Mental and physical development of the child. Study of the relationship between mental development and children's physical activity

Final qualifying work on the topic:

PHYSICAL AND INTELLECTUAL DEVELOPMENT OF CHILDREN OF PRIMARY SCHOOL AGE

INTRODUCTION

Relevance. Systematically high physical activity during the school day of students, directly increasing the functional activity of the muscular apparatus, has a positive effect on their mental sphere, which scientifically confirms the effectiveness of the directed impact through the motor system on the central nervous system and its mental functions. At the same time, the optimal use of students' motor activity contributes to the growth of the level of mental performance in the academic year, the increase in the duration of the period of high performance, the reduction of the period of its decline and development, the improvement of academic performance, the successful fulfillment of educational requirements. There are examples when schoolchildren who regularly go in for physical culture, by the end school year academic performance increased by about 7-8%, while for non-engaged students it decreased by 2-3%.

Therefore, today it is necessary to increase the general social significance of physical culture and sports, their role in the formation of a comprehensive developed personality which combines physical and intellectual perfection, spiritual wealth and moral purity. Today, it is necessary to use physical culture not only as a means physical development, but also as a factor contributing to the increase in mental performance and the preservation of neuropsychic health.

In order to realize its essential tasks, namely the harmonious development of the younger generation, education must be organized in accordance with the needs and interests of children, applying qualitatively new approaches and technologies to the educational process.

As such, we see the interconnected development of the physical and intellectual abilities of children on the motivational and health-improving basis with the use of learning systems that allow for adaptive management of the learning process in the form of a dialogue between the student and the computer complex based on the body's responses to intellectual and physical stress.

The object of research is the process of development of physical and intellectual abilities of children.

The subject of the study is the technique of physical and intellectual development students' abilities.

Purpose of the study. To raise the level of the educational process on the basis of the conjugated development of the physical and intellectual abilities of junior students school age.

Research objectives:

Analyze and summarize the content of domestic and foreign literature on the problem of the conjugated development of the physical and intellectual capabilities of a person.

To substantiate the effectiveness of the application of the method of conjugated development of physical and intellectual abilities of children of primary school age.

Hypothesis. methodological basis researches make theoretical provisions: V.K. Balsevich, L.I. Lubysheva, V.I. Lyakha, A.P. Matveev about the integrative impact of physical exercises on personality; G.A. Kuraeva, M.I. Lednova on the relationship between the development of fine motor skills of the hand and the higher mental functions of the child; L.I. Bozhovich, A.K. Markova, M.V. Matyukhina, N.V. Elfimova on the development and formation of the motivational sphere of students; J. Piaget, D.B. Elkonina, N.N. Leontiev, L.S. Slavina on game theory.

It was assumed that the creation of conditions for an artificial motivated gaming environment in the mode of optimal response of the body to physical and intellectual stress would contribute to:

interconnected physical and intellectual development of children of primary school age;

overcoming the state of "motivational vacuum" and encouraging children to conscious learning (physical and intellectual activity);

improving the physical health of students.

The main provisions for defense:

proposed, substantiated and tested a methodology for organizing and conducting classes with children of primary school age in the context of the integrated use of means of intellectual and physical influence;

taking into account the age characteristics of children, intellectual tasks have been developed that allow them to be implemented under conditions of simultaneous physical impact and the use of computer technologies;

Practical significance.

The developed, substantiated and tested technology for the application of the complex, the results, conclusions and practical recommendations of our work can be used in the implementation and operation of the complex.

The volume and structure of qualification work. The work consists of an introduction, three chapters, conclusions, practical recommendations and applications.

CHAPTER 1. INTERDEPENDENT DEVELOPMENT OF PHYSICAL AND INTELLECTUAL ABILITIES OF CHILDREN ON THE BASIS

.1 Interrelation of physical and intellectual activity of a person

On the present stage development of our society, the general social significance of physical culture and sports, their role in the formation of a comprehensively developed personality, combining physical and intellectual perfection, spiritual wealth and moral purity, is increasing. Today, it is necessary to use physical culture not only as a means of physical development, but also as a factor contributing to an increase in mental performance and the preservation of neuropsychic health.

The course of mental processes is the result of the joint activity of various body systems. Since the normal functioning of all physiological functions is possible only with a good state of health and physical fitness, they naturally determine success in mental activity to a large extent.

As a result of physical exercises, cerebral circulation improves, mental processes are activated that ensure the perception, processing and reproduction of information. Impulses sent along the nerves from the receptors of muscles and tendons stimulate the activity of the brain, help the cerebral cortex to maintain the desired tone. The tense posture of a thoughtful person, a tense face, pursed lips during any mental activity indicate that a person involuntarily strains his muscles in order to more successfully complete the task assigned to him.

Physical exercises, physical activity contributes to the development of the desired muscle tone, thereby increasing mental performance. In cases where the intensity and volume of mental work does not exceed a certain level (characteristic this person) and when periods of intense mental activity alternate with rest, the brain systems respond to this activity with positive changes, characterized by an improvement in circulatory conditions, an increase in the lability of the visual analyzer, a greater clarity of compensatory reactions, etc. .

With prolonged intensity of mental activity, the brain is unable to process nervous excitation, which begins to be distributed to the muscles. They become like a place of discharge of the brain. Active muscle tension performed in this case releases the muscles from excessive tension and quenches nervous excitation.

The great minds of mankind skillfully used in their lives various forms motor activity. The ancient Greek legislator Solon said that every person should cultivate the mind of a sage in the body of an athlete, and the French doctor Tissot believed that "learned" people need to exercise daily. K.D. Ushinsky emphasized that rest after mental labor is not "doing nothing", but physical labor. A well-known teacher noted the need for alternating mental and physical activity.

An outstanding doctor and teacher, founder of physical education in Russia P.F. Lesgaft wrote that the inconsistency of a weak body with the development of mental activity will inevitably have its negative impact on a person: “Such a violation in the harmony and functions of the body does not go unpunished, it inevitably entails the impotence of external manifestations: there may be thought and understanding, but there will be no proper energy for consistent testing of ideas and persistent implementation and application of them in practice.

We can cite a number of statements about the benefits of movements that affect the mental development of a person.

So, the famous philosopher and writer R. Descartes wrote: "Watch your body if you want your mind to work correctly." J.V. Goethe remarked: "Everything most valuable in the field of thinking, best ways expressions of thought come to my mind when I walk", and K.E. Tsiolkovsky wrote: "After walking and swimming, I feel that I am getting younger, and most importantly, that I have massaged and refreshed my brain with bodily movements."

Thus, we can say that the best minds of mankind, philosophers, writers, teachers and doctors of the past at the "intuitive" level emphasized the importance of physical development for the mental performance of a person.

The problem of the mutual influence of muscular and mental work has constantly attracted big number researchers. Already at the beginning of the 20th century, the Russian psychiatrist V.M. Bekhterev experimentally proved that light muscular work has a beneficial effect on mental activity, while heavy work, on the contrary, depresses it. The French scientist Fere came to a similar conclusion. He made a number of experiments in which physical labor on the ergograph was combined with the mental one. Solving easy arithmetic problems increased muscle performance, while solving difficult problems decreased it. On the other hand, lifting a light load improved mental performance, while lifting a heavy one worsened it.

The development of physical culture and sports has opened a new stage in the study of this issue. The ability to dose the load and simulate the diverse nature of muscular work increased the objectivity of the data obtained, introduced a certain system into the ongoing research. In the 20s and 30s. in our country, a number of researchers have studied the direct impact of various physical exercises on the processes of memory, attention, perception, reaction time, tremor, etc. The data obtained testify to the undoubted and significant impact of physical culture and sports on mental processes and that the resulting changes persist for a rather long period of time (18-20 hours after exercise).

In further numerous studies of the effect of physical activity and sports on mental performance and student achievement, as well as the effect of outdoor activities (in the form of physical exercise) on subsequent performance and labor productivity, there is evidence that correctly dosed physical exercises have a significant positive impact on various mental processes.

So, in a number of works by G.D. Gorbunov studied the change in mental processes (attention, memory, operational thinking and the speed of information processing) after swimming lessons. The obtained results indicate that under the influence of short-term physical loads of maximum intensity, a statistically significant improvement in mental processes occurs in all indicators, reaching the highest level 2-2.5 hours after the load. Then there was a tendency to return to the original level. Short-term physical activity of maximum intensity had the most significant positive effect on the quality indicators of memory and attention. It turned out that passive rest is not enough to restore the efficiency of cortical cells. After physical exertion, mental fatigue decreased.

Studies of the issue of optimal physical activity, positively or negatively affecting the mental processes of a person, provide various information. So, A.Ts. Puni investigated the effect of physical activity on the "sense of time", attention, memory. The results indicate a change in mental processes depending on the nature and magnitude of the load.

In most cases (athletes) after intense physical stress, the amount of memory and attention decreased. Unaccustomed physical activity has a heterogeneous effect: positive, albeit short-term, on operational thinking and information retrieval, reaction time and concentration of attention remain unchanged, and memory deteriorates. Physical loads, adaptation to which is close to completion, have an adverse effect only on mnemonic processes, especially on memory capacity. Short-term loads have a positive effect on perceptual processes.

As shown in a number of studies, systematically high physical activity in the mode of the school day of students directly increasing the functional activity of the muscular apparatus, has a positive effect on their mental sphere, which scientifically confirms the effectiveness of the directed influence through the motor system on the central nervous apparatus and its mental functions. At the same time, the optimal use of physical activity of students contributes to the growth of the level of mental performance in the academic year; increase the duration of the period of high performance; shortening the periods of its decrease and working-in; increasing resilience to training loads; accelerated recovery; ensuring a sufficiently high emotional and volitional resistance of students to the stress factors of examination periods; improvement of academic performance, successful fulfillment of educational requirements, etc.

Many researchers dealt with the issues of the influence of motor activity in order to implement favorable mental activity of schoolchildren. So, N.B. Stambulova studied the relationship between the development of motor qualities (dexterity, speed and accuracy) and mental processes in younger students. Her research showed that in the experimental group, where special agility exercises were additionally included in each lesson, positive changes were found not only in the dynamics of dexterity, but also in the dynamics of mental indicators.

Research N.V. Doronina, L.K. Fedyakina, O.A. Doronin, testify to the unity of the motor and mental development of children, the possibilities of purposefully influencing the development of mental processes by using special physical exercises in physical education lessons aimed at developing coordination abilities and vice versa.

Other studies show conclusively that the activation of motor activity progressively changes not only their state of physical fitness, but also the productivity of mental activity.

In the work of E.D. Kholmskoy, I.V. Efimova, G.S. Mikienko, E.B. Sirotkina showed that there is a relationship between the ability for voluntary regulation, the level of motor activity and the ability for voluntary control over intellectual activity.

