Project on health-saving technologies in the senior group “I want to be healthy!”

Municipal preschool educational institution

"Child Development Center - Kindergarten No. 72" of the city of Magnitogorsk

I want to be healthy!

Project on health-saving technologies in the senior group

Completed by: teacher

Sayfutdinova E.F.

Magnitogorsk, 2019

Relevance of the project and problem statement

In modern conditions, the social and pedagogical importance of

maintaining the child's health. Research in recent years states

deterioration of the health of the Russian population. Death rate increases, decreases

birth rate.

The level of human health depends on many factors: hereditary,

socio-economic, environmental, system activities

healthcare.

According to WHO, the ratio of conditions affecting health is as follows:

1. Conditions and lifestyle, nutrition - 50%

2. Genetics and heredity - 20%

3. External environment, natural conditions - 20%

4. Healthcare - 10%

Health is laid down in the human genome from the genes of the parents. To your health

also influence:

nutrition

environmental quality

training (sports, physical education, exercises)

From these WHO data, it is obvious that the primary role in maintaining,

The formation and strengthening of health still belongs to the person himself.

But still, modern man in most cases shifts

Doctors are responsible for their health. He is virtually indifferent

attitude towards yourself, the health of your body. Currently,

health promotion should become the need and responsibility of everyone

person.

Recently, the health of Russian residents, especially children, has deteriorated.

According to the Ministry of Health and Industry and the State Committee for Epidemiological Surveillance of Russia, only 14%

children are practically healthy, 50% have functional deviations, 35–

40% have chronic diseases. Number of children who are already in

primary grades are unable to complete the allotted time and

required volume to master the program, ranges from 20% to 30% of

total number of students.

The deterioration of children's health is due to many reasons:

heredity; unfavorable environmental conditions; volume growth

cognitive information and mental load; decreased motor

activity, etc.

As a result, children become overtired and their

functionality, which negatively affects not only

the health status of preschool children, but also on the prospects for their development.

Preserving and strengthening the health of the child is the leading objective of the concept

modernization of Russian education, including its first stage -

preschool

Teaching preschoolers to take care of their health -

the main task not only of preschool educational institutions, but also of modern education.

MAGAZINE Preschooler.RF

An approximate work plan for a creative group to form the foundations of a healthy lifestyle for students.

We invite your attention to use the work plan of the creative group to form the foundations of a healthy lifestyle for students.

Head of the creative team:

Kolegova E.M., physical education instructor

The following teachers worked as part of the creative group:

Vasilenkova A.A.., PE instructor
Lopatina E.N., teacher - psychologist
Sorokina T.V., teacher,
Kandaurova Yu.N., teacher
Novikova G.A., teacher
Shabaeva L.V., teacher
Khizhnyak Z.F., teacher
Islamova R.A., teacher

To implement the annual task of the Institution to improve cooperation between kindergarten and family in solving problems of preserving and strengthening the health of pupils, their physical development, and introducing a healthy lifestyle to the creative group, the following directions have been determined:

increasing the professional competence of teachers to improve the organization of motor activity in the educational process
formation of high physical fitness of pupils through physical activity
use of active forms of cooperation with parents (legal representatives) of pupils
interactive interaction with parents using the section “Towards a healthy family through kindergarten” on the official website of the Institution

In order to increase the professional competence of teachers to improve the organization of motor activity in the educational process, the following activities were carried out:

Seminar-workshop “Children's initiative in motor activity” (November). We introduced teachers to the levels and indicators of manifestation of initiative in motor activity, and to the teacher’s task at each level of manifestation of initiative. Teachers were recommended to assess the situation as a whole for their group and, based on this, create conditions for the manifestation of children's initiative in physical activity. Also at the seminar, a physical education instructor introduced teachers to diagram maps, their use for the development and improvement of motor skills and abilities, as well as the manifestation of children's initiative in independent activities.

At the pedagogical council (January), together with teachers, using the example of junior, middle and senior preschool age, video material was provided on the manifestation of children's initiative in motor activity and the role of the teacher. Also, within the framework of the pedagogical council, teachers presented the work experience “Educational health path - an alternative to walking in kindergarten . This experience is aimed at improving the health of pupils, increasing the level of motor activity, and joint cognitive and research activities of children and adults.

Consultations were also held for teachers:

“A new format for health-improving work with children - geocaching . This technology allows you to organize and diversify health work with children. This is an innovative technology that will solve the problems of several educational areas at once: physical, cognitive, speech, social and communicative development. The consultation helped teachers in the further organization of summer recreational work.

“Advice from a teacher-psychologist: “How can a teacher communicate with a child who is a provocateur” (rep. E.N. Lopatina).

The following activities contributed to the formation of high physical fitness of pupils through physical activity:

In November, the kindergarten organized a traditional “Health Week” , every day the following events were held in all age groups: sports festival “Health Day” , “An exciting journey to the land of Health” (senior groups), Quest - game “Health is Great” ( preparatory groups), “Day of outdoor games” (junior and middle groups), intellectual game “What? Where? When?" on the topic: Experts for a healthy lifestyle (preparatory groups).

