Motor activity of the child. Physical activity of children
The physical development of a child is an important function of a preschool educational institution. Today, the speech in the preschool educational program is no longer about physical education, as such, about physical development in general, which involves the development of physical activity, physical qualities of preschoolers, knowledge of their body, its functions, the purpose of its main parts, the capabilities of the body, to develop within the framework of individual capabilities, own potential.
An important pedagogical condition that determines the activity of children and optimizes the motor regime in a preschool institution and at home is the development of their interest in systematic physical exercises.
Developing interest in movement
The selection of interesting and accessible physical exercises, the use of imitation and play tasks contributes to which he studies. Preschoolers enjoy jumping like bunnies; perform walking with a clear step, like "athletes in a parade"; walk along the log like "tourists on a bridge over a stream".
The child has a need for movement. At an early age, it occurs in connection with objective activity, later it is realized in a variety of games, physical exercises and feasible work.
Given the fatigue of babies from monotonous movements, and the fact that they still do not know how to properly regulate their activities, it is necessary to observe the change in movements in alternation with short-term rest.
The development of an interest in movements in preschool children is facilitated by imitation and play tasks, plot tasks, conversations about physical education and sports, excursions to the stadium, watching thematic filmstrips and films about sports and famous athletes, sports events and Olympiads in educational institutions, and the like.
Musical accompaniment of movements in children
Considering that emotions are the core of the child's development, parents need to take care of the constant positive attitude of their pupils to, while using various forms and methods of teaching children to move at home.
This problem can be solved by the musical accompaniment of children's movements, the introduction of elements of dance exercises, as well as exercises from the eastern health-improving systems; the use of mimic and pantomimic movements, the organization and conduct of non-standard physical education and the like.
A remarkable effect is the use of plot complexes in a preschool educational institution and at home during morning exercises, physical education in the form of pedestrian crossings to a park, forest, river using natural material.
Physical activity of children while walking
Preschool children like the figured procession. From it you can start physical education for a walk, hiking. Marching perfectly organizes and unites children, develops a sense of rhythm, forms an interest in movements, activates not only the motor sphere, but also the physiological system.
Marching attracts children with the unusual movements and skills while walking, the originality of turns, buildings and rearrangements, especially when it is accompanied by music.
One of the ways to develop children's interest in physical exercise and physical education skills are walks, excursions to the stadium, observing the training of athletes, visiting the school's sports grounds and the swimming pool. Interesting conversations with children about what they saw, meetings in kindergarten with athletes and coaches will enrich the pupils with knowledge about the importance and role of physical education and sports in human development, strengthening his health.
Filmstrips and films about big sports and famous athletes, about hardened people living in the north, attending sports competitions at the stadium, holding sports events in educational institutions, participation of children in mass events at the stadium, viewing pictures on sports topics contribute to an increase in interest in sports events , development of appropriate skills.
Formation of physical skills in nature
Classes in the bosom of nature for a growing organism acquire special value, since they contribute not only to fostering interest in movements, but also increase efficiency, and reduce the level of childhood morbidity.
The wide use of natural factors: terrain (ascents, descents, jumping over potholes, etc.) teaches children to overcome natural obstacles, contributes to the formation of strong motor skills, develops physical qualities, and fosters moral and volitional character traits.
Periodic holding of these activities makes physical education not only useful, but also pleasant, fun, relaxed, musical. Positive emotions, smells of natural material cause great joy in children, exacerbate sensations, awaken thought, activate motor actions, and contribute to the development of physical skills. Activities in nature have the maximum effect on the interests of children and is an effective part of the motor regime.
Forms and methods of development of motor skills in children
The development in children of interest in the fulfillment of movements testifies that the use of various forms of work, methods and techniques, means, various movements and skills, the use of optimal ways of their implementation, the motivation of the motor activity of preschoolers, increase their interest in physical education, morning gymnastics, outdoor games and games. and exercises of a sports nature.
In the course of performing the movements, the desire to do them quickly, efficiently, dexterously, like real athletes, is activated. When improving basic movements and skills in games, the method of competition gives a significant effect. The use of this method evokes a great positive response in babies: joy, pleasure, laughter, screaming.
Emotional uplift, according to L. Grimak, "turns on the muscles and awakens the brain."
Ensuring the motor activity of children during the day, determining the volume of the motor regime indicate that all the work done to develop children's interest in systematic physical exercises ultimately ensures sufficient motor activity of preschoolers, which is the key to the normal growth of a child.
The role of outdoor games in the development of motor skills
Of great importance for the creation of a full-fledged motor regime are outdoor games, organized by the teacher, and a variety of independent games, as well as exercises and games of a sports nature, which are performed by children during walks.
Increasing physical activity during games also contributes to the communication of children. Games in which they participate as a subgroup are longer and more mobile than individual games.
These are mainly games of medium mobility, which were previously learned with children. At this time, you can also offer individual children training with a ball, jumping rope (older children). Children who are self-sufficient should be encouraged to repeat the exercises they like on their own initiative.
With older children, sports games and relay races should be carried out more often.
It is necessary to distribute the physical activity of children expediently during their stay in a preschool institution. The second half of the day requires special attention, when preschoolers often have sedentary and calm activities. It is necessary to monitor the state of health of children, carrying out individual guidance of their activities.
Individual lessons for the development of motor skills
Individual work should also be aimed at activating sedentary children, improving the physical and motor readiness of weaker preschoolers.
The teacher provides assistance to one of them in performing the exercises, and reminds others how to do them, encourages and evaluates motor actions. Some children are offered a rest, preventing their fatigue and too much overheating from physical activity.
The baby's motor skills from birth have a rather complex organization. It includes many mechanisms designed to regulate posture. In a newborn, increased motor activity of the limbs is often manifested, which has a positive value for the formation of complex complexes of coordinated movements in the future.
The development of the child's movements during the first year of life proceeds at a very rapid pace, and the progress achieved in this respect in twelve months is striking. From an almost helpless creature with a limited set of elementary general innate movements of the arms, legs and head, the child turns into a small person, not only easily standing on two legs, but relatively freely and independently moving in Space, capable of performing complex manipulative movements simultaneously with the movements of the legs hands, freed from locomotion (the function of ensuring movement in space) \ and intended for exploring the surrounding world.
In infancy, children's motor skills are rapidly developed, especially complex, sensory-coordinated movements of the arms and legs. These movements in the future play a very significant role in the development of the cognitive and intellectual abilities of the child. Thanks to the movements of the arms and legs, the child receives a significant part of the information about the world; from the movements of the arms and legs, he learns to see the human eye. Complex manual movements are included in the primary forms of thinking and become its integral part, ensuring the improvement of human intellectual activity.
Big impulsive activity hands of the child is observed already in the first weeks of his life. This activity includes hand waving, grasping, hand movements. At 3-4 months, the child begins to reach for objects with his hand, sits with support. At 5 months, he already grabs fixed objects with his hand. "At 6 months, the baby sits on a chair with support and can grab moving, swinging objects. At 7 months, he sits without support, and at 8 sits down without assistance. At about 9 months, the baby stands with support, crawls on his stomach, and at 10 sits with support and crawls, leaning on hands and knees.At 11 months the child already stands without support, at 12 walks holding the hand of an adult, and at 13. This is an amazing progress in physical activity within one year from the moment of birth Note that with special training children can master the corresponding motor skills much earlier than usual.
