Final qualifying work on the topic:

PHYSICAL AND INTELLECTUAL DEVELOPMENT OF YOUNG SCHOOL CHILDREN

INTRODUCTION

Relevance. The systematically high physical activity during the school day of students, directly increasing the functional activity of the muscular apparatus, has a positive effect on their mental sphere, which scientifically confirms the effectiveness of directed action through the motor system on the central nervous apparatus and its mental functions. At the same time, the optimal use of the physical activity of students contributes to the growth of the level of mental performance in the academic year, an increase in the duration of the period of high performance, a reduction in the period of its decline and training, an increase in academic performance, and the successful fulfillment of educational requirements. There are examples when schoolchildren who regularly go in for physical culture, by the end of the school year, their academic performance increased by about 7-8%, and among those who did not go in for physical education, it decreased by 2-3%.

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

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

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

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

The subject of the research is the methodology of physical and intellectual development of students' abilities.

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

Research objectives:

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

To substantiate the effectiveness of the application of the methodology for the combined development of physical and intellectual abilities of primary school children.

Hypothesis. The methodological basis of the research is formed by theoretical propositions: V.K. Balsevich, L.I. Lubysheva, V.I. Lyakha, A.P. Matveeva on the integrative impact of physical exercises on the personality; G.A. Kuraeva, M.I. Lednova on the relationship between the development of fine motor skills of the hand and the higher mental functions of a child; L.I. Bozovic, A.K. Markova, M.V. Matyukhina, N.V. Elfimova on the development and formation of the motivational sphere of students; J. Piaget, D.B. Elkonina, N.N. Leontiev, L.S. Slavina on the theory of the game.

It was assumed that the creation of conditions for an artificial motive-controlled game environment in the mode of the body's optimal response to physical and intellectual stress would contribute to:

the interconnected physical and intellectual development of primary school children;

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

improving the somatic health of students.

The main provisions for the defense:

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

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

Practical significance.

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

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

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

.1 Relationship between physical and intellectual activity of a person

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

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

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

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

With prolonged intensity of mental activity, the brain is unable to process the nervous excitement, which begins to be distributed to the muscles. They become, as it were, a place for the brain to discharge. Active muscle tensions, performed in this case, release the muscles from excessive tension and extinguish nervous excitement.

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

Outstanding physician and teacher, founder of physical education in Russia P.F. Lesgaft wrote that the inconsistency of a weak body with the development of mental activity will inevitably have a negative effect on a person: "Such a violation in the harmony and functions of the body does not go unpunished, it inevitably entails the impotence of external manifestations: thought and understanding may exist, but there will be no proper energy to consistently test ideas and persistently implement and apply them in practice. "

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

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

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

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

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

In numerous further studies of the effect of physical activity and sports on the mental performance and academic performance of students, as well as the effect of active recreation (in the form of physical exercise) on subsequent performance and labor productivity, there is evidence that correctly dosed physical exercise has a significant positive effect on various mental processes.

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

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

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

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

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

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

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

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

It was also revealed that there is a close relationship between intellectual and psychomotor development. Psychomotor development is closely related to the development of the cognitive processes of students and, first of all, with the development of such mental operations as analysis, generalization, comparison, differentiation. Indeed, the high-quality performance of this or that motor action with the given parameters requires, first of all, a clear, differentiated reflection of it in consciousness and in the formation of an adequate image of movement on this basis. This is possible when the processes of analysis and synthesis have such a level of development, thanks to which the necessary degree of fragmentation of perception becomes possible. The process of analyzing the assimilated motor structure consists in its ever greater mental division into separate elements, in the establishment of interconnections and transitions between them and the integration of the results of this analysis in the form of a whole, but internally divided.

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

The team of authors led by prof. Yu.T. Cherkesov, a new "artificial motive-controlled influencing environment" was created for the conjugate interdependent development of a person's physical and intellectual abilities on a motivational and health-improving basis.

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

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

Thus, in the domestic literature it is possible to distinguish three groups of data concerning the influence of physical exercises on mental [intellectual] processes of a person.

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

A group of researchers found that as a result of physical exercises, mental processes are activated that provide perception, processing and reproduction of information, an increase in mental performance - the volume of memory increases, the stability of attention increases, mental and psychomotor processes are accelerated. The results of studying the dynamic characteristics of intellectual activity in connection with the level of motor activity can also be attributed to this group of data. The subjects with high motor activity revealed a more highly developed ability to voluntarily accelerate the rate of intellectual operations fulfillment and the uniformity of intellectual activity in comparison with the subjects with low motor activity.

Finally, the third group of data is associated with an increase in the success of the educational activity of students under the influence of constant physical culture lessons. The studies of this group indicate that schoolchildren and students who are constantly engaged in physical culture have a higher overall academic performance than their peers, who are characterized by a lower volume of physical activity.

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

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

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

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

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

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

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

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

This approach, in particular, involves the use in a certain system of such methodological techniques as the correct formulation of tasks, "focus of attention", performing exercises according to description, setting on mental articulation, feeling movements, analyzing the performance of exercises according to the scheme, setting on self-control and self-assessment of performance motor actions, etc.

"Forced" intellectualization, which consists in saturating lessons and studying with the material of general school disciplines, as well as in the active establishment of interdisciplinary connections.

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

In recent years, another approach has been emerging based on the use of psychotechnical exercises and games for the development of the intelligence of students and the formation of sports important intellectual properties of children.

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

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

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

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

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

In the literature there is data on the activation of mental activity in physical education classes in kindergarten, on the relationship between mental and physical education of preschoolers in the classroom in a family club.

Attempts to apply educational motives of a broad plan, characteristic of several subjects, to teaching physical culture, should not lead to the fact that physical education turns into an auxiliary discipline subordinate to other school subjects. On the contrary, a physical education lesson should receive an educational focus that allows students to more fully and deeply comprehend the program material being studied in various academic disciplines. A physical education teacher should not act alone, solving a set of educational tasks, but in collaboration with his colleagues.

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

1.2 Features of motivating the teaching of younger students

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

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

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

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

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

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

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

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

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

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

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

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

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

Learning motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of learning.

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

Let us consider the structure of the motivational sphere of learning in schoolchildren, that is, what determines and stimulates the child's learning activity, which in general determines his learning behavior.

The internal source of motivation for learning activities is the area of ​​students' needs. "A need is the direction of a child's activity, a mental state that creates a prerequisite for activity." If we consider the main feature of learning activity that it is one of the essential forms of cognitive activity, we can distinguish three groups of needs: cognitive needs, satisfied in the process of acquiring new information or ways to solve problems; social needs that are met within the framework of teacher-student and student-student interactions in the course of learning activities or relationships related to learning activities and their results; needs associated with "I", the need for achievement and avoidance of failure, actualized mainly by the level of complexity of educational tasks.

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

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

A necessary condition for creating students' interest in the content of learning and in the learning activity itself is the opportunity to show mental independence and initiative in learning. One of the methods of arousing students' cognitive interest is "detachment", that is, showing students something new, unexpected, and important in the familiar and ordinary.

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

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

When a child comes to the first grade, in his motivational sphere, as a rule, there are still no motives directing his activity towards the assimilation of new knowledge, towards mastering general methods of action, towards the scientific and theoretical understanding of the observed phenomena. The leading motives in this period of school childhood are associated with the child's desire to take a socially significant and socially appreciated position of the student. However, this motivation, determined mainly by the child's new social position, cannot be sustained for a long time and is gradually losing its significance. At primary school age, wrote A.N. Leont'ev, the main motive for learning consists in most cases in the very fulfillment of learning as an objectively significant activity, because thanks to the fulfillment of educational activity, the child acquires a new social position.

"Social motives," writes LI Bozhovich, "occupy such a large place in the system of motives that stimulate the educational activity of primary schoolchildren that they are able to determine the positive attitude of children to activities, even devoid of direct cognitive interest."

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

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

More than half of junior schoolchildren use the mark as the leading motive. It expresses both the assessment of the student's knowledge and public opinion about him, therefore, children strive for it, in fact, not for the sake of knowledge, but for the sake of preserving and increasing their prestige. According to M.A. Amonashvili, 78% of primary school children who received different grades (except for "5") leave school dissatisfied, believing that they deserve higher grades. A third is dominated by a prestigious motive, and cognitive motives are not always encountered. This situation is not very favorable for the learning process: it is cognitive motivation that is considered the most adequate for learning tasks.

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

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

The motivation for achievement in primary grades often becomes dominant. Children with high academic performance have a pronounced motivation for achieving success - the desire to do well, to perform tasks correctly, to get the desired result. And although it is usually combined with the motive for receiving a high assessment of one's work (marks and approval of adults), it nevertheless orientates the child to the quality and effectiveness of educational actions, regardless of this external assessment, thereby contributing to self-regulation.

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

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

So, most of the children in school have no interest in learning. They have no internal incentive to acquire the necessary knowledge. Consequently, the tasks of today's general education school are aimed at using all the possibilities, all resources to increase the effectiveness of the educational process, and the modern requirement to "teach children to learn" seems obvious and natural.

In order for a younger student to learn consciously, creatively, with desire, it is necessary to use all pedagogical resources. Having analyzed the advanced experience of prominent domestic teachers, psychologists, and practicing teachers, we can unequivocally say that amusement, cognitive games, and vivid emotional lessons contribute to the formation of motivation for learning in children of primary school age. Theorists give a special place for the development of the motivational sphere of children to play.

Unfortunately, in today's elementary school, play is an underutilized medium. The studies obtained by S.A. Shmakov from 1973 to 1993, a total of 14 thousand teachers, about the legality of the use of the game in the learning process by primary school teachers, allow us to judge that games or game elements are used in the classroom mainly occasionally, which indicates insufficient inclusion it among the means of training optimization. Thus, it can be argued that official science recognized play as the leading type of activity for children only up to the school boundary.

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

CHAPTER 2. METHODS AND RESEARCH ORGANIZATION

.1 Research methods

To solve the set tasks, we used the following research methods:

Analysis and generalization of scientific and methodological literature;

Pedagogical supervision;

Testing;

Complex instrumental technique for registration, operational processing and presentation of information on biomechanical and biomedical parameters of movements;

Pedagogical experiment;

Math statistics.

2.2 Methods for determining physical fitness

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

Flexion and extension of the arms while lying on the bench (girls);

Flexion and extension of the arms in the lying position (boys);

Long jump from the spot;

Minute running;

Romberg test;

Stange test;

Sample variant PWC 170.

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

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

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

2.3 Methodology for the study of intellectual abilities

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

The test consists of four subtests, including verbal assignments, selected taking into account the curriculum material of primary grades.