It was also revealed that there is a close relationship between intellectual and psychomotor development. Psychomotor development is closely connected with the development of students' cognitive processes and, first of all, with the development of such mental operations as analysis, generalization, comparison, differentiation. In fact, the qualitative performance of one or another motor action with given parameters requires, first of all, its clear, differentiated reflection in the mind and in the formation of an adequate image of movement on this basis. This is possible when the processes of analysis and synthesis have such a level of development, due to which the necessary degree of dissection of perception becomes possible. The process of analyzing the assimilated motor structure consists in its increasing mental division into separate elements, in establishing relationships and transitions between them and integrating the results of this analysis in the form of a whole, but internally divided.

In the light of these studies, we found information by G. Ivanova and A. Belenko on the development of biotechnical systems for the study and self-development of motor activity and thinking in children from 4 to 7 years old. In their works, it is evident that the greatest effect in upbringing and education is achieved with the integration of motor and cognitive activity because they complement each other.

The team of authors led by Prof. Yu.T. Cherkesov created a new "artificial motivated influencing environment" for the coupled interdependent development of the physical and intellectual abilities of a person on a motivational and health-improving basis.

The essence of the new approach to solving the problem of the harmonious development of a person is to use his motivational interest in any kind of activity to organize the pedagogical process in the conditions of using computerized control systems for physical and intellectual influence and interaction.

In this regard, physical culture, no less than other school subjects, provides opportunities for the development of cognitive processes of students by improving the performance and assimilation of new motor actions.

Thus, in the domestic literature, three groups of data can be distinguished regarding the influence of physical exercises on the mental [intellectual] processes of a person.

The first group includes physiological and psychophysiological data. They indicate that after exercise, cerebral hemodynamics improves significantly. In addition, it was found that systematic physical activity has a positive effect on the functional state of the central nervous system. This group of data shows that physical exercises create a favorable physiological background in the central nervous system, which contributes to an increase in the efficiency of mental activity.

A group of researchers found that as a result of physical exercises, mental processes are activated that ensure the perception, processing and reproduction of information, an increase in mental performance - the amount of memory increases, attention stability increases, mental and psychomotor processes accelerate. The results of studying the dynamic characteristics of intellectual activity in connection with the level of physical activity can be attributed to the same group of data. Subjects with high motor activity found a more highly developed ability to arbitrarily accelerate the pace of intellectual operations and the uniformity of intellectual activity compared to subjects with low motor activity.

Finally, the third group of data is associated with an increase in success learning activities students under the influence of constant physical education. The studies of this group indicate that schoolchildren and students who are constantly engaged in physical culture have a higher overall performance than their peers, characterized by a smaller amount of motor activity.

Thus, all three groups of studies consistently indicate that organized and purposeful physical activity creates favorable conditions for the flow of mental processes and thereby contributes to successful learning activities.

However, if the physiological aspect of the effect of physical exercises is clear enough, then the idea of ​​the psychological mechanism of such an effect still needs to be developed.

N.P. Lokalova considers the structure of the psychological mechanism of the influence of physical exercises on the cognitive activity of a person and identifies two hierarchical levels in it: a more superficial and a deeper one. Performing physical exercises has as a side effect the activation of the surface level in the structure of the psychological mechanism associated with an increase in the activity of various cognitive (memory, attention, thinking) and psychomotor processes. The influence of physical exercises on this level can be quite easily identified by studying the parameters of mental processes before and after physical activity. The second, deeper level in the structure of the psychological mechanism is directly related to the higher cortical processes aimed at the analysis and synthesis of perceived stimuli. It is this analyzing level that plays a decisive role in the implementation of the influence of physical exercises on the development of cognitive processes.

In confirmation of the above, we can cite the words of the founder of the scientific system of physical education in Russia, P.F. Lesgaft, who believed that in order to be physically educated, it is not enough to do physical labor all your life. It is absolutely necessary to have a sufficiently developed system of mental processes, which allows not only to subtly control and control one's movements, but also gives the possibility of creative manifestation in motor activity. And this is possible when the subject has mastered the methods of analyzing his muscular sensations and controlling the performance of motor actions. Fundamentally importance has a representation of P.F. Lesgaft that for the development of motor activity it is necessary to use the same methods as for mental development, namely, the methods of differentiating sensations by time and degree of manifestation and comparing them. It follows from this that motor development in its psychological aspect is closely related to a certain level of mental development, manifested in the degree of development of analysis and comparison.

All of the above gives reason to conclude that motor activity plays an important role in creating favorable conditions for the implementation of human mental activity as a factor in stimulating the intellectual sphere of the individual.

However, we are interested in the question of the following content: how, in fact, within the framework of educational institutions, all the advanced experience of the accumulated experimental research is put into practice?

At present, in domestic psychology, pedagogy, and the theory of physical culture, there are three main approaches to managing the intellectual development of children in the process of physical education and sports training.

Natural intellectualization of physical education lessons and training sessions, based on the implementation of the principle of consciousness and activity in teaching motor actions and developing physical qualities.

This approach, in particular, involves the use in a particular system of such methodological techniques, how correct wording tasks, "emphasis of attention", performance of exercises according to the description, setting for mental pronunciation, feeling of movements, analysis of the implementation of exercises according to the scheme, setting for self-control and self-assessment of the performance of motor actions, etc.

"Forcible" intellectualization, which consists in saturating lessons and classes with the material of general school disciplines, as well as in actively establishing interdisciplinary connections.

Specific intellectualization based on taking into account the age-related characteristics of the relationship between physical qualities and intellectual processes of children. Purposeful development at each age of the so-called leading physical qualities (for example, agility, speed, jumping ability in younger students, strength and speed-strength qualities in adolescents) allows to achieve positive changes in the development of intellectual processes of students and young athletes with the help of specific means of physical culture and sports.

In recent years, another approach has been formed based on the use of psychotechnical exercises and games to develop the intellect of students and the formation of sports-important intellectual properties of children.

The most interesting for us is the second approach, since it is less implemented in the practice of the modern school than the other two.

An integrated lesson has a significant educational, developmental and educational potential, which is realized under certain didactic conditions. And this, of course, should be used in the implementation of the tasks of the educational process. However, if we integrate general theoretical courses, which is basically what developmental education does, then this does not raise unnecessary questions for anyone. But how to integrate human motor and cognitive activity?

As G.M. Zyuzin, as a general educational subject, life itself has given a place on a par with physics, mathematics, and the Russian language. But, unfortunately, in the domestic literature, the issue of interdisciplinary connections of physical culture with other subjects is little covered. schooling.

A rather deep analysis of the literature on domestic and foreign education systems that use the integral connections of human motor and cognitive activity is given in the work of S.V. Menkova.

So, there is information about the relationship in the teaching of physical culture with human anatomy and physiology, with physics; some forms of connection of physical culture with a foreign language are supposed.

The literature contains data on the activation of mental activity in physical education classes in kindergarten, on the relationship between mental and physical education of preschoolers in classes in a family club.

Attempts to apply to the teaching of physical education broad educational motives, characteristic of several subjects, should not lead to physical education turned into an auxiliary, subordinate in relation to other school subjects, discipline. On the contrary, the lesson of physical culture should receive an educational orientation, allowing students to more fully and deeply comprehend the studied program material on various academic disciplines. And the teacher of physical culture should not act alone, solving a set of educational problems, but in collaboration with his colleagues.

All these facts indicate that the interest in studying the problem of the mutual influence of muscular and mental work has aroused and continues to arouse the interest of many scientists in various specialties. The meaning of all these studies can be summarized as follows: motor activity, physical culture and sports, outdoor activities have a beneficial effect on the psychophysiological and mental sphere of a person, on increasing mental and physical performance. In other words, we can say that "movement is the path not only to health, but also to intelligence."

1.2 Features of the motivation of the teaching of younger students

The problem of learning motivation is the most relevant for both domestic and foreign schools. The importance of its solution is determined by the fact that educational motivation is an essential prerequisite for the effective implementation of the process of education and upbringing.

It is known that it is the negative or indifferent attitude of the student to learning that can cause his low academic performance. On the other hand, the steady cognitive interest of schoolchildren can be assessed as one of the criteria for effectiveness. pedagogical process.

The improvement of the education system, stimulated by the social order of society, constantly complicates the requirements for mental development school graduates. Today, it is no longer enough to ensure that schoolchildren master the sum of knowledge; great importance is attached to the task of teaching schoolchildren to learn, to teach them to want to learn.

In modern schools, much is done to form a positive attitude towards learning among students. This is aimed at using all types of problem-developing education, using the optimal combination of its various methods, forms of individual, collective and group work, taking into account the age characteristics of schoolchildren, and more. However, we have to admit that the interest in learning from elementary to high school does not increase in due measure, but, on the contrary, tends to decrease.

Today, more and more often one hears the following expressions from teachers and psychologists: "internal departure from school", "a state of motivational vacuum", "schoolchildren's demotivation". And it is especially scary that the "demotivation" of schoolchildren reveals itself already by the end of primary school age. By the age when the child is just beginning to enter into learning activities, he experiences disappointment, accompanied by a decline in learning activities, a desire to miss a lesson, a decrease in diligence, and school responsibilities.

That is why the formation of learning motivation, without exaggeration, can be called one of the central problems of the modern school. Its relevance is due to the educational activity itself, updating the content of education, the formation of schoolchildren's methods of independent acquisition of knowledge, the development of their activity and initiative.

The study of learning motivation begins with the problem of defining the very concept of "motivation".

The problem of human motivation is quite widely and multidimensionally presented in many domestic and foreign theoretical and empirical studies. At the same time, as L.I. Bozhovich, "the motivational sphere of a person is still very little studied" .

I. Lingart considers motivation as "a phase of an active continuum ... in which internal control factors act, releasing energy, directing behavior to certain incentives, and jointly determining the form of behavior" .

As noted by V.G. Aseev, the concept of human motivation includes all types of motives: motives, needs, interests, aspirations, goals, drives, motivational dispositions, ideals. In the broadest sense, motivation is sometimes defined as the determination of behavior in general.

R.S. Nemov considers motivation "as a set of psychological reasons that explain human behavior ... its orientation and activity" .

In a general psychological context, "motivation is a complex association, an "alloy" of the driving forces of behavior, which opens up to the subject in the form of needs, interests, inclusions, goals, ideals that directly determine human activity" . Motivation in the broad sense of the word, from this point of view, is understood as the core of the personality, to which such properties as orientation, value orientations, attitudes, social expectations, volitional qualities and other socio-psychological characteristics are "pulled together".

Thus, it can be argued that motivation is understood by most authors as a combination, a system of psychologically diverse factors that determine human behavior and activity.