All objects by a child up to about seven months of age are gripped in almost the same way. After seven months, one can observe how the movements of the hands, and in particular the child's hand, gradually begin to adapt to the peculiarities of the object being captured, that is, they acquire an objective character. Initially, such an adaptation is observed at the moment of direct contact of the hand with the object, and after 10 months, the adaptation of the hand and hand is carried out in advance, even before touching the object, only on the basis of its visually perceived image. This indicates that the image of the object began to actively control the movements of the hands and regulate them, that is, that the child had sensorimotor coordination.
The coordinated actions of hands and eyes begin to appear in a child quite early, long before the moment when clear sensorimotor coordination develops. The child grasps, first of all, those objects that catch his eye, and this is noted already in the second or third month of life. At the next stage, referring to the age of 4 to 8 months, the system of coordinated visual-motor movements becomes more complicated. It highlights the phase of preliminary tracking of the object before it is captured. In addition, the child begins to visually and motorically anticipate the trajectory of moving objects in space, that is, to predict their movement.
One of the first babies learns to grasp and hold objects in hand, trying to bring them closer to the mouth. It is possible that in this peculiar action is manifested atavism, associated with the fact that in many animals the jaws were the main organ for manipulating and exploring the surrounding world.
First, the child grasps objects that are at hand, which she encounters on the way of her natural following. Then the movements of the hand become more purposeful and controlled by the image of a visually perceived object located at some distance from the child. The baby catches it, manipulates it, paying attention to the properties of this object. He begins to reproduce the most striking and attractive properties of objects with the help of repeated movements. For example, he shakes a rattle in order to reproduce the sound it makes; throws an object on the floor in order to trace the trajectory of its fall; knocks with one object against another in order to hear the characteristic sound again. At this age, the child, apparently, already begins to understand that the reproduction of movements is able to once again recreate the desired result. Here we are probably dealing with the beginning of the formation arbitrary movements, and all this applies to the first six months of life.
In the second half of the year, children begin imitate the movements of adults, to repeat them and thus turn out to be practically prepared for the beginning of learning by imitation (vicarious learning). Previously formed eye movements play an orientation and research role in the improvement of complex hand movements. With the help of sight, the child studies the surrounding reality, controls his movements, thanks to which they become more perfect and accurate. The eye, as it were, "teaches" the hand, and with the help of hand movements in the objects that the child manipulates, more new information is revealed. Vision and hand movements become further the main source of the child's cognition of the surrounding reality.
Towards the end of infancy, a child develops a special form of movement, which serves as a means of directing the attention of an adult and controlling his behavior in order to meet the actual "needs of the child. This is primarily pointing gesture, addressed to an adult, accompanied by appropriate facial expressions and pantomime. The child points to the adult with his hand at then, what interests him, counting on the help of an adult.
PERCEPTION AND MEMORY IN INFANTS
Of all the senses, the most important for a person is vision. It is the first to actively develop at the very beginning of life. Already in a month-old baby, tracking eye movements can be recorded. At first, such movements are carried out mainly in the horizontal plane, then vertical tracking appears and, finally, by the age of two months, elementary curvilinear, for example, circular, eye movements are noted. Visual concentration, that is, the ability to fix the gaze on an object, appears in the second month of life. By the end, his child can independently shift his gaze from one object to another.
Infants in the first two months of life spend most of their waking hours looking at their surroundings, especially when they are fed and in a calm state. At the same time, vision, apparently, is the sense that is least developed at birth (meaning the level of development that vision can reach in an adult). Although newborns are able to follow moving objects with their eyes, their vision is relatively weak up to 2-4 months of age.
A fairly good level of development of eye movements can be noted in a child by about three months of age. The process of formation and development of these movements is not completely predetermined genetically; its speed and quality depend on the creation of an appropriate external stimulating environment. Children's eye movements develop faster and become more perfect when there are bright, attractive objects in the field of vision, as well as people making a variety of movements that the child can observe.
From about the second month of life, the child has the ability to distinguishing between the simplest colors, and in the third or fourth months - shapes of objects. At two weeks old, the baby has probably already formed a single image of the mother's face and voice. Experiments carried out by scientists have shown that a baby shows obvious anxiety if a mother appears in front of his gaze and begins to speak in a “wrong” voice, or when a stranger, a stranger suddenly “speaks” in the mother's voice (such an experimental situation with the help of technical means artificially created in a number of experiments with infants).
In the second month of life, the baby in a special way reacts to people, distinguishing and distinguishing them from surrounding objects. His reactions to a person are specific and almost always brightly emotionally colored. At the age of about 2-3 months, the baby also reacts to the smile of the mother with a smile and a general activation of movements. This is called a revitalization complex. It would be wrong "to associate the emergence of a child's revitalization complex with the visual perception of familiar faces. Many children who are blind from birth also begin to smile at about two to three months of age, hearing only the voice of their mother. rare and soulless hinders the development of the revitalization complex and can lead to a general delay in the psychological development of the child.
The smile on the face of a child does not arise and is maintained by itself. Its appearance and preservation is facilitated by the affectionate treatment of the mother with the child or the adult who replaces her. For this, the expression on the face of an adult must be kind, joyful, and his voice must be pleasant and emotional.
First elements revitalization complex appear in the second month of life. These are fading, concentration, smiling, humming, and all of them first arise as reactions to an adult's appeal to a child. In the third month of life, these elements are combined into a system and appear simultaneously. Each of them acts as a specific reaction to the corresponding influences of an adult and serves the purpose of enhancing communication between a child and an adult. At the final stage of his development, the complex of revitalization is demonstrated by the child whenever the child needs to communicate with an adult.
By the age of three to four months, children, by their behavior, clearly show that they prefer to see, hear and communicate only with familiar people, as a rule, with family members. At the age of about eight months, the child shows a state of visible anxiety when the face of a stranger comes into his field of vision or when he himself finds himself in an unfamiliar environment, even if at this moment his own mother is next to him. The fear of strangers and unfamiliar surroundings progresses rather rapidly, from the age of eight months to the end of the first year of life. Together with her, the child's desire to constantly be close to a familiar person, most often to his mother, and not to allow a long separation from him, grows. This tendency of the emergence of fear of strangers and fear of unfamiliar surroundings reaches its highest level by about 14-18 months of life, and then gradually decreases. In it, apparently, the instinct of self-preservation is manifested in that period of life that is especially dangerous for the child, when his movements are uncontrollable, and protective reactions are weak.
Let's consider some data that characterize the development of perception of objects and memory in children in infancy. It is noticed that such a property of perception as objectivity, that is, the attribution of sensations and images to objects of the surrounding reality arises at the beginning of an early age, about one year. Soon after birth, the child is able to distinguish between the timbre, volume and pitch of Sounds. The ability to memorize and store images in memory in their primary forms also develops in an infant during the first year of life. Up to 3-4 months of age, the child is apparently able to store an image of a perceived object no more than one second. After 3-4 months, the preservation time of the image increases, the child acquires the ability to recognize the face and voice of the mother at any time of the day. At 8-12 months he highlights objects in the visual field, and recognizes them not only as a whole, but also in separate parts. At this time, an active search for objects that suddenly disappeared from the field of vision begins, which indicates that the child retains the image of the object in Long-term memory, separates it from the situation for a long time and correlates it with it, that is, fixes the objective connections that exist between objects.
