Consultation for educators “Organization of motor mode in preschool educational institutions”

In the morning and evening before routine activities, during a walk

MOTOR MODE MODEL

2nd junior group

Motor mode	Algorithm	Duration	Note
Morning exercises	daily	5-6 min	Number of outdoor switchgear: 3-4 (repeats 4-5 times) The complex lasts for 2 weeks. Forms of conducting classes: traditional, game, plot-game
Musical activity	2 times per week	15 minutes.
Physical education lesson	3 times a week	15 minutes introductory hour – 1-2 min main part - 11-13 min Read also:  The world around us, 2nd grade: observations of changes in nature in autumn concludes part - 1-2 min.	Number of outdoor switchgear: 4-5 (repetitions 4-5 times), Number of O.D.: 2-3 (one new), Forms of conducting classes: traditional, game, based on a single game plot
Physical education minute	daily	1-3 min	Complexes are selected taking into account the nature of previous classes.
Outdoor games during walks, during special moments	daily	10 -15 min	2-3 games of different mobility
1 time per week	According to the program and time of year
1 time per week	15 minutes	according to the plan of educational work
Development of movements while walking and during routine moments	daily	10-15 min	based on the results of physical education classes, by health group
Physical education	15-20 min	Last week of the month
Health Week	1 time per year: February	2nd week of the month
Health Day	1 time per month	During the day	1st week of the month
Active motor rise	daily	5-10 min	After sleep
Breathing exercises	daily	1-2 exercises at a time

In the morning and evening before routine activities, during a walk

MOTOR MODE MODEL

preparatory group

Motor mode	Algorithm	Duration	Note
Morning exercises	daily	10-12 min	Number of outdoor switchgear: 8-10 (repeats 5-6 times) The complex is compiled for 2 weeks. Forms of conducting classes: traditional, game, plot-game
Musical activity	2 times per week
Physical education lesson	3 times a week	30 min intro.h – 3-5 min. Main part – 21-26 m. Conclusion h. – 3-4 min.	Number of outdoor switchgear: 4-5 (repetitions 4-5 times), Number of O.D.: 2-3 (one new), Forms of conducting classes: traditional, game, based on a single game plot
Physical education minute	Of necessity	1-3 min	Complexes are selected taking into account the nature of previous classes.
Outdoor games during walks, during special moments	daily	10 -15 min	2-3 games of different mobility
1 time per week	According to the program and time of year
1 time per week	15 minutes	According to the plan of educational work
Development of movements while walking and during routine moments	daily	10-15 min	based on the results of physical education classes, by health group
Physical education	1 time per week	40 min.	2nd week of the month
Health Week	2 times per year: February	2nd week of the month
Health Day	daily	15 minutes	1st week of the month
Active motor rise	daily	15 minutes	After sleep
Breathing exercises	daily	1-2 exercise	It is used during morning and invigorating exercises after sleep, physical education classes, and in individual work with children.
Ind. slave. with children on movement development	daily	5-10 min

Article “Forms of organizing work on physical education in kindergarten”

Article: “Forms of organizing work on physical education in kindergarten”

In the system of physical education in preschool institutions, the following main organizational forms of children’s motor activity are used:

• academic work – physical education classes;
• physical education and health work in the daily routine - morning hygienic gymnastics, outdoor games and physical exercises on walks (morning and evening), a physical education minute;
• active recreation - physical education leisure, physical education holidays, walking tours, excursions, walks along the route (simple tourism), health days;
• independent motor activity of children;
• working with family

The main type of educational work is physical education classes. The number and duration of physical education classes per week are different for children of early age, junior preschool, middle and senior children. This is due to the developmental characteristics of children, the degree of their physical fitness and independence, and depends on the distribution of the total budget time in the daily routine.

Starting from the second junior group, three classes per week are planned. Their duration in the junior group is at least 15 minutes, in the middle group - at least 20 minutes, in the senior group - at least 25 minutes, in the preparatory group - 30 minutes. If children have sportswear and there are no medical contraindications, one of the three physical education classes in the senior and preparatory groups should be held outdoors year-round. For regions of the middle zone in the winter season, physical education classes on the site, as well as walking for children 5–7 years old, are not carried out at air temperatures below –20°C and wind speeds of more than 15 m/sec. In the warm season, under favorable weather conditions, it is recommended to conduct the maximum number of activities outdoors. There are various options for conducting physical education classes:

• traditional classes;
• classes consisting of a set of outdoor games of high, medium and low intensity;
• classes – training in basic types of movements;
• Rhythmic gymnastics;
• classes-competitions, where children identify the winners during various relay races of two teams;
• test classes, during which children pass physical education standards;
• story-based activities, etc.

Physical education and health work includes morning exercises, outdoor games and physical exercises on walks (morning and evening), and a physical education minute. Morning exercise helps to awaken the child’s body, moderately affects the muscular system, activates the activity of the cardiovascular, respiratory and other body systems, stimulates the work of internal organs and sensory organs, promotes the formation of correct posture, good gait, and prevents the occurrence of flat feet. Morning exercises are valuable because children develop the habit and need to do physical exercise every day in the morning. In addition, it provides an organized start to the day in kindergarten and makes it possible to switch children’s attention to joint forms of activity. The duration of morning exercises in the 1st junior group is 4-5 minutes, in the 2nd junior group - 5-6 minutes, in the middle group - 6-8 minutes, in the senior group - 8-10 minutes, in the preparatory group - 10-12 minutes. The optimal place for morning exercises in the warm season is the group's playgrounds, and in the cold season - the group room. Depending on the ambient temperature, children exercise in lightweight clothing or panties. In the health complex of morning exercises, in addition to general developmental exercises. They include breathing exercises and special exercises to strengthen the muscles of the back and foot. Health jogging of varying intensity for 3 minutes. Particular attention is paid to improving the functions of external respiration, for which children are taught to combine movement with inhalation and exhalation, include so-called “breathing exercises” with the pronunciation of sounds and syllables, and pay attention to the formation of correct nasal breathing. Children's stay in the fresh air is of great importance for physical development. Walking is the first and most accessible means of hardening a child’s body. It helps to increase its endurance and resistance to adverse environmental influences, especially colds. During the walk, children play and move a lot. Movement increases metabolism, blood circulation, gas exchange, and improves appetite. Children learn to overcome various obstacles, become more agile, dexterous, courageous, and resilient. They develop motor skills and abilities, strengthen the muscular system, and increase vitality. Properly organized and thoughtful walks help to achieve the goals of the comprehensive development of children. Children are allowed to spend up to four hours a day outdoors. In summer this time increases significantly. The daily routine of the kindergarten includes a daytime walk after classes and an evening walk after afternoon tea. The time allotted for walking must be strictly observed. On the site there are places for outdoor games and the development of children's movements: climbing fences (triangular, tetrahedral and hexagonal), a log for balance exercises, a slide, equipment for jumping and throwing exercises. All this should have an attractive appearance, be durable, well processed, secured and appropriate for the age of the children. Planning the content of children's activities during a walk depends on the time of year, weather, previous activities, interests and age. An important component of organized physical activity is outdoor games played during a walk in the first half of the day. To achieve an optimal training effect, use high-intensity outdoor games, sports games, competition games, relay races or running at an increasing pace for 3–5 minutes, depending on age (1–2 games or jogging, alternating them with periods of independent activity). In the summer, outdoor play is supplemented with elements of hardening (playing with water). They develop basic movements, relieve mental stress from classes, and develop moral qualities. An outdoor game can be played at the beginning of a walk if the activities involved children sitting for a long time. If they go for a walk after a music or physical education lesson, then the game can be played in the middle of the walk or half an hour before it ends. The choice of game depends on the time of year, weather, air temperature. On cold days, it is advisable to start your walk with games of greater mobility associated with running, throwing, and jumping. Fun and exciting games help children cope better with cold weather. In damp, rainy weather (especially in spring and autumn), sedentary games that do not require a lot of space should be organized. Games with jumping, running, throwing, and balance exercises should also be carried out on warm spring, summer days and early autumn. During walks, plotless folk games with objects can be widely used, and in older groups - elements of sports games: volleyball, basketball, gorodki, badminton, table tennis, football, hockey. In addition to outdoor games and individual exercises in basic movements, sports activities (exercises) are also organized during the walk. During the walk, the teacher makes sure that all the children are busy, not bored, and that no one gets cold or overheated. He attracts very active children to participate in calmer games. About half an hour before the end of the walk, the teacher organizes quiet games. The right combination of different types of daily physical exercise and outdoor games helps to ensure rational motor activity for children. Mastering the program material in the classroom is the basis for all physical education and health activities and children’s independent exercises and games.

