A computer

Organization and conduct of experimental and search research activities of elementary school students. Experimental search work on the organization of independent work of students in technology lessons: analysis and generalization of results General information about experimental searches

The organization of the study depends on many factors, but most of all - on its type, that is, on whether it is collective, complex or individual. Collective research is associated with the development of a common theme by a group of participants in the work, when each of the researchers performs some part common work. Comprehensive research is a kind of collective research. It is multi-subject (several subjects of research) and multi-aspect, for example, it includes psychological, socio-pedagogical, technological, managerial aspects, and its results are integrated and expressed in the form of pedagogical or organizational-pedagogical conclusions, models and recommendations. Individual research is carried out by one researcher, and its organization is a self-organization of activity.

Let us dwell on the most difficult type of research from the point of view of organization - a collective comprehensive study.

The first stage is indicative. It involves an objective analysis and assessment of the educational situation in the country, region, city (district) or microdistrict, the study of the social order of society and the state to education, the demands of the population, the saturation and demands of the educational services market, the search for possible "social niches" for offering educational services, the assessment successes, achievements and problems facing the team or management bodies.

This stage is carried out by the initiator and potential leader of the collective search with a group of his assistants-activists, among whom it is very desirable to have representatives of the main areas of the planned comprehensive research: a sociologist, demographer, psychologist, scientist-teacher, subject teachers, teacher-technologist, valeologist, etc. (there are different options).

The second stage is diagnostic (if the necessary diagnostics have already been carried out, then at this stage its results are ordered and updated). The level of development of pedagogical processes and phenomena of interest to researchers, historical and modern experience in solving similar (or close) problems are studied. At this stage, a wider range of specialists is involved in the study, mainly already known (standard) methods and techniques are used.

The third stage is staging. The initial theoretical positions, goals and objectives of the search are determined, a model of the future, the transformed state of the process, institution, system, their new “face” is designed. There is a generation of leading ideas and a plan for transformation, the selection of "carriers" of innovations, ways to introduce new things and monitor the effectiveness of innovations are outlined (for more details, see Chapter II "Logical structure of the study"). At this stage, the individual creative activity of the initiators of the search, responsible for its individual directions, and collective mental activity (discussions, defense of projects, brainstorming, discussions) are combined. Concepts and a kind of scenario project (program, research project) of the search are being drawn up.

After the preliminary definition of the main parameters of the study, it is useful to decide organizational issues if they have not been resolved before.

At this stage, care should be taken to improve the moral and psychological climate, to motivate teachers to conduct a pedagogical search, as well as to personnel, logistical, financial (i.e. resource), managerial, psychological and pedagogical support for the search. The main task of this stage is to optimize the conditions for creative search.

The fourth, transforming, main stage of the study in terms of time and volume of work. The planned work is being carried out (experiment, creation and implementation of copyright programs and projects, introduction of advanced technologies, management models, etc.).

The fifth, final stage includes the final diagnostics, generalization, interpretation and evaluation of the results, presentation of the final analytical report on the work done, publications in the pedagogical press, promotional documents ( educational plans, programs, recommendations, regulations, etc.). Materials are prepared by performers, heads of directions, and summarized and presented by the head of the research work.

The pre-thought-out logic of the research is reflected, fixed in the main documents that determine the content, direction and methodology of the search, in the concept and in the research project.

Pedagogical concept contains a substantiation of the problem and a detailed presentation of the initial provisions, main ideas, and prognostic studies.

Main content research project - disclosure of the content of the links of the future research. Along with this, the project should reflect the issues of organizational, material and staffing of the search, risk factors and ways to compensate for possible omissions, the form of presenting the result, as well as the content and methods of managing experimental work.

The project can be replaced research program. The difference of the latter is that the content of the work is presented not according to the main logical blocks, but according to the areas of work with the allocation of stages and measures for their implementation.

It is advisable to develop individual blocks of the logical study of the project or program in more detail in other documents, which, together with the research project (program), constitute a package of documents that support the research process and are first submitted for examination, and then for approval to the district, city or regional authorities or administrations. The package of documents usually includes:

concept;

research project (program);

charter of institutions of a new type, exemplary regulations on their divisions and services;

curricula and programs (primarily original, author's);

staffing, regulation on remuneration, on the procedure for staffing;

estimates of necessary expenses, new construction projects and other documents justifying the requested funds.

Depending on the goals and nature of the search, other documents can be developed and submitted (regulations on admission, on the teacher-researcher, on departments, laboratories, etc.). All of them, after internal and external testing and subsequent approval, acquire legal force and form the documentary basis for the ongoing research, as well as licensing, certification and subsequent accreditation of the educational institution 1 .

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Theoretical questions

2. Organization of experimental work in the field of education

Practical task

Bibliography

Theoretical questions

1. Essential characteristics of experimental work

Based on the Federal State Educational Standard: preschool education, the leading types of children's activities will be: play, communication, motor, cognitive research, productive, etc. It should be noted that certain forms of work with children correspond to each type of children's activity. The way children's activities are organized is also changing: not the leadership of an adult, but the joint (partnership) activities of an adult and a child. New time dictates to teachers a new approach to the organization of the educational process. Therefore, the issue of organizing experimental work in an educational institution becomes especially relevant.

Experimental search work is one of the research methods that involves making changes to the pedagogical process only taking into account previously obtained positive results. During and according to the results experimental search work one can judge whether it makes sense to introduce changes in the pedagogical process, whether success will be achieved and the effectiveness of introducing, for example: changes in the content of the subject being studied, the practice of education, etc. will be achieved.

The results of experimental and search work are most often evaluated according to qualitative criteria and indicators; levels of achievement in this case can be classified as low, medium, high. At the same time, it should be noted that the formation of experimental and control groups is allowed, the corresponding measurements are carried out and their mathematical processing at the level of comparison of the results obtained, as a rule, in percentages (1; 123).

In the course of experimental and search work, researchers obtain approximate results, which, nevertheless, have sufficiently convincing evidence due to the massive nature of the research results (2; 23). Each of the above methods assumes the presence of experimental and control groups.

Control groups are groups of subjects in which nothing changes in the process of conducting experimental search, experimental work, as well as a pedagogical experiment.

Experimental groups are groups of subjects in which new content, new methods, new techniques, technologies, pedagogical conditions, etc. are introduced.

Experimental work is a method of introducing deliberate changes in the pedagogical process, designed to obtain an educational effect, with subsequent verification. Experimental work is a means of testing a hypothesis. This method of research acts as a kind of pedagogical experiment.

The experimental work is based on an experiment in which the researcher not only provokes or creates conditions for observing the expected patterns, but organizes special control in the form of managing variables that affect the course of a particular process.

Distinguish between traditional and factor plans for experimental work. In traditional planning, only one independent variable changes; with factorial - several. If the area under study is relatively unknown and there is no system of hypotheses, then one speaks of pilot experimental work, the results of which can help clarify the direction of further research.

The theoretical basis of experimental work is the works of Yu.K. Babansky, M.A. Danilova, V.I. Zagvyazinsky, V.V. Kraevsky, A.Ya. Naina, A.M. Novikova, A.V. Usova.

The functions of experimental work, according to V.V. Kraevsky, consist in obtaining reliable knowledge, and not in the experimental recreation of the pedagogical process itself. The introduction of changes in the pedagogical process on the basis of trends and patterns identified in the experimental work is the subject of research.

IN AND. Zagvyazinsky defines experimental work as a scientifically delivered experience in the field of educational or educational work in order to find new, more effective ways to solve a pedagogical problem (2; 45).

A.M. Novikov understands experimental work as a general empirical research method, the essence of which is that phenomena and processes are studied under controlled and controlled conditions.

When organizing experimental work, it is necessary to take into account such conditions for the effectiveness of its implementation, such as:

Analysis of the state of the problem in the theory and practice of the work of an educational institution;

Concretization of the hypothesis based on the study of the state of the problem in theory and practice;

The need to exchange information between the subject and object of the pedagogical process.

The planning of experimental work should be carried out taking into account the purpose, subject, hypothesis, research objectives and the main provisions of the project-oriented approach.

In accordance with this, a program of experimental work is being developed, which includes the main components of the pedagogical goal, the goal and objectives of the experimental work, hypothesis, criteria, indicators, levels and means of evaluating the expected results.

Conducting experimental work involves the following organization:

Development of a program of experimental work;

Determination of the stages of experimental work;

Development of a criterion-level scale;

Formation of experimental and control groups;

Analysis and generalization of the results of the work carried out.

The basis for the experimental work should be based on the following principles:

Objectivity;

The adequacy of research approaches and means to obtain true knowledge about the object of study;

Accounting for continuous change, development of the studied elements;

The principle of systematic study of the process, phenomenon, object under study.

Pedagogical experiment (from Latin experimentum - “test”, “experience”, “test”) is a scientifically delivered experience of transforming the pedagogical process in precisely taken into account conditions. Unlike methods that only register what exists, the experiment in pedagogy has a creative character. Experimentally, for example, new techniques, methods, forms, systems of pedagogical activity make their way into practice.

A pedagogical experiment in modern pedagogy is understood as a research method that is used to determine the effectiveness of the use of individual methods and means of education and upbringing. The objective of the experiment is to find out the comparative effectiveness of technologies, methods, techniques, new content, etc. used in pedagogical activity.

V.V. Kraevsky, sees the role of the experiment in identifying the objectively existing connections of pedagogical phenomena, in establishing trends in their development, and not in the experimental recreation of the pedagogical process itself.

Yu.K. Babansky considered the pedagogical experiment as a kind of complex of research methods, which provides a scientifically objective and evidence-based verification of the correctness of the hypothesis justified at the beginning of the study.

According to N.O. Yakovleva, a pedagogical experiment is a set of research methods designed for an objective and evidence-based verification of the validity of the hypothesis put forward (5; 126)

I.P. Podlasyi considers the pedagogical experiment as a scientifically staged experience of transforming the pedagogical process under precisely taken into account conditions (5; 126).

For Yu.Z. Kushner, the experiment in question represents the active intervention of the researcher in the pedagogical phenomenon he is studying in order to discover patterns and change the existing practice (7; 34)].

From the above definitions of a pedagogical experiment, we can conclude that a pedagogical experiment is a method of active, purposeful study of certain aspects of the educational process. The indicated definitions reflect all the main features of the pedagogical experiment identified in the scientific literature, namely:

Creation of special experimental situations for the formation of a given quality;

The active influence of the researcher on the course of the phenomenon under study;

The possibility of repeating the results of the experiment in different conditions;

Approbation of the obtained experimental data in mass

Conducting both experimental work and a pedagogical experiment should be carried out in accordance with the characteristics inherent in the experiment: deliberate changes in the activities of the experimental groups, taking into account the goal and the hypothesis put forward.

The pedagogical experiment must meet certain requirements.

First, the means introduced into the experiment must be clear and unambiguous;

Second, the experimental conditions must be strictly fixed;

Thirdly, these conditions must be systematically changed, combined, varied.

The pedagogical experiment is carried out as a comparison of the results of the activities of the experimental and control groups.

The main requirements for the pedagogical experiment are as follows:

Precise determination of the purpose and objectives of the experiment;

Accurate description of the experimental conditions;

Definition in connection with the purpose of the study of the contingent of subjects;

Description of the research hypothesis.

Prior to the start of the experimental work and the pedagogical experiment, the researcher needs to identify the criteria for evaluating the process and determine the indicators.

Criteria are the qualities, properties, signs of the object under study, on the basis of which one can judge its state and level of functioning.

Indicators are quantitative or qualitative characteristics of each quality, property, attribute of the object under study, which is a measure of the formation of a particular criterion.

To implement this task, indicators that make up their substantive basis can serve:

In terms of social and moral - the attitude of students to economic culture as a value, a positive personal emotional reaction and an assessment of the significance of economic knowledge and relations in society, the degree of involvement in them;

According to the activity-reflexive criterion - readiness for economic activity for one's own benefit, society and the state, the ability to make adequate decisions and evaluate one's actions in the conditions of the new Russian economy.

Life in all its manifestations is becoming ever more varied and complex; the further it goes, the more it requires from a person not stereotyped, habitual actions, but mobility of thinking, quick orientation, and a creative approach to solving large and small problems.

2. Organization of experimental work in the field of education

The state, the school, the preschool institution and the parents are faced with a task of extreme importance: to ensure that every child grows up not only as a conscious member of society, not only as a healthy and strong person, but also - by all means! - initiative, thinking, capable of a creative approach to any business. This is exactly what is indicated in the law of the Russian Federation “On Education”. An active life position can have a basis if a person thinks creatively, if he sees an opportunity for improvement.

The path of becoming a creative person is complex, difficult. But these great difficulties can also give great joys, moreover, joys of a higher human order - the joy of overcoming, the joy of discovery, the joy of creativity.

Any activity proceeds more efficiently and gives high-quality results, if at the same time the person has strong motives, bright, deep, causing a desire to act actively, with full dedication of strength, overcome life's difficulties, adverse conditions, circumstances, persistently move towards the intended goal

One such activity is experimentation. In the works of many domestic teachers N.N. Poddiakova (1995), A.P. Usovoi, E.L. Panko states that "children's experimentation claims to be the leading activity in the period of preschool development", and highlight the main feature of this cognitive activity: the child learns the object in the course of practical activities with it, the practical actions carried out by the child perform a cognitive, orienting-exploratory function, creating conditions , which reveal the content of this object.

Experimental - experimental activity allows you to combine all types of activities and all aspects of education, develops observation and inquisitiveness of the mind, develops the desire to know the world, all cognitive abilities, the ability to invent, use non-standard solutions in difficult situations, create a creative personality

A Chinese proverb says: “Tell me and I will forget; show me and I will remember; let me try and I will understand.” Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimental activities into the practice of our preschool educational institution. In the process of organizing experimental activities, it was supposed to solve the following tasks:

creation of conditions for the formation of the main holistic worldview of a child of senior preschool age by means of a physical experiment.

development of observation, the ability to compare, analyze, generalize, the development of children's cognitive interest in the process of experimentation, the establishment of a causal relationship, the ability to draw conclusions.

Development of attention, visual, auditory sensitivity.

creation of prerequisites for the formation of practical and mental actions.

Experimental activities in a preschool institution carried out with children can be divided into the following areas:

Wildlife: characteristic features of the seasons of different natural and climatic zones, the diversity of living organisms and their adaptability to the environment.

Inanimate nature: air, soil, water, magnets, sound, light.

