises that help increase the child’s mental activity and increase his energy and adaptive potential.
For a set of breathing exercises, see Appendix No. 3
Self-massage: The mechanism of action of massage is that stimulation of receptors leads to various functional changes in internal organs and systems. Massage in the area of application has a mechanical effect on tissue, which results in the movement of tissue fluids (blood, lymph), stretching and displacement of tissue, and activation of skin respiration.
For a set of exercises for self-massage, see Appendix No. 4
A reasonable daily routine, physical activity, proper nutrition, special exercises for the eyes - all this should occupy an important place in the set of measures to prevent myopia and its progression, since physical education contributes to both the general strengthening of the body and the activation of its functions, and to increasing the performance of the eyes. muscles and strengthening the sclera of the eyes.
For a set of exercises to prevent myopia, see Appendix No. 5
Formation of correct posture. Prevention of flat feet.
At preschool age, the child’s posture is just developing and any violation of the conditions of this formation leads to pathological changes. The skeleton of a preschooler has only the features of the musculoskeletal system. Its development has not yet been completed; in many respects it consists of cartilage tissue. This determines further growth and, at the same time, comparative softness and pliability of the bones, which threatens with poor posture if the body is incorrectly positioned, burdened by weight, etc. Incorrect posture is especially dangerous for sedentary children; holding their body in an upright position does not allow them to develop properly.
Posture depends on the general condition of the skeleton, joint-ligamentous apparatus, and the degree of development of the muscular system.
Most effective method prevention of pathological posture is proper physical education child. It should start from the first year of life. This is very important, since posture is formed from a very early age. As the baby grows, new means of physical education are gradually included. By the age of 7, a healthy preschooler’s spine, as a rule, acquires a normal shape and, accordingly, correct posture is developed.
Often, flat feet are one of the causes of poor posture. With flat feet, accompanied by hardening of the arches of the feet, the supporting function of the legs sharply decreases, the position of the pelvis changes, and it becomes difficult to walk.
The main cause of flat feet is weakness of the muscles and ligaments involved in maintaining the arch.
Prevention is based on, firstly, strengthening the muscles that preserve the arch, secondly, wearing sensible shoes and, thirdly, limiting the load on the lower limbs.
The main means of preventing flat feet is special gymnastics aimed at strengthening the muscular-ligamentous apparatus of the feet and legs. Such types of movement and running not only have a good effect on the entire body, but also serve effective means, preventing the formation of flat feet. Walking on your toes and the outer edges of your feet is especially beneficial.
For literature with sets of exercises for the prevention of flat feet and postural disorders, see Appendix No. 6
For a group of frequently ill children in a preschool educational institution, an annual plan for recovery and hardening is drawn up. The effectiveness of the health improvement of this group is assessed annually.
Relationship with clinic specialists.
To preserve and strengthen the health of children in the preschool educational institution, constant communication is maintained with doctors of the narrow specialization of the clinic. Based on the results of monitoring, as prescribed by the local pediatrician and doctors of narrow specialization, health-improving, preventive and therapeutic measures are planned and implemented.
Expected results of the program "Health":
reduction in morbidity rates;
consolidation of health measures in the form of a stable psychomatic state;
increasing the level of physical fitness of children;
Monitoring the implementation of the Health program
Options
monitoring
Criteria
Means, forms of diagnostics
Timing of monitoring studies
Responsible
1. Health status of pupils
Attendance, morbidity of children
Children's health groups
Chronic diseases of children
Pinier index (indicator of proportionality of physical development)
Attendance and illness notebook
Log of preventive examinations
Table of distribution of children by health groups
In-depth medical examination: form No. 26-U
Anthropometry
Daily
October, April
March, April
October, April
nurse
Pediatrician
Doctor, m/s
Nurse
2. Physical fitness
Level of development of motor qualities
Express analysis according to Safonova
September,
May
Physical education instructor
3. Development of graphic activity and fine motor skills in preschoolers
Formation of hand-eye coordination
Quality of execution of graphic tasks (manual skill)
Methods for determining the development of visual-manual coordination
September
January
May
Educators
4. Emotional
well-being
children in the nursery
garden
Children's adaptation level 1 junior group to the conditions of the preschool educational institution.
Children's attitude towards kindergarten
Adaptation sheet
Questioning parents
Aug. Sept
During a year
Educators
1 ml.groups
Educators
Motor activity grid
in kindergarten
№ p/p
Kinds
activities
1 younger
2 younger
average
older
Prepare
Motor density
day
evening
day
evening
day
evening
day
Evening
day
Evening
Morning reception, games
Morning exercises
75%
Games before and
between
classes
Physics, games with movements
100%
Physical classes cult.
90-100%
Swimming
100%
Outdoor games while walking
100
100
100
100
95%
Indian work on movement development
100%
Self-I moves. activities on a walk
300
300
300
300
300
Hardened Procedures
Sport section
100%
Approximate time
2 hours 15
min.
2 hours
min.
2h. 40
min.
Zh.
min.
Zh.
min.
Physical education instructor ________________________________
Sidorkina L.I.
Functional responsibilities employees of preschool educational institutions as part of the program implementation "Health"
Head of preschool educational institution:
general guidance on program implementation
analysis of program implementation - 2 times a year
control over compliance with the protection of life and health of children
Senior teacher:
monitoring (together with the teaching staff)
control over the implementation of the program
Pediatrician:
examination of children, identification of pathology;
determination of assessment of the effectiveness of health improvement, indicators of physical development
Physical education instructor:
exercises for the prevention of postural disorders, flat feet
breathing exercises
determination of indicators of motor readiness of children
prevention of physical development deviations
inclusion in physical education classes:
lightweight children's clothing
hardening measures (according to the scheme, Appendix No. 7)
holding sports events, entertainment, health days
Teachers:
hardening
breathing exercises
kinesiological exercises
self-massage
exercises to prevent flat feet and posture disorders
introduction of health-saving technologies
promotion of healthy lifestyles
Carrying out recreational activities with children:
Promotion of healing methods among children
Nurse:
promotion of healthy lifestyles
specific immunoprophylaxis (vaccination)
implementation of health and preventive work according to the annual plan
Deputy Head of ACh:
creation of material and technical conditions
control over the fulfillment of sanitary and hygienic conditions by junior service personnel during the implementation of the program
creating conditions to prevent injuries in preschool educational institutions
provision of life safety
Cook:
organization of rational nutrition for children
monitoring compliance with cooking technologies
monitoring compliance with sanitary and hygienic standards in the catering department
Junior service personnel:
compliance with the sanitary and protective regime
assistance to teachers in organizing the educational process, physical education and recreational activities
Appendix 2
KINESIOLOGICAL EXERCISES
“Fist-rib-palm.” The child is shown three positions of the hand on the plane of the table, successively replacing each other: a palm on the plane, clenched into a fist, a palm with an edge on the plane of the table, a straightened palm on the plane of the table. The child performs the test together with an adult, then independently 8-10 times. The test is performed first with the right hand, then with the left, then with both hands together. If there are difficulties in performing the exercise, you can invite the child to help himself with commands (“fist” - “rib” - “palm”), pronounced out loud or silently.
"Lezginka". The child folds his left hand into a fist, puts his thumb to the side, and turns the fist toward himself with his fingers. With his right hand, with a straight palm in a horizontal position, he touches the little finger of his left. After this, simultaneously changes the position of the right and left hands for 6-8 changes of positions. It is necessary to achieve a high speed of changing positions.
"Ear-nose." With your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. Simultaneously release your ear and nose, clap your hands, change the position of your hands “exactly the opposite.”
"Lock". Cross your arms with your palms facing each other, clasp your fingers, and turn your arms toward you. Move the finger that the presenter points to. All fingers of both hands should participate in the exercise sequentially. In the future, children can do the exercise in pairs.
"Mill" Performed while standing. Invite children to make simultaneous circular movements with their arms and legs. First with the left hand and left foot, right hand and right foot, left hand and right foot, right hand and left foot. First, the rotation is performed forward, then backward, then with the arm forward, and with the leg backward. Perform so that the arm and opposite leg move simultaneously with the rotation of the eyes to the right, left, up, down.
"Mirror drawing" Place a blank sheet of paper on the table. Take a pencil or felt-tip pen in both hands. Start drawing mirror-symmetrical designs and letters with both hands at the same time. As you do this exercise, feel your eyes and hands relax. When the activity of both hemispheres is synchronized, the efficiency of the entire brain significantly increases.
"Rotation". Rotate the pencil first between the fingers of your right hand, then your left (between the thumb and forefinger; index and middle; middle and ring finger; ring and little finger; then in the opposite direction). First, the exercise is performed with one hand, then with both at the same time.
"Hands-legs". Jumping in place with simultaneous movements of arms and legs.
Feet together - arms apart.
legs apart - hands together.
feet together - hands together.
legs apart - arms apart.
Appendix No. 3
A set of breathing exercises
It is universal to teach four-phase breathing exercises, containing equal stages in time: “inhale-hold - exhale-hold.” At first, each of them can last 2 - 3 seconds. with a gradual increase to 7 sec. As already noted, at first it is necessary for the psychologist to fixate the child’s hands, which greatly facilitates learning. The psychologist should also count out the indicated time intervals out loud with a gradual transition to the child performing the exercises independently. Correct breathing is slow, deep, diaphragmatic breathing, in which the lungs are filled from the lowest to the highest, consisting of the following four stages:
1st - inhale: relax the abdominal muscles, start inhaling, lower the diaphragm down, pushing the stomach forward; fill the middle part of the lungs, expanding the chest with the help of the intercostal muscles; raise the sternum and collarbones, fill the tops of the lungs with air.