When planning morning exercises, physical exercises and games during a walk, as well as a physical education minute, it is important to coordinate their content with the educational material of the classes, take into account the nature of children’s activities in different parts of the day, ensure variability in performing exercises in non-standard conditions in order to improve motor skills and development motor qualities.

Planning the content of active recreation for preschoolers is based on the following requirements:

• it should be based on the use of sufficiently acquired material by children;
• satisfy their interests, help maintain a good mood, bring joy to children;
• give each child the opportunity to demonstrate their abilities and ability to act together in a group of peers;
• involve children in competitive activities;
• encourage independence and creative use of acquired knowledge, skills and abilities.

Active recreation for preschoolers consists of physical education leisure, physical education holidays, walking tours, excursions, walks along the route (simple tourism) and a health day.

Physical education is one of the types of active recreation - it is recommended to do it 1-2 times a month. The duration of physical education is 20–45 minutes (depending on the age of the children). During physical education, it is necessary to develop in children the ability to creatively use their motor experience in conditions of emotional communication with peers, to teach them to take initiative in a variety of activities. It is important to select the material so that each child uses his or her motor experience, shows creativity, and is able to overcome obstacles. During physical education, children participate in interesting, exciting games, amusements, attractions, compete in agility, speed, strength, endurance, dance, solve riddles, and sing. When spending leisure time, we must strive to create an atmosphere of friendliness, fun, genuine joy, an environment in which children would carry out tasks at ease and with pleasure. When selecting tasks, it is very important to take into account the individual characteristics and preparedness of individual students. Children with weaker motor skills should be offered tasks that are accessible and appropriate to their abilities. It is important that all children actively participate in games and exercises. You should prepare for leisure activities in advance: select content, draw up a program, think through the organization.

In the warm season, it is advisable to organize walking walks, excursions, walks along the route (simple tourism). Walks along the route and excursions are organized 1–2 times a week to a park or forested area. During them, the suitability of shoes and clothing for the weather is monitored; in sunny weather, Panama hats are required. The duration of walks or excursions for children of senior preschool age does not exceed 30 - 40 minutes one way. The length of the path for 6 - 7 year old children is no more than 1.5 - 2.0 km one way, for children 4 - 5 years old - no more than 1.0 - 1.5 km. After every 10 - 15 minutes of travel, rest stops lasting 5 minutes are arranged. Upon arrival at the park, children are given physical education aids (balls, jump ropes, hoops) for active activities. Available materials are also used. In addition, outdoor games are played with children. Before returning, a transition is made to quieter activities. Excursions are organized with the aim of observing the surrounding nature. Based on the solution of educational tasks, excursions are repeated to the same places. At the final point there is a break for 20-30 minutes. During the rest, the necessary observations of wildlife, conversations, didactic games are carried out; children, together with the teacher, collect certain types of plants. When organizing walks along the route or excursions, the teacher is provided with drinking bottled water for children, disposable cups and a first aid kit.

Physical education holidays are a unique form of showing children’s achievements in various types of movements, in the manifestation of such qualities as agility, speed, spatial orientation, initiative, perseverance, resourcefulness, and courage. Physical education holidays for preschoolers can take place in the form of competitions between groups, interspersed with fun games, dances, songs, guessing riddles, and attractions. Participation in holidays unites children and adults with common experiences, causes high spirits, and remains in the memory for a long time. It is advisable to organize physical education holidays in kindergarten at least 2 times during the year: in the middle of the year - a winter holiday (it is usually associated with farewell to winter); The summer holiday can be held during the period when children leave school or coincide with Sportsman's Day or Children's Day. Physical education celebrations should be organized outdoors and only in some cases - in a gym or swimming pool. The duration of the holiday should not exceed one and a half hours. The content of the holiday program depends on the season of the year, on the conditions in which it will be held, as well as on the preparedness of the children, on the creativity and imagination of the adults taking part in the preparation. The winter holiday program should include physical exercises and games typical of winter conditions (sledding, ice sledding, elements of hockey, relay races on ice, snow, etc.). The summer holiday includes various fun games, competitions in running, jumping, throwing, riding bicycles, scooters, roller skates; exercises with balls, jump ropes and other objects; elements of sports games (basketball, football, badminton), relay races, fun attractions (sack running, tug of war, etc.). The scenario of a physical education holiday should be thought out and drawn up in advance. It provides for such an alternation of varied material that will provide sufficient physical and emotional stress in accordance with the age capabilities and preparedness of the children. Preparation for a physical education holiday, like any other, should be carried out in the process of all work with children. Games, exercises, and various formations are learned gradually during physical education classes, during walks, and repeated during morning exercises. However, some games and attractions may be included in the holiday program without prior familiarization with them, as a surprise moment. At the same time, you should strive to ensure that the movements on which these games are based are relatively easy to perform. For example, holding with a small group of children such games-attractions as “Who will change clothes sooner?”, “Running in sacks”, “Who will be sooner?” (running in large galoshes with an umbrella) brings excitement, brings joy and pleasure not only to their participants, but to everyone present at the holiday. In preparation for the holiday, a leader from adults (teachers, parents) is appointed, the order of participation of different groups, teams of children, as well as adults is thought out. The host should strive to ensure that the celebration is lively and interesting. It supports the activity of all children and the emotional atmosphere.

Older preschoolers find simple team competitions accessible and interesting. It is important to teach them to empathize with each other’s successes and failures, and to maintain good relationships with their comrades. You should think about ways to encourage children in advance. Collective rewards are the most educationally appropriate. They help unite children and instill in them a sense of friendship and collectivism. Children should actively participate in preparation for physical education holidays. They, together with teachers and parents, can prepare various crafts to decorate the site, the hall where the holiday will be held, clear the site, fill the skating rink, ice paths, slide, help adults prepare costumes for individual characters, arrange various aids, etc.