Man: the functioning of the organism, the man-made world, materials and their properties.

We developed a model for teaching children the organization of experimentation.

Model of teaching children the organization of experimentation

Table 1

Stages of learning		Research skills
Activity motivation	Creation of a developing environment; problem situations;	Sustained interest
	Intrigue and surprises	Planning, choice of means, implementation and formulation of the conclusions of the experiment with the support of the teacher
	The teacher poses a problem and begins to solve it, the children independently carry out the solution of the problem.	Suggestive questions; Respectful attitude to any statements of the child, his actions;
		Providing freedom of choice, action and movement in space	Independent planning, implementation of the experiment; formation of the goal and the simplest hypotheses with the help of a teacher; graphic recording of results
	The teacher poses a problem, the children independently find its solution and carry out the experiment	problematic issues; Replenishment of the corner with new materials and objects;
		Techniques for interpersonal communication and collaboration	Independent organization of research activities by children; fixing the results, formulating conclusions and reflection
		The work of the educator to indicate goals; The admission of inaccuracies in the actions of the educator;
	The formulation of the problem, the search for a method and the development of the solution itself are carried out independently	Making cards with a symbolic image of the topic of the experiment;
		Development together with children of conditional graphic symbols

The structure of children's experimentation:

Statement of the problem to be solved;

Goal setting (what needs to be done to solve the problem);

Hypotheses (search possible ways solutions);

Hypothesis testing (data collection, implementation in actions);

Analysis of the result (confirmed - not confirmed);

Formulation of conclusions.

Based on the analysis of literary sources, the structure of the experiment program includes:

a contradiction,

the problem

· an object,

The subject of the experiment

an experimental idea

the intention,

the purpose and objectives of the experiment,

its stages

As already mentioned, the most important requirement for any scientific work is the rigor, clarity, and unambiguity of the terminology used. Therefore, in the process of research, and especially at the stage of writing reports, it is necessary to constantly monitor the meaning that the researcher puts into one or another term used.

The results of any scientific research should be described and presented in the form of literature.

Practical task

1. Compilation of a terminological dictionary on the topic "Fundamentals of the organization of experimental work in the field of education"

Hypothesis - a scientifically based logical assumption regarding the method of implementing the idea and design of the experiment. A hypothesis is an assumption whose truth is not obvious

Activity is defined as an external form of activity peculiar only to a person, as an interaction between a person and the world, in which a person consciously and purposefully changes the world and himself.

The idea of the experiment - general idea about the proposed direction of the teacher's activity in the current situation

Research is the process and result of scientific activity aimed at obtaining new knowledge about the patterns, structure, mechanisms of functioning of the phenomenon under study, about the content, principles, methods and organizational forms of activity. The objects of pedagogical research are pedagogical systems, phenomena, processes. The objects of psychological research are a person, a group.

Method of research - techniques, procedures and operations of empirical and theoretical knowledge and study of the phenomena of reality. The system of the research method is determined by the initial concept of the researcher, the general methodological orientation, the goals and objectives of a particular study.

Technique - a private version of the method, not a standardized research method.

Methodology - the doctrine of the principles of construction, forms and methods of scientific and cognitive activity.

Monitoring - constant supervision, regular monitoring of the state of an object, the values of its individual parameters in order to study the dynamics of ongoing processes, predict certain events, and also prevent undesirable phenomena.

Observation is a method of scientific research, a purposeful collection of information about the facts of human behavior and activities in various natural conditions.

Orientation of the personality - a set of stable motives that orient the activity of the personality and are relatively independent of real situations.

The object is a pedagogical space, an area within the boundaries of which is what will be studied (what is being studied?).

Inspection is the study of the object under study with one or another measure of depth and detail, depending on the tasks set by the researcher.

Processing the results is one of the mandatory stages of the study, following the collection of empirical data. It involves the use of logical techniques (classification, grouping, comparison, culling, etc.) for qualitative indicators and mathematical techniques and methods (summation of points scored, calculation of statistical indicators, variance, correlation analyses, regression and cluster analyses, etc.), for quantitative results.

Poll - a method of obtaining information about objective and subjective facts from the words of the respondent (respondent).

An organization is a stable system of individuals working together on the basis of a hierarchy of labor ranks to achieve common goals.

Subject - properties, functions, relationships within the object, fixing, holding the boundaries of the impact.

The subject of research is that side, that aspect, that point of view, “projection”, from which the researcher cognizes the integral object, while highlighting the main, most significant (from the researcher’s point of view) features of the object. One and the same object can be the subject of different studies or even entire scientific directions.

Reflection is the process of self-knowledge by the subject of internal mental acts and states.

System - an ordered set of interconnected elements and relationships between them, creating a single whole. Signs of S.: elemental structure ranging from two to infinity; interaction of elements, the presence of a backbone factor; hierarchy of connections, integrity, unity. Components of pedagogical S.: pedagogical goals, participants in the pedagogical process, interaction between teachers and students, pedagogical tools, management of pedagogical processes.

Testing is an objective and standardized test procedure to which a person is subjected, a specific tool for assessing the psychological qualities of a person. It consists of a series of tasks or questions that are offered under standard conditions and measure certain behaviors based on special ways of assessing test performance.

Technology is a rational (stable) combination of several sequentially applied operations to obtain a product. T. Can be perceived as a logically-operationally reproducible core of the methodology. Signs of T .: setting goals, evaluating pedagogical systems, updating plans and programs on an alternative basis, operational components, means and methods of organizing activities, constant growth in the efficiency of the process, potentially reproducible pedagogical results.

Goal setting is a way to put forward and justify pedagogical goals, select ways to achieve them, design the expected result (the program of the future is determined, an assumption about the future).

The goal is an ideal image of the desired future result of human activity; a conscious idea of the final result of the activity (does not always coincide with the result). Pedagogical goal - the predicted result of pedagogical activity (changes in students). There are different types of goals: strategic, tactical, group, individual.

Man is a living being with the gift of thinking and speech, the ability to create tools and use them in the process of social labor; biosocial being, the subject of historical activity and knowledge.

Experiment - a method of collecting scientific facts in specially created conditions. An experiment is a research activity designed to test a put forward hypothesis, unfolding in natural or artificially created controlled and managed conditions, the result of which is new knowledge, including the identification of significant factors that affect the results of pedagogical activity. An experiment is a general empirical research method, the essence of which is that phenomena and processes are studied under strictly controlled and controlled conditions.

experiment pedagogical education

"Organization and conduct of experiments with preschoolers".

Purpose: to expand the knowledge of teachers about the development of cognitive interest and cognitive activity of preschool children by means of experimental activities.

To expand the knowledge of educators about the importance of experimentation in the development of preschool children

To form ideas about the correct organization of experimentation with a preschool child.

Planned result:

Knowledge and practical application of the organization of experimental activities with preschool children.

Introductory part.

What role does experimentation play in the development of a preschool child? (answers of educators)

The activity of experimentation contributes to the formation of cognitive interest in children, develops observation, mental activity. According to Academician N.N. Podyakova in the activity of experimentation, the child acts as a kind of researcher, independently influencing different ways on the surrounding objects and phenomena with the aim of their more complete knowledge and development. In the course of experimental activity, situations are created that the child resolves through the experiment and, analyzing, draws a conclusion, a conclusion, independently mastering the idea of a particular law or phenomenon.

The main task of the preschool educational institution is to support and develop in the child an interest in research, discoveries, to create the necessary conditions for this.

Methodological recommendations for conducting classes using experimentation are found in the works of various authors N.N. Podyakova, F.A. Sokhina, S.N. Nikolaeva. These authors propose to organize the work in such a way that children can repeat the experience shown by adults, can observe, answer questions using the result of the experiments. With this form, the child masters experimentation as an activity and his actions are of a reproductive nature. Experimentation does not become a valuable activity in itself, as it arises at the initiative of an adult. In order for experimentation to become the leading activity, it must arise on the initiative of the child himself.

The purpose of upbringing and education according to the programs of the new generation is to systematize, deepen, generalize the personal experience of the child: in mastering new, complex ways of cognitive activity, in understanding the connections and dependencies that are hidden from children and require special conditions and management from the teacher for mastering. An obligatory element of the lifestyle of preschoolers is participation in resolving problem situations, in conducting elementary experiments, experimenting, and in making models.

We will not dwell on age-specific features, but it should be noted that at the age of 3 years, children still cannot operate knowledge in a verbal form, without relying on visualization, therefore, in the vast majority of cases, they do not understand the explanations of an adult and strive to establish all the connections on their own. .

After 5 years, a stage begins when children's activity diverges in two directions: one direction turns into a game, the second - into conscious experimentation.

An experiment carried out independently by a child allows him to create a model of a phenomenon and generalize the results obtained in an effective way, compare them, classify and draw conclusions from these phenomena for a person and himself.

From all of the above, we can conclude that for preschool children, experimentation, along with play, is the leading activity.

The structure of children's experimentation.

Like any activity, the activity of experimentation has its own structure:

Purpose: development of the child's skills to interact with the objects under study in "laboratory" conditions as a means of knowing the world around

Tasks: 1) development of thought processes; 2) development of mental operations; 3) mastering the methods of cognition; 4) development of causal relationships and relationships.

Motive: cognitive needs, cognitive interest, which are based on the orienting reflex "What is it?", "What is it?" At the senior preschool age, the cognitive interest has an orientation: "To learn - to learn - to know".

Means: language, speech, search actions.

Forms: elementary search activity, experiments, experiments

Conditions: gradual complication, organization of conditions for independent and educational activities, use of problematic situations.

Result: experience of independent activity, research work, new knowledge and skills that make up a whole range of mental neoplasms.

The sequence of children's experimentation.

On the slide, teachers are presented with the words: hypothesizing, testing an assumption, goal setting, problem situation, formulation of a conclusion, new hypothesis

Task: build a sequence of children's experimentation.

Next slide with correct answer:

problematic situation.

· Targeting.

· Hypotheses.

Checking the hypothesis.

If the assumption was confirmed: formulation of conclusions (how it happened)

If the assumption was not confirmed: the emergence of a new hypothesis, its implementation in action, the confirmation of a new hypothesis, the formulation of the conclusion (how it turned out), the formulation of the conclusions (how it turned out).

In the process of experimentation, the child needs to answer the following questions: How do I do it? Why do I do it this way and not otherwise? Why am I doing this, that I want to know what happened as a result?

To help the educator:

Approximate structure of the lesson - experimentation

· Statement of the research task in the form of one or another variant of the problem situation.

Exercises for the development of attention, memory, logical thinking(can be arranged prior to class).

· Clarification of life safety rules in the course of experimentation.

· Refinement of the research plan.

· Selection of equipment, its independent placement by children in the study area.

· The distribution of children into subgroups, the choice of leaders, helping to organize peers, commenting on the course and results of joint activities of children in groups.

· Analysis and generalization of the results of experimentation obtained by children.

To help the educator:

"Planning work with children on experimentation"

Junior preschool age

Work with children of this age group is aimed at creating the conditions necessary for sensory development in the course of familiarization with the phenomena and objects of the surrounding world.

In the process of forming elementary exploratory actions in children, teachers are recommended to solve the following tasks:

1) combine the display of an object with the active action of the child to examine it: feeling, hearing, taste, smell (a didactic game such as "Wonderful bag" can be used);

2) compare objects that are similar in appearance: a fur coat - a coat, tea - coffee, shoes - sandals (didactic game like "Make no mistake");

3) to teach children to compare facts and conclusions from reasoning (Why is the bus standing?);

4) actively use the experience of practical activities, gaming experience (Why does the sand not crumble?);

1. About materials (sand, clay, paper, cloth, wood).

2. About natural phenomena (snowfall, wind, sun, water; games with the wind, with snow; snow, as one of the states of aggregation of water; warmth, sound, weight, attraction).

3. About the world of plants (methods of growing plants from seeds, leaves, bulbs; sprouting plants - peas, beans, flower seeds).

4. About methods of studying the object (section "Cooking for dolls": how to make tea, how to make a salad, how to cook soup).

5. About the standard "1 minute".

6. About the objective world (clothes, shoes, transport, toys, paints for drawing, etc.).

In the process of experimentation, the vocabulary of children is replenished with words denoting sensory features of a property, phenomenon or object of nature (color, shape, size: wrinkled - broken, high - low - far, soft - hard - warm, etc.).

Middle preschool age

Work with children of this age group is aimed at expanding children's ideas about the phenomena and objects of the world around them.

The main tasks solved by teachers in the process of experimentation are:

1) active use of the experience of playing and practical activities of children (Why do puddles freeze at night, thaw during the day? Why does the ball roll?);

2) grouping objects according to functional characteristics (What are shoes, dishes for? What is the purpose of using them?);

3) classification of objects and items according to specific features (teaware, tableware).

I. The main content of research conducted by children involves the formation of the following ideas in them:

1. About materials (clay, wood, fabric, paper, metal, glass, rubber, plastic).

2. About natural phenomena (seasons, weather phenomena, inanimate objects - sand, water, snow, ice; games with colored ice floes).

3. About the world of animals (how animals live in winter, summer) and plants (vegetables, fruits), the conditions necessary for their growth and development (light, moisture, heat).

4. About the objective world (toys, dishes, shoes, transport, clothing, etc.).

5. About geometric standards (circle, rectangle, triangle, prism).

6. About a person (my helpers are eyes, nose, ears, mouth, etc.).

In the process of experimentation, the children's vocabulary is replenished with words denoting the properties of objects and phenomena. In addition, children get acquainted with the origin of words (such as: sugar bowl, soap dish, etc.).

At this age, building games are actively used to determine the features and properties of objects in comparison with geometric standards (circle, rectangle, triangle, etc.)

senior preschool age

Work with children is aimed at clarifying the entire spectrum of properties and features of objects and objects, the relationship and interdependence of objects and phenomena.

The main tasks solved by the teacher in the process of experimentation are:

1) active use of the research results in practical (household, play) activities (How to build a solid house for dolls faster?);

2) classification based on comparison: by length (stockings - socks), shape (scarf - scarf - scarf), color / ornament (cups: single and multi-colored), material (silk dress - woolen), density, texture (game " Who will name more qualities and properties?").

1. About materials (fabric, paper, glass, porcelain, plastic, metal, ceramics, foam rubber).

2. About natural phenomena (weather phenomena, the water cycle in nature, the movement of the sun, snowfall) and time (day, day - night, month, season, year).