2nd - pause.
3rd - exhale: lift the diaphragm up and draw in the stomach; lower the ribs using the intercostal muscle group; lower the sternum and collarbones, releasing air from the tops of the lungs.
4th - pause.
It is best to start practicing breathing exercises from the exhalation stage, after which, after waiting for a natural pause and waiting for the moment when the desire to inhale appears, take a pleasant, deep, tension-free breath through your mouth or nose. You need to carefully ensure that the diaphragm moves and your shoulders remain calm. When performing the exercise in a sitting or standing position, do not bend forward. All exercises are performed 3-5 times.
1. Exhale completely, draw in air slowly through the nose, making sure that the anterior abdominal wall protrudes more and more forward (take in air freely, without straining). At the same time, the diaphragm flattens, increasing the volume of the lungs, and the chest expands. For 2 - 5 sec. hold the air, then begin to exhale through the mouth while tightening the abdominal wall; at the end of exhalation the chest drops. Inhale and exhale smoothly, avoiding shocks.
2. Place your right hand on the area of diaphragm movement. Exhale and, when the desire to inhale appears, with your mouth closed, take a deep, tension-free breath in through your nose. Then pause (hold the chest in an expanded state). Exhale completely, releasing air slowly and smoothly through your nose. Pause.
3. After exhaling, begin breathing through the nose, making sure that the diaphragm, lower ribs and abdominal muscles are working correctly, and whether the shoulders are calm. After a pause, begin a gradual, smooth exhalation through the narrow hole formed by the lips. In this case, you should feel as if the air stream is a continuation of the air flow coming from the diaphragm. You need to keep an eye on that. so that there is no tension in the upper chest and neck. If you feel tension, relax and slowly shake your head left and right, back and forth, in a circle.
4. "Ball". Increasing the effectiveness of breathing exercises is achieved through the use of figurative representation and the use of imagination, which is so well developed in children. For example, an image of a yellow or orange warm ball located in the stomach (respectively, inflating and deflating in the rhythm of breathing) is possible. The child is also asked to vocalize while exhaling, chanting individual sounds (a, o, y, sch, x) and their combinations (z goes into s, o - into y, w - into g c, x, etc.).
5. "Wind". As you exhale slowly, use your finger or your entire palm to interrupt the air flow so that you get the sound of the wind, the cry of an Indian, or the whistle of a bird.
6. Sit or stand up straight. Take a slow breath in through your nose and exhale slowly through a narrow hole formed by your lips onto a candle (feather, balloon), which stands in front of the child. Don't pull your head forward. The flame should smoothly deflect along the air stream, then move the candle a little and repeat the exercise; increase the distance even more, etc. Pay your child's attention to the fact that as the suppository is removed, the abdominal muscles will become increasingly tense.
Once the child has mastered these skills, you can move on to exercises in which breathing is coordinated with movement. They are performed during the inhalation and exhalation phases, during pauses the pose is held.
7. Starting position (i.p.) - lying on your back. According to the instructions, the child slowly raises one arm (right, left), leg (left, right), then two limbs simultaneously while inhaling and holds it in the raised position during the pause; slowly lowers as you exhale; relaxes during a pause. After this, U. is performed lying on his stomach.
8. I.p. - sit on the floor, legs crossed, back straight (!). Raise your arms up above your head with an inhalation and lower them down to the floor in front of you with an exhalation, bending slightly while doing so. This exercise is good because it automatically forces the child to breathe correctly; he simply has no other option.
9. I. p. the same, or kneel down and sit on your heels, legs together. Straight arms are placed to the sides parallel to the floor. The hands are clenched into fists, except thumbs, extended outward. With an inhalation, turn your hands with your thumbs up; with exhalation - down. Variation: The arms are extended forward, and the thumbs turn left and right in time with the breathing.
10. I.p. Same. Straight arms are extended forward or to the sides at shoulder level, palms facing down. With an inhalation, lift your left hand up, while simultaneously lowering your right hand down (movement only in the wrist joint). With an exhalation, the left hand goes down, the right hand goes up.
11. I. p. the same. Breathing: only through the left, and then only through the right nostril. In this case, the right nostril is closed with the thumb of the right hand, and the left nostril with the little finger of the right hand. Breathing is slow and deep. According to experts in the field of oriental health practices, in the first case, the work of the right hemisphere of the brain is activated, which promotes calm and relaxation. Breathing through the right nostril activates the left hemisphere of the brain, increasing rational (cognitive) potential.
12. I. p. - stand up, feet shoulder-width apart, arms down, palms facing forward. As you inhale quickly, your hands are pulled to your armpits, palms up. As you exhale slowly, lower yourself along the body with your palms facing down. This type of breathing has a powerful mobilizing effect and quickly relieves psycho-emotional stress.
13. I.p. Same. As you inhale slowly, your arms smoothly spread to the sides and rise up (or to the sides and to the chest) - a “pulling movement.” As you exhale - “pushing movement” - lower along the body with your palms down. This exercise is harmoniously combined with the idea of drawing in sunlight and heat, spreading it from top to bottom throughout the body.
14. I. p. - stand up, legs together, arms down. As you inhale, slowly raise your relaxed arms up, gradually “stretching” your entire body (do not lift your heels off the floor); hold the breath. As you exhale, gradually relaxing your body, lower your arms and bend at the waist; hold the breath. Return to i. P.
15. I. p. - stand, feet shoulder-width apart, hands clenched into fists, thumbs inside the palms, fists pressed to the lower abdomen. While inhaling slowly, raise your fists above your shoulders, keeping your elbows slightly bent, bend your back, spreading your shoulders and throwing your head back; stretch up, straightening your arms and rising on your toes (imagine that you have just woken up and are stretching sweetly). Fix this pose, hold your breath. As you exhale, arms down, trying to “reach” your fingers to the floor.
16. The child places one hand on the chest or stomach and focuses on how the hand rises when inhaling and lowers when exhaling. Then, in rhythm with the breathing with his other hand, he shows how he breathes (as he inhales, his hand rises to chest level, and as he exhales, he lowers it). Next, the child should smoothly and slowly raise and lower his hand or both hands simultaneously in time with his breathing, but at a certain count (by 8, by 12).
In the process of subsequent correction, practiced and reinforced (automated) breathing exercises are combined with any of the tasks described below, which requires additional attention from a specialist.
Appendix No. 4
Massage and self-massage
It is recommended to teach a child self-massage in several stages. First, the adult massages his body himself, then with the hands of the child himself, placing his hands on top, only after that the child performs self-massage on his own.
Ask him to describe his feelings before and after the massage: “Perhaps something has changed? What? Where? What does it look like?". For example, the massaged (or other) parts of the body became warmer, hotter, lighter, or covered with goosebumps, became heavy, etc.
Exercises:
« Magic points" Massage of “magic points” increases the body’s resistance, helps improve metabolic processes, lymph and blood circulation. Of course, acupuncture methods are much more extensive, and mastering them will greatly benefit both specialists and the child. However, such work should definitely be carried out only by specially trained professionals. Here are examples of those “magic points” (according to Prof. A.A. Umanskaya), which have been tested, proven their effectiveness and accessibility when widely implemented in everyday teaching and home practice. In Fig. 1 shows the points that should be massaged sequentially.
The techniques of this massage are easy for adults to learn and then teach to children. Massage of the “magic points”, performed with rotational movements, should be done daily three times a day for 3 seconds (9 times in one direction, 9 in the opposite direction). If you find a painful area in yourself or your child, then it must be massaged in the indicated way every 40 minutes until normal sensitivity is restored. In addition to other effects, constant massage is beneficial for the child because:
point 1 associated with the mucous membrane of the trachea, bronchi, and also with the bone marrow. Massaging this area reduces coughing and improves hematopoiesis;
point 2 regulates the body’s immune functions, increases resistance to infectious diseases;
point 3 controls the chemical composition of the blood and the mucous membrane of the larynx;
point 4- the neck area is connected to the regulator of vascular activity in the head, neck and torso. Massage of this point normalizes the functioning of the vestibular apparatus. This point should not be massaged with rotational, but only with translational, pressing or vibrating movements from top to bottom, just like point 5;
point 5 located in the area of the 7th cervical and 1st thoracic vertebrae. Working with it gives a variety of positive effects, including improving general blood circulation, reducing irritability and sensitivity to allergic agents;
point 6- massage of this point improves blood supply to the mucous membranes of the nose and maxillary cavity. The nose clears, the runny nose goes away;
point 7- blood supply to the eyeball and frontal parts of the brain improves;
point 8- massage affects the hearing organs and vestibular apparatus;
point 9- massage gives a multilateral effect; swelling is relieved, many body functions are normalized.
1. The child places his palms perpendicular to each other and makes sharp claps (5-10 claps with an interval of about 1 s); the places of contact are the indentations between the wrist and the lower part of the palm, then the exercise is repeated, but the places of contact are the outer sides of the wrist.
2. Arms extended forward, hands clenched into fists; sharp blows are performed first with fists facing up, then down; During the impact, the lateral surfaces of the clenched fists must completely align.
After these stimulating exercises, you can move on to massage and self-massage of various parts of the body.