The Small Winter Olympic Games were successfully held in January. Each day of the week of the Olympic Games was dedicated to a specific sport, and pupils of the middle, senior and preparatory groups took part.

In February, an entertainment dedicated to February 23 “Heroic Battles” , with the aim of instilling a sense of patriotism and instilling in children pride in the glorious defenders of the Fatherland.

A lot of work has been done to prepare children with a high level of physical development for gubernatorial competitions. “GPE” (general physical training) club throughout the year Based on the monitoring results, it can be noted that physical qualities have doubled; two students of Andreeva Sofya and Derezenko Leonid are registered to take the GTO .

Also, children with increased physical abilities took part in the city race “Little Sprint” , where they were awarded medals for prizes, and the “Autumn Marathon” between kindergartens, where the pupils took 1st place. the Russian Ski Track was also organized .

Active forms of cooperation were used in working with parents (legal representatives) of pupils throughout the year.

For parents and children of primary preschool age, the parent club “Healthy Baby” , which is aimed at pedagogical education of parents in matters of children's health. 3 meetings were held within the parent club.

At the first meeting of the parents’ club on the topic “The role of outdoor games in children’s health,” a master class was held on organizing outdoor games aimed at improving and strengthening the health of children. Parents are offered a card index of outdoor games for use at home. The second meeting was held remotely, and a master class “Making non-traditional equipment for physical education at home” . The final meeting took place in the form of a consultation on the topic “Joint water games in the summer.

An effective, successful form of interaction with the families of pupils was the competition “Family of the Year” , which was held with the aim of developing the need in children and adults for a healthy lifestyle, in joint physical education and sports.

Also this year, interactive interaction with parents was implemented using the section “Towards a healthy family through kindergarten” on the official website of the Institution.

Parents receive timely and full information about the physical education and health work carried out in the preschool institution, its results and ways of improvement, recommendations on physical development and the organization of physical exercises for children in the family. Most parents are willing to actively participate in the physical development of their children, and the information on the site helps improve their physical literacy.

The work done by the creative group contributed to improving cooperation between the kindergarten and the family in solving problems of preserving and strengthening the health of pupils, their physical development, and introduction to a healthy lifestyle.

Head of the creative team: E.M. Kolegova

Next >

From the experience of a preschool teacher working to protect the health of children in the younger group

From experience in preserving the health of children of primary preschool age.
Author of the publication: Zinaida Arkadyevna Startseva, teacher at MBDOU “Kindergarten No. 40”, Maysky village, Perm region. Purpose of the material: During the day, the teacher will have to work almost every minute to protect the health of the children in his group, starting from the morning reception and ending with the children leaving with their parents to go home. My work will be of interest to teachers of children's educational institutions and parents. For everyone who loves children, who is interested in preserving and strengthening the health of children. The material can be used for messages at parent meetings, as advice for parents. Description: I bring to your attention my experience of working on the health of children in the primary and secondary children's groups. “Caring for human health, especially the health of a child, is not just a set of sanitary and hygienic norms and rules, not a set of requirements for regime, nutrition and rest. This is, first of all, concern for the harmonious completeness of all his physical and spiritual powers, and the crown of this harmony is the joy of creativity” V. A. Sukhomlinsky. During the day, the teacher has to work almost every minute to protect the health of the children in his group. Let's start with the morning reception: greeting, smiling, affectionately addressing the child by name; in these first minutes it is very important for the teacher to express his joy at the child’s arrival in the group. Be surprised, admire any little thing (a beautiful dress, a new hat, the weather outside), thereby creating a favorable emotional background; Then, seeing the child’s mood, the teacher carries out an individual approach, offering the child: joint activities, individual work, including a brightly illustrated book in a game with peers, or simply taking a nap while sitting on the sofa. At eight o'clock I gather the children in the bedroom. A kind of solitude, a morning circle. We put the chairs in a circle, or we sit on the rug (depending on the air temperature) so that we can see each other’s eyes, we start finger games that train fine motor skills, stimulate speech, develop spatial thinking, attention, blood circulation, imagination, speed of reaction: “Good morning" Invented by someone simply and wisely, the fingers of both hands alternately "meet"
When meeting, greet: "Good morning!",
the fingers of both hands are joined into a "lock"