3. On the aggregate states of water (water is the basis of life; how hail, snow, ice, hoarfrost, fog, dew, rainbow are formed; looking at snowflakes through a magnifying glass, etc.).

4. About the world of plants (features of the surface of vegetables and fruits, their shape, color, taste, smell; examination and comparison of plant branches - color, shape, location of buds; comparison of flowers and other plants).

5. About the objective world (generic and specific features - freight, passenger, sea, rail transport, etc.).

6. On geometric standards (oval, rhombus, trapezium, prism, cone, ball).

In the process of experimentation, the vocabulary of children is enriched by words denoting the properties of objects and phenomena. In addition, children get acquainted with the origin of words, with homonyms, with the ambiguity of the word (key), synonyms (beautiful, beautiful, wonderful), antonyms (light - heavy), as well as phraseological units ("horse in apples").

Bibliography

1. Dybina O.V., Rakhmanova N.P., Shchetina V.V. Organization of experimental activities of preschoolers. M., 2010.

2. Ivanova A.I. Children's experimentation as a teaching method. / Management of the preschool educational institution, N 4, 2004, p. 84 - 92

3. Korotkova N.A. Cognitive and research activities of older preschoolers. / Child in kindergarten. N 3, 4, 5 2003, N 1, 2002

4. Organization of experimental activities of preschoolers. / Edited by L.N. Prokhorovy M., 2011

5. Solovieva E. How to organize the search activities of children. / Preschool education. No. 1, 2005

6. Stolyarenko A.M. General Pedagogy: Textbook for university students.-M: UNITY - DANA, 2006.-479 p.

7. GEF: preschool education.

Hosted on Allbest.ru

...

Similar Documents

Analysis of the existing theory and practice of education aimed at creating conditions for the effective implementation of social and pedagogical initiatives. Study of the features of the organization of experimental work. The main tasks of the Expert Council.

abstract, added 12/10/2012

Effective formation of universal educational actions of students as one of the most difficult problems of pedagogical science. Analysis of the experimental work of members of the school methodological association in the context of the introduction of new teaching standards.

article, added 10/29/2013

Forms and methods of organizing work with parents. Organization of experimental work on the use modern technologies pedagogical interaction. An example of holding a parent-teacher meeting on the topic "Turning children into good students."

term paper, added 04/19/2015

Organization of research work: relevance of the topic, setting tasks. Determination of the logical structure of psychological and pedagogical research. Primary idea about the phenomenon under study. The course of experimental work, the presentation of the result.

manual, added 11/04/2009

Analysis of literature on the problem of socio-pedagogical support of leisure activities in institutions additional education. The program of experimental work on the study of the model. Interaction between teachers and parents of lyceum students.

thesis, added 03/13/2013

The concept and types of a dysfunctional family. Theoretical foundations of socio-pedagogical counseling with a dysfunctional family. Analysis of experimental work on the implementation of the program "We are together" in a secondary school.

thesis, added 07/24/2014

term paper, added 03/24/2009

Analysis of the practical activities of teachers and children in the classroom in the framework of the ascertaining experiment. The program of experimental work on the development of the moral qualities of schoolchildren in the conditions of institutions of additional education.

thesis, added 02/12/2013

Consideration of the place, role and theoretical foundations of problem-based learning. Analysis of the experimental work of the teaching staff on their use in literature lessons in the 9th grade. Specific features and effectiveness of its application.

thesis, added 04/17/2011

Classification of the main forms of knowledge control in biology. Analysis of a school textbook and the section "Animals" from a notebook on a printed basis in biology for the presence and sufficiency of control and verification work. Organization of experimental work.

The organization of the study depends on many factors, but most of all - on its type, that is, on whether it is collective, complex or individual. Collective research is associated with the development of a common theme by a group of participants in the work, when each of the researchers performs some part of the common work. Comprehensive research is a kind of collective research. It is multi-subject (several subjects of research) and multi-aspect, for example, it includes psychological, socio-pedagogical, technological, managerial aspects, and its results are integrated and expressed in the form of pedagogical or organizational-pedagogical conclusions, models and recommendations. Individual research is carried out by one researcher, and its organization is a self-organization of activity.

Let us dwell on the most difficult type of research from the point of view of organization - a collective comprehensive study.

The second stage is diagnostic (if the necessary diagnostics has already been carried out, then at this stage its results are ordered and updated). The level of development of pedagogical processes and phenomena of interest to researchers, historical and modern experience in solving similar (or close) problems are studied. At this stage, a wider range of specialists is involved in the study, mainly already known (standard) methods and techniques are used.

After a preliminary definition of the main parameters of the study, it is useful to address organizational issues if they have not been resolved before.

At this stage, care should be taken to improve the moral and psychological climate, to motivate teachers to conduct a pedagogical search, as well as to personnel, logistical, financial (i.e.

Resource), managerial, psychological and pedagogical support of the search. The main task of this stage is to optimize the conditions for creative search.

Zagkyazinsky

The fourth, transformative, the main stage of the study in terms of time and volume of work. The planned work is being carried out (experiment, creation and implementation of author's programs and projects, introduction of improved technologies, management models, etc.) support of transformations (stage-by-stage analysis, scientific and scientific-methodical seminars, examination of completed fragments of work). Departments, sections, research problem laboratories, creative groups should work actively, there should be an intensive exchange of work experience, a joint search for the best solutions (meetings, councils, expert advice, etc.).

The fifth, final stage includes the final diagnostics, generalization, interpretation and evaluation of the results, presentation of the final analytical report on the work done, publications in the pedagogical press, promotional documents (curricula, programs, recommendations, regulations, etc.). Materials are prepared by performers, heads of directions, and summarized and presented by the head of the research work.

The pre-thought-out logic of the research is reflected, fixed in the main documents that determine the content, direction and methodology of the search, in the concept and in the research project.

The pedagogical concept contains a substantiation of the problem and a detailed presentation of the initial provisions, main ideas, and prognostic studies.

The main content of the research project is the disclosure of the content of the links of the future research. Along with this, the project should reflect the issues of organizational, material and staffing of the search, risk factors and ways to compensate for possible omissions, the form of presenting the result, as well as the content and methods of managing experimental work.

The project may be replaced by a research program. The difference of the latter is that the content of the work is presented not according to the main logical blocks, but according to the areas of work with the allocation of stages and measures for their implementation.

concept;

research project (program);

charter of institutions of a new type, exemplary regulations on their divisions and services;

curricula and programs (primarily original, author's);

staffing, regulation on remuneration, on the procedure for staffing;

estimates of necessary expenses, new construction projects and other documents justifying the requested funds.

The work of researchers in drawing up programs for the development of education, comprehensive programs for the socio-pedagogical protection of the family and childhood for the region, city, municipal association is specific.

To create such programs for the development of education, it is necessary to attract the most competent and interested people, and not only teachers and specialists in the field of education. To do this, it is expedient to announce competitions for drafting education development programs, and to determine the winners on the basis of an expert evaluation of projects by a group of highly qualified specialists. The authors of the winning project become the core of the group of program creators.

The organization of drawing up a development program roughly includes the following elements (steps). one.

Development (by the customer or together with the customer) of the technological task for the performers. 2.

Establishment of a group of programmers. This stage begins with the selection of analysts (sociologists, economists, political scientists, historians, demographers, lawyers, psychologists, teachers, etc.) and familiarizing them with the terms of reference.

1 Licensing - the issuance of a license, a document for the right to carry out certain types of activities (including educational, medical), fixed in the Charter of the institution. Certification is an official assessment of the level of work, compliance with state requirements. Accreditation - official approval of the status of an institution (gymnasium, college, socio-pedagogical complex). All of the above procedures are carried out by state authorities.

The group discusses the conceptual foundations of the program until they are accepted by all involved specialists. In the course of this work, the concept is refined, the members of the group are updated (dissenters leave, new ones are attracted, etc.), assignments are distributed, deadlines are clarified. 3.

Collecting material, conducting a diagnostic, ascertaining study of the state of affairs. 4.

Analytical work of the group. Based on statistical, historical and other research materials, a comprehensive analysis of the state of the education system in the region and the main trends in its development in the context of general development region and outlines the first recommendations on the content and directions of changes in the education system. five.

constructive group work. The concept and design of the study are being worked out, an invariant structure of sections is being developed, maps-instructions for each section (for orientation and general discussion). For example, based on the recommendations, the group members identify the main areas (target blocks) of the program, for each block, projects are developed in structural and content aspects aimed at implementing the target blocks of the program (“Leisure”, “Family”, “Education”, etc.). ). Each of the projects is developed according to the scheme: a) guidelines for project activities; b) specific activities for the implementation of the project; c) responsible executors of measures; d) deadlines for the implementation of activities.

Development of each direction and section, including analysis, forecast, design, programming. 7.

Bringing together individual sections, their coordination and generalization, harmonization of all provisions, elimination of duplication, consistent implementation of the main ideas of transformations, primary editing. 8.

Discussion of the first version of the program. After drawing up the first version of the program, it is desirable to replicate it and involve in the discussion as many professional teachers, members of the public, and independent experts as possible. During the discussion, the content of the program may change significantly, up to the rejection of some options and the development of others, new ones. nine.

Completion of the project, taking into account comments and suggestions, editing the text.

10. Acceptance of the program. An updated version of the program is submitted for discussion by a meeting of practical pedagogical workers (competent teachers, employees of preschool, out-of-school educational institutions, heads of educational institutions) and is accepted by it. After that, the education development program is submitted for examination. Approved by the department of education and the administration (or authority), it becomes the main document regulating the course of updating the education of the region.

Of course, the provisions of the program should be regularly clarified; it should not turn into a dogma. For successful monitoring and correction of the implementation of the program, it is desirable to retain the group of its creators as analysts and consultants.

The next organizational task is the scientific and methodological support for the implementation of the program (search and selection of existing methods and the development of new ones) and the provision of scientific and methodological support for the program (training of personnel, development of subprograms, phased analysis and correction of its sections, exchange of experience, etc.).

Program activities, therefore, should proceed from taking into account both the general and the specific, from stimulating amateur activity, initiative, activity of participants in the educational process, and from not strictly, but softly regulating indirect managerial influences. In the programs, it is expedient to develop the authors' own approaches to those important positions that are not reflected in national documents or are not sufficiently specified in them.

Programs for the development of education with this approach are not directive programs (the time of directives has passed, and even in conditions of social instability and a market economy, the directive approach is unpromising), but they do not become only forecast programs. These are rather science-based benchmark programs that indicate strategic goals, stages of updating all levels of education, requiring further specification in work plans, individual targeted programs, projects and specific events and stimulating initiative, extensive search work in educational institutions, practical verification of projects, their improvement .

Let us dwell a little more on ways to optimize the conditions of psychological and pedagogical search in the team as an important area of organizational work.

The success of the search is largely predetermined by the conditions, that is, those external and internal circumstances in which the search is carried out. Therefore, before starting experimental and search work, it is necessary to analyze the conditions and try to optimize them. Of course, not everything depends on the experimenters themselves, but many conditions can be adjusted to enhance the positive and reduce the negative impact of the conditions on the process and results of work. If their totality is clearly unfavorable or there are no defining (mandatory) conditions, one should refrain from deploying experimental and search work and work on creating favorable or at least acceptable conditions. Some of the conditions are enough to understand and take into account, others can be changed and adjusted.

Let's start with the conditions of a broad socio-political plan. They are generally quite favorable. The society and its official bodies give the go-ahead to the pedagogical search, the public demand for socio-pedagogical innovations has manifested itself quite clearly, but at the same time, the real socio-economic conditions for pedagogical creativity are still very incompletely provided. The society and the state do not realize the decisive role of education for the destinies of the country, the pedagogization of the environment is slow, the school remains alone with its needs. The narrow departmental approach to the problems of education, family, unemployment, and rehabilitation has not been overcome. State appropriations for the development of education and the social sphere are completely inadequate. It should be noted, however, that it is institutions striving for something new that find public support much faster, receive state subsidies and sponsorship funds.

Now let's talk about the organizational and methodological conditions, many of which are subject to the organizers to one degree or another and are amenable to regulation. We only want to warn that some of them are mandatory, and some are desirable. In the latter case, the presence of conditions facilitates, and the absence or incompleteness makes it difficult, reduces the efficiency of the search.

We identify four mandatory conditions:

the presence of a "leader" (individual or collective - a group of leaders and teachers), armed with ideas of transformation and capable of generating them;

comprehension of real difficulties, contradictions, development prospects; adequate assessment of the situation, own achievements, problems and opportunities;

the availability of qualified personnel who own the leading types of activities (teachers-masters, qualified educators and psychologists);

a sufficiently high general cultural level of the teaching staff (it is also called the cultural or intellectual "background" of the search). Only the general culture of a specialist can be the basis of his creative activity, and the general culture of the team can be the key to the success of a collective and even more complex research.

The desirable conditions for creative research include the following:

sufficiently high prestige of the institution, trust in it by parents, students, the public, clients; favorable psychological climate in the team;

not a very large number of students (up to 500-700) or pupils (up to 100-150); then there is an opportunity to study everyone, to create an atmosphere of mutual trust, and in the history of pedagogy, it is relatively small schools and educational institutions that most often act as centers of innovation and excellence; if there are more than a thousand students in the school, then for an experimental search it is useful to take a relatively independent unit, say elementary grades or senior level;

classes at school in one (first) shift, which makes it possible to plan work with students for a full day;

availability of material conditions (premises, equipment, literature, financing, etc.); the availability of funds, which makes it possible to replicate programs, methodological documentation, questionnaires, carry out mathematical data processing, attract specialists, pay for additional work of teachers, improve their qualifications, etc.;

a reserve of free time for the participants of the experiment, which makes it possible to think, draw up projects, analyze, search for and correct errors;

highly desirable contacts with research teams (departments of universities, subdivisions of research institutes, etc.).

If the desired search conditions do not fully satisfy the requirements, this creates additional difficulties, but does not exclude the possibility of a successful search.

Questions and tasks 1.

Tell us what needs to be done so that the administrative and power structures realize the priority role of education for the destinies of the country, region, municipal territory. 2.

What can an educational (social-pedagogical) institution itself do to optimize the conditions of pedagogical search? 3.

Is it reasonable for each educational institution to develop its own concept, its own development program or research project? 4.

Can an original, innovative pedagogical project have a collective authorship?

