Physical development and functional state of preschool children. On the approval of normative indicators of physical development and preparedness of preschool children in the Republic of Bashkortostan

24.07.2019

Bibliographic description:

Nesterova I.A. Health and physical development of children [Electronic resource] // Educational encyclopedia site

Consider the relationship between health and physical development of children, which is one of the key indicators of a child's health. The necessity of regular assessment of the level of physical development of the child in order to overcome possible diseases in the early stages of their occurrence is substantiated.

The value of the physical development of children

Health and physical development are closely related. In children with existing health disorders, physical development is slowed down or significantly worsened. The physical development of children is represented in the totality of the morphological and functional characteristics of the body in their relationship in childhood. It is inextricably linked with the education of cravings for a healthy lifestyle.

The problem of health and physical development of children is widely studied in medicine. Back in the 19th century, Russian scientists F.F. Erisman and N.V. Zak established that the physical development of children and adolescents from privileged circles is much higher compared to their peers from low-income families.

During the Soviet era, such scientists wrote about the health and physical development of children: A. N. Antonova, M. D. Bolshakova, M. A. Minkevich, E. P. Stromskaya, L. A. Sysin, L. L. Rokhlin , V. O. Mochan and others. At present, much attention is paid to the problems of child development and health in the works of such specialists as: V. V. Golubev, A.A. Baranov, N.V. Ezhova N.P., Shabalovi et al.

Indicators of the physical development of children

The health and physical development of children depends on the physical form and how often the child goes in for sports. An important role in assessing the health of children is played by indicators of the physical development of children.

The physical development of children is understood as a set of morphological and functional signs of the body, such as:

growth,
chest circumference,
lung capacity,
muscle strength of the arms, etc.

The physical development of both a child and an adult is directly related to the activity of body systems:

cardiovascular,
respiratory,
digestive,
musculoskeletal, etc.

The state of the above systems is an indicator of the physical development of the child. It has been established that the body's resistance to adverse environmental influences and disease resistance depend physically on how the child is developed. Thus, the physical development and health of the child are interrelated and influence each other.

Many valeologists note that physical development as a category of health is directly related to the state of the cardiovascular, respiratory, digestive, musculoskeletal and other systems. This is undeniable. However, we must not forget that the level of physical development depends on the resistance of the organism to adverse environmental influences, resistance to disease and, accordingly, the state of internal organs.

The physical development and health of the child are interconnected and influence each other. Physical development reflects the processes of growth and development of the body and is one of the most important indicators of children's health.

Currently, more and more people talk about the acceleration of the child's body. It has unpredictable effects on the health and physical development of children. Acceleration is an accelerated rate of development called an organism. More than one theory of acceleration coexist in science. It is believed that this is the result of a general trend in the biology of modern man, which arose under the influence of scientific and technological progress. This is a change in nutrition, an increase in the activity of the Sun, a change in climatic conditions, urbanization, violations of genetic isolation (interethnic marriages), radiation from household appliances, etc.

The indicators of the physical development of the child are most often considered height and weight. They are evaluated by comparing the size of its growth with the norms presented in standard tables. Such tables are periodically compiled on the basis of mass surveys of children in certain regions, which have their own geographical, social and economic characteristics.

The child's body is characterized by rapid growth and continuous development. According to N.V. Ezhova in medical science distinguishes a number of periods of child development, which are shown in the figure below.

Periods of a child's life

The physical development of a child is influenced by many factors:

Heredity, in which a large role is played not only by the genes of the parents, but also by race and the genes of many generations of ancestors.
Nutrition of the child, which provides the physiological needs of the body. An unbalanced diet often leads to a deficiency or excess of certain substances, the development of various diseases.
Environmental conditions and child care.
Hereditary diseases, the presence of certain chronic diseases, severe injuries or infectious diseases.
Properly distributed physical activity, physical activity of the child, his psychological and emotional state.

Most often, the growth of the body ends by 16 - 18 years.

Physical development is a process strictly subject to certain biological laws.

One of the most important laws of the physical development of children is that the younger the age, the more actively the growth processes occur. Based on this, it can be argued that the body grows most actively in utero. For 9 months, the baby's body grows from several cells to an average size of 49 - 54 cm in height and 2.7 - 4 kg in weight. During the first month of life, the child grows by about 3 cm and adds a mass of 700 - 1000 g. On average, by the end of the first year, the child weighs about 10 kg and has a height of 73 - 76 cm. With increasing age, increases in the physical development of the child decrease.

Another important law of the growth of the child's body is the change in periods of stretching and rounding. Periods of the so-called extension are replaced by rounding periods - each period lasts about 1.5 - 3 years. The most pronounced periods of rounding at the age of 3 - 5 years, and periods of stretching - in adolescence.

Monitoring the indicators of the physical development of the child is necessary at each stage of development. It must be remembered that any disease affects the physical development of the child, violating it.

Assessment of the physical development of the child

To identify indicators of health and physical development of children, an analysis of indicators and calculations are carried out to identify various indices.

Assessment of physical development is carried out by comparing the individual indicators of the child with the normative ones. The first (basic), and in many cases the only method for assessing the physical development of a child is to conduct anthropometric studies and evaluate the data obtained. In this case, two main methods are used, shown in the figure.

Methods for assessing the physical development of children

Consider each method for assessing the health and physical development of children separately.

The method of tentative calculations is based on knowledge of the basic patterns of increasing the mass and length of the body, the contours of the chest and head. Appropriate normative indicators can be calculated for a child of any age. The permissible interval of deviations of actual data from the calculated ones is ± 7% for average indicators of physical development. The method gives only an approximate picture of the physical development of children and is used by pediatricians, as a rule, in the case of providing medical care to children at home.

The method of anthropometric standards is more accurate, since individual anthropometric values are compared with the normative ones for the age and sex of the child. Regional standards tables can be of two types:

Sigma type.
centile type.

When using tables compiled according to the method of sigma standards, a comparison of actual indicators is carried out with the arithmetic mean value (M) for a given sign of the same age and sex group as in the child we are observing. The resulting difference is expressed in sigma (δ - standard deviation), determining the degree of deviation of individual data from their average value.

The results are evaluated as follows: with average physical development, individual values differ from age standards (M) by no more than one sigma in one direction or another.

Depending on the size of sigma deviations, 5 groups of physical development are distinguished. They are shown in the figure below.

Groups of physical development in accordance with the size of sigma deviations.

Consider an example: The average height of 10-year-old boys is 137 cm, the standard deviation is 5.2 cm, then a student of this age, having a height of 142 cm, will receive a height estimate in shares of sigma equal to

142 – 137 / 5,2 = 0,96,

i.e., the height of the student is within M + 1σ and is assessed as average, normal growth.

The final data obtained for each sign of physical development, in sigma terms, can be visually represented in the form of the so-called anthropometric profile, which is performed graphically and shows the differences in the physique of a given person from other persons. This method is widely used in dynamic medical monitoring of the physical development of children, athletes, military personnel and other population groups.

When using tables compiled according to the method of centile standards, it is necessary to determine the centile interval, which corresponds to the actual value of the sign, taking into account the age and gender of the patient, and give an estimate. The method is not mathematical and therefore better characterizes the variational series in biology and in particular in medicine. It is easy to use, does not require calculations, fully allows you to assess the relationship between various anthropometric indicators and is therefore widely used in the world.

At present, knowing the sex, age of the child and determining the anthropometric characteristics, it is possible to find out the degree of deviation of his physical development.

Centile - a certain proportion or percentage of the corresponding sign in children, depending on age and gender. This is a quantitative indicator of the physiological boundaries of a given trait.

For average, or conditionally normal, values are taken in the range of 25-75 centiles (50% of all children). The interval from 10 to 25 centiles characterizes the area of values below the average, from 3 to 10 centiles - low, below 3 centiles - very low and vice versa, the interval from 75 to 90 centiles - the area of \u200b\u200bvalues above the average, from 90 to 97 centiles - high, above 97 centiles are very high. Above the 75th and below the 25th centile there are border zones of quantitative characteristics of body length and weight, requiring caution when assessing the risk of serious deviations.

Scores outside the 97th and 3rd centiles reflect a clear pathology or disease.

Each length or weight result can be placed in the appropriate area, or "corridor", of the centile scale, which allows you to evaluate the child's physical development: average, above average, high, very high, below average, low and very low . If the difference between "corridors" between any 2 out of 3 indicators does not exceed 1, we can talk about harmonious development. If this difference is 2 "corridors", development should be considered inharmonious, and if 3 or more - disharmonious, i.e. evidence of a clear disadvantage.

When observing and measuring the child, the pediatrician gives an opinion on the physical development and recommendations in case of deviation from the norm.

But for an adequate assessment and timely correction of your child, the doctor must be familiar with:

with the previous development of the child,
with past illnesses,
with the child's characteristics.

Parents should clearly monitor the physical development of the child together with the pediatrician. This is necessary in order to prevent the development of diseases in time, such as endocrine, metabolic diseases, diseases of the cardiovascular system, etc.

Assessment of the physical development of the child occurs in strictly regulated periods indicated below.

So, control over the physical development of the child and its assessment are extremely important in today's extremely difficult environmental conditions. It is also necessary to emphasize the fact that the physical development and health of the child are interrelated indicators. Healthy children have adequate indicators of physical development. If the child has any diseases, then they worsen the indicators of physical development.

Constant monitoring of the physical development of children is necessary, it allows you to identify many diseases in the early stages, even before the start of health complaints by the child or his parents.

Literature

Golubev V.V. Fundamentals of pediatrics and hygiene of preschool children - M .: Publishing Center "Academy", 2011
Ezhova N.V. Pediatrics - Minsk: Higher School, 1999
Zhidkova O.I. Medical statistics: lecture notes - M .: Eksmo, 2011
Zaprudnov A. M., Grigoriev K. I. Pediatrics with children. – M.: GEOTAR-Media, 2011
Pediatrics. National leadership. Brief edition / Ed. A. A. Baranova. – M.: GEOTAR-Media, 2014.
Pishchaeva M.V. Denisova S.V. Maslova V.Yu. Fundamentals of pediatrics and hygiene of children of early and preschool age - Arzamas: ASPI, 2006.
Heavy O.V. Pediatrics. – New book, 2010.

OBSERVATION OF THE PHYSICAL DEVELOPMENT OF CHILDREN

It is known that physical development, together with other indicators of children, is an essential indicator of the state of health of children. The state of physical development depends on congenital characteristics, as well as on environmental conditions in which the organism grows and forms. To conduct a survey of the physical development of children, in particular anthropometry, trained medical workers should be allowed, since the technique and methods of anthropometric measurements require certain knowledge and practical skills.

Measurement of children of the first year of life is carried out in the supine position with a horizontal stadiometer. The child is laid on his back in such a way that the head tightly touches the top of the head to the transverse bar of the stadiometer. The head is set in a position in which the lower edge of the orbit and the upper edge of the ear tragus are in the same vertical plane. The assistant firmly fixes the child's head. The legs should be straightened by lightly pressing the left hand on the child's knees. With the right hand, the movable bar of the stadiometer is brought tightly to the heels, bending the feet to a right angle. The distance between the fixed and movable bar will correspond to the height of the child.

Measurement of height in children older than a year is carried out in a standing position with a height meter. The child stands on the platform of the stadiometer with his back to the vertical stand, in a natural, straightened position, touching the vertical stand with his heels, buttocks, interscapular region and the back of the head, arms lowered along the body, heels together, socks apart. The head is set in a position in which the lower edge of the orbit and the upper edge of the ear tragus are in the same horizontal plane. The movable bar is applied to the head without pressure.

Determination of body weight in young children is carried out on scales with a maximum allowable load of up to 20 kg. The diaper is weighed first. It is placed on the scale tray so that the edges of the diaper do not hang from the tray. The child is placed on the wide part of the tray with his head and shoulder girdle, legs on the narrow part of the tray. If the child can be seated, then he is seated on the wide part of the tray with the buttocks, legs on the narrow part. Place the child on the scales and remove from them only when the balance arm is closed, standing not on the side, but directly on the side of the balance arm. Weight indications are counted from the side of the weight where there are notches or notches (the lower weight must be placed only in the notches on the lower scale). After recording the weight, the weights are set to zero. To determine the weight of the child, subtract the weight of the diaper from the scale readings.