The children's life regimen, as a form of physical education and health work, includes Health Day. It is recommended to conduct it at least once a quarter. On this day, all educational classes are canceled, the daily routine is filled with active physical activity of children, independent games, and musical entertainment. In the warm season, children’s entire lives are exposed to the open air; in the cold season, preschoolers’ stay in the open air is extended as much as possible. On Health Day, simple hiking trips are organized, walks outside the kindergarten site: to the stadium, to the park, to the forest, to the meadow, to the river, lake, to the seashore, etc. During hiking, it is most advisable to move in one direction for 30 – 40 minutes. The total duration of the hike should not exceed 2 - 2.5 hours. At the rest stop, in accordance with the purpose of the hike, either active recreation is organized (games and exercises in natural conditions, sunbathing, swimming, fun games), or children are introduced to significant places, events, with famous people of their hometown, village, town, with representatives of different professions, etc. A teacher with his assistants (at least two adults: nanny, nurse, head of a kindergarten, one of the parents, older sisters and brothers) think through the route and content of the hike in advance, prepare, together with the children, the necessary equipment (backpacks, baskets, an emergency medical aid package, a flask with drink, etc.), appropriate clothing, shoes, hats - preferably bright, of the same color for the entire group, so that it is easy to distinguish our own, emblems, distinctive flags for those on duty, ensuring the safety of crossing streets and roads. It is advisable to conduct the hike in the form of an exciting thematic game, one of the objectives of which is to develop self-organization skills, qualities such as discipline, friendliness, and a sense of camaraderie. On Health Day, it is advisable to organize simple competitions (for example, “The most dexterous, the fastest”, “We are great - we are hardy”, “Fun gymnastics”, “Let's play with mom (dad, grandparents)”, “Meet our friends - students neighboring kindergarten, schoolchildren, young athletes, chefs"). Competitions must be carefully organized and ensure objective and fair judging. Using the example of improving results in agility, endurance, strength, speed and technique of movements of various types, the role of systematic repetition of exercises and the importance of such qualities as perseverance and perseverance should be shown and explained to children. Despite the game form of competitions, preschoolers are taught to take them seriously and responsibly, and to fully and meaningfully demonstrate physical and volitional efforts. All of the above types of work with children are organized by a methodologist, teacher and physical education instructor. We should not forget that, despite the high effectiveness of the above measures, children’s independent motor activity remains one of the most important elements of the daily routine. This type of activity is carried out during the entire time the child is in the preschool, but to a greater extent it is carried out in the second half of the day.

To ensure sufficient physical activity of children, equipment for sports grounds, physical education aids in the areas, bicycles, scooters, roller skates, balls, jump ropes, games such as serso, skittles, ring throw, and small towns are widely used. One of the main activities of preschool children during a walk is role-playing play, as well as games of “horses”, “hide and seek”, “blind man’s buff”, “catch up”, all kinds of ball games - “stander”, “catch the ball”, football, volleyball.

During the daily routine, at least 3.5–4 hours per day are allocated for active physical activity. With independent motor activity, children largely regulate their physical activity themselves, replacing more intense movements with less intense ones and making pauses. The nature of these activities depends on the individual data, preparedness, capabilities and interests of the children. However, the teacher closely monitors the condition of the children, providing individual guidance to their activities. He offers some children to rest, preventing them from becoming overheated and tired; those who are sedentary, on the contrary, are encouraged to move. The teacher helps children with a low level of physical fitness in mastering complex movements, instilling in them confidence in their abilities, and, if necessary, offering his help in difficult moments for them. Children's activities are increasingly filled with games and exercises that require intense movement, dexterity, speed, independent choice of method of action, certain volitional efforts, courage, and resourcefulness.

Active physical activity is most advisable during walks both in the morning and in the evening. The teacher makes sure that during the walk the children play different games: outdoor games, construction games, role-playing games, so that they participate in sports games. To develop independent motor activity, it is necessary to have a sufficient number of jump ropes, balls, hoops, etc. Certain places are allocated for exercises with these objects so that children do not interfere with each other.

The movements that preschoolers use in independent activities become much more varied and complex: running with catching and dodging, throwing, climbing, and jumping are included. In the morning, before breakfast, there are games based on the interests of the children. Among them, there are also independent outdoor games of small children's groups. Often these games are full of very intense movements. A good way to organize children and introduce them to a normal rhythm is to prepare for and participate in morning exercises. In the morning, it is convenient for the teacher to pay attention to students who are lagging behind in their movements. Taking into account their individual characteristics, he plays ball with some of them, shows others how to jump rope, etc.

In the older group, children can already independently organize outdoor games that are well known to them (“Traps”, “At the Bear’s Forest”), exercises and sports games (basketball, football, badminton). The teacher invites children to independently unite in small groups for active play based on their interests, helps them choose a leader, reminds them of the rules, encourages the continuation of the game they have started, and encourages calm, shy students to participate in it. It is necessary to take care of the appropriate change of different types of activities, the activation of some children and the removal of excessive excitement in others. The teacher combines the guidance of all types of motor activity of children with the formation of their moral and volitional qualities, positive forms of relationships, speech development, mental and aesthetic education.

Parents’ attitude towards physical education and their children’s passion for outdoor games and exercises influences the formation of children’s interests and hobbies. The teacher should constantly remind parents of this, encouraging them to do morning exercises, games and exercises together with their children. The content of parents' activities with children largely depends on their common interests, desire to engage in certain outdoor and sports games and exercises, and participate in certain competitions. However, parents should not be guided only by the desires of their children or their own. It is necessary to explain to them the meaning and benefits of exercises that children do not like, and to advise children to engage in those exercises that are worse based on their developmental characteristics. The teacher gives advice on the dosage of exercises, taking into account the individual developmental characteristics of the pupils, emphasizing that it is necessary to take into account the child’s well-being. Parents should not strive for loads significantly exceeding those indicated in the program. It is important that the child’s fitness increases gradually. To prevent a child from becoming overtired from active physical activity, parents should monitor his or her well-being (sleep, appetite, heart rate, desire to exercise). Lethargy, irritability, poor appetite, restless sleep, weakness, dizziness are symptoms of excessive physical activity. When they appear, the load needs to be reduced. At the same time, it must be borne in mind that the training effect is only achieved by those activities in which children experience some fatigue, where they have to demonstrate certain volitional efforts and perseverance.

Successful solution of the problems of physical education is possible only with an individual approach to children, in the interconnected work of the preschool institution and the family. Physical education classes at home are a form of individual work between parents and children. It is carried out on the basis of the recommendations and methodological advice of the teacher, offered in the form of homework assignments.

The harmonious development of a child is impossible without ensuring adequate physical activity. Skeletal muscle exercises ensure the maintenance of a high level of metabolic processes, which increases the body's resistance to adverse factors, infections, and has a positive effect on the regulation of physical and chemical processes in tissues. Properly organized physical education contributes to the development of logical thinking, attention, memory, initiative, imagination, independence and character development in children.

It is known that total physical activity should be at least 50% of the daily time or 70–80% of the time spent in preschool education. All forms and types of work are interconnected and complement each other. Together, they create the necessary motor mode that ensures the child’s daily physical education.