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

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

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

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

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

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

2.4 Pedagogical experiment

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

2.5 Performing physical and intellectual tasks using a computer complex

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

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

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

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

When pedaling, the effort of the leg muscles is transmitted through a chain transmission to the loading device of the exercise bike, the rotation resistance of which is set by the load setting unit. The measuring transducer converts signals about the rotation of the disk of the loading device and sends them to the PC, which acts on the person and perceives the signals of heart rate and power characteristics.

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

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

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

The body is loaded through the arm loading unit when its loading device moves over the entire possible amplitude of movement. In this case, the arms should not bend when performing physical exercise. Communication with the PC is carried out through the communication circuits of the hand load unit, which is provided in the software of the personal computer.

Intellectual influence can accompany physical exercises for all types of muscle loading. But, in our opinion, the main intellectual impact on a person is best carried out through the impact on the muscles of the shoulder girdle, since in this case it is easier to organize the performance of a variety of intellectual tasks using a specially designed attachment that creates an adjustable load for the manipulator, made in the form of a handlebar of an exercise bike. Then the block diagram of the intelligent influence will look as shown in Fig. 4.

The object of influence - a person - in an interactive mode with a personal computer, through a hand load unit, articulated with a special power attachment, performs intellectual tasks that are set by appropriate programs, highlighted on the personal computer display, and change as they are performed.

2.6 Organization of experimental sessions

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

firstly, to determine the optimal target heart rate zone for health-improving training of trainees;

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

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

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

fourth, to develop and test such intellectual tasks performed by children under physical stress, which would not have a negative impact on the work performed and their development.

The optimal heart rate was calculated as follows:

220 - age (in years) (1),

HR max x level (%) load (2)

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

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

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

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

HR in bpm 105 115 126 136 147 157 168 178 Optimal target load zone HR in% of HR max 50% 55% 60% 65% 70% 75% 80% 85%

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

Some of the exercises were modeled by us as an individual pursuit race, where the load on the muscles of the lower extremities varied from 0 to 40 N (imitation of driving: downhill, uphill, upwind, over rough terrain).

Taking into account the hygienic requirements of primary school children working on a computer, we have built our training program so that it does not exceed the time frame of 25-30 minutes. As our search studies have shown, the optimal time allotted for the execution of intellectual tasks, taking into account the physical impact, should have been 2-3 minutes, depending on the complexity of the task being performed, and the time for passing the sections of the route depended on the individual indicators of the trainees.

Intellectual tasks were selected taking into account the age of children, and were built so that under the influence of physical activity they did not contradict the basic psychological and pedagogical laws of perception and assimilation of educational information. Completed in the form of a game, the tasks carried a motivational stimulus and the desire of the students to win.

Before working on a stationary bike, the student, under the guidance of the experimenter, performed a warm-up in order to mobilize the autonomic systems of the body. Then he independently measured his pulse and entered it into an individual observation book. The pulse at the end of the warm-up had to be within 126 beats / min (not less), which corresponded to 60% of the maximum load and served as an indicator of the functional readiness to perform tasks in the main part of the sessions.

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

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

Rice. 5 - "Track"

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

2.7 Research organization

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

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

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

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

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

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

In the course of the experiment, constant medical and pedagogical control was carried out with the aim of possible correction of the lessons being conducted.

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

CHAPTER 3. RESULTS OF RESEARCH

To determine the effectiveness of the methodology for the conjugate development of physical and intellectual abilities of primary school children on a motivational basis, we selected the following criteria:

changes in the indicators of physical fitness of those involved;

change in the level of development of intellectual abilities;

change in motivation for learning.

The first criterion characterizes the total amount of shifts in the level of development of motor qualities as a result of training in an artificial motive-controlled game environment.

The second criterion reflects the difference in the level of development of the students' intellectual abilities.

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

physical fitness motivation student

3.1 Indicators of physical development

Comparative analysis of the results of the entrance and repeated diagnostics shows that in the experimental group, where the classes were conducted under the conditions of the use of the biomechanical complex "Motiv", for all control indicators there was a statistically significant increase in comparison with the control group (see tab. 2,3,4 and fig. 6-).

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

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

The control test - a 6-minute run showed that the exercises in the conditions of the "Motive" complex application allow better developing such a physical quality as endurance. We found that at the beginning of the experiment the results in both examined groups were insignificantly different (820 ± 46.0 in the CG versus 816 ± 61.3 in the EG). After the experiment, these indices differ significantly: 870 ± 76.8 in the CG versus 954 ± 61.3 in the EG (p> 0.05), which is an indicator of a significant change in the level of fitness of the organism of students in the experimental group.

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

The test used by us to assess the functional state of the pupils' respiratory organs (Shtange's test) testifies to the high efficiency of the lessons carried out in the conditions of the Motiv complex. So, at the beginning of the experiment, voluntary breath holding was 34 ± 0.9 in the CG versus 34.3 ± 0.9 in the EG, the difference is not significant. After the experiment, we found that the indices in the children of the experimental group improved significantly in comparison with the control group (37.1 ± 0.6 in the CG versus 43 ± 0.9 in the EG) (p> 0.05).

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

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

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

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

3.2 Indicators of intellectual development

Implementation of intellectual tasks by those involved in the "Motive" complex, using specially developed copyright programs for children of this age group, to identify the subject's stock of knowledge, highlight the essential features of objects and phenomena, establish logical connections and relationships between concepts, as well as various logical tasks, exercises for repetition and consolidation of the passed material, knowledge and ability to apply the rules of the Russian language, mathematics and many others, contributed to the development of the intellectual abilities of the children of the experimental group.

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

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

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

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

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

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

After classes in the complex, children from the experimental group became intellectually more active: they join the educational process on their own initiative, perform tasks with interest, listen to the educational material attentively, attend various circles that expand their knowledge.

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

CONCLUSIONS

The methodology for the conjugate development of physical and intellectual abilities of primary school children made it possible, in the context of the use of adaptive influence:

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

to increase motivation to learn, and to build learning itself on a favorable psycho-emotional background;

organize training using health-building principles.

The effectiveness of the methodology for the combined development of physical and intellectual abilities of primary school children on a motivational basis has been substantiated.

Education and upbringing of children in such artificially created conditions allowed:

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

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

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

stimulate students to deliberate learning (physical and intellectual activity).

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

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

It is advisable to hold classes at least three times a week.

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

The forms of organizing classes can be as follows:

lesson (for passing educational material);

additional classes (for the correction of the individual intellectual and physical level of those involved);

training (for practicing specific physical and intellectual qualities);

competitions and contests (to stimulate students).

Children of this age group should be given an intellectual and physical load taking into account 60-75% of the maximum heart rate within the optimal target heart rate zone, in the "health corridor" at 126-157 beats / min.

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

test game (to determine psycho-physical qualities);

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

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

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

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

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Lecture 2. Features of cognitive processes in children with intellectual disabilities

1. Cognitive activity and cognitive processes

2. Features of sensations and perceptions of a mentally retarded child

Lecture 3. Features of the activities of children with intellectual disabilities

1. General characteristics of the activity of mentally retarded children

4. Labor activity

Lecture 4. Features of the emotional-volitional sphere of a student of a special (correctional) school viii type

1. Emotions and feelings

2. Will

Lecture 5. Moral education of students of a special (correctional) school of the VIII type

1. The main tasks of moral education in school of the Viii type

2. Moral education of students in the classroom for extracurricular reading

1) The main directions of extracurricular reading in school of the VIII type in primary grades

2) Conditions for the effectiveness of moral education in the classroom for extracurricular reading

3) Tips for the class teacher, educator

Assignments to the topic:

Lecture 6. Aesthetic education of students of a special (correctional) school viii type

1. Theoretical foundations of aesthetic education at school

2. The essence and features of the aesthetic education of schoolchildren with intellectual disabilities

3. The tasks of aesthetic education

4. Features of the visual activity of mentally retarded schoolchildren

5. Features of musical education of mentally retarded schoolchildren

6. Aesthetic orientation in working with natural materials

7. Aesthetic education in reading lessons

8. Aesthetic education at physical education lessons

9. Fostering a culture of behavior among schoolchildren

10. Conclusion

Assignments to the topic:

Lecture 7. Children's collective of a special (correctional) school of the VIII type

1. Education of schoolchildren in a team

2. Psychological characteristics of the school class

3. The relationship of schoolchildren in the team

4. The relationship of the teacher to the children's team as a factor in the formation of interpersonal relationships

5.Tactics of the teacher in relation to children in different positions in the classroom

6. The combination of play, work and cognitive activities in a team

7. Techniques for involving schoolchildren in collective activities

Assignments to the topic:

1. Psychological preparation for work

2. Practical preparation for work

3. Socially useful work

4. Industrial training and productive labor

Tasks to the topic

Classification of excursions

Excursion preparation

Defining the goal

Choosing a theme

Selection and study of excursion objects

Route planning

Preparing the text

Teacher's speech

Using methodological techniques

Natural history excursions

Correctional and educational value of the excursion

Approximate development of a natural history excursion1

Preparing the teacher for the excursion

Preparing students for the excursion

Excursion

Consolidation of the acquired knowledge.

Tour results

Lecture 10. Physical education of students of a special (correctional) school of the VIII type

Features of physical development and motor abilities of students of the auxiliary school

The importance of physical education at school

The connection between different types of education in the process of physical education

The unity of moral and physical education

The connection between mental and physical education

The unity of labor and physical education

Physical education tasks at school

Lecture 11. Organizational forms of extracurricular work in a special (correctional) school of the VIII type

1. Tasks and main directions of extracurricular educational work in a special (correctional) school of the VIII type

2. Joint correctional and educational work of an educator and teacher in a special (correctional) school of the viiI type

3. General comments on the conduct of extracurricular and extracurricular educational activities

4. Circle work and its importance in the education of students of a special (correctional) school of the VIII type

5. Some conclusions

Lecture 12. On some topical problems of modern oligophrenopedagogy

Lecture 13. Pedagogical ethics of a teacher and its features in working with students of a special (correctional) school of the VIII type

2. Pedagogical ethics of the teacher and its features in working with students of the VIII type of school

B i b l i o g ra f i i

The connection between mental and physical education

In the aspect of the tasks of mental education in the process of physical education, it is provided:

Enrichment with special knowledge related to the field of physical culture, sports; their systematic expansion and deepening, the formation on this basis of a meaningful attitude to physical culture, sports activities, assistance to the formation of a scientific worldview;

Development of cognitive abilities, qualities of mind, promotion of creative manifestations of the personality, including in self-knowledge and self-education by means of physical culture, sports.