the fingers of both hands are widely spaced
to the sun and to birds,
hands depict a “bird”
“Good morning!”, to smiling faces,
palms folded in a “shelf” under the chin, a smile on the face
And everyone becomes kind, trusting,
with both hands we stroke ourselves on the head
Let the good morning last until the evening.
with our hands we draw a high and wide semicircle above our heads “Hello” “Hello” - you say to the person! right hand forward with an open palm up
“Hello,” he will smile in response,
the left hand covers the right, forming a “lock”
And, probably, he will not go to the pharmacy,
his hands are “locked”, swaying left and right
And he will be healthy for many years!
Draw a high and wide semicircle above your head with your hands
.
The words of these finger games create a friendly mood for the coming day. Finger games smoothly flow into self-massage: Self-massage is carried out in a playful way every day in the form of a five-minute lesson or in the form of a dynamic pause during classes. Funny poems, bright images that play up massage movements, their simplicity, accessibility, and the ability to use in different settings and at any time contribute to changing the child’s position from an object to a subject of pedagogical influence, and this is a guarantee of success in health conservation. We rub, knead, put rings on each finger of the right hand, saying
This finger is the strongest, thickest and largest,
(thumb)
This finger is for showing it,
(index finger)
This finger is the longest, it stands in the middle,
( middle finger)
This ring finger, oh, the most spoiled one,
(ring finger)
This finger, although small, is very dexterous and daring.
(little finger)
To stretch the fingers of the left hand, we use another finger game:
“Morning” Morning has come, the sun has risen! Hey, brother Fedya, wake up the neighbors! Get up, Bolshak! Get up, Pointer! Get up, Seredka! Get up, Little Orphan! And you, Little Mitroshka! Hello, palm!

Self-massage. “Building a house” Build, build, build a house (with the thumbs of both hands we vigorously rub the wings of the nose, up to the forehead)
and with a window
(with the index finger “prick” the tip of the nose)
and with a pipe
(with the thumb we vigorously rub the forehead from top to bottom, from below upward)
smoke is coming from the chimney
(with our thumb we vigorously rub the forehead from left to right, from right to left)
the eyebrows are pinched;
tapped on the nose (we “knock” the wings of the nose with our index fingers, pronouncing the sound “mmm” for a long time)
“Thorn”:
(we say jokingly: “I’ll prick you children” with the index and thumb, pricking the nasal septum)
“No, no, no, ",
(pricking the point under the nose)
"No, no, no,"
(pricking the point under the lower lip)
"Kitty": "meow, meow"
(with soft palms we gently stroke the neck in front from bottom to top)
"Let's wake up the bones"
(vigorously rub the jugular fossa)
and say “Good morning, bones, it’s time to get up!”
"We do not want!" "Necessary!" “Drumming” (with fists on the sternum, massaging the point of immunity)
“Parade of red ears”
(vigorously rubbing the ears until they turn red)
“Donkey”
(pulling the ears down by the lobes)
“Bunny”
(pulling the ears up)
“Monkeys”
(pulling the ears back)
“Cheburashka”
(pull the ears to the sides)
“Monkey”
(pull the ears forward)
“Butterfly”
(index finger on top behind the ear, thumb on the bottom, connect the fingers easily by flapping the ears)
“Elephant”
(four fingers behind the ears and slowly clap the ears) (The middle finger tapped the goats)
“Are the dumplings ready?”
“Pinch the dumplings” (pinch the edges of the ears like dumplings, from bottom to top)
“Clean the ears”
(with the index finger we carefully press the ears from the inside, pressing out all the holes)
“Fork”
(with the index finger behind the ear, the middle finger in front we rub the ears)
“Clap for joy”
(clap hands on the ears)
“Shake off the water”
(with the little finger “shake off the water from the ears”)
“Stroke the ears” “Caterpillar”
(fingers “ran”, along the arms, starting from the hands to the neck, we stroke the back of the neck, the head and say,) boys:
“I’m great, I’m smart, I’m strong, I’m brave, I’m dexterous, I’m skillful”
Girls:
“I’m smart, I’m smart, I’m good, I’m pretty, I’m kind, I’m gentle” Self-massage performed by a child improves blood circulation, helps normalize work of internal organs, improve posture. It helps to physically strengthen the child and improve his mental health. For children, self-massage is a means of preventing colds and vegetative dystonia. Self-massage promotes psycho-emotional stability, increases the functional activity of the brain, and tones the entire body. Articulation gymnastics. Simple game exercises (with simultaneous pronunciation of rhymes) for training the organs of articulation (lips, tongue, lower jaw), necessary for correct sound pronunciation, help to quickly “put” the correct sound pronunciation and overcome already existing sound pronunciation disorders. If time allows: games “Gifts”, “Kindness in a circle”, “Share a word” - we give each other kind words. The mood for the coming day: what we will do, when, with whom. Next, morning exercises again give a positive attitude to the day, and children also develop rhythmic skills thanks to musical accompaniment. Washing with water at room temperature, a kind of hardening procedure and massage of palms and fingers.

Breakfast, lunch, afternoon snack, any meal are short conversations about the benefits of the products from which the dish is prepared and repetition of the rules of etiquette. “Vegetables and fruits are healthy foods”; “Drink milk, children, you will be healthy”; “Whoever throws away bread loses his strength.” Rinse each child’s neck and mouth with water at room temperature after eating, prevent caries, harden the throat.

Next are independent games, during which children’s basic needs for movement, play and communication are realized.

Physical education and music classes also take place in movement, in a playful way. Regular physical exercise strengthens the body and improves immunity. And the presence of music in classes helps to improve the psychological and physiological state of the child’s body. Productive activity contributes to the development of finger skills, independence, thinking, attention, self-confidence, and self-confidence. "I can"; "I will learn"; “Everyone has the right to make mistakes.” Gymnastics for the eyes. We looked up, at the ceiling, down, a finger to our nose - we looked close, a finger far away - we looked far, and even further out the window. . High and low, far and close. Physical exercises help relieve fatigue, tension, switch to another type of activity, and relax.

