Researching the relationship between mental development and children's physical activity. Do you help your parents at home? Speech development model of a preschooler
The increased requirements for future first-graders have led to an increase in the volume and intensity of educational and cognitive activities in kindergarten. Often, the educational process of preschool educational institutions (KEI) is built according to the type of school education and is overloaded with additional activities. This leads to an increase in the study load, which, in turn, causes serious damage to the personal development and health of children.
According to the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, recently the number of healthy preschoolers has decreased 5 times and among the contingent of children entering school is only about 10%. One of the reasons for the sharp deterioration in the health of the younger generation is the imperfection and low status of the existing system of physical education of children, which lacks the principle of the unity of mental and physical development.
Physical education is traditionally considered only as a means of optimizing a person's physical status to the detriment of intellectual and socio-psychological development, which noticeably limits the possibilities of holistic personality formation. Insufficient clarity of the mechanisms for the implementation of the simultaneous solution of problems of physical and spiritual improvement returns theorists and practitioners to the decision to develop mainly the motor sphere of students. At the same time, attention is drawn to the standard set of physical education tools and the narrowly focused nature of their use.
Despite the relatively complete theoretical elaboration of the problem of the simultaneous development of mental and motor abilities of children in the process of physical education, these ideas have not received proper recognition and widespread use in preschool educational institutions.
The main means of mental development in the process of physical education were physical exercises, not only solving the problems of physical education, but also having a direct or indirect effect on the mental development of children in the process of physical education.
1. Physical exercises for health promotion are aimed at forming correct posture and arch of the foot, strengthening skeletal muscles, improving the work of various organs and systems.
Poor health and physical retardation are noted by many researchers as one of the possible factors of "mental weakness". The main reason for this situation is physical inactivity. In a state of decreased motor activity, the metabolism and information entering the brain from muscle receptors decreases, which leads to a violation of the regulatory function of the brain and affects the work of all internal organs. Therefore, the development of the musculoskeletal system, the prevention of posture disorders, the stimulation of the function of the cardiovascular and respiratory systems are a prerequisite for the normal growth and development of the child's body (including the mental one).
2. Physical exercises for the development of motor skills involve the improvement of the motor sphere by expanding the stock of motor skills and abilities that are basic in the motor development of a child (walking, running, jumping, climbing, throwing).
The development of the motor sphere of preschoolers consists in the formation of the most complex systems of sensory corrections that underlie any motor act, when the process of performing motor actions requires constant regulation by the central nervous system of inaccuracies and deviations arising in the course of the implementation of actions. This ensures the participation of higher mental functions in the process of mastering a motor action, providing a positive impact on the mental development of the child.
3. Exercises for the development of physical qualities provide the formation of basic physical abilities, reflecting the qualitative aspect of motor skills and abilities (speed, power, coordination abilities; flexibility, endurance). Particular attention was paid to the development of general coordination abilities (differentiation, orientation, rhythmic, etc.), including the ability to subtly and accurately dose movements according to effort, direction, time, in order to form a fine differentiated discriminatory sensitivity to temporal, power, and spatial characteristics of movements. In this case, motor and physical development is carried out as cognitive-motor development.
The listed groups of exercises were attributed to the factors that have an indirect effect on the mental development of the child in the process of physical education. Due to the optimal formation of centers for the regulation of respiration, blood circulation, metabolism, coordination of movements (conjugation, on the one hand, fine adjusting movements of the eyes, neck muscles, ear when capturing sensory information and, on the other hand, movements of the hands, body parts, facial muscles, lips, tongue with a motor response), the development of not only the musculoskeletal system, but also the nervous system is achieved, i.e. the basis for the full mental development of the child is created.
4. Physical exercises for the development of the mental sphere directly affect the components that are decisive in the mental development of children 5-7 years old (perception, visual-figurative and logical thinking, attention, memory, speech).