Weighing of children under one year old in preschool institutions is carried out every 10 days, from 1 to 3 years old - once a month.

Chest circumference is measured with a centimeter rubberized tape in a state of calm breathing (pause, and older children when inhaling and exhaling). The tape is applied behind - at the angles of the shoulder blades, and in front - at the level of the lower edge of the nipples.

In addition to anthropometric measurements, muscle tone, tissue turgor, the nature of fat deposition, etc. are noted. The thickness of the subcutaneous fat layer should be determined not in any one area, but in various places (on the chest - between the nipple and the sternum, on the stomach - at the level of the navel, on the back - under the shoulder blades, on the limbs - on the outer surface of the thigh and shoulder, on the face - in the cheek area). Depending on the thickness of the subcutaneous fat layer, they speak of normal, excessive and insufficient fat deposition. Attention is drawn to the uniform (throughout the body) or uneven distribution of the subcutaneous fat layer.

Determination of soft tissue turgor is carried out by squeezing the skin with the thumb and forefinger of the right hand and
all soft tissues on the inner surface of the thigh and shoulder, while a feeling of resistance or elasticity, called turgor, is perceived. If the turgor is reduced, then when squeezing, a feeling of lethargy or flabbiness is determined.

Muscle tone is determined by passive flexion
and extension of the upper and lower limbs. According to the degree of resistance that occurs during passive movements, as well as the consistency of muscle tissue, determined by touch, the muscle tone is judged. In healthy children, the tone and mass of muscles in symmetrical places should be the same.

These descriptive features are rated in terms of severity as "small", "medium", and "large".

An individual assessment of physical development is based on a comparison of its anthropometric data with regional standards developed by the regression analysis method. The use of normative or dental tables allows you to give a differentiated description of the physical development of the child and highlight children who need constant monitoring and specialist advice.

The lag in physical development can be due to a number of reasons that need to be identified by the doctor of the preschool institution. The hereditary-constitutional factor has a certain value. More often, the cause of poor physical development is chronic infections and intoxications, primarily rheumatism, tonsillogenic cardiopathy, chronic pyelonephritis, hypothyroid dwarfism. One can speak of nanism only if the growth rate is more than 10% below the standard.

A detailed examination of the child allows you to identify the features of his skin, lymphatic apparatus, skeletal system. Preschool children may be diagnosed with scoliosis or pectus excavatum. Timely detection of this pathology prevents the development of disability in the future. All children with suspected pathology of the musculoskeletal system should be referred for a consultation with an orthopedist, corrective gymnastics is indicated.

	boys		girls		pulse	breath	hell
	weight	growth	weight	growth	pulse	breath	hell
1 year	11,5-13,8	82-87	11,7-13,5	80-87	120-125	35
2 year	12-14	85-92	11,8-14,0	82-90	110-115
3 year	13,8-16	92-99	13,6-16	91-99	105-100	28
4 year	15,8-18,5	98-107	14,5-17,5	95-108	100-106
5 years	17,6-21,7	105-116	16,9-19,9	98-112	100
6 years	19,6-24,2	111-121	18,8-23,8	111-116	90-96	26
7 years	21,6-28,2	118-139	21,8-27,4	118-129	85-90
8 years					80-87
9 years					80-85
10 years					78-75	20
12 years old					75-72
13 years old					72-82
14 years					72-76	17

			Level of physical development
					above average average			Below the average
1	2		3		4 5			6		7
						Body mass
		18,7>		18,6-17,3		17,2-14,1	14,0-12,6		12,5<
				18,4-16,9		16,8-13,8	13.7-12,4		12,3<
		19,1>		19,0-17,8		17,4-14,7	14,6-13,1		13,2<
		18,7>		18,6-17,7		17,6-14,2	14,6-13,3		12,9<
		19,6>		19,5-18,3		18,2-15,3	14,1-13,0		13,8<
		18,9>		18,8-17,5		17,4-14,7	15,2-13,9		13,5<
				21,1-19,7		19,6-16,0	14,6-13,6		14,3<
		20,4>		20,3-18,3		18,2-15,7	15,9-14,4		14,1<
		22,9>		22,8-21,0		20,9-16,8	15,6-14,2		14,8<
		21,9>		21,8-20,2		20,1-16,6	16,7-14,9		14,9<
		23,9>		23,8-22,1		22,0-18,1	16,5-14,9		16,1<
		23,8>		23,7-21,8		21,7-17,6	18,0-16,2		15,5<
		25,0>		24,9-23,2		23,1-19,5	17,5-15,6		17,5<
		25,9>		25,8-23,5		23,4-18,6	19,4-17,6		16,1<
		26,7>		26,6-24,7		24,6-20,3	18,5-16,2		18,2<
		27,5>		27,4-24,9		24,8-19,7	19,6-17,6		17,5<

				body height
















			chest circumference

DEVELOPMENT INDICATORS OF PRESCHOOL CHILDREN

AGE

1. Methods of research and assessment of the health status of children and adolescents

2. Methods of research and evaluation of the physical development of children and adolescents

3. Hygienic assessment of the organization of physical education in children's institutions

4. Hygienic foundations of the educational process in children's institutions.

5. Diagnosis of children's readiness for schooling

6. Hygiene of the educational process in a secondary school

According to WHO (1990), the state of children's health is one of the most pressing problems worldwide. Its importance is largely due to the progressive deterioration of the environment. The child's organism, which is in the process of development, is more susceptible to the influence of both favorable and unfavorable factors, more quickly and sharply reacts to changes in the environment. When studying the influence of various factors, it is important to determine their impact complexes, as well as to find out how the influence of each factor is modified when they are combined. The integral result of the impact of the environment on the child population is the level and quality of children's health. A pediatrician should be able to determine these two indicators, determine the state of health of the DIP.

Health is a criterion --------- of the relationship of the child's body with the environment. It is formed under the influence of a complex set of biological, environmental and social factors.

Therefore, for hygienists, the closest in spirit is the definition of health adopted by the WHO Charter “Health is a state of complete physical, spiritual and social well-being, characterized by the dynamic balance of the body with the environment, as well as the absence of diseases and physical defects in it.”

Health, as a measure of vitality, the body's ability to function optimally, is characterized in this case not only by the absence of clinically pronounced symptoms of diseases, but also by the absence of their initial manifestations, pre-disease states, and the so-called “minor pathology”, often detected at the functional level, easily reversible changes, indicating a decrease in the overall resistance of the body to the effects of adverse environmental factors.

The indicators of health (morbidity, mortality, disability, etc.) identified as a result of demographic studies are only the visible tip of the iceberg, the underwater part of which is pre-pathological (prenosological) conditions that reflect the stages of movement from health to illness. The study of these conditions as the basis for determining the “level” of health of a healthy child is the subject of hygienic diagnostics (“hygienic monitoring”), which studies the environment, health and the relationship between them. It is the health of the team that in this case acts as a criterion for prenosological diagnostics, a “marker” of the negative impact of the environment on a person, a criterion for the effectiveness of all preventive work carried out by the bodies of the sanitary and epidemiological service.

In order to bring primary prevention closer to the main task - increasing people's life expectancy, hygienic diagnostics, having 3 objects of study (health status, habitat, their relationship), is designed to identify the stages of the health scale

Full health

practical health

predisease

This is necessary to prevent the transition of states into various diseases.

The interaction of hygienic diagnostics and clinical examination should be carried out in 4 stages

Stage 1 - study of the environmental situation, living conditions, lifestyle

Stage 2 - medical examination

Stage 3 - recreational activities

Stage 4 - dynamic dispensary observation

A comprehensive assessment of the nature of the development and state of health of the child requires mandatory consideration of the physical and neuropsychic development, the degree and harmony of the usefulness of the functional state of his body.

The availability of methods for diagnosing prepathological (prenosological) conditions, a quantitative assessment of the depth and degree of reversibility of these processes, can become the scientific basis for such preventive measures that will meet the objectives of primary and secondary prevention. Proceeding from this, prevention becomes aimed not at preventing specific diseases, but at reducing the likelihood of their development in general. There are the following factors affecting the health of children and adolescents.

Factors shaping the health of the child population

| | Socially | |

| | economic | |

| | conditions | |

| Environment | Heredity | physical |

| | | Education |

| Nutrition | | |

| Living conditions | Condition | Daily routine |

| | health | |

| | Population | |

| |Indicators | |

| | Mortality | |

| | Incidence | |

| | Disability | |

| | physical. development | |

| | |Terms of learning|

| |Medical-sanitary| |

It is necessary to pay attention to the role of such factors influencing the formation of health as biological (age of the mother, her state of health, body length, number of births, weight of the child at birth, the presence of deviations in the act - ---------- - and early postnatal periods, etc. 0 and social (apartment area, per capita income, parental education, social and family upbringing of the child, daily routine, including sleep duration and outdoor exposure).

2. Medical control over the health of children.

One of the most important tasks of a pediatrician is to control the formation and dynamics of the state of health of the DiP

Control over the dynamics of the state of health is regulated by the order of the Ministry of Health of the Russian Federation of March 14, 95 No. 60 “On approval of the instructions for conducting preventive examinations of children of preschool and school age based on medical and economic standards”

Health monitoring is currently carried out on the basis of mass screening tests and is a new principle for organizing in-depth examinations of children and adolescents. It is carried out in several stages:

Stage 1 - examination of all children under the screening program, which is carried out mainly by the nurse of the children's institution; 7

stage 2 - examination of children performed by screening tests by a doctor of a children's institution;

Stage 3 - examination by narrow specialists of the polyclinic of children referred from a preschool institution (school) for a consultation.

This principle of organizing a medical examination provides a significant increase in the role of the average honey. the staff of a children's institution in monitoring the health of children, and also ensures the rational use of the working time of doctors and narrow specialists with differentiated monitoring of the health of children.

The screening program includes:

1. Questionnaire test - a survey of parents or students using a special questionnaire. The survey is aimed at identifying anamnestic data and complaints that are characteristic of changes in the nervous, cardiovascular, digestive, urinary systems, as well as those typical for diseases of the nasopharynx and allergic diseases and conditions (Appendix 1).

In this questionnaire, in the form of simple questions, the main “key” complaints that arise in children and adolescents in the presence of deviations in the state of health according to the leading systems are grouped. When examining preschool children and students in grades 1-4, the questionnaire is filled out by parents, from grade 5 - by the students themselves.

Fortress physique also 100% of boys and 100% of girls 2-6 years old have a very weak physique. Such low values of indicators indicate the low development of preschool children, which can be caused by the action of numerous factors. In the future, to continue further study of anthropometric parameters in schoolchildren aged 7-16 to establish the physical status of the school and ...

This adaptive norm is passed down from generation to generation. Thus, the variability of a whole complex of mutually related features is controlled. Let us consider this using the example of the physical development of children of preschool and primary school age belonging to various groups of the indigenous and old-timers of the North of Russia. According to T.V. Chiryateva, Khanty children aged 3–7 years...

Mastering motor skills, able to navigate in the environment, actively overcome the difficulties encountered, showing a desire for creative search. The theory of physical education of preschool children is continuously developing and enriched with new knowledge obtained as a result of research covering the diverse aspects of child upbringing. Research data...

DATA COLLECTION FOR PHYSICAL EDUCATION MONITORING

To monitor physical education and track the impact of its technologies on children's health, it is necessary to have an idea of the dynamics physical development, the development of physical qualities and physical fitness, the quality of the development of motor skills, morbidity.

Assessment of the physical development of children

Physical development of children - an important indicator of the state of health, which is characterized by a combination of morphological and functional parameters due to hereditary factors and environmental conditions.

When assessing the physical development of children, the following are taken into account:

Body length and weight, chest circumference, and in children under 3 years and head circumference;
- functional indicators: vital capacity of the lungs, endurance coefficient, muscle strength of the hands, etc.;
- the degree of development of the subcutaneous fat layer, tissue turgor, muscle development, muscle tone, posture and musculoskeletal system.