General games: round dancing, low mobility games strengthen social health. A walk helps improve the health of children’s bodies: fresh air, plus sunbathing, plus movement, communication with each other, communication with nature, observation of natural phenomena, objects of living and inanimate nature, play, work skills, games with natural material (snow, leaves, water, twigs, sand), hardening.

Dressing, undressing - developing the skills of independence, accuracy, self-affirmation: “I can, I can”, mutual assistance skills: “Can I help you?”, the ability to make a request, the ability to negotiate. All this helps to strengthen the social health of children. Daytime sleep promotes relaxation, rest, preservation, and strengthening of physical and mental health. Invigorating gymnastics is carried out daily after a nap for 5-10 minutes. Her complex includes exercises on cribs for awakening; it is performed only by those children who have woken up at the moment. Since no one has canceled the gradual rise. Getting up with stroking, we agree with the girls what hairstyle we will do, combing the hair also helps to improve the health of the body. Then extensive washing: arms to elbows, face, ears, neck). After the afternoon snack, massage the palms with walnuts, exercises to prevent flat feet, develop correct posture. For preventive purposes, each parent made “magic footprints” with buttons. Children enjoy walking along them in any free time. This track perfectly massages children’s feet, strengthens the muscles and ligaments of the foot, protecting the body as a whole. In addition, we crawl into the collars and reach for our snake icicles suspended from the ceiling. In the fall we reach up to the leaves, in the winter we stretch up, reach for the snowflakes, and in the spring and summer we reach for the Sun! The “Healthy” game series is also one of the health-saving components. Classes are held once a week in the form of group work. I have developed a series of classes on valeological education of preschool children and the formation of ideas about a healthy lifestyle. The introduction of developed activities using non-traditional methods and techniques makes it possible to increase children’s interest in acquiring valeological knowledge and captivate them with the game plot and unusual content. Children easily develop the concept that every person should take care of themselves and their health. “I take care of my health! I will help myself.” The understanding of how to take care of maintaining health is expanding. In the evening, after reading fairy tales, children love to “personify” them and act them out. Our children use puppet theater characters and independently organize role-playing games in which they transform into various fairy-tale characters.

Children also compose fairy tales themselves, because a fairy tale invented by a child, which reveals the essence of the problem, is the basis of fairy tale therapy. Through a fairy tale, you can learn about children’s experiences that they themselves are not really aware of, or are embarrassed to discuss with adults. For the mental health of children, a balance of positive and negative emotions is precisely necessary, ensuring the maintenance of mental balance and life-affirming behavior. Maintaining hygiene throughout the day also helps protect children's health. Factors such as compliance with sanitary and hygienic requirements, personal and public hygiene, ventilation, wet cleaning of premises, adherence to diet, daily routine. The subject-spatial development environment of the physical education corner (jump ropes, dumbbells, skittles, plastic cubes, balls of different sizes, ring throws, massagers, sticks, flags, ribbons, snowballs, collars) is also a means of preserving children’s health, as it contributes to the development of the child’s personality , is the source of his individual knowledge and social experience, provides children with physical activity, and is the basis for their independent motor activity.

Communication with parents in the evening. Children delight their parents with their works of drawing, appliqué, modeling, design, and share their successes. Parental approval is another factor in a child’s emotional health. Information work with parents through folding folders, mobile folders, information stands, parent meetings, consultations, conversations during the morning reception and in the evening is also a health-saving factor.

There are ten golden rules for preserving health: 1. Follow a daily routine! 2. Pay more attention to nutrition! 3. Move more! 4. Sleep in a cool room! 5. Don’t extinguish your anger, let it break out! 6. Constantly engage in intellectual activity! 7. Drive away despondency and blues! 8. React adequately to all manifestations of your body! 9. Try to get as many positive emotions as possible! 10. Wish only the best for yourself and those around you!

We recommend watching:

Consultation for parents “Using self-massage to improve the health of the child’s body”

Development of creative abilities in preschoolers Project in the preparatory group “Why does it rain” Organization of physical activity in young children during a walk in the winter

Card index of health-saving technologies

There are many effective varieties of modern health-saving technologies that should be in the kindergarten teacher’s file cabinet.

Physical education minutes

One of the simplest and most common types of health-saving technologies in preschool educational institutions is physical education minutes. They are also called dynamic pauses. These are short-term breaks in intellectual or practical activity, during which children perform simple physical exercises.

The purpose of such physical education minutes is to:

changing the type of activity;
preventing fatigue;
relieving muscle, nervous and brain tension;
activation of blood circulation;
activation of thinking;
increasing children's interest in the course of the lesson;
creating a positive emotional background.

Carrying out dynamic pauses has some peculiarities. They are designed to be performed in limited space (near a desk or table, in the center of the room, etc.). Most physical education sessions are accompanied by a poetic text or performed to music.