The essence of these exercises is a combination of two elements: a motor action and an exercise aimed at developing the child's mental sphere, implemented in the form of a didactic game. It is noticed that intense physical work is difficult to combine with intense mental activity. According to the principle of "unipolar waste of energy", formulated by K.N. Kornilov, the waste of energy in the central point of the nervous system and in the working organ is in the opposite relationship. The greater the expenditure of central energy, the weaker its external detection, and vice versa, the more intense the external effect of the reaction, the weaker the central moment (L.S.Vygotsky). Taking into account this principle, the mechanism of optimal combination of motional action with didactic games, tasks and exercises was determined: 1) synchronous (execution of elements of didactic games in the course of motional action, provided that mental and physical loads are low); 2) sequential (a didactic game or exercise precedes the performance of a motor action or is performed after its completion).
Exercises with the inclusion of walking, running, jumping, throwing, climbing were taken as a basis, during the performance of which conditions were created for mastering various types of cognitive orienting actions that underlie the mental development of preschool children, primarily perceptual, reflecting the level of development of perception of preschoolers (actions identification, reference to a standard, perceptual modeling) and mental (actions of figurative and logical thinking). Additionally, tasks and exercises were used to improve sensorimotor coordination, speech development, imagination, memory and attention processes.
The development of thinking was carried out by expanding the range of concepts, including mental actions in the process of motor activity and manipulations with sports and game equipment. The operations of analysis, synthesis, comparison, finding similarities and differences in objects, classification, generalization saturated each physical education lesson. For example, overcoming the obstacle course was preceded by the task to select sports equipment that corresponds to a given feature (shape, color, purpose) or arrange it in accordance with the schematic representation proposed by the teacher. Cleaning of sports modules and equipment was carried out with the additional task "Fold similar with similar". When dividing children into teams, each captain built his own team according to height, hair length, physical fitness. The ability to highlight the essential features of objects was improved in the game "Show the answer", when the children not only guessed the riddle, but also showed the answer with the help of movements. When performing the main types of movements, the ability to understand the quantitative and qualitative relationships of objects was practiced: Lena jumped higher, and Katya jumped lower, the wall is on the right, and the bench is on the left, etc. Teaching complex movements was accompanied by an analysis of a motor action (jointly by children and a teacher), showing and pronouncing its constituent elements, comparing the child's action with the reference one, searching for errors, inaccuracies and ways to correct them.
The inclusion in the educational process of physical education of exercises aimed at the development of cognitive processes, speech and the higher symbolic functions associated with it, not only contributes to the mental development of children, but also rebuilds, according to L.S. Vygotsky, "motor skills itself", transferring it to a "new and higher floor" and providing quick, meaningful memorization and reproduction of motor actions, the ability to independently make decisions and act in a rapidly changing environment, thereby improving the motor development of children.
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, the increase in the duration of the period of high performance, the reduction of the period of its decline and training, the 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 optimal response of the body to physical and intellectual stress will 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 improved circulatory conditions, increased lability of the visual analyzer, 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 agility were additionally included at each lesson, positive changes were found not only in the dynamics of agility, 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 exercise, 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 the pedals are rotated, 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 conditions of computer training and integral development of the trainees, 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 value of 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 is 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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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 improved circulatory conditions, increased lability of the visual analyzer, 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 agility were additionally included at each lesson, positive changes were found not only in the dynamics of agility, 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 exercise, 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."
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 in the baby an idea of the importance of correct body position, fight stoop and scoliosis, strengthening the 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 the necessary favorable environment for your child that will provide him with full-fledged 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. .NS.
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 from 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) laid 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 around 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.
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INTRODUCTION
Preschool childhood covers the period of life from birth to 7 years. This age is the most favorable period for the all-round development of the child. At this time, children learn the world around them, the formation of the personality, as well as physical, mental, moral and other qualities, takes place. The possibilities of mental development of preschool children are much higher, which is why at this age it is worth paying great attention to mental education. Physical education at this age also plays an extremely important role, since it affects not only the development of physical qualities and has a positive effect on health, but is also universal and influences other types of education. This paper will consider the relationship between mental and physical education.
1. MENTAL EDUCATION IN THE PROCESS OF PHYSICAL EDUCATION
1.1 The concept of mental development and mental education
Man is a creature possessing the gift of thinking and for him such a concept as mental education and mental development is extremely important.