The implementation of these tasks in the process of physical education is associated, first of all, with physical education, and the pedagogical basis is didactic principles, means and methods.

Mastering them in a specific application, i.e. in unity with practical skills and abilities, constitutes the main educational line in physical education. This line should be closely related to the education of cognitive activity and qualities of the mind, such as curiosity and inquisitiveness, dynamism, flexibility and subtlety of mental operations (sharpness of thinking), for which there are considerable opportunities in the process of physical education.

Transferring knowledge directly within the framework of physical exercises, the teacher uses unique methods, the features of which are due to the specifics of physical education (laconic explanation, instruction, accompanying explanations in the course of motor tasks fulfillment, operational analysis of the results of their fulfillment, etc.). This gives the dynamism of the cognitive activity of the trainees.

Many scientists-defectologists pointed out the connection between physical and mental education (A.S. Samylichev 1, A.A. Dmitriev 2, N.A. Kozlenko, etc.). So, A.S. Samylichev conducted research to determine the relationship between the development of mental performance and physical qualities in students of an auxiliary school. As a result, it was found that in the overwhelming majority of cases there is a direct dependence of the studied indicators - children with higher mental performance are distinguished by better development of physical qualities, and vice versa. That is, by increasing the level of development of physical qualities in mentally retarded children in the process of physical education with the help of targeted individually dosed exercises, we will thereby indirectly influence the development of their mental abilities, which is one of the most important tasks of correctional and educational work in an auxiliary school. So, the development of mental performance and the level of physical qualities in mentally retarded children are in a certain relationship, which is evidence of a connection between the physical and mental aspects of upbringing. Physical and mental education are two complementary aspects of the educational process in schools for both normal and mentally retarded children.

The unity of labor and physical education

Labor education is, in fact, not so much a separate part of education as the main applied direction of all aspects of education. The labor orientation of the physical education system in our country is clearly expressed in its goals, objectives, fundamental principles. The role of physical education in labor education and the main lines of their relationship are characterized by the following provisions:

1. Physical education has a general preparatory and directly applied value for labor activity. The importance of physical education for labor is primarily due to the objective unity of the body's functions. No matter how different individual types of useful labor or productive activity may be, from the physiological point of view, these are, in any case, the functions of the human body, and each such function, whatever the content, is essentially a waste of the human brain, muscles, sense organs and etc. Physical education, providing an increase in the functional capabilities of the body, thereby creates the most important prerequisites for high performance for all types of work, where similar functional capabilities are required.

This is the basis, in particular, of the effect of professionally applied physical training. If physical education forms motor skills and abilities that are directly applicable in the chosen labor activity, then it is in this case, in essence, one of the forms of practical labor education.

At the same time, physical education has a broader significance for work. Comprehensively developing physical abilities and creating a rich supply of various motor skills and abilities, it guarantees general physical fitness as a prerequisite for high productivity in any type of work.

2. The path to physical perfection is the path of many years of hard work to transform oneself, one's "nature", it goes through overcoming increasing loads, often very heavy, requiring maximum self-mobilization. In such voluntary daily work, an attitude towards work in general is also developed, especially when the physical is inextricably linked with the moral by other types of education. Then it is one of the main factors in the upbringing of industriousness, forming the habit of working with full dedication and developing creative abilities.

3. In the physical culture movement of our country, a large place is given to the voluntary and gratuitous participation of physical culture teams in public work and socially useful affairs related to specific labor operations.

4. Labor education in the process of physical exercises is also facilitated by the systematic fulfillment of practical duties for self-service and maintenance of the group (preparation and cleaning of places of employment, equipment, care of sports equipment, equipment, etc.).

It is important that the system for performing such duties is associated with the satisfaction of not only personal needs, but also the needs of the team. Thanks to this, those engaged not only master the elementary techniques of everyday work, but at the same time they learn to be responsible, conscious discipline, organization, coordination of actions in a joint business, and also acquire the ability to lead and obey, enjoying a well-established, albeit everyday, but necessary and useful work for the team.

So, we see that physical and labor education are inextricably linked. The connection between physical and labor education of mentally retarded children was pointed out by such scientists-defectologists as D.I. Azbukin (1943) 1, A.N. Graborov (1961), G.M. Dulnev and others.

Physical education plays an important role in preparing auxiliary school students for work. Physical education contributes to all-round physical development and health improvement, corrects mental and physical development deficiencies, forms the correct skills of vital movements and expands motor capabilities by correcting motor deficiencies, develops readiness to master new skills and abilities.

Graduates of the VIII type school after graduation must find a job. The problem of social and labor adaptation of school leavers of the VIII type is currently one of the most important special problems of defectology. On how successfully a mentally retarded schoolchild will master the working profession, his further social position and, consequently, successful adaptation in an independent life depends. In this regard, considerable attention is paid to the physical education of schoolchildren, which allows to identify and develop the interests and inclinations of students, their potential.

So, from all of the above, we can conclude that moral, aesthetic, mental, labor and physical education are interrelated, complementary aspects of the educational process in an auxiliary school.

Physical and mental development of preschool children. The role of the family in the development of the preschooler. Psychological and pedagogical testing according to the methodology Kushnir N.Ya. and additional methods for determining mental development in children of five years of age.

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Ministry of Education of the Republic of Belarus

Educational institution

"Gomel State University

named after Francysk Skaryna "

Department of Biology

Department of Human and Animal Physiology

THESIS

CHARACTERISTICS OF MENTAL AND PHYSICAL DEVELOPMENT OF CHILDREN OF PRESCHOOL AGE (ON THE EXAMPLE OF GOMEL)

Executor:

student of group B-52

Korshak Lyudmila Ivanovna

Scientific adviser:

assistant Drozdov Denis Nikolaevich

Gomel 2012

Content

• Introduction
• 1. Literature review
• 2.2 Research methodology
• Conclusion
• List of sources used

Introduction

Preschool age is a period during which there is a colossal enrichment and ordering of the child's sensory experience, the mastery of specifically human forms of perception and thinking, the rapid development of imagination, the formation of voluntary attention and semantic memory.

An important role in the formation of a child's personality is also played by a certain level of physical fitness, mastering special knowledge, motor skills and abilities.

Many psychologists believe that a six-year-old child is psychologically ready for school and is quite physically developed.

However, according to the Russian psychologist N.Ya. Kushnir, attempts to implement this provision cannot be called completely successful. The age of a child from six to seven years is considered to be transitional. On the one hand, this age can be called the senior preschool age, on the other hand, the junior school age.

As a rule, when a child goes to school, he has individual abilities in physical and mental development, which he received in the process of education.

Currently, the issue of mental and physical development of preschool children is becoming relevant, as well as, importantly, personal growth when children are admitted to school. Teachers and psychologists analyze the main factors and conditions affecting the full development of a preschool child: the family with its foundations and traditions, the atmosphere of the family; preschool institutions, in particular kindergartens, where the main form of education is occupation, as well as the children's team with its interpersonal relationships.

The purpose work was an assessment of the mental and physical development of preschool children.

Practical meaning of the work lies in the fact that, based on the results of research, to establish the general level of development of children of five and six years of age, brought up in a preschool institution. Pay special attention to preschoolers who are lagging behind in development, and develop recommendations for them on the mental correction of their development.

1. Literature review

1.1 Features of the physical development of preschool children

The physical development of a child is a complex process, which is expressed in a change in the size of the body and the ratio of individual parts of the body to each other. Development includes growth (an increase in the mass of an organism, a change in the number of its cells or their size), differentiation of organs and tissues, and morphogenesis (the acquisition of an organism in its inherent forms).

A characteristic feature of the growth process of a child's body is its unevenness and undulation. Periods of increased growth are followed by some slowdown.

It is in the period from 5 to 7 years that an increase in the rate of growth of the body in length (the so-called "half-height jump") is observed, and the limbs at this time grow faster than the body. There is an intensive growth of the tubular bones of the legs and arms, the bends of the spine are formed, the structure of the bones changes: the cartilaginous tissue is replaced by bone. Bones contain more organic matter and are supplied with more blood.

The spine of a healthy child takes on a normal, constant shape and physiological posture only by the age of 6-7 years. Children's posture is unstable and may improve or worsen. Therefore, it is necessary to exercise with children during the day to prevent curvature of the spine.

The intervertebral discs in children are relatively thicker than in adults. With age, they decrease and become less elastic.

From 3 to 7 years, the entire skull continues to grow, especially its base. By the age of 7, the growth of the base of the skull in length basically ends, and it reaches almost the same size as in an adult.

mental physical development preschool

The fusion of parts of the ethmoid bone of the skull and ossification of the ear canal ends by the age of six. The fusion of the parts of the occipital, main and both halves of the frontal bones of the skull to this age has not yet been completed. Cartilaginous zones remain between the bones of the skull, so the growth of the brain can continue. (The volume or circumference of the head of a child by the age of six is ​​approximately 50 cm.). Ossification of the supporting parts of the nasal septum does not end either.

The external auditory meatus is formed in the temporal bone by the age of 6, when its length reaches 24 mm and its width is 17 mm. During the first 6 years of life, air cells of the mastoid process of the temporal bone are formed. The bony labyrinth of the organ of hearing has already been formed by this time. The frontal sinuses, which by the age of 4 years are the size of a pea, reach the size of a hazelnut by the age of 7-8 and only half the size of an adult by 12 years.

As a result of the "half-height jump", the shape of the chest changes, its typological configuration is manifested, which is closely related to the development and functional capabilities of the lung tissue.

The growth of the chest slows down, its mobility increases, the cardiovascular system is strengthened, and the digestive apparatus is improved.

During this period, the fusion of the tubercles of the humerus begins with its body; in the elbow joint there is already an ossification nucleus, but the condyles are cartilaginous. In the child's hand, the centers of ossification of all the bones of the wrist are observed.

In the bones of the tarsus, ossification points appear in the period from 3 months to 5 years.

In the bones of the pelvis, the X-shaped cartilage is well expressed in the region of the acetabulum, where a large load is transmitted from the body to the limbs. The cartilaginous crest of the femur and its lesser trochanter are poorly expressed, by the age of 5 they merge into a single bone, ossification nuclei appear at the upper end of the fibula. In children 4-5 years old, the bones of the tarsus are largely cartilaginous, only the nuclei of 1 and 2 of the sphenoid bones are well pronounced, the nucleus of ossification of the calcaneal tuberosity is absent up to 7-8 years.

In the period of five to seven years, the incompleteness of the structure of the foot is also observed. In this regard, it is necessary to prevent the appearance and consolidation of flat feet in a child, which can be caused by shoes.

