The relationship of physical education with the intellectual and mental development of the child. The connection between mental and physical education. 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 t appears.

09.05.2019

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 arbitrary attention and semantic memory.

Important role a certain level of physical fitness, mastering special knowledge, motor skills and abilities also play in the formation of a child's personality.

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.

Typically when baby 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 children before school age, and also, importantly, personal growth when admitting children to school. Educators and psychologists analyze the main factors, conditions affecting full development baby preschool age: family with its foundations and traditions, family atmosphere; preschool institutions, in particular kindergartens, where the main form of education is occupation, and children's team with his interpersonal relationships.

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

Practical meaning work lies in the fact that, based on the results of research, to establish general level development of children of five and six years of age, brought up in a preschool institution. Invert Special attention for 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 body size and ratio separate parts bodies between themselves. 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 child's body are 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. Is happening intensive growth tubular bones legs, arms, bends of the spine are formed, the structure of bones changes: cartilaginous tissue is replaced by bone. Bones contain more organic matter and are supplied with more blood.

Spine healthy child takes normal permanent form and physiological posture only by 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-growth jump", the shape changes chest, its typological configuration is manifested, which is closely related to the development and functionality of the lung tissue.

The growth of the chest slows down, its mobility increases, it strengthens the cardiovascular system, the digestive apparatus is being improved.

During this period, the fusion of the mounds begins. humerus with her body; v elbow joint the nucleus of ossification is already present, 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. Poorly expressed cartilaginous ridge femur and its lesser trochanter, 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 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.

Age 3-7 years old is important period in becoming an arbitrary 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 tend to be active " healthy image life ", first of all with the help of parents, and secondly - by the collective of educators of preschool institutions.

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 or another task comes to the fore in the development of the personality (now physical, now mental, now moral, now labor, 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 in them 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 the child is that nature itself has developed an amazing ability of 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 a process of formation cognitive activities children, the development of their feelings and will, the formation of various personality traits (temperament, character, ability, interests). ()

When organizing work on the education and training of children 6-7 years old, it is necessary to give enough external impressions that would provide active work 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 higher form participation of a child 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, differentiation continues nerve cells, and by the end of the period the cerebral cortex is similar in structure to the cerebral cortex of adults.

Developing rapidly intellectual abilities child, judgments are formed, children master motor speech, 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 gradual conceptualization mental activity that 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 the 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 correct decision 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 activities, since in the game he arbitrarily 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 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.

It has a special influence on the development of curiosity and cognitive interests. Team work parents and children, which is within the power of every family. In the process of such activities, senior family members reasonably encourage the child's efforts, provide support and timely assistance in case of difficulties encountered, positively evaluate achieved results... All this strengthens cognitive interests and the 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.

For 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 it is based on personal development child. The game forms for him important qualities, 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 self-esteem of the preschooler. 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 play activity, the child's imagination is formed as psychological basis creativity, making the subject capable of creating a new different areas activities 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 role play arise and begin to develop already in younger age.

Of course, both the preschooler and " children's society"develop in other types of activity. But special meaning in this process belongs to the game. 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 stands urgent problem 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, personalities with deviations in moral and mental development that pose 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 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 reasons problems in the family are: alcoholism, open and hidden conflicts between parents and other family members, parents' orientation only to material support child, lack of care about his upbringing, about 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.

Most dysfunctional families when all household and parenting concerns 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 those severe 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 survey took place in kindergarten No. 3 in the settlement of Loeva and the nursery - garden 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 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. V 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; average 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. 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 explore the processes of figurative-logical thinking, mental operations 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 kind 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 is convinced 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 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 objects in a 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 age group 5-6 years, no significant differences and deviations of the considered indicators from the normal limit were established (Kholodov Zh.K., Kuznetsov V.S. Theory and methodology physical education and sports: textbook. allowance. 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

Experiment

Researchers from the University of Eastern Finland found that boys had better reading and counting skills in their first 3 years of school, who were physically fit and active. By the concept of activity, scientists meant both walking or cycling, and behavior during recess.

The risks of a sedentary lifestyle are increasingly being documented. A sedentary lifestyle during childhood increases the risk chronic diseases such as cardiovascular problems in adulthood.

In 2012, the Mayo Clinic reported that 50-70% of Americans spend 6 or more hours sitting in a full day, and 20-35% of people spend 4 and more hours sitting in front of the TV.

The authors argue that physical activity is declining, while a sedentary lifestyle like watching TV is not to be expected. Previous research has also suggested that low physical activity negatively affects children's school performance.

Other studies have found a link between physical education and academic performance, but the authors say that the data is limited, since it takes more time and effort to analyze and classify the data of people of different levels of activity, with completely unique habits for each.

Physical activity versus passivity

In their study, published in PLoS ONE, the authors write that “there are no prospective studies that compare relationships different types physical activity (FA) and sedentary lifestyles with the learning skills of children ”.

They have already learned different types behavior among first graders and tried to link the results with the performance of children in arithmetic and reading. The test was attended by 186 Finnish children who took part in the first three years of schooling.

They found that high levels physical activity did affect the arithmetic ability of children, and playing sports only improved the results on math tests.

Improvements in academic achievement were most pronounced among boys. Those who preferred to run and jump in their free time from school have achieved better results than boys who spent time sitting after school. Good learning outcomes are also associated with moderate computer use.