According to Medvedev S.B., mental education is a process aimed at developing the intellectual culture of a person, cognitive motives, mental powers, thinking, worldview and intellectual freedom.
E.V. Goncharova writes that mental education is a systematic purposeful impact on mental development in order to communicate the knowledge necessary for versatile development, for adaptation to the surrounding life, the formation of cognitive processes on this basis, the ability to apply the assimilation of knowledge in activity.
The concept of mental education also interacts with the concept of mental development, which is defined as a set of qualitative and quantitative changes occurring in mental processes in connection with age and under the influence of the environment, as well as specially organized educational and training influences and personal experience. Biological factors also affect mental development: the structure of the brain, the state of the analyzers, changes in nervous activity, the formation of conditioned connections, the hereditary fund of inclinations.
Mental education and mental development are in close interaction. Mental education largely determines mental development, contributes to it. However, this happens only if the patterns and possibilities of mental development of children in the first years of life are taken into account.
Mental education (as an introduction to the intellectual culture of mankind) is a systematic and purposeful pedagogical influence on a child and interaction with him in order to develop his mind and form a worldview. It proceeds as a process of mastering general historical experience accumulated by humanity and represented in knowledge, skills, and abilities. Under the human mind, we mean such a function of the brain, which consists in an adequate reflection of the laws and phenomena of the surrounding life. Mind is a set of cognitive processes, including sensations, perception, memory, imagination, thinking. The mind manifests itself in the volume, nature and content of knowledge, in the dynamism of mental activity (quickly - slowly), in criticality (the ability to evaluate the result), the ability to generalize (breadth of mind), in creative knowledge and the desire for it, in abilities, in memory, in the nature of the main activity, its successful implementation, writes V.M. Geletskiy. ...
1.2 The concept of physical education
The all-round development of physical qualities is necessary for the normal life of a person, this is facilitated by physical education.
Medvedeva S.B gives a definition of physical education, saying that it is, mainly, a system of physical improvement of a person, aimed at correct physical development, health promotion, ensuring high physical performance and developing the need for constant physical self-improvement.
Kholodov Zh.K. and Kuznetsov V.S. write that physical education is a type of education, the specific content of which is teaching movements, education of physical qualities, mastering special physical culture knowledge and the formation of a conscious need for physical education. This concept includes physical education and physical education. The first is defined as the process of forming a person's motor skills and abilities, as well as the transfer of special physical culture knowledge. Physical education includes:
1) Formation of sports motor skills and motor skills
2) Formation of vital motor skills and abilities
3) Transfer of special physical education knowledge
The upbringing of physical qualities implies a targeted impact on the development of a person's physical qualities through normalized functional loads, which in turn is determined by:
1) Power abilities
2) Speed abilities
3) Endurance
4) Coordination skills
5) Flexibility
Geletsky V.M. indicates that the process of physical education is based on some general principles and at the same time has features in each specific section of training or education. The most general starting points that determine the entire orientation and organization of physical education activities in our society are the principles of comprehensive harmonious development of the personality, the connection between education and labor and defense practice, and health related orientation (principles of the national system of physical culture).
1.3 The relationship of mental and physical education
Physical culture and sports provide ample opportunities for mental education, which is due to the specifics of physical education, its content and procedural foundations. According to the physiologist V.L. Fedorov, the primary task in teaching motor actions is to improve the brain, while physical exercises are of an ideomotor (in a broad sense) nature.
The leading goal of both mental and physical education is to improve the cognitive activity of a person, his intellect and thinking, which is recognized as the main human ability. On the one hand, physical education creates favorable conditions for mental activity and contributes to the development of intelligence. On the other hand, mental education produces conditions for a more thoughtful attitude to physical culture and sports, which significantly increases the effectiveness of physical education, writes S.B. Medvedeva in her works. ...