The influence of the external environment is especially noticeable on the physical development of children: unsatisfactory living conditions, lack of air, lack of sleep, poor nutrition, climate features, irregular daily routine, restrictions on physical activity. In this regard, the level of physical development is considered to be a clear indicator of their health, living conditions and upbringing. The rate of physical development is influenced by hereditary factors, type of constitution, individual characteristics of the central nervous system, metabolic rate, etc.

The physical development of children naturally changes throughout life. Indicators of body weight and length increase unevenly not only in different age periods, but also in different seasons. A more intensive increase in body weight in children is observed at the end of summer and autumn, to a lesser extent - in spring and early summer. This is due to the improvement of metabolism due to the increase in the time children spend in the fresh air, greater physical activity, a varied diet with the inclusion of a sufficient amount of fresh vegetables and fruits. The rate of increase in body length is more pronounced in spring and early summer, when increased ultraviolet radiation increases phosphorus-calcium metabolism and promotes intensive bone growth.

An individual assessment of physical development is carried out by comparing the anthropometric indicators of the child with regional standards. This allows you to identify deviations in physical development and take the necessary measures to improve them. The use of standards makes it possible to conduct a group assessment of the physical development of a group of children in a preschool institution and to trace the dynamics of indicators, as well as to conduct comparative studies of children attending and not attending preschool institutions. In addition, the group assessment method allows you to determine the degree of effectiveness of various sports and recreational technologies.

Due to the acceleration observed in children, the standards of physical development are periodically reviewed.

Assessment of physical development can be carried out by various methods:

- sigma deviation method when the individual indicators of the child are compared with the arithmetic mean of each feature, presented in special tables;

- regression method using regression scales compiled by age and sex groups;

- centile method , the essence of which lies in the fact that the ordered variational series, covering the entire range of fluctuations of the sign, is divided into 100 intervals, falling into which have equal probabilities. This method is considered the most accurate by modern medical practice;

- nomogram method when physical development is assessed by two leading morphological indicators - body length and weight. Optimal absolute indicators of body length and weight, as well as their ratios, ensure the perfect functioning of the musculoskeletal system, cardiovascular, respiratory and other body systems. Equal ratios of length and body weight are associated with a different rate of age-related maturation of the child. Nomograms are most often used in mass screening examinations of children.

The method of determining the biological age of children is also practiced.

Children should be examined by health professionals at least twice a year. The results of the survey are discussed at the medical-pedagogical council.

Practitioners who are seriously concerned about the health of children most often use tables of physical development, in which indicators are correlated with the growth of children. People are not all the same: there are big ones, medium ones, small ones. There are formulas that determine the future growth of a person, even if he is still in the womb. Knowing the future growth of the child (errors of no more than 3 cm in one direction or another), it is possible with a high degree of accuracy to attribute it to a certain group of children: large, medium, small.

When examining a child, for example, it may turn out that the indicators of physical development correspond to the average, and according to the data of his future growth, the child should have indicators corresponding to the “large” column. Perhaps there is a delay in physical development. But in any case, only a pediatrician can make such a conclusion.

Let's take an example. The child is 4 years old. Its body length is 98.5 cm, weight is 12.8 kg. His height in adulthood should be 185 cm, i.e. high. Hence, we must attribute it to the type of "big".

Let's look at the table of indicators of physical development (a fragment is given).

Note: Tables and calculation formulas as an appendix to the course will be given in lecture No. 8.

What are the conclusions? And the conclusions are that the physical development of the child is delayed. Indeed, according to his future growth, he belongs to the “large” type, and the indicators of body length and weight correspond to the “small” type. Therefore, it is necessary to find out the reasons for such a lag in physical development.

Standard average growth rates can be calculated using the following formulas:

Boy height \u003d 6 x age + 77;
Girl's height \u003d 6 x age + 76.

Physical development data allows us to determine the number of harmoniously developing children, as well as children who have problems: for example, overweight, low growth rates, disproportionate development, significantly exceeding acceptable limits, etc.

These data allow us to develop special health programs for such children. For example, for children with low growth rates, swimming, jumping, hanging should be included in the complex of physical exercises, and a lot of dairy products and carrots should be included in their menu. If a child is overweight and no chronic pathology has been found in him, then it makes sense to organize a special diet for him with the introduction of gradually increasing physical activity. When he loses some weight, then you can include in the complex and strength exercises that strengthen muscle mass. Of course, all this should be carried out in accordance with the recommendations and under the supervision of a doctor.

The proportionality of physical development is measured using the Pignet index (PI).

IP \u003d Height (cm) - [Weight (kg) + Circ. gr. class(cm)]

The data obtained are compared with the indicators given in Table. one.

Table 1

Standard indicators of the Pignet index in preschool children

Note: The lower the Pignet index in children compared to the standard, the stronger their physique.

Using the indicators of the Pignet index, we will be able to draw certain pedagogical conclusions about the quality of physical education and health improvement work and boldly assert that our children have become stronger or, on the contrary, the quality of physical education leaves much to be desired.

The state of the cardiovascular system can be judged by functional tests and indicators of physical performance.

When conducting functional tests in children 4-7 years old, normal indicators are:

1. Increased heart rate after 20 squats for 20 seconds by 25-40% of the original data.
2. Increase in breathing by 5-6 units.

By these indicators, we can also judge the degree of effectiveness of physical education in relation to children's health.

For example, at the beginning of the year, the pulse of children increased by 45% with a similar load, which, in principle, corresponds to the norm. But three months have passed, and the indicators of functional tests are still the same. Conclusion: there is no purposeful activity in physical education in this preschool institution or in this age group of children.

The positive effect of physical education on the development of physical performance can be verified using step test. Children are offered two loads of increasing power:

1) climbing a step with a frequency of climbing 22 times per minute;
2) climbing a step with a frequency of climbing 30 times per minute.

The duration of each load is 2 minutes, the rest between them is 3 minutes.

The amount of work performed by the child is calculated by the formula:

W=P X n X h,

Where R- weight of the child n- the number of steps per step per minute, h- step height in meters. The norm is an increase in heart rate by 15-20% at the first load and by 45-60% at the second in relation to the initial level. The decrease in these indicators tells us about the health-improving effect of physical culture and health-improving work and its proper organization.

An important indicator of the state of the cardiovascular system is the calculation of the endurance coefficient (CF) and its comparison with standard indicators.

The endurance coefficient is calculated by the formula:

KV \u003d P x 10 / PD,

Where P - pulse, PD - pulse pressure (pulse pressure is determined by the difference between the maximum and minimum blood pressure).

As endurance develops, the numerical values of CV decrease. In table. 2 shows its standard indicators.

table 2

Indicators of the coefficient of endurance in children

The development of the respiratory muscles can be traced using a pneumotonometer. It is a U-shaped glass tube half filled with mercury and equipped with a scale to which a rubber tube with a mouthpiece is attached. To take measurements, first inhale, then exhale deeply. Then they take the mouthpiece into the mouth and make the maximum inhalation, trying to raise the mercury in the tube of the device as high as possible and hold it at this level for 2 seconds. The force of inhalation will increase as the children are trained. It should be noted that children really like to work with various devices and they are happy when they see how their body's capabilities increase.

An important indicator reflecting the functional capabilities of the respiratory system is the vital capacity of the lungs. It is measured using a spirometer. The vital capacity of the lungs (VC) is measured in cubic centimeters. The results obtained are compared with due(by age and gender) VC (JEL), which can be calculated using the equations of A.F. Sinyakov, given in table. 3.

Table 3

Equations for calculating JEL (according to A.F. Sinyakov)

Knowing the vital capacity of the lungs and body weight, it is possible to determine the vital index (LI) of the child. It is determined by the formula:

ZhI \u003d ZhEL / R,

Where VC is the vital capacity of the lungs, in ml; P - body weight, in kg.

The effectiveness of physical culture and health work will be indicated by an increase in the vital index from 5 to 15 ml/kg.

The presence of initial data of physical development at each age is not yet a monitoring of physical development. Taking indicators twice a year, as is customary in preschool institutions, is nothing more than monitoring results. Monitoring involves tracking the dynamics of physical development and correlating its indicators with other parameters, for example, physical fitness or the functional state of the body. Therefore, indicators of physical development should be taken quarterly. This allows you to see the results of pedagogical influences on each child and the group of children as a whole and, accordingly, adjust the process of physical development of children.

Assessment of the physical qualities of children

Development of physical qualities is evaluated by the dynamics of indicators of strength, endurance, flexibility, dexterity, speed. It should be noted that the degree of development of physical qualities also indicates the level of mental development, as well as the presence of certain inclinations in the child. For example, agility indicates developing abilities to learn quickly.

Rapidity rated for 100m speed run.

The strength of the hands assessed with a hand dynamometer, shoulder strength belts- according to the indicators of throwing a stuffed ball weighing 1 kg into the distance in a way from behind the head with two hands, lower limb strength standing long jump.

Agility is estimated by the difference in the time of running a distance of 10 m in a straight line and a shuttle way (run 5 m, turn around and run back).

Agility can be measured by the time spent on the obstacle course. The child should run along a gymnastic bench 5 m long, roll the ball between six objects (skittles, cubes, other objects) located at a distance of 50 cm from each other, crawl under an arc 40 cm high.

Includes approximate indicators of development of children of preschool age. It can be used in the analysis of the level of development of the child, as material, including the history of development at preschool age, for the selection of the necessary corrective work.
In the analysis of children's fears, materials by A.I. Zakharova .

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The history of the development of the child in the period from 3 years to 5-5.5 years of age.

Leading indicators of child development during this period:

1. Duration, severity and features of the “three-year crisis”.

2. Adaptation in a children's institution: the ability to communicate with peers, the ability to adapt in a children's team, adaptation to the requirements of the social environment, the presence- specific reactions to visiting a children's institution.

3. Features of the game as the leading activity of this age.

4. In connection with the differentiation of motor functions characteristic of this age, the presence of a factor of left-handedness or ambidexterity (lack of a strong preference for any hand or foot) in the family or other relatives should also be clarified.

Preschool fears.

1. At 3 years old in boys most often compared with subsequent age are presentedfairy tale characters fears(50%), height (40%), blood (43%), injections (50%), pain (47%) and unexpected sounds(43%). 2. A number of other fears, despite their lesser severity, reach boys maximum at the considered age: at 3 years - darkness (33%); closed and open space(27 and 20% respectively), water (27%), doctors (23%).

2. At 4 years old - loneliness (31%) and transport (22%).

3. In girls reach the age maximum common fears with boys: at 3 years old - loneliness (33%), darkness (37%), pain (40%), injections (41%), at 3 and 4 years - blood (27% at both ages). Does not reach a maximum, but is quite pronounced andfear of closed spaces at 4 years (21%).

4. At a younger preschool agefear of lonelinessbased on a diffuse feeling of restlessness or anxiety,is concretized by the fear of attack, embodied in the face of terrible fairy-tale characters.The decoding of this combination of fears is as follows: the child, left alone, without the support of his parents, experiences a sense of danger and an instinctive fear of fairy-tale characters threatening his life.

5. Boys At 3 years old, they are most often afraid Baba Yaga (34%), Koshcheya (28%) and Barmaleya (34%).

6. Girls , respectively, are more often afraid of the same characters at the age of 4 - at 50, 42 and 47%.

7. At 4 years old, 33% of boys and 39% of girls have expressed wolf fear . All these fabulous images can, to a certain extent,reflect fear of parental punishment or alienationfrom children with a lack of feelings of love, pity and sympathy, so essential at this age. Then Baba Yaga can be involuntarily associated with the mother, and the Wolf, Barmaley and Koschey with the father.

8.Typical for this age triad of fears:loneliness, darkness and closed space.

Physical development of children 3-5 years old.

Three years .

1. The child's motor skills are enriched: he runs confidently, speeds up and slows down, changes direction, can catch the ball and maintain balance, climbs and descends stairs well, rides a tricycle.

2. At this age, the baby is able to dress and undress independently, knows how to fasten (this is difficult) and unfasten buttons, put on shoes (with Velcro).