Such dynamic pauses last 1-2 minutes. All children are involved in physical education activities. This does not require sportswear or equipment. The time for the exercise is chosen arbitrarily depending on the degree of fatigue of the children. A physical education session may include individual elements of other health-saving technologies.

Breathing exercises

A study of the work experience of many preschool teachers shows that breathing exercises are among the most popular types of health-saving technologies in preschool educational institutions. It is a system of breathing exercises that are part of a complex of correctional work to strengthen the general health of the child.

Using breathing exercises helps:

improve the functioning of internal organs;
activate cerebral circulation, increase oxygen saturation of the body;
train the breathing apparatus;
prevent respiratory diseases;
increase the body's defense mechanisms;
restore peace of mind, calm down;
develop speech breathing.

During breathing exercises, the following rules must be observed. It is recommended to carry it out in a well-ventilated room and before eating. Such exercises should be daily and last 3-6 minutes. To perform breathing exercises, you do not need any special clothing, but you need to make sure that it does not restrict the child’s movements.

During the exercises, you need to pay special attention to the nature of your inhalations and exhalations. Children should be taught to inhale through the nose (inhalations should be short and light) and exhale through the mouth (exhalation should be long). Breathing exercises also include breath-holding exercises. It is important that children do not tense their body muscles or move their shoulders when performing exercises to develop speech breathing.

Finger gymnastics

Finger gymnastics is a type of health-saving technology that is used not only to develop fine motor skills of the hands (which is important for preparing a child for drawing, modeling and writing), but also to solve problems with speech development in children. In addition, such gymnastics promotes the development of:

tactile sensations;
coordination of movements of fingers and hands;
creative abilities of preschool children.

Finger gymnastics is carried out in the form of staging poetic texts using the fingers. This is almost the first type of gymnastics that can be performed with children. During finger gymnastics, children make active and passive movements with their fingers. The following types of exercises are used:

massage;
actions with objects or materials;
finger games.

It is recommended to do finger exercises daily. During its implementation, you need to ensure that the load on both hands is the same. In addition, it is necessary to remember that each session of finger gymnastics should end with relaxation exercises. Such classes can be carried out collectively, in groups or individually with each child.

Gymnastics for the eyes

Also, health-saving technologies in preschool educational institutions include eye gymnastics. It involves conducting a system of exercises aimed at correcting and preventing visual impairment. Eye exercises are necessary for:

relieve tension;
fatigue prevention;
eye muscle training;
strengthening the ocular apparatus.

To perform such gymnastics, 2-4 minutes are enough. The main rule of this gymnastics is that only the eyes should move, and the head remains motionless (except for cases where head tilts are provided). All exercises must be done standing.

Usually the teacher shows a sample of each action, and the children repeat after him. Often such gymnastics has poetic accompaniment. It may include exercises with objects, special tables or ICT.

Psycho-gymnastics

Psycho-gymnastics refers to innovative health-saving technologies that are used in kindergarten to develop the emotional sphere of the child and strengthen his mental health. The purpose of psychogymnastics is the following:

conducting psychophysical relaxation;
development of cognitive mental processes;
normalization of the condition in children with neuroses or neuropsychic disorders;
correction of deviations in behavior or character.

Psychogysnastics is a course of 20 special classes, which are conducted in a playful way. They are organized twice a week and last from 25 to 90 minutes. Each lesson consists of four stages that involve acting out:

sketches using facial expressions and pantomime;
sketches to depict emotions or character traits;
sketches with a psychotherapeutic orientation.

The session ends with psychomuscular training. During the lesson, there is a “minute of mischief”, when children can perform any actions they want.

Rhythmoplasty

Rhythmoplasty is an innovative method of working with children, which is based on them performing special plastic movements that have a healing nature to the music. The purpose of rhythmoplasty:

replenishment of “motor deficit”;
development of the motor sphere of children;
strengthening the muscle corset;
improvement of cognitive processes;
formation of aesthetic concepts.

Rhythmoplasty is organized in the form of special music classes. Physical exercises should be performed at a slow pace with a wide amplitude. These classes should be done twice a week for 30 minutes each. It is recommended to do rhythmoplasty no earlier than half an hour after eating.

Play therapy

The Federal State Educational Standard states that the leading activity for preschoolers is play. Therefore, play therapy should be a mandatory type of health-saving technologies in preschool educational institutions. This technology involves involving children in participating in a variety of games, during which they will have the opportunity to:

show emotions, experiences, imagination;
express yourself;
relieve psycho-emotional stress;
get rid of fears;
become more confident in yourself.

Play therapy is considered an excellent tool for combating childhood neuroses.

Aromatherapy

Aromatherapy involves using special items containing essential oils in the room where children are. It can be called a passive method of influencing the health of preschool children, since the children themselves do not have to perform any actions. They can engage in any type of activity and at the same time inhale aromatic vapors. This is how it happens:

improving the well-being and mood of children;
prevention of colds;
solving sleep problems.