In the morning and evening before routine activities, during a walk

MOTOR MODE MODEL

Senior group

Motor mode	Algorithm	Duration	Note
Morning exercises	daily	8-10 min	Number of outdoor switchgear: 6-8 (repetitions 4-5 times) The complex will take place for 2 weeks. Forms of conducting classes: traditional, game, plot-game
Musical activity	2 times per week
Physical education lesson	3 times a week	25 min introductory h. – 3-4 min. Main part - 15-22 m. Closing hour - 3-4 min.	Number of outdoor switchgear: 6-8 (repetitions 4-5 times), Number of O.D.: 2-3 (one new), Forms of conducting classes: traditional, game, based on a single game plot
Physical education minute	Of necessity	1-3 min	Complexes are selected taking into account the nature of previous classes.
Outdoor games during walks, during special moments	daily	10 -15 min	2-3 games of different mobility
1 time per week	According to the program and time of year
1 time per week	15 minutes	According to the plan of educational work
Development of movements while walking and during routine moments	daily	10-15 min	based on the results of physical education classes, by health group
Physical education	1 time per week	15-20 min.	2nd week of the month
Health Week	2 times per year: February	2nd week of the month
Health Day	daily	15 minutes	1st week of the month
Active motor rise	daily	15-20 min	After sleep
Breathing exercises	daily	5-10 min