3. “Washing your hair.”
A. Fingers slightly apart and slightly bent at the joints. Using your fingertips, massage your head in the direction; 1) from the forehead to the top of the head, 2) from the forehead to the back of the head and 3) from the ears to the neck.
B. The fingers are slightly bent, the surface of the nails and the first phalanges are in close contact with the surface of the head behind the ears; The massage is performed by the child with both hands towards each other from the ears to the top of the head.
4 . "The monkey is combing itself." The right hand massages the head with its fingers from the left temple to the right side of the back of the head and back. Then the left hand - from the right temple to the left side of the back of the head. In a more complex version, the arms cross at the hairline (thumbs along the midline!); in this position, the child intensively massages the head from the forehead to the neck and back,
5. “Ears.” The ears are rubbed with the palms as if they were frozen; warm up three times from top to bottom (vertically); with a back-and-forth movement they rub in the other direction (horizontally) (fingers, excluding the thumbs, are connected and directed towards the back of the head, elbows forward).
Then cover your ears with your palms, and place your fingers on the back of your head, bringing them closer together. Using your index fingers, lightly tap the back of your head up to three times. This exercise tones the cerebral cortex, reduces the sensation of tinnitus, headaches, dizziness,
6. “Eyes rest.” Close eyes. Using the interphalangeal joints of your thumbs, make 3-5 massaging movements along the eyelids from the inner to outer corners of the eyes; repeat the same movement under the eyes. After this, massage your eyebrows from the bridge of your nose to your temples.
7. “Funny noses.” Rub the nose area with your fingers, then with your palms until a feeling of warmth appears. Rotate the tip of the nose to the right and left 3 to 5 times. After this, make 3 to 5 stroking rotational movements with the index fingers of both hands along the nose, from top to bottom on both sides. This exercise protects against runny nose and improves blood circulation in the upper respiratory tract.
8. Biting and “scratching” the lips with the teeth: the same - the tongue with the teeth from the very tip to the middle of the tongue. Intense “flapping” of lips and rubbing lips against each other in different directions.
9. "Fish". The mouth is slightly open. Take with the fingers of your right hand upper lip, and the left one - the bottom one. Perform simultaneous and multidirectional movements of the hands, stretching the lips up, down, right, left. Close your mouth, take both lips with your hands and pull them forward, massaging them.
10. "Relaxed face." Run your hands over your face from top to bottom, pressing lightly as when washing (3 - 5 times). Then back side move the palms and fingers with soft movements from the chin to the temples; “smooth” the forehead from the center to the temples.
11. “Flexible neck, loose shoulders.” Massage the back of the neck (from top to bottom) with both hands: stroking, patting, pinching, rubbing, spiral movements. Similarly: a) with your right hand, massage your left shoulder in the direction from the neck to the shoulder joint, then with your left hand - the right shoulder; b) with your right hand, grab your left shoulder and make 5 - 10 rotational movements clockwise and counterclockwise; the same - with the left hand, then with both hands at the same time.
12. "Owl". Raise your right shoulder up and turn your head to the right, while taking a deep breath; With your left hand, grab the right periosteal muscle and, as you exhale, lower your shoulder. Knead the trapped muscle by taking deep breaths and looking as far behind your back as possible. The same with the left shoulder with the right hand.
13. “Warm hands.” Raise your right hand up, moving it in different directions. At the same time, the left hand holds the shoulder (forearm) of the right hand, resisting its movement and at the same time massaging it. Then the hands change.
Rubbing and warming up the fingers and the entire hand from the tips of the fingers to the base and back; Special attention should be paid to the thumbs. Imitation of “power” washing, rubbing and shaking hands.
14. "House". Place your fingers in a “house” in front of your chest and press them against each other, first simultaneously, then separately with each pair of fingers.
15. “Rocking” on the back and stomach, “Log”, “Stretching” are an excellent massage for the spine, dorsal and abdominal muscles, internal organs.
16. “Warm feet.” While sitting, vigorously rub (knead, pinch) with your right hand the sole, toes and back of the foot at the interdigital spaces of the left foot, and the same with the left hand on the foot of the right foot. After this, rub (drum) your feet against each other, as well as on the floor.
Stroking the feet and toes with the back of the hand and fingers is also helpful; rubbing, kneading them and pressing on them with the tips of the fingers and thumb, the bones of the fingers of the hand clenched into a fist, the edge of the palm, etc.
These exercises have an activating and grounding effect on the body, and also strengthen the muscles and ligaments of the arch of the foot, relieve fatigue, and prevent flat feet; They are also useful for colds and headaches. A good reinforcement for them is walking barefoot on pebbles, beans, any uneven surfaces (massage mats, flip-flops, exercise equipment).
Appendix No. 5
Methods for preventing visual fatigue and vision development in children
(according to Kovalev V.A.)
According to E.S. Avetisova, myopia more often occurs in children with deviations in general health. Among children suffering from myopia, the number of practically healthy ones is 2 times less than among the entire group of examined schoolchildren. Undoubtedly, there is a connection between myopia and colds, chronic, and severe infectious diseases. In myopic children, changes in the musculoskeletal system - poor posture, scoliosis, flat feet - are more common than in healthy children. Poor posture, in turn, inhibits the activity of internal organs and systems, especially the respiratory and cardiovascular systems. Consequently, those who move a lot and in a variety of ways from a very early age are well-tempered and are less likely to develop myopia, even with a hereditary predisposition.
A reasonable daily routine, physical activity, proper nutrition, all this should occupy an important place in the set of measures to prevent myopia and its progression, since physical education contributes to both the general strengthening of the body and the activation of its functions, and to increasing the performance of the eye muscles and strengthening the sclera of the eyes.
Special exercises for the eyes (according to Avetisov).
Special exercises for the eyes include moving the eyeballs in all possible directions up and down, sideways, diagonally, as well as exercises for the internal muscles of the eyes. They must be combined with general developmental, breathing and corrective exercises. When performing each of them (especially with hand movements), you can also perform movements of the eyeball, fixing your gaze on the hand or the object being held. The head should be motionless. The amplitude of the eyeball movement is maximum, the pace is average or slow.
It is important to strictly adhere to the dosage of special exercises. You should start with 4-5 repetitions of each of them, gradually increasing to 8-12.
OUR REMARKS: according to our observations, we achieved the best results from such exercises when these exercises were preceded by general developmental exercises. We recommend warming up at a moderate pace, ending with a light jog. Running time – up to 3 minutes. Then we gave exercises for the eye muscles. The stimulating effect of preliminary warm-up is that in the cortical part of the central nervous system there is a local establishment of temporary connections between the motor and visual cortical parts of the analyzers. This stimulated the oculomotor functions and light-sensing vision apparatus.
Simulators for kindergarten "Videoazimuth"
It is made in the form of a rectangle pattern on whatman paper, on a plywood board, etc. Its dimensions range from 30 x 42 cm to 140 x 330 cm. It serves to develop eye convergence and will help relieve visual fatigue after classes, working with a computer, etc.
The simulator is made in the form of a pattern of multi-colored arrows and lines. We offer the general concept of the drawing below.
The outer perimeter of the drawing simulator is marked with red arrows. Their length and width are selected arbitrarily, but we recommend the distance between them is 20 cm, no more. The dimensions of the rectangle can be 150 x 290-320 cm. You need to maintain an approximate aspect ratio of 1:2. The direction of the red arrows is clockwise.
Having stepped back 10-15 cm inward, we apply a second green rectangle with arrows in the opposite direction. Their dimensions and width are the same as the red rectangle. Then diagonals of blue (blue) colors are performed. And we will mark the intersection points of the diagonals with purple or black arrows as a small cross, which should not be more than half the side of the red rectangle. The background of the rectangle can be distinguished from the general color by making it white or lighter.
At the corners and at the points indicated by the central purple arrows, you can apply drawings of cartoon characters.
Place the center of the simulator pattern at a height of 160 cm from the floor. This is approximately the height at which we can perform quite calmly, without straining the neck muscles. special exercises on the Videoazimuth simulator.
Exercises (according to the teacher’s instructions):
From a distance of 2-3 meters, looking in front of you, try with your eyes (point of view) to trace the pattern of the red rectangle at a fast pace. Do this without moving your head, do it only with your eyes.
Dosage: done as many times as the child is old, starting from 5 years old.
Then a green rectangle, yellow and blue diagonals and vertical and horizontal (central “cross”) are traced, the amplitude of eye movements is large, the tracking speed is average, and for those who have mastered the exercises the pace is fast.
To make the exercise easier for small children, show eye movements while standing in front of the children and tell them that they need to “draw” a figure along the contour with their eyes. This is enough to understand the exercise being performed. Some educators use for teams at the initial stage of training the names of the supporting drawings at the corners of our simulator. For example: bunny, fox, wolf, bear (game “Kolobok”).
Note:
Exercises to prevent myopia are recommended to be carried out after morning exercises in a group.
Literature:
Wellness work according to the “Island of Health” program (p. 57 – Physical exercises for the eyes)
Teacher of preschool educational institution No. 3 – 2008 (p. 11 – Obedient eyes)
for the 2014 – 2015 academic year. (taking into account the requirements of the Federal State Educational Standard for preschool education)
INFORMATIONAL
EXPLANATORY NOTE
“Health is a precious thing and
Moreover, the only one, for the sake of
which is worth not sparing time,
strength, labor and great blessings"
Michel de Montaigne.