Essential oils can be applied to figurines made of clay or untreated wood (the dose of the aromatic substance should be minimal). It is also recommended to make special aromatic pillows with your parents, filling them with dried herbs, or individual aroma medallions.

In addition to the described health-saving technologies, other types of technologies can be used in preschool educational institutions:

herbal medicine;
color therapy;
music therapy;
vitamin therapy;
physiotherapy;
heliotherapy;
sand therapy.

The essence of such technologies is clear based on their names. The ultimate goal of using health-saving technologies in kindergarten according to the Federal State Educational Standard is to preserve and strengthen the health of children, which serves as a prerequisite for increasing the effectiveness of the educational process. Only a healthy child can become a good student and a successful person.

Innovative approaches to health conservation in preschool educational institutions

Innovative project: “Innovative approaches to health conservation and health enrichment of children and adults in the educational space of a preschool educational organization”

An innovative educational project was developed as part of the implementation of the Development Program of the municipal budgetary preschool educational institution “Kindergarten No. 10” in the city of Zima, Irkutsk region.
Developers of the innovative project: Team of authors - head of MBDOU "Kindergarten No. 10" E.Yu. Komarova; Deputy Head for Educational and Methodological Work O.N. Kara; teacher - speech therapist E.M. Malyuchenko Relevance of an innovative project in the system of regional and municipal education. The health of the nation is one of the most pressing problems of modern society. The problem of optimizing the health and physical development of children in preschool educational institutions in modern socio-economic conditions of social development is such that a serious issue is the unsatisfactory state of health and physical development of a significant part of preschool children. Children's health indicators require effective measures to improve their health; many children need special technologies for physical development, which must take into account the entire complex of somatic, physical and intellectual problems. Preschool age is decisive in the formation of the foundation of physical and mental health. After all, it is up to the age of seven that intensive development of organs and the formation of functional systems of the body occurs, the main personality traits are laid, and character is formed. It is well known that health is determined by numerous internal and external factors and is characterized as a state of the body in which the absence of disease is combined with the physical, mental and social well-being of a person. As evidenced by most scientific studies, environmental factors are of primary importance in shaping a child’s health. Therefore, it is so important to create all the necessary sanitary-hygienic and psychological-pedagogical conditions in preschool educational institutions, because only a healthy child can successfully assimilate everything that is taught to him, cope with the demands placed on him, be active, efficient, and develop normally. This obliges preschool institutions to consider strengthening the health of children and preventing possible deviations in their development as a priority in their work. In the Federal Law “On Education,” one of the formulated principles of state policy in the field of education assumes “the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual.” The process of developing children's health is a difficult process, consisting of a huge number of parts and links. It intersects medical, psychological, pedagogical and social aspects. Pedagogical assistance in ensuring parity of education and health of children in the educational process involves identifying external and internal reserves for the health of preschoolers, creating conditions for the implementation of these reserves in the process of children acquiring the level of education. In recent years, research has been quite active on the problem of preserving the health of children. Particular attention is paid to this issue in the scientific works of doctors: physiologists and hygienists L.P. Bannikova, N.N. Danilova, A.A. Minha, N.I. Obreimova, L.E. Panina, R.S. Tulinskaya. N.A. Fomina. An important role is played by the research of scientists in the field of valeology I.I. Brekhman, G.K. Zaitseva, V.V. Kolbanova, M.G. Kolesnikova, T.V. Kruzhilina, N.I. Kuindzhi, T.F. Orekhovoy. L.G. Tatarnikova, as well as research on the development of health-saving technologies in education (B.B. Egorov, Yu.F. Zmanovsky, V.T. Kudryavtsev, T.A. Tarasova, L.S. Vlasova, etc.). In this regard, we can say that education has been presented with the largest social order, aimed at finding ways to preserve the Russian ethnic group, its health, its labor, reproductive, valeological sufficiency and, as a consequence, promoting health problems among the priority tasks of preschool education. Therefore, a preschool institution faces the question of improving work on implementing the principle of health-saving educational activities in the process of designing the content of preschool education. The implementation of the principles of health conservation in the organization of educational activities with preschool children raises the need to revise the content component of educational programs of preschool educational institutions. In order to meet the developmental needs of preschool children based on taking into account their potential capabilities and characteristics, there is a need to develop variability in the content of OOP CE, AOOP CE (in terms of the program formed by participants in educational relations). At the preschool level, it is necessary to work on systematically updating the content of education based on monitoring the developmental characteristics of children's audiences and parents' demand for educational services. Updating the content component of the program, based on the principle of individualization, leads to the emergence of systemic changes in the organizational aspects of activity (changes in the spatial subject-development environment, development of material and technical equipment and methodological support). Thus, it has become necessary to study modern innovative methods for strengthening and preserving children's health, and to specifically build a correctional and educational process that promotes the integration of children with disabilities. There is a need to increase competence in matters of physical development and health of children, including those with disabilities, to improve and update the developmental subject-spatial environment. Characteristics of an innovative project Structural components of an innovative project Regulatory and legal support for an innovative project - The legal documents for the development of an innovative project are the following documents at the federal, regional and municipal levels: The Constitution of the Russian Federation; National Doctrine of Education of the Russian Federation until 2025 (approved by Decree of the Government of the Russian Federation of October 4, 2000 No. 751); The concept of long-term socio-economic development of the Russian Federation for the period until 2020 (approved by Decree of the Government of the Russian Federation of February 17, 2008 No. 1662-r); State program of the Russian Federation “Development of Education” for 2013-2020 (approved by Order of the Government of the Russian Federation dated May 15, 2013 No. 792-r); Federal Target Program for the Development of Education for 2016-2020 (approved by Decree of the Government of the Russian Federation of May 23, 2015 No. 497); Law of the Russian Federation “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ; State program “Accessible Environment” for 2011 – 2021; Professional standard Teacher (teacher, educator), approved by Decree of the Government of the Russian Federation of October 18, 2013 No. 544n; The concept of socio-economic development of the Ziminsk city municipality until 2020 (approved by the decision of the Duma of ZGMO dated January 27, 2011 No. 155); Municipal program of the Ziminsk city municipality “Development of Education” for 2016-2018 (approved by the Decree of the ZGMO administration dated August 28, 2015 No. 1566). Characteristics of the focus of an innovative project - An innovative project has an integrated focus: educational, educational and developmental. The educational focus of the project is reflected in the improvement of the content of the educational program for preschool education (the main educational program of preschool education). The educational focus of the project is reflected in the improvement and development of the health-preserving educational environment of preschool educational institutions, the creation of conditions for the transformation of health-preserving values in the tradition of family education. The developmental focus of the project is focused on creating conditions at preschool educational institutions for the development of additional education for children through physical education and children's sports.