MAGAZINE Preschooler.RF

Modern children, for the most part, experience a “motor deficit,” that is, the number of movements they make during the day is below the age norm. This happens mainly due to significant mental stress, both in kindergarten and at home. In preschool educational institutions, educational activities most often predominate, and at home the preschooler spends most of his time in a static position (at the table, at the computer, TV, etc.). This increases the static load on certain muscle groups and causes fatigue. The strength and performance of skeletal muscles decreases, which entails poor posture, curvature of the spine, flat feet, delayed age-related development, speed, agility, coordination of movements, endurance, flexibility and strength. Based on this, it is very important to rationally organize the regime so that children are in motion as much as possible. One of the diverse factors influencing the health and performance of a growing organism is physical activity. Motor activity is a natural need for movement, the satisfaction of which is the most important condition for the comprehensive development and upbringing of a child, and can have a targeted effect on the health and functional improvement of the child’s body. But at the same time, it is important to give children physical activity that is adequate to their age and level of readiness of the body. The regulation of physical activity should be aimed at achieving the optimal state of the child’s body at the moment and at the same time have a training, developmental effect. At the same time, it is important to take into account not only the achieved level of development of the child, but also the “zone of proximal development” (L. S. Vygotsky). With physical inactivity (inactivity), a number of negative consequences arise for the child: the functions and structure of a number of organs, the regulation of metabolism and energy are disrupted, and the body’s resistance to changing external conditions decreases. Hyperkinesia (great physical activity) also violates the principle of optimal physical activity, which can lead to overstrain of the cardiovascular system and adversely affect the development of the child’s body. Therefore, special attention is required to creating the prerequisites for providing children with a rational level of DA. The age and individual characteristics of DA children are largely determined by both the conditions for organizing the activity and its nature and content. Scientists have established a direct relationship between the level of motor activity of children and their vocabulary, speech development, and thinking. Under the influence of physical exercise, physical activity in the body increases the synthesis of biologically active compounds that improve sleep, have a beneficial effect on children’s mood, and increase their mental and physical performance. In a state of reduced activity, metabolism and the amount of information entering the brain from muscle receptors decrease. This worsens metabolic processes in brain tissue, which leads to disruption of its regulatory function. A decrease in the flow of impulses from working muscles leads to disruption of the functioning of all internal organs, primarily the heart, and affects the manifestations of mental functions and metabolic processes at the cellular level. The daily motor activity of a preschooler is at least 1 hour, 5-6 hours a week. The motor regime in our preschool institution includes all the dynamic activities of children, both organized and independent. When developing a rational motor regime, we tried to provide not only for satisfying the biological need of children for motor activity, but also for its rational content, based on the optimal ratio of different types of activities, taking into account the age and individual characteristics of the child: his motor experience, interests, desires, functional capabilities body. The content side of the motor regime of preschoolers was aimed at developing not only mental, spiritual, but also physical abilities. The current tasks of the work of preschool educational institutions in organizing the physical activity of preschool children are: • protecting and strengthening the health of children; • formation of vital motor skills of the child in accordance with his individual characteristics, development of physical qualities; • creating conditions for the fulfillment of children's needs for physical activity; • nurturing the need for a healthy lifestyle; • ensuring physical and mental well-being. Successful solution of the assigned tasks is possible only if all means of physical education are used comprehensively. Such activity can be ensured by the following activities: The first place in the motor mode of children belongs to physical education and health activities. These include well-known types of physical activity: morning exercises, outdoor games and physical exercises during walks, physical education in classes with mental stress, gymnastics after sleep, hardening procedures, exercises for the prevention of postural disorders and flat feet, etc. Morning exercises are one of the important components of the motor regime; its organization should be aimed at raising the emotional and muscle tone of children. Daily physical exercise promotes the manifestation of certain volitional efforts, developing a useful habit in children of starting the day with morning exercises. Morning exercises are carried out daily before breakfast for 6–12 minutes. outdoors or indoors (depending on environmental and weather conditions). When compiling morning exercise complexes throughout the year, we take into account their variability, content, complexity, and intensity. Along with traditional morning gymnastics, different types and variants of it have been introduced into the practice of preschool institutions, both in terms of content and in methods of implementation. We offer different options: - morning exercises of a play nature - includes 2-3 outdoor games or 5-7 play exercises of an imitation nature, as well as varying degrees of intensity, which are performed as a set of exercises with a general developmental effect. - exercises on an obstacle course - we offer children exercises with a gradual increase in load: increasing the complexity of motor tasks with the inclusion of different basic types of movements, increasing the number of repetitions, increasing the tempo of movements, changing the alternation of physical training aids. When weather conditions permit, we carry out recreational jogging. This type of morning exercises must be carried out in the air, for 5–7 minutes, at an average pace, with a gradual increase in distance and time. At the end of the gymnastics we offer breathing exercises. — a set of exercises with simple tempo equipment (gymnastic roller, children’s expander, rubber rings, “Health” disc). - a set of musical and rhythmic exercises (consisting of a warm-up, 5-6 basic developmental exercises in dance movements.) The content of morning gymnastics includes various formations and formations, types of walking, running, jumping with a gradual increase in the motor activity of children; balance and coordination exercises; outdoor games and basic developmental exercises. It is well known that physical education sessions are used to maintain mental performance at a good level. At the moment when children’s attention decreases and motor restlessness appears (usually for 12–15 minutes), fatigue sets in, you can offer several physical exercises while standing at their tables or in an empty seat in the group. These are general developmental exercises: bending the torso, moving the arms up and to the sides, half-squats and squats, bouncing, skipping, walking. Conducted by the teacher as necessary (within 3–5 minutes), depending on the type and content of activities for the development of speech, drawing, and the formation of elementary mathematical concepts, mainly at the moment of signs of fatigue in children. At the choice of the teacher, accompanied by text, sometimes with musical accompaniment, during which children perform dance exercises or improvised movements (circling, half-squats, bending, etc.). Motor warm-up during a long break between activities allows you to actively relax after mental stress and forced posture. It consists of 3-4 exercises, as well as voluntary movements of children using a variety of physical education aids. At the end of the warm-up, we perform a relaxation exercise (1-2 minutes). Long warm-up is no more than 10 minutes. Outdoor games are complex motor, emotionally charged activities, determined by established rules that help to identify the final outcome or quantitative result. Outdoor games serve as a method of improving motor skills already mastered by children and developing physical qualities. They are divided by content into outdoor games with rules and sports games. Outdoor games with rules include plot and plotless games. Sports (elements of sports games) - volleyball, basketball, badminton, gorodki, table tennis, football, hockey. There is a classification based on the predominant type of movement (running, jumping, throwing, etc.) and the degree of muscle tension caused in children (high, medium and low mobility). After a nap, it is important to improve the mood and muscle tone of each child, as well as take care of the prevention of posture and foot problems. This can be facilitated by a complex of gymnastics after daytime sleep, which is variable in nature; depending on this, its duration will also change (from 7–15 minutes). — gymnastics of a gaming nature consists of 2-3 exercises such as “Stretching”, “Cogs”, “Athletes”, warm-up in bed and a set of exercises. Children gradually wake up to the sounds of melodic music, lying in bed, for 3-4 minutes, perform 4-5 general developmental exercises. We offer exercises from various positions: lying on your side, on your stomach, sitting. After this, the children perform walking, gradually turning into running - they run out of the bedroom into a well-ventilated group with a temperature of 17–19 degrees, walk along corrective paths, perform arbitrary dance musical-rhythmic movements to music, then proceed to breathing exercises, then get dressed . Exercises with exercise machines or on exercise machines (in the gym). Children study in subgroups of 7–10 people. Jogging along the massage paths is carried out daily. Gymnastics after daytime sleep in combination with contrasting air baths helps improve children's mood and helps prevent postural disorders and flat feet. Duration - 7 - 15 minutes. Hardening is the most important part of the physical education of preschool children. The best means of hardening are the natural forces of nature: air, sun and water. Hardening is understood as increasing the body's resistance mainly to low temperatures, since the cause of a number of diseases (diseases of the upper respiratory tract, pneumonia, nephritis, rheumatism, etc.) is cooling the body. The purpose of hardening is to develop the body’s ability to quickly bring the functioning of organs and systems into line with the changing external environment. The body’s ability to adapt to certain environmental conditions is developed by repeated exposure to one or another factor (cold, heat, etc.) and a gradual increase in the dosage of such exposure. Air hardening is the most accessible means of hardening at any time of the year. Systematic exposure of a child to the air helps the body adapt more quickly to changing temperature conditions. The positive effects of air baths increase if combined with physical exercise. We consider walking barefoot in the summer on well-cleaned soil (grass, gravel, sand) to be an effective means of hardening. We begin to walk barefoot on hot, sunny days, gradually increasing the walking time from 2–3 minutes to 10–12 minutes or more. The minimum air temperature at which children are allowed to walk barefoot is 20–22 Cº. In this case, a set of procedures is used: barefoot walking; Walking along the “paths of health”; Extensive washing (up to the elbow); Washing the feet (for hygienic purposes in the summer); Rinsing your mouth with water at room temperature after each meal (prevention of caries); Gymnastics after sleep; Corrective gymnastics during routine moments; Air baths in lightweight clothing; Gymnastics in the fresh air during the warm season; Physical education classes on the street. The second place in the motor mode of children is occupied by the main form of teaching children motor skills and the development of optimal DA in children. We carry out the following types of physical activity (3 times a week, in the first half of the day (1 - in the air - 15-30 minutes): - classical (according to the scheme: introductory-preparatory part, main, final parts). - game (using games : folk outdoor games, relay race games, attraction games, etc.) - training (walking, running, drill exercises, sports games, climbing exercises, acrobatic elements, ball exercises, etc.) - plot (united with a certain plot, orienteering, with speech development, with quizzes, etc.) - rhythmic gymnastics (classes consisting of dance movements) - free independent activity (independent training of your choice, then checking the task by the teacher). -Healthy lifestyle “learning about your body” (talking about your body, teaching self-massage, instilling basic skills in self-care and first aid) -thematic (with one type of physical exercise) -control and testing (implementation of developmental delays in a child and solutions). The third place is given to independent motor activity that occurs on the initiative of children. It gives wide scope for the manifestation of their individual motor capabilities. Independent activity is an important source of activity and self-development of a child. Its duration depends on the individual manifestations of children in motor activity. Independent motor activity of children is organized at different times of the day: in the morning before breakfast, between classes, during play hours after naps and during walks (morning and evening). Active actions of children alternate with calmer activities. At the same time, we take into account the individual characteristics of each child and his well-being. In exercises and games with children, the personal example of the teacher is very important. Therefore, he must be able to ski, skate, play tennis, etc. Individual characteristics are clearly visible in the independent activities of older preschoolers. It has been noted that children with a high level of DA (hyperactive children), as a rule, are characterized by monotonous activities with a lot of aimless running. These children are dominated by games and exercises of high intensity (race running, one after another, running at speed, with catching and dodging, running long jumps, jumping rope, games with elements of sports), which make up more than 70% of all children's independent activity time. These children are distinguished by their inability to perform movements at a moderate pace and their reluctance to engage in quiet activities and alternate active with passive actions. Children with a low level of DA (sedentary children) are also characterized by monotonous activities, often interrupted by static poses. For these children, low-intensity games predominate (role-playing games, games with sand and snow, ring throwing, small towns, gray sand, etc.), which make up about 70% of the total time of children’s independent activity during a walk. These children usually prefer to play alone or together. They have a fairly stable interest in role-playing games, while the plots and actions are monotonous (rocking a doll, feeding, putting to bed, normal walking, etc.). Sedentary children do not want to participate in collective sports games, as they constantly feel unsure of their actions. Children with an average level of DA (optimal level of DA) are characterized by a variety of activities, rich in games and sports exercises of varying degrees of intensity. Such children widely use in their independent activities games and exercises learned earlier during organized motor activity. The most favorite games and exercises are games such as “Traps”, “Dashes”, “Sly Fox”, “Ball School”, fun with sleds, and cycling. The fourth direction is related to the implementation of treatment and preventive work. Within its framework, the following activities are carried out: · control of workloads for children who have recovered from illness and for children who are registered at the dispensary; · selection of furniture in accordance with the growth of children; · preventive use of immunomodulators: oxolinic ointment for the nose; · balanced diet; · vaccination against influenza; · consumption of phytoncides (garlic and onions); · consumption of juices and fruits. The sixth direction is a complex of psychohygienic measures: · psychodiagnostics; · elements of auto-training and relaxation; · elements of music therapy (musical accompaniment of routine moments); · individual and subgroup classes aimed at correcting cognitive processes and the emotional sphere; · ensuring a favorable psychological climate in preschool educational institutions. Seventh direction: active recreation, physical education and mass events. These include a health week, physical education leisure, physical education and sports festivals in the air and water, and competitive games. The eighth direction is advisory and information work: · providing advisory assistance to all participants in the educational process, parents of students on issues of health maintenance and preventive measures for preschoolers; · open viewings and displays using health-improving technologies; · Active participation of parents in the physical and health work of the DOW for the activities of the annual plan; · Design of folders, written consultations, information stands; · Organization of evenings questions and answers with the participation of DOW employees, invited specialists; · Conducting classes with children using wellness technologies. We believe that the system of work that we created on the formation of the needs of a preschooler in motor activity is presented in the form of different forms of organization of physical education in the preschool educational institution. And their combination creates a certain motor regime necessary for the full physical development and strengthening of children's health. The foundation of health is laid precisely in childhood. Whether this foundation will be strong enough, depends entirely on parents and teachers, on how the children will be brought up, what useful habits they will get.