Learning motivation is defined as a particular type of motivation included in a specific activity - in this case teaching activity.

Learning motivation, like any other kind, is systemic, characterized by direction, stability and dynamism. So, in the works of A.K. Markova emphasizes the following idea: "... The motivation for learning is made up of a number of constantly changing and entering into new relationships with each other motives (the needs and meaning of learning for a student are his motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in positive or the aggravation of a negative attitude towards learning, and the complication of the structure of the motivational sphere, the motives included in it, the emergence of new, more mature, sometimes contradictory relations between them.

Let us consider the structure of the motivational sphere of learning in schoolchildren, that is, what determines and encourages the educational activity of the child, which generally determines his learning behavior.

An internal source of motivation for learning activities is the sphere of students' needs. "Need is the direction of the child's activity, mental condition, creating the prerequisite for activity ". If we consider the main feature of educational activity that it is one of the essential forms of cognitive activity, we can distinguish three groups of needs: cognitive needs satisfied in the process of acquiring new information or ways of solving problems; social needs satisfied within the framework of interactions "teacher-student" and "student-student" in the course of educational activities or relationships associated with educational activities and its results; needs associated with the "I", the need for achievement and avoidance of failure, actualized mainly by the level of complexity of educational tasks.

The interpretation of the motive correlates this concept either with a need, or with the experience of this need and its satisfaction. So, S.L. Rubinstein wrote: "... this or that motivation, need, interest - becomes for a person a motive for action through its correlation with the goal," or with the subject of need. For example, in the context of the theory of activity A.N. Leontiev, the term "motive" is used not to "designate the experience of a need, but as meaning that objective, in which this need is concretized in given conditions and what the activity is directed to, as prompting it" .

Describing interest as one of the components of learning motivation, it is necessary to pay attention to the fact that in everyday, everyday, and professional pedagogical communication, the term "interest" is often used as a synonym for learning motivation. This can be evidenced by such statements as "he has no interest in learning", "it is necessary to develop cognitive interest" and others. This confusion of concepts is connected, firstly, with the fact that, in the theory of learning, it was interest that was the first object of study in the field of motivation. Secondly, it is explained by the fact that interest itself is a complex heterogeneous phenomenon. Interest is defined "as a consequence, as one of the integral manifestations of the complex processes of the motivational sphere" .

Necessary condition to create students' interest in the content of education and in the learning activity itself - the opportunity to show mental independence and initiative in learning. One of the methods of arousing cognitive interest among students is "distance", that is, showing students something new, unexpected, important in the usual and everyday.

In other words, the motivational sphere of the subject of educational activity or his motivation is not only multicomponent, but also heterogeneous and multilevel, which once again convinces of the extreme complexity of not only its formation, but also its accounting, and even adequate analysis.

However, having determined the psychological characteristics of individual aspects of the motivational sphere of learning, we will try to consider the complex formation of the motivational sphere of learning, taking into account the age characteristics of children of primary school age.

When a child enters the first grade, then in his motivational sphere, as a rule, there are still no motives that direct his activity to the assimilation of new knowledge, to the mastery of general methods of action, to the scientific and theoretical understanding of the observed phenomena. The leading motives during this period of school childhood are associated with the desire of the child to take a socially significant and socially valued position of the student. However, this motivation, determined mainly by the new social position of the child, cannot be maintained for a long time and gradually loses its significance. At primary school age, wrote A.N. Leontiev, the main motive for learning consists in most cases in the very performance of learning as an objectively significant activity, because thanks to the performance of educational activity, the child acquires a new social position.

“Social motives,” writes L.I. Bozhovich, “occupy such a large place in the system of motives that encourage the educational activity of younger schoolchildren that they are able to determine the positive attitude of children to activities, even devoid of direct cognitive interest.”

The most well understood in the primary grades are such social motives as the motives of self-improvement and duty to the teacher. But, giving meaning to the doctrine, these motives turn out to be "known", and not actually acting.

For younger students, unquestioning fulfillment of the requirements of the teacher is characteristic. The social motivation of learning activity is so strong that they do not even always strive to understand why they need to do what the teacher tells them to do. Even boring and useless work they do carefully, as the tasks they receive seem important to them.

The mark as the leading motive is more than half of the younger students. It expresses both an assessment of the student's knowledge and public opinion about him, therefore, children strive for it not for the sake of knowledge, but for the sake of preserving and increasing their prestige. According to M.A. Amonashvili, 78% of children primary school, who received different marks (except "5"), go home from school dissatisfied, believing that they deserved higher marks. A third is dominated by a prestigious motive, and cognitive motives are not always found. This situation is not very favorable for the learning process: it is cognitive motivation that is considered the most adequate for learning tasks.

The attitude of younger schoolchildren to learning is also determined by another group of motives that are embedded in the educational activity itself and are associated with the content and process of learning. These are cognitive interests, the desire to overcome difficulties in the process of ignorance, to show intellectual activity. The development of the motives of this group depends on the level of cognitive need with which the child comes to school, on the one hand, and the level of content and organization of the educational process, on the other.

There are two levels of interest: 1) interest as an episodic emotional-cognitive experience, directly joyful recognition of a new one; 2) persistent interest, manifested not only in the presence of an object, but also in its absence; interest that makes the student look for answers to questions, take the initiative, search.

Achievement motivation in primary school often becomes dominant. Children with high academic performance have a pronounced motivation to achieve success - the desire to do well, correctly perform tasks, receive desired result. And although it is usually combined with the motive of getting a high assessment of their work (marks and approval from adults), it still orients the child to the quality and effectiveness of educational activities regardless of this external assessment, thereby contributing to self-regulation.

Important for the analysis of the motivational sphere of schoolchildren's teaching is also a characteristic of their attitude to learning. The formation of a positive attitude towards learning among younger students is of great importance: firstly, it largely determines success in learning; secondly, it is an important prerequisite for the development of a complex moral education of the individual - a responsible attitude to learning.

Domestic scientists L.I. Bozhovich, V.V. Davydov, A.K. Markova, D.B. Elkonin, studying the reasons for the decrease in a positive attitude towards learning among third-graders, came to the conclusion that they lie not in age features but in the organization of the educational process. One of the reasons is the discrepancy between the load of intellectual activity and the age capabilities of the younger student. Another reason, as noted by Bozovic, is the weakening of the social motivation for teaching. The third is the lack of formation in children of the ways and forms of behavior necessary for the implementation of their relationship (patience, the ability to overcome long-term difficulties), etc.

So, most of the children studying at school are not interested in learning. They do not have an internal incentive to acquire the necessary knowledge. Consequently, the tasks of today's general education school are aimed at using all opportunities, all resources to increase the effectiveness of the educational process, and the modern requirement to "teach children to learn" seems obvious and natural.

In order for a younger student to study consciously, creatively, with a desire, it is necessary to use all pedagogical resources. After analyzing the best practices of prominent domestic teachers, psychologists, and practical teachers, we can unequivocally say that the formation of learning motivation in children of primary school age is facilitated by entertaining, educational games, and vivid emotional lessons. Theorists give a special place for the development of the motivational sphere of children to the game.

Unfortunately, in today's elementary school, play is an underused medium. The studies obtained by S.A. Shmakov from 1973 to 1993, a total of 14 thousand teachers, on the legitimacy of using the game in the process of educational activities by primary school teachers, allow us to judge that games or game elements are used in lessons mostly sporadically, which indicates insufficient inclusion it among the learning optimization tools. Thus, it can be argued that official science has recognized the game as the leading activity for children only up to the border of the school.

Undoubtedly, at school, the game cannot be the exclusive content of a student's life, but it helps him adapt, prepares him for the transition to other, non-game activities, and continues to develop the mental functions of the child. Indeed, in no other type of human activity does he demonstrate such self-control, exposure of his psycho-physiological, intellectual resources, as in the game. The game teaches, develops, educates, entertains, gives rest. Childhood without play is abnormal and immoral.

CHAPTER 2. METHODS AND ORGANIZATION OF THE RESEARCH

.1 Research Methods

To solve the tasks we used the following research methods:

Analysis and generalization of scientific and methodological literature;

Pedagogical supervision;

Testing;

A complex instrumental technique for registration, operational processing and presentation of information about biomechanical and biomedical parameters of movements;

Pedagogical experiment;

Math statistics.

2.2 Methods for determining physical fitness

To determine the level of physical fitness, the following specialized tests were selected:

Flexion and extension of the arms in an emphasis lying on the bench (girls);

Flexion and extension of the arms in an emphasis lying down (boys);

Standing long jump;

Minute run;

Romberg test;

Stange test;

Sample variant PWC 170.

The Romberg test was intended to determine the stability of nervous processes and to measure passive coordination. The test was carried out as follows: the subject stood on one leg, the other was bent at the knee and the foot was lowered onto the knee joint from the medial side. Arms outstretched, eyes closed. The time was measured in seconds. Three attempts were allowed. The best result was recorded in the protocol. The measurement was made in seconds.

The Stange test is a functional test with holding the breath on inspiration. The measurement was made while holding the breath at rest (sitting) after a deep breath. Three attempts were allowed. The best result was recorded in the protocol. The measurement was made in seconds.

We used the PWC 170 sample variant to determine physical performance. When studying children using the PWC 170 test, we used its modification in order to simplify the procedure for determining PWC 170 and make it more accessible. The test was performed by the subjects without preliminary warm-up, so as not to increase the mobilization readiness of the vegetative systems of the body, in otherwise the result could be underestimated. Methods for determining physical fitness were selected by us in accordance with the school curriculum for children of primary school age, and were also supplemented by the methods necessary to achieve the goal of the experimental study. The selected methods are the easiest to use and very informative. The evaluation of the results was carried out taking into account the gender and age characteristics of students.

2.3 Methods of studying intellectual abilities

To study the intellectual abilities of children, a method was used to determine the mental development of children 7-10 years old, proposed by E.F. Zambicevicene.

The test consists of four subtests, including verbal tasks, selected taking into account program material primary classes.

The first subtest is aimed at studying the differentiation of essential features of objects and phenomena from non-essential ones, as well as the stock of knowledge of the subject.

The second subtest is for the study of generalization and abstraction operations, the ability to highlight the essential features of objects and phenomena.

The third subtest is to study the ability to establish logical connections and relationships between concepts.

The fourth subtest allows you to identify the ability of children to generalize.

The test was conducted with the subjects individually, which made it possible to find out the causes of errors and the course of their reasoning with the help of additional questions.

The evaluation of the results was carried out on the basis of an analysis of the distribution of individual data (taking into account standard deviations) in accordance with the following levels of success: level 4 - 80-100% success rate; Level 3 - 79.9-65% success rate; Level 2 - 64.9-50% success rate; Level 1 - 49.9% and below, and their corresponding transfer to the points system.