In parallel with the growth of the skeleton, there is an increase in muscle mass. In children, muscles account for 20-25% of body weight.

The muscles become dense, their strength increases. The muscles of the chest, back, and pelvis develop especially quickly. Small muscles of the hand and foot are still in the developmental stage.

The age of 3-7 years is an important period in the formation of voluntary motor function, which further affects the morphological maturation and development of the functional capabilities of the motor analyzer.

Children with a high level of physical development and functional state, as a rule, lead an active "healthy lifestyle", primarily with the help of their parents, and secondly, with the help of a team of preschool educators.

Children with low physical fitness - very often get sick and rarely attend preschool. This, in turn, negatively affects the nature of the mental performance of children. Therefore, the main task of the educator is to purposefully and consistently overcome the underdevelopment of children's motor skills and movements.

1.2 Features of the mental development of preschool children

Within each period, the development of children proceeds unevenly: now one, now another task comes to the fore in the development of the personality (now physical, now mental, now moral, now work, now aesthetic) while simultaneously solving other problems of education.

The peculiarity of the development of children 6-7 years old consists in the enormous opportunities for the formation of those mental qualities that need to be developed in a child, relying on his natural (natural) prerequisites and the most age-appropriate types of activity.

A remarkable feature of the development of a child is that nature itself has developed an amazing ability for continuous and endless individual development and improvement.

However, this need and the ability of the child's body to constantly change, improve is only a prerequisite for the successful mental development of the personality. Mental development is the process of the formation of the cognitive activity of children, the development of their feelings and will, the formation of various personality traits (temperament, character, ability, interests). ()

When organizing work on the upbringing and education of children 6-7 years old, it is necessary to give a sufficient amount of external impressions that would ensure the active work of the brain.

External impressions, educational influences of adults should be varied, since the maturing child's brain is very sensitive to overload, quickly gets tired of monotonous activity.

Characteristic in the development of a child is his own participation in his own development. In preschool age, there are such forms of self-development as orientation towards a person or a team, adaptation, imitation, and the incipient beginnings of self-education.

Self-education as the highest form of a child's participation in his development at the age of 6-7 is possible in elementary manifestations, but it is not decisive, since it implies self-management of development, high self-awareness, which is not yet available to preschoolers.

The development of children 6-7 years old is characterized by the phenomenon of acceleration, i.e. acceleration of physical and mental development. Psychologists explain the accelerated mental development by the increased flow of information that children receive from various sources - radio, television, communication with adults and peers, reading books, learning, etc. ...

In the preschool period, the analytical and synthetic functions of the brain are actively improved, the differentiation of nerve cells continues, and by the end of the period the cerebral cortex is similar in structure to the cortex of adults.

The child's intellectual abilities develop rapidly, judgments are formed, children master motor speech, and grammatical forms of speech begin to form.

With the development of the child, not only the forms and types of his physical activity are enriched, but its structure becomes more complex. A new type of activity is emerging - mental activity.

The child first comprehends the action that he is performing, then begins to plan it, sets a goal, ponders a way to achieve it, reason, criticize, and correct.

Six-year-old children are interested not only in a new subject for him, but also want to know its structure, purpose, method of use, origin. The motive that prompts the preschooler to manipulate objects is cognitive interest. On the basis of it, preschoolers clearly show that the desire of children to engage in mental activity is growing.

During preschool age, noticeable changes occur, both in the content of feelings and in the form of their course.

Feelings that have arisen earlier deepen and become more stable, diverse, clearly expressed.

At preschool age, the child intensively masters speech as a means of communication: with the help of speech, he learns to talk about events that are significant for him, shares his impressions.

The development of speech goes in several directions: its practical use in communication with other people is being improved, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking. Under certain conditions of upbringing, the child begins not only to use speech, but also to become aware of its structure, which is important for the subsequent mastery of literacy.

Compared to early childhood, the vocabulary of a preschooler usually triples. At the same time, the growth of vocabulary directly depends on the living conditions and upbringing.

And by the age of six, the child's supply increases so much that he can easily explain to another person about any matter related to everyday life and falling within the scope of his interests.

The fact that the child learns the grammatical forms of the language and acquires a large active vocabulary allows him to switch to contextual speech at the end of preschool age.

The possibilities of communication between preschoolers and adults are expanding, its content deepens, which is facilitated by the achieved level of speech development.

In preschool age, a child is characterized by voluntary actions - observation, examination, search. The child perceives the objects around him meaningfully, analyzing them. Perception is a complex active process that includes analysis and synthesis of incoming information. ...

The child, not only distinguishes colors, shapes, sizes of objects and their position, he can also depict the simplest forms and paint them in a given color.

At the same time, the figurative principle, which is very strong in this period, often prevents the child from drawing correct conclusions about what he is observing.

At the age of four to seven years, according to J. Piaget, there is a gradual conceptualization of mental activity, which brings a preschool child to preoperative thinking. Thinking is an active process of reflecting the objective world using words and images.

The preschooler's thinking remains largely visual, including elements of mental abstract operations, which can be considered as a progressive change in comparison with the previous early age.

If in early childhood the leading form of a child's thinking is visual-effective, then preschool age is the period of dominance of visual-figurative thinking. In older preschool age, elements of more mature - verbal-logical thinking begin to appear.

The preschooler thinks figuratively, he has not yet acquired an adult logic of reasoning.

In the context of purposeful learning, children can achieve a higher level of thinking. As a result of a specially organized versatile orienting activity, children form correct, accurate, rich images, meaningful ideas about objects, which become the basis for the development of thinking. Modeling the sound composition of a word contributes to the formation of phonemic hearing and, on its basis, a more effective mastery of reading and writing.

The thinking of a six-year-old child is distinguished by egocentrism, a special mental attitude, due to the lack of knowledge necessary for the correct solution of certain problem situations.

The child strives for knowledge, and the very assimilation of knowledge occurs through the numerous "why?", "How?", "Why?"

Preschool age is the age of intensive memory development. Memory is the process of accumulating, storing and reproducing incoming information. However, the memory of a preschooler has a number of specific features.

Memory captures events and information that are significant for the child and stores them. A six-year-old child can memorize at will. When memorization becomes a condition for successful play or is important for the realization of the child's aspirations. However, involuntary memorization remains more productive.

The development of memory leads to a restructuring of the interests and motives of the child's activity. For the first time in life, in preschool age, interest begins to be determined by the experience stored in memory.

The child's cognitive activity, aimed at exploring the world around him, organizes his attention to the objects under study for a long time, until the interest dries up. Attention is a state of mind expressed in concentration on something.

The selectivity of the preschooler's voluntary attention is a function of his spontaneous play activity, since in play he voluntarily directs his attention to what he needs for it.

Although six-year-olds can arbitrarily regulate their behavior, involuntary attention predominates. Children find it difficult to focus on monotonous and unattractive activities.

The main result of the development of all types of activity, on the one hand, is the mastery of modeling as a central mental ability, on the other hand, the formation of voluntary behavior.

1.3 The role of the family in the development of the preschooler

Having been born, the baby enters into a certain relationship with the environment and people. It is in the system of these relationships that his personality is being formed. It is a long and difficult process during which a child learns moral norms with the help of adults.

The preschooler is distinguished by curiosity, which is reflected in his endless questions "why?", "Why?". The child develops a desire to exercise himself in actions, deeds in which he tries to show his independence.

A special influence on the development of curiosity and cognitive interests is exerted by the joint activity of parents and children, which is within the power of every family to organize. In the process of such activities, senior family members reasonably encourage the child's efforts, provide support and timely assistance in the face of difficulties, and positively assess the results achieved. All this strengthens the cognitive interests and curiosity of the preschooler.

A child of 3-6 years old masters the elements of teaching, is engaged in playing, modeling, labor, construction and other activities that are organized by adults.

Throughout preschool childhood, the degree of awareness changes when children follow the rules. Children 5-6 years old already follow the rules not out of habit, but consciously, understanding their meaning.

The main way of influence of an adult on the development of the personality of children is the organization of conditions for the practical assimilation of moral norms by them. The first such condition is the model of the adult, his attitudes and actions. The child is inclined to imitate, adopt the manner of adults, borrow from them the assessment of people, things, events. The patterns of behavior presented in stories and fairy tales are also important. It is very important for a child to evaluate the actions of adults, the actions of his peers, himself, fairy-tale characters.

The child is taught rules of conduct that become more complex over time. By presenting demands to children and evaluating their actions, adults get children to follow the rules. Gradually, the children themselves begin to evaluate their actions, based on the idea of ​​what kind of behavior others expect from them. There is a process of assimilation of experience and its individualization, that is, awareness of oneself. This is how the personality is formed.

Play is the main activity of a preschooler, and therefore the child's personal development takes place on its basis. Play forms important qualities in him, including collectivism. By copying the activities of adults, imitating them in role-playing and plot games, the child learns more deeply the reality around him, gets acquainted with the life of people, their work. In play, children develop not only thinking, but also imagination. In the process of playing, the child accomplishes certain tasks and goals, obeys its rules, which educates and strengthens his will. Through play, educators and parents introduce the child in an accessible form to social and moral norms. Therefore, one of the important tasks of the educator is to organize the activities of children. Fulfilling a certain role, the child singles out those rules and norms that are accepted in the social environment around him. They become the rules of his game behavior.

The game contributes to the formation of preschooler's self-esteem. It creates favorable opportunities for the satisfaction and development of the child's need for self-affirmation and recognition.

In play, as in the leading activity of preschoolers, mental processes are actively formed or rebuilt, ranging from the simplest to the most complex.

It is also important that the ability to take the point of view of another person, a partner in the game, to look at things from his position is actively formed in the game.

It is also extremely important that in the process of playing activity, the child's imagination is formed as the psychological basis of creativity, which makes the subject capable of creating something new in various fields of activity and at different levels of significance.

In the game, he himself determines how to behave in a given situation, what should be done and what should not be done. The child does not expect the approval of others for this. He is rewarded with feelings of satisfaction and joy that he experiences from fulfilling his role. It should be noted that the elements of role play appear and begin to develop at a young age.

Of course, both the preschooler and the "children's society" develop in other types of activity. But play is of particular importance in this process. It is the leading activity in the preschool period and, like no other activity, meets the characteristics of the child's psyche, is most characteristic and characteristic of him.

Currently, there is an acute problem of raising children in dysfunctional families, which negatively affects the moral and mental development of children.

Families where parents abuse alcohol are called social risk families, since the behavior of their adult members, their lifestyle does not correspond to the requirements of society. In such families, individuals with deviations in moral and mental development are more often formed, posing a danger to society.