Specificity associative memory, which is already in infants, is that quite early they are capable of creating and maintaining temporary connections between the combined stimuli. Later, by about one and a half years, a long-term memory is formed, designed for long-term storage of information. A child in the second year of life Recognizes familiar objects and people in a few weeks, and in the third year of life even after a few months.
A.V. Zaporozhets, a well-known Russian researcher of child psychology, described the process of cognitive development of an infant as follows. The formation of grasping movements in a child, starting from about the third month of life, has a significant impact on the development of his perception of the shape and size of objects. Further progress in the perception of depth in children is directly related to the practice of moving the child in space and with the actions of the hand freed from locomotor functions. Sensory processes, being included in the maintenance of practical actions to manipulate objects, are rebuilt on their basis and themselves acquire the character of orientational-research perceptual actions. This occurs in the third and fourth months of life.
When studying the visual perception of children, it was found that stimuli that are close to each other in space are combined by them into complexes much more often than those that are distant from each other. This gives rise to the typical mistakes that infants make. A child may, for example, grab a tower of cubes by the topmost cube and be very surprised to find that only one cube, and not the entire tower as a whole, is in his hand. A child of this age may also make numerous and diligent attempts to "take" a flower from the mother's dress, not realizing that this flower is part of a flat pattern. It is noticed that when perceiving objects, children are first guided by their shape, and then by their size, and only later, by color. The latter occurs around the age of 2 years.
Babies of one year old or close to this age are characterized by a clearly expressed cognitive interest in the world around them and developed cognitive activity. They are able to focus their attention on the details of the images under consideration, highlighting contours, contrasts, simple forms in them, moving from horizontal to vertical elements of the picture. Babies show an increased interest in flowers, they have a very pronounced orientation-research reaction to everything new and unusual. Babies are revitalized by experiencing phenomena that are different from those with which they have already met before.
There is a hypothesis, proposed by J. Piaget, that infants already have a prototype of the scheme in the form of an elementary ability to orderly reflect reality in the form of general properties inherent in a number of similar but not identical phenomena. This is evidenced by the fact that many one-year-old children distinguish between groups of objects united by common characteristics: furniture, animals, food, including images.
If in the first half of life the child discovers the ability to recognize objects, then during the second half of life he demonstrates the ability restoring an image of an object from memory. A simple and effective way to assess a child's ability to reproduce an image is to ask him where the object he knows is located. The child, as a rule, begins to actively search for this object by turning his eyes, head, body. The severity of this ability gradually increases from the first six months of life to one and a half years. By the end of this The time for saving the image in memory after the object was first seen and hidden increases to 10 seconds.
Summarizing the data on the sensory development of children in the first year of life, J. Piaget built the following sequence of its stages:
1. The stage of development of the structures of interaction of the child with inanimate objects. It includes:
BUT. Operational consolidation stage (I-4 months). The child, with the help of simple movements of the eyes or hands, tries to restore a perceptual or emotional situation that is of interest to him cognitively or emotionally. In each such case, the child, with his movements, seeks to restore the previous sensations (for example, the movement of the eyes towards an attractive object or the movement of the hand to the mouth).
B. Operational coordination stage (4-8 months). Example:
the movement of the weighing pan, seeing which the child then tries to reproduce. In general, having noticed an interesting movement of something, the baby almost instantly grasps it, reproduces it, observing the reaction with great curiosity. In this case, in addition to the movement made by the child himself, there is a reaction of tracking this movement.
IN. Bifocal coordination (8-12 months). Arbitrary repetition of the same movement with different parts of the object (pressing the left scale pan after the movement with the right one). If a barrier is placed in front of a 4-8 month old child on the way to an attractive goal for him, then the child will not make any attempts to eliminate it. An 8-12 month old baby removes the barrier quite easily. This means that he sees a connection between two objects: a barrier and a goal, foresees the result of action with the first of the objects - the barrier - as a means of achieving the second - the goal.
G. A typical example is W. Kohler's experiments with the use of tools. Here the ability to make movements with objects - means (tools) in any direction, regardless of those manual movements that are necessary for the direct achievement of the goal - is manifested.
Similar substages can be distinguished in the development of movements of the organ of vision, as well as movements associated with food and drink, social interaction and speech. At the same time, children are developing structures related to interaction with people, especially ways of non-verbal communication between the child and the adult who cares for him. Let's highlight similar stages in this process.
2. Stages of development of the structures of interaction between the child and the people around him. They contain:
BUT. Operational consolidation (1-4 months). Towards the end of this stage, the child notices deviations from the mother's usual behavior and makes efforts to evoke a habitual reaction from her side. If this does not work out, then the child turns away and begins to do something else. This behavior indicates that the child has begun to develop primary intentions.
B. Operational coordination (4-8 months). The child makes intentional actions in order to attract the attention of the mother or another adult with their help (pulls the mother by the hair, shakes the toy, stretches out his hands to the mother, etc.). Those actions that initially pursued a specific goal now begin to play the role of signals, stimuli, deliberately introduced into the communication process and directed at another person.
IN. Bifocal operational coordination (8-12 months). Here, the structures of interaction with inanimate objects are coordinated with the structures of interaction with people (playing with the mother in any toys). The child's attention is simultaneously focused on both the person and the inanimate object (toy).
G. Improved coordination (12-18 months). At this stage, a child's imitation of movements and actions performed by other people appears, an active search for interesting objects is conducted in order to demonstrate them to another person.
In order to better understand what level of development the infant reaches in perception, it is necessary to turn to the concept cognitive schema. The scheme is the main unit of perception, which is a trace left in the memory of a person by the perceived picture and includes the most informative, essential signs for the subject. The cognitive schema of an object or situation contains detailed information about the most important elements of this object or situation, as well as about the interrelationships of these elements. Infants already have the ability to create and maintain cognitive schemas. Older children form cognitive schemas for unfamiliar objects after looking at them for a few seconds. The older the child, the better he learns to distinguish informative features of the perceived object and abstract from insufficiently informative ones. In order to catch a person's mood, children look into his eyes, listen to his voice. At the same time, they are trained to conduct a targeted search for the necessary informative elements.
By the end of the first year of life, the first signs of a child's thinking in the form of sensorimotor intelligence. Children of this age notice, learn and in their practical actions use the elementary properties and relationships of objects. Further progress in their thinking is directly related to the beginning of the development of speech.
MBOU "Secondary school them. A. Dzhanibekova s. Rastopulovka "
"The development of cognitive and physical
activity "
Physical education instructor: Aitmukhamedova Rufia Faidrakhmanovna.
Life is a system of movements. The need for movement is given to man by nature. The main movements, which are actively developed by the teacher in physical education classes, harmonize the physical condition of children, toning various muscle groups and ensuring the normal functioning of all body systems.
All processes of the child's inner world (pleasure, surprise, concentration, etc.) can be expressed by movement. Cognition of the world through movement contributes to the full development of the child and determines his readiness for systematic study at school, since in his process the motivation of educational activity is formed: the ability not only to look, but also to see, not only listen, but also hear the teacher's appeal and follow his recommendations , control your movements.