The problem of health and its preservation in modern society is more than acute. Long-term research and analysis of the health status of preschool children suggests its deterioration. The number of healthy children does not exceed 15-20%; the number of functional deviations in almost every child is increasing. There is a number of chronic diseases that are diagnosed as early as 3-5 years of age.
High incidence, unfavorable environmental conditions, a difficult social situation and other unfavorable factors require the development of a certain comprehensive system in working to improve the health of children, starting from preschool childhood. Research by domestic and foreign scientists has proven that the period of preschool childhood is a critical period in a child’s life. It is at this age that the nervous system, physical and mental health are formed.
How should you raise a child so that he understands the importance of health and knows how to treat it with care? Janusz Korczak shared his observations: “Adults think that children don’t care about their health...No. Children, just like adults, want to be healthy and strong, but children do not know what to do for this. Explain to them and they will be careful." .
The good health of a child determines his ability to work, the ability to easily learn what he is taught, to be friendly in communicating with peers, and to be able to manage his behavior. Such results can be achieved only if a set of health-improving measures, all daily work to protect and strengthen children’s health, and the implementation of principles become priorities in preschool institutions. Moreover, all adults, both in kindergarten and in the family, should become participants in this process.
In our preschool institution, protecting the child’s health is based on his development. The teaching staff has accumulated a wealth of experience in the physical development, health improvement and health care of preschool children. But life does not stand still; the preschool education system is being modernized. Therefore, there is a need to optimize the already established system of physical education and health activities of preschool educational institutions. Program "Hello" has become one of the main elements in managing the optimization of the health-improving activities of our preschool institution. The program is a system of measures that can influence the child’s health. It is based on the basic principles of a comprehensive program for the development and education of preschool children "From birth to school" (E. N. Veraksa, T. S. Komarolva, M. A. Vasilyeva).
Goal and objectives of the program
Purpose of the program: To optimally implement the health-improving, educational and educational direction of physical education, taking into account the individual developmental capabilities of the child in all periods of preschool childhood.
Program objectives:
- Ensure high-quality work of the preschool institution to strengthen and preserve the health of children.
- To form in children a conscious attitude towards their health.
- Involve parents in instilling healthy lifestyle values in their children.
Predicted result
- Reducing morbidity and improving the health of pupils.
- Development of children's need for a healthy lifestyle.
- Creating an atmosphere of a favorable socio-psychological microclimate for each child.
- Formation of joint traditions of family and kindergarten in the physical education of the child.
Regulatory and legal basis for the implementation of the program
- Law of the Russian Federation "About Education"
- Letter of the Ministry of Education dated June 2, 1998 No. 8934-16 “On the implementation of the right of a preschool educational institution to choose programs and pedagogical technologies”
- Letter from the Ministry of Education “On hygiene requirements and the maximum load on preschool children in organized forms of education” (dated March 14, 2000 No. 6523-16)
- Sanitary and epidemiological rules and regulations of San PiN
- Charter of the preschool educational institution
Logistics support
- Purchasing massage mats
- Cans for hardening according to the V.D. method. Sonkina
- Water thermometers
- Waterfowl toys and decorative stones
- Ribbed rubber mats for the prevention of flat feet
- Child's individual towel
- Aroma oils
- Replenishment of the methodological room with the necessary methodological literature on relaxation, motor, respiratory, oculomotor, finger gymnastics, on the prevention of flat feet, maintaining correct posture
- Replenishing the health environment with non-standard benefits (mats, massagers, health tracks)
- Creation of card files of outdoor games, awakening gymnastics, breathing exercises, hardening, acupressure massages, finger and articulation gymnastics
- The kindergarten has a gym and a swimming pool with the necessary conditions and equipment for the implementation of this health program.
Educational support (methodological)
Educational work among teachers
- Self-education
- Learning from colleagues' best practices
- Studying new scientific and methodological literature
- Application of acquired knowledge and skills in daily practice
- Physical education and health work with children with health problems
Working with parents
- Educational work
- Organization "Health Schools" at preschool educational institution
- The need for joint health improvement of their child in a preschool educational institution and family
- Recommendations for parents to improve children's health.
Section II.
DESIGN AND TECHNOLOGY
- Work on teaching children a healthy lifestyle based on health-saving technologies is carried out in several directions:
- Health-saving technologies.
The technology of health work includes:
3. ADAPTATION TO THE CONDITIONS OF PRESENTER CARE CHILDREN ATTENDING KINDERGARTEN FOR THE FIRST TIME.
- Medical examination of children, determination of health group.
- Introducing educators to parents and the child’s living conditions in the family.
- Questioning of parents - medical, social.
- Information support for parents.
- Introducing children to the group and teachers.
- Individual forecasting of the adaptation process.
- Finding mom in the group.
- Consultations of parents with a psychologist.
- Step-by-step admission to the group.
- Observing children's behavior.
- The use of optimal health-saving technologies in the educational process.
PRESCHOOL CHILDREN'S HEALTH.
The program was developed due to the particular relevance of the problem of maintaining the health of adults and children. Reflects effective approaches to a comprehensive solution to the issues of improving the health of the younger generation in preschool educational institutions. It defines the main directions, objectives, as well as an action plan and their implementation within 5 years. The program can change the face of an educational institution and create new conditions for raising a healthy personality.
Section 1
1.1 General provisions
The Constitution of the World Health Organization (WHO) states that health is not only the absence of disease or infirmity, but also complete physical, mental and social well-being. It is the most important indicator reflecting the biological characteristics of the child, the socio-economic state of the country, the conditions of upbringing, education of children, their life in the family, the quality of the environment, the degree of development of medical care, maternal and child health services, and ultimately - the attitude of the state to the problems health.
According to data published in the State Report on the state of health of the population of the Russian Federation, 60% of children aged 3 to 7 years have functional health problems and only 10% of children come to school absolutely healthy. Therefore, the health problem should be considered from a broad social perspective.
From this position, the center of work on the full physical development and promotion of children’s health should be, firstly, the family, including all its members and living conditions; secondly, a preschool educational institution, where the child spends most of his active time, i.e. social structures that mainly determine the level of health of children
Therefore, in preschool educational institutions it is necessary to search for new approaches to the health of children, based on a multifactorial analysis of external influences, monitoring the health status of each child, taking into account and using the characteristics of his body, individualizing preventive measures, and creating certain conditions.
1. 2. Purpose of the programs
Program "Healthy baby" is aimed at preserving and strengthening the health of children, developing responsibility among parents, teachers, and students in preserving their own health.
1. Law of the Russian Federation “On Education”.
2. Laws of the Stavropol Territory “On Education”, “On Health Care”.
3. Sanitary norms and rules approved by a joint resolution of the Ministry of Education of the Russian Federation and the State Sanitary and Epidemiological Supervision Authority.
5. Charter of the educational institution.
1.4. Expected results
1. Awareness by adults and children of the concept of “health” and the influence of lifestyle on health.
2. Increasing the level of orientation to modern living conditions.
H. Mastering self-healing skills.
4. Reducing the incidence rate.
1.5. Program objects
Children of a preschool educational institution. Families of children attending an educational institution. The teaching staff of the educational institution.
Section 2
Basic principles of the program
1. The principle of science- reinforcement of all ongoing activities aimed at improving health with scientifically based and practically proven methods.
Participation of the entire team of teachers and parents in the search for new, effective methods and targeted activities to improve the health of themselves and their children.
Solving health problems in the system of the entire educational process and all types of activities.
– realization of children’s rights to receive the necessary help and support, guaranteeing a positive result regardless of age and level
Section 3
Preventive
1 .Ensuring a favorable course of adaptation;
2. Implementation of sanitary regime;
3 .Solving health problems using all means of physical culture;
4. Prevention of acute diseases and neurotic conditions by methods of nonspecific prophylaxis;
5. Carrying out social, sanitary and special measures for prevention and spread infectious diseases.
Organizational
1 . Organization of a health-preserving environment in preschool educational institutions;
2. Determination of indicators of physical development, motor readiness, objective and subjective health criteria by diagnostic methods;
3. Compilation individual plans health improvement;
4 . Study of advanced pedagogical, medical and social experience in children's health, selection and implementation of effective technologies and methods;
5 . Systematic advanced training of teaching and medical personnel;
6. Promotion of healthy lifestyle and methods of healing among children, parents, and employees.
Medicinal
1. Anti-relapse treatment of chronic diseases;
2. Correction of individual deviations in physical and mental development;
3 . Deworming;
4. Antistruminoprophylaxis of endemic goiter;
5 . Chemoprophylactic treatment of tuberculosis-infected children;