Boyko V.V. and Kirillova A.V. indicate that physical and mental education are interrelated and interdependent. Even P.F. Lesgaft noted in his writings that “special attention should be paid to the connection between mental activity and physical activity. The alternation of intellectual and physical efforts has a beneficial effect on health, as a result of which the intensity and quality of mental activity increase. "
Kholodov Zh. K. and Kuznetsov VS note that two sides can be distinguished in the content of mental education in the process of physical education: educational and educational. The educational side consists in the transfer of special physical education knowledge. At the same time, thinking develops in two directions: as reproducing (reproductive) and as productive (creative). Reproductive thinking consists in the comprehension of those involved in their actions after the instructor's instructions (for example, when teaching a complex movement). An example of creative thinking is the analysis of the "reference" sports technique in order to rationally apply it to your individual characteristics (to find your individual technique). The educational side of mental education in the process of physical education consists in the development of such intellectual qualities as intelligence, concentration, inquisitiveness, quick thinking, etc.
The relationship between physical education and mental education is manifested directly and indirectly. The direct connection lies in the fact that in the process of physical education there is a direct impact on the development of the mental abilities of those involved. In the classroom, cognitive situations constantly arise related to mastering the technique of physical exercises, improving it, mastering the techniques of practical actions, etc. (how to perform movements more economically, more accurately, more expressively, etc., how to distribute forces at a distance, in competitions, etc.). ). An indirect connection is that health promotion, the development of physical strength in the process of physical education are a necessary condition for the normal mental development of children. This was noted by the outstanding scientist P.F. Lesgaft. In his fundamental work "Guide to the Physical Education of School-Age Children," he wrote: "There is a close connection between the mental and physical development of a person, which is fully clarified in the study of the human body and its functions. Mental growth and development require corresponding physical development. "
A.A. Ionov in his work indicates that from the point of view of physiological processes, motor activity plays an important role in creating favorable conditions for the implementation of human mental activity. It acts as a means of removing negative emotional influences and mental fatigue, and therefore, as a factor in stimulating intellectual activity. As a result of physical exercises, cerebral blood circulation improves, mental processes are activated, which ensure the perception, processing and reproduction of information. So, there are numerous data that under the influence of physical exercises, the volume of memory increases, the stability of attention increases, the solution of elementary intellectual tasks is accelerated, and visual-motor reactions are accelerated.
2 THE INFLUENCE OF PHYSICAL EDUCATION ON THE MENTAL DEVELOPMENT OF PRESCHOOL CHILDREN
2.1 Age characteristics of mental and physical development of preschool children
The concept of preschool age covers the age period from 3 to 6-7 years. During this period of life, the child undergoes intensive physical development: an active increase in height and weight, an increase in overall muscle strength, a decrease in body fat, large muscles become pronounced. Ossification of the skeleton continues - therefore, at this age, it is necessary to monitor the posture of children and avoid excessive physical exertion. Blood circulation and respiration improve: blood pressure rises, the vital capacity of the lungs increases, therefore, working capacity increases. The nervous system improves, the mass of the brain increases, all pathways between the central and peripheral nervous systems mature, write O. M. Fedorovskaya and E. Babenkova.
Speaking about the mental development of preschoolers, attention should be paid to two types of connections between the child and the outside world: connection with the world of things and connection with the world of people. Through cognition of the material world, the child's intellectual functions are socialized: a person learns to handle things as is customary in a given society and learns the knowledge of society about the objective world, and on the basis of relations with the world of people, socialization of the personality takes place: a person learns the ways of people's relationships with each other and learns the ways of their own behavior. Also, speech begins to develop actively in preschool age, it is the main intellectual function at this age stage. There is a development of verbal intelligence: the ability to reflect the thought process in speech. Speech actively stimulates the psychophysical development of the child. The vocabulary is accumulating.
Shcherbakova T.A. in her work says that preschool age is defined as the period optimal for intellectual development. The high plasticity of the brain makes it necessary to purposefully influence the development of higher mental functions, taking into account its present and potential capabilities.
In preschool age, voluntariness develops, self-regulation - the ability to independently regulate one's actions and mental processes: memory, attention. Memory in preschool age is predominantly figurative, while verbal memory is actively developing. The preschooler's thinking is visual-figurative. At preschool age, the stability of attention is formed, but the switching of attention when changing activities has not yet been formed, notes the team of authors K. Pechora, G. Pantyukhin, L. Golubeva.