The movement contains huge opportunities for the creative, artistic potential of the individual. Insufficient physical activity of a child leads to a deficit in cognitive activity, to the emergence of a state of muscular passivity and a decrease in the body's performance.
Today, the concept of preschool education is aimed at
on the development of the child's personality and taking into account his individual characteristics in the physical, mental and emotional spheres.
In this regard, the urgent task of physical education is the search for effective means of improving the subject-developing environment and the development of preschool children based on the child's vital need to be strong and courageous.
Taking care of the physical activity of preschool children, the teacher should not forget about curiosity and inquisitiveness at this age. Therefore, before embarking on physical exercise, it is useful to put the child in front of the need to solve any problem.
And where can it appear natural activity of the child? Of course, in the very natural his type of activity is in the game (leisure, entertainment).Games, entertainment, leisure are one of the forms of active recreation, it is also one of the forms of work on the development of motor creativity of preschoolers.
When playing with children, you can besides traditional tasks of physical education: health-improving, educational, developing, educational - on the way to solve and accompanying general developmental, the solution of which will make our children smarter, more humane, versatile. Here are just a few of them:
- Formation through movements of spatial, temporal and energetic representations: long - short, thin - thick, slow - fast, strong - weak, etc.
- Studying in the process of physical activity, the texture of objects by type: heavy - light, smooth - rough, dense - porous, soft - hard, wet - dry, etc.
- Acquaintance with the purpose of various types of objects and the formation on this basis of the elements of "weapon" logic (for what and how this or that object is used).
- Expanding and activating the vocabulary of children:catch, throw, roll, stuff, football, hang, throw, climb, jump, fall.
- Development through motor tasks, games and relay races of mathematical concepts, as well as mental processes: logic, memory, attention, observation.
While playing, the child gets used to the image, gets acquainted with the diversity of reality, consciously or unconsciously assimilates habits, behavior, attitude to the world around him.
Without noticing that, the child learns to heal in the game, develops physical qualities, is brought up, learns a lot of new things.
For the successful conduct of cognitive and recreational games, leisure activities, children must have accumulated a certain motor experience. Therefore, it is advisable to spend such leisure time with older preschool children.
The purpose of cognitive physical education is the formation in children of the need for a healthy lifestyle and for independent motor activity.
Tasks of cognitive physical education:
1. to form an interest in physical exercise;
2. to foster a desire to exercise independently;
3. to enrich children with knowledge about the role of physical activity in human life;
4. to contribute to the formation of a value attitude towards their own health;
5. to form a respectful attitude towards the culture of the native land, with the help of outdoor games of the peoples.
Cognitive development in combination with physical activity helps children to more easily master knowledge, introduces them to domestic, ethnocultural and national values. And outdoor play is a natural companion of a child's life, a source of joyful emotions, which has great educational power. Folk games are an integral part of patriotic and physical education. They clearly reflect the way of life of people, their way of life, work, national flavor of customs, ideas of honor, courage, the desire to possess strength, dexterity. Ability to show ingenuity, endurance, will.
The joy of movement is easily and naturally combined with cognitive development. Preschoolers develop a stable, interested, respectful attitude towards the culture of the peoples of Russia, and an emotionally positive basis is created for the development of patriotic feelings.
In the course of cognitive physical education, conditions are created for the formation of interest in physical exercises, so that each child in the lesson strives to reveal his capabilities. Children, understanding the benefits of exercise for the body, react differently to the offer to perform this or that exercise (they try to do the exercise correctly, listen carefully to the explanations and ask questions if something is not clear). Children have increased interest and motivation to physical education classes.
Cognitive physical education is a form of work with children, which is aimed at the formation of knowledge about the benefits of physical education, education of the need for independent motor activity.
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Bondarenko Elizaveta Vladimirovna. The influence of motor activity on the development of psychomotor and cognitive abilities of schoolchildren: Dis. ... Cand. psychol. Sciences: 19.00.07: Stavropol, 2002 240 p. RSL OD, 61: 03-19 / 64-5
Introduction
Chapter 1. Theoretical aspects of the study of the influence of physical activity on psychomotor and cognitive development of a person.
1.1. The problem of optimization of physical activity and development of the younger generation. 17
1.1.1. Motor activity as a biological need of the body. nineteen
1.1.2. Medical and hygienic aspects of the optimization of physical activity 23
1.1.3. Influence of the modern educational process on the health and development of students 28
1.1.4. Paleo-psychological possibilities of preserving and improving the holistic mental and physical health of a person 32
1.1.5. Physical education and sports as factors affecting physical and mental health and human development 36
І.І.b. Normalization of physical activity of students in the conditions of the modern educational process of school 39
1.2. Study of the influence of various forms of physical activity and sports activities on psychomotor and cognitive development of a person. fifty
1.2.1. The relationship of psychomotor and intellectual in the harmonious development of students 50
1.2.2. The development of psychomotor abilities of schoolchildren involved in sports and not 58
1.2.3. Research of the influence of physical activity on the cognitive development of children of different ages 66
Chapter 2. Experimental study of the influence of physical activity on the development of psychomotor and cognitive abilities of schoolchildren.
2.1. Organization and methods of experimental research.
2.1.1. Organization of a psychological and pedagogical experiment 75
2.1.2. Methods of studying psychomotor abilities 79
2.1.3 Methods for the Study of Cognitive Abilities 85
2.1 A Methods of studying the motor activity of students 89
2.2. Study of the influence of physical activity on the development of psychomotor abilities of students of different ages and specializations.
2.2.1. Analysis of the results of ascertaining diagnostics of the level of development of psychomotor abilities of students at the first stage of the psychological and pedagogical experiment 97
2.2.2. The dynamics of the development of psychomotor abilities of students of the main age groups over the period of the annual natural experiment. .. 105
2.2.3. Dynamics of development of psychomotor abilities of students during the academic year 113
2.2.4. The dynamics of the development of psychomotor abilities of students during the summer holidays 119
2.3. Investigation of the influence of physical activity on the development of cognitive abilities of students of different ages and specializations.
2.3.1. Analysis of the results of ascertaining diagnostics of the level of development of cognitive abilities of students at the first stage of the psychological and pedagogical experiment 126
2.3.2. The dynamics of the development of cognitive abilities of students of the main age groups over the period of the annual natural experiment ... 133
2.3.3. The dynamics of the development of cognitive abilities of students during the academic year 146
2.3.4. The dynamics of the development of cognitive abilities of students during the summer holidays 152
2.4. Analysis of the results of studying the volume and intensity of motor activity of students in classes of different specialization 162
2.5. Investigation of the correlation dependence between the indicators of physical activity and the level of development of psychomotor and cognitive abilities of students 171
Conclusion 185
Literature 189
Application
Introduction to work
One of the features of modern society is the protracted reform of its social and production sphere, which deeply and not always positively changes the entire way of life, work and everyday life of a person, especially of students.
The complication of school curricula has led to a significant limitation of the physical activity of students, to a decrease in their level of health, working capacity and an increase in morbidity. One of the dominant in modern research as domestic (Lebedeva N.T., Fomin N.A., Vavilov Yu.N., Filin V.P., Kuindzhi N.N., Sukharev A.G., Antropova M.V. , Bondarevsky E.Ya., Tertychny A.V., Kadetova A.V., Skrebets V.A. and others), and foreign experts, the problem of hypokinesia of student youth remains.