There is another type of trouble: outwardly, the family is also quite prosperous, but the parents are constantly busy acquiring things or arranging their personal life. Nobody is seriously involved in raising children in such families. The interests and needs of the child are not taken into account, the inner world of the child does not seem to merit serious consideration. Parents do not create conditions for children's games and activities, there is no joint leisure, sports, reading books.

Families where no requirements are imposed on the child, where all his whims are satisfied, which creates the basis for the formation of selfishness, arrogance, and disrespect for others, should also be classified as dysfunctional. A family is raising a person who does not want to reckon with anyone, including his own parents.

Thus, the most typical causes of trouble in the family are: alcoholism, open and latent conflicts between parents and other family members, parents' orientation only to the child's material support, lack of concern for his upbringing and his spiritual development. All these reasons are usually combined with each other.

In a number of families, trouble arises in connection with the divorce of the parents. The period of family breakdown is especially difficult for children. In kindergarten, they are capricious, stubborn, withdrawn, tearful. An incomplete family formed as a result of divorce can become dysfunctional.

In most dysfunctional families, when all household and parental cares fall on the shoulders of the mother. This leads to her overwork, irritability, which causes quarrels and, ultimately, adversely affects the fragile nervous system of the child.

As you can see, parents are often unaware of the dysfunction of their family, as well as the dire consequences to which it can lead.

2. Object, program and research methodology

2.1 Object and research program

The object of the research is 106 preschool children. The examination took place in kindergarten No. 3 in the town of Loev and in the nursery - kindergarten No. 114 in Gomel. The study included 3 samples, which are shown in Table 1.

Table 1 - The number of surveyed preschoolers

The research program included the following tasks:

1) Determination of the level of mental development of preschool children according to the methodology of N. Ya. Kushnir;

2) The use of additional techniques developed for children of five years of age;

3) Measurement of anthropometric indicators in preschool children;

4) Make an analysis of the results of the examined children.

2.2 Research methodology

Psychological and pedagogical testing, developed by N.Ya. Kushnir. allowed to identify in children:

level of voluntary memorization;

the level of development of thinking;

level of self-regulation.

And also additional methods were included to determine the mental development of five-year-old children. These techniques made it possible to identify:

level of visual-action thinking;

the level of figurative and logical thinking;

memory based on recognition.

Measurement of children, on the basis of which one can judge the degree of their physical condition of the body, includes:

standing height, see;

body weight, kg;

chest circumference at rest, see

2.2.1 Psychological and pedagogical testing according to the methodology of Kushnir N.Ya. and additional methods for determining mental development in children of five years of age

The survey begins with an introductory, confidential conversation that allows you to enter into informal contact with the child. In this case, the results are not evaluated. Then the teacher goes directly to testing.

1. Revealing the level of voluntary memorization

Methodology "Learning ten words". Children are offered ten one - and two-syllable words: book, moon, ringing, honey, water, window, ice, day, thunder, brother. High level: after the first reading at least 4-5 words, after the fourth - 8-10 words; intermediate level: after the first reading at least 3-4 words, after the fourth - 6-7 words; low level: after the first reading no more than 3 words, after the fourth - 4-5 words.

2. Revealing the level of development of thinking

Method "Name in one word". The child is offered ten sentences.

apples, plums, pears are ...

a dog, a cat, a bear is ...

table, bench, bed - this is ...

T-shirt, jacket, dress - this is ...

hand, face, ears are ...

red, black, yellow is ...

shoe, boots, boots are ...

Nastya, Julia, Sasha - this is ...

cheese, meat, bread - this is ...

plate, cup, fork - this is ...

The child must generalize concepts. Evaluation of the results: 1-2 mistakes were made - 3 points, 3-4 mistakes made - 2 points, 5-6 mistakes made - 1 point. High level: 8-10 points, intermediate level: 4-7 points, low level: 0-6 points.

3. Revealing the level of self-regulation

Methodology "Yes" and "No". The child is asked to answer the questions, but this cannot be answered with the words "yes" or "no".

1) Do you have many friends, girlfriends?

2) Do you like writing, reading, counting?

3) Do you like going to kindergarten?

4) Do you want to go to school?

5) Do you help parents at home?

6) Do you like animals?

High level: the child restrains the desire to answer with the words "yes" or "no", ponders the answer, intermediate level: the child replaces the words "yes" or "no" with an affirmative and negative shaking of the head, low level: the child does not follow the rule.

Based on the results of the examination, the average value of the indicators of the level of mental development is deduced for each child.

4. Technique "Cut out the figure"

This technique is intended for psychodiagnostics of visual-effective thinking of children aged 4 to 5 years. Her task is to quickly and accurately cut out the figures drawn on it from paper. Figure 1 shows different shapes in the six squares into which it is divided. During testing, this drawing is offered to the child not as a whole, but in individual squares. To do this, the experimenter preliminarily cuts it into six squares.

The child takes turns receiving all six squares with drawings (the order of their presentation is marked with numbers on the drawings themselves), scissors and the task to cut all these figures as quickly and accurately as possible. (The first of the squares is simply cut in half with scissors along the horizontal line drawn in it.)

Evaluation of results

In the course of evaluating the results obtained in this methodology, the time and accuracy of the child's performance of the task are taken into account:

10 points - all figures were carved by a child in no more than 3 minutes, and the outlines of the carved figures differ by no more than 1 mm from the specified ones.

8-9 points - all figures are cut out by a child in 3 to 4 minutes, and their

contours differ from originals by 1 mm to 2 mm.

6-7 points - all figures are carved by a child in 4 to 5 minutes, and their contours differ from the originals by 2-3 mm.

4-5 points - all figures are cut out by a child in a time of 5 to 6 minutes, and their

the contours differ from the originals by 3-4 mm.

2-3 points - all figures are cut out by a child in a time of 6 to 7 minutes, and their

the contours differ from the originals by 4-5 mm.

0-1 point - the child did not complete the task in 7 minutes, and the

the figures differ from the originals by more than 5 mm.

conclusions about level razandtiya

10 points is very high. 8-9 points - high.

4-7 points - average. 2-3 points - low. 0-1 point is very low.

Figure 1 - The contours of the cut-out figures for the "Cut-out figure" technique

5. Methodology "What is superfluous here?"

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to investigate the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In the methodology, children are offered a series of pictures (Figure 2), which show different objects, accompanied by the following instructions:

"In each of these pictures, one of the four objects depicted on it is superfluous. Look carefully at the pictures and determine which item is superfluous and why." It takes 3 minutes to solve the problem.

Evaluation of results

10 points - the child solved the task assigned to him in less than 1 minute, naming unnecessary objects in all the pictures and correctly explaining why they are unnecessary.

8-9 points - the child solved the problem correctly in a time from 1 minute to 1.5 minutes.

6-7 points - the child coped with the task in a time from 1.5 to 2.0 minutes.

4-5 points - the child solved the problem in a time from 2.0 to 2.5 minutes.

2-3 points - the child solved the problem in a time from 2.5 minutes to 3 minutes.

0-1 point - the child did not complete the task in 3 minutes.

Conclusions about the level of development

10 points is very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point is very low.

Figure 2 - Pictures for the method "What is superfluous here?"

6. Method "Recognize the figures"

This is a recognition technique. This type of memory appears and develops in children in ontogenesis one of the first. Formation of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type.

In the methodology, children are offered the pictures shown in Figure 3, accompanied by the following instructions:

"There are 5 pictures in rows in front of you. The picture on the left is separated from the rest by a double vertical line and looks like one of the four pictures in a row to the right of it. You need to find and point to a similar picture as soon as possible."

First, for a test, the child is asked to solve this problem in the pictures shown in the row numbered 0, then after the experimenter has made sure that the child has understood everything correctly, they are given the opportunity to solve this problem in the pictures numbered from 1 to 10.

The experiment is carried out until the child has solved all 10 problems, but no more than 1.5 minutes, even if the child has not coped with all the problems by this time.

Evaluation of results

10 points - the child completed all the tasks in less than 45 seconds.

8-9 points - the child coped with all the tasks in a time from 45 to 50 seconds.

6-7 points - the child coped with all the proposed tasks within a period of time from 50 to 60 seconds.

4-5 points - the child coped with all the tasks in a time from 60 to 70 seconds.

2-3 points - the child solved all the problems in a time from 70 to 80 seconds.

0-1 point - the child solved all the problems, spending more than 80 seconds on it.

Conclusions about the level of development

10 points is very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

Figure 3 - Pictures for the "Recognize figures" technique

This testing was quantified. For each of the tests, according to the data obtained, the ratio was found according to formula 1:

y =, (1)

y - coefficient characterizing the level for each of the indicators;

x - the number of correct answers, the number of words or the time during which the child coped with the task;

n is the total number of subjects.

2.2.2 Investigation of the level of physical condition of six-year-old children

Examination of the level of physical condition of children of six years old is organized during classes in the gym of the kindergarten. The following measurements are taken:

1) measurement of growth - carried out using a stadiometer. The subject should stand on the platform of the stadiometer, touching the vertical stand with the heels, buttocks, interscapular region and the back of the head. The full result is recorded;

2) measurement of the circumference of the chest - measured with a measuring tape. The subject raises his hands, the tape touches so that it passes along the lower corners of the shoulder blades. In front, the tape runs along the mid-sternal point and fits snugly to the body. The indicator is measured in a pause;

3) determination of body weight - measurements are carried out using medical scales;

For each group, for each indicator, the mean value, standard deviation and mean error were calculated m .

=, (2)

x- the value of the feature; n- number of values

, (3)

x 2 - the sum of the squares of the differences between each value of the feature and the average;

n- 1 - the number of degrees of freedom, equal to the number of objects in the group without one.

, (4)

The obtained data are statistically processed.

3. Research results and their discussion

3.1 Analysis of the results on the physical development of preschoolers

According to the results of the study, it was found that there are no deviations from the norm in children in physical development. The data are shown in tables 2, 3, 4.

Table 2 - Statistical data on body height

Table 3 - Statistics on body weight

Table 4 - Statistical data on chest circumference

From tables 2, 3, 4 it can be seen that for both boys and girls of the age group 5-6 years, there was no significant difference and deviation of the considered indicators from the border of the norm (Kholodov Zh.K., Kuznetsov V.S. Theory and methodology of physical education and sports: textbook. 2nd ed. - M .: Academy, 2002. - 480 p.) for these age groups.