2.4 Pedagogical experiment

The pedagogical experiment is aimed at experimental substantiation of the effectiveness of the methodology for the conjugated development of physical and intellectual abilities of primary school students on a health-improving basis.

2.5 Performing physical and intellectual tasks using a computer complex

For the conjugate development of physical and intellectual abilities on a motivational and health-improving basis, physical activity was performed on the muscles of the shoulder girdle, legs and torso. At the same time, physical activities in the form of specially selected exercises were supplemented with intellectual tasks that children performed simultaneously with motor actions or, conversely, while performing physical exercises, solved intellectual tasks. A generalized block diagram of the device that implements the proposed method of influencing children is shown in fig. 1, where the object of influence is indicated - a student, a personal computer (PC), the software of which uses information about changes in the student's state and the success of his intellectual tasks to correct motivational, intellectual and physical influences. The time of each load impact and the results of the control of the performance of the intellectual impact were recorded during the performance of physical exercises and intellectual tasks. With the help of a personal computer, physical exercises were supplemented with intellectual and motivational tasks. In this case, the heart rate and the time of each physical impact and the performance of an intellectual task are entered into a personal computer (PC). And all the work is carried out through the appropriate software.

For a specific representation in Fig. 2 shows a block diagram of the load on the legs, where an exercise bike is selected as the load means, in which there are pedals, a chain drive, a load device and a load setting unit. For interfacing with a PC, a measurement-conversion unit has been introduced.

Rice. 1 - Block diagram of the complex that implements the principle of conjugated development of the physical and intellectual abilities of a person

Rice. 2 - Block diagram of the load on the legs

When pedaling, the force of the leg muscles is transmitted through a chain transmission to the load device of the exercise bike, the resistance to rotation of which is set by the load setting block. The meter-converter converts the signals about the rotation of the disk of the load device and sends them to the PC, which affects the person and perceives the signals of heart rate and power characteristics.

The hand load block is shown in fig. 3. The object of influence (student) interacts with the load device, in the form of a special attachment connected to the measuring unit and the PC. The signals from the student and the load device enter the measuring unit, after which they are output to the PC in a converted form.

Rice. 3 - Block diagram of the load on the hands

The amount of load on the muscles of the hands is set by the block for setting the load. The interaction of a person with a load device is carried out when performing an intellectual task (intellectual impact) coming from the display of a personal computer controlled by the corresponding program.

The torso is loaded through the load block on the arms when its load device moves over the entire possible amplitude of movement. At the same time, the arms should not bend during physical exercise. Communication with the PC is carried out through the communication circuits of the hand load block, which is provided in the software of the personal computer.

Intellectual influence can accompany physical exercises in all variants of muscle loading. But, in our opinion, it is better to carry out the main intellectual impact on a person through the impact on the muscles of the shoulder girdle, since in this case it is easier to organize the performance of a wide variety of intellectual tasks using a specially designed attachment that creates an adjustable load for the manipulator, made in the form of a bicycle handlebar. Then the block diagram of intellectual influence will look as shown in Fig. four.

The object of influence - a person - in an interactive mode with a personal computer, through a load block on the hands, articulated with a special power nozzle, performs intellectual tasks that are set by the corresponding programs, displayed on the display of the personal computer, and change as they are performed.

2.6 Organization of experimental sessions

Before starting the organization of classes, we had to solve several intermediate tasks:

First, determine the optimal target heart rate zone for health training involved;

secondly, to determine the optimal load given to children in the conditions of the work of the complex on the upper and lower limbs;

Rice. 4 - Block diagram of the intellectual impact on a person with the associated development of the physical and intellectual abilities of a person

thirdly, to choose such time of work at the complex that would not contradict the hygienic standards and requirements of work in the conditions of computer training and the integral development of those involved, as well as the time for performing intellectual and physical activity;

fourthly, to develop and test such intellectual tasks performed by children under conditions of physical activity that would not have a negative impact on the work performed and their development.

The calculation of the optimal heart rate was carried out as follows:

220 - age (in years) (1),

HR max x level (%) load (2)

The lower level of the optimal target heart rate zone, in our case, was: (220 - 10) x 0.6, and the upper - (220 - 10) x 0.75.

According to the results of the calculations, it follows that for children 9-10 years old, the lower level of the target zone is the pulse rate of 126 beats / min. (with a load of 60% of the maximum heart rate), and the upper one - 157 beats / min. (with a load of 75% of the maximum heart rate).

Table 1 shows the parameters of the intensity of the load according to heart rate, expressed in% of the individual maximum heart rate for children 9-10 years old.

Table 1 - Indicators of the intensity of the load according to heart rate for children 9-10 years old

HR in beats/min105115126136147157168178Optimal target load zoneHR in % of HRmax50%55%60%65%70%75%80%85%

We found that with a load on the upper shoulder girdle of 20-30 N, on the lower limbs - 20-25 N and a pedaling speed of 25-30 km / h, children could perform physical and intellectual load for a long time, and at the same time their performance response of the body were in the optimal target zone of the load.

Some classes were modeled by us as an individual pursuit, where the load on the muscles of the lower extremities varied from 0 to 40 N (simulation of driving: downhill, uphill, against the wind, cross-country).

Considering hygiene requirements work on the computer of children of primary school age, we built our training program so that it did not exceed the time frame of 25-30 minutes. As our exploratory studies have shown, optimal time, allotted for the performance of intellectual tasks, taking into account physical impact, should have been 2-3 minutes, depending on the complexity of the task being performed, and the time for passing sections of the route depended on the individual indicators of those involved.

Intellectual tasks were selected taking into account the age of the children, and were built in such a way that, under the influence of physical activity, they did not contradict the main psychological and pedagogical patterns of perception and assimilation of educational information. Performed in the form of a game, the tasks carried a motivational stimulus and the desire of those involved to win.

Before working on the exercise bike, the student, under the guidance of the experimenter, performed a warm-up in order to mobilize the autonomic systems of the body. After that, he independently measured his pulse and entered it into an individual book of observations. The pulse at the end of the warm-up was supposed to be within 126 bpm (no less), which corresponded to 60% of the load from the maximum possible and served as an indicator of functional readiness to complete the tasks of the main part of the classes.

At this time, a picture with the student’s work plan appeared on the computer display: the route he had to go through, the number of stations at which he had to stop and complete the intellectual task, and the main movement parameters were also displayed: speed, distance traveled, time, the pulse rate and the corresponding zone of the body's response to the passed load (Fig. 5).

The student began work only when he himself was ready to start performing intellectual and physical activity. At the same time, he pressed the appropriate button to start the program and proceeded to perform the first physical impact (on the muscles of the legs), accompanied by the simultaneous execution of an intellectual task. In the course of passing the track (physical impact), the child had to count the number of car signs, trees, figures, animals, etc. encountered on the track. then give the correct answer to the question asked and receive additional incentive points for this.

Rice. 5 - "Track"

After the first physical impact, accompanied by the simultaneous performance of an intellectual task, the trainee proceeded to perform the first intellectual impact (the first station), while simultaneously loading the muscles of the shoulder girdle. And so on until the n-th physical and n-th intellectual impact. Moreover, intellectual tasks for children were selected taking into account school curriculum and were aimed at increasing their interest in their intellectual activity. Here is some of them.

2.7 Organization of the study

We divided the entire course of the experimental study into three stages.

First stage (October 2003 - September 2004). One of the main directions of the first stage of the study was the review and analysis of scientific and scientific-methodical literature on the issues of dissertation research. Particular attention was paid to the disclosure of the problem of the conjugated development of human motor and intellectual activity.

The second stage (September 2004 - May 2005) - conducting the main pedagogical experiment.

The study was conducted at the secondary school No. 2 in Krasnodar. In total, 24 students of grade 3 "B" took part in the pilot study. The experiment lasted for one academic year.

Physical training in the control group was carried out in the traditional way - 2 times a week.

For the experimental group, a special program was developed for the combined development of physical and intellectual abilities.

During the experiment, constant medical and pedagogical control was carried out with the aim of possible correction of the classes.

The methods of mathematical statistics were used to process the obtained experimental data and form the control and experimental groups. Statistical processing of the results of the study was carried out on a computer using a special program.

CHAPTER 3. RESEARCH RESULTS

To determine the effectiveness of the method of conjugated development of physical and intellectual abilities of children of primary school age on a motivational basis, we have chosen the following criteria:

change in indicators of physical fitness of those involved;

change in the level of development of intellectual abilities;

change in learning motivation.

The first criterion characterizes the total amount of shifts in the level of development of motor qualities as a result of training in an artificial motivated gaming environment.

The second criterion reflects the difference in the level of development of the intellectual abilities of those involved.

The third criterion shows the changes in students' learning motivation at the beginning and at the end of the experimental study.

physical fitness motivation student

3.1 Indicators of physical development

A comparative analysis of the results of the input and re-diagnostics shows that in the experimental group, where the classes were conducted under the conditions of the use of the biomechanical complex "Motive", there was a statistically significant increase in all control indicators compared to the control group (see Table 2,3,4 and Fig. 6-).

As noted above, during classes in a computer complex (CP), the children of the experimental group received a developmental load (60-75% of the maximum heart rate) on the muscles of the upper and lower extremities, as well as the muscles of the back. The analysis of the results of the final testing makes it possible to judge the effectiveness of the work of children in these conditions and the higher physical fitness of the students of the experimental group.

The strength of the arms was assessed using the test of flexion and extension of the arms in the prone position (boys) and flexion and extension of the arms in the prone position from the bench (girls). It was revealed that the students of the experimental group (EG) after classes in the conditions of the CP are ahead of their peers from the control group (CG) in terms of the level of manifestation of these motor abilities. The increase in results in girls from the EG (from 8.±0.7 to 11.8±0.7) is significantly greater than in girls from the CG (from 7.8±1.1 to 8.5±1.5 (p>0 .05)); a similar picture is also observed in boys (from 11.1±0.7 to 16.6±0.7 (p<0,05) и с 10,8±1,1до 12,1±0,7 (p>0.05) respectively).

The control test - a 6-minute run showed that classes in the conditions of using the "Motive" complex make it possible to better develop such a physical quality as endurance. We found that at the beginning of the experiment, the results in both examined groups were not significantly different (820±46.0 in the CG versus 816±61.3 in the EG). After the experiment, these indicators differ significantly: 870±76.8 in the CG versus 954±61.3 in the EG (p>0.05), which is an indicator of a significant change in the level of fitness of the organism of the students of the experimental group.