Introduction

1 Analysis of psychological and pedagogical literature on the problem of physical culture of preschool children

3 Pedagogical conditions for organizing work on physical culture of preschool children in a preschool educational institution

1 The state of physical culture and health work in the preschool educational institution

2 Implementation of pedagogical conditions for the organization of physical culture and recreation work in preschool educational institutions

3 Analysis of the results of experimental - search work on the study

organization of physical work in the preschool educational institution

Conclusions on the second chapter

Conclusion

Bibliographic list

ATTACHMENT 1

APPENDIX 2

APPENDIX 3

APPENDIX 4

APPENDIX 7

Introduction

Preschool age is a significant stage in the formation of human abilities - motor, cognitive, creative and others, since this stage of development is associated with the maturation of the organic structures necessary for their development and the formation of large functional organs.

During this period, the work of all analyzers improves, the development and functional differentiation of individual sections of the cerebral cortex, the connections between them and the organs of movement, which creates favorable conditions for the beginning of the formation of general and special abilities in the child.

The development of the child's abilities is carried out in the process of specially organized education and training.

The most important qualitative characteristic of the preschool education system is the state of health of the pupils of the preschool education institution.

According to the Research Institute of Hygiene and Prevention of Diseases in Children and Adolescents, over the past decades, the health status of preschool children has deteriorated: the number of absolutely healthy children has decreased (23.2% to 15.1%); the number of children with various deviations in health status increased (from 69% to 67.6%) and chronic diseases (from 15.9% to 17.3%)

Falling living standards, social upheavals, deterioration of public health care do not give grounds to expect positive changes unless radical measures are taken to protect children's health.

Of great importance is the deterioration of the environmental situation and the stressful environment of modern society, and much more.

A contradiction arises: the declaration of the principles of a health-improving orientation and the comprehensive development of the individual, on the one hand, and the lack of effective sufficiently theoretical and methodological approaches to their implementation, on the other hand.

It is very important to contribute to the development of abilities in children in a complex way, that is, to simultaneously perform several methods of healing that complement each other.

Today, the organization of physical culture and health-improving work with children is becoming relevant. This problem is especially acute in an educational institution, where it should give tangible results. According to the results of the survey, there has recently been a decrease in the indicators of the level of children's health and their physical development. Insufficient motor activity - hypokinesia - is noted in very young children. There is a violation of posture, blood circulation, cardiovascular system, respiratory function, central nervous system. In this regard, the culture of health is a component of the general system of culture. This is due to the fact that evolution is possible only in a healthy society, and indicates the inevitability of the formation of physical health culture - individual and population. One of the priority tasks of modernizing education is to preserve and improve the health of children, to form in them the value of health and a healthy lifestyle. At present, a flexible, multifunctional system of preschool education has been created in the country, which provides a wide range of educational services, taking into account the age and individual characteristics of children, the needs of the family and society as a whole.

At the same time, one cannot fail to note the strengthening of the “technological effectiveness” of the educational process in preschool educational institutions, which is directly related to unjustified subject enthusiasm. And as a result, mental and physical overload of children, which causes increased fatigue, apathy, neuroticism.

All this inevitably leads to a decrease in the quality of the educational process, and most importantly, affects the health of children and their physical development.

The given data testify that providing the organization of physical culture of educational process in kindergartens now requires close attention of all employees of the preschool education system.

Based on the relevance of the study, we chose the topic thesis: "Organization of work on physical culture of preschool children in preschool educational institutions."

The purpose of the study is to organize work on the physical culture of preschool children in preschool educational institutions.

Object: organization of work on physical culture of preschool children.

Subject of research: pedagogical conditions for the organization of work on physical culture in preschool educational institutions.

Hypothesis: the organization of work on physical culture in preschool educational institutions will be successful if:

there will be timely advanced training of teachers in physical culture of preschool children;

an environment for the development of physical culture of preschool children will be created.

Research objectives:

1.Conduct an analysis of the psychological and pedagogical literature on the problem of the development of physical culture and health work in preschool educational institutions.

2.Determine the need to develop methods for improving the elements of physical culture with children in physical education classes in preschool educational institutions.

To solve the tasks in the work, the following research methods were used:

theoretical: analysis and generalization of data from psychological and pedagogical literature;

practical: pedagogical observation, timing, pedagogical testing, pedagogical experiment, anthropometric measurements, methods of medical and pedagogical control.

Stages and terms of the study:

II. Formative stage - June-December 2011.

III.Control stage - January-February 2012.

The structure of the work consists of an introduction, two chapters, conclusions after the chapters, a bibliographic list and an appendix.

Research base: preschool educational institution No. 477 of the city of Chelyabinsk.

Chapter 1

1.1 Analysis of psychological and pedagogical literature on the problem of physical culture of preschool children

For all age periods, an increased need for physical activity is characteristic of children. Active muscular activity is a prerequisite for the normal development and formation of a growing child's body.

Mastering the laws of physical development, using them for physical education is the most important task of the theory and practice of physical education.

In the most general sense, the physical development of a person is the process of changing the natural morpho-functional properties of his body during an individual life.

Physical culture as a method of non-specific pathogenetic therapy is an important component of the recovery process system. Physical education, sports, the use of physiotherapy, labor processes should be widely used in preschool educational institutions, as this helps to increase the physical development of preschool children.

Improving physical education in childhood is part of the health complex system. In the process of physical education and music lessons, which are based on the game method and the widespread use of imitation movements, children develop skills and abilities, will and consciousness. This helps to maintain discipline, creates a positive emotional background.

When conducting classes with preschool children, physical exercises should be selected taking into account age-related physiology and in accordance with the characteristics of the age period of childhood, the nature of responses. To improve the health of children and prevent diseases, it is necessary not only to increase the level of their physical activity, but also to systematically carry out active hardening measures. They can be local and general, traditional and non-traditional.

In modern studies, V.K. Balsevich, L.I. Lubysheva, N.N. Visita, A.A. Guzhalovsky, it is noted that the problem of the formation of a person's physical culture is fruitfully solved only on the basis of the idea of unity and interdependence of the category of social and biological. At the same time, physical culture, unlike other spheres of culture, connects them with the sphere of their harmonization, the area of value-oriented resolution of constantly reproduced contradictions between them. PC. Durkin, A.V. Zaporozhets, V.I. Stolyarov emphasize that this thesis is also confirmed by the relationship of the physical and spiritual in a person, where the main thing is the principle of their unity, integrity and harmony. In this regard, according to V.K. Balsevich, P.F. Lesgaft, V.A. Sokolov, the harmony of the physical (bodily) and spiritual (social) is the fundamental, main methodological position in the approach to the process of mastering and improving the values of physical culture by a person.

In his works, V.K. Balsevich, L.P. Matveev, G.G. Natalov, argue that the main goal of the functioning of the system of physical culture is a person, a personality in its integrity and multidimensionality as the highest value of education and culture. The system-forming factor that unites all components of physical culture is human activity aimed at its physical perfection.

At present, the concept of "values of physical culture" has become widespread.

In philosophical and sociological meanings, this concept embodies the significance of objects and phenomena of the social environment for a person and society. According to B.G. Ananiev, V.M. Mezhuev, values are social priority elements of the personality structure, they act as fixed, stable ideas about what is desired. Values exist independently of a particular individual as an element of culture and become elements of the individual's spiritual culture, important regulators of behavior to the extent that the values of a given culture are mastered.

VC. Balsevich, V.I. Stolyarov note that speaking about the value potential of the physical culture of modern society, it is necessary to keep in mind two levels of values - social and personal.

Studying this problem, V.K. Balsevich, L.I. Lubyshev, the social values of physical culture include: intellectual values of a motor nature, technological values, mobilization and intentional values.

The foundation of intellectual values is knowledge about the methods and means of developing a person's physical potential as the basis for organizing his physical activity, hardening and a healthy lifestyle.

The values of a motor character include the best examples of motor activity achieved in the process of physical education, personal achievements in a person’s motor fitness, his real physical potential.

Technological values of the formation of physical culture - complexes of methodological guidelines, practical recommendations, methods of health training, that is, the experience gained by specialists in terms of ensuring the physical readiness of a person.

Relatively recently, in the theory of physical culture, the concept of “intentional values” was formulated, reflecting the formation of public opinion, the prestige of physical culture in society, its popularity among various categories of people, and most importantly, the desire and readiness of a person for continuous development and improvement of the potential of his physical culture. The same group of values also includes the socio-psychological attitudes of people, determined by the nature, structure and orientation of needs, motivations and value orientations for physical exercises.

And, finally, of great importance for the preparation of a socially active generation is the development by children of the mobilization of the values of physical culture, which allow them to act with a high degree of reliability in extreme life situations. L.I. Lubysheva found that the personal level of mastering the values of physical culture is determined by a person's knowledge in the field of physical improvement, motor skills and abilities, the ability to self-organize a healthy lifestyle, socio-psychological attitudes, and orientation towards physical culture and sports activities.

VC. Balsevich, V.V. Kostyukov, L.P. Matveev, in their works prove that physical activity, which is a kind of social activity of people, is associated with the satisfaction of a person with diverse needs in the field of physical culture through conscious, cultivated motor activity, specific for its various forms, taking into account his available abilities, as well as relationships, emerging in the process of its implementation between people.

Accordingly, they also distinguish the following main types:

-physical culture and recreation;

-physical culture and education;

physical culture and sports;

physical culture and rehabilitation.

Complementing these provisions, Yu.M. Nikolaev, clarifies that only when physical activity is considered from the standpoint of human significance and value, it becomes a factor in the true cultural development of a person, harmonization of the bodily and spiritual, sustainable familiarization with physical culture.

In the system of innovative approaches to mastering the values of physical culture that have been widely developed recently, a well-founded L.I. Lubysheva's theory of physical education, which is a pedagogical process of the formation of a person's physical culture.

IN AND. Stolyarov defined the main indicators of physical culture as the properties and characteristics of an individual:

-human concern for maintaining normal physical condition;

-the variety of means used for this;

approved and implemented in practice ideals, norms, patterns of behavior related to the care of the physical condition;

the level of knowledge about the body, about the physical condition, about the means of influencing it;

the degree of orientation towards taking care of one's physical condition;

willingness to help other people in their recovery, physical improvement and the availability of appropriate knowledge, skills and abilities for this.

According to V.K. Balsevich, G.G. Natalova, Yu.M. Nikolaev, there are the following grounds for physical education:

-philosophical, affirming a holistic approach to the essence of a person, as well as awareness by him and society of the cultural value of physical culture and sports activities;

-theoretical, which include, first of all, the pedagogical principles of the organization of physical education: humanization, polyvariance and diversity, harmonization of the content of physical culture and sports activities;

-technological, which are based on an activity approach, the priorities of the emotional aspect of physical culture and sports activities, the effect of pleasure, success.

Fundamentally important for understanding the phenomenon of physical education is the concept of three directions, which formed the basis of its content, developed in detail and deeply by L.I. Lubysheva.

The first direction is socio-psychological education, the essence of which is reduced to the process of forming a life philosophy, conviction, need-activity attitude to mastering the values of physical culture.

The second direction is intellectual education, which implies the need to form a complex of theoretical knowledge in a person, covering a wide range of philosophical, medical and other aspects closely related to physical education.

The third direction is motor (bodily) education, which contains the solution of motor tasks: the formation of physical qualities, skills and abilities to control movements, as well as the possibilities for the rational use of physical potential.

Recently, many scientists, among the serious methodological problems of research in the field of physical culture, single out the conversion of high technologies of sports training as an actual direction in improving the system of physical education.

The reason for this is the understanding that many historically conditioned events objectively shifted the emphasis in scientific knowledge of the essence and ways of development of physical culture towards the highest achievements and, above all, towards the justification and scientific and technological support of the extremes of manifestations of the physical, mental and spiritual abilities of a person.

Lately there has been whole line scientific research, which shows the possibility of stimulated development of certain physical qualities of preschool children. Only in the works of V.Yu. Davydova, V.A. Ivanova, L.P. Presnyakova, Yu.K. Chernyshenko, R.I. Solenova, attempts were made to implement an integrated approach to this problem.

Unfortunately, we can note that there are few studies that consider the problems of organizing and planning the processes of development of physical qualities and the formation of the main movements of preschool children in the age aspect. However, there are three main options for organizing this work.

T.I. Sulimtsev, A.S. Chubukov offer a comprehensive developmental impact on the basic physical and motor qualities throughout the school year.

In the studies of O.N. Korina, Yu.K. Chernyshenko, R.I. Solenova is offered a phased, accentuated developmental impact of physical and motor qualities, with the duration of the stage of accentuated impact up to 1 month.

The traditional version, common in most children's preschool educational institutions, based on the predominant development of the child's basic movements, studied in detail by A.V. Keneman, D.V. Khukhlaeva, T.I. Osokina, L.I. Penzulaeva.

Consistently implementing the idea of physical education, formulated in a number of studies, we can note that there is an excessive fragmentation of scientific and methodological works aimed at substantiating and introducing into practice the methodology for solving intellectual and socio-pedagogical problems. We include the works of E.V. Zaiki with co-authors, G.A. Kadantseva, T.A. Repina.

Thus, based on our analysis, we can draw the following conclusions:

in the organization of work on physical culture, three relevant areas have been established: socio-psychological; intellectual; motor or bodily;

the concept of the value potential of physical culture and sports is being widely disseminated and recognized;

the attention of scientists and practitioners is increasingly attracted by the problem of the development of sports technologies to improve the efficiency of physical education of preschool children;

there are not enough studies that reveal the methodology for solving socio-psychological and intellectual tasks of physical education;

so far, the issues of the age-based methodology for the development of physical qualities and the formation of basic movements in preschool children have not been sufficiently studied;

the problem of using the means of physical education to optimize the conditions for the formation of the child's mental processes remains open.

1.2 Features of the organization of physical culture in preschool educational institutions

Each physical education lesson should bring joy to the child, arouse his interest, stimulate creative activity, develop the need for different types of exercises and outdoor games. To this end, the educator needs to widely use different techniques and methods, the choice of which is determined by the specific pedagogical task, the features of the program content, the readiness of children and other conditions.

Efficiency in physical culture in a preschool institution is largely a complex of recreational and educational activities, the basis of which is motor activity.

This work may take different forms:

) physical education classes;

) physical culture and health work during the day (morning exercises, physical exercises, outdoor games and physical exercises for a walk, tempering activities);

) active recreation (sports leisure and health day holidays, vacations);

) independent motor activity;

) homework in physical education;

) individual and differentiated work (with children who have deviations in physical and motor development);

) sectional circle classes;

) preventive and rehabilitation measures (according to the plan of the doctor).