In older preschool age, the differentiation of the nerve elements of those layers (associative zones) in which mental actions are carried out is completed: generalization, awareness of the sequence of events and cause-and-effect relationships, the formation of complex inter-analytic connections. Thanks to this, there is a significant shift in the generalization of thinking: children of older preschool age understand complex generalizations formed on the basis of inter-functional connections.
2.2 Means and methods of mental education in the system of physical education of preschool children
Physical culture classes provide harmonious and all-round development of the personality, including influence on mental development.
Authors Boyko V.V. and Kirillova A.V. indicate that the main means of physical education is physical activity in physical culture classes, it is through it that the child learns the world around him, as a result of which his mental processes develop: thinking, attention, will, independence and others. The greater the number of various movements a child masters, the wider the possibilities for the formation of cognitive processes, the more fully his development is carried out.
In addition, the means of mental education include specially organized problem situations in the process of physical exercises, the resolution of which requires mental actions (reception and processing of information, analysis, decision-making, etc.).
The methods of mental education include: a survey on the material taught; observation and comparison; analysis and generalization of the studied material; critical assessment and analysis of motor actions.
Physical exercise has a direct and indirect impact on the mental development of children in the process of physical education. I.V. Starodubtseva in his dissertation work, he describes a group of exercises that have a direct impact on the mental development of preschoolers in the process of physical education. Such exercises directly affect the components that are decisive in the mental development of children, such as various types of perception, visual-figurative and logical thinking, attention, memory, speech. The essence of these exercises consists in a combination of two components: a motor action and an exercise aimed at developing the child's mental sphere, implemented in the form of a didactic game. It is noticed that intense physical work is difficult to combine with intense mental activity. According to the principle of "unipolar waste of energy", formulated by K.N. Kornilov. Based on this principle, the mechanism of optimal combination of motional action with didactic games, tasks and exercises was determined: 1) synchronous (execution of elements of didactic games in the course of motional action, provided that mental and physical loads are low); 2) sequential (a didactic game or exercise precedes the performance of a motor action or is performed after its completion). At the same time, exercises of high complexity, aimed at the mental development of the child, are included when motor actions do not require significant muscle tension (the main types of movements at the stage of consolidation and improvement, general developmental and drill exercises, games of medium and low mobility).
Stepanenkova E. Ya. in his writings he writes that the use of game images is of particular importance in conducting physical culture lessons. They are most consistent with the perception and thinking of children. The child seems to be included in the game and, imitating the image, performs the movement as a whole and quite expressively. The use of playful images helps to stimulate thought processes.
The next step in the activation of mental activity are instructions, questions that organize the observation of children and lead them to independent conclusions.
The use of objects in the process of physical exercise activates both mental and motor activity of children. The thinking of young children is concrete, therefore, the implementation of a substantively designed task mobilizes their individual capabilities, evokes positive emotions, which also affects physical efforts. Objects serve as visual landmarks that help children see the path of movement in general or parts of the body, "adjust" their movements to the requirements that the teacher makes.
Shcherbakova T.A. indicates that the solution of problems of intellectual development should be carried out through the assimilation of two interrelated sections of the content of physical education: knowledge and skills. Section "Knowledge" includes knowledge: 1) ways of rational fulfillment of basic movements, drill and sports exercises; 2) the rules of outdoor and sports games; 3) the relationship of nature, man and society with physical culture.
The section "Skills" includes: 1) motor skills: the ability to perform basic movements, marching exercises and an element of sports exercises; 2) playing skills: the ability to perform motor actions included in the content of outdoor and sports games in compliance with the necessary rules; 3) mental skills: perform analysis, synthesis, comparison, classification, generalization of phenomena and their internal properties and relationships; 4) skills of quantitative and ordinal counting within 10; 5) the ability to accept a task, independently plan and organize their actions to solve it, exercise self-control and self-assessment of the quality of their implementation; 6) skills of dialogical and coherent, lexically literate monologue speech
The use of various methods and techniques for the development of the mental abilities of preschool children through various forms of physical culture, creative tasks, creating search situations, will ensure continuity with the primary school program at the exit from kindergarten.