The control test - a long jump from a place also showed the unreliability of the difference in indicators in both groups at the beginning of the experimental study (143.9±2.4 in the CG versus 144.5±3.9 in the EG) and positive changes in the rapid strength of children ( 147.3±2.7 in the CG versus 150±3.6 in the EG) after the experiment. The increase in results in the control group was 4 cm, and in the experimental group - 6 cm (p>0.05).

The test used by us to assess the functional state of the respiratory organs of students (Stange's test) indicates the high efficiency of the classes carried out in the conditions of the "Motive" complex. So, at the beginning of the experiment, voluntary breath holding was 34±0.9 in the CG against 34.3±0.9 in the EG, the difference is not significant. After the experiment, we found that the performance of children in the experimental group improved significantly compared to the control group (37.1±0.6 in the CG versus 43±0.9 in the EG) (p>0.05).

Rice. 6 - Flexion and extension of the arms in support

Rice. 7 - Flexion and extension of the arms while lying on the bench (girls) emphasis (boys)

An analysis of the study of passive musculoskeletal coordination (Romberg's test) confirms the position that classes in the conditions of the "Motive" complex contribute to an increase in the adaptive capabilities of the central nervous system, which was confirmed by the results of a repeated diagnostic study: 21.1 ± 0.6 in the CG against 26.0±0.6 in the EG (p>0.05).

A significantly large increase in the results of the test for the working capacity of the organism of those involved - PWC170 was obtained by us in the experimental group compared with the control group during a repeated diagnostic study: 405±5.82 in the EG versus 396±7.66 in the CG (p>0.05). This is a consequence of the improvement in the functional state of cardio-vascular system and optimization of the adaptive capabilities of children in the experimental group in an artificial development environment.

3.2 Indicators of intellectual development

The performance of intellectual tasks by students in the conditions of the "Motive" complex, using specially developed author's programs for children of this age group, to identify the stock of knowledge of the subject, highlighting the essential features of objects and phenomena, establishing logical connections and relationships between concepts, as well as various logical tasks, exercises for repeating and consolidating the material covered, knowledge and ability to apply the rules of the Russian language, mathematics and many others, contributed development of intellectual abilities of children of the experimental group.

We found that the initial level of general intellectual development of children in the compared groups was almost the same: the average score for completing tests was (24.9±2.4 in the CG versus 24.8±2.7 in the EG) (p>0.05 ).

During a repeated diagnostic study, we found that the average score for tasks in children from the experimental group was significantly higher than in children from the control group (29.4±1.8 in the EG versus 26.4±2.7 in the CG) (p<0,05). Причем уровень успешности выполнения заданий в динамике у детей экспериментальной группы повысился на 12,5% (p<0,05), а у детей из контрольной группы лишь на 5% (p>0,05).

The study of the motivation for learning in two groups allows us to conclude that classes organized in non-standard, game, competitive conditions with elements of entertainment made it possible to increase the motivation for learning in the children of the experimental group.

Thus, there was a significant increase in indicators both in the field of cognitive activity (2.08±0.6 in the CG versus 2.6±0.3 in the EG) (p<0,05), так и в сфере познавательного интереса (2,41±0,9 в КГ против 3,25±0,3 в ЭГ) (p<0,05).

The color test of attitudes, which we use to determine the motivation for learning at the level of the non-verbal system of consciousness, also showed that in the experimental group there was a statistically significant increase in results compared to the control group (4.4±0.6 in the CG versus 6.5± 0.9 in EG) (p<0,05).

In general, the overall level of development of learning motivation in dynamics tended to increase among the students of the experimental group (from 9.5±1.8 to 12.4±1.2) (p<0,05) и тенденцию к снижению у учащихся контрольной группы (с 9,25±1,8 до 8,7±1,2) (p>0,05).

Children from the experimental group became intellectually more active after classes in the conditions of the complex: they are included in the educational process on their own initiative, they perform tasks with interest, they listen to the educational material carefully, attend various circles that expand their knowledge.

In the control group, the motivation for learning by the end of the academic year did not increase among students, but, on the contrary, tended to decrease. This confirms that our research is in line with the research of many domestic and foreign scientists, indicating a decrease in interest and educational motivation in children by the end of the period of primary school age.

CONCLUSIONS

The method of conjugated development of physical and intellectual abilities of children of primary school age made it possible, under the conditions of applying adaptive influence:

organize training and education in the conditions of playing competitive activity, in which there is a maximum mobilization of the mental and physical abilities of students;

increase motivation for learning, and build the learning itself against a favorable psycho-emotional background;

organize training using health-creating principles.

The effectiveness of the method of conjugated development of physical and intellectual abilities of children of primary school age on a motivational basis is substantiated.

The education and upbringing of children in such artificially created conditions made it possible to:

get positive changes in the development of physical abilities of primary school students;

get positive changes in the development of intellectual abilities of students;

to prevent a decrease in the motivation of learning, but, on the contrary, to transfer it to a much higher level;

encourage students to conscious learning (physical and intellectual activity).

We propose to carry out work with children of primary school age on the interconnected development of the physical and intellectual abilities of children on a motivational basis in the conditions of using the biomechanical complex "Motive" using the following practical recommendations..

Those involved must first undergo a medical examination to obtain data on individual characteristics and basic health parameters.

Classes should be carried out at least three times a week.

The duration of classes should not exceed 25-30 minutes for each student (in compliance with the hygienic requirements for the work of children of this age group in conditions of computer training).

Forms of organization of classes can be as follows:

lesson (for the passage of educational material);

additional classes (to correct the individual intellectual and physical level of those involved);

training (for working out specific physical and intellectual qualities);

competitions and competitions (to stimulate students).

The intellectual and physical load should be set for children of the considered age group, taking into account 60-75% of the maximum heart rate within the optimal target heart rate zone, in the "health corridor" of 126-157 beats / min.

Depending on the tasks of the lesson, the tasks offered to students should be different in content, complexity and emotional richness:

game-test (to determine the psycho-physical qualities);

game-learning (using various sections from academic subjects and interdisciplinary connections);

game-development (for the physical development of individual muscle groups of the upper and lower extremities) and intellectual and mental development (memory, attention, thinking, imagination; specific intellectual skills));

entertainment game (using drawing, solving children's crosswords and puzzles);

game-competition (in order to determine the psychophysical health of those involved).

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The article talks about the relationship between the development of the child's movements and the development of his intellect (based on the works of Russian and foreign teachers). From birth to school, the child's brain develops very actively, especially powerfully up to 2.5 years. It is very important not to miss precious time, because the brain is a muscle and it needs to be trained. The possibilities for kids are endless!

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The development of the intellect of a preschooler

through the development of his motor activity.

The human brain is a wonderful thing. It works until the very moment

while you get up to make a speech."/Mark Twain/

In its historical development, the human body was formed in conditions of high motor activity. Primitive man had to run and walk ten kilometers every day in search of food, constantly escape from someone, overcome obstacles, and attack. So four main vital movements stood out, each of which had its own meaning: running and walking - to move in space, jumping and climbing - to overcome obstacles. For millions of years, these movements were the main condition for the existence of man - the one who mastered them better than others survived.

Now we see the opposite picture. The development of science and technology has contributed to a gradual decrease in the physical activity of people. But all the abilities of a person are a product of the activity of the cortex of his brain. About 60% of signals enter the brain from human muscles. Already in the 50s, it was proved that the brain is a muscle and it needs to be trained.

The increase in the intelligence quotient occurs at different stages of a person's life path. American scientistGlen Domann proved that early influences are especially important for the development of intelligence. A child is born with "naked" hemispheres. Neural connections in the cerebral cortex (intelligence) begin to form from the moment a child is born, and they develop most intensively from birth to 2.5 years.

20% of the child's future intelligence is acquired by the end of the first year of life, 50% - by 3 years, 80% - by 8 years, 92% - by 13 years.

The younger the child, the faster and more neural connections are formed.

According to psychologists: a small child learns the world through activity. And its activity is expressed, first of all, in movements.

Of course, G. Domann is right when he asserts that in the history of mankind there are no more inquisitive researchers than children. The first ideas about the world, its things and phenomena come to the child through the movements of his eyes, tongue, hands, movement in space. The more diverse the movement, the more information enters the brain, the more intense intellectual development. The development of movements is one of the indicators of the correct neuropsychic development of the child. Studying the development of the brain and its functions, G. Domann objectively proved that with any motor training, both the hands and the brain are exercised. The most important and amazing thing is that the earlier the child starts to move and the more he moves, the faster his brain grows and develops. The more physically perfect he becomes, the more his brain will develop, his motor intelligence will be higher, and, accordingly, mental intelligence!

Doctor and teacher V.V. Gorinevsky, as a result of deep medical research, came to the conclusion that the lack of movement not only adversely affects the health of children, but also reduces their mental performance, inhibits overall development, and makes children indifferent to the environment.

According to Professor E.A. Arkina - intelligence, feelings, emotions are excited in life by movements. He recommended that children be given the opportunity to move both in everyday life and in the classroom.

Many researchers have found that:

“In order to make a child smart and reasonable,

make it strong and healthy.

Let him run, work, act -

let him be in constant motion.”
J.-J. Rousseau

Academician N.N. Amosov called movement the "primary stimulus" for the child's mind. Moving, the child learns the world around him, learns to love it and purposefully act in it. He proved experimentally that the skills of logical thinking, its speed and effectiveness depend on the development of motor skills of the fingers. The underdevelopment of the motor sphere of the child makes it difficult for him to communicate with other people, deprives him of confidence.

A variety of movements, especially if they are associated with the work of the hands, have a positive effect on the development of speech.

A child of the 21st century, according to academician N.M. Amosov, faces three vices of civilization: the accumulation of negative emotions without physical relaxation, malnutrition and physical inactivity.

As a result, the internal organs in their development lag behind growth, so various diseases and abnormalities occur.

The studies of N. M. Shchelovanova and M. Yu. Kistyakovskaya show that:

the more diverse the movements that the child performs, the richer his motor experience, the more information enters his brain, and all this contributes to a more intensive intellectual development of the baby.

To increase intellectual activity, it is necessary to use physical activity systematically. They improve the flow of thought processes, increase memory capacity, develop the ability to switch from one activity to another, and focus attention.

It should be emphasized that the acquisition by a child of a huge amount of motor skills and abilities can be achieved only with a purposeful, well-organized motor mode.

The highest IQ was found in children who exercise 4-5 hours a week.

It is impossible to develop a child's ability to move without developing visual, manual, auditory, tactile and language skills to one degree or another.

There are six features that make man stand out from all other creatures. They are all products of the cerebral cortex.

Three of these functions are motor in nature and are completely dependent on the other three - sensory. The six human functions are different from one another. However, they are completely interconnected. The better these skills are developed, the more success children have.