Modern educational activity is characterized by an increase in the amount of information, on the one hand, and, at the same time, by a low level of motor activity, uniformity of the working posture. In this regard, many scientists and practitioners are trying to resolve the issue that it is necessary to balance the increased loads in mental activity and optimal physical activity.
In modern conditions of development of society, the attention of scientists is drawn to the search for the most optimal doses of physical activity. Revealing only the upper and lower limits of physical activity is not sufficient for the majority of population groups, especially for those involved in any kind of sports activity. The lower limit - "minimum" - allows only to compensate for the forces expended in life. The upper limit - "maximum" - leads to overstrain and increased body fatigue. It is important to determine the "optimal" dose of physical activity, which would compensate
the forces expended by a person in life and would contribute to the further improvement of the personality (173).
Interest in the problem of the influence of various types of motor and physical activity on the mental development of a person has arisen for a long time, reflecting the desire of scientists for the holistic knowledge of a person in the unity of his physical and mental development. The foundations of scientific theoretical and practical research in this area of the problem were laid in the works of such founders of Russian science as I.M. Sechenov, P.F. Lesgaft, B.G. Ananiev and others.
THEM. Sechenov was the first to connect motor functions with the functions of the higher parts of the central nervous system. He noted that "... All the infinite variety of external manifestations of brain activity is finally reduced to only one phenomenon - muscle movement." (147.102).
P.F. Lesgaft proved that in the process of mastering physical exercises, a child learns not only to control his movements based on muscle sensations, but also learns to analyze his impressions and sensations, compare them and combine them into single ideas and concepts (97). The physical and mental development of a person is inextricably linked in a single process of personality development, starting with the birth and intrauterine development of the child. In turn, the harmony of physical and mental qualities is achieved by sufficient motor activity characteristic of healthy, physically developed children.
In modern psychological and pedagogical studies, it is also noted that the selection and use of exercises, accompanied by a variety and increased motor activity, ensures the unity of the child's mental and physical development (27). There is evidence that the efficiency of these processes increases in the case of
simultaneous fulfillment of specially selected exercises and solving a number of intellectual problems (Vallon A., Goloshchekina M.P., Ageevets V.U., Vydrin V.M., Karpov Yu.V., Venger L.A., etc.).
Foreign studies have also * studied the influence of various physical education programs on the mental development of preschoolers and primary schoolchildren (Klanderman J., Turner E., Eason E., David R., Hirst C,
c Fischer T., Lipton E., Schlungs M. et al.).
It should be noted that most of the above works are devoted to the study of the very possibility of the influence of various forms of physical education and organized physical activity on the mental development of a child in preschool and primary school age, the search for purposeful methods, means and various techniques of such influence. In addition, the main emphasis is traditionally placed on the consideration of the positive impact of physical and physical activity on the development of the child, without taking into account the factor that increased or excessive physical and motor loads also play a negative role in the harmonious mental and physical development of the child. Even less studied is the problem of optimization of motor activity in the conditions of the modern educational process, including in a school where students are already in various modes of motor loads, for example, in a general education school with specialized
# sports classes.
Insufficient consideration of psychological knowledge on the organization of the educational process and physical activity of schoolchildren, neglect of the valeopsychological principles of physical education, underestimation of the role and importance of physical activity causes serious damage to the physical and mental development of the child, leads to a misunderstanding of the goals and objectives of education and upbringing of the younger generation.
The need to optimize the content, forms and methods of the educational process and physical education of schoolchildren involved in sports activities and physical culture is determined by an increase in the interest of practitioners and scientists to the problem under consideration, which is reflected in the increase in scientific and dissertation psychological and pedagogical research in this direction.
A number of studies are devoted to the study of the effectiveness of the use of educational tasks for the ways of improving the general qualities of their motor sphere in children (Abyzov M.M., 1981), determining the psychological conditions for the formation of motor abilities in senior students (Zhivoglyadov Yu.A., 1988), identifying psychological conditions for the effective formation of voluntary control of their movements in physical education lessons in junior schoolchildren (Ozernyuk A.T., 1994), substantiated the methodological foundations for the development of coordination and intellectual abilities of primary schoolchildren on the basis of age-specific patterns of movement organization (Fedyakina L.K., 1998) ...
In the works of G.M. Kasatkina (1982) revealed the patterns of age dynamics and the structure of motor and mental development of preschoolers, identified ways and means of physical education that contribute not only to motor, but also mental development of preschool children; ON THE. Fomina (1996) studied the organized influence of the means of rhythmic gymnastics of a plot-role orientation on the sensory and motor systems of preschool children with the aim of accelerated and integrative development of their motor, intellectual and psychomotor abilities; L.E. Simoshina (1996) formulated the concept of a complex training system that harmonizes the motor and sensory organization of the motor activity of preschool children through physical
outdoor activities, aimed at improving their physical fitness, creative motor abilities, to reduce the incidence of colds.
In the studies of A.A. Antonova (1997) substantiated the original methodology of using elements of outdoor games in physical education for older preschool children for mutual influence and increasing the level of cognitive activity and the level of physical development; A.B. Lagutin (1997) proved that an increase in the motor activity of older preschool children due to the integrated use of the available means of basic gymnastics can significantly improve their physical condition and develop the ability to master new forms of movements; A.N. Lotarev (1998) developed and experimentally substantiated a program for physical training of female students of a higher educational institution in combination with additional exercises to ensure a possible full compensation for their deficit in motor activity.
In general, the analysis of the works studied by us can be systematized as follows: firstly, there is a large number of studies, mainly in the field of sports and pedagogical sciences, devoted to physical activity, in which it is proved that the higher the physical activity, the more sports loads, the higher their relationship with the physical and mental development of a person, which in general confirms the idea of physical culture and sports as the main factors of health promotion.
Secondly, quite often there are works devoted to the study of the influence of physical activity and sports on the psychomotor of a person (Danilina L.N., Oya SM., Puni A.Ts., Semenov M.I., Gubman L.B., Kossov B B., Ozerov V.P.), but these studies are mainly associated with the contingent of young or highly qualified athletes.
Thirdly, there are much fewer works that talk about the influence of motor or physical activity on the psychomotor abilities of children who do not go in for sports (Kossov B.B., Ozerov V.P., Skrebets V.A., Yarmitsky Yu.D. and etc.).
Fourth, studies that studied the influence of physical activity on the intellectual sphere, on the development of children's cognitive abilities, are quite rare (Guzhalovsky A.A., Silla R.V., Ruban V.N., Milerian V.E. and etc.), there is practically no analysis of the interaction or ratio of these components, and in some cases the research data carry conflicting assessments. It is noted that with very high activity and intensity of loads, they may not have a positive effect on the development of both the physical and mental spheres of a person, especially the younger generation.
Thus, it can be noted that today the problem of optimization of motor activity and harmonious development of the cognitive-motor and cognitive-intellectual spheres of the child has not been completely solved.