3.2 Analysis of the results on the mental development of preschoolers

Table 5 - Results of a survey on voluntary memorization in five-year-old children

No. of the examinee	the boys
Voluntary memorization

Picture 1

Analyzing table 5, it should be said that the average value of boys does not differ much from the average value of girls. But from Figure 1 it can be seen that the boys, according to the initial data, showed a higher result than the girls.

Table 6 - Results of the survey on thinking in five-year-old children

No. of the examinee	the boys
Thinking

Picture 2

Based on the data in Table 6, it follows that the average value of boys is equal to the average value of girls. From here, from Figure 2, it can be seen that, according to the initial data, the results of both girls and boys are almost the same.

Table 7 - Results of self-regulation survey in five-year-old children

Quantity surveyed	the boys
Self-regulation

Figure 3

Similar to Table 6, Table 7 shows that the mean values ​​of boys and girls are the same. It follows from Figure 3 that boys do not differ much from girls in the baseline data.

Table 8 - Results of a survey on visual-action thinking in five-year-old children

No. of the examinee	the boys
Visual-Action Thinking

Figure 4

According to the results of table 8, it can be seen that the average value of boys is 0.1 unit more than that of girls. If we consider Figure 4, then according to the initial data, it can be seen that boys perform better than girls.

Table 9 - Results of a survey on the development of memory in five-year-old children

No. of the examinee	the boys

Figure 5

Analyzing table 9, it should be said that girls have a higher average value than boys. Based on Figure 5, it can be seen that girls, according to the initial data, show higher results.

Table 10 - Results of a survey on figurative-logical thinking in five-year-old children

No. of the examinee	Boys
Figurative and logical thinking

Figure 6

According to the results from table 10, it follows that girls and boys numb differences in the mean. Figure 6 does not show much difference in the results of both girls and boys.

Table 11 - Results of a survey on voluntary memorization in six-year-old children

No. of the examinee	the boys
Voluntary memorization

Figure 7

Based on the data in Table 11, it follows that the average value of boys is less than the average value of girls. From here, from Figure 7, it can be seen that according to the initial data, the results of girls exceed the results of boys.

Table 12 - Results of the survey on the development of thinking in six-year-old children

No. of the examinee	the boys
Thinking

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The realities of modern life are such that in most families and preschool institutions, a lot of attention is paid to the intellectual development of children. A large information flow falls on them, and physical development begins to fade into the background. Many people forget that it is the well-developed level of physical activity of the child that is one of the decisive factors for the harmonious psychophysical development of the child. Children should definitely jump, run, jump, swim, walk a lot and even scream. In other words, a child needs freedom of movement.

Motor activity helps to strengthen the respiratory system, cardiovascular system, musculoskeletal system, improve metabolism and stabilize the activity of the nervous system.

Many experts believe that in preschool age, physical development, along with mental development, is decisive for the entire future life of a child.

The preschool period of physical development is also called the "period of the first extension." A child grows 7-10 cm per year. At 5 years old, the average height of a child is 106.0-107.0 cm with a weight of 17.0-18.0 kg. At 6 years old, the child adds about 200 g per month and stretches half a centimeter.

In preschool age, parts of the child's body develop unevenly. By the age of 6, in children of both sexes, the limbs are extended, the pelvis and shoulders expand. But boys gain weight faster, and girls develop more intense rib cages than boys.

At the age of 5-6 years in children, the musculoskeletal system is not fully strengthened.
You should be especially careful when carrying out outdoor games, since the nasal septum has not yet strengthened either.

Children 5-7 years old should not carry weights, as there is a threat of curvature of the spine.

Do not pull children by the arms, as there is a possibility of dislocation of the elbow joint. The fact is that the elbow joint grows rapidly, and its “fixer” - the annular ligament - is free. Therefore, you must also be careful when pulling on a sweatshirt with narrow sleeves.

By the age of 5-7, the formation of the foot has not yet been completed in children. Parents should be more careful when choosing children's shoes to avoid flat feet. You should never buy shoes for growth, the size should be suitable (the sole should not be rigid).
In children, by the age of 6, large muscles of the trunk and limbs are already well formed, and small muscles, for example, of the hands, still need to be developed.

During the preschool age, there is an intensive process of development of the central nervous system. In the brain, the frontal lobes are enlarged. The final separation of nerve elements in the so-called associative zones allows complex intellectual operations: generalization, establishment of cause-and-effect relationships.

At preschool age, the main processes of the nervous system are activated in children - inhibition and excitement. When activating the process of inhibition, the child is more willing to follow the established rules, to control their actions.

Since the respiratory tract is still developing in children 5-7 years old, and is much narrower in size than in adults, the temperature regime must be observed in the rooms where the children are. Otherwise, its violations can lead to respiratory diseases even in childhood.

In medicine and physiology, the period from 5 to 7 years is called the “age of motor extravagance”. Parents and caregivers should regulate and supervise the physical activity of children, depending on the individual characteristics of each child.
Strength sports, activities involving high loads are not yet suitable for children of this age. The reason for this is that preschool age is a period of incomplete development of bones, some of them have a cartilaginous structure.

The connection between physical and mental development.

Physical activity has been proven to stimulate mental and emotional development.

Moving either slowly or jumping, the baby learns the surrounding reality, develops will and perseverance in overcoming difficulties, learns independence. Movement helps to relieve nervous tension and allows the child's psyche to work harmoniously and balanced.

If your baby does exercises every day, he will become more resilient, strengthen the muscle frame. At the same time, it is important to include in the complexes exercises for training those muscles that are little used in everyday life, as well as evenly train the right and left parts of the body. Particular attention should be paid to the formation of correct posture. From early childhood, form an idea of ​​the importance of correct body position in your baby, fight stoop and scoliosis by strengthening your back muscles with the help of special exercises.
A direct relationship was established between the level of motor activity of children and their vocabulary, development of speech, thinking. Under the influence of physical exercises, physical activity in the body increases the synthesis of biologically active compounds that improve sleep, have a beneficial effect on the mood of children, and increase their mental and physical performance.

In turn, the process of mental development of preschool children occurs under the condition of their high physical activity. With the regular performance of cross movements, a large number of nerve fibers are formed that connect the cerebral hemispheres, which contributes to the development of higher mental functions. The physical activity of children is of particular importance for the general physical development of the child.

There is a unique technique called smart gymnastics.
This is physical exercise that has a beneficial effect not only on physical development, but also on mental development.
Psychological and physical health are closely related. A change in one state entails a change in another. Therefore, special attention should be paid to the balance of activities that develop the child. During this period, the most valuable are games that are simultaneously aimed at the physical and mental health of the baby.

If you restrict motor activity, then insufficiently developed motor memory can atrophy, which will lead to a violation of conditioned connections and a decrease in mental activity. Insufficient physical activity leads the child to a deficit of cognitive activity, knowledge, skills, to the emergence of a state of muscular passivity and a decrease in working capacity.

The interaction of various movements ensures the development of speech, forms the skills of reading, writing, calculating.

In preschool years, children improve motor skills, including motor skills: gross (the ability to perform large-amplitude movements: running, jumping, throwing objects) and fine (the ability to make precise small-amplitude movements). As fine motor skills develop, children become more and more independent. Development of motor skills allows the child to move freely, take care of himself and show his creativity.

Physical education tasks.

Many people mistakenly believe that physical education refers only to the development of a child's physical qualities. Far from it. The physical education of the child, first of all, includes the preservation and strengthening of the baby's health. Your child is still very young and cannot preserve and strengthen his health without the help of an adult. Therefore, only an adult, namely, you parents, must create for your child the necessary favorable environment that will provide him with full physical development (life safety, proper nutrition, daily routine, organization of physical activity, etc.).

The tasks of physical education of preschoolers can be conditionally divided into three groups: health-improving, educational and educational.

Wellness tasks

1. Increasing the body's resistance to environmental influences by hardening it. With the help of reasonably dosed health-improving factors of nature (sun, water, air procedures), the weak defenses of the child's body increase significantly. This increases the resistance to colds (acute respiratory infections, runny nose, cough, etc.) and infectious diseases (tonsillitis, measles, rubella, flu, etc.).

2. Strengthening the musculoskeletal system and the formation of correct posture (ie, maintaining a rational posture during all types of activities). It is important to pay attention to strengthening the muscles of the foot and lower leg in order to prevent flat feet, as it can significantly limit the child's motor activity. For the harmonious development of all major muscle groups, it is necessary to provide for exercises on both sides of the body, exercise those muscle groups that are less trained in everyday life, exercise weak muscle groups.

3. Education of physical abilities (coordination, speed and endurance). In preschool age, the process of developing physical abilities should not be specifically directed towards each of them. On the contrary, on the basis of the principle of harmonious development, one should select the means in such a way, change the activity in terms of content and character, and regulate the direction of motor activity so that a comprehensive education of all physical abilities is provided.

Educational tasks

1. Formation of basic vital motor skills and abilities. In preschool age, due to the high plasticity of the nervous system, new forms of movements are learned quite easily and quickly. The formation of motor skills is carried out in parallel with physical development: by the age of five or six, the child should be able to perform most of the motor skills and abilities found in everyday life and life: run, swim, ski, jump, climb stairs up, crawl over obstacles, etc. .P.

2. Formation of sustainable interest in physical education. Children's age is the most favorable for the formation of a stable interest in physical exercise. But at the same time, a number of conditions must be observed.
First of all, it is necessary to ensure the feasibility of tasks, the successful completion of which will stimulate children to be more active. Continuous assessment of completed tasks, attention and encouragement will contribute to the development of positive motivation for systematic physical exercise.

In the process of classes, it is necessary to impart elementary physical culture knowledge to children, developing their intellectual abilities. This will expand their cognitive abilities and mental outlook.

Educational tasks

1. Education of moral and volitional qualities (honesty, decisiveness, courage, perseverance, etc.).

2. Promotion of mental, moral, aesthetic and labor education.

Let's take action! From word to deed.

Smart gymnastics.

Smart gymnastics or brain gymnastics is a set of special movement exercises that help to unite our cerebral hemispheres and optimize the activity of the brain and body.

Simply put, they help improve attention and memory, increase performance and expand the capabilities of our brain.

Each exercise from Smart Gymnastics is aimed at stimulating a specific area of ​​the brain and unites thoughts and movements. As a result, new knowledge is better remembered and becomes more natural.

In addition, the exercises develop coordination of movements and psychophysical functions (sensations and their perception).

Below are a few exercises that can help you develop and improve certain skills and mental processes.

Cross steps- we step so that the opposite arm and leg move simultaneously towards each other. We integrate the work of both hemispheres of the brain.