6. Providing first aid in emergency situations.
Section No. 4
Responsible |
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Purchasing the necessary equipment: Medical (phytoaeroionizer, Chizhevsky chandeliers, vitaphone, quartz tube); Technological (oven); Sports (small exercise equipment, balls, dry pool); Furniture (chairs) | Deputy Head, AHR |
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Carrying out repairs: Food department; laundry complex; Corridors; Playgrounds | Deputy Head, AHR |
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Premises equipment: Winter Garden; Life Safety Corner; Walking area in the building; Mini-museum; Sensory room | Deputy head HR specialists |
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Introduction of additional services: Musical and theatrical activities; artistic work; Sports wrestling; Rhythmic gymnastics; Entertaining psychology | Deputy head HR specialists |
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Opening of a health club for teachers “Nadezhda” | Physical education teacher |
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Providing conditions for the prevention of injuries in preschool educational institutions (compliance with safety regulations when organizing the educational process and free time, timely repair of furniture and equipment in preschool educational institutions) | Deputy Head, AHR |
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Development of a health improvement program and monitoring the implementation of health activities, physical and neuropsychic development of children | Administration |
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Development of a model for introducing health-saving techniques in UVP | Deputy Head, Department of Internal Affairs |
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Search, study and implementation of effective technologies and methods of healing: Aromatherapy by G. Lavrenova; Self-healing sessions V.T. Kudryavtseva; energy gymnastics N. Semenova, M. Perepelitsitsa; Training gymnastics by P. Dennison; Special hardening of A. Umanskaya; Paradoxical gymnastics by A. Strelnikova; Psychophysical liberation and recovery in structures of the educational process of V. Bazarny; Vibration-vocal exercises by M. Lazarev; VLGD Buteyko; | Deputy, Head of Internal Affairs |
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Determination of the structure, development of criteria, levels and methods for diagnosing the valeological culture of children by age groups | Deputy, Head of Internal Affairs |
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Introduction of special classes (economics, life safety, rhythmics) | Specialists |
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Conducting valeologization of the entire educational process (psychological background of classes, methods and forms of training, duration of classes, sanitary and hygienic conditions) | Deputy head according to UVR |
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Streamlining the educational workload and active recreation of children (reducing the number of collective classes, introducing days of joy, vacations, flexible lesson schedules) | Deputy, head according to UVR |
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Creating a healthy microclimate in a team of adults and children (Code of Group Life, Code of Honor for a Teacher) | Educators |
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Continuing work to improve the subject-development environment in preschool educational institutions, introducing new effective models | Educators |
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Organization of work with parents on the problem of preserving and strengthening the health of children (publishing newspapers, magazines; conducting a series of lectures, providing an advisory center, a “helpline”) | Educators |
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Participation in scientific and practical conferences, seminars, meetings at various levels on issues of children's health | ||
Participation in an experiment on the introduction of health-saving technologies in preschool educational institutions |
Section No. 5
Forms and methods | ||
Ensuring a healthy rhythm of life | Gentle regime (adaptation period); Flexible mode; Organization of microclimate and style life of the group based on the Code; Taking into account the lunar rhythm; Taking into account biorhythms; Correction of biorhythmic activity |
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Physical exercise | Morning exercises; Physical education and health activities; Active and dynamic games; Preventive gymnastics (breathing, sound, improving posture, flat feet, vision); Sport games; Classes in sports sections; Health path (metered walking); Hiking |
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Hygiene and water procedures | Washing; Hand washing; Local and general shower; Games with water; Ensuring a clean environment; Visit to the swimming pool |
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Light-air baths | Ventilation of premises (including through); Sleeping with transoms open; Walks in the fresh air (including indoor walks); Ensuring temperature conditions and air purity |
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Leisure | Entertainment, holidays; Fun games; Health Days; Holidays |
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diet therapy | Balanced diet; Individual menu (allergies, obesity, chronic diseases) |
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Light and color therapy | Providing light conditions; Color and lighting support for the environment and educational process |
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Music therapy musical theater activities | Musical accompaniment for special moments; Music background for classes; Musical theater activities; Choral singing (including sound) |
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Autogrening and psycho-gymnastics | Suppression training games negative emotions and relief of neurotic conditions. Behavior correction; Training gymnastics |
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Special hardening | Barefoot; Play massage; Extensive washing; Breathing exercises |
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Propaganda of healthy lifestyle | Ecological and Valeological Theater; Periodicals; Course of lectures and conversations; Special classes (life safety) |
Name of events | Dosage |
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Cocktail “Air” (oxygen) | 1 tsp 1 rub. in a day daily. |
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Lemon wedge with honey “Slastena” | 1 tsp. 1r. in a day daily. |
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Vitamin C Therapeutic spout lubricant (oxaline ointment) - “Magic seasoning” (phytoncides - onions, garlic) | 0.05 -1 rub. per day daily 2 rub. per day daily At lunch every day |
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Irrigation of the throat with saline solution | Every afternoon. |
health worker with parents
methods, technologies in preschool educational institutions
Determination of health-improving orientation and significance for the child
Pedagogical-psychological-medical assessment of effectiveness and forecast of effectiveness
Children monitoring
Special survey of teachers and parents.
6. Show results.
Open events.
Performances.
Visual material.
7. Conclusions and suggestions.
GAME MASSAGE
Tempering breath
This type of hardening strengthens the entire respiratory tract. Its essence lies in performing a set of game exercises with the nose. Recommended for children younger age, but can also be used when working with older children. It is carried out 2-3 times a day.
« Let's play with the nose"
1. Organizing time
a) “Find and show your nose”
Children sit comfortably and show their nose to an adult.
2. Main part
Game exercises with a spout.
b) “Help your nose get ready for a walk”
Each child takes a handkerchief or napkin and thoroughly cleans their nose on their own or with the help of an adult.
c) “The nose is walking”
The adult invites the children to tightly close their mouths so that they do not interfere with walking and breathing well through their noses.
Older children can be asked to stop breathing through their mouth by pressing the tip of their tongue to the hard palate. In both cases, inhalation and exhalation are performed through the nose.
d) “The nose is playing around”
While inhaling, the child resists the air by pressing the thumb and forefinger of one hand on the wings of the nose.
d) “The nose smells a pleasant smell”
The child performs 10 inhalations and exhalations through the right and left nostrils, alternately closing them with the index finger.
e) “The nose sings a song”
As you exhale, the baby taps the top of his nose with his index finger and sings: “Ba-bo-boo.”
g) “Let’s warm up our nose”
The child places his index finger on the bridge of his nose and moves them towards the wings of the nose, then up and back. In this way, a kind of rubbing is done.
H. Final stage
h) “The nose returns home”
Children put away scarves and napkins. Show an adult that their nose is back.
Note. Game exercises can be accompanied by poetry:
Find your nose quickly and show it to Aunt _______.
You need to clean your nose and pack it up for a walk.
Shut your mouth, just walk with your nose
What a spoiled nose! He's used to playing pranks with us.
Hush, hush, don't rush,
Breathe in the aroma.
It's good to walk in the garden
And the nose sings: “Ba-bo-boo.”
We need to warm our nose,
Rub it a little.
My nose has worked up,
Returns home.
Hand massage
Intense pressure on the fingertips stimulates blood flow to the hands. This promotes psycho-emotional stability and physical health, increases the functional activity of the brain, and tones the entire body.
"Let's play with pens"
1. Preparatory stage
Children rub their palms until pleasantly warm
2. Main part
a) Massage with the thumb and index fingers of one hand - rub each finger, starting from the nail phalanx of the little finger of the other hand.
b) Massage the backs of your hands, imitating washing your hands.
c) Interlace the extended fingers of both hands and lightly rub them against each other, pointing the palms in opposite directions.
d) We close the intertwined fingers and bring them to the chest. Pause.
d) We stretch our fingers up and move them.
H. Final stage
children shake off their hands, relax them and rest.
Note. The exercise can be accompanied by verses:
Hey guys, come to me.
Who is standing there on the sidelines?
Come on, quickly get inspired
And start the massage game.
I'll rub my palms hard,
I'll twist each finger.
I'll say hello to everyone,
I won't bypass anyone.
I’ll play with my nails, rubbing them against each other.
Then I’ll wash my hands,
I will gently stretch my shoulders.
Then I'll wash my hands
I'll put a finger in a finger,
I'll lock them up
And I'll keep it warm.
I'll stretch out my fingers
Let them run like bunnies.
One-two, one-two, The game is over.
So the game is over
The kids are resting.
Massage of the magic points of the ears
This type of hardening is based on stimulation of biologically active points located on the auricle and reflexively connected with almost all organs of the body. Massaging these points is useful, in particular, for improving the functioning of the respiratory system and protecting the body from colds.
Is accessible to children of all ages. It is recommended to play 2-3 times a day.
"Let's play with the ears"
1. Organizational moment
The teacher attracts children to the game and gathers them in a circle.
2. Main part
Exercises with ears.
a) “Let’s find and show our ears”
Children find their ears and show them to an adult (if their hair gets in the way, they are pinned at the top).
b) “Let’s clap our ears”
The child places his palms behind his ears and bends them forward, first with the little finger, and then with all the other fingers. Pressing his ears to his head, he suddenly releases them. In this case, the child should feel cotton.
c) “Let’s stretch our ears”
The baby grabs both earlobes with the tips of his thumb and index fingers, pulls them down with force, and then releases them.
d) “Let’s twist the trestle”
The child inserts his thumb into the external auditory opening, and with his index finger presses the tragus - the protrusion of the auricle in front. Having thus grabbed the tragus, he squeezes and turns it in all directions for 20-30 seconds.
d) “Let’s warm our ears”
The child puts his palms to his ears and carefully rubs the entire shell with them.
H. Final point
children relax and listen to silence.
Note. The number of repetitions of each exercise depends on the age of the children. On average, this is 7-8 times; for children, 5-6 times is enough. actions can be accompanied by poetry
Come to me, my friend, and quickly sit in the circle.
Find your ears and show them quickly.
We play cleverly with them, flapping our ears like this.
And now we are pulling everything down. Ear, don't fall off!