There is a number of studies, mainly in the field of medicine, saying that, in general, optimal physical and sports loads have a positive effect on maintaining and strengthening health, somewhat less is said about their effect on psychomotor skills, and the effect of physical activity on the cognitive development of students has been least studied. We have not found systematic comprehensive studies of the influence of various forms of motor activity on all the basic psychomotor and cognitive mental processes of students.
On the basis of the above, we have determined the purpose of the study: to study the influence of physical activity on the development of psychomotor and cognitive abilities of schoolchildren of different ages.
An object research: psychomotor and cognitive abilities of students.
Subject research is the process of development of psychomotor and cognitive abilities of students of general education and specialized sports classes of adolescence and adolescence.
Hypothesis: optimal motor load contributes to the harmonious development of the psychomotor and cognitive abilities of schoolchildren.
In accordance with the purpose, object, subject and hypothesis of the research, the following tasks:
To study and analyze psychological and pedagogical literature on the problem of optimization of motor activity and the development of psychomotor and cognitive abilities.
To select and modify express methods for diagnosing the development of psychomotor and cognitive abilities of schoolchildren.
To investigate the level and dynamics of the development of the main blocks and components of psychomotor and cognitive abilities of schoolchildren studying in general education and sports classes.
To develop questionnaire techniques for the study of the volume and intensity of the main and additional physical activity of students in classes of various specializations.
To investigate the relationship between various forms of motor activity and the level of development of psychomotor and cognitive abilities of students.
psychologists, teachers and trainers working with students of general education and sports classes. To solve the set tasks, the following set of methods was used:
theoretical analysis of scientific psychological and pedagogical literature;
psychological and pedagogical experiment;
testing;
questioning;
methods of primary and secondary mathematical and statistical data processing.
Methodological framework research is the concept of a holistic and systematic approach to human mental development (B.G. Ananiev, B.B. Kossov), an integrated approach to the study of abilities (B.M. Teplov, V.A. P. Ozerov); principles of development (L.S.Vygotsky, S.L. Rubinstein, A.V. Petrovsky), personality activity in the process of life (B.G. Ananiev, A.A. Bodalev, V.P. Zinchenko), determinism as dependence mental phenomena from the factors that generate them (S.L. Rubinstein, A.V. Petrovsky, M.G. Yaroshevsky).
Scientific novelty research is as follows:
For the first time, the paper proposes a complex system of psychodiagnostic tests that reveals the features of the development of psychomotor and cognitive abilities of schoolchildren of different ages in order to identify the dynamics of mental development on the model of sports and general education classes.
The structure and features of the development of cognitive-intellectual and cognitive-motor components in
students studying in classes of various specializations: general education and sports.
For the first time, the features of the development of the main components of the cognitive abilities of students involved in sports sections were studied, with such a wide apparatus of diagnostic techniques that it contributes not only to pedagogical, but also to sports psychology.
A specialized questionnaire has been developed, with the help of which it is possible to determine the level and volume of motor load per day, week, month, year, expressed in minutes in one scale.
Theoretical significance consists in the fact that as a result of the dissertation research, the influence of various types of motor activity on the dynamics and characteristics of the development process of psychomotor and cognitive abilities of schoolchildren was revealed; new specific information was obtained in the field of educational psychology and developmental psychology to optimize motor and intellectual loads, which increases the efficiency of solving the main valeo-psychological task of secondary school - strengthening the health of children.
Practical significance the research lies in the fact that the contained theoretical provisions and experimentally substantiated conclusions can be used to improve the educational and sports training process in a school with specialized sports classes:
1. The psychomotor diagnostic methods tested and modified in the dissertation research can be used in the practice of the CYSS and the general education school to increase the effectiveness of psychological and pedagogical selection of students and young athletes with
the goal of more correct scientific staffing of specialized sports classes for children.
The use of the proposed set of cognitive tests in work with young athletes will allow the teacher and coach to control not only sports achievements and psychomotor development of the child, but also take into account how this process affects the harmonization of the mental development of students.
The developed and tested questionnaire methods for the study of the main forms of regular and additional physical activity, as well as academic and sports interests and inclinations of students can be used by teachers and coaches in general education and sports classes.
According to the results of the study, practical recommendations have been developed, the introduction of which into the educational and sports-training process can contribute to an increase in the success of students in both general education and sports classes.
Reliability and validity of the results research is provided with a sufficient sample of subjects; using a set of methods adequate to its goals and objectives; the use of reliable and proven diagnostic techniques; implementation of mathematical and statistical processing and analysis of the data obtained.
The main provisions for the defense:
1. An integrated approach to the study of the psychomotor and cognitive abilities of students with different motor activity makes it possible to more accurately study the characteristics of their
development and determine the ways and methods of their improvement and optimization.
The use of express methods for diagnosing the psychomotor and cognitive abilities of schoolchildren, developed and tested in the North Caucasus Laboratory for Diagnostics and Formation of the Abilities of Student Youth, allows in a short period of time to study large groups of schoolchildren with different motor activity and reveal the level and characteristics of their development.
The study of the level and dynamics of the development of psychomotor and cognitive abilities of students of younger, older adolescence and youth reveals the main age characteristics and clarifies the regional curve of the mental development of schoolchildren.
Peers who have a different volume of physical activity and are engaged in general education and sports classes have significant differences in the level and characteristics of the development of both psychomotor and cognitive abilities.
There is a positive relationship between various forms of regular and additional motor and physical activity of students and the level of their psychomotor and cognitive development.
Testing and implementation of research results.
The main provisions of this research were highlighted in the reports at the scientific and methodological seminars of the Department of Practical Psychology of SSU (1998 - 2001); at the educational, methodological and pedagogical councils of the secondary school № 42 in Stavropol; at scientific and practical conferences: - "Personality: culture and education", Stavropol, April 1999
international conference "Cognitive paradigm", Pyatigorsk, April 2000
"Modern problems of education: experience and prospects", Stavropol, April 2000
international scientific-practical conference "Modern psychosocial technologies: problems of development and use", Moscow, May 2001
interregional scientific and methodological conference "Problems of physical culture and sports in higher educational institutions", Rostov-on-Don, June 2001
All-Russian scientific conference "Theoretical and applied problems of psychology", Stavropol, October 2001
The research results and the content of the scientific work are published in 6 theses.
Experimental base research was the secondary school № 42 of Stavropol with specialized sports classes.
Physical education and sports as factors affecting physical and mental health and human development
Physical culture occupies one of the most important places among the factors that allow maintaining the required level of health and high performance of a person.
The increasing limitation of mobility in the modern world contradicts the very biological nature of a person, disrupting the functioning of various body systems. The more progress frees a person from hard work and unnecessary movements, the more the need to compensate for motor activity grows. Under these conditions, the role of the development of mass forms of physical culture is obvious (153).
Systematic sports activities for children and adolescents have a positive effect on the development of their body as a whole, on the general physical condition, causing positive changes in the development of most mental functions. Numerous studies of young athletes indicate a significant improvement in their physical development.
In a number of works (Gubman L.B., Baychenko I.P., Makarova T.N., Shlemina AM, Lebedeva N.T., etc.) it is proved that systematic physical exercises improve the activity of cardiovascular, respiratory, vegetative , neuromuscular systems and especially the central nervous system, increasing their activity. Under the influence of sports, the strength and mobility of nervous processes, the working capacity and endurance of the nerve cells of the cortex increase, and differentiation inhibition is improved. As a result, it turns out that schoolchildren who go in for sports have a number of advantages in their formation in comparison with their peers who do not go in for sports (Danilina L.N.).