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Motor mode by age; methodological development on physical education on the topic

Motor mode of the younger group

Kind of activity	Duration
Morning exercises	Daily in a group (in the warm season - on site), 5 min
Motor warm-ups	Every day during a 10-minute break between classes
Physical education minutes	Daily during static exercises, 2-3 min.
Outdoor games and exercise while walking	Daily 15-20 min.
Individual work on movement development	2 times a week for a walk of 5-10 minutes.
Exercising after a nap	Daily 5-6 min.
Physical education classes	2 times a week for 15 min.
Sports walk	3 times a week for 10 -15 minutes
Physical education	Once a quarter, 20-25 min
Independent motor activity	Every day, under the guidance of a teacher, indoors and on a walk, the duration depends on the individual characteristics of the children

Motor mode of the middle group

Kind of activity	Duration
Morning exercises	Daily in a group (in the warm season - on site), 5-6 minutes
Motor warm-ups	Every day during a 10-minute break between classes
Physical education minutes	Daily during static exercises, 2-3 min.
Outdoor games and exercise while walking	Daily 15-20 min.
Individual work on movement development	2 times a week for a walk of 5-10 minutes.
Exercising after a nap	Daily 5-6 min.
Physical education classes	2 times a week for 20-25 minutes.
Sports walk	3 times a week for 15-20 minutes
Physical education	Once a quarter, 20-25 min
Sports holiday	2 times a year, 45 min.
Independent motor activity	Every day, under the guidance of a teacher, indoors and on a walk, the duration depends on the individual characteristics of the children

Motor mode of the senior group

Kind of activity	Duration
Morning exercises	Daily in a group (in the warm season - on the site), 6-7 min.
Motor warm-ups	Every day during a 10-minute break between classes
Physical education minutes	Daily during static exercises, 2-3 min.
Outdoor games and exercise while walking	Daily 20-25 min.
Individual work on movement development	2 times a week for a 15-minute walk.
Exercising after a nap	Daily 5-6 min.
Physical education classes	2 times a week for 30 minutes.
Sports walk	3 times a week for 15-20 minutes.
Physical education	Once a month, 30 min
Sports holiday	2 times a year, 1 hour
Independent motor activity	Every day, under the guidance of a teacher, indoors and on a walk, the duration depends on the individual characteristics of the children

Motor mode of the preparatory group

Kind of activity	Duration
Morning exercises	Daily in a group (in the warm season - on site), 6-7 minutes
Motor warm-ups	Every day during a 10-minute break between classes
Physical education minutes	Daily during static exercises, 2-3 min.
Outdoor games and exercise while walking	Daily 20-25 min.
Individual work on movement development	2 times a week for a 15-minute walk.
Exercising after a nap	Daily 5-6 min.
Physical education classes	2 times a week for 35 minutes.
Sports walk	3 times a week for 20-25 minutes
Physical education	Once a month, 35-40 min.
Sports holiday	2 times a year, 1 hour
Independent motor activity	Every day, under the guidance of a teacher, indoors and on a walk, the duration depends on the individual characteristics of the children

Organization of independent motor activity of children of senior preschool age

MBDOU "Kindergarten No. 4 "Tullukchaan" s. Byadi" Ust-Aldan ulus Republic of Sakha (Yakutia)

ORGANIZATION OF INDEPENDENT MOTOR ACTIVITY OF SENIOR PRESCHOOL CHILDREN

Completed by: Syrovatskaya

Sardana Nikolaevna

teacher

CONTENT

INTRODUCTION………………………………………………………………………………3

1. Characteristics of the motor mode in a preschool institution….…………………….…………………………………………..5

2. Theoretical foundations of independent motor activity of preschool children…..……………………………..9

3. Conditions for organizing independent motor activity of children in senior preschool age…..….……………..13

CONCLUSION……………………………………………………………16

LITERATURE……………………………………………………………………………….18

APPENDIX………………………………………………………………………………21

INTRODUCTION

“The movement as such can, by its action,

replace any remedy, but all medicinal remedies in the world

cannot replace the actions of the movement.” J. Tissot

Today, in the preschool education system, special attention is paid to the health of children. According to many studies, most adult diseases begin in childhood. But it is in childhood that a child’s nervous and musculoskeletal systems are formed, the respiratory system is improved, and the foundations of good health and full physical development are laid. One of the indispensable conditions for this is the formation of independent motor activity of children.

According to the Federal State Educational Standard for Additional Education, the educational area “Physical Development” includes the acquisition of children’s experience in motor activities associated with performing exercises aimed at developing physical qualities that contribute to the correct formation of the musculoskeletal system of the body.[1]

It should be noted that a low level of motor activity, starting from preschool age, is the primary problem of deterioration in both the physical, mental and mental development of children. Therefore, the relevance and practical aspect of this problem is that the need to raise the level of motor activity should begin precisely from preschool age and continue throughout life. Based on the identified problem, we formulate the topic of our work: “Organization of independent motor activity of children of senior preschool age.”

The purpose of the work is to reveal the features of the organization of independent motor activity of children of senior preschool age.

Based on the goal, the following tasks were set:

1. Characterize the motor mode in a preschool institution.
2. To reveal the theoretical foundations of independent motor activity of preschool children.
3. To study the conditions for organizing independent motor activity of children in older preschool age.

The methodological basis of the work is the works of Runova M.A., Stepanenkova E.Ya., Kozlova I.M., Snigur M.E. Leontyev A.N. Zaporozhets A.V., Usova A.P., etc.

This work consists of: an introduction, three points examining the theoretical aspects of the independent motor activity of preschool children, a conclusion, and a list of literature studied.

CHARACTERISTICS OF MOTOR MODE IN PRESCHOOL INSTITUTION

Since 2013, significant changes have occurred in the preschool education system, first with the introduction of Federal state requirements, and then the Federal State Educational Standard for Preschool Education.

One of the main tasks of the Federal State Educational Standard for Education is “to protect and strengthen the physical and mental health of children, including their emotional well-being.” Therefore, the organization of motor activity of preschool children is relevant and occupies an important place in the system of educational process in preschool educational institutions. The federal state educational standard defines target guidelines at the stage of completion of preschool education: the child has developed gross and fine motor skills, he is mobile, resilient, masters basic movements, can control and manage his movements. The task of preschool teachers is to create all the necessary conditions for the implementation of this task.[1]

It has been proven by experts that the main causes of neuropsychic and somatic diseases in preschool children are intellectual overload and a decrease in physical activity, both in volume and intensity. Unfortunately, the disease of our civilization is a sedentary lifestyle. Lack of physical activity is as dangerous as lack of oxygen! We can assume that work to implement this task is relevant not only in our republic.