Each form of physical education has its own specific purpose: educational (physical education classes), organizational (morning exercises), stimulation of mental performance (physical education), active recreation (leisure, health days, vacations); correction of physical and motor development (individual and differentiated work); creation of conditions for the development of children's motor abilities in hobby classes (sectional circle work); special therapeutic prophylaxis.

Table 1 - Forms of motor activity in the daily routine of the preschool educational institution

№ p / p Forms Time in the mode of the day Venue Who conducts Organization features (2 - 3 years) 1 Morning gymnastics Morning 4 min Hall, group, music hall Educator, head of the PhD, music director Daily. In the warm season - outdoors. The complex is made for 1-2 weeks. Inclusion of breathing exercises is obligatory. 2 Physical training 2 times a week 10 - 15 min. up to 2 years old - 5-7 children (4-5 years old) 1 Morning gymnastics Morning 6 - 8 min Hall, group, music hall Educator, head of the PE, music director Daily. In the warm season - outdoors. The complex is made for 1-2 weeks. The inclusion of breathing exercises is mandatory. 2 Outdoor games and physical exercises during a walk 2 times a day (on morning and evening walks) 20 - 25 minutes On the days of physical education, games are held in the morning for 8 - 10 minutes, in the evening - 8 - 12 minutes 3 Physical education classes 2 times a week 20 - 25 minutes healthGroup, playground, hall Head of physical education, educator, doctor At least 1 time per quarter. All other classes are canceled on this day. The daily regimen is saturated with active motor activity of children, independent games, musical entertainment (5-6 years old) 1 Morning gymnastics Morning 8 - 10 minutes Hall, group, music hall Educator, head of the FV, musical director Daily. In the warm season - outdoors. The complex is made for 1-2 weeks. Inclusion of breathing exercises is mandatory. It is possible not to spend 3 days of health in the art activities classes. All other classes are canceled on this day. The daily routine is saturated with active motor activity of children, independent games, musical entertainment

Thus, based on the presented table, we can conclude that the forms of work with preschool children used in preschool educational institutions are diverse and depend on the tasks, location and age characteristics of children.

In the process of organizing physical culture in the preschool educational institution, several stages are envisaged (Fig. 1).

Figure 1 - Organization of physical culture in the preschool educational institution

Let's consider each stage in more detail. The main form of teaching a child to move and develop physical qualities are physical education classes held in kindergartens 3 times a week. In the cold season and adverse weather, two of them are organized indoors, one outdoors, during the first walk. In warm weather, all three classes are held outdoors.

In addition to physical education classes twice a week during a walk, children are engaged in outdoor games and physical exercises. This form of work includes fewer general developmental exercises, but otherwise the selection of material and the methodology for organizing them are similar to physical education classes.

On walks, as a rule, physical exercises are organized first, and then a game. For example, first jumping in the form of a game “from bump to bump”, and then the game “Find your house”. When outdoor games are combined with sports exercises, the order of their conduct can be reversed - first, a game to warm up the children (“We are funny guys” and others), and then skiing, sledding, cycling. be included various movements.

The duration of morning exercises is 8-10 minutes. It includes walking, running, jumping, 6-8 general developmental exercises without objects or with objects, which are repeated 6-12 times depending on the physical load received by the body. This may include a song (at the beginning), game moments, simple outdoor games, dance steps, various hangs. In the complex, physical exercises learned the day before can be used.

Morning exercises, if possible, are held outdoors all year round. The same complex of morning exercises is carried out for 2 weeks. In the second week, some exercises or starting positions for their implementation are replaced.

The child's body after sleep requires a gradual "awakening" and preparation for vigorous activity. Therefore, after lifting the children, it is advisable to carry out various constructions to musical accompaniment (diagonally, counter-moving, “snake”, zigzag, etc.) with the performance of physical exercises that contribute to the formation of posture, feet, as well as outdoor games with elements of dance steps, improvisation of dance movements.

Physical education sessions are held during breaks in classes for the development of speech, drawing, and the formation of elementary mathematical concepts. Their goal is to maintain the mental performance of children at a sufficiently high level. The duration of physical education is 2-3 minutes. They are carried out at the moment when children's attention decreases and fatigue sets in (usually 12-16 minutes). The guys perform physical exercises, standing at the tables or going out to a free place (sipping, tilting, moving their arms up and down, half-crouching, bouncing, walking).

Physical culture leisure lasting 30-45 minutes is organized 1-2 times a month in the afternoon. It includes in its content outdoor games already familiar to children, relay races, various movements. Leisure can be thematically focused, for example, "Sportland", "Doctor Aibolit", etc. Sometimes it is useful to hold it by bringing together children of different ages. In this case, one group of different ages is engaged in the playground of the older group with its teacher, and the second - in the playground of the younger group with the teacher of the younger one. “Children are given differentiated tasks, taking into account age and individual capabilities. For example, in the game "Don't stay on the ground", the elders get the task to climb the ropes, poles, and the younger ones - on the benches, stumps.

Sports holidays, in which several groups of the same or different ages participate, are held at least 3 times a year. They are dedicated to different seasons of the year or can be thematic: "Mom, dad, I am a friendly family." As a rule, they are held outdoors and last 1-1.5 hours.

The main task of correctional and pedagogical work is the education of a physically and mentally healthy person. Work is being carried out in three directions:

)Strengthening the physical health of children and the education of physical culture, using non-traditional forms of health improvement:

· hardening of the nasopharynx;

· cleansing salad;

· nasal lavage with cold;

· healthy food.

)Formation of positive emotions and feelings

· health run (dosed) - give children an emotional charge of vivacity and spiritual balance; train breathing, strengthen muscles, bones, joints.

Wellness jogging is advisable to carry out at least 2 times a week on days when there is no physical activity, during the morning walk, and also in the cold season at the end of the daytime walk. When conducting a recreational run, an individually differentiated approach is carried out.

· breathing and sound gymnastics, the purpose of which is to teach children to breathe through the nose, to prepare for more complex breathing exercises. At the same time, the prevention of diseases of the upper respiratory tract is carried out.

· music therapy is a medicine that is listened to, it is the upbringing of an optimistic attitude. At the end of the last century, the Russian physiologist I.R. Tarkhanov, with his original research, proved that melodies that bring joy to a person slow down the pulse, increase the strength of heart contractions, help expand blood vessels and normalize blood pressure, and annoying music gives the exact opposite effect. Music is used to ensure favorable living conditions and the upbringing of an optimistic worldview of the child, the formation of the foundations of a full-fledged harmonious personality, it is necessary to strengthen and develop a close connection and interaction between the kindergarten and parents.

Thus, the most important condition for increasing physical culture, preparedness is the mastery of children effective ways motor skills for the development of outdoor games, independent motor activity and the content of education. Successful possession of the ability to learn is one of the effective motivating factors for the development of physical culture in the child's personality.

1.3 Pedagogical conditions for organizing work on physical culture of preschool children in a preschool educational institution

For the successful organization of work on physical culture with children of preschool age, the following pedagogical conditions must be observed:

timely advanced training of teachers in physical culture of preschool children;

creation of conditions and content of the environment for the development of physical culture of preschool children.

We consider it necessary to consider each pedagogical condition in more detail.

The first pedagogical condition is the timely professional development of teachers in physical culture of preschool children.

Today, more than ever, the efforts of the employees of the preschool educational institution are aimed at improving the health of preschool children, cultivating a healthy lifestyle. It is no coincidence that these tasks are the priorities in the program of modernization of Russian education. One of the means of solving the identified problems is health-saving technologies, without which the pedagogical process of a modern kindergarten is unthinkable. But what are health-saving technologies in the pedagogical process of preschool educational institutions and what should be considered them - still remains a mystery for a wide range of professional and pedagogical audiences and even for those who confidently use these technologies in their practice. Let's try to understand the concepts.

Health is the state of a person's physical and social well-being. The health-saving pedagogical process of a preschool educational institution - in the broad sense of the word - the process of educating and educating preschool children in the mode of educating physical culture, health saving and health enrichment; a process aimed at ensuring the physical, mental and social well-being of the child. Health saving and health enrichment are the most important conditions for organizing the pedagogical process in a preschool educational institution.

The health-saving pedagogical process of a preschool educational institution is a specially organized, developing in time and within a certain educational system, the interaction of children and teachers, aimed at achieving the goals of health saving and health enrichment in the course of education, upbringing and training.

Technology is a tool for the professional activity of a teacher, respectively, characterized by a qualitative adjective pedagogical. The essence of pedagogical technology lies in the fact that it has a pronounced phasing (step by step), includes a set of specific professional actions at each stage, allowing the teacher to foresee the intermediate and final results of his own professional and pedagogical activity even in the design process. Pedagogical technology is distinguished by: concreteness and clarity of goals and objectives; the presence of stages: primary diagnosis; selection of content, forms, methods and techniques of its implementation; using a set of means in a certain logic with the organization of intermediate diagnostics of achieving the goal, criteria-based assessment of results.

The most important characteristic of pedagogical technology is its reproducibility. Any pedagogical technology should be health-saving.

Health-saving technologies in preschool education technologies aimed at solving the priority task of modern preschool education - the task of preserving, maintaining and enriching the health of subjects of the pedagogical process in kindergarten: children, teachers and parents.

The goal of health-saving technologies in preschool education, in relation to a child, is to ensure a high level of real health for a kindergarten pupil and the education of physical culture as a combination of a child’s conscious attitude to health and human life, knowledge about health and the ability to protect, maintain and protect it, physical competence, which allows a preschooler independently and effectively solve the problems of a healthy lifestyle and safe behavior associated with the provision of elementary medical, psychological self-help and assistance. With regard to adults - promoting the formation of a culture of health, including a culture of professional health of preschool teachers and valeological education of parents.

Types of health-saving technologies in preschool education - classification of health-saving technologies according to the dominance of goals and tasks to be solved, as well as the leading means of health saving and health enrichment of subjects of the pedagogical process in kindergarten. In this regard, the following types of health-saving technologies in preschool education can be distinguished:

· medical - preventive;

· physical culture and health-improving technologies;

· social and psychological well-being of the child;

· health saving and health enrichment of teachers of preschool education;

· valeological education of parents, health-saving educational technologies in kindergarten.

Medical and preventive technologies in preschool education technologies that ensure the preservation and enhancement of children's health under the guidance of the medical staff of the preschool educational institution in accordance with medical requirements and standards, using medical devices. These include the following technologies: organizing monitoring of the health of preschool children and developing recommendations for optimizing children's health; organization and control of nutrition for children of early and preschool age, physical development of preschool children, hardening; organization of preventive measures in kindergarten; organization of control and assistance in ensuring the requirements of SanPiNs; organization of a health-saving environment in a preschool educational institution.

Physical culture and health technologies in preschool education - technologies aimed at the physical development and strengthening of the child's health: the development of physical qualities, physical activity and the formation of physical culture of preschoolers, hardening, breathing exercises, massage and self-massage, prevention of flat feet and the formation of correct posture, health procedures in water environment (pool) and simulators, cultivating the habit of daily physical activity and health care, etc. The implementation of these technologies, as a rule, is carried out by specialists in physical education and preschool educators in the conditions of specially organized forms of recreational work. Separate techniques of these technologies are widely used by preschool teachers in various forms of organizing the pedagogical process: in classes and walks, during sensitive moments and in the free activities of children, in the course of pedagogical interaction between an adult and a child, etc.

Health-saving educational technologies in kindergarten are, first of all, technologies for educating physical culture of the health of preschoolers. The purpose of these technologies is the formation of a conscious attitude of the child to the health and life of a person, the accumulation of knowledge about health and the development of the ability to protect, maintain and preserve it, the acquisition of valeological competence, which allows the preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to provision of elementary medical, psychological self-help and assistance. In preschool pedagogy, the most significant types of technologies include the technologies of personality-oriented education and training of preschoolers. The leading principle of such technologies is taking into account the personal characteristics of the child, the individual logic of his development, taking into account children's interests and preferences in the content and types of activities in the course of education and training. The construction of the pedagogical process with a focus on the personality of the child naturally contributes to his prosperous existence, and hence health.

Technologies for ensuring the socio-psychological well-being of a child are technologies that ensure the mental and social health of a preschool child. The main task of these technologies is to ensure the emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family, ensuring the social and emotional well-being of the preschooler. The implementation of these technologies is carried out by a psychologist through specially organized meetings with children, as well as by a teacher and preschool education specialists in the current pedagogical process of a preschool educational institution. This type of technology can be attributed to the technology of psychological and psychological and pedagogical support for the development of the child in the pedagogical process of the preschool educational institution.

Thus, for the effectiveness of work on physical education in kindergarten, systematic work with teachers is necessary, including a variety of forms of work, means and methods.

The next pedagogical condition that we will consider is the creation of conditions and the content of the environment for the development of physical culture of preschool children.

The value of physical activity for the development of the child. Full and comprehensive development and upbringing is impossible without properly organized and sufficient physical activity for preschool children, which has a huge impact on the health and physical development of the child. The growing body of a child needs movement, and the satisfaction of this need is the most important condition for his life and development. The motor activity of the child is often due to the proposed motor mode, which consists of organized and independent activities. When developing a rational motor regime in kindergarten, it is important not only to ensure that the biological need of children for physical activity is met, but also to ensure that it corresponds to their motor experience, interests, desires and functionality child's body. Therefore, the teacher must take care of the organization of the motor activity of children, its diversity, as well as the fulfillment of the main tasks and requirements for its content. To do this, it is necessary to have properly selected physical education equipment, which is integral part general subject-play environment of the kindergarten. The use of the equipment available in a preschool institution should contribute to the effective organization of the pedagogical process, which makes it possible to successfully solve problems of a didactic and recreational nature:

Development of movements and improvement of motor functions;

Achievement of physical readiness necessary for age;

Prevention of disorders of the musculoskeletal system;

Education of positive moral and volitional personality traits, activity, independence;

Creation of favorable conditions for outdoor activities, joyful meaningful activities in collective games and entertainment.

In kindergarten groups, there is a specially designated place for sports equipment, the so-called sports corners, to which certain requirements are imposed on the content and its location.