According to Fomin N.A., Filin V.P., sports activities restrain age-related involutional changes, contribute to the lengthening of the period of active creative life. People who go in for sports maintain a high level of physical and mental performance for much longer than those who do not exercise (179, 4).
The results of special observations of the state of health of children who systematically go in for sports show that they have a decrease in the frequency and severity of colds. Favorable changes in the state of health and adaptation to physical activity are observed in children and adolescents who have a rich motor regime at school. In order to significantly increase working capacity (both physical and mental), to create reliable prerequisites for strengthening health, it is necessary to exercise at least five times a week (179.5).
It should be emphasized that the development of mass physical culture and sports not only ensures the preservation of health and an increase in efficiency, but also contributes to the filling of leisure time and the distraction of the population, especially adolescents, from bad habits - smoking, alcoholism and drug addiction.
V.P. Ozerov notes that “... the results of numerous studies have made it possible to understand the role of muscle activity as a stimulator of the processes of vital activity of tissues, to explain the mechanism of the protective action of motor activity in relation to diseases of the cardiovascular system. Physical exercises and sports enhance motor-visceral reflexes, normalize metabolism and energy, the activity of the cardiovascular system, and prevent the very possibility of health disorders ”(117, 5).
The most effective means of combating human hypodynamia are various means of physical culture and sports. Morning gymnastics helps a person quickly switch from sleep to wakefulness, rhythmic gymnastics helps to increase efficiency, creating not only "muscle", but also emotional joy. Cycling and rowing forms a set of functional reserves in all vital centers of the body. Cross-country skiing heals nervous stress better than any medicine. Running is the basis of the "queen of sports" - athletics, it is not a fashion, but a vital necessity. Walking is the most accessible and ancient way of transportation that does not require special training. Running and walking allows you to exercise regularly at any time and in any weather.
It is no coincidence that Jean-Jacques Rousseau wrote the words with which many outstanding thinkers of different times agree: “Walking to a certain extent enlivens and inspires my thoughts. Remaining at rest, I cannot think, it is necessary that my body be in motion, and then the mind also begins to move ”(117, 7).
According to A.S. Solodkova, E.B. Sologub, the use of various forms of health-improving physical culture solves many social problems - general educational, cognitive (tourism), rehabilitation (remedial gymnastics), recreational, entertaining (games), professional (industrial gymnastics, professionally applied physical training) (153, 353).
Means of physical education contribute not only to increasing the functional capabilities of the body, maintaining health, but also the development of professional psychophysiological characteristics, which solves the important problem of preparing and adapting the population to professional activity.
Numerous medical, psychological, pedagogical studies of a number of such authors as A.G. Sukharev, E.P. Ilyin, N.T. Lebedeva, N.N. Kuindzhi, V.I. Ilyinich, A.S. Solodkov, E.B. Sologub and others.
In the work of Kuindzhi N.N. it is noted that in special studies, a study was carried out of the relationship between the shape of the daily curve of physiological functions and the level of physical activity of students for the day as a whole and during classes at school. For this, the level of physical activity (using a pedometer), body temperature, and heart rate were recorded 4 times a day in 45 children from a boarding school 10-11 years old. The last two functions are referred to as volatile. According to the level of physical activity, the subjects were divided into 3 groups. At first, according to the laws of statistics, students with an average level of physical activity were identified (it fluctuated in the range of 10670-12170 steps for individual students, and its average value was about 11.5 thousand steps per day). The rest of the students were divided into those with an increased level of physical activity (about 15.0 thousand steps per day) and a reduced level (about 9 thousand steps per day).
The first thing that we managed to establish: in all the observed schoolchildren, the maximum level of physical activity falls on 12 hours, that is, it coincides with the time of school hours.
Dynamics of the development of psychomotor abilities of students of the main age groups during the period of the annual natural experiment
In order to determine the dynamics of the psychomotor development of schoolchildren, we carried out the second stage of diagnostics of the level of development of the cognitive abilities of students in the September 1999 academic year.
Schoolchildren of middle and senior age took part in the experimental study. We continued to work with students of the 5th and 8th general education and sports classes, selected at the first stage of diagnostics in October 1998, who became students of the 6th and 9th grades. In addition, in connection with the analysis of the results of the previous stage of the study, we included in the diagnosis additionally experimental 5th grades, which in the 1999-2000 academic year were selected more qualitatively, in accordance with scientific criteria and psychological and pedagogical recommendations for organizing the selection of young promising athletes in specialized classes. We determined the goal - to identify the level and characteristics of the development of the psychomotor abilities of these students, as well as to find out whether our conclusion at the first stage of the experiment was correct that students of the sports specialization of adolescence are ahead of their peers in psychomotor development.
Due to the fact that in this academic year, students of primary school age during the transition to the 5th grade were selected in accordance with different sports specializations, two classes were completed: children involved in the athletics and swimming sections.
We assumed that different sports specialization can influence the dynamics of the development of psychomotor abilities in different ways. In this regard, both sports classes were chosen by us as experimental.
At this stage of the psychological and pedagogical experiment, the following tasks were identified:
1. To study the annual dynamics of the development of psychomotor abilities and their individual components in middle-aged and older students (grades 6 and 9) of different specialization.
2. To investigate the level and peculiarities of the development of individual components and blocks of psychomotor abilities of pupils of younger adolescence (grades 5), studying in classes of different sports specialization.
3. Compare the results of students of different groups and identify features that depend on age and specialization.
The obtained diagnostic results of this stage of the experiment are presented in Table 7 (and in Appendix 2.1).
A comparative analysis of the dynamics of the development of the main indicators of psychomotor abilities and differences in the results of students of different ages and specializations is presented in tables 3, 4, 5 (in Appendix 1).
Average group indicators of the level of development of psychomotor abilities of students in 1998 and 1999 are reflected in the histogram in Figure 2.
It can be seen that in most of the groups there were minor changes in the results. The largest increase is noted only in the 9th general education class, which amounted to 15.35%, and in general they are ahead of their peers by 4.23%. Students of this age of sports specialization, in comparison with the primary diagnosis, slightly decreased their results by 2.46%.
Among 6 grades, the indicators of the average group level of development of psychomotor abilities of students of sports specialization are higher in comparison with the results of the previous diagnosis (by 7.59%) and the results of peers (by 4.17%). General education students
The dynamics of the development of cognitive abilities of students during the summer holidays
In order to determine the dynamics of the cognitive development of students under the influence of active rest during the holidays, we carried out the next stage of diagnostics of the level of development of cognitive abilities in September 2000.
In connection with the analysis of the results of the previous stages of the study, we continued to work with students of adolescence (5th and 6th general education and sports classes) participating in diagnostics (in 1998-1999-2000), who became students of 6th and 7th grade.
At this stage of the psychological and pedagogical experiment, we set the following tasks:
1. To investigate the level and characteristics of the development of individual components of the cognitive abilities of adolescent students studying in sports and general education classes.
2. Investigate the dynamics of the cognitive development of students in control and experimental classes during the summer vacation.