3. At three years old, the child is already well oriented in space and can easily find the object he needs or complete some task to find a toy.

4. He also has good visual coordination. He already knows how to use scissors, eat on his own, drink from a cup, unwrap sweets without his mother's help (just a jack of all trades).

Four years .

1. Motor activity is improved: the child can stand and jump on one leg, walk backwards, jump to the side, forward and backward, alternate running with jumps, jump over low obstacles, march to the beat of the music.

2. Also during this period, the preference for the right (left) hand is clearly formed.

3. At this age, not all children succeed in tying their shoelaces correctly. However, almost all of them are making active attempts in this direction.

Five years.

1. Control over body movements is noticeably improved. All the skills that the child has acquired up to this age are being improved.

2. At this age, the baby catches the ball well with both hands (from a short distance), hits it on the ground several times and catches it, rides a two-wheeled bicycle (including without safety wheels), roller skates, jumps over a rope, deftly overcomes obstacles , walks on a log, makes simple dance movements.

Table of speech development:

Child's age	Sounds in speech
1 year - 1.5 years	b, t, k, h
1.5 years -2 years	f, v, t, d, n, le, ch, x
2 years - 2 years 6 months	s, s, n, b, m, t, d, n
2 years 7 months - 3 years 5 months	ph, vy, s, z, xh, l
3.5 years - 3 years 8 months	h, w
4 years - 4 years 6 months	sh, w,
4 years 6 months - 5 years	r, r

The development of children's speech from 2 to 6 years.

Age	active speech	Speech understanding
2 years 6 months	There is a rapid increase in vocabulary. Uses pronouns appropriately me, you, me ; Uses sentences of 2-3-4 words. Complex non-union proposals. Repeats two digits "one", "two" in the correct sequence, has an idea about the number "one"; We use diminutive forms of words. suffixes appear.	Understands read short stories and fairy tales (with or without picture)
3 years	Vocabulary of 500 words or more, communicates in sentences of 3 or more words, uses plural nouns and verbs. Gives his name, gender, age, understands the meaning of simple prepositions, performs tasks such as:Put the cube under the cup, put the cube in the box. Frequently asks you questions. Speaking, tells, his impressions, thoughts Finishes sounds, syllables, words when reading. Names colors, shapes of objects	Understands complex sentences like: "When we get home, I will...". Understands questions like: "What do you have in your hands?". Listens to "how" and "why" explanations. Performs a two-step instruction such as: "First we wash our hands, then we will have dinner." Understands the meaning of simple prepositions and plurals.
3-4 years	Owns a dictionary of approximately 1500 words. Begins to use complex sentences. Speaks in sentences of 4-5 words. Asks a lot of questions, uses the words "Who?" and why?" Uses expressions like:"I think that....", "I hope that...." Uses verbs correctly in the past tense.	Understands complex sentences, meanings of prepositions outside of a specific familiar situation. Listens to long tales and stories. Fulfills requests and commands, even if the desired item is not in sight.
4-5 years	Has a vocabulary of about 3,000 words Knows his address Uses sentences of 5-6 words. Uses all types of sentences, including complex ones. Able to retell. Pronounces almost all sounds correctly. Determines the right-left of himself, but not of others. Knows simple antonyms (big, small, hard - soft) Uses past, present and future tenses. Counts up to 10. Knows the purpose of objects and can tell what they are made of.	Performs verbal tasks with prepositionsbehind, between, next toetc. Understands a conditional sentence with a word if. Understands the grammatical form of sentences like:The picture was drawn by Masha.
6 years	Possesses a dictionary of about 4000 words All sounds are pronounced correctly. He knows how to tell and retell, he tries to express his attitude to what is being told. Uses complex sentences. Uses all parts of speech Uses abstract and abstract concepts Distinguishes and differentiates speech sounds by ear and in pronunciation	Can retell the events of the past day, story, cartoon.

cognitive activity: 3.5-4.5 years.

1. Knows his gender, age, first name and last name, differentiates them (What is your name? What is your last name?), Parents' names.

2. Can repeat a sentence of 4-5 words after an adult (The cat is sleeping, she is warm. After dinner we will go for a walk.).

3. Knows all the colors of the spectrum. Accurately names red, blue, green, yellow colors. Selects identical shades of color.

4. Distinguishes geometric shapes and names: circle, square, selects similar to similar: triangle, oval, rectangle.

5. Owns the concepts of "one-many".

6. Knows the generalizing words “dishes, clothes, toys” (What toys do you have? What dishes do you have in the kitchen?).

7. Knows how to play children's loto, finds identical pictures

8. Answers questions while reading the book (What did the hen do? - she laid an egg).

9. Can draw several well-known objects in the way adults taught (if he doesn’t draw, then at least he can copy a cross, straight lines and a circle).

10. Can build something from children's building material or a designer with clearly marked building details. The building must conform to the model.

11. It can correctly fold the pyramid, taking into account the size of the rings, put 6-9 decreasing molds into one another, insert the liners into the board with slots, fold the subject cut picture from several parts.

1. The following colors are used in drawing: red, yellow, blue, green, white, black.

2. Are able to: correctly hold a pencil, brush and use them; draw strokes, horizontal, vertical, rounded lines.

3. Outlines, copies a cross, reproduces shapes.

4. In modeling they know how to: roll up a lump of clay with straight and circular motions; roll up the columns rolled with direct movements in the form of a ring, connect the ends, flatten the lump of clay between the palms, connect 2-3 familiar shapes.

The game:

1. Likes to play with toys, plays simple scenes with a chain of actions (cooks soup in a saucepan, seats the doll at the table, gives her a plate, feeds her, puts her to bed).

2. He is aware of his actions - he can answer questions about what he is doing and why, what he will do next (now I will cook dinner and the doll and bear will eat).

Communication :

1. He plays side by side with his peers, sometimes joining the partner's game, but without destroying it.

2. In the family, he shows a desire to do a lot himself.

Skills: knows how to wash himself, brush his teeth, go to the toilet, dress after sleep. He knows where everything lies and easily fulfills the requests of an adult to find and bring.

Attention metrics:

1) Knows how to find similarities and differences in objects.
2) Knows how to find similarities and differences in pictures, drawings.
3) Assembles the designer according to the sample
4) Collects a picture from 3 or 4 parts into one.
5) Repeats the actions for adults: arms up - arms to the sides - raise the leg - lower the leg.
6) The child clap their hands when the adult says a certain word from the list of words. The child should clap his hands at the word "ball" when you say the words: cup, notebook, ice cream, wall, phone, pyramid, sea, lemon, ball, spoon, snowflake.
7) Keeps 4-5 objects in sight.
8) Not distracted for 5-7 minutes when performing tasks.

9) They still do not know how to intentionally maintain attention for a long time in the same direction, being distracted from other objects.

Indicators of development of attention:

By age three, children should:

1. Perform the task without being distracted for about 3-4 minutes;

2. Keep at least 3-4 objects in the field of view;

3. Find 2-3 differences between objects;

5. Be able to find the same objects, figures;

6. Be able to find objects that are different from others.

By age four, children should:

1. Perform the task without being distracted for about 8-10 minutes;

2. Keep at least 4-5 objects in the field of view;

3. Find 3-4 differences between objects;

5. Be able to find the same objects, figures.

By age five, children should:

1. Perform the task without being distracted for 10-12 minutes;

2. Keep 6-7 objects in the field of view;

3. Find 5-6 differences between objects;

4. Perform tasks independently according to the proposed model;

Indicators of memory development:

By age three, children should:

1. Be able to memorize at least 3-4 proposed items or named words;

repeat verbatim sentences consisting of 2-3 words;

2. Tell from memory the content of the plot picture (on questions);

memorize the location of toys (2-3-4), name from memory what was where.

By age four, children should:

1. Be able to memorize at least 4-5 proposed items or named words;

2. Be able to tell poems, fairy tales, stories from memory;

3. Repeat verbatim sentences consisting of 3-4 words;

4. Tell from memory about the events of your life and the environment;

retell the content of the plot picture from memory;

5. Remember the location of toys (3-4), name from memory what was where.

By age five, children should:

1. Be able to memorize at least 6 proposed items or named words;

2. Be able to memorize poems, nursery rhymes, riddles;

3. Retell the content of a short work or fairy tale;

4. Remember and tell the events that happened the day before, as well as the bright events of life;

5. Remember and repeat small phrases;

6. Be able to compare two images from memory.

By age three, children should:

1. Select suitable items to each other, linking them together in meaning (for example, a basket and mushrooms, a cup and saucer, a bucket and a spatula, etc.);

2. Compare two objects with each other, identify the discrepancy between them;

3. Find among the four objects one that is not like the others (for example, three different buckets and nesting dolls, three different apples and a flower, etc.);

4. Know which of the animals lives where, what they like to eat;

5. Know what things are needed in summer and what things are needed in winter;

6. Compose a pyramid, taking into account the size of the rings;

8. Compose split pictures from 2-3 parts.

By age four, children should:

1. Combine objects into groups according to certain characteristics, call them a generalizing word (animals, toys, fruits, shoes, furniture, dishes);

2. Select suitable items to each other, linking them together according to their meaning (for example, a hat and a scarf, a needle and thread, a cup with a saucer, etc.);

3. Select an object in groups that does not fit the general features: “Find what is superfluous” (for example, a hare, a squirrel, a hedgehog and a fungus; an apple, a pear, a grape and a pencil, etc.);

4. Build a logical series from a certain group of figures or objects;

5. Compare two objects with each other, identify the discrepancy between them;

6.Find missing parts of objects (for example, a clock without hands, a teapot without a handle, a flower without petals, etc.);

7. Find inconsistencies in images in the picture of the surrounding reality (for example, a chicken with hare ears, an apple on a spruce branch, etc.);

8. Make a pyramid of 5-6 rings, taking into account their size;

10. Compose split pictures from 3-4 parts.

By age five, children should:

1. Build a sequence of events according to a series of plot pictures and compose a coherent story (“Put the pictures in order to make a story”);

2. Classify objects according to certain characteristics (color, shape, size, quantity);

3. Select an object in a group that does not fit the general features;

4. Independently find inconsistencies in the drawings and explain them;

5. Compare two objects with each other, name how they are similar and how they differ from each other;

6. Know and name the details of clothing, parts of a car, house, tree, flower;

7. Compose, taking into account the size, a pyramid of 8 rings;

9. Compose split pictures from 4-5 parts.

Signs of a lag in the development of the cognitive sphere 3.5 - 4.5 years.

1.does not orient in three contrast values, i.e. cannot put a smaller object into a larger one (matryoshka, bowls)

2.does not sample 3-4 colors; gets confused in the selection of 4 colors;

3.does not collect in the correct sequence a pyramid of 3 rings (after showing);

4.does not show intelligence in attempts to get an inaccessible object;

5.does not solve the game situation by himself upon presentation of the game material; does not imitate the actions of a close adult.

6.cannot build a "tower" of cubes;

7. cannot draw, and if he draws, he will not recognize anything in his scribbles;

8. does not fold a pyramid of 4 rings, a four-part matryoshka;

9.does not show known objects in the pictures (animals, toys, dishes, clothes);

9.does not fold a split picture from two halves.

Signs of a lag in the development of the emotional sphere.

1. not able to calmly wait a little (after an explanation from an adult);

2.does not understand "good" and "bad";

3. does not empathize with a crying child (following the example of an adult), 4. does not show long-term emotional memory and emotional anticipation;

5. easily distracted from any activity;

6. cannot determine his emotional state (fun, sad, bored, interesting, good, bad).

Indicators of normal development in the age of children from 4.5 to 5.5 years.

Cognitive activity:

1. Knows his address, birthday, where or by whom his parents work, the age and occupation of his brothers and sisters (Sasha is 9 years old, he studies at school, in the 3rd grade). 2. Can answer questions like "What floor do you live on? How many rooms do you have in your apartment? How many people do you have in your family?"

3. Can learn a poem of 4 lines and knows several such poems.

4. Can repeat 5 disparate words after an adult (scythe, fly, grass, forest, mushroom).

6.Can copy simple geometric shapes.