1. Motor skills (walking, running, jumping).
2. Language skills (speaking).
3. Manual skills (writing).
4. Visual skills (reading and observation).
5. Auditory skills (listening and understanding).
6. Tactile skills (sensation and understanding).

The more physically developed children are, the higher their level of general development, including intellectual. But it is worth noting that more than 60% of children are physically inactive.

In this regard, there is a need to improve the motor experience of children, which will contribute to the maximum development of each child, mobilization of his activity and independence.

Depending on the degree of mobility, children can be divided into three main subgroups: high, medium, low mobility.

Children of average mobilitydiffer in the most even and calm behavior, uniform mobility throughout the day. Their movements are usually confident, clear, purposeful, conscious. They are inquisitive and thoughtful.

Children of high mobilitycharacterized by unbalanced behavior, more often than others fall into conflict situations. According to my observations, due to excessive mobility, these children do not have time to understand the essence of the activity, as a result of which they have a "low degree of awareness of it." Of the types of movements, they choose running, jumping, avoid movements that require accuracy, restraint. Their movements are fast, sharp, often aimless. The main attention in the development of the motor activity of children with high mobility should be given to the education of purposefulness, controllability of movements, and the improvement of the skills to engage in more or less calm types of movements.

Children of low mobilityoften lethargic, passive, quickly tired. They have little physical activity. They try to move aside so as not to disturb anyone, they choose activities that do not require a lot of space and movement. In sedentary children, it is necessary to cultivate interest in movements, the need for mobile activities. Pay special attention to the development of motor skills and abilities.

Movement, even the simplest, gives food for children's imagination, develops creativity. The main means of its formation is emotionally colored motor activity, with the help of which children learn to express their emotions through body movements.

Of particular importance in the formation of motor creativity of preschoolers are motor tasks, outdoor games, physical entertainment, which are always interesting for children. They have a great emotional charge, are distinguished by the variability of their constituent components, and make it possible to quickly solve motor problems.

Children learn to invent motor content for the proposed plot, independently enrich and develop game actions, create new storylines, new forms of movement. This eliminates the habit of mechanical repetition of exercises, activates, within the available limits, creative activity for independent comprehension and successful application of familiar movements in non-standard conditions.

In the course of learning motor actions, the development of cognitive, volitional and emotional forces of the child and the formation of his practical motor skills take place. This means that training in movements has a purposeful influence on the inner world of the child, his feelings, thoughts, gradually developing views, moral qualities.

physical intelligence(or bodily thinking) is the work of the brain complex, which controls any physical activity, both external and internal.

Scientists have found that the human mind needs about 0.4 seconds. in order to capture a new phenomenon. Whereas the body can assess the situation and react in 0.1 seconds. Thus, if you pay due attention to the development of physical intelligence, then you can acquire some abilities:

1. The ability to quickly navigate in unforeseen situations.

2. The ability to master physical skills, moreover, almost without making mistakes.

3. Endurance and the ability to work longer, quickly switch and focus your attention from one activity to another.

4. The ability to easily endure a stressful situation or illness.

5. Develop and use body language that conveys most of the information in communication.

6. Increase the productivity of any activity without special energy costs.

Thus, the following formula can be derived:

Special experiments have shown that the restriction of the freedom of action of children, expressed in various forms - restriction of motor activity or constant "no", "don't get in there", "don't touch" - can seriously interfere with the development of children's curiosity, because all this restrains the child's impulses for research and, consequently, limits the possibility of independent, creative study and understanding of what is happening. This is a ban on the development of all thought processes!

P.S. For parents: Test for determining the level of development of physical intelligence

Description	Points
You learn something faster if you hold a tool or device in your hands and try to do something on your own than if someone guides you
You are a frequent visitor to gyms, regularly perform a set of physical exercises
Constantly rely on your own inner instinct that leads to the right decisions
You can easily imitate the movements and mannerisms of another person
You experience a feeling of dissatisfaction if you are inactive or perform the same movements
By profession, you are a surgeon or a carpenter, a mechanical engineer, etc. (a profession where physical intelligence is especially important)
Enjoy doing housework
Watch sports channels, prefer sports programs
All your best ideas came to you while you were walking, jogging, cooking
Gesture when communicating with others
Love to play pranks on friends and acquaintances
Spend weekends in nature
You have signs of hyperactivity
In your free time, you like to play sports
You can boast of physical grace and good coordination of movements
Results

Evaluation of results:

1-4 - physical intelligence, unfortunately, is underdeveloped.

5-8 - All is not lost, it's just that your physical intelligence needs a good shake-up.

9-13 - the level of development of physical intelligence is above average.

14-16 - you have a high level of development of physical intelligence.

It should be noted that the brain must not only work, but also learn to rest more deeply. Disconnect for 1-5 minutes - reset unnecessary information, physical exercises will also help to switch.

This, of course, may seem paradoxical: in order to fully relax, you need to exercise! But for psychologists, this is not news - it has long been verified that complete relaxation of the muscles can be achieved just after their strong tension, many methods of psychotherapy are based on this. For example,Method "Key" H. Aliyev - Synchro gymnastics "Unlock your abilities, find yourself!"

The “key” is a controlled ideomotor action that automatically relieves stress. "KEY" can:

Quickly enter a state of deep relaxation and rest, relaxation;

Increase stress resistance;

Increase immune protection, activate self-healing processes.

"Key" helps:

Significantly accelerate the process of healing any disease state, especially psychosomatic conditions;

Get rid of fear, complexes and stereotypes of thinking that limit the freedom of creativity;

Gain confidence;

Concentrate quickly;

Unleash the potential of creative abilities;

Repeatedly enhance the effectiveness of any training and training.

Advantages of the method:

Speed ​​- the result can be obtained on the first lesson.

Accessibility - even a child can master the technique.

Range of practical application - the method can be used for healing, relaxation, memory development, revealing hidden abilities, intuition and much more.

Key" allows a person to establish the relationship of mind and body.

Trains the ability to focus.

Key Exercises:

Imagine that the hands themselves are raised.

1. "Skier"
2. "Twisting" - turns left and right, standing
3. "Bending Back"
4. "Mahi hands"
5. "Whip" - punches on the shoulders.

The effectiveness of the "Key" method has been proven by studies conducted from 2002 to 2007. GNIIII VM MO RF

1) Psychophysiological indicators.

The index of physical condition, which characterizes the readiness to perform physical activity, increased by an average of 53%.

The duration of continuous intense monotonous activity increased by an average of 2.5-3 times.

Indicators of fatigue: the ability to write without errors appeared after 8-13 minutes.

The integral indicator of the functional state of the cardiovascular system improved by an average of 12%.

At the same time, there is an improvement in physical performance, a decrease in fatigue and an easier performance of physical actions, without the usual stress, and a decrease in distractibility.

The improvement on the scales was, respectively:

On the scale of "well-being" (in an integrative form reflects the functional state of the body) - 18%;

According to the "activity" scale (reflects the current energy potential) - 18%;

On the scale of "mood" (reflects the emotional attitude to the internal and external conditions of life) - 20%.

2) Psychological indicators.

The level of situational anxiety significantly decreased by 55%.

In the dynamics of conditions that arise after completing a course of anti-stress training, it was revealed:

Normalization of mood;

Decreased anxiety;

The absence of a pronounced emotional reaction to situations that worried you before,

Increasing activity and efficiency;

Normalization of sleep

Stabilization of self-esteem, increased self-confidence;

Poise, (decrease in irritability, a pronounced state of "calm").

"Star of Self-Regulation"

1. Divergence of hands.

2. Convergence of hands.

3. Hand levitation.

4. Flight.

5. Auto-oscillations of the body.

6. Head movements.

Exercise "Scanning" for liberation:

1) 30 seconds - any repeated head turns in a pleasant rhythm.

2) 30 seconds - any repeated movements at shoulder level in a pleasant rhythm.

3) 30 seconds - any repeated movement "from the hip" in a pleasant rhythm.

4) 30 seconds - any repeated movements at the level of the legs in a pleasant rhythm.

5) Repeat the found liberating movement again.

“In a healthy body - a healthy mind” - this popular expression is traditionally understood that while maintaining physical health, a person also preserves the health of his soul. Scientists from different countries have proved that there is an inextricable link between the physical health of a person and the level of his intellect.

Maybe someone is sure that the more a person reads all kinds of literature, the higher his mental activity becomes and his memory improves. However, this is not quite true.

Studies by neurophysiologists from Switzerland have shown that it has a beneficial effect on the functioning of the brain, up to the possibility of the formation of new nerve cells, a good physical condition of the body, especially the cardiovascular system. Therefore, a person who regularly jogs or visits the gym, trying to maintain his physical health, at the same time improves his mental and mental state.

What underlies this relationship?

Physical exercise contributes to the production of certain substances in the brain that enhance its activity.

For 9 years Ingegard Ericsson- An employee of the University of Malmö in Sweden, conducted a survey of children who are primary school students. Of the 220 children, 91 went in for physical education only twice a week, the rest had daily workouts, and they could vary physical activity, increasing it to develop motor abilities. Naturally, the physical fitness indicators of this group of students were significantly higher. In addition, after nine years of study, it turned out that the indicators of mental development in these children also exceed the results of their peers.

Research has shown that children who are more physically active are more capable of mental concentration. Even as second-graders, they had a much better command of English and Swedish, and easily coped with complex tasks in mathematics.

In 2009 Swedish scientists Mikael Nilsson and Georg Küh from the University of Gothenburg were engaged in a study of young people of military age. The test involved 1 million 200 thousand people who were tested to determine the level of physical and mental development, and their ability to cope with logical tasks was evaluated. As it turned out, mental abilities are directly related to the state of the cardiovascular system.

To once again be convinced of the conclusions made, scientists studied the data for the last three years on physical and mental condition of conscripts. The researchers once again made sure that those young people who monitored their physical health by training the body, and in terms of mental development, were at their best, compared with peers who were indifferent to physical activity, who even showed signs of degradation.

Thus, we can conclude that by loading the cardiovascular system with fast walking, easy running, squats, not allowing the heart to relax and succumb to aging, you can increase your mental abilities.

AT 2011 Georgia State University scientists conducted an experiment with a group of obese children 7-11 years old. In children, the results of testing for ingenuity increased after they first move, play outdoor games. The test participants were divided into three groups. The first group of children was engaged in physical education every day for 40 minutes for three months. The second group was given only 20 minutes a day to go in for sports, and the third did not go in for physical education at all. As it turned out, in order to activate brain activity, it is not at all necessary to bring yourself to exhaustion by exposing yourself to physical exertion. Energetic walking for 20 minutes before taking the test is enough to make the brain work 5% more active.

An interesting observation was made by American scientists using a magnetic resonance tomograph. During the experiment, the structure of the brain of children aged 9-10 years, which is responsible for attention and motor activity, was studied - the basal nucleus. Some of the children had good physical training, and the other part was weaker. So, in three children of four, who were physically better developed, the basal nucleus was much larger.