It is known that one of the conditions for physical education in a preschool institution is the creation of a material environment: a rational layout of the premises, the provision of furniture and physical equipment in accordance with the age of children. The physical culture corner should be maximally adapted to meet the needs of children in movements. The following requirements are imposed on the sports corner and its equipment: pedagogical, aesthetic, hygienic. It must ensure the safety of children when using the equipment, and each aid must be durable, reliable, serviceable. First of all, in the group room you need to choose the right place for the location of the gym. For safety reasons, it must be removed from windows and doors. In order not to interfere with children in other areas, the sports corner should not be combined with a corner of nature and a zone of independent artistic activity for children. The best solution to the problem is to place a sports corner in a group room niche. When designing a corner, it is necessary to take into account the combination of individual shells in shape, color, size. When creating a sports corner, it is necessary to strive to provide for sanitary and hygienic requirements for lighting, ventilation and thermal insulation in accordance with accepted standards, so that all material is harmless, does not have unpleasant odors, has thermal and moisture resistance, fire resistance.

The materials from which the equipment is made must be environmentally friendly and durable. A variety of shapes, colors of sports equipment should contribute to the development of artistic taste in children. Delicate pastel colors are most preferred for painting equipment.

Physical education aids help children achieve a clearer idea of the movement, which is formed on the basis of sensations and perceptions. Independent physical activity of children is determined by the presence of specific knowledge about different ways of performing exercises using physical education equipment. It is important that in the process of teaching children movements, the manuals contribute to their faster development. Physical education benefits greatly contribute to increasing the interest of children in performing various motor tasks in unusual conditions (forest, in the gym, on the sports ground), which leads to satisfaction of their need for physical activity, and also has a beneficial effect on the health of children, their physical and mental development.

The participation of children in the preparation of manuals for various types of physical education classes forms their skills of accurate and careful handling. It is advisable to complete the equipment in accordance with different types of movements, physical exercises, outdoor and sports games. With the help of equipment and aids, the correct implementation of various sets of physical exercises (general developmental, exercises in the main types of movements), as well as the targeted formation of various physical qualities (agility, flexibility, strength, endurance, speed and speed-strength qualities) should be ensured. The presence of a variety of equipment in the sets is due to the specifics of the construction and content of different types of physical education classes (morning exercises, corrective exercises after a daytime sleep, physical education classes, games and exercises outdoors and indoors, sports activities and holidays). Due to the fact that preschool institutions have to independently provide themselves with the necessary equipment, it is important to take into account the recommendations that are quite fully disclosed in the works of T.I. Osokina, E.A. Timofeeva, M.A. Runic.

When selecting sports equipment, it is essential to take into account the characteristics of the physical development of children and the age stages of the formation of motor skills. Therefore, equipment should be selected according to age groups. In addition, for most items of physical culture equipment, sizes are selected that correspond to the main parameters of the age development of children.

Thus, great attention must be paid to the selection of sports equipment, its arrangement in the sports area. The organization of a sports corner is significant in accordance with the age characteristics of each group of a preschool institution. Fulfillment of all the above requirements will effectively solve the issues of physical education of preschool children.

Conclusions on the first chapter

The organization of a modern system of physical education in preschool educational institutions requires a continuous search for effective ways to develop a child's physical culture as a basic component of his health. The effectiveness of physical education increases as a result of organizational, psychological, pedagogical, informational and methodological support of the educational process. The quality of physical education increases with a special organization relies on a differentiated approach in the process of learning activities.

The most important condition for increasing physical fitness is mastering by children effective ways of motor skills for mastering outdoor games, independent motor activity and the content of education. Successful possession of the ability to learn is one of the effective motivating factors in the development of a child's personality.

The effectiveness of physical education is ensured by using a differentiated approach that takes into account the age, state of health, physical fitness, including the support and development of natural properties and individual characteristics (such as higher nervous activity) of the child, compliance with the basic principles of complexity and variability.

Much attention should be paid to the organization of sports corners in preschool groups, which must meet certain requirements, including requirements for the age characteristics of children.

Chapter 2

2.1 The state of physical culture and health work in the preschool educational institution

In the first chapter of our study, we theoretically studied the organization of physical culture and health work in a preschool educational institution: we analyzed the psychological and pedagogical literature, the features of the organization of physical culture with preschool children, and the pedagogical conditions that contribute to the effectiveness of this process.

In this chapter, we will practically study the organization of physical culture in a preschool educational institution. To determine the state of physical culture and health work in a preschool institution, the goal, objectives and stages of our study were determined.

The purpose of the study is to identify the level of organization of physical culture and health work in preschool educational institution No. 477.

Research objectives:

1.To choose a methodology for studying the organization of physical culture and health-improving work.

2.Conduct research according to the chosen method.

.Conduct an analysis of the experimental work.

Research stages:

I. Ascertaining stage - February-May 2011.

II. Formative stage - June - December 2011.

III. Control stage - January - February 2012.

Thus, we used the work of O.A. Skorlupova "Control as one of the stages of diagnostics of physical culture and health-improving work". The control is designed to assess the health status of preschool children. The study was conducted in all age groups during the day, in which group educators, a hygiene instructor, and a physical education instructor took part.

In order to identify the most effective forms of interaction between a family and a physical education instructor in teaching outdoor games to preschool children, a study was organized and conducted in preschool educational institution No. 477 in Chelyabinsk.

The study was conducted jointly with a physical education instructor, in which 14 children of senior preschool age took part, of which two groups of children were formed: one group - (7 children) was experimental, and the second - control (7 children).

Experimental search work was carried out by means of questioning, observation and experiment. The first stage of adult interaction provides the basic conditions for its success, the purpose of which is to identify the possibility of interaction between the family and the physical education instructor.

The level of professional skill of the teacher is determined by the attitude of the family to the kindergarten and their requirements. Only under the condition of positive results of all physical culture and health work with children of preschool age, parents will begin to trust the recommendations of educators and willingly make contact with them.

The tasks of the teacher of our study are to find an approach to the members of the child's family, to create a general atmosphere of trust, to identify the general microclimate in the family, the traditions of holding and organizing the child's leisure, etc.

To assess the professional activity and document the work of a teacher in physical education and health work, we will present an assessment sheet for the professional activity and personality of the instructor

children's motor skills and abilities

manifestation in children of knowledge, skills and abilities in their independent use

development of volitional qualities of the child's personality

the assimilation of moral standards by children

Sum of points __________

Instructor level of knowledge

knowledge of methods, programs for physical education

knowledge of the characteristics of the mental and physical development of preschool children

knowledge of the anatomical and physiological characteristics of children

knowledge of the principles of distribution of children by health groups

knowledge of first aid procedures

knowledge of safety precautions, rules for working on sports equipment and devices, insurance rules

knowledge and mastery of the elements of sports games

Sum of points __________

Design Skills

planning activities in accordance with the goals of education and development of preschoolers, age and individual characteristics

planning with a differentiated approach based on diagnostics

the ability to appropriately use visual aids and TCO in physical education activities

ability to use various options planning, using modern experience and practice

Sum of points __________

Constructive skills

choosing the best methods and techniques for working with children

compliance with the principles of education and training of preschoolers

the ability to optimally choose various forms of work

rational distribution of time in the classroom, logically determined transitions from one stage of the lesson to another

observance of stages, systematicity in the formation of motor skills and abilities in children

Sum of points __________

Organizational skills

organization of a team of children, the use of a variety of methods and techniques of leadership

organization of classes, circles, taking into account the physical development of children, their interests

use of various methods of including children in different types motor activity, teaching their independence and self-organization

the ability to conduct consultations for parents and educators, joint activities of educators, parents and children.

Amount of points ___________

Communication skills

the ability to support the child, to inspire the child with self-confidence

exactingness and justice in relationships with children

the ability to find in the child the positive aspects of his personality

the ability to create a good psychological climate

ability to prevent and resolve conflicts

Amount of points ___________

Capabilities

ingenuity

developed imagination

expressiveness of speech

good diction

observation and attention

artistic ability

Amount of points ___________

Final score __________

Also, at this stage, individual interviews and a survey of parents were conducted, the questions and results of which are presented in Table 2.

Table 2 - Results of the survey of parents

Question Answer1. Do you exercise regularly? YES - 45%NO - 55%2YES - 15%NO - 85%3YES - 70%NO - 30%4YES - 60%NO - 40%5YES - 30%NO - 70%6. Do you exercise regularly or irregularly YES 5%NO - 95%7YES - 100% 8YES - 60%NO - 5% SOMETIMES - 35%9. What kind of games does your child prefer after coming from kindergarten and on weekends: a) Outdoor games - YES - 5% b) Sports games - YES - 0% c) Board games - YES - 80% e) Musical and rhythmic activities - YES - 0% g) Construction - YES - 40% h) Reading books - YES - 5%

The results of the survey were obtained, which indicate that fathers and mothers know little about how to improve the health of the child through physical exercises and outdoor games. Parents experience difficulties due to lack of experience, underestimation of the importance of this type of activity, ignorance of the methods of organization, management techniques, age characteristics of children, ignoring the desires and interests of their child. The survey also showed that parents need knowledge on teaching children outdoor games in a family environment. This determined the direction of the search for the optimal model of interaction between the family and the physical education instructor.

In order to see the effectiveness of this interaction in the development of the child, we carried out a diagnosis of the level of physical fitness according to the control tests provided for by the program of physical education for children of senior preschool age.

Table 3 - Indicators of physical fitness of children

№ p\pPhysical abilitiesControl exercisesAgeResultsboysgirls5.8.5-8.18.5-8.26.8.0-6.58.1-6.57.7.3-6.27.5-6.42 .3-10.07.10.8-10.311.3-10.65.85.0-13085.0-1256.100-13590.0-1307.115-140110-1354 EnduranceRunning duration: 5 years.-3-5 min.; 6 years.-5-10min.; 7 years-6min Distance, m5.500-750500-7506.750-1.500750-1.5007.750-900600-8005 Flexibility Forward tilt: 5-6 years - standing on a gymnastic bench, cm; 7 years - from a sitting position on the floor, cm5.3-66-96.4-77-107.3-56-96 Strength 4-6 years - bag throwing (150-200g), m. 7 years old - pull-ups on the high bar from the hang, boys, times; on a low crossbar from hanging girls, raz.5.5.74.46.7.95.47.2-34-8

Examination of the development of basic movements in preschool children was carried out on the following types of movements: walking, running, jumping and throwing. To assess the diagnostic results, an assessment scale of physical fitness was used. When evaluating the development of the main movements, both qualitative and quantitative indicators are noted.

Qualitative indicators indicate the nature of the performance of the main movements by children of preschool age. Next, we present the characteristics of the estimated indicators.

Walking. The body and head are held straight, but not tense, the shoulders are slightly laid back, the movements of the arms and legs are coordinated; walks evenly, with a free step. Raises legs not high, but does not shuffle them on the floor.

Run. The body and head are slightly tilted back, but not thrown back; the movements of the arms and legs are coordinated, the run is off the ground, the movements of the legs are uniform, not mincing.

Bounce. A clear push when taking off from the ground and a soft landing on half-bent legs.

Throwing. The correct starting position is when throwing with the right hand, the left leg is set forward, the weight of the body is transferred to the right leg; during throwing, the body turns to the left, the weight of the body is transferred to the left leg (when throwing with the left hand, the position of the legs is reversed). When throwing, a good swing is taken into account, observance of the indicated direction.

Quantitative indicators indicate the number of movements performed per unit of time.

Walking. The time (in seconds) of walking for a distance of 10 m is taken into account.

Run. The time (in seconds) of running a distance of 10 m is taken into account.

Standing long jump. A cord is placed on the ground (or floor). The child stands at the cord, touching it with socks. He is offered to jump as far as possible by jumping over the cord. The distance from the cord to the heels at the time of landing is taken into account. The jump is repeated 2-3 times.

High jump with a running start. The rope is pulled between two posts with small weights at a height of 10-15 cm for the younger group, 15-20 cm for the middle group and 30-35 cm for the older group. If the children cannot jump to this height, then the rope is lowered lower. The run is 3-4 m. The height is gradually increased and the maximum height that the child has overcome is recorded.

Throwing away. Sandbags weighing 150 g for the younger and 200 g for the middle and older groups are thrown. The child, standing at the line, throws the bags with each hand 2-3 times. The distance from the line to the place where the bag fell (in meters) is taken into account. The maximum distance is recorded.

The children of the experimental and control groups performed the main movements, the results of which are presented in tables 3, 4.

Table 3 - Indicators of the main movements

(experimental group)

F.I. child GenderLong jump from a place, cmRunning from a high start 10 m / s Throwing at a distance, mWalking 10 m / s ,24,68D554,43,77,3R.A.M60,93,84,18D49447Ch.K.D51,143,57M664,658Sh.I.D50,13,847M704,45,88Ya.A.M60,14,15, 27.3D524.14.37.5

Table 4 - Indicators of basic movements (control group)

F.I. child GenderLong jump from a place, cmRunning from a high start 10 m / s Throwing at a distance, mWalking 10 m / sB.R.58,24,02,96.7M554,43,77,3G.M. ,6M6745,88N.K.61,94,13,77,8D49447G.M.60,24,24,97,6M704,45,88Ch.Yu.59,03,73,77,9M664,658Sh.D.64 ,93,84,87,7D524,14,37,5W.S.66,53,95,37,8D524,14,37,5

Based on the results obtained, it can be concluded that children are physically prepared at an insufficient level and require the development of a system of work to develop physical qualities.

2.2 Implementation of pedagogical conditions for the organization of physical culture and health work in preschool educational institutions

At the second stage of interaction, the task of the physical education instructor of the preschool educational institution is to give parents the necessary amount of knowledge about the outdoor game, to explain the originality, diversity of species, developing potential; develop skills and abilities in interactions with a child in an outdoor game in a family environment; help parents create conditions for organizing games.

During this stage, in the joint work of the physical education instructor and parents, consultations, parent meetings, conversations, thematic exhibitions, and competitions were widely used.

Parents also had the opportunity to watch videos on the organization of outdoor games in a family and kindergarten. Information was widely used in parental corners, in folders, sliders, etc.

The work carried out not only made it possible to acquaint parents of preschool children with a variety of outdoor games, but also to show them the educational process itself, the pedagogical technology of game management.

The assessment of the level of physical culture and health work in preschool educational institution No. 477 at the ascertaining stage indicated the need to develop a system of work with all participants in the educational process: with children, parents and teachers.

To improve the physical fitness of preschool children, increase the interest of parents, and improve the professionalism of teachers at the formative stage, we have developed a system of work on physical culture.