7. Begins to navigate in space - understands "above", "below", "near", "between", "opposite", "under", "above", "about".

8. Finds differences in pictures (on one tree with flowers, and on the other not).

9. Collects cubes, mosaics.

10. Answers questions like "How to call apples, pears, peaches in one word?".

11. Can retell a short fairy tale, a story on questions.

Age features of the development of visual-motor coordination:

Colors simple shapes. Copies capital letters.

Visual activity.

1. Draws a simple "house" (square and diagonals). Draws a person, depicting from 2 to 3 parts of his body. Copies a square, a star. Finishes three parts in an unfinished picture.

2. The number of objects that the child can draw increases. There are plot drawings, often monotonous. Knows the names of 6-8 colors.

3. When designing, it can reproduce a simple sample, even if the details in it are not highlighted.

4. Can cut out the details of applications from paper and stick them, sculpt simple figures from plasticine (carrots, berries).

The game: The plots of the games are diversified. Substitute items are widely used (in the game of the store, dandelions are sweets, sand-sugar, pebbles-money). Follows the rules of simple collective games (hide and seek, hide and seek).

Communication: can play alone with another child of the same age. He treats children differently (I love Tanya, because she is cheerful, but not Dima, because he is greedy).

Skills: copes with simple tasks (set the table, water the flowers, wipe the dust). He dresses for a walk and undresses, returning from a walk, on his own.

The history of the development of the child in the period from 5.5 to 7 years.

1. The psychologist should be primarily interested in the problems that arose during this period, or the increase in previously existing problems, both in terms of the child’s behavior and in terms ofcognitive development.

2. It is also important to note the level of "readiness" for schooling (whether he knew the letters, whether he could read syllables, whether he owned a direct count up to 10).

3. On the other hand, the psychologist needs to find out such non-specific features:

Increased exhaustion and reduced performance,

The tempo characteristics of the child (fast-slow, "burdock"), increased excitability and difficulties in regulating one's own behavior against the background of obvious signs of exhaustion or without them,

Emotional lability (mood instability, ease of transition from laughter to tears and vice versa).

4. The presence of frequent respiratory diseases or exacerbation of chronic, severe infectious diseases, the consequences of injuries, surgical operations, which to some extent affected the mental development of the child.

5. Relationship with mother, father (in a triangle).

6. Relationships with peers.

7. Ability to role-play.

8. Desire and ability to draw.

9. If the child attended kindergarten, how did he build relationships with teachers, with children;

10. Child's sleep, the presence of fears, "nightmares";.

11. Diseases, mental traumas, reactions to them.

12. The readiness of the child for school in the cognitive, communicative, volitional spheres, “school maturity”.

This is the age of the greatest manifestation of fears, which is due not so much to emotional as to cognitive development - an increased understanding of danger.

1. Takes center stage fear of death , maximally expressed in boys at the age of 7 years.

2. Increases in senior preschool age, not yet reaching a maximum,fear of death of parents.

3.Maximum presented fear of animals (42 and 38% - at 6 and 7 years old in boys and 62% - in girls of 7 years old), from the fabulous - Snake Gorynych at 5 years and at 3 years in boys (in 27% of each age), at 6 years in girls (45.5%).

Of the other fears typical of age, it should be noted:

4. Fear of depth - in boys of 6 and 7 years (47%), in girls of 7 years (65%).

5. Terrible dreams - in boys of 6 years (39%), in girls at 5 (43%), 6 (43%) and 7 years (42%).

6. Fear of fire - in boys at 6 years old (39%), in girls at 5 (55%), 6 (56%), 7 (56%) and 9 years old (54%).

7. Increases in senior preschool age, remaining at a high level in the future, fear of fire at 6 and 7 years old in boys (59% and 62%) and at 6 and 7 years old in girls (79%).

8. Fear of attack - at 6 and 7 years old in boys (50%) and at 7 years old in girls (73%).

9. Fear of war - at 6 and 7 years old in boys (59% and 50%), at 7 years old in girls (92%).

10. Unlike boys, girls at the considered age have underlined fears of getting sick at age 7 (46%), punishment at age 7 (37%), before falling asleep at 5-8 years old (16-17%) and fairy tale characters in general at 5 years (65%).

11. The connecting link of fears among older preschoolers will be fear of death .

According to the correlation analysis, it is closely related to

fear of attack,

diseases,

Death of parents

terrible dreams,

darkness,

fairytale characters,

Animals,

elements,

fire,

Wars.

(Note:

Fear of death is more common in children who are found at 8 months. fears of unfamiliar faces, as well as some caution and foresight when starting to walk.

In the future, you do not need to hide matches from them, because they are afraid (fear) of fire and fire.

Attention is drawn to the fear of heights in preschool age. These children do not go down the slide, they quickly learn precautions, for example, do not go to an open window, do not stand on the edge of a cliff, etc.

Fears of attack, illness, death of parents, nightmares, elements, fire, conflagration and war. They are associated with the fear of death in the entire age range of 3-16 years, both in boys and girls.

All this is a manifestation of the instinct of self-preservation, which is aggravated in physically, somatically and nervously weakened children).

12. At senior preschool age, a threat to life is associated with such a fairy-tale character as Dragon.

13 . Fear of fire and fireget their development in the senior preschool age, being one of the manifestations of the fear of death.

14. Crocodile - in the senior preschool age (fear of death).

Cognitive activity:

1 . Knows the names and patronymics of parents, grandparents, acquaintances, his patronymic. Understands family ties (grandmother - mother's mother, uncle Vitya - mother's brother).

2. Begins to navigate in the city: remembers the way somewhere after several repetitions of this path, knows the name of his bus stop, nearby streets.

3. Knows the names of the months, can say what day of the week, month, what holidays are in winter, spring.

4. He remembers the titles of the books that were read to him, can answer the question where he went last summer, last weekend.

5. Begins to understand time.

6. Can remember the word by choosing a picture himself, one that will remind the word and explain this connection. For example, you need to remember the word "fire" - the child chooses a picture with the image of a newspaper and explains "paper burns well." Can establish several such connections, and after 40 minutes remember the words from the pictures.

7. Can guess the object by signs (green, thick, long cucumber vegetable).

8. Distinguishes the form of a word from its content (which word is longer - an hour or a minute? a snake or a worm?).

9. Compares pairs of words, naming not only differences, but also similarities (chamomile and dandelion are flowers, chamomile is white, and dandelion is white, chamomile has a middle, but dandelion does not, etc.).

10. Understands complex speech structures: "Sasha went for a walk after watching TV. What did Sasha do before? Walked or watched TV?"

11. Establishes causal relationships and patterns (Vova threw a coin into the water - the coin drowned. He threw a carnation - he drowned. Mom said that all iron objects sink. Will a small iron button sink? Masha looked out the window and said - it was raining at night. What did Masha see on the street?).

12. Can select words for a certain sound, invent words with a given number of sounds, divide words into sounds K_A_Sh_A.

14. Draws, designs, sculpts according to the condition that the adult sets.

Motor skills:

1. Jumps over a rope, hits a moving object (computer games with a pistol), rides a two-wheeled bicycle.

2. Connects with a straight line the points located at a distance of 6-8 cm from each other.

3.Copies ornaments, complex geometric shapes (trapezoid, pentagon).

4. Simultaneously with both hands puts each finger to the thumb.

Visual activity:

1. Accurately paints, strokes, can arbitrarily change the force of pressure on the pencil (thick and thin lines).

2. Draws on the instructions of an adult sticks of the same height, copies the samples (circles, squares), observing the size.

3. Can continue the given ornament, repeat the contour of the "winding path".

The game:

1.C Board games with rules become available: dominoes, checkers, cards. Plays school, taking on the role of a teacher.

Communication:

Easily joins in a joint game with children, can agree with a partner on joint actions, understands well the instructions of people who are not very familiar with organizing any activity. In the presence of parents, he can essentially answer questions from complete strangers.

Skills:

Can follow complex instructions (There are pencils in a red box in the top left drawer of the desk. Bring me the yellow one.) Breaking down instructions into steps: open the drawer, find the box, etc. not allowed. Assimilates the sequence of operations when performing simple household activities.

Indicators of development of attention.

1. Children of this age are capable of voluntary attention, but its stability is still small (10-15 minutes) and depends on the conditions and individual characteristics of the child. The number of simultaneously perceived objects is small (1-2). Children of this age are not able to quickly and often switch attention from one object or activity to another.

By age six, children should:

1. Perform the task without being distracted for 15 minutes;

2. Keep 8-10 objects in the field of view;

3. Find 7-8 differences between objects;

perform independently tasks according to the proposed model;

be able to find identical objects.

By the age of seven, children should:

Complete the task without distraction for about 20 minutes;

Keep at least 10 objects in sight;

Find 10 differences between objects;

Complete tasks independently according to the proposed model;

Copy exactly the pattern or movement;

Be able to find the same items.

Indicators of memory development:

By age six, children should:

1. be able to memorize at least 7-8 proposed items or named words;

2. be able to memorize and tell poems, nursery rhymes, riddles;

3. retell stories or fairy tales close to the text;

4. memorize rows of numbers (from 4 to 6) visually and aurally;

5. memorize and repeat phrases consisting of 7-8 words;

6. to tell about the events of your life, remembering all the details;

7. to tell from memory the content of the plot picture.

By the age of seven, children should:

1. be able to memorize at least 9-10 proposed items or named words;

2. be able to tell poems, fairy tales, stories from memory;

3. repeat verbatim sentences consisting of 9-10 words;

4. repeat rows of numbers (from 5 to 7), memorizing them visually and aurally;

5. tell in detail from memory about the events of your life and the environment;

6. tell in detail from memory the content of the plot picture;

7. remember the location of toys (8-10), name from memory what was where.

Indicators of the development of thinking:

By age six, children should:

2. classify objects into groups according to certain characteristics (color, shape, size, purpose);

4. find an object in groups that does not fit the general features;

5. solve simple logic problems;

6. build a logical series of figures;

7. compare two objects with each other, name how they are similar and how they differ from each other;

8. compose split pictures from 5-6 parts;

9. make a pyramid of 10 rings, taking into account their size;

By the age of seven, children should:

1. be able to build a sequence of events based on a series of plot pictures and compose a coherent story;

2. combine objects into groups according to certain characteristics;

3. select suitable objects to each other, linking them together in meaning;

4. select in groups an object that does not fit the general features, substantiating this exception in speech utterances;

5. switch from one principle of classification (for example, by material) to others (by properties, qualities, functional purpose) and justify their actions in speech statements;

6. solve fairly complex logical problems;

7. build a logical series from a certain group of figures or objects;

8. compare two objects with each other, identify the discrepancy between them;

9.correlate the text with the corresponding picture;

10. establish connections between characters and objects depicted in the pictures;

11. adequately respond to humorous situations and images, jokes, riddles, humorous stories, understand their hidden meaning.

Differences between a child before the crisis and after the crisis.

The child before the crisis	The child after the crisis
Focuses on the result of the activity, the method is maintained only under the supervision of an adult	He is interested in the way - how to do it right, that is, he learns various algorithms.
Focuses on worldly concepts, own experience, therefore, grouping pictures, for example, combines items that each other needs (wardrobe and dress, etc.).	Scientific concepts begin to form, objects are grouped according to a meaningful generalized feature (dishes, clothes).
He does not see common ground between similar tasks, if the material is different, he perceives it as new (the tasks are different: the first was about apples, and the second about Christmas trees).	He thinks in general terms and therefore identifies the type of educational task - having mastered the method of solving some educational task, he successfully applies it in all cases.
He does not understand the reversibility of mathematical operations, the constancy of the quantity (if the plasticine ball is kneaded into a cake before his eyes and (asking where there is more plasticine, answer that in the ball).	Understands the reversibility of mathematical operations and therefore can check the correctness of actions, solves indirect problems, understands the constancy of quantity.
Gaming interests predominate, he does not want to go to school or he is attracted to extracurricular moments there.	A "student's position" has been formed, he goes to school for knowledge, the game fades into the background.