Characteristics of the basic concepts used in the innovation project -

As part of the innovation project, we proceed from the following definitions of concepts. Health – we consider it as a complex category, characterized by experiencing a state of physical, mental, social and moral well-being (in the WHO interpretation). The main components of health: 1. physical – the level of growth and development of organs and systems of the body; 2. mental – state of the mental sphere, mental comfort; 3. social – adaptation to the social environment, socialization of the individual taking into account age; 4. moral – a complex of characteristics of the motivational and need-informative spheres of life. Health-saving technologies - we consider them as a system of measures that include the interrelation and interaction of all factors of the educational environment aimed at preserving the health of the child at all stages of his learning and development. Health-saving educational technologies are a set of forms and methods for organizing the education of children without compromising their health, as a qualitative characteristic of any educational technology based on the criterion of its impact on the health of the child and the teacher (in the interpretation of N.K. Smirnov). Socialization is a two-way process, which includes, on the one hand, the individual’s assimilation of social experience by entering the social environment, a system of social connections; on the other hand, the process of active reproduction by an individual of a system of social connections due to his active activity, active inclusion in the social environment / G.M. Andreeva/. Adaptation to society is a person’s entry into the social environment and his adaptation to cultural, psychological and social factors. The most important microsociety, besides the family, is a preschool educational institution, which includes various spheres of children’s activities: communication in a children’s group, educational, play, motor, and labor spheres. The development of children in preschool settings occurs through the integration of the activities of preschool specialists and external educational structures through the organization of additional services.

Conceptual foundations of an innovation project

• recognition of the intrinsic value of childhood as an important stage in the life of a growing person, conceptual ideas about the interdependence of the processes of formation of children's health and ensuring their successful socialization and adaptation to society / V.P. Lebedev, V.A. Orlov, V.A. Yasvin, G.M. Andreeva/; • reliance on comprehensive humanities and natural sciences studies of child mental development and mental health in the context of cause and effect /I. Dubrovina/, definition of health as an educational product / V.A. Orlov, V.I. Panov/; • taking into account humanistic ideas /A. Maslow / on mental health as a pursuit of humanistic values; • reliance on the psychophysiological foundations of organizing educational activities, introduction of the principles of psychodidactics / V.I. Panova, E.D. Dzyatkovskaya, A.V. Simenovich, Yu.V. Mikaze/.