The concept of motor mode includes the duration, frequency and distribution of all types of physical activity of children during the day. And it means all types of organized and independent activities in which children’s locomotor (related to movement in space) actions clearly appear. Article 12.2 of SanPin “motor regimen, physical exercise and hardening activities should be carried out taking into account health, age and time of year.

When organizing a motor mode, the following requirements must be met:

- the total duration of physical activity occupies at least 50% of the waking period, with 90% of medium and low intensity, 10-15% of high intensity. Fulfillment of these requirements will ensure the prevention of child fatigue throughout the day and create conditions for proper physical development;

- according to regulatory documents regulating sanitary and epidemiological rules and standards for preschool educational institutions, the maximum duration of continuous wakefulness for children 3-7 years old is 5.5-6 hours, up to 3 years old - in accordance with medical recommendations;

— the volume of physical activity of pupils aged 5-7 years in organized forms of health-improving and educational activities should be 6-8 hours a week, taking into account the psychophysiological characteristics of children;

— during the child’s stay in the preschool educational institution, the use of various forms of physical education should ensure motor activity in the range from 9,000 to 15,000 movements, which corresponds to the physiological needs of the children’s body;

— to implement the physical activity of children, equipment and inventory of the gym, group rooms and sports grounds are used in accordance with age;

— the content of the motor regime is motor activity, varied in the composition of movements, physical exercises, periods of activity alternate with “quiet” types of activity;

- a certain part of the motor regime, which includes both physical exercises and specially selected ones for the formation of systems and functions of the body, and correctional work that goes through individual and organizational forms of work;

- each child must be given the opportunity to move independently of his own free will, and not under coercion;

- moderate and appropriate physical activity is required before breakfast and before direct educational activities, which require mental stress from children. [19.10]

Taking into account the individual characteristics of the motor activity of children, optimization of the motor mode is characterized by flexibility, but also at the same time clear structuring, therefore, in the preschool educational institution, a model of motor activity of children should be developed, which allows you to track all the work not only during the day, but also during the week, month, the entire academic year. This model is variable, the content can be adjusted and is compiled taking into account the exemplary “Childhood” program (see Appendix 1).

There is a problem when organizing physical activity in a group setting. Children are not very good at organizing independent activities where space is limited. It is necessary to create conditions, since this is one of the requirements of the Federal State Educational Standard (physical education corners in groups, a card index of various games, etc.). The Federal State Educational Standard, which has entered into force, sets certain requirements for the developing subject-spatial environment:

• saturation
• multifunctionality
• variability
• availability
• safety
• transformability.

The motor mode is assessed based on a set of indicators:

1. time of motor activity of children with a reflection of content and quality at various regime moments, determined using the method of individual timing;
2. volume of motor activity using the pedometer method to quantify motor activity;
3. intensity of motor activity using the pulsometry method when performing various types of muscle activity. [1]

The life of children during the day should proceed within the framework of the established optimal motor mode, without haste and constant haste. The teacher’s task is to ensure that the children, when they go home, have an interesting prospect for tomorrow - to play the promised interesting games, to go on a long walk. Every educator can create such an interesting, fulfilling life.

Thus, the organization of a rational motor regime is one of the main conditions for ensuring a comfortable psychological state for children. Satisfying the age-related needs of children for movement in the time allotted by the regime can only be achieved with a very clear organization of their activities and strict compliance with the requirements for the content of this activity in each regime segment.

THEORETICAL FOUNDATIONS OF INDEPENDENT MOTOR ACTIVITY OF PRESCHOOL CHILDREN

Motor activity is a set of motor acts.

The motor activity of a child is one of the necessary conditions for maintaining the normal functional state of the child, a natural biological need of the child. Normal functioning of almost all human systems and functions is possible only with a certain level of physical activity. Lack of muscle activity, like oxygen starvation or vitamin deficiency, has a detrimental effect on the child’s developing organism.

In childhood, motor activity can be divided into 3 components:

• Motor activity in the process of physical education;
• Physical activity during training in socially useful and labor activities;
• Spontaneous physical activity in free time.

Motor activity is the natural and specially organized motor activity of a child, ensuring his successful physical and mental development. It is one of the main factors that determine the level of metabolic processes of the body and the state of the skeletal, muscular and cardiovascular systems, since it is closely related to three aspects of health: physical, mental and social, and plays a different role during a person’s life. The need for movement is individual, so we can conditionally distinguish in each group children with high, low, and average mobility. [28.145].

The level of need for independent motor activity is largely determined by hereditary and genetic characteristics.

There are 3 levels of motor activity:

• High level: children are characterized by high mobility, a high level of development of basic types of movements, and a fairly rich motor experience that allows them to enrich their independent motor activity.
• Children with an average level of motor activity have average and high levels of physical fitness and a high level of motor qualities. They are characterized by a variety of independent motor activities.
• Low level of physical activity - sedentary children. They have indicators of development of basic types of movements and physical qualities lagging behind age standards, general passivity, and shyness.

What is independence? Independence - independence, freedom from external influences, coercion, from outside support and assistance. Independence - the ability to act independently, make judgments, have initiative, and determination. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one’s views and motives.

Independent activity is work that is performed without the direct participation of the teacher, but according to his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical (or both) actions.

Qualities that characterize a child’s independence:

1. The ability to act on one’s own initiative, to notice the need for one’s participation in certain circumstances.

2. The ability to perform usual tasks without turning to adults and without adult supervision.

3. The ability to consciously act in a situation with given requirements and conditions (which are created by the teacher) in the plan in the independent activity block, the requirements, conditions, and system of tasks must be planned.

4. The ability to act in new conditions (set a goal, take into account conditions, carry out basic planning and get results.

5. The ability to exercise basic self-control and self-assessment of one’s activities.

6. The ability to transfer known methods of action to new conditions.

There is an algorithm for constructing children’s independent activities:

Step 1 Determine and communicate to the child the purpose of the work (individually or in a subgroup)

Step 2 Familiarize the child with the sequence of completing the task.

Step 3 The child, with the help of an adult, chooses methods of action leading to completing tasks.

Step 4 Children plan their independent activities to complete the task.

Step 5 The child performs independent work.

Step 6 Self-control, self-esteem.[24]

Independent motor activity of children is organized at different times of the day: in the morning before breakfast, between activities, during play hours after naps, and during a walk (morning and evening). Active actions of children should alternate with calmer activities. It is important to take into account the individual characteristics of each child and his well-being. The motor activity of children is closely related to play, and, consequently, to objects, toys, and aids. Adults should make sure that children have toys at their disposal. Benefits that stimulate physical activity and increase interest in movement. The task of adults is to teach children how to use them correctly and in a variety of ways. [18.144]

The content of independent motor activity is a variety of movements. Its advantage is that the child chooses the movements himself, moves at his own pace, pauses, and alternates them. Independent motor activity is an activity that occurs on the child’s initiative. When studying independently, the child focuses his attention on actions leading to the achievement of a goal that captivates him.

In a preschool educational institution, this type of activity can be individual and group, and includes games and exercises that children choose in accordance with their own desires, interests and abilities

The motor activity of children of senior preschool age becomes rich and varied, but outdoor games remain a form of education. A wider range of knowledge, abilities, and motor skills allows the use of a variety of games, both plot and non-plot games, relay races, as well as some elements of sports games.