The system of physical culture and health work in preschool educational institution No. 477 includes:

The gym is supplemented with the necessary sports equipment, and on the territory of the preschool institution there is a sports stadium with a treadmill, a jumping pit and racks for playing basketball and football, a sports ground, a health track, a reflex track, a playground for water hardening procedures in the summer.

Table 5 - System of work with parents

Direction of activityExpected resultAnalysis of the state of children's health based on the results obtained by the specialists of the children's polyclinicForecast of the state of health. Development of a passport "Health and development of the child", reflecting the indicators on the basis of which parents will be able to control the state of health and development of their child Organization on the basis of a preschool educational institution of an advisory center for parents on physical education and health work with children Correction of early deviations in the state of children's health (taking into account parents) Definition priority areas for the upbringing of physical culture and health work in which parents are interested Forming a data bank based on a survey of parents in order to obtain information for the subsequent development of the content, forms and methods of physical culture and health work of teachers with children the discretion of each family) Formation of parents' convictions about the need to promote the values of a healthy lifestyle among children Organization of sports events with the involvement of parents Formation of interest in children and parents to physical culture and sports, involving them in the activities of sports clubs, circles. Studying the experience of family education of children in physical culture. . Acquaintance of parents with the events held in the preschool educational institution and teaching them non-traditional methods of improving children's health Interaction of the medical and pedagogical staff of the preschool educational institution with the family Development, together with teachers, recommendations for parents on introducing children to physical culture in the family during their admission to school at the initial stage Ensure increased stress resistance and preservation health of the child during the transition from one socio-pedagogical conditions to others

In addition to the developed system of work for parents and teachers of a preschool institution, we also carried out recreational activities, which we actively introduced to parents. The health complex after a daytime sleep in each age group of preschool educational institutions in the daily regimen includes:

awakening gymnastics,

self-massage of feet, hands,

walking the paths of health.

Physical culture and health-improving activities, certainly with a load on health groups, were carried out regularly by a physical education instructor, music director and educators, which contributed to the removal of tightness, indecision, stiffness, the development of self-confidence, in one's involvement in a common cause.

Various types of movements were used in sports and recreation activities, from outdoor games well known to children to joint activities with adults or peers in a complex physical space. All this stimulates the activity of children (“we ourselves”), increases interest in the skills of comrades, helping each other, sharing experiences, learning to act together. Physical culture and health work is carried out during the entire time the children are in kindergarten and is reflected in the calendar planning of educational work.

To improve the professional qualifications of teachers, a plan of work with teachers for the period of experimental and search work was developed.

Plan of work with teachers:

1.Development of a methodology for diagnosing the innovative potentials of preschool educational institutions and the use of modern educational technologies in the activities of the teaching staff.

2.Conducting master classes to identify the innovative potentials of the teaching staff of preschool educational institutions.

.The introduction into the practice of the work of the preschool educational institution of project activities for working with children in the corners of the movement of groups and at the mini-stadium, in the hall of rhythm.

.Implementation of active forms of work with parents (conferences, clubs, competitions, sports clubs, creative workshops).

.Increasing the competence of preschool teachers through participation in the methodological work of the Ministry of Defense to create conditions for the implementation of the educational areas "Health" and "Physical Education" through the activities of pupils in the health-saving environment of the preschool educational institution.

.The use of Internet resources in order to improve the quality of work in the preschool educational institution

.Development of diagnostic tools for the sections "Health" and "Physical culture".

.Application in the preschool educational institution of the form of additional education of children in the region, the physical development of preschool children.

.The introduction of ICT in the management of preschool educational institutions, the creation of a data bank on the physical development of children.

.Development of a workshop on identifying the innovative potentials of the teaching staff of the preschool educational institution and cooperation with the parents of pupils (using interactive forms of education).

.Development of a series of methodological manuals for pedagogical and administrative workers of the preschool educational institution to create conditions for the implementation of the educational areas "Health" and "Physical Education" through the activities of children in the health-saving environment of the preschool educational institution.

.Introduction of manuals into the practice of research and innovation activities of specialists in the field of preschool education.

.Broadcasting the results of innovative activities of preschool educational institutions to other educational institutions through a system of master classes, seminars, publications in subject journals, etc.

Thus, in working with teachers, various forms and methods of work are used that improve their professional qualifications.

Table 6 - Improving physical culture and health work

First half of the day reception in the fresh air; self-massage of the auricles; morning exercises; articulation therapy; finger gymnastics; elements of psycho-gymnastics; washing hands to the elbows with cold water with self-massage of the hands; rhythmoplasty; Washing the face and neck with cool water; breathing exercises; physical education; individual work on physical culture Walking physical education; muscle relaxation; conducting sports exercises, outdoor games, fun games, sports games, recreational entertainment; finger gymnastics; individual work on physical culture; Second half of the day awakening gymnastics; finger gymnastics; health paths; outdoor, sports games ; self-massage of feet; independent motor activity.

In kindergarten, as part of physical education and health work, it is also proposed to use the game program "Terrenkur - the route of health." This effective pedagogical technology for improving the health of children in a preschool educational institution is the experience of many kindergartens in the city of Chelyabinsk.

Thus, children will be provided with a rich and varied motor activity, which will allow them to realize their main need - the need for movement and reduce morbidity. To improve the physical fitness of children, we have developed a program with pupils, including a variety of forms, means and methods (table 12).

Table 7 - The program for improving the physical training of children of senior preschool age in preschool

№ p / p Forms Time in the mode of the day Venue Who conducts Organization features 1 Morning gymnastics Morning 8 - 10 min Hall, group, music hall Educator, head of the PhD, music director Daily. In the warm season - outdoors. The complex is made for 1-2 weeks. Inclusion of breathing exercises is mandatory. It is possible not to conduct art activity classes 3 Outdoor games and physical exercises for a walk 2 times a day (on morning and evening walks) 25 - 30 minutes On the days of physical education, games are held in the morning for 10 - 12 minutes, in the evening - 10 - 15 minutes. Sports games and exercises can be used 4Physical training 2 times a week 25 - 30 min Hall, playground Head of PE Classes are held in subgroups 5Relaxation in a dry pool 2 times a week 25 - 30 minSwimming poolInstructor of PE Classes are held in subgroups6 Invigorating gymnasticsAfter daytime sleep 8 - 10 minGroup, bedroomTeacherCorrective exercises are used depending on the pathology of children7Lesson physiotherapy exercises 2 times a week 25 - 30 min Gym Exercise therapy instructor Depends on the nature of the pathology, groups are formed according to indications 8 Sectional lesson 1 time per week 25 min 30 minGroupEducatorUnder the guidance of a teacher. The duration and content vary depending on the individual characteristics of the children.11Physical leisure30 - 45 min. less than once a quarter. All other classes are canceled on this day. The daily routine is saturated with active motor activity of children, independent games, musical entertainment. physical health children's educational

Thus, we have developed a system of work with teachers, parents and children, which will help to increase the level of physical education and health improvement work in a preschool educational institution, the quality of the service provided, which, in turn, directly affects the level of children's health, the interest of parents, as the main subjects of the educational process.

2.3 Analysis of the results of experimental research work to study the organization of physical work in the preschool educational institution

At the initial stage, we will analyze, using a questionnaire, the communicative qualities of the teacher and the documentary equipment of his work.

To do this, we will use the survey sheet presented in paragraph 2.1.

Assessment sheet of professional activity and personality of a physical education instructor in a preschool educational institution

Instructor results

the presence of motor skills and abilities in children2

manifestation in children of knowledge, skills and abilities in their independent use1

development of volitional qualities of a child's personality2

assimilation of moral standards by children1

Score 6

Instructor level of knowledge

knowledge of methods, programs for physical education2

knowledge of the characteristics of the mental and physical development of preschool children2

knowledge of the anatomical and physiological characteristics of children2

knowledge of the principles of distribution of children by health groups2

Knowledge of first aid procedures

knowledge of safety precautions, rules for working on sports equipment and devices, insurance rules2

knowledge and mastery of the elements of sports games1

Score 13

Design Skills

planning activities in accordance with the goals of education and development of preschoolers, age and individual characteristics1

planning with a differentiated approach based on diagnostics1

the ability to expediently use visual aids and TCO in physical education activities1

ability to use various planning options, using modern experience and practice1

Sum of points4

Constructive skills

choosing the best methods and techniques for working with children2

compliance with the principles of education and training of preschoolers2

the ability to choose the optimal form of work2

rational distribution of time in the classroom, logically determined transitions from one stage of the lesson to another2

observance of stages, systematicity in the formation of motor skills and abilities in children2

Score 10

Organizational skills

organization of a team of children, the use of various methods and techniques of leadership2

organization of classes, circles, taking into account the physical development of children, their interests1

the use of various methods of including children in different types of motor activity, teaching them independence and self-organization1

the ability to conduct consultations for parents and educators, joint activities of educators, parents and children.2

Score 6

Communication skills

the ability to support the child, instill confidence in the child1

exactingness and justice in relationships with children1

the ability to find the positive aspects of his personality in a child2

ability to create a good psychological climate2

ability to prevent and resolve conflicts2

Score 8

Capabilities

resourcefulness2

developed imagination2

expressiveness of speech1

good diction2

observation and attention

artistic ability1

Score 9

Final score __________

With a sum of 20 to 40% of the maximum number of points - 2nd qualification category;

With the sum of points from 41 to 70% - 1 qualification category;

With a score of over 70% - the highest qualification category.

Thus, the survey of the teacher showed that he has 1 qualification category. The result is positive, however, it is desirable to increase or improve some of the teacher's qualities in order to gain the maximum number of points for the teacher's qualification.

Specific types of outdoor games were selected and grouped according to their predominant effect on certain motor qualities (Table 6).

Outdoor games of various directions were used in the process of physical activities by children of the experimental group in a family environment. This technique was not carried out in the control group.

Annexes 5, 6 offer a description and methodology for conducting some outdoor games in which children 4-5 years old can actively participate.

Table 6 - Outdoor games for the development of physical qualities

Name of the gamePhysical qualitiesspeedcoord. movementstrengthflexibility1Build a bridge-+-+2Ball over your head-+-+3Roll the field++-+4Wave+++5Groove++6Who is faster++--7Fast walkers++-8Quick to places++--9Cosmonauts++--10Owl- +--11Guess whose voice-+--12Who approached-+--13Ball on the floor++--14Row pull++15Climbing and climbing relays++++16Combination medicineball relay++++17 Medicineball passing+- -+18 Rowers++-+19 Passing the ball crouching and crouching+--+20 Wooden man++-+

Third stage. At the end of the experiment, the children of the experimental and control groups were offered control tests that determine the level of physical fitness.

Based on the results of the control diagnostics, differences were revealed in all the tests used (Tables 7, 8).

Table 7 - Indicators of control diagnostics of the main movements of preschool children (experimental group)

F.I. child Gender Long jump from a place, cmRunning 10 m / s Throwing at a distance, m Walking 10 m / s B.M. 5M61,24,74,98,0K.N.M61,04,84,88,1D56,14,53,87,4R.A.M61,34,04,68,4D50,04,14,17,1H. K.D52,84,33,97,3M67,34,75,18,2Sh.I.D53,44,24,27,1M71,44,55,98,2Ya.A.M64,84,65,87, 9D53,04,24,47,7S.MD52,04,44,57,4K.LM5,3,04,84,67,0R.SM514,34,83,9A.SD534,05,34,1K.NM554, 55.27.0S.KD56.14.34.56.9M.TM584.94.77.2

Table 8 - Indicators of control diagnostics of the main movements of preschoolers (control group)

F.I. child GenderLong jump from a place, cmRunning 10 m / s Throwing at a distance, mWalking 10 m / sB.M. 9M67,74,15,98,1K.N.M65,24,33,98,2D49,54,04,07,1R.A.M63,44,45,28,0D70,04,45,98,0H. K.D62,13,93,98,3M66,74,65,18.0Sh.I.D68,34,05,08,1M52,54,14,37,5Ya.A.M70,04,15,68, 2D52,14,14,37,6S.MD52,04,14,27,8K.LM53,24,04,37,7R.SM56,3,94,87,3A.SD6,05,43,97,6K. HM5,95,32,97,3S.KD6,45,14,97,1M.TM67,04,24,57,4

It can also be seen how the number of children with a "high" level of physical development has increased (Table 6).

Table 9 - Diagnostic indicators of physical qualities and motor skills of children (comparison),%

Levels of mastering the standards Control group (14 people) Experimental group (14 people) Start of the study End of the study Start of the study End of the study High 0.010.00.

According to the diagnostic map "Physical development" it is possible to trace the organization of recreational work in kindergarten. The age of children is younger and older preschool age.

Health-saving measures to improve the indicators of the level of physical development of children after a conversation, questioning and work with parents came to the conclusion that it is possible to increase physical development due to the following reasons:

Poor material base, no good stadium, poor equipment of the gym (there is not enough equipment and inventory), there is no equipment for the gym.

Not attracting to the days of health, sports leisure, holidays of parents.

Negative example of adults: smoking, alcohol.

Small excursions, hikes, walks outside the preschool educational institution.

Non-observance of the daily regimen by parents outside the preschool educational institution.

There are no swimming lessons.

There are no sectional classes.

The increase in physical culture and health work depends on many factors that affect children.

A positive result was shown by children involved in sports sections, clubs, etc.

Joint work of educators and parents to create a material base for the mass involvement of children in physical exercises.

Positive examples from peers.

Creation of favorable conditions for physical activity of children.

The role of the teaching staff of the preschool educational institution in solving the problems of developing physical culture and health work.

Agitation and promotion of physical culture in preschool educational institutions.

Physical culture holidays and mass sports performances.

Organization and holding of health days in the preschool educational institution.

Survey results: (28 people - 10%)

Which parent is involved in sports? - 4%.

Do you have sports equipment at home? - nine%.

Does your child attend sports? - 3%.

Is there a daily routine for your child at home? - 10%.

Does the child comply with this regimen? - nine%.

Do you do morning exercises at home? - 2%.

Does your child follow the rules of personal hygiene? - 10%.

Do you know the basic principles and methods of hardening? - 10%.

Do you hold hardening activities at home with children? - 8%.

Which of the family members most often walks with a child: mother - 5%, father - 3%, together - 2%.

Do you walk with your child after preschool? - 10%.

Does your child walk alone? - no - 10%.

outdoor games - 10%;

sports games - 7%;

board games - 5%;

design - 9%;

TV viewing - 10%;

reading books - 6%;

musical and rhythmic activity - 3%.