Physical activity is no less beneficial for older people

American researchers claim that older people who do not neglect physical education, especially outdoors, have higher performance in memory testing. During physical activity, the activity of the part of the brain - the hippocampus, which is responsible for memorization, is activated. Over the years, the hippocampus, as it were, becomes smaller in size - it “shrinks”, which has a deplorable effect on the ability to memorize, and physical activity allows you to optimize the activity of certain brain centers.

This conclusion was confirmed in 2009 by physiologists at the University of Illinois and the University of Pittsburgh (USA), who conducted a study of a group of elderly people who were in good physical shape. As it turned out, they showed quite high memorization abilities, and the size of their hippocampus changed very little. During the experiment, its participants were asked to memorize the position of colored dots that appear on the monitor screen for a very short time. The results were directly dependent on the size of the hippocampus.

Scientists have long proven that the brain has the ability to constantly form new interneuronal connections, its individual sections can change in size. Such changes are directly related to learning. As soon as a person has comprehended something new, learned what he did not know before, his brain immediately stores the necessary information, which is due to the growth or change of neurons.

It turns out that the relationship between the physical and mental state entails a change in certain parts of the brain, which means that physical activity can increase growth and activate the brain.

Neurophysiologists have continued to study the relationship between hippocampal size and memory capacity in the elderly. The experiment involved 120 people whose age significantly exceeded the 60-year mark. All of them did not belong to the category of regular exercisers, but they moved for 30 minutes daily. One group of participants in the experiment consisted of people who walked every day for 40 minutes at a fast pace. While walking, they noted an increase in heart rate by 60-75%. The second group of participants did stretching, balance and similar exercises, while the heart rate remained practically unchanged.

A year later, all participants in the experiment were examined using magnetic resonance imaging and special memory tests. Scientists were struck by the results of the relationship between physical activity and the size of the hippocampus.

In people from the first group, the size of the hippocampus increased by 2%, while in the rest it became 1% smaller. Naturally, this directly affected the ability to memorize.

What is the mechanism of what is happening?

During the experiment, participants measured the level of brain-derived neurotropic factor (BDNF). BDNF is a protein produced by the brain. With its help, the growth and development of neurons occurs. This protein is especially active in the hippocampus. And everyone knows that one of the most rapidly spreading and younger diseases of our time from year to year, Alzheimer's disease, is associated with memory loss and senile dementia. So one of the reasons for the development of this disease is an insufficient amount of BDNF protein in the hippocampus.

It has now been proven that BDNF levels, hippocampal size, and exercise are links in the same chain.

So physical activity without fanaticism, promotes the production of BDNF protein, as a result, memory improves, learning ability increases, there is a real possibility of never encountering Alzheimer's disease, and this fact has been proven. So, without wasting time, run out for a walk, get on your bikes, dive into the pool, rush to the gym and your body and brain will thank you for it.

Motor development, improvement of the system of perception and cognition are closely interconnected. The development of the brain and motor activity causes the transformation of the cognitive schemes of the child, and this, in turn, improves his abilities of perception.

From a practically helpless creature to a little human bipedal and active speaker, the infant progresses at an astonishing rate. From birth to a year, his mental development proceeds quite actively and purposefully. The more favorable conditions you provide, the more success he can achieve.

The study of the laws of development of higher nervous activity showed that the sense organs come into play only when they are acted upon appropriately. A baby, of course, cannot provide himself with all sorts of influences, he must be helped by an adult.

A loving mother, taking a baby in her arms for feeding, swaddling or bathing, cradling and soothing, becomes the richest source of information for almost all senses: hearing, vision, perception of touch, warmth, changes in body position in space. Information is primarily needed for the normal functioning of the senses. Moreover, the impacts should be varied and change from time to time. The way a person enters into life depends largely on his first experience of communicating with the world. And for a baby, the world is, first of all, you - his parents.

The period of infancy is the most important period in human development. What the child "absorbs with mother's milk" will remain with him for life and will add unique touches to his personality.

A growing organism, a developing brain needs a good sleep, which is an indispensable condition for the normal growth and development of a child. A healthy baby in the first month of life sleeps a lot - from 17 to 20 hours a day. In order for the child to fall asleep, create the appropriate conditions for him - subdued lighting, quiet music and, of course, the time-tested remedy - sing him a lullaby.

This is a universal sleeping pill that has existed for centuries, and the lullaby has always been intended not only to calm the child, it was the original form of introducing the child to the world of the people around him, the main means of education in infancy. "Mother's song is the main song in the world, the beginning of all human songs," wrote the Kazakh poet Rasul Gamzatov.

Your lullaby combines melody, rhythm, gentle movements and words - the optimal ratio of influences necessary for the normal physical, emotional, cognitive development of the child. If you sing lullabies from a very early age (and even during pregnancy), your baby will begin to "hoot" earlier and, therefore, exercise his vocal cords - a necessary tool for the implementation of speech function.

The full development of the child depends on his ability to control his body. This process is ordered and subject to general biological laws. This is manifested both in the growth and formation of individual parts of the body, and in the development and improvement of their functions.

Your child is born with a series of motor operations almost ready for use, which he gradually brings from involuntary to his conscious, volitional control during the first few months of life. For pediatricians, the manifestation of these reactions is important information about the degree of development of the infant's nervous system.

It is these motor operations that help him adapt to the world and quickly progress in his development. The baby is already ready to explore the world and learns it in motion. In a newborn, from the moment of birth, many complex movements develop mainly according to a genetically predetermined program in the process of body maturation. Reflex movements arise immediately and without special training from the first hours of life under the influence of appropriate internal and external stimuli.

At birth, an infant has sensations of all modalities, elementary forms of perception, memory, thanks to which its further cognitive and intellectual development becomes possible.

The sense of smell, as one of the oldest and most important sense organs, begins to function in a child immediately after birth. Elementary vision, movement and hearing have the same features.

In the first two months of life, the child demonstrates the ability to reflexively turn the head in response to the touch of an object to the corner of the mouth, strongly squeezes the palms when touching their surface, and makes general uncoordinated movements with the arms, legs, and head. The newborn has a well-developed contact sensitivity, which plays an important role in the life of the baby. His reactions to touching the face in the mouth area are a manifestation of the search reflex, with the help of which the child is able to find a source of food from the first minutes of life.

The sucking reflex is one of the main biological "tools" for the life support of a newborn. It may seem that sucking is a very primitive act. However, it is not: sucking acts as a cognitive and creative process. It is of great importance for the mental development of the child. This form of activity for the baby is the first and most accessible. It is in it that such an important quality as the ability to learn is manifested. Moreover, studies show that the more actively the baby interacts with the mother, the more intense his sucking movements become. The mouth becomes the main instrument of exploration with which the baby discovers the world, so this active organ should not be occupied all the time with a pacifier or a finger.

In addition, the child has the ability to visually follow moving objects, turn his head in their direction. In maternity hospitals, children in the first days of their lives instinctively turn their faces towards the window from which daylight pours.

You yourself have probably noticed that the child definitely prefers sugary liquids to others. This means that the baby is able to distinguish substances by taste. He is even able to determine the degree of sweetness. Even at the sixteenth week of intrauterine development, taste buds are formed in the child, and he already recognizes his mother "by taste". If the mother ate sour apples, the baby frowns, from sweets - smiles. Before birth, children really like the smell of vanilla, strawberry, banana. The newborn senses smells, reacts to them by turning the head, changes in the frequency of heartbeats and breathing.

In this way, it is necessary that the child receive more information that he is already able to "process". The need for information is associated with one of the most important human needs - the need for new experiences, which is clearly manifested approximately at the third or fifth week of a child's life and acts as visual concentration. By observing the behavior of an infant, psychologists have found that the lack of impressions, even in a completely healthy, well-fed and well-groomed child, can cause screaming and crying. You have probably noticed more than once that the child calms down and looks attentively when you start making different faces for him or showing bright, shiny toys.

The need for new impressions is generated by the inclusion in the life of the child of the cerebral cortex, which is responsible for higher mental manifestations (thinking, memory, speech, etc.). The human brain is arranged in such a way that its development is possible only as a result of active work. Therefore, your baby's brain needs stimulation.

The lack of information is the main reason for the retardation of mental development in children in an orphanage, where they do not receive proper attention from adults, there is no proper organization of impressions for the child's senses.

However, it is hardly necessary to enrich the child's environment excessively by presenting him with an incredible abundance of various toys and rattles. The nervous system of the child during this period is very vulnerable, he is extremely susceptible to any influences and quickly gets tired.

The role of various sensations, thanks to which children perceive the external world, increases unusually quickly in the first year of life. Through interaction with surrounding objects and people, the development of the brain and visual system, especially the improvement of the eyes, the amount of information that the senses can perceive increases.

The most interesting in this regard is the child's reaction to receiving this or that information, which can be judged by sucking on a pacifier. If you show a child something interesting and entertaining, for example, shake a cheerful rattle in front of his eyes, then you will notice how his behavior will change: the nipple in the mouth will freeze for a while, but then interest will disappear and sucking will continue.

In newborns, sensations and motor acts are associated with each other. They think in a primitive way, communicating with you not with words, but with separate, incoherent sounds. As their motor skills and perceptual abilities develop, mental abilities and language skills become more complex. By the end of the first year, the baby already thinks purposefully and is ready to say his first word.

A certain role in the development of intelligence is played by the physical maturation of the body. Of the biological abilities that develop in a child during the first two years of his life, three seem to be the most important: imagination (representation of the missing object), iconic memory and symbolic encoding . They occur in the indicated sequence at about the sixth, twelfth and eighteenth months of a child's life. These biological abilities allow children to form and develop systems for representing, encoding and transforming information perceived through the senses.

When children have not yet fully mastered the language and they do not have mental images for words, they develop knowledge about people and objects on the basis of information they receive from their own senses and random movements. At this period of development of children, all learning is carried out through reflex actions and the five senses. If an object is placed in the baby's hand, he will immediately grab it. He grabs your finger, your toys, your blanket, your hair - and he does it all in the same way. Touch his lips with your finger - and he will immediately begin to suck it. He will react to loud sounds, bright lights and sudden movements by crying. Almost all the behavior of newborns is subordinated to "mastering" in one way or another the objects that come into contact with them with the help of the system of innate reflexes of sucking and grasping.

Your child is an inquisitive and creative being. He is interested in everything, he wants to touch, taste, explore. These needs should not be extinguished in him. After all, everything done for him is not pampering, but a serious occupation - comprehension of the surrounding world of objects and things. Forbid your child only what is dangerous for him.