Thus, independent motor activity includes a lot of movements performed by the child in the process of his life. By creating conditions for children’s independent motor activity, adults contribute to the development of their initiative and independence, which ultimately leads to the development of children’s creativity. Increasing children's independent motor activity can be considered as one of the effective means of preserving the child's health, improving his physical fitness, enriching motor experience, and increasing creative and cognitive potential.

CONDITIONS FOR ORGANIZING INDEPENDENT MOTOR ACTIVITY OF CHILDREN IN SENIOR PRESCHOOL AGE

Forms of work on physical education with preschoolers represent a complex of health-improving and educational activities, the basis of which is motor activity. This complex includes organized physical education activities (morning exercises, exercises after naps, walks, outdoor games, etc.), as well as independent motor activities.[15.p144]

Motor activity must be purposeful and consistent with the child’s experience, interests, desires, and functional capabilities of the body. Therefore, preschool teachers take care of the organization of independent motor activity and its diversity.

The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to something useful and interesting for him, without suppressing his activity and initiative?

The function of the educator is to create a varied play environment that provides the child with cognitive activity that corresponds to his interests and is developmental in nature. The environment should also provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities. The teacher can get involved in the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group.

The organization of independent motor activity of active children should not go in the direction of limiting mobility, but focusing their attention on movements that require restraint, caution, meaningfulness and controllability. All types of throwing, precise movements with balls, walking and running in a limited area, action with one object for two, when the movement is performed in turn, are useful.

The content of the educational field in accordance with the Federal State Educational Standard for Additional Education is aimed at developing in children an interest and value-based attitude towards physical education classes and harmonious physical development. The main tasks to achieve this goal are:

• accumulation and enrichment of children’s motor experience (mastery of basic movements);
• standardization of pupils' needs for motor activity and physical improvement;
• development of physical qualities (speed, strength, flexibility, endurance and coordination);

Techniques for guiding children's motor activity are the same for children of different mobility. So it is necessary to provide children with sufficient areas for movement, while for those who are sedentary they increase, for children with greater mobility they may be somewhat limited. It is useful to unite children of different mobility in joint games, giving one toy, an allowance for two, holding a doll by the hand along the path, playing horses together using a hoop, jump rope, ribbon, rolling a ball to each other, spinning a jump rope together, etc. d.[5.18]

Toys and aids should be placed so that children make additional movements when reaching for them. Shelves with toys can be hung at different levels. To reach one shelf, children must bend over to get a toy, and on the other, on the contrary, stretch, rise on their toes, etc. A straight path can lead to a garage with cars, and next time a winding one, to a house there can be stairs 100 cm high, etc. [6.28]

There should be enough aids and toys in the group, but not too many. This distracts children's attention and tires their nervous system. At the same time, we must remember that children are characterized by great imitation. Seeing a ball in the hands of a neighbor, the child certainly wants to take possession of it. Therefore, it is important that there are several toys of the same type. Gradually, as children master the action with a manual, a toy, the teacher teaches the kids to act together with one object, for example, to roll a ball to each other or to roll it one by one along the path. Benefits must be changed periodically so that children do not lose interest in them.

The personal participation of an adult in children’s games activates children and creates a joyful mood in them. An adult helps the child change the type of activity in a timely manner to prevent fatigue. When creating conditions for independent motor activity of children, it is good to use obstacle courses, which are most often used by teachers in older groups.

Great opportunities for developing independent motor activity open up during a walk. It is important that in addition to stationary aids, there are also remote aids on the site: balls, hoops, skittles, buckets, shovels, sleds, ice cubes, bicycles, etc. In winter, independent motor activity will be more meaningful if there are snow buildings on the site: slides, snow banks, snow paths, snowmen, colorful pieces of ice, etc. At different times of the year, adults think through different motor tasks.

On each walk, as a rule, a set of interrelated tasks is solved: health-improving, educational and educational. Health-improving tasks are aimed at creating a healthy lifestyle and cultivating a conscious attitude towards the manifestation of one’s physical activity. When developing the content of educational tasks, it is important to pay attention to the development of independence, activity and communication, as well as the formation of the emotional, moral and volitional sphere of children in the process of motor activity. At the same time, a distinctive feature of walks in older age groups is the emphasis on solving educational problems: mastering the necessary program material for the development of movements, developing accessible knowledge about the basics of physical culture and a healthy lifestyle. These tasks are solved in close connection with the development of children’s motor qualities and abilities, as well as the formation of optimal motor activity.

During walks, it is important to carefully consider methods and techniques for regulating children’s motor activity; the main attention should be paid to creating a high variability of pedagogical conditions that contribute to more effective implementation of children’s motor activity, mainly through the selection of differentiated tasks. In order to enhance the motor activity of children during walks, it is important to use different techniques.[25]

Thus, various means, methods and techniques for organizing independent motor activity help to increase mental and physical performance, improve the emotional state, the full physical and mental development of children, and strengthen the health of children, therefore, expanding and enriching the motor experience of preschool children is one of the main tasks.

CONCLUSION

In connection with the increase in the incidence of children throughout the country and the decrease in the level of their physical fitness, there is a need to find new effective approaches to organizing education and training in modern conditions, ensuring the preservation of the physical and mental health of the younger generation. In pedagogical practice, insufficient attention is paid to the organization of independent motor activity of children. Despite the fact that children love to play outdoor games, they cannot organize a game, even one that is familiar to them, on their own. The adult becomes the leader of the children’s independent activities. This guidance is carried out by demonstration, as well as through verbal narration, explanations and instructions. In children’s mastering of new movements and in the development of the child’s independent motor activity, adults play a leading role.

Independent motor activity is defined as the sum of all movements made by a child in the course of his life. This is an effective means of maintaining and strengthening health, harmonious personal development, and disease prevention. An indispensable component of physical activity is regular physical education and sports.

The motor regime is part of the general regime of a preschooler, regulating active muscle activity, including physical exercise, walking, etc.

With age, physical exercise should occupy an increasing place in a child’s daily routine. They are a factor contributing to increased adaptation not only to muscle activity, but also to cold. Physical activity contributes to the normal development of the central nervous system, improvement of memory, learning processes, normalization of the emotional and motivational sphere, improved sleep, and increased capabilities not only in physical but also in mental activity.

Creating a safe developmental environment for children’s independent motor activity, adequate to their age and needs, will help improve health, expand motor experience, develop a strong interest in physical exercise, self-organization skills and communication with peers.

Thus, with the correct organization of independent motor activity, children develop attention and observation, discipline, the ability to control their feelings and movements, and therefore develop their will and character.

LITERATURE

1. Federal State Educational Standard for Preschool Education. M, 2014.
2. Sanitary and epidemiological requirements for the design, content and organization of the work regime in preschool organizations - San - Pin 24.1.3049 - 13 No. 26 of 05.15.2013.
3. Abrahamyan L.A. Techniques and methods of teaching preschoolers - M, 2000.
4. Butin I.M., Vikulov A.D. Development of children's physical abilities: a book for kids and their parents. Yaroslavl, 1996.
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