Indirect criteria of physical and physiological readiness for learning are,

1. Eruption of permanent teeth.

2. Achievement of certain proportions of the body, due to which the so-calledfilipino test, the child can, with the vertical hold of the head, block the left auricle with the right hand.

3. Somatic maturity coefficient,determined by dividing head circumference by body length becomes smaller 0,44.

Signs of developmental difficulties in preschool children.

1. Lagging behind the specified standards within a year indicates a mild mental retardation,

Within two years - about the expressed, or about the possibility of mental underdevelopment.

In any case, the discrepancy between developmental indicators and the age norm requires the organization of a special psychodiagnostic examination.

2 .Deviations in the cognitive sphere are determined by the following general features:

game: poor, primitive, plots are monotonous, generally does not like to play, games with rules are little accessible or not available at all;

cognitive interests do not manifest themselves: does not like to listen to books, does not ask questions, is not interested in anything, attempts to play educational games cause a refusal;

Poor memory, cannot learn a poem, home address, date of birth, etc.;

Does not understand the meaning of many events, stories, cartoons, cannot answer questions about them;

Not oriented in the domestic sphere, knows almost nothing about the world around him;

Unsuccessful in productive specific children's activities: drawing, modeling, appliqué, design.

The lag in the development of the emotional sphere is stated in the presence of the following signs:

A differentiated emotional assessment of surrounding people or events does not appear;

Does not respond to non-verbal cues of positive or negative

adult attitude (does not feel how they treat him);

Does not understand the emotional state of other children and adults.

About deviations in the emotional sphere

It can be judged by the presencebehavioral disorders. Behavioral disorders indicating emotional distress in preschool children are systematized on the basis of the D. Scott questionnaire modified by G. Ya. Kudrina (1992):

1. Distrust to people, things, situations

Never asks for help from unfamiliar or unfamiliar people,

Does not begin to communicate with them even at their initiative;

2. Has one good friend and ignores other children;

3. Often worries about something;

4. Lies out of fear;

5. Mumbles under his breath when he is greeted;

6. Never brings his drawings, crafts, flowers to the kindergarten teacher, although other children often do this;

7. Nervous and blushes when asked a question; easily out of the game.

8. Depressive disorders:

Gets tired quickly;

Sluggish, lack of initiative, inattentive;

There are sudden and sharp drops in energy;

Apathetic even in games;

Rarely laughs, looks depressed, unhappy; often daydreams; speaks casually).

9. Withdrawal:

Never says hello to anyone

Does not respond to greetings;

Does not show friendliness to other people and avoids conversation;

Lives in his own world;

Shows absolutely no interest in manual work, collective games and refuses them;

Like a "watchful animal";

In conversation, he is restless, considers the topic.

10. Anxiety in relation to adults:

Say hello several times;

sucking up

Tries to please an adult exaggeratedly willingly carries out instructions,

He tells a lot to a not very close adult, including about relationships in his family, various fantastic, fictional stories,

Sneaks on children;

All the time he tries to interest adults in his special, and if this fails, he begins to completely ignore them.

11. Hostility towards adults:

Changeable in mood;

Often in a bad mood;

Spoils toys, things,

Lies without reason and difficulty;

Defends itself from accusations by open lies, slandering others, rudeness;

Can steal money, sweets, valuables;

May behave openly obscenely: tell children indecent stories, swear, draw "hooligan" drawings;

He does not observe discipline at all, at best under the threat of physical punishment).

12. Anxiety in relation to children:

He likes to be in the center of attention, for this he either plays a hero - takes risks unnecessarily, or pretends to be a fool, pretends to be a jester;

Shows off to the children when the kindergarten teacher leaves the group and behaves very noisily;

Imitates the hooligan antics of others.

13 .Hostility towards children:

Interferes with others in games, makes fun of them, likes to scare;

Quarrels, offends children;

Fights inappropriately - bites, scratches; sticks to the weak;

Hides or destroys other people's toys and things;

Tries to create difficulties for other children with his remarks;

He is on bad terms with almost everyone, the children do not like him.

14. Lack of social normativity:

Secretive, distrustful;

Selfish, loves intrigue;

Takes someone else's without permission;

Cheats in competitive games;

Ignores the teacher - never asks for help, shows complete indifference in conversations with him, while communicating normally with other people;

Never volunteers for any work;

Indifferent to praise and censure;

Never makes eye contact.

In order to judge the presence of a particular violation, it is necessary to observea range of symptoms, that belong to this diagnostic category, symptoms from different diagnostic categories in the amount of 5 or more, usually also indicate emotional distress.

indicators of a child's readiness for school.

1. personal readiness.

Formation of readiness to adopt a new "social position" - the position of a student who has a range of certain duties and rights and occupies a special position among people. This personal readiness is expressed, first of all, in the child's attitude to school, to educational activities, to teachers, to himself.

1. Most preschool children aspire to go to school, some are attracted to itexternal attributes: “I will have a new portfolio”, “The school in our yard is new and large”, “My friend is studying at school”.

2. Many children explain their desire to go to school by the fact that at school they will studyeducational activities:“I want to study to be like dad”, “I will learn to read and write”, “Interesting problems are solved at school”.

Notes:

1. It is fair to note thatif the child is not ready for the social position of the student, then even if he is intellectually ready for school, it will still be difficult for him to study. The success of such children, as a rule, is extremely unstable.

2. However, those preschoolers whodon't want to go to school. Some of them are guided by the sad “experience” of the school life of their older brothers or sisters: “I don’t want to, they put deuces there, and then they scold at home.” Others are intimidated by school. If a child is constantly told: “You can’t connect two words, how will you go to school?” “Here you go to school, they will show you there!” - one can hardly count on the fact that he will have a desire to learn.

2. Intellectual readiness.

The most important indicator of a child’s intellectual readiness for school is also his mastery of connected, grammatically and phonetically correct speech: the ability not only to understand the speech of another, but also to independently build sentences for his thoughts, the ability to select and pronounce words, the ability to distinguish similar sound combinations by ear.

Volitional readiness.

1. Making the main elements of volitional action: the child is able to set a goal, make a decision, outline an action plan, execute it, show a certain effort in case of overcoming an obstacle, evaluate the result of his action.

2. An older preschooler is able to control his movements, attention, deliberately memorize a poem, overcome pain, subordinate his desire to the need to do something.

Ministry of Education of the Republic of Belarus

"Gomel State University named after Francysk Skaryna"

Department of Theory and Methods of Physical Culture

Course work

Physical development and functional state of preschool children

Gomel 2012

Coursework 37 pages, 2 tables, 8 applications, 18 sources.

Key words: monitoring, diagnostics, physical development, functional state, method, research, assessment, anthropometry, standards, indices, corrective work, correction, posture, flat feet, weight, height, chest circumference. Object of research: children of preschool age. Subject of research: diagnostics, correction of physical development and functional state of preschool children. Research methods: analysis of scientific and methodological literature. The purpose of the course work: to study the diagnosis of physical development and functional state of preschool children. Objectives of the course work:

To reveal the concept and significance of diagnosing the physical development and functional state of preschool children.
Determine and disclose research methods, methods for assessing the physical development of preschool children.
Consider research methods and methods for assessing the functional state of preschool children.
To characterize correctional work with children with physical development deviations and to reveal programs for the correction of various deviations in physical development.

Conclusions: the diagnosis of the physical development and functional state of preschool children is an integral part of monitoring the work to protect the life and improve the health of children in a preschool institution. Practical significance: these materials can be used for familiarization by students of the Faculty of Physical Education, leaders of physical education, teachers and medical workers of preschool institutions.

Introduction

1.1 Distribution of functional responsibilities during diagnostics

2.1 Research methods of physical development

2.3 Methods for assessing the physical development of children

3.2 Examination and assessment of the state of the respiratory system

4. Correctional work with children with disabilities in physical development

4.2 Weight management program

4.3 Short stature correction program

4.4 Chest circumference correction program

Conclusion

1. Diagnosis of physical development and functional state as part of monitoring to improve the health of preschoolers

Health is one of the main conditions for the full physical and mental development of the child. /1/ The concept of "health" includes not only the absence of any diseases, but also the good functioning of various physiological systems, as well as the harmony of physical development. /5/

One can speak about the quality of preschool education only when it contains health-preserving and health-improving components.

Preschool education is designed to create the most favorable conditions for the health and harmonious development of the child.

The best prevention in work is the timeliness of psychological and pedagogical monitoring of the organization of work to protect the life and improve the health of children.

Psychological and pedagogical monitoring is a complex process that includes a system of interrelated specific activities of participants in the educational process that perform various functions necessary to quickly track the results of pedagogical influences and the environment of the institution on health, physical and mental development.

The purpose of psychological and pedagogical monitoring: timely correction of recreational and educational activities, environmental conditions to prevent possible adverse effects on the development of children.

Teachers, educational psychologists, medical workers build an individual picture of the child's psychophysical development. /4/

These indicators are necessary for the educator to predict the "nearest zone" of health, physical and motor development of each of the children, as well as in order to organize the process of physical education in an appropriate way: draw up a rational daily routine, select hardening agents, differentiate living conditions and education, the optimality of physical and mental loads in motor-playing and educational activities. The body of a preschooler is just being formed, therefore, it needs especially careful handling. It is impossible to miss any deviations in development or underestimate the capabilities of the child, since not only his physical, but also his general development largely depends on this. /2/

Educators and leaders of physical education of preschool institutions should take into account that rapid growth and development, maturation of morphological and functional structures determine the high plasticity of the child's body, which is very sensitive to both positive and negative environmental influences. Moreover, the influence of even weak stimuli that do not cause visible reactions does not always pass without a trace. They change the functional properties of body tissues, and against this background, a seemingly harmless environmental factor can become destructive in certain critical periods, lead to a longer and more unfavorable course of acute diseases, i.e. not only affect the child’s health at the moment but also to determine the course of its further development in the future.

The most important factor determining the effectiveness of the process of physical education of preschool children is diagnostics, which allows assessing the initial physical condition of the child in order to determine the immediate prospects for its optimization. Based on the analysis of the results of diagnostics, physical culture and health work in kindergarten is planned and its effectiveness is monitored. /3/

Diagnosis is not an end in itself. It is inextricably linked with correction, the content of which is determined by the deviations from the norm revealed during the diagnostic process, determined by the physical development of the participants in the pedagogical process. The main purpose of pedagogical diagnostics is to create optimal conditions for the life and activities of each child on the basis of differentiation. An objectively compiled diagnostic map is a kind of individual program, or a plan for the individual development of a child.

The main directions of diagnostics:

-assessment of the health status of children;

-determination of the level of motor development;

assessment of physical development. /2/

1.1Distribution of functional responsibilities during diagnostics

The kindergarten doctor and narrow-profile specialists invited from the polyclinic evaluate and predict the health of children, and develop recommendations for educators. /2/

The presence or absence of diseases in a child is determined by specialist doctors. The functional state of organs and systems is determined by clinical methods using, if necessary, special samples. /3/

The nurse evaluates the harmony of physical development, differentiates children into groups for corrective work.

The head of the kindergarten is the main organizer of the diagnostic work: she creates the conditions for its successful implementation, if necessary, takes direct part, and holds final workshops in groups. Together with the deputy for the main activity, doctors and educators, he analyzes the results obtained, on this basis he agrees on the prospects for the work of the teaching staff and attendants. /2/

1.2 Forms of control over physical development

A) Determining the level of physical development:

-according to external signs;

-according to anthropometric indicators;

B) Dynamic monitoring of the health of children (performed by doctors).

C) Control over the sanitary and hygienic condition of the places of employment (gym, group room, sports ground).

D) Observation of rational motor mode:

-the impact of forms of work on the child's body;

control over the implementation of hardening measures.

D) Sanitary-educational work among parents. /eight/

2. Diagnosis of the physical development of preschool children

Physical development is a complex of functional and morphological properties of an organism, which determines the reserve of its physical strength. For children and adolescents, it should be expanded taking into account those biological processes that are most characteristic of the child's body, namely, its growth and formation.