Children "exercise" all the skills that they have at a certain stage of development. A newborn has very few such skills - only unconditioned reflexes. Your baby repeats them over and over again. Newborns do not distinguish one object from another, therefore, they treat all objects in the same way.
Gradually, the child begins to memorize, deposits in his brain all the information coming from the outside world, and he no longer needs to first feel, feel, perceive any influences from the outside in order to understand what is happening around him.

By the age of two months, your baby's behavior will no longer be purely reflex. He develops a habit of sucking his thumb, which indicates the formation of the ability to coordinate the actions of the hands and mouth. If until now thumb sucking was accidental, now the baby arbitrarily, deliberately "directs" the movement of his finger, directing it to the mouth and achieving the desired result - thumb sucking.

The baby already distinguishes between sucking a pacifier and a blanket; when he's hungry, he knows to reach out to his mom. Your baby has quickly learned that some things he suckles produce milk and others do not. Different circuits appear in his brain to distinguish between objects that give or do not give milk, and at the same time certain reactions to them are formed.

Your baby will follow you when you make any sounds, move around the room. This behavior suggests that he can already coordinate hearing and vision, and he also developed the ability to focus on any objects - objects and people. However, if you leave the room or his favorite toy is out of sight, your little one will act as if you never existed at all.

At the age of four to eight months, babies perform purposeful actions and their behavior becomes even more controlled, coordinated. The circuits that developed in the mind of the baby in the early stages are now coordinated by him. Now the objects simply refer to the child's environment, but do not directly touch the child's body. His behavior appears randomly, but if the result is enjoyable, then your baby will repeat a certain movement. He begins to form some idea of ​​the permanence of objects and people, that is, the understanding that they exist even if they cannot be seen.

Awareness of the permanence of people appears in babies before they can be aware of the permanence of objects, but this happens on the condition that they have a warm relationship with their mother or father.

At this age, children can "guess" the location of moving objects, that is, they may try to grab a moving toy in the place where it is supposed to appear.

Between the ages of four and twelve months, your baby is coordinating the old patterns by which he tries to get things done. Now there is a further improvement of purposeful and arbitrary actions. The kid can intentionally combine some arbitrary movements in his actions to achieve the goal, for example, to get a toy.

Motor activity has a great influence on intellectual maturation in the process of child development. The energy of the baby beats over the edge, the main thing is to direct it in a direction that is safe for him. The evolution of motor activity is carried out in several stages. Her stimulation is to encourage the baby to move from one stage to another.

Swimming is invaluable. If you go swimming with your baby for a long time and, most importantly, regularly, then it brings joy to the child, gives him courage, increases his resistance to diseases, and develops a sense of balance. He has an increase in lung capacity, i.e. the body is supplied with oxygen, which, in turn, improves the functioning of the brain. Children should be taught to swim from birth.

After the child has learned to crawl, he needs help to overcome this milestone. The position on the stomach is preferable for both sleep and wakefulness, surrounded by visual stimuli (bright toys, various objects). The supine position allows the baby to explore his hands and develop the grasping reflex, but it is best to put the baby on his back only when you want to play with him.

The crib should be large enough so that the baby can turn freely there both in sleep and after waking up.

At this age, it is useful to carry out gymnastics with the baby, which consists of the following exercises:

1. Lay your baby on their back. Cross his arms over your chest and gently pull on them.
2. Do the same with the legs.
3. Putting the baby on his back, bend his right leg at the knee and lift it to the tummy, bend the left arm at the elbow and place it on the chest. Then do the same with the left leg and right arm.
4. Take the baby in your arms. Tickle the child and gently tip over - this will strengthen his muscles.
5. Put the child on your shoulder and circle with him.
6. Place your baby on the big rubber ball with their belly, holding it firmly, move the ball in all directions.

The next stage in the development of motor activity is walking on all fours at the age of four to twelve months. It is necessary to organize a large space for the baby, where he could, being safe, calmly develop his mobility. When the child tries to get on his knees, help him by supporting his legs with your hands. Teach your child to back up by inventing games for this. It is very important to follow the rhythm of the development of the motor activity of the baby. If you force learning, the child will get scared and stop learning new movements. The exercises are the same as in the previous stage, but as the child grows and gets stronger, they become more difficult.

The next stage between eight months and two years is walking. This period is quite difficult, as it turns out that helping a child walk is not so easy. It is important for parents to understand that their patience and endurance are necessary conditions for the successful mastery of children's difficult skills of moving on their feet. With the development of physical skills in a child, some clumsiness is natural: it will take some time before the baby begins to run well on his own, but for now he stumbles, falls, fills himself with bumps all the time. The main thing is to make sure that he does not hit the back of his head.

The ability to change the direction of walking, turn on the move in one direction or another or even back develops quite quickly in children. Motor skills are improved on the street when the baby plays with toys that can be rolled behind him or in front of him. During the walk, make him walk holding hands. When the baby is standing, leaning on something, call him to you so that he takes a few steps and comes into your arms. Let the child walk barefoot at home, as it is easier for him to walk if he feels the surface of the floor with his feet. It is important for loving parents to remember that, actively moving, the child trains his body, thus establishing connections between brain and motor activity.

It also needs its own gymnastics, which will allow the child to develop balance, make him feel his own body and feel the strength of his muscles. It must be repeated daily:

1. Put the baby on the shoulder and on the inner crook of the elbow and circle with him. Change position: the child lies on the elbow on the back, on the stomach, on the side.
2. Take the two of the child by the hands and ankles and gently rock him.
3. Now rock your baby by holding one ankle and one hand.
4. Raise the child by the arms and circle in different directions.
5. Take the child under the armpits, throw him in the air and catch him.

Teach your baby to roll, for this he needs to pull his head in and roll forward. When he gets used to it, put the child on his back, put his hands on his head and pull up on his legs to help him roll back.

Turn the baby upside down and make him walk on his hands, then he will need to press his chin to his chest. Finish the gymnastics somersault. Such exercises will cause indescribable delight in your child. But it is necessary to do them on a hard mattress. Be careful, but don't overdo it - you need to instill in your child a taste for calculated risk and absolute faith in you.

The motor skills acquired by children allow them to stand and move, which expands the world they know, and in addition, it becomes possible to explore it from different points of view. The more information a child receives from his senses, the more successful his mental development is.

Many of the motor skills a child is trying to learn involve learning to manipulate. The easier your baby manipulates his hands and fingers, the more quickly he will turn the pages of books, fasten buttons, use a fork and a spoon.

Manipulation skills do not come immediately, so you should encourage the child to practice more. If your baby cannot fasten a button, fiddles with it for a long time, do not interfere with him. Of course, you can do it faster, but let him cope with this difficult task for him so far. Teach your child to unscrew the lids, string objects on a string, pour water into a vessel with a narrow neck. Special toys will help you with this. Be sure to have the simplest constructor and pyramids in your kid's arsenal.

We recommend to parents and specialists the best site in Runet with free educational games and exercises for children - games-for-kids.ru. Regularly studying with a preschooler according to the methods proposed here, you can easily prepare your child for school. On this site you will find games and exercises for the development of thinking, speech, memory, attention, learning to read and count. Be sure to visit the special section of the site "Preparing for school games". Here are some examples of tasks for reference:

Physical, intellectual and spiritual development of the individual- three whales on which ours stands.

It often happens that we work hard, but we don’t get one step closer to the intended goal. This happens because by performing the intended actions, we do not change ourselves. To change your environment, your life, you need to change yourself - such is the law of Nature. We are not isolated from the outside world, and therefore any change in your internal state entails a change around you.

The success that we achieve is directly related to our inner world, to our constant improvement in all areas of life: in business, in personal life, spiritually, health, relationships with others. Reaching one level, you need to strive for a higher one. As soon as the desire disappears, degradation begins.

It is important to find people who will become guidelines for you in a particular area of ​​life. It is very difficult for one to understand what to do and what to strive for. You can learn from other people, see how they act, imitate them, and thus reach a new level in your life.

There are three areas for improvement:

• Physical development of the individual;
• Intellectual development of personality;
• Spiritual development of personality.

Physical development of the individual

Our main resource is health. This is the basis for all our achievements. Without health, you will not be able to do anything, because you will not need anything. Ask yourself - are you leading a lifestyle that improves your health? Do not deceive yourself - today you are healthy and feel great, but tomorrow the body cannot withstand that lifestyle that does not strengthen health in any way, but only destroys it, and breaks down, starts to hurt.

You can not poison yourself with alcohol and cigarettes, eat fatty low-quality food stuffed with chemicals, do not exercise yourself physically - and hope that you will have good health. Sooner or later, the body can not stand it, and rewards with a bouquet of sores.

In order for you to have powerful and excellent health, you need to give up bad habits and do:

Intellectual development of personality

The basis of your progress towards success - receiving and processing new information . You must be able to extract, organize and systematize information, and most importantly, apply it. Ideally, you should strive to receive only the information that you need right now in order to move forward in realizing your goals. In life, it turns out differently - usually you receive and process information in much larger quantities.

Analyze the time during which you receive any information: communicate, read books, watch TV, sit at the computer. And ask yourself, do you really need to do what you do and spend time on it? If you want to relax by reading a fiction book or watching TV, maybe it's better to go to nature? At least it will be good for health.

Read books that will help you. If you are engaged in your development, you will easily find a lot of books that are worth reading. Or start improving your professional skills.

Make a list of books you need to read, videos you need to watch, and start working through them methodically. Then you need to retell what you understood several times to your friends and acquaintances so that the ideas that you have learned fit into your head and become yours.

It won't take long before you become an expert in whatever field you need.

Also attend trainings, free and paid, study online and in real institutions, find teachers, mentors and like-minded people. Repeat the actions of successful people, constantly learn new things and put them into practice.

Spiritual development of personality

Without spiritual development a person cannot be happy. Spiritual development is continuous improvement in all areas of your life. Only then you will feel satisfaction with your life, when all areas of your life will be revealed to the maximum.

There is one very simple way to check if you are 100% invested in everything you do. After completing any business, ask yourself and others: what grade on a 5-point scale did you deserve? Always aim for 5.

In any case, there are three steps:

• Creation. Male energy of the birth of ideas, plans, goals. The stage of dream formation and planning is like the process of giving birth to a child, pleasant and short-lived, but which is the impetus for everything else.
• Implementation. Women's energy of action, when you need to persistently and painstakingly realize your goals. A woman patiently carries a child for nine months before it is born.
• Achievement. The success you get. The child is born and lives his own life. The goals are achieved, and you deservedly enjoy the result.

You can get more detailed information in the sections "All courses" and "Utility", which can be accessed through the top menu of the site. In these sections, the articles are grouped by subject into blocks containing the most detailed (as far as possible) information on various topics.

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