Elephant- the hand is extended forward, we press the head to the shoulder, the legs are bent, we draw an eight with our hand in the air (eight = infinity). We perform the exercise with one and the other hand. We develop understanding, reading, listening, writing.

Rolls- we sit on the floor, lean on our hands from behind, raise our legs and draw eights with our legs. It turns out that we are spinning around our axis. We increase creative thinking, improve technique operations.

Neck rotation- we raise one shoulder, put our head on it. When lowering the shoulder, the head drops down and rolls over to the other shoulder, which we raise in advance. We remove clamps in the neck, shoulders and back, stimulate mathematical abilities.

Snake- lying on your stomach, slowly raise your head as you exhale and bend your back. You can do the exercise while sitting at a table. We increase concentration of attention, perception of new information.

Abdominal breathing- we put our hand on our stomach, while inhaling, we make sure that the stomach inflates, while exhaling we draw it into ourselves. We relax the central nervous system, increase the level of energy.

Turning on the hands- raise one hand up, move it forward, backward, left, right. At the same time, with the other hand, we offer her a little resistance. Move your hand as you exhale. Then we repeat everything for the other hand. We develop spelling, speech, language skills.

Cap- gently knead the auricles from the center to the edges of the ear. We do this with both hands at the same time. We improve concentration of attention, increase mental and physical abilities.

Breathing exercises.

Breathing exercises help oxygenate every cell in the body. The ability to control breathing contributes to the ability to control oneself.

In addition, proper breathing stimulates the work of the heart, brain and nervous system, relieves a person of many diseases, improves digestion (before food is digested and assimilated, it must absorb oxygen from the blood and oxidize).

A slow exhalation helps to relax, calm down, and cope with anxiety and irritability.

Respiratory gymnastics develops the child's still imperfect respiratory system, strengthens the body's defenses
When doing breathing exercises, it is important to ensure that the child does not have symptoms of hyperventilation of the lungs (rapid breathing, a sharp change in complexion, trembling of the hands, tingling and numbness in the arms and legs).

There are many types of breathing exercises, including exercises adapted for children. Below are the exercises that help strengthen the child's immunity.

1. Big and small. Standing straight, while inhaling, the child stands on tiptoe, stretches up with his hands, showing how big he is. Fix this position for a few seconds. On exhalation, the child should lower his hands down, then sit down, clasping his knees with his hands and at the same time saying “wow”, hide his head behind his knees - showing how small he is.

2. Steam locomotive... Walk around the room, imitating the movements of the wheels of a steam locomotive with bent arms, while pronouncing "chukh-chukh" and changing the speed of movement, volume and frequency of pronunciation. Repeat with your child five to six times.

3. Geese are flying... Walk slowly and smoothly across the room, flapping your arms like wings. Raise your arms while inhaling, lower them while exhaling, saying "g-y-y". Repeat with your child eight to ten times.

4. Stork... Standing straight, spread your arms to the sides, and one leg, bent at the knee, bring forward. Lock the position for a few seconds. Keep your balance. As you exhale, lower your leg and arms, quietly saying "shhhhhh." Repeat with your child six to seven times.

5. Lumberjack. Stand up straight with your feet slightly wider than your shoulders. As you inhale, fold your hands with a hatchet and lift them up. Sharply, as if under the weight of an ax, lower your outstretched arms down as you exhale, tilt your body, allowing your hands to "cut through" the space between your legs. Say bang. Repeat with your child six to eight times.

6. Mill... Stand with feet together, arms up. Rotate slowly with straight arms, uttering "g-rr" as you exhale. As the movements accelerate, the sounds become louder. Repeat with your child seven to eight times.

7. Speed ​​skater. Place your feet shoulder-width apart, hands locked behind your back, body tilted forward. Imitating the movements of the skater, bend either the left or the right leg, pronouncing "krr". Repeat with your child five to six times.

8. Angry hedgehog... Stand with feet shoulder-width apart. Imagine a hedgehog curling up into a ball in times of danger. Bend as low as possible without lifting your heels off the floor, grab your chest with your hands, lower your head, uttering “p-f-f” as you exhale - the sound made by an angry hedgehog, then “f-rr” - and this is already a happy hedgehog. Repeat with your child, three to five times.

9. Frog. Place your feet together. Imagine how the frog jumps quickly and sharply, and repeat his jumps: crouching slightly, inhaling, jump forward. After landing, "croak". Repeat three to four times.

10. In the forest. Imagine that you are lost in a dense forest. After inhaling, while exhaling, say "ay". Change intonation and volume and turn left and right. Repeat with your child five to six times.

11. Cheerful bee... As you exhale, say "zzz". Imagine that the bee sat on the nose (direct the sound and gaze to the nose), on the hand, on the leg. Thus, the child learns to direct attention to a specific area of ​​the body.

Hardening.

There are special techniques for hardening children. These include air baths and water treatments: foot douche, contrast douche, rubdown and open water bathing.

Walking barefoot, extended washing of a child, airing an apartment is a hardening in everyday life. It is very convenient, because special conditions are not required for such hardening. It is shown to all children, but an individual approach is required. It is required to choose a regimen and take into account the state of health of the child and the level of his physical development.

Observe the principles of hardening: systematic and gradual. By the beginning of the procedure, the child needs to create a positive emotional attitude. If the baby does not like any hardening procedures, they cannot be forcibly introduced into practice.

It is better to start the daily hardening of children with air baths. Firstly, it is a hygienic procedure, and, secondly, hardening.

First, choose a temperature that is comfortable for the child, gradually reducing it to a reasonable range. It is worth considering that at temperatures below +17 and above +26, hardening measures cannot be carried out. A high temperature can lead to overheating of the baby, and a low temperature can lead to a cold.

At the same time, the child should not just stand in a cold room - this is not hardening, and so it is easy for the baby to catch a cold. Air hardening should be combined with physical exercise, such as morning exercises, which is essential for all children.
Ventilate the room, but it is better not to dress the baby and leave to practice in panties, a beacon and socks. When the child gets used to exercising in a cool room, socks can be skipped and barefoot.

After charging, go to the bathroom to wash your baby first with warm water, and when he gets used to cool the water. Extended washing is good for hardening - not only the hands and face, but also the arms to the elbows, neck and upper chest and neck.

Hardening can also be carried out when the child is sleeping, during the day or at night. The temperature suitable for hardening during sleep is 2-3 degrees lower than the normal temperature in which the child is awake. The same temperature is also suitable for taking air baths.
Before going to bed, ventilate the room or leave the window open if it is not cold outside. But make sure that there are no drafts, the recommended temperature for children 5-7 years old is 19-21 degrees.

What the child is wearing at home is also of great importance. As well as on walks, the baby should not be wrapped up too much. If the temperature in the apartment is above 23 degrees, there is enough linen and thin cotton clothes, at 18-22 degrees - you can wear tights and a long-sleeved shirt made of thick cotton.

And if it gets cool and the temperature in the house has dropped to 16-17 degrees, then you can put on a warm blouse, tights and warm slippers.

Some children are very fond of walking barefoot. But it is harmful for young children to walk barefoot on a hard surface for a long time: after all, they are still developing the arch of the foot. And because of the rigid support, existing violations can be aggravated or flat feet can develop.

So here, too, everything must be dosed. Let your child run with bare feet, for example, during exercise. Or, if you have a thick carpet on the floor, allow your toddler to walk barefoot on it.

If you have the opportunity to go out in the summer with your baby to nature, where there is clean grass, and the environment is not traumatic, then you can allow the baby to walk on the ground and grass.

Special methods of hardening preschool children can be used - this will only benefit the child's immunity. However, it again takes time, desire and consistency.

In addition, it is necessary to be a very literate parent in order to clearly understand when the child does not feel very well, and hardening must be suspended. After all, there are many people who familiarized themselves with the technique and started its implementation, regardless of the condition of the child.

One of the most effective special techniques is contrast pouring over the feet and legs. The legs are alternately doused with warm and cool water and, if the child does not have chronic diseases, the series of douches ends with cool water. If the baby's body is weakened, then the procedure must be finished with warm water.

Rubdown with cool water also has not lost its relevance.
But what is not worth experimenting with is intensive hardening. Often on television, they show how babies are doused with cold water in the snow and forced to walk barefoot in the snow, but this is not necessary. You can't arrange for kids to swim in the ice hole.

Such pseudo-heating is a huge stress for the child's body, and its consequences are very difficult to predict. And gradual and consistent hardening will only benefit both the health and well-being of the baby.

Coordination and gross motor skills.

Different types of motor skills use different muscle groups in our body. Gross motor skills are movements that involve the muscles of the arms, legs, feet, and the entire body, such as crawling, running, or jumping.
We use fine motor skills when, for example, we pick up an object with two fingers, bury our toes in the sand, or define taste and texture with our lips and tongue. Fine and gross motor skills develop in parallel, since many actions require the coordination of both types of motor activity.
Below are several exercises that are aimed at developing gross motor skills, forming a sense of the boundaries of your body and its position in space.

1. Log. From a supine position (legs together, arms extended overhead) roll several times, first in one direction, then in the other direction.

2. Kolobok. Lying on your back, pull your knees to your chest, wrap your arms around them, pull your head to your knees. In this position, roll several times, first in one direction, then in the other direction.

3. Caterpillar. From a prone position on the stomach, we depict a caterpillar: arms are bent at the elbows, palms rest on the floor at shoulder level; straightening your arms, lie down on the floor, then bend your arms, raise your pelvis and pull your knees to your elbows.

4. Crawling on the stomach. First, bellies. Then only on the hands, the legs are relaxed. Then only with the help of the legs, hands behind the back (in the last stages, hands behind the head, elbows to the side).
Crawling on your stomach with your hands. In this case, the leg rises from the knee vertically up (simultaneously with the leading hand, then with the opposite).
Back crawling without the help of arms and legs ("Worm").
Crawling on all fours. Crawling forward, backward, right and left with the simultaneous advancement of the arms and legs of the same name, then the opposite arms and legs. In this case, the hands are first located parallel to each other; then they cross, that is, when moving with each step, the right hand goes behind the left, then the left goes behind the right, etc. When mastering these exercises, you can put a flat object (book) on your child's shoulders and set the task not to drop it. At the same time, the smoothness of movements is worked out, the feeling of the position of your body in space improves.

5. Spider. The child sits on the floor, puts his hands slightly behind him, bends his legs at the knees and rises above the floor, leaning on his palms and feet. He walks simultaneously with his right hand and right leg, then with his left hand and left leg (the exercise is performed in four directions - forward, backward, right, left). The same, only the opposite arm and leg are walking at the same time. After mastering, head, eye and tongue movements are added in various combinations.