The purpose of studying the physical development of children should be mainly to establish the correctness of these biological processes, so that in the event of ascertaining deviations of individual individuals, measures should be taken to eliminate or reduce them with the help of appropriate environmental factors. /6/

Under the physical development understand the totality of morphological and functional properties of the organism, characterizing the processes of its growth and development. When studying physical development, not only the morphological and functional properties of the body are examined, but also the level of the biological development of the child: the formation of teeth, motor skills, speech and growth processes. Diagnostics is used to assess the initial state of the child's body in order to determine the "closest zone" of his health, create conditions for building up the fundamental capabilities of systems and organs, developing vital motor skills and, accordingly, build a daily routine and select hardening agents, ensure the optimal physical and mental loads in motor and educational activities. /eight/

The frequency of examination of children is determined by the pace of their physical development. Children of the first year of life are examined once a month, from 1 to 3 years old - once every 3 months, from 3 to 7 years old - at least once every six months. Depending on the medical indications, weakened, lagging behind in physical development children are examined more often. /3/

1.2 Research methods of physical development

The main methods for studying physical development are external examination (self-scoping) and anthropometry. /6/

Anthropometry.

The main anthropometric indicators of physical development are body length, body weight, chest circumference and muscle strength. /7/

When carrying out anthropometric measurements, you need to use only special standard tools, strictly follow the official unified methodology. Measurements should be taken on an empty stomach or after a light breakfast. /6/

Height (body length) is one of the main indicators of a child's physical development. /9/ Body length is the most stable indicator characterizing the state of plastic processes in the body. Body length in preschoolers serves as one of the criteria for the level of somatic maturity, and is also the basis for the correct assessment of body weight and chest circumference. /7/

Height is measured using a standard stadiometer in a standing position. They touch the stadiometer with 3 points: shoulder blades, buttocks, heels. The measurement is carried out in the morning, at least 2 times a year. The height of the body in the evening may be less due to the compression of the intervertebral discs and the relaxation of the muscles due to fatigue by the end of the day. /9/

Body weight reflects the degree of development of the bone and muscle systems, internal organs, subcutaneous fat. / 7 / Body weight is determined on a proven medical scale. /6/ Measurement of the body weight of children older than 3 years is performed standing on floor scales, on an empty stomach, after urination and bowel movements. When weighing the child must be naked.

The measurement of the circumference of the chest gives an idea of the development of the chest, pectoral and spinal muscles. Measurement of the circumference of the child's chest is carried out using a centimeter tape in a state of calm breathing, from 2 to 7 years old with outstretched arms with calm breathing. On the back, a centimeter tape is applied under the lower angles of the shoulder blades, in front at the level of the nipples. /9/

The measurement of muscle strength is carried out with the help of dynamometers: carpal, staminal at the same time - in the morning. / 9 / The strength of the muscles of the hand is measured with a carpal dynamometer, the strength of the muscles of the back extensors is measured with a back dynamometer. /6/ When measuring the strength of the muscles of the hand, the arm should be laid aside (at shoulder level), the dynamometer is compressed with maximum effort without jerking. Make 2 measurements with each hand, fix the best result. /9/

Anthropometric measurements complement the external examination data, allowing you to more accurately determine the level of physical development.

Somatoscopy.

External examination (somatoscopy) evaluates posture, the state of the musculoskeletal system. /6/

Posture is the habitual posture of a person (his manner of holding) in a standing and sitting position. It is usually assessed in the position of the subject standing. When determining posture, the subject should stand at ease, without straining the muscles. /6/

The ability and inability to properly hold your body affects not only the appearance of the child, but also the state of his internal organs, his health. Posture develops as the child grows.

Correct posture is usually called the usual posture of a laid-back standing person, with slight natural curves of the spine: in the cervical and vertebral sections - forward, in the thoracic and sacral - back. The best way to determine the posture is to put the child in profile. In this position, natural physiological curves are clearly visible. Excessive or insufficient value of the natural curves of the spine indicate an incorrect posture.

There are several types of posture: correct physiological and pathological (lordotic, kyphotic, stooped and straightened.).

With correct posture, the physiological curves of the spine are well expressed, have a uniform, wavy appearance, the shoulder blades are parallel and symmetrical, the shoulders are deployed, the legs are straight. Correct posture has not only aesthetic, but also physiological significance - it contributes to the normal functioning of internal organs. / 10 /

The correct posture for preschoolers is when the head is slightly tilted forward, the shoulder girdle is slightly shifted forward and does not protrude beyond the level of the chest (in profile). The shoulder blades protrude slightly, the line of the chest smoothly passes into the line of the abdomen, which protrudes by 1-2 cm, the physiological curves of the spine are weakly expressed, the angle of the pelvis is not large and is 22-25 ° . /3/

Violation of posture can be congenital or acquired, but in the vast majority there are acquired. /eleven/

The most characteristic external signs that predetermine the onset of a violation of posture are:

a) increasing the tilt of the child's head forward;

b) pushing the shoulder joints forward;

c) narrowing of the chest due to the extension of the arms forward;

d) increased stretching of the muscles of the back surface of the back due to the regular tilt of the head, upper body forward (especially when sitting);

e) the distance of the shoulder blades from the chest with a constant tilt of the head, which contributes to the formation of a round back;

f) constant, rather long and incorrect standing with one leg forward or to the side, setting the leg with a wide toe to the side, moving on legs half-bent at the knee joints when walking and running. /5/

The stooped posture is characterized by a flattened chest, a significant increase in the cervical curvature of the spine, and a lowered head and shoulders. With a lordotic posture, the cervical bend is normal, and the lumbar bend exceeds the physiological parameters. At the same time, the upper part of the body is slightly tilted back. Kyphotic posture is characterized by an increase in the depth of both the cervical and lumbar curves; the back is round, the shoulders are lowered, the head is tilted forward, the stomach is protruding. Often there is asymmetry of the shoulder girdle (one shoulder is higher than the other) and lateral curvature of the spine.

The most serious violation is scoliosis. /10/ Scoliotic disease is not only a curvature of the spine, but also a general severe disease involving all the most important functions of the body in the pathological process. /eleven/

Clinical symptoms of some types of posture disorders are given in Appendix A. /11/

The simplest and most accessible method for determining the presence or absence of posture disorders is the test card below. (Table 1)

Table 1

Signs of violations Result Obvious damage to the organs of movement caused by congenital malformations, trauma, illness. Head, neck deviated from the midline, shoulders, shoulder blades, pelvis are not symmetrical. Severe deformity of the chest - "shoemaker's chest", sunken "chicken" chest (changes in the diameter of the chest, the sternum and the obvious process protrude sharply). A pronounced increase or decrease in the physiological curvature of the spine. Severe lagging of the shoulder blades ("pterygoid" shoulder blades). Strong protrusion of the abdomen (more than 2 cm from the line of the chest). Violation of the axes of the lower extremities (O-shaped, X-shaped). Waist triangle inequalities. Valgus position of the heels. Marked gait deviations (limping duck) Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No No

Test results are evaluated as follows:

1.Normal posture - negative answers;

2.Minor violation of posture - negative answers to one or more questions in paragraphs 3, 5, 6, 7 (corrective exercises);

.Severe violation of posture - positive answers to the questions of points 2, 4, 8, 9, 10 (consultation of an orthopedist is needed). /3/

Posture disorders can be associated with deformation of the bones of the lower limb and the arches of the foot. The omission of the transverse or longitudinal arches of the foot is called flat feet. With flat feet, the foot is in contact with the support surface at almost all points and the trace of the internal bend merges with the edges of the foot.

Spotting flat feet is easy. If there is no special plantograph, you can simply lubricate the foot with some kind of coloring agent, then stand on a sheet of white paper so that an imprint is obtained. The "portraits" of a normal foot and a foot with flat feet will differ significantly.

Flat feet - deformity of the foot (decrease in the height of its arch in combination with pronation of the heel and supination contracture of the forefoot). Depending on the causes of the appearance of flat feet, there are congenital flat feet, rachitic, paralytic, traumatic and static.

As a result of acquired flat feet, the medial edge of the foot descends, its ligamentous apparatus is pathologically stretched, and the position of the bones changes. The arch support muscles, which play the most important role in maintaining the arch of the foot, weaken and atrophy. /3/

2.2 Assessment of the physical development of preschool children

Assessment of physical development is carried out by the head nurse in the presence of group educators according to generally accepted methods. It is important not only to collect anthropometric data, but also to analyze them: to determine the harmony (maturity of the morphological and functional capabilities of the body in a certain period of its development and compliance with environmental requirements /12/) of physical development in terms of height and weight (calculated according to reference tables and indices), as well as to establish deviations in physical development, which include:

-overweight or its deficiency,

low rise,

underestimated chest circumference,

low general physical development.

When assessing physical development, special attention should be paid to the posture and foot of the child, since violations in this area are currently the most frequent. /2/

3 Methods for assessing physical development

Assessment of physical development can be carried out using methods: anthropometric standards and indices.

Assessment of the physical development of children according to anthropometric standards.

Anthropometric standards are the average values of signs of physical development, obtained by static processing of a large number of measurements of a homogeneous composition (by sex, age, etc.) of a contingent of people.

The assessment according to the standards is made by comparing the estimated indicator with its arithmetic average value according to the tables in the group to which the person under study belongs. /6/

Each height group includes two lines: one is indicated by the Latin letter M, which means "media", that is, the arithmetic average for each indicator, the other line is indicated by the Greek letter s (sigma), meaning the standard deviation, which characterizes the magnitude of fluctuations of the studied trait. The smaller the sigma, the more homogeneous the study group.

Physical development is considered to be average (typical) if its indicators coincide with the arithmetic mean or differ from it by ± 1.0 s . with the results of the assessment of physical development from M ± 1 s up to M ± 2 s physical development, respectively, above or below average; from M ± 2 s up to M ±3 s - high or low (depending on the + or - sign). /6/

To assess the level of physical development, the results of the survey are compared with the data presented in Appendix B. /14/

If growth lags behind due by 20%, consultation with an endocrinologist is necessary, since they may have a general delay in physical development.

Excess body weight by 10% over the proper is called obesity and requires correction. Children with underweight are subject to observation by a pediatrician. /7/

Assessment of physical development by indices.

Indices of physical development are indicators of the ratio of individual anthropometric features, expressed in mathematical formulas. Due to the simplicity of definition and sufficient clarity, the index method was used very widely in the past. However, it is impossible to use only these indices when assessing physical development. Some of them may be useful at the present time, for an approximate assessment of individual indicators of physical development. /6/

The proportionality of body development can be judged by determining anthropometric coefficients (indices):

-according to the Erisman index, the proportionality of the development of the chest is calculated;

-according to the Pignet index, the proportionality of the length, body weight and chest circumference is determined. The lower the Pignet index, the stronger the physique; /7/

obesity index determines the ratio of body weight and length;

the index of muscular development determines the proportionality of the ratio of mass and body length;

in order to be able to compare the force with taking into account the weight, the relative value of the hand force is determined;

Further, the mass-growth indices are calculated:

To assess the level of physical development, the survey results are compared with the data presented in Appendix B. /14/

3. Diagnostics of the functional state of preschool children

The degree of physical development allows to some extent to judge the functional state of organs and, conversely, a violation of the functional ability of organs entails changes in physical development. /7/

1 Research and assessment of the functional state of the cardiovascular system

The study of the functional state of organs and systems involved in physical culture usually begins with the cardiovascular system. This is explained as follows. Firstly, the functional state of the cardiovascular system, which, together with the respiratory and blood systems, provides nutrition to the working muscles, determines the level of performance of the muscular system. Secondly, the cardiovascular system, together with other organs and systems of the body, ensures the constancy of the internal environment of the body - homeostasis, without which the existence of the body in general is impossible. Thirdly, the cardiovascular system most sensitively responds to all changes in both the external and internal environment.

The study of the cardiovascular system is of great importance for resolving the issue of the "dose" of physical activity for the muscles involved in physical culture.

Identification of possible pathological changes in the cardiovascular system is not an easy task. It requires high medical qualifications and the use of various instrumental research methods.