And then, and then
They twisted the trestle.
My ear seems to be frozen
You can warm it up this way.
One, two! One, two! So the game is over.
And once the game is over, the time has come!
Tempering sole massage
Hardening massage of the soles as an effective type of hardening is recommended for children of middle and older preschool age. It is based on stimulation of active points located on the soles of the feet. Moan massage is done daily. If massaging with a roller or rolling pin is carried out in the morning and evening for 3-10 minutes, then a full massage is sufficient to perform once a week.
« Let's play with the legs"
1. Preparatory stage
a) Sit comfortably and relax.
6) Lubricate the soles of your feet with emollient cream or vegetable oil (1-2 drops per palm).
2. Main part
a) With one hand, forming a “fork” from the thumb and other fingers, grab the ankle and fix the foot. the other stroke the foot from the toes to the ankle.
b) Knead the foot with all your fingers.
c) Stroke the moan with a rake-like movement of the hand towards the fingers.
d) Pat the sole with your palm.
e) Bend the groan upward with an arbitrary fall down.
f) Roll the stick with your feet (soles), lightly pressing on it.
g) Rub the hardening zone located in the center of the sole with the pad of your thumb.
3. Final stage
a) Stroke the entire moan from the fingers to the ankle.
b) Sit quietly, relaxing.
Note. The dosage should be appropriate to the age of the children. The complex can be accompanied by verses:
We walked, we jumped,
Our little legs are tired.
Let's all sit down and relax
And let's start massaging the soles.
Apply a little cream to each leg.
Even though they are not a machine,
They need to be lubricated!
Let's run it gently along the leg, the little leg will be diligent.
Everyone, friends, needs affection. Always remember this!
Warm-up is also required
Do it diligently.
Rub it, try
And don't get distracted.
Along the sole, like a rake,
Let's do it with our hands now.
Both useful and pleasant - This has long been clear to everyone.
Don't spare your hands
And hit the legs harder.
They will be fast
Then try and catch up!
We also need flexibility
We are nowhere without her.
One - bend, two - straighten
Well, get more active!
This is work, this is work,
Hunting to roll a stick.
Have more fun riding
Keep up with her.
We will find a zone in the center,
Let's rub it well.
We need to be friends with her,
To keep everyone healthy.
Let's all say: “Thank you!”
To your little legs.
We will take care of them
And always love.
Extensive washing
Extensive washing as an effective type of hardening is recommended for middle-aged and older children.
It is carried out after sleep.
The essence of extensive washing is as follows: a child, undressed to the waist, at a fast pace, independently performs a series of sequential actions.
"Umyvayka"
“One” - he washes his left hand with his right hand.
“Two” - he washes his right hand with his left hand.
“Three” - runs a wet right palm from the fingertips of the left hand to the elbow.
“Four” - runs a wet left palm from the fingertips of the right hand to the elbow.
“Five” - places wet palms on the back of the neck and simultaneously leads forward.
“Six” - makes a circular motion across the chest with a wet right palm.
“Seven” - runs wet palms across his face from forehead to chin.
“Eight” - rinses his hands.
“Nine” - squeezes them out, shaking them off slightly.
“Ten” - wipes his hands dry
Note. Washing can be accompanied by verses:
Once, wash your hand,
Two - repeat with the other.
Three - wet to the elbow,
Four - repeated with the other.
Five - passed along the neck,
Six is bolder across the chest.
Seven - we’ll wash our face, Eight - we’ll wash away the fatigue from our hands.
Nine - squeeze out the water,
Ten - wipe dry.
"Barefoot
This is an excellent hardening agent for children with poor health. Increases the child’s body’s resistance to sudden temperature fluctuations and hypothermia. Held at any time of the day. dosage is determined by age. It is advisable to start in the warm season.
Types of walking and dosage
Types of children taking into account
"Larks" - get up early. They are in a good mood. They are cheerful, cheerful, active. In the first half of the day, they easily cope with the complexities of life, study willingly, and quickly learn the material. In the afternoon there is a decrease in activity. children get tired quickly, have difficulty perceiving what is happening, by the evening they are lethargic, snotty, capricious, and go to bed early.
"Owls"- the complete opposite of “larks”. These children have difficulty waking up and standing up. It is difficult for them to adjust to the rhythm of the day. They are lethargic, apathetic, and inactive. Difficult material is difficult to comprehend. But in the afternoon, their activity increases, they transform, willingly carry out tasks, and cope with them easily. In the evening they are excited and have difficulty falling asleep.
U (pigeons) There are no pronounced features characteristic of “night owls” and “larks”. These children have the most stable mood. If they are healthy, they are cheerful and active all day long. Changing parts of the day does not affect their activity. Problems of waking up and falling asleep are rare for “pigeons”.
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HEALTHY BABY
Children's health program in preschool settings
The program was developed due to the particular relevance of the problem of maintaining the health of adults and children. Reflects effective approaches to a comprehensive solution to the issues of improving the health of the younger generation in preschool educational institutions. It defines the main directions, objectives, as well as an action plan and their implementation within 5 years. The program can change the face of an educational institution and create new conditions for raising a healthy personality.
Section 1
1.1 General provisions
The Constitution of the World Health Organization (WHO) states that health is not only the absence of disease or infirmity, but also complete physical, mental and social well-being. It is the most important indicator reflecting the biological characteristics of the child, the socio-economic state of the country, the conditions of upbringing, education of children, their life in the family, the quality of the environment, the degree of development of medical care, maternal and child health services, and ultimately - the attitude of the state to the problems health.
According to data published in the State Report on the state of health of the population of the Russian Federation, 60% of children aged 3 to 7 years have functional health problems and only 10% of children come to school absolutely healthy. Therefore, the health problem should be considered from a broad social perspective.
From this position, the center of work on the full physical development and promotion of children’s health should be, firstly, the family, including all its members and living conditions; secondly, a preschool educational institution, where the child spends most of his active time, i.e. social structures that mainly determine the level of health of children
Therefore, in preschool educational institutions it is necessary to search for new approaches to the health of children, based on a multifactorial analysis of external influences, monitoring the health status of each child, taking into account and using the characteristics of his body, individualizing preventive measures, and creating certain conditions.
1. 2. Purpose of the programs
Program "Healthy baby"is aimed at preserving and strengthening the health of children, developing in parents, teachers, pupils responsibility for maintaining one's own health.
1. 3. Legislative and regulatory support for the program
1. Law of the Russian Federation “On Education”.
2. Laws of the Stavropol Territory “On Education”, “On Health Care”.
3. Sanitary norms and rules approved by a joint resolution of the Ministry of Education of the Russian Federation and the State Sanitary and Epidemiological Supervision Authority.
5. Charter of the educational institution.
1.4. Expected results
1. Awareness by adults and children of the concept of “health” and the influence of lifestyle on health.
2. Increasing the level of orientation to modern living conditions.
H. Mastering self-healing skills.
4. Reducing the incidence rate.
1.5. Program objects
Children of a preschool educational institution. Families of children attending an educational institution. The teaching staff of the educational institution.
Section 2
Basic principles of the program
1. The principle of science- reinforcement of all ongoing activities aimed at improving health with scientifically based and practically proven methods.
2. The principle of activity and consciousness- participation of the entire team of teachers and parents in the search for new, effective methods and targeted activities to improve the health of themselves and their children.
3. The principle of complexity and integrativeness- solving health problems in the system of the entire educational process and all types of activities.
4. The principle of effectiveness and assurance– realization of rights children to receive the necessary help and support, a guarantee of a positive result regardless of age and level
Section 3
Preventive
1 .Ensuring a favorable course of adaptation;
2. Implementation of sanitary regime;
3 .Solving health problems using all means of physical culture;
4. Prevention of acute diseases and neurotic conditions by methods of nonspecific prophylaxis;
5. Carrying out social, sanitary and special measures to prevent and spread infectious diseases.
Organizational
1 . Organization of a health-preserving environment in preschool educational institutions;
2. Determination of indicators of physical development, motor readiness, objective and subjective health criteria by diagnostic methods;
3. Drawing up individual health plans;
4 . Study of advanced pedagogical, medical and social experience in children's health, selection and implementation of effective technologies and methods;
5 . Systematic advanced training of teaching and medical personnel;
6. Promotion of healthy lifestyle and methods of healing among children, parents, and employees.
Medicinal
1. Anti-relapse treatment of chronic diseases;
2. Correction of individual deviations in physical and mental development;
3 . Deworming;
4. Antistruminoprophylaxis of endemic goiter;
5 . Chemoprophylactic treatment of tuberculosis-infected children;