Scientists could not reach such conclusions regarding girls. Perhaps it can be explained gender differences but the connection between physical activity or passivity and mental achievement not so noticeable among females.

“Children need to move more during change. They sit at the school desk for a long time, so vigorous activity will not hurt anyone, but will only help. Besides, this style of behavior will only improve personal success. "

Research has shown that there are significant differences between boys and girls in terms of the impact of the role of physical activity. In addition, too much physical activity among women only worsened school performance.

Exercise is undoubtedly very good for a child's mental development. It is possible to stimulate a child's body with the logical mind for the first time in the years of study, and this will be a great victory for your child, but if you do not develop physical health, then these benefits will diminish over time. In the future, due to the emergence of chronic diseases, the mental development of children will be greatly reduced.

The child develops and grows up. Physical activity is very beneficial for this. Therefore, you do not need to constantly force the child to sit at the table and not perform any movements, but only to teach, read, etc. And the kids won't be able to sit in calm state for a long time, if before that they did not run, that is, they did not perform physical activity. But it is very important that the child does not overdo it, because he does not control his fatigue. It is very important for parents to stop the child in time by changing the type of activity.

There is interesting fact that if a child can control his body more well, then he memorizes the theory better, and can apply it in practice for a long time.

For a school-age child, exercise in the morning, outdoor games, and not very heavy loads in the evening are quite enough. Even if this minimum is not met, it is not very good, it will have a good effect on the mental development of the child. For example, the metabolic process will worsen, this leads to the fact that the child becomes not attentive, unable to think logically.

Many sports have a good impact on the mental development of a child. Gymnastics is considered the best. But there are others, for example, football, basketball, swimming.

Parents who have the opportunity have a chance to enroll their child in some kind of exercise and sports section. Professionals usually work there, and they will select for your child individual view robots, class schedule. This will play a big role, and when he comes home, he will be able to immediately sit down to carry out his assignments.

The impact of exercise on the mental development of children requires a lot of attention and requires a lot of strength and patience. For example, if a child needs to learn something, it is better to start with a physical warm-up or let him play with other children in outdoor games... This will help not only to learn the verse more easily, but also to study well at school. Also, the child will improve health.

It must be remembered that active image life has a good effect on blood circulation, so the elements that are so useful for a young preschooler are dispersed throughout the child's body. There are receptors throughout the child's body, from which signals are sent to the child's brain. If you perform a sufficient amount of exercise, then the child will be well developed, both physically and mentally. For a child to be well developed, he needs to eat normally. And get enough nutrients it is possible only through the digestive system, which necessarily requires not very great physical activity. In this case, there will be a healthy appetite, a normal robot of the digestive system.
There are many factors that have a positive effect on the mental development of children. The most important thing for parents to watch this process, and to stop it if the child overdoes it, to find out how much exercise is right for him. And then your child will be smart and healthy and physically developed.

Grow healthy!

"V healthy body – healthy mind"- under this catchphrase Traditionally, it is understood that while maintaining physical health, a person maintains the health of his soul. Scientists different countries proved that there is inextricable bond between physical health of a person and the level of his intelligence.

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

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

What is the basis of this relationship?

Exercise promotes the production of certain substances in the brain that enhance its activity.

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

Studies have shown that children who are more physically stressed were more capable of mental concentration. Also, as second graders, they spoke much better English and Swedish, easily coped with difficult tasks in mathematics.

In 2009 Swedish scientists Mikael Nilsson and Georg Kuch from the University of Gothenburg studied young people of military age. The test involved 1 million 200 thousand people, who were tested to determine the level of physical and mental development, and their ability to cope with logical problems was assessed. As it turned out, mental ability is directly related to the state of the cardiovascular system.

To once again be convinced of the conclusions, scientists have studied information over the past three years about the physical and mental condition of conscripts... Researchers were once again convinced that those young people who monitored their physical health, exercising their bodies, and in terms of mental development, were at their best, compared with peers indifferent to physical activity, who even showed signs of degradation.

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

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

An interesting observation was made by American scientists using a magnetic resonance imaging scanner. During the experiment, the structure of the brain of children aged 9-10 years, which is responsible for attention and locomotor activity- the basal nucleus. Some of the children had good physical fitness, while others were weaker. So in three children of four who were physically better developed, the basal nucleus had a much larger size.

Exercise is equally beneficial for older people

American researchers argue that elderly people who do not neglect physical education, especially in the open air, differ more high rates when testing memory. During physical activity, the activity of a part of the brain, the hippocampus, which is responsible for memorization, is activated. Over the years, the hippocampus seems to become smaller in size - "shrinks", which deplorably affects the ability to memorize, and physical activity allows you to optimize the activity of certain brain centers.

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

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

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

Scientists - neurophysiologists have continued to study the relationship between the size of the hippocampus and the ability to remember in older people. The experiment involved 120 people whose age significantly exceeded the 60-year mark. All of them did not belong to the category of regular exercise, but moved for 30 minutes daily. One group of participants in the experiment consisted of people who did hiking at a fast pace. While walking, they had a 60-75% increase in heart rate. The second group of participants did stretching exercises, balance and the like, while heartbeat remained practically unchanged.

A year later, all participants in the experiment were examined using a magnetic resonance imaging and special tests for memorization. Scientists were amazed at the results of the relationship between exercise and hippocampus size.

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

What is the mechanism of what is happening?

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

It has now been shown that BDNF levels, hippocampal size and physical exercise- links of one chain.

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