Physical training causes certain positive changes both in the morphology and in the function of the cardiovascular system, associated with its adaptation to great physical stress. This is due to the peculiarities of the reaction of the cardiovascular system to physical activity. By the nature of this reaction, one can get an idea of the level of the functional state of the cardiovascular system. /6/

Changes in functional parameters are closely related to age-related anatomical changes in the parameters of the cardiovascular system in children, the main of which are heart rate (pulse), arterial and venous pressure, stroke and minute volumes, the amount of circulating blood, and blood flow velocity. /5/

To assess the functional state of the cardiovascular system and the body of preschoolers as a whole, it is necessary to determine the pulse rate. If there are no serious rhythm disturbances, there is a decrease in the pulse with age, it can be assumed that the motor regimen does not exceed the functional capabilities of the child. To assess the functional state of the child's body, along with the pulse rate, blood pressure is measured using the sound method of N. S. Korotkov. /7/

Blood pressure (BP) in children depends on age, gender, biological maturity and other indicators. /5/ This determines the systolic (SD) and diastolic (DD) pressure.

Systolic pressure is the pressure that occurs in the arterial system at the time of left ventricular systole, diastolic - during diastole, during the fall of the pulse wave. / 7 /

Measurement of blood pressure is a mandatory method for studying the cardiovascular system. /14/

PD = SD - DD

Avg = 0.5 PD + DD

According to the pulse and blood pressure values, their derivatives can be calculated: the external work of the heart and the endurance coefficient.

External work of the heart (VR) is an indicator recommended for assessing myocardial contractility:

VR \u003d P (pulse) x SD (arb. unit)

The endurance coefficient (CV) reflects the functional state of the cardiovascular system, its readiness for long-term physical activity.

With the optimal motor mode, a tendency to decrease in the numerical values of P, SD, DD, VR, CV is revealed with an increase in PP. /14/

In addition, in preschool children, the maximum blood pressure can be calculated using the formula

SD = 100 + N,

where H is the number of years, while fluctuations of ± 15 mm Hg are permissible. Art. (I. M. Vorontsov). /7/

The average value of indicators of the functional state of children is presented in Appendix D.

However, it is of great importance to study the parameters of the cardiovascular system that characterize its function, i.e., the assessment of changes in the heart and blood pressure after one or another dosed load and the determination of the duration of the recovery period. Such a study is carried out using various functional tests. /6/

To study the functional state of the child's body, it is necessary to determine the reaction of the body to physical activity. Normal is considered to be an increase in heart rate by 25-30% according to the deviation from the initial value, respiratory rate by 4-6 per minute, an increase in DM within 15 mm Hg. Art. with unchanged or reduced by 5-10 mm Hg. Art. DD. After 2-3 minutes, all indicators should reach the initial values. /7/

When determining the medical group for physical education, as well as when admitting to physical education after illness, it is necessary to conduct a functional test: the Martinet-Kushelevsky test (10-20 sit-ups in 15-30 seconds).

Children are first taught this movement so that they squat rhythmically, deeply, with a straight back. Children 3-4 years old can hold the hand of an adult who regulates their movements in depth and rhythm, they are recommended 10 squats.

The test is carried out as follows: the child sits on a chair at the children's table, he is put on a cuff to measure blood pressure, after 1-1.5 minutes. (when the reflex and excitation caused by the application of the cuff disappear) every 10 seconds. determine the heart rate until 2-3 close indicators are obtained and take the average from them and write them down in the column "before the load". At the same time determine the nature of the pulse (smooth, arrhythmia, etc.).

After that, blood pressure is measured. These data are also recorded as initial before loading. Then, without removing the cuff (the rubber tube is disconnected from the apparatus and fixed to the cuff), the child is offered to do squats. The child does squats under a clear account of an adult.

After the end of the dosed load, the child is immediately planted and within the first 10 seconds. determine the heart rate, then quickly measure blood pressure and continue counting the heart rate for 10 - sec. interval before returning to the original. After that, the blood pressure is measured a second time. Visually monitor the frequency and nature of the measurement of breathing.

A sample record of the results of a functional test is presented in table 2.

physical preschooler health respiratory

table 2

SecondsHeart rateNotes Before exerciseAfter exercise1 min.2 min.3 min.4 minBlood pressure

With a favorable reaction of the body to the load, the pulse quickens by 25-50%, returns to its original values after 3 minutes. Permissible response is an increase in heart rate up to 75%, a return to the original after 3-6 minutes, an increase in maximum blood pressure by 30-40 mm Hg. Art., a decrease in the minimum - by 20 mm Hg. Art. and more. With an unfavorable reaction of the body, the pulse quickens by 100% or more, returns to the original after 7 minutes. /thirteen/

2 Research and assessment of the functional state of the respiratory system

The functional usefulness of respiration is determined by how adequately and timely the need of the cells and tissues of the body for oxygen is satisfied and the carbon dioxide formed during the oxidation processes is removed from them. /6/

The health of a person, his physical and mental activity largely depends on the full-fledged function of breathing. /3/

To monitor the physical development of healthy children, the method of determining the vital capacity of the lungs (VC) is often used - the amount of air (ml) that can be exhaled by taking the deepest breath possible, and then the deepest exhalation. /15/

Vital capacity (VC) is determined by maximum exhalation into a spirometer or dry gas watch after maximum exhalation. It allows you to indirectly estimate the area of the respiratory surface of the lungs, on which gas exchange occurs between the alveolar air and the blood of the capillaries of the lungs. In other words, the more VC, the larger the respiratory surface of the lungs. In addition, the greater the VC, the greater the depth of breathing can be and the easier it is to increase the volume of ventilation.

Thus, VC determines the ability of the body to adapt to physical activity, to a lack of oxygen in the inhaled air.

A decrease in VC is always indicative of some kind of pathology. /6/

The level of VC is also determined by the size of the body and the degree of physical development.

The respiratory rate is determined by the number of movements of the chest or abdominal muscles per minute and depends on the physiological need of the body for oxygen. In children, as a result of increased metabolism, the need for oxygen is somewhat greater than in adults. Therefore, their respiratory rate is higher. The older the child, the lower the respiratory rate. /eighteen/

Mean VC and respiratory rates are presented in Appendix D.

4. Correctional work with children of preschool age who have deviations in physical development

Correctional work is one of the most important areas of work in a preschool institution. It includes three main components: the activities of the educator in the process of conducting regime moments; special events carried out by the head of physical education and medical workers; recommendations for parents. The forecast data of the nearest zone of physical development of each of the children indicate the directions of corrective work. In fact, this is an annual long-term plan for individual and differentiated work with children, it helps to determine priority areas in physical education work.

It is necessary to ensure the annual positive dynamics of the physical development of each child.

Corrective work is carried out differentially with a subgroup of children with homogeneous deviations, as well as individually.

Differentiated groups according to certain characteristics can be created general garden (intergroup). In each case, special complexes of therapeutic gymnastics are included in the daily routine, their conduct is assigned to certain persons. After exercise, water and other hardening procedures are useful. Corrective exercises are also provided in the complexes of physical education, morning exercises.

Special consultations for educators and parents are carried out by specialists from the physical dispensary, a doctor. /17/

4.1 Posture and foot correction program

Posture plays a significant role in shaping a child's health. With incorrect posture, the work of the heart and lungs becomes difficult, breathing becomes superficial, the vital capacity of the lungs decreases, and general well-being worsens. Incorrect posture can be the cause of inattention, low performance, and nervous tension in the child. Therefore, it is extremely important to monitor the correct position of the baby's body in all activities.

Flat feet is one of the most serious orthopedic diseases, neglected cases of it entail deep health disorders. Flat feet - deformation of the foot, accompanied by a flattening of its arches, while walking and running are disturbed, and later other unpleasant symptoms appear: fatigue, pain in the legs, etc.

According to medical data, posture disorder and flat feet occur in 40-50% of preschool children. Since at preschool age the systems of the body's functions are actively formed, it is important to start the prevention of these disorders as early as possible. Children with such disorders should be in the field of view of the teacher during the entire time they are in kindergarten. Close contact with the head of physical education, medical workers and parents is necessary. All measures provided for by the correction program must be carried out without fail. Additional activities may be included in the proposed program (Appendix E). /2/

For children with deviations in posture, it is provided:

-optimal motor mode during the day;

-hard bed for sleeping;

the possibility of multiple (during the day) short-term rest for the spine (lying on the back, stomach);

the use of periodically recurring special physical exercises ("kitty", "rolling bun", "log", "snake");

short-term (1-10 seconds) hangs on the bar several times a day;

specially therapeutic gymnastics (2-3 times a week), massage;

walks and hardening.

2 Body weight correction program

Both overweight and its deficiency have a negative impact on health. In overweight children, the normal activity of the cardiovascular system is disturbed, diabetes mellitus develops more often, increased fatigue is observed, and disorders of the musculoskeletal system appear. /2/

Obesity is an increase in body weight due to excessive deposition of adipose tissue. According to WHO, 12-20% of children in the world are obese.

In the treatment and rehabilitation of obese patients, a complex of methods is used, the most important of which are exercise and diet. When choosing physical exercises, determining the speed and intensity of their implementation, it should be borne in mind that endurance exercises (long-term moderate loads) contribute to the consumption of a large amount of carbohydrates, exits from the depot of neutral fats and their breakdown. It is advisable to use moderate-intensity physical activity, which contributes to an increased consumption of carbohydrates and activation of energy breakdown due to the breakdown of fats. Great importance in the classroom is given to cyclic exercises, in particular walking and running. The duration of the classes is 30-35 minutes. Movements are performed with a large amplitude, while large muscle groups are involved in the work, they use swings, circular movements in large joints, exercises for the body, exercises with objects.

Effective treatment requires a positive psychological attitude, especially among family members and the child himself. Mobile emotional games will help to increase the motor mode. Taking into account the reserve capabilities of the cardiovascular system, it is necessary to gradually prepare the child's body for increasing physical activity during games, increase emotional tone, overall performance, improve the functional state of the cardiovascular and respiratory systems. To accomplish these tasks, it is necessary to use games of a general physiological effect in therapeutic exercises, which have a training effect on the entire body, strengthen the respiratory muscles. Recommended games with running, which alternates with walking. /3/

To prevent overweight, in agreement with the doctor, a set of therapeutic and preventive measures is being developed, including:

-a balanced diet with a slightly reduced calorie content and rich in vegetables and fruits;

-eating 4-6 times a day, which eliminates overeating;

obligatory use of vegetable snacks - they satisfy the first hunger and do not affect fullness;

thorough chewing of food (30-40 chewing movements) - in this case, the food is better digested and less is required, which is especially important for those who are prone to fullness;

the use of special techniques that reduce appetite (eat candy before meals, drink a glass of juice);

optimal motor mode, dosed taking into account individual characteristics of health and physical development;

special medical purpose (if necessary).

In recent years, there has been a trend towards underweight in preschool children. These children are characterized by lethargy, fatigue and, as a rule, poor appetite. For them it is recommended:

-establish and try to eliminate the cause of poor appetite;

-provide a balanced diet; a portion of food - strictly by age, do not overestimate the volume, do not force feed; with a negative reflex to food, change the environment of feeding; for dinner, give an easily digestible dish of vegetables, cottage cheese, fruits; do not give smoked meats; allow to eat not at the table, but where the child wants;

activate physical activity, ensure a long stay in the air, good sleep, calm games after physical exertion, water procedures, individual daily routine, games and activities. The body weight correction program is presented in Appendix G.

3 Short stature correction program

For short children, jumping and running exercises, short-term hangs on the crossbar, high physical activity, additional fortification of food, juices increase the calorie content of food are useful. The short stature correction program is presented in Appendix K.

4 Chest circumference correction program

The circumference of the chest should also meet age standards. The circumference of the chest to a certain extent reflects the state of the muscular corset and the functionality of the respiratory system of the body. /2/

With a small chest circumference, physical exercises with the inclusion of breathing exercises are useful. /17/

List of sources used

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Guidelines for the beginning of the 2005/2006 academic year // Praleska - 2005. - No. 8 p. 3-12
Grokholsky GG Motor activity of preschool children: guidelines. - Mn.: IIP Gosekonomplana RB, 1992. - 44 p.
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