2.3 The influence of physical education on the mental development of preschoolers
Intellectual development is the most important direction in the upbringing of a child. It is in childhood that a small person develops an interest in knowledge, as well as qualities that determine the ease and speed of assimilation of new knowledge and skills.
Mental development is determined by intelligence, intellectual abilities. In a broad sense, intelligence is the totality of all the cognitive functions of an individual: from sensation and perception to thinking and imagination; in a narrower sense, it is thinking. Intelligence is the main form of cognition of reality.
One of the factors of intellectual development is motor activity, as a result of motor activity, cerebral circulation improves, mental processes are activated, the functional state of the central nervous system improves, and the mental performance of a person increases. Achievements in the field of intelligence and creativity are largely associated with the level of development of the child's psychomotor sphere. In special studies, facts have been recorded that indicate that children who are more developed in physical terms receive higher grades in school. Children involved in sports sections have the best indicators of mental performance, as evidenced by special experiments, notes T.A. Koroleva.
Physical exercises create opportunities for the successful course of all mental processes, i.e. require attention, observation, ingenuity. A variety of movements, a wealth of coordination increase the plasticity of the nervous system. So, there are numerous data that under the influence of physical exercises, the volume of memory increases, the stability of attention increases, the solution of elementary intellectual tasks is accelerated, and visual-motor reactions are accelerated.
Boyko V.V. writes that during the period of preschool childhood in the mental development of the child there are global changes: from the undifferentiated perception of objects, to the ability to use independently acquired knowledge and skills.
Under the influence of physical exercises in preschool children, the formation of various types of thinking occurs more effectively:
1) Visual-effective thinking is characterized by the fact that the solution of practical problems is carried out with the help of a real, physical transformation of the situation, testing the properties of objects.
2) Visual-figurative thinking - a set of methods and processes of figurative problem solving, involving a visual representation of a situation and operating with images of its constituent objects, without performing real practical actions with them.
3) Verbal-logical thinking begins to form in older preschool children. It involves the development of the ability to operate with words, to understand the logic of reasoning. To reason means to link together different knowledge in order to get an answer to the question at hand, to solve a mental problem.
Physical activity influences the formation of the child's psychophysiological status. Magomedov R.R. in his work says that there is a direct relationship between the level of physical fitness and the mental development of a child. Motor activity stimulates perceptual, mnemonic and intellectual processes, rhythmic movements train the pyramidal and extrapyramidal systems. Children with a large volume of physical activity during the day are characterized by an average and high level of physical development, adequate indicators of the state of the central nervous system, as a result of which, the child's memory improves, and all the thought processes that determine intelligence.
CONCLUSION
In accordance with the tasks set, the following conclusions can be drawn:
1) There is a relationship between physical and mental education, it manifests itself directly and indirectly. The direct connection lies in the emergence of cognitive situations in physical education lessons. An indirect connection is that physical activity creates favorable conditions for mental activity. As a result of physical exercises, cerebral blood circulation improves, mental processes are activated that provide perception, processing and reproduction of information, as a result of which mental capabilities increase.
2) The means of mental education in the process of physical education, first of all, are physical education, as well as specially organized problem situations, the solution of which requires mental actions. The methods of mental education include: a survey on the material taught; observation and comparison; analysis and generalization of the studied material; critical assessment and analysis of motor actions. In physical education lessons with preschool children, exercises are used that combine two components: motor actions and an exercise aimed at developing the child's mental sphere, implemented in the form of a didactic game. Game images, the use of objects, creative tasks, and the creation of search situations are also used. Exercises of this nature activate both the mental and motor activity of children.
3) In physical culture lessons, children are engaged in physical activity, as a result of which, mental processes are activated, the functional state of the central nervous system improves, and mental performance increases. Physical exercises require attention, observation, ingenuity, as a result of this they increase the plasticity of the nervous system, thereby increasing the volume of memory, increasing the stability of attention, speeding up the solution of elementary intellectual tasks, and speeding up visual-motor reactions. Also, under the influence of physical exercises in preschool children, the formation of various types of thinking occurs more effectively: 1) visual and effective; 2) visual-figurative; 3) verbal and logical;
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