3. To compare the results of diagnostics of students of different groups and to determine the peculiarities of the dynamics of the development of cognitive abilities, depending on the age, specialization and experience of sports activity.
The results of diagnostics of the level of development of cognitive abilities and their individual components are presented in Table 13.
The dynamics of the development of cognitive abilities and a comparative analysis of differences in the results of students in the 6th and 7th grades of different specializations are reflected in tables 19.20 (in Appendix 1).
Comparison of the results obtained in May 2000 with the indicators of the level of development of cognitive abilities in September 2000 made it possible to determine the dynamics of the development of cognitive abilities of students and their individual components during the summer holidays.
Figure 14 shows the arithmetic mean indicators of the level of development of cognitive abilities of students of the main age groups in May - September 2000.
Based on the data obtained, it is possible to note the unevenness of the growth rate of the level of development of cognitive abilities in the results of students of different ages and specializations.
Analyzing the results of students of various specializations, it can be noted that the highest growth rates were demonstrated by students of general education classes: 11.77% at an older age (grade 7) and 6.61% in grade 6.
Among their peers with a sports specialization, the changes in results are less significant: 9.32% among students in grade 6 (athletics), 0.15% among students in grade 6 (swimming) and 0.51% among students in grade 7.
If we analyze the features of the development of individual components of the cognitive abilities of students in grades 6 of various specializations, then it can be noted that the most uniform growth rates of results for all indicators are observed among students of the general education class (from 1.28% to 24.12%). Their peers with a sports specialization (athletics) demonstrated higher growth rates in the development of all components of thinking (from 11.11% to 21.03%), semantic and visual memorization (11.31% and 15.09%), attention (9.81%). Pupils of the same age in the sports class (swimming specialization) show uneven growth rates of individual components of cognitive abilities: the highest results in terms of logical thinking (105.85%), semantic and visual memorization (26.6% and 6.62%), perception (7.64%), while for other indicators there is a slight decrease in results (from -3.18% to -30.56%).
It should be noted that, in general, the level of development of the cognitive abilities of 6th grade students (see Figure 14) increased during the summer vacation and amounted to 5.19 points in the general education class, 5.29 and 5.48 points in sports classes, which corresponds to the age norms of development (5-6 points).
An analysis of the developmental features of individual components of the cognitive abilities of 7th grade pupils made it possible to establish that the highest growth rates are observed in the general education class: in terms of thinking (from 6.57% to 61.88%), semantic memorization (43.89%), perception (23 , 97%) and attention (13.8%). It is necessary to pay attention to the fact that the students of the sports class showed high rates of increase in results only in two indicators: perception (10.78%) and thinking (53.49%), in the development of other components there is a slight decrease in results (from -1.33 % to - 6.5%).
Inna Medvedeva
Integration of cognitive and motor activity of children
« Integration of cognitive and motor activity of children»
Modern research has proven that health deterioration children is the result of the adverse impact of not only socio-economic and environmental, but also a set of pedagogical factors.
These primarily include a constant increase in volume and load intensity, premature start of systematic education at the preschool stage. The overload of preschool children is due not only to the content of education and the use of school forms of organizing education, but also to the mode of stay in a preschool institution, inadequate age characteristics preschoolers: reduction of walking, daytime sleep, time for independent play and motor activity.
One of the directions of improving the education system is the transition to the continuity of this process. In our opinion, there are two main approaches to solving the problem.
The first is quantitative, involving expansion motor activity and decrease in incidence rates children through the allocation of additional hours for physical education and the introduction of health technologies, which is possible only due to the time allotted for cognitive activity within the educational process, which will lead to a number of negative consequences.
And the second - qualitative, in our opinion the most acceptable, can resolve the existing contradictions and, to a certain extent, solve the problem noted above - the search for new scientific directions in physical education children preschool age.
One of the mechanisms for solving this problem is integrated an approach to organizing classes that allow you to flexibly implement various types of children's activities, as well as to reduce the number of classes in general and their total duration.
The search for forms, means and methods of education that are most suitable for the harmonious psychophysical and social development of preschoolers leads to the path integration different types of educational activities.
According to the Philosophical Encyclopedic Dictionary (1989, integration is"The side of the development process associated with the unification of heterogeneous parts and elements into a whole."
Integration of cognitive and physical activity of children in the process of doing physical exercises contributes to the effective solution of both educational and health problems.
Scientists have established a direct relationship between the level physical activity of children and their vocabulary, speech development, thinking. Based on the results of the latest research by scientists in the field of the brain, it becomes clear that movement is the most important part of learning. The brain is activated during motor activity... Exercise strengthens existing brain cells and even stimulates the growth of new ones. It is also clear from research that sitting for more than 10 minutes without interruption lowers children's concentration and therefore often has discipline problems. Movement, on the other hand, dilates the blood vessels, which are designed to deliver oxygen, water, and glucose to the brain. In other words, when children move, more information goes to the brain. Thus, it is movement that becomes the key to learning. Exercise motor activity in the body increases synthesis biologically active compounds that improve sleep, have a beneficial effect on mood e children, increase their mental and physical performance.
Therefore, mental and motor development is two interconnected processes - “What I hear, I forget. What I see, I remember. What I do, I know " (Confucius).
It is necessary to look for optimal technologies that provide the greatest integration of cognitive and motor activity.
In preschool integration of motor and cognitive activity can be carried out on several directions:
1. Inclusion in games and relay races of tasks to consolidate the knowledge gained by children in other classes (speech development, mathematics, etc.).
2. Integrated classes on a specific topic, combining knowledge from various areas of preschool education.
3. Development and implementation integrative educational programs covering all activities of children in preschool.
Let's look at examples integration physical education and mathematics.
In physical education classes, children meet with mathematical relations: it is necessary to compare the object in size and shape or determine where is the left side and where is the right. Therefore, when offering children various exercises, it is necessary not only to give physical activity, but also to pay attention to different mathematical relationships in the formulation of tasks, to offer to perform exercises not according to a model, but according to oral instructions. Also, in addition to the objects that are usually used when performing physical exercises, it is advisable to use flat and volumetric geometric shapes, numbers, cards depicting characteristic signs of the seasons, parts of the day.
For example, exercising children in jumps, you can form and quantitative representation:
Jump twice less than days in a week;
Jumping from hoop to hoop, name the number of hoops of a certain color.
You can use Games and relay races:
"Digital series"
"Fold the word"
"Leaf fall"
"Mom and Baby"
"Healthy foods".
It should be noted that developing as integrated lesson and integrated the program as a whole is a rather complicated process. Often this work is carried out by the teacher intuitively, often components of the educational activities are connected mechanically based on a common theme.
It should be remembered that the implementation of specific age-related opportunities for physical and mental development occurs due to the participation of preschoolers in age-appropriate types activities.
In this regard, the teacher should take into account the need to dose the material depending on the physical condition of preschoolers, their level intellectual development and physical fitness, as well as the time allotted for exercise and rest, which determines the motor density integrated classes.
Integrated technology, implemented in the educational process at a preschool educational institution, will allow to master most sections of the program qualitatively at a new, more effective, accessible level for the child. Integration it will also contribute to the maintenance of internal well-being, will allow the preschooler to quickly adapt to changing psychological and pedagogical conditions, and can be aimed at preserving the child's health.