6 elephant The child stands on four limbs so that the weight is equally distributed between the arms and legs. Simultaneous steps with the right side, then the left. In the next step, the legs go parallel and the arms cross. Then the arms are parallel, the legs are crossed.

7 goslings The "goose" step is practiced with a straight back in four directions (forward, backward, right, left). The same with a flat object on the head. After working out, multidirectional movements of the head, tongue, eyes are included.

8.Starting position- standing on one leg, arms along the body. Closing our eyes, we keep our balance for as long as possible. Then we change the leg. After assimilation, you can connect various finger and other movements.

9 log on the wall. I. p. - standing, legs together, straight arms extended above the head, the back is in contact with the wall. The child makes several turns, first in one direction, then in the other, so as to constantly touch the wall. The same with closed eyes.

Outdoor games.

All children love to move, run, race, jump, ride a bike. So why not make this the basis for outdoor games that will help the overall development of the child, along with his physical fitness? These games are universal, they are suitable for a different number of participants, they can be used both outdoors in the company of your friends' children, and in a regular kindergarten.

Such activity helps children get the necessary physical activity, as well as learn to actively and on equal terms communicate with other children, increase the skill of quick reaction and much more.

For active summer and winter games, you do not need serious sports equipment, very often a rope or a small ball is enough.
There are a lot of outdoor games. I will just give a few of the most interesting from my point of view.

-BUY BULL
On a level ground, children draw a circle, stand behind it at a distance of a step from each other. The driver - the owner - stands in the center of the circle. There is a small ball or ball on the ground in front of him.

The driver jumps on one leg in a circle, freely rolling the ball, and says, addressing the children: "Buy a bull!" or "Buy a cow!" He tries to hit one of the players with the ball. The one who was shocked takes the ball, stands in the center of the circle in the place of the driver. If the ball rolls out of the circle without hitting anyone, the driver brings it, stands in the circle and continues to drive.

Rules of the game:
1. Players should not go outside the circle.
2. The driver can hit the ball from any distance without leaving the circle.
3. The driver is allowed to change legs during the jump, jump on the right, then on the left leg or on two legs.
In winter, you can play on a well-trampled snow area, rolling an ice piece, a ball, a puck or any other object. The game is interesting when the driver conducts the ball strikes suddenly. He jumps in a circle now quickly, then slowing down the jumps, suddenly stopping, makes deceptive movements, as if hitting a ball. This behavior of the driver makes the players jump, step back or take a step to the side.

-FROGS
Before the start of the game, the players choose the leader (older frog). All players (small frogs) crouch, resting their hands on the floor or the ground. The older frog transfers them from one swamp to another, where there are more mosquitoes and midges. She jumps in front. During the game, the driver changes the position of his hands: hands on his knees, on the belt; jumps with short jumps, long jumps, jumps over obstacles (over sticks) or jumps on boards, bricks, jumps between objects, etc. All frogs repeat these movements.
Having galloped into another swamp, the frogs stand up and shout: "Kva-kva-kva!" When the game is repeated, a new leader is selected.

-BAG
Children stand in a circle at a short distance from each other. In the center is the driver, he rotates in a circle a cord with a load at the end (a bag of sand). The players carefully monitor the cord, when it approaches, they jump up in place so that it does not touch their feet. The one who is touched by the bag becomes the driver.
Game options:

A circle is drawn on the site with a leading circle in the center.

1. The players stand at a distance of 3-4 steps from the circle. The driver rotates the cord. As soon as the bag reaches the player, he runs up and jumps over it.

2. The driver circles the cord with the bag, and the children run towards and jump over it.
3. Children are divided into several subgroups, but no more than 5 people in each. They stand one after another and take turns jumping over the rope with a bag at the end. The one who has jumped is the last one in his group to get up. If he touched the bag, then he leaves the game. The subgroup with more players left wins.

You need to rotate the cord with the load so that it does not touch the ground.

For this game, you need a 2-3 m long cord with a weight at the end of about 100 g. The length of the cord can be increased or decreased depending on the size of the court and the number of players. When the cord is rotated, the driver can change its height.

Prevention of flat feet.

The health of the feet is the health of the whole organism, it is the correct gait and the correct distribution of body weight on the surface of the earth, healthy joints and muscles.
Flat feet is a physical ailment of the foot, in which the foot becomes flattened, in especially advanced cases absolutely flat, i.e. the sole touches the surface with all its points.
Below, I will talk about exercises that are the prevention of flat feet:

1. Walking in the summer barefoot on sand, pebbles, grass: at home barefoot on a rough surface, for example, on a fleecy or massage rug; trampling in a basin filled with open spruce cones is a powerful factor in preventing flat feet.

2. Picking up small objects and balls from the floor or carpet with your bare feet. You can arrange family competitions: who will transfer the most elements of the constructor to their rug with their toes, or who will collect the most balls in a bowl, etc.

3. From a position, sitting on the floor (on a chair), move a towel (napkin) spread out on the floor with your toes under your heels, on which some load (for example, a book) lies.

4. Walking on heels without touching the floor with your toes and sole.

5. Walking on a gymnastic stick lying on the floor, sideways sideways step.

6. Walking on the outside of the foot.

7. "Mill". Sitting on the mat (legs extended forward), the child makes circular movements with his feet in different directions.

8. "The Artist". Drawing with a pencil, between the toes of the left (right) foot, on a piece of paper held by the other foot.

9. "Irons". Sitting on the floor, rub the foot of your right foot over the foot of your left foot and vice versa. Make sliding movements with the feet on the shins, then circular movements.

10. Alternate rolling of wooden or rubber spiked balls (rollers) with your feet for three minutes.

P.S. A preschool child is by nature very mobile and active. Providing a preschooler with physical development, his activity does not even need to be stimulated, it only needs to be directed in the right direction.

It is necessary to select physical exercises in such a way that the child was interested in activities, so that they can become regular. At the same time, it is important for the baby's health that sports activities are not exhausting.
If you want to ensure the correct physical development of the preschooler, remember that physical education is preferable to sports, at least before the age of six. A way out of the situation can be children's fitness, dancing, swimming - those activities that load the musculoskeletal system evenly, and can contain elements of the game, which is important for a preschooler.
It should be remembered that no matter how many successful activities you pick up, the physical development of a preschooler will be deprived of a lot if you exclude the most ordinary, but such important walks in the fresh air from it. For a child of this age, running on the playground or in the park, playing active games with peers is sometimes much more useful than spending the same time in sports training in even a well-equipped, air-conditioned room.

P.S. This article is copyrighted and entirely intended solely for private use, publication and use of it on other sites or forums is possible only with the written consent of the author. Commercial use is strictly prohibited. All rights reserved.

All children develop at a different pace, some faster and some slower. There is no single template. However, if a child begins to walk and talk later than his peers, this can become a cause of anxiety for parents, they suspect that the child is behind in development. Of course, the age range when children take their first step or pronounce the first word is very wide, so a slight lag behind generally accepted norms is not a cause for concern. Lagging in physical and mental development can be calculated by the characteristics of the child's behavior, so parents of "lazy" babies should know what to look for in order to determine if the child is lagging behind in development.

Why is the child lagging behind in development?

Delays in mental and physical development can be caused by a number of reasons:

• Wrong pedagogical approach. At the same time, the developmental lag is explained not by impaired brain function, but by neglect of upbringing. The child does not know and does not learn many things despite the fact that he is absolutely healthy. If the baby is not encouraged to do mental activity, his ability to absorb and process information is reduced. Such problems are eliminated with the right approach and regular exercise.
• Impaired mental function. This feature is revealed by the nuances of behavior, which indicate mental retardation and a delay in the manifestation of mental reactions. Children with mental retardation do not have disturbances in the functioning of the brain, while they have immature behavior that is not typical for their age. This is often manifested by increased fatigue and insufficient performance.
• Biological factors that lead to a child's developmental delay. These can be disorders in the body and diseases during pregnancy, alcohol and tobacco smoking during the period of bearing a child, heredity, pathology during childbirth, infections at an early age.
• Social factors that the child is lagging behind in development. These include strong control or aggression on the part of the parents, mental trauma suffered at an early age, etc.

Types of mental retardation in children

In modern medicine, mental retardation (PD) in children is divided into 4 main types:

• Mental infantilism. The child is quick-tempered, whiny, not independent, violently expresses his emotions, his mood often changes, it is difficult for him to make decisions on his own, his emotional-volitional sphere is disturbed. It is difficult to identify such a condition, since parents and teachers cannot figure out whether the child is lagging behind in development or is simply indulging. But by drawing an analogy with the normal behavior of the child's peers, this feature can be identified.
• Mental retention of somatogenic origin. This group consists of children with chronic illnesses or frequent colds. Also, a similar developmental delay is manifested in children who have been too patronized from birth, preventing them from learning about the world and learning to be independent.
• Neurogenic causes of the child's CRA. Such violations occur in the absence of attention on the part of adults or, on the contrary, excessive custody, violence on the part of parents, trauma suffered in childhood. With this type of developmental delay, the child's moral norms and behavioral reactions are not brought up, he often does not know how to show his attitude to something.
• Organic-cerebral developmental delays. They appear due to organic abnormalities in the body that affect the nervous system and the brain. The most common and most intractable type of developmental delay in a child.

Doctors say that it is possible to identify deviations in the development of a child in the first months after birth. When a child turns 3-4 years old, this can be done unmistakably, it is enough to carefully observe his behavior. The main signs of a child's developmental lag are based on the fact that the baby may be especially developed or absent altogether some unconditioned reflexes when these reactions are present in healthy children. You should pay attention to the following features of the baby's behavior:

• At 2 months old, the baby is unable to concentrate on anything - cannot look or listen carefully.
• The reaction to sounds is too harsh or absent.
• The infant cannot follow a moving object or focus his gaze.
• At 2-3 months, the baby still does not know how to smile.
• At 3 months and later, the child does not "hum" - a sign of speech disorders.
• A grown-up kid cannot clearly pronounce letters, does not remember them, cannot learn to read.
• A child in preschool age manifests dysgraphia (violation of writing skills), inability to master elementary counting, inattention and inability to concentrate on one thing.
• Violation of speech in preschool age.

Of course, this list is not a reason to make a diagnosis and assume that the child is lagging behind in development. To identify the disorder, you need to consult with a specialist who can determine if the baby has a disorder.

Practice shows that the sooner parents pay attention to deviations, the more likely they are to cope with them. If a child is lagging behind in development, then his treatment should be started already from the first months of his life, in this case, good results can be achieved quite quickly, especially if this condition is caused not by biological, but by social factors.