Relevance of the implementation of an innovative project at the preschool level According to monitoring of somatic health, physical development and physical fitness of preschool students. According to the results of a medical examination of pupils, health group I predominates, both in girls and boys. Girls 74%, boys 61%. With health group II there are 26% girls, 37% boys, there is one child with health group III 2%. When assessing physical development, it can be noted that in general, girls and boys have an average-normal level of development. Girls with an average-normal level of physical development make up 73%; a high level of physical development is represented in 16% of girls. Boys with an average-normal level of physical development account for 77%; a high level of physical development was found in 17% of boys. The level of physical fitness of children (according to diagnostic data of preschool educational institution graduates) ranges from 75-80% based on average indicators over 3 years. According to monitoring of psychological maturity, indicators of adaptation and socialization of preschool children. According to the data of a psychological and pedagogical examination, the following dynamics are observed in the dynamics from younger, middle and older ages. In early preschool age, during the period of children’s adaptation to kindergarten, normative indicators of psychological maturity are no more than 35%. These children demonstrate the difficulties of the formed group of children, the difficulties of entering into a social community with peers. In middle age, the indicator of psychological maturity increases by 10-15%. The main difficulties of children are manifested in immaturity of speech activity and a decrease in indicators of emotional intelligence. In older preschool age, the greatest progress in the development of the child is observed. Children showing indicators of psychological immaturity, difficulties in adaptation and socialization range from 5 to 15%. Most of the difficulties of these children are associated with immaturity of cognitive processes. According to monitoring data on the formation of the health-preserving position of teaching staff of preschool educational institutions. Indicators of the formation of the health-preserving position of teaching staff are characterized by a stable interest in the problem of preserving and strengthening the health of children as an educational result. At the same time, as the main difficulties, teaching staff note the problem of choosing effective methods and techniques that ensure the implementation of health-saving technologies at the preschool level. According to monitoring data on the development of the health-saving position of parents of preschoolers: Parents of preschoolers note the value of their own children’s health as the highest. At the same time, 70% of parents have not developed health-preserving competence, which is reflected in the paucity of knowledge of the rules for preserving and strengthening the health of children, poor orientation of the normative indicators of the psychophysiological development of children, and the lack of skills and experience in organizing a health-preserving space in the context of family education.

Contents of the innovation project

The educational project provides for the implementation of a series of interrelated educational, educational and developmental activities. A system of measures to implement the principle of health-saving educational activities in the process of designing the content of preschool education. In the context of this direction, the work of the teaching staff is envisaged to improve the content and system for assessing the quality of implementation of educational educational programs and educational institutions in the part formed by participants in educational relations from the position of strengthening the health-preserving and health-forming position. The development and implementation of a partial educational module “Healthy Children” is envisaged. As part of the development of this educational module, preschool children will be given the opportunity to master basic skills of self-regulation of functional states (fear, anxiety, decreased performance), skills in maintaining a healthy lifestyle and safe behavior in kindergarten and at home. For children with disabilities, as part of the implementation of AOOP preschool education, the introduction of a partial module “Rhythmoplasty” is provided. Introduction of health-saving technologies into the educational process with preschool children: 1) technologies for preserving and stimulating health: stretching, rhythmoplasty, dynamic pauses, outdoor and sports games, relaxation, aesthetic technologies, finger gymnastics, eye gymnastics, breathing gymnastics, invigorating gymnastics, corrective gymnastics, orthopedic gymnastics; 2) technologies for teaching a healthy lifestyle: physical education, problem-based games (game training and game therapy), communicative games, classes from the “Health” series, self-massage, acupressure self-massage, biofeedback (BF); 3) correctional technologies: art therapy, musical influence technologies, fairy tale therapy, color influence technologies, behavior correction technologies, psycho-gymnastics, phonetic and speech therapy rhythms. The system of educational activities is focused on the formation of health-preserving competence among all participants in educational relations. Working with children provides for the development and implementation of health-saving daily routines based on individual and group diagnostics of functional capabilities and performance indicators. Creation of PPRS of various functional orientations (relaxation zones, active activity zones, work zones, play spaces for various physical activities). In working with teaching staff, the implementation of the “School of Teacher Health” program. The goal is to form a conscious attitude towards the value of one’s health and the value of children’s health. Formation of skills and experience in maintaining and promoting health through accessible means. In working with parents of pupils, the implementation of the “Healthy Child in the Family” program on the basis of preschool educational institutions. The goal is to form a conscious attitude towards the value of one’s health and, as a consequence, ensuring the value of the health of one’s children. Formation of skills and experience in maintaining and promoting health through accessible means. A system of developmental activities. Creating conditions for the implementation of additional education programs for children through physical education and children's sports. Seasonal additional education programs: winter sports (elements of winter sports - snowboarding, skiing, figure skating, hockey, luge), summer sports (elements of summer sports - football, handball, athletics, cycling, tennis ).

Expected results of the innovative project 1) positive dynamics of health indicators of preschool children, a decrease in morbidity, an increase in indicators of adaptation and socialization of students in accordance with age characteristics; 2) development of variability in the content, forms, methods, means, technologies for organizing the educational activities of preschool children (the presence of variable educational models of health-saving orientation within the framework of basic general preschool education, additional education programs for different categories of children, intensification of basic education, introduction of variable health-saving technologies with taking into account the psychophysiological capabilities of children); 2) increasing the number of children (including children with disabilities) included in the development of additional education programs of various types, taking into account the needs, interests and capabilities of children; 3) improving the quality of children’s readiness for school (including children with disabilities); 4) development of network forms for the implementation of educational programs, with the involvement of educational, public organizations, cultural and sports organizations, healthcare, representatives of various business areas; 5) increasing the level of professional competence and professional qualifications of teaching staff; 6) increasing the number of teachers involved in the implementation of innovative activities of preschool educational institutions, including participation in professional competitions, generalization of experience in teaching activities; 7) satisfaction of participants in educational relations with the quality of preschool education; compliance of the professional activities of teaching staff with the requirements of the professional standard. 9) increasing the level of health-preserving competence of parents in matters of upbringing and development of children