6. Providing first aid in emergency situations.
Section No. 4
4.1 Technical and personnel support. | Responsible |
|
Purchasing the necessary equipment: Medical (phytoaeroionizer, Chizhevsky chandeliers, vitaphone, quartz tube); Technological (oven); Sports (small exercise equipment, balls, dry pool); Furniture (chairs) | Head preschool educational institution Deputy Head, AHR |
|
Carrying out repairs: Food department; laundry complex; Corridors; Playgrounds | Head preschool educational institution Deputy Head, AHR |
|
Premises equipment: Winter Garden; Life Safety Corner; Walking area in the building; Mini-museum; Sensory room | Deputy head HR specialists |
|
Introduction of additional services: Musical and theatrical activities; artistic work; Sports wrestling; Rhythmic gymnastics; Entertaining psychology | Deputy head HR specialists |
|
Opening of a health club for teachers “Nadezhda” | Physical education teacher |
|
Providing conditions for the prevention of injuries in preschool educational institutions (compliance with safety regulations when organizing the educational process and free time, timely repair of furniture and equipment in preschool educational institutions) | Deputy Head, AHR |
|
4.2. Organizational, methodological and psychological-pedagogical support | ||
Development of a health improvement program and monitoring the implementation of health activities, physical and neuropsychic development of children | Administration |
|
Development of a model for introducing health-saving techniques in UVP | Deputy Head, Department of Internal Affairs |
|
Search, study and implementation of effective technologies and methods of healing: Aromatherapy by G. Lavrenova; Self-healing sessions V.T. Kudryavtseva; energy gymnastics N. Semenova, M. Perepelitsitsa; Training gymnastics by P. Dennison; Special hardening of A. Umanskaya; Paradoxical gymnastics by A. Strelnikova; Psychophysical liberation and recovery in structures of the educational process of V. Bazarny; Vibration-vocal exercises by M. Lazarev; VLGD Buteyko; | Deputy, Head of Internal Affairs |
|
Determination of the structure, development of criteria, levels and methods for diagnosing the valeological culture of children by age groups | Deputy, Head of Internal Affairs |
|
Introduction of special classes (economics, life safety, rhythmics) | Specialists |
|
Conducting valeologization of the entire educational process (psychological background of classes, methods and forms of training, duration of classes, sanitary and hygienic conditions) | Deputy head according to UVR |
|
Streamlining the educational workload and active recreation of children (reducing the number of collective classes, introducing days of joy, vacations, flexible lesson schedules) | Deputy, head according to UVR |
|
Creating a healthy microclimate in a team of adults and children (Code of Group Life, Code of Honor for a Teacher) | Educators |
|
Continuing work to improve the subject-development environment in preschool educational institutions, introducing new effective models | Educators |
|
Organization of work with parents on the problem of preserving and strengthening the health of children (publishing newspapers, magazines; conducting a series of lectures, providing an advisory center, a “helpline”) | Educators |
|
Participation in scientific and practical conferences, seminars, meetings at various levels on issues of children's health | Head preschool educational institution |
|
Participation in an experiment on the introduction of health-saving technologies in preschool educational institutions | Head preschool educational institution |
Section No. 5
Forms and methods of children's health
Forms and methods | ||
Ensuring a healthy rhythm of life | Gentle regime (adaptation period); Flexible mode; Organization of microclimate and style life of the group based on the Code; Taking into account the lunar rhythm; Taking into account biorhythms; Correction of biorhythmic activity |
|
Physical exercise | Morning exercises; Physical education and health activities; Active and dynamic games; Preventive gymnastics (breathing, sound, improving posture, flat feet, vision); Sport games; Classes in sports sections; Health path (metered walking); Hiking |
|
Hygiene and water procedures | Washing; Hand washing; Local and general shower; Games with water; Ensuring a clean environment; Visit to the swimming pool |
|
Light-air baths | Ventilation of premises (including through); Sleeping with transoms open; Walks in the fresh air (including indoor walks); Ensuring temperature conditions and air purity |
|
Leisure | Entertainment, holidays; Fun games; Health Days; Holidays |
|
diet therapy | Balanced diet; Individual menu (allergies, obesity, chronic diseases) |
|
Light and color therapy | Providing light conditions; Color and lighting support for the environment and educational process |
|
Music therapy musical theater activities | Musical accompaniment for special moments; Music background for classes; Musical theater activities; Choral singing (including sound) |
|
Autogrening and psycho-gymnastics | Training games to suppress negative emotions and relieve neurotic states. Behavior correction; Training gymnastics |
|
Special hardening | Barefoot; Play massage; Extensive washing; Breathing exercises |
|
11 . | Propaganda of healthy lifestyle | Ecological and Valeological Theater; Periodicals; Course of lectures and conversations; Special classes (life safety) |
Medical and recreational activities
Name of events | Dosage |
|
Cocktail “Air” (oxygen) | 1 tsp 1 rub. in a day Daily. |
|
Lemon wedge with honey “Slastena” | 1 tsp. 1r. in a day Daily. |
|
Vitamin C Therapeutic spout lubricant (oxaline ointment) - “Magic seasoning” (phytoncides - onions, garlic) | 0.05 -1 rub. per day daily 2 rub. per day daily At lunch every day |
|
Irrigation of the throat with saline solution | Every afternoon. |
Model of interaction between teacher - psychologist and
Teacher with parents for promotion
Effectiveness of work correction
Model of strategy and tactics for the work of a teacher and
Health worker with parents
Structure of implementation of health-saving
Methods, technologies in preschool educational institutions
1. Familiarization with the theoretical foundations of methodology and technology
- Determination of health-improving orientation and significance for the child
Pedagogical-psychological-medical assessment of effectiveness and forecast of effectiveness
2. Studying the opinions of parents and obtaining family support.
3. Creation of conditions and design of the necessary material.
4. Inclusion of methodology in the pedagogical process.
5. Analysis of the results of use.
Children monitoring
Special survey of teachers and parents.
6. Show results.
Open events.
Performances.
Visual material.
7. Conclusions and suggestions.
GAME MASSAGE
Interpretation and adapted version of methods
Special hardening of children of A. Umanskaya and K. Dineika
Tempering breath
This type of hardening strengthens the entire respiratory tract. Its essence lies in performing a set of game exercises with the nose. Recommended for younger children, but can also be used with older children. It is carried out 2-3 times a day.
« Let's play with the nose"
1. Organizing time
a) “Find and show your nose”
Children sit comfortably and show their nose to an adult.
2. Main part
Game exercises with a spout.
b) “Help your nose get ready for a walk”
Each child takes a handkerchief or napkin and thoroughly cleans their nose on their own or with the help of an adult.
c) “The nose is walking”
The adult invites the children to tightly close their mouths so that they do not interfere with walking and breathing well through their noses.
Older children can be asked to stop breathing through their mouth by pressing the tip of their tongue to the hard palate. In both cases, inhalation and exhalation are performed through the nose.
d) “The nose is playing around”
While inhaling, the child resists the air by pressing the thumb and forefinger of one hand on the wings of the nose.
d) “The nose smells a pleasant smell”
The child performs 10 inhalations and exhalations through the right and left nostrils, alternately closing them with the index finger.
e) “The nose sings a song”
As you exhale, the baby taps the top of his nose with his index finger and sings: “Ba-bo-boo.”
g) “Let’s warm up our nose”
The child places his index finger on the bridge of his nose and moves them towards the wings of the nose, then up and back. In this way, a kind of rubbing is done.
H. Final stage
h) “The nose returns home”
Children put away scarves and napkins. Show an adult that their nose is back.
Note. Game exercises can be accompanied by poetry:
Find your nose quickly and show it to Aunt _______.
You need to clean your nose and pack it up for a walk.
Shut your mouth, just walk with your nose
What a pampered nose! He's used to playing pranks with us.
Hush, hush, don't rush,
Breathe in the aroma.
It's good to walk in the garden
And the nose sings: “Ba-bo-boo.”
We need to warm our nose,
Rub it a little.
My nose has worked up,
Returns home.
Hand massage
Intense pressure on the fingertips stimulates blood flow to the hands. This promotes psycho-emotional stability and physical health, increases the functional activity of the brain, and tones the entire body.
"Let's play with pens"
1. Preparatory stage
Children rub their palms until pleasantly warm
2. Main part
a) Massage with the thumb and index fingers of one hand - rub each finger, starting from the nail phalanx of the little finger of the other hand.
b) Massage the backs of your hands, imitating washing your hands.
c) Interlace the extended fingers of both hands and lightly rub them against each other, pointing the palms in opposite directions.
d) We close the intertwined fingers and bring them to the chest. Pause.
d) We stretch our fingers up and move them.
H. Final stage
children shake off their hands, relax them and rest.
Note. The exercise can be accompanied by verses:
Hey guys, come to me.
Who is standing there on the sidelines?
Come on, quickly get inspired
And start the massage game.
I'll rub my palms hard,
I'll twist each finger.
I'll say hello to everyone,
I won't bypass anyone.
I’ll play with my nails, rubbing them against each other.
Then I’ll wash my hands,
I will gently stretch my shoulders.
Then I'll wash my hands
I'll put a finger in a finger,
I'll lock them up
And I'll keep it warm.
I'll stretch out my fingers
Let them run like bunnies.
One-two, one-two, The game is over.
So the game is over
The kids are resting.
Massage of the magic points of the ears
This type of hardening is based on stimulation of biologically active points located on the auricle and reflexively connected with almost all organs of the body. Massaging these points is useful, in particular, for improving the functioning of the respiratory system and protecting the body from colds.
Is accessible to children of all ages. It is recommended to play 2-3 times a day.
"Let's play with the ears"
1. Organizational moment
The teacher attracts children to the game and gathers them in a circle.
2. Main part
Exercises with ears.
a) “Let’s find and show our ears”
Children find their ears and show them to an adult (if their hair gets in the way, they are pinned at the top).
b) “Let’s clap our ears”
The child places his palms behind his ears and bends them forward, first with the little finger, and then with all the other fingers. Pressing his ears to his head, he suddenly releases them. In this case, the child should feel cotton.
c) “Let’s stretch our ears”
The baby grabs both earlobes with the tips of his thumb and index fingers, pulls them down with force, and then releases them.
d) “Let’s twist the trestle”
The child inserts his thumb into the external auditory opening, and with his index finger presses the tragus - the protrusion of the auricle in front. Having thus grabbed the tragus, he squeezes and turns it in all directions for 20-30 seconds.
d) “Let’s warm our ears”
The child puts his palms to his ears and carefully rubs the entire shell with them.