The conversation revealed that children like to do physical exercises (walking, running, jumping, climbing, crawling, throwing), sports games, ball games, folk outdoor games.

Taking into account the results, we formulated recommendations for parents and educators to identify the impact of motor skills on the child's physical health.

Charging after sleep.

Hardening, water procedures, air baths.

Occupation in sports sections.

Active motor leisure, cycling.

Swimming and visiting children with parents sports grounds.

Sports holidays.

Involving parents to work together on the physical education of children.

Phys. minutes to learn with parents.

Folk mobile games.

Improving motor activity through musical and aesthetic education in physical classes.

To optimize the process of forming the ideas of older preschoolers about a healthy lifestyle in work activity means to give this process the best options. The process of forming ideas of children of senior preschool age about a healthy lifestyle in labor activity should be subject to the following tasks:

establishing active, close pedagogical interaction with parents of preschoolers, observing the synchronism of moral and pedagogical requirements for the child;

providing a positive basis for the development of children's ideas about a healthy lifestyle;

establishing mutual, trusting and respectful relationships with children.

systematic versatile pedagogical education of parents about the importance of a healthy lifestyle and the importance of work in the formation of such a lifestyle;

involvement of parents in active participation in the educational process;

formation in parents of the need for self-education; familiarization of educators with a variety of methods for the formation of a healthy lifestyle for children, selection and generalization the best experience.

Preschool teachers should remember that the process of forming a healthy lifestyle in children of older preschool age includes taking into account not only the physical, but also the mental health of children. Therefore, it is important to know the pedagogical indicators of mental health and well-being of older preschoolers, including the following:

behavior, thoughts and feelings of the child, adequate to the surrounding conditions and events;

socially acceptable ways of self-affirmation and self-expression;

positive emotional background, optimistic mood, ability to empathize;

uniform and timely development of basic mental processes, sustainable cognitive activity;

friendly attitude towards others, full communication, the nature of which corresponds to age standards.

Ensuring psychological health in senior preschool age is possible through the implementation of psychological support for children.

In the process of forming a healthy lifestyle for children, we recommend highlighting the following tasks of their psychological support:

Teaching positive relationships and acceptance of other people.

Teaching reflective skills;

Formation of the need for self-development.

The main pedagogical forms and methods of forming the psychological health of children are: conducting specially designed psychological classes with children; exercises; psychological games; sketches; resolution of problem-practical situations; elements of art therapy; dramatization games; outdoor games; reading and analyzing fairy tales; conversations; creative games; writing fairy tales; collective joyful work.

For the purpose of theoretical and practical preparation of parents to understand the importance of the problem of the formation of psychological health in children, it is necessary to organize special work with them. It seems most expedient to carry out such work in the form of organizing a parent club, in the meeting of which elements of the training are included. It is also appropriate to conduct traditional theoretical consultations, business games.

In order to optimize the process of forming ideas of older preschool children about a healthy lifestyle in work, we recommend that this activity be widely applied in the practice of preschool educational institutions and in the child's family, as well as to carry out the following activities:

helping children to repair books and toys;

reading books about work;

caring for indoor flowers, fish, etc.;

meetings with heroes of labor, people of various professions;

conversations about the benefits of work;

to show children the nature of work and its significance in the life and health of people; to cultivate respect for work and people of work.

The success of labor activity and its role in the formation of a healthy lifestyle depends on its proper organization and compliance with the following pedagogical conditions:

the subordination of the work of younger schoolchildren to educational tasks and the goals of education;

the tasks of forming a healthy lifestyle for children in the labor activity of children should be addressed in a comprehensive manner: in kindergarten, in housework, circle work, in classes at institutions of additional education, etc.;

the social and educational significance of labor should be combined with the personal interests of a child of older preschool age.

Children of senior preschool age must be convinced of the expediency and usefulness of the upcoming work activity for society, for the family and for themselves. The explanation of the meaning of work is brought to the attention of children, taking into account their age, individual interests and needs.

The effectiveness of compliance with this pedagogical condition is clearly shown by the pedagogical experience of V.A. Sukhomlinsky. His students decided to use the empty hillside. “They plowed it, planted it with grapes, took care of it, saved it from frost, and when they grew grapes, they took the first bunches directly from the garden to war and labor veterans, pensioners, and a villager.” Thus, the labor of children became a means of moral education.

In the process of forming older preschoolers' ideas about a healthy lifestyle, preschool teachers are recommended to take into account the availability and feasibility of work for a child of this age category. The overwork of children is inexpedient because, as a rule, it does not lead to the achievement of the desired result. Such work undermines the spiritual and physical strength of children, self-confidence.

It does not follow from this that the work of children of older preschool age should not require any effort from them. Compliance with the indicated condition excludes only physical overload, requires the choice of work tasks for children in accordance with their strengths and abilities.

It is important to use such a method of education as reasonable exactingness in the implementation of the labor activity of older preschoolers: sometimes children enthusiastically get down to business, but quickly lose interest in it. The task of the educator is to, in the process of fulfilling the obligation taken, to support the children's desire to bring their work activity to the end, to teach them to work systematically and evenly, having some goal.

Work on the formation of ideas of older preschoolers about a healthy lifestyle requires the breadth of erudition, flexibility of thinking, activity and desire for creativity, the ability to analyze and introspection, and readiness for innovation from the preschool teacher.

To this end, certain provisions-recommendations have been identified that contribute to the optimization of the pedagogical process in the formation of ideas of older preschoolers about a healthy lifestyle in the conditions of a modern preschool educational institution.

In such work, an individual approach to the personality of each child, taking into account its age characteristics is important. Since older preschoolers, as children of the same age category, may have different ideas about a healthy lifestyle, work should be carried out in a differentiated way, taking into account the interests, needs and level of knowledge of children.

A special role in solving this problem is given to the assessment of the teacher, in which he demonstrates to children the dignity, best qualities and desire to work and lead a healthy lifestyle of a peer. This assessment affects the development of moral and friendly relations of children, causes them to be attracted to positive communication with peers, the need for work, labor joint activities.

Thus, the formation of ideas of older preschoolers about a healthy lifestyle is effective when using such a tool as labor activity, which initially laid the foundations and values of a healthy lifestyle.

The greatest opportunities for the tasks of forming a healthy image through the work of older preschoolers are created in the presence of emotional comfort for each child. It is important that the child feel the care and attention of the teacher, and communication would become the leading means of achieving a favorable climate in the children's team.

The teacher, using a democratic style of communication with the child, takes into account the needs he is currently experiencing (in recognition, in attention to himself, the need for impressions, in active work and achieving success in it, in interaction with peers, etc.).

Teachers must skillfully select material for work activities, take into account not only the age, but also the individual, psychological characteristics of children.

In the labor activity of children, the educator must take into account the nature of interpersonal relations of older preschoolers, because in an atmosphere of friendly disposition of peers, the child feels much more confident, calmer; he can count on the support and help of his comrades, on their participation in possible situations of emotional discomfort. Established friendly ties with peers attract the child to work together, and the positive emotional climate created in the children's group contributes to the formation of healthy relationships.

In order to properly plan the educational process for the formation of older preschoolers' ideas about a healthy lifestyle, the preschool teacher needs to identify the level of each child's ideas about a healthy lifestyle and work. Using these data, it is possible to outline specific individual pedagogical work to level the children's knowledge of the designated concepts.

To determine the ideas of older preschoolers about a healthy lifestyle, the teacher will be helped by conversations based on plot pictures in which the collision (choice situation) has not been fully resolved and the child himself can solve it. He should note how the characters will act in this situation, using their knowledge of a healthy lifestyle and personal experience.

In order to form ideas of older preschoolers about a healthy lifestyle, paired plot pictures can be used, where one of them depicts a child who leads a healthy lifestyle, and the other does not. The teacher encourages children to express their attitude to what is happening, evaluate the behavior of the characters and note which of the characters they like, who they don’t like and why.

The teacher can judge whether preschoolers have ideas about a healthy lifestyle if the child consistently answers correctly in all answers, regardless of who will act in this situation - he or a peer. If the child is confused in the answers, uses the prompt of an adult, then this confirms the insufficient formation of the child's ideas about a healthy lifestyle.

Enriching the perception of a preschooler about the phenomenon of health with various life situations that are different from each other (in the process of playing, studying, working), the teacher helps to enrich the ideas of children about a healthy lifestyle.

In the process of forming the ideas of an older preschooler about a healthy lifestyle, the personal example of a teacher has a great influence. Its educational effect is based on the inclination and ability of children to imitate. In the process of communicating with adults and by imitating him, children of older preschool age more easily learn the usefulness of work and patterns of a healthy lifestyle.

Thus, we can note the main psychological and pedagogical ways of forming the ideas of older preschoolers about a healthy lifestyle in work:

create an atmosphere of emotional comfort for each child in the group;

ensure a sufficiently complete satisfaction of the spiritual and physical needs of each child in communication with adults and peers, in the process of work;

to promote the formation in children of active assimilation of the norms of a healthy lifestyle;

to develop the desire of schoolchildren to engage in labor activity;

widely use labor activity as a means of shaping children's ideas about a healthy lifestyle.

According to the results of the diagram, we see that the level of physical fitness has also increased.

Thus, the preschool teacher has ample opportunity to form the ideas of older preschoolers about a healthy lifestyle in work.

Output. A comparative analysis of diagnostic data annually shows a positive trend in the level of development of children, which confirms the effectiveness of using the developed system for implementing the Safidance technology in physical education and health work in preschool educational institutions. Children have become more flexible and resilient. There was a quality in the technique of performing movements and expressiveness in motor skills. Children have an emotional response to physical activity, sports passion, interest, excitement. Educators began to notice that they had endurance in various types of activities, increased mental capacity for work, perseverance, they became more self-possessed and attentive. And most importantly, the emotional-motor sphere of the child has improved. Children have a proud posture, freedom and ease in movements, naturalness and diversity in gestures and postures, a direct, open, interested look, a joyful, bright, meaningful facial expression, facial expressions are lively, expressive, speech becomes intelligible and melodic.

The work is based on the principle: "teach others - you learn yourself." In the classroom, I act as an assistant, not a teacher, it is this technique that activates the child's activity, promotes independence and self-expression through movement. During classes, children's mood improves, a feeling of joy and pleasure appears. And every kid should know that he is important and needed. "My success is the success of my pupils" I tell my preschool children: The main thing for me is to teach you to be healthy. Do you think that you are small and will not be able to learn this? Now you have a caring mother, a strong father, a kind grandmother, a doctor who will cure you. This is physical education!

We aim to achieve high results through the forced formation of certain skills. My task is to help children show their own potentialities given to them from birth, and everyone has them. My friendship and understanding of children helps me to be in their wonderful world of childhood. I see how their shoulders straighten, their backs straighten, how freely they communicate with each other in the classroom, they sing, dance, turn into different animals, joke and laugh.

I think that the result of the work is that children are happy to run to physical education classes, give “sworn” promises of good behavior in exchange for participating in sports competitions. The guys in such classes get an emotional lift, reveal in themselves positive qualities of character such as: resourcefulness, mutual assistance, courage, the ability to empathize, the ability to work in a team, willpower, purposefulness, aesthetic needs of the individual, radiate energy, vigor, which comes back to me through boomerang principle.

"The only beauty I know is health!" once said a philosopher. I and my students agree with him.

Plan for further action.

Our creative search continues today. More recently, our attention was attracted by the technology "Fitball-aerobics" by already familiar authors Zh.E. Firileva and E.G.Saykina.

To date, fitballs are just beginning to be used in the practice of preschool institutions. Fitball is aerobics using balls with a diameter of 55 to 70 cm. These balls bring a game moment to the lesson, and also create a unique emotional lift. They have a pronounced therapeutic effect. The task is to develop flexibility, joint mobility, strengthening muscles without stress on the spine, gentle stretching - all this is perfectly done with the help of a ball. Exercises on the ball strengthen all major muscle groups, contribute to the development of endurance, strength, and coordination of movements. Form the correct posture, energize. Classes in combination with movements and music develop creative abilities, reveal the natural potential of children, form positive emotional and volitional qualities: self-regulation, perseverance, confidence, optimism, courage, endurance, justice. The guys get pleasant emotions from communicating with fitballs, defeating their inability, understanding that they are doing something very important for their health.

Conclusions on the second chapter

Thus, in order to identify the organization of sports and recreational work in preschool educational institution No. 477. We used the work of O.A. Skorlupova "Control as one of the stages of diagnostics of physical culture and health-improving work". The control is designed to assess the health status of preschool children. In the period from younger to older group during the day

The study was conducted in a group form in the first half of the day. Children were offered such types of exercises as: walking, running, jumping, climbing, throwing, throwing.

In addition, at present, children often experience a "motor deficit", that is, the number of movements they carry out during the day is below the age norm, as a result, the age-related development of speed, agility, coordination of movements, endurance, flexibility and strength is delayed. Children are overweight, postural disorders.

The conducted research showed the effectiveness of building a system of interaction between a physical education instructor and the family in introducing preschoolers to physical culture by teaching them outdoor games and organizing classes with them using outdoor games.

Teaching parents how to jointly engage in outdoor games with children is a good remedy their successful interaction. Joint games of parents with children significantly strengthen their mutual understanding, diversify communication.

In addition, we proposed a program for the physical training of children in MOU No. 477, which will improve the physical training of children.

Conclusion

The state of health of preschool children is characterized by a high prevalence of morphofunctional relationships of 70-75%. One of the main areas of work of the preschool educational institution is to provide favorable conditions for the preservation and promotion of children's health.

In order to improve the health of preschool children, the system of physical education in a children's educational institution should include various forms of physical culture and health-improving work, a variety of physical exercises that increase the level of physical activity of children (morning exercises, physical education, games, exercises for a walk, etc.). ).

Physical culture and health work with preschool children is planned in accordance with the principles of consistency, systematic, comprehensive use of the natural forces of nature and hygienic factors, as well as health-improving methods.

The effectiveness of physical culture with children of preschool age will depend on the use of recreational tools and the level of proficiency of teachers in the methods of organizing and conducting traditional methods (hardening with water, air, the sun in combination with a “health path” and physical exercises), as well as non-traditional methods of healing (aromatherapy, herbal medicine). , color therapy, phytoncidotherapy, metal therapy, game therapy, stone therapy, etc.).

Physical education of preschool children today requires close cooperation, deep knowledge and creativity from teachers and parents. It is at this age that the most intensive growth and development of the most important body systems and their functions take place, the foundation is laid for