H. Final point
children relax and listen to silence.
Note. The number of repetitions of each exercise depends on the age of the children. On average, this is 7-8 times; for children, 5-6 times is enough. actions can be accompanied by poetry
Come to me, my friend, and quickly sit in the circle.
Find your ears and show them quickly.
We play cleverly with them, flapping our ears like this.
And now we are pulling everything down. Ear, don't fall off!
And then, and then
They twisted the trestle.
My ear seems to be frozen
You can warm it up this way.
One, two! One, two! So the game is over.
And once the game is over, the time has come!
Tempering sole massage
Hardening massage of the soles as an effective type of hardening is recommended for children of middle and older preschool age. It is based on stimulation of active points located on the soles of the feet. Moan massage is done daily. If massaging with a roller or rolling pin is carried out in the morning and evening for 3-10 minutes, then a full massage is sufficient to perform once a week.
« Let's play with the legs"
1. Preparatory stage
a) Sit comfortably and relax.
6) Lubricate the soles of your feet with emollient cream or vegetable oil (1-2 drops per palm).
2. Main part
a) With one hand, forming a “fork” from the thumb and other fingers, grab the ankle and fix the foot. the other stroke the foot from the toes to the ankle.
b) Knead the foot with all your fingers.
c) Stroke the moan with a rake-like movement of the hand towards the fingers.
d) Pat the sole with your palm.
e) Bend the groan upward with an arbitrary fall down.
f) Roll the stick with your feet (soles), lightly pressing on it.
g) Rub the hardening zone located in the center of the sole with the pad of your thumb.
3. Final stage
a) Stroke the entire moan from the fingers to the ankle.
b) Sit quietly, relaxing.
Note. The dosage should be appropriate to the age of the children. The complex can be accompanied by verses:
We walked, we jumped,
Our little legs are tired.
Let's all sit down and relax
And let's start massaging the soles.
Apply a little cream to each leg.
Even though they are not a machine,
They need to be lubricated!
Let's run it gently along the leg, the little leg will be diligent.
Everyone, friends, needs affection. Always remember this!
Warm-up is also required
Do it diligently.
Rub it, try
And don't get distracted.
Along the sole, like a rake,
Let's do it with our hands now.
Both useful and pleasant - This has long been clear to everyone.
Don't spare your hands
And hit the legs harder.
They will be fast
Then try and catch up!
We also need flexibility
We are nowhere without her.
One - bend, two - straighten
Well, get more active!
This is work, this is work,
Hunting to roll a stick.
Have more fun riding
Keep up with her.
We will find a zone in the center,
Let's rub it well.
We need to be friends with her,
To keep everyone healthy.
Let's all say: “Thank you!”
To your little legs.
We will take care of them
And always love.
Extensive washing
Extensive washing as an effective type of hardening is recommended for middle-aged and older children.
It is carried out after sleep.
The essence of extensive washing is as follows: a child, undressed to the waist, at a fast pace, independently performs a series of sequential actions.
"Umyvayka"
“One” - he washes his left hand with his right hand.
“Two” - he washes his right hand with his left hand.
“Three” - runs a wet right palm from the fingertips of the left hand to the elbow.
“Four” - runs a wet left palm from the fingertips of the right hand to the elbow.
“Five” - places wet palms on the back of the neck and simultaneously leads forward.
“Six” - makes a circular motion across the chest with a wet right palm.
“Seven” - runs wet palms across his face from forehead to chin.
“Eight” - rinses his hands.
“Nine” - squeezes them out, shaking them off slightly.
“Ten” - wipes his hands dry
Note. Washing can be accompanied by verses:
Once, wash your hand,
Two - repeat with the other.
Three - wet to the elbow,
Four - repeated with the other.
Five - passed along the neck,
Six is bolder across the chest.
Seven - we’ll wash our face, Eight - we’ll wash away the fatigue from our hands.
Nine - squeeze out the water,
Ten - wipe dry.
"Barefoot
This is an excellent hardening agent for children with poor health. Increases the child’s body’s resistance to sudden temperature fluctuations and hypothermia. Held at any time of the day. dosage is determined by age. It is advisable to start in the warm season.
Preparatory group
Walking and running various types soil, ground coverings.
From 5 min and unlimited
Free running and walking in a group
5 – 30 min.
Types of children taking into account
Biorhythmic activity
"Larks" - get up early. They are in a good mood. They are cheerful, cheerful, active. In the first half of the day, they easily cope with the complexities of life, study willingly, and quickly learn the material. In the afternoon there is a decrease in activity. children get tired quickly, have difficulty perceiving what is happening, by the evening they are lethargic, snotty, capricious, and go to bed early.
"Owls" - the complete opposite of “larks”. These children have difficulty waking up and standing up. It is difficult for them to adjust to the rhythm of the day. They are lethargic, apathetic, and inactive. Difficult material is difficult to comprehend. But in the afternoon, their activity increases, they transform, willingly carry out tasks, and cope with them easily. In the evening they are excited and have difficulty falling asleep.
U (pigeons) There are no pronounced features characteristic of “night owls” and “larks”. These children have the most stable mood. If they are healthy, they are cheerful and active all day long. Changing parts of the day does not affect their activity. Problems of waking up and falling asleep are rare for “pigeons”.
Bring to the attention of who we call dangerous people. Explain, what threat they pose when they meet. Talk about the work of police officers
2.Contacts with strangers and rules of conduct with them
Draw children's attention to the troubles that happen when contacting strangers. Promote a conscious perception of the rules of behavior in such situations
3. Why are strangers dangerous?
Explain to children what troubles happen when interacting with children they don’t know well. Emphasize the need to be selective in choosing friends.
4. If you are in danger.
Develop skills in children correct behavior in extreme situations when in contact with dangerous people on the street or at home.
Child and nature
5. Nature's danger signals
To teach children to carefully handle natural objects. Introduce them to danger signals in animals and plants (color, thorns, thorns, sounds, horns and other attributes). Emphasize the need to take precautions
b. When something edible is poisonous
Pay attention to poisoning, its causes and consequences. Provide information about the unsuitability of food products for consumption. Talk about first aid.
7. Contact with animals can be dangerous.
Teach children the dangers of contact with sick animals. Explain to them how to identify sick animals by appearance. Supplement children's knowledge of how animals heal themselves.
8.About the benefits and harms of water
Deepen children's understanding of the benefits and harms of water. Introduce them to dangerous situations that arise near and on water. Convince of the need to follow the rules of behavior on the water.
Child at home
9. Our helpers and enemies are at home.
Give information to children about the dangers of some appliances and household appliances at home. Ensure that they strictly follow the instructions and prohibitions on their use.
10. Fire safety
Expand children's knowledge about fire-hazardous objects. Introduce them to the rules of behavior in the event of a threat or fire. Talk about the work of the fire service.
11. Extreme situations in everyday life, Rules of conduct.
Bring to the attention of children the dangers of gas leaks and water breakthroughs in the apartment. Teach them the correct actions in such situations. Introduce the work of service 04.
Health
child
12. Healthy lifestyle values
Introduce children to the basic values of a healthy lifestyle. Promote conscious involvement with them.
13. Let's talk about illness
Expand and deepen children’s knowledge about diseases (infectious diseases and colds), their harm. Convince of the need for disease prevention.
14. Studying your body
Continue to study the structure of the body with children. Introduce them to the functions of individual organs. Learn to take care of your body and take care of it.
15. Listen to your body
Teach children to be attentive to their body, listen to it and recognize the symptoms of the disease. Ensure that children report their suspicions to adults in a timely manner.
16. First aid rules. Nursing
Give children information about the ambulance service. Introduce them to the rules of first aid in some cases. Teach children basic patient care skills.
Emotional well-being of the child
17. Conflicts and quarrels
Introduce children to the concepts of “conflict”, “quarrel”, the reasons for their occurrence and negative consequences for a person. Teach children to avoid quarrels, find reconciliation and agreement.
18. good and evil
Teach children to distinguish between good and evil. Encourage them to do good deeds that have a positive impact on others
19. Fears
Find out with children the situations that cause them fear. Pay attention to how fear negatively affects a person and his behavior. Convince them of the need to fight.
20. Help yourself
Demonstrate to children how a person’s mood can change. Explain how it affects your health. Introduce children to AT techniques
Child on the streets
21. City and streets
Expand children's understanding of the city, the structure and markings of streets. Strengthen existing knowledge about the rules of movement on the streets. Introduce the “island of safety”
22. Types of transport and special vehicles
Give children an idea of the appearance of the first cars. Talk about the types of transport (water, air, land, underground) and the advantages when moving special vehicles. Bring to the attention of children the concept of “inhibitory path car" and promote awareness of it when running in front of moving vehicles.
23. road signs
Continue to familiarize children with road signs (prohibitory, warning, etc.) and their purpose. Expand your understanding of what ignorance or non-compliance of actions with road signs leads to.
24. Rules of behavior in transport
Teach children the rules of behavior in public and private transport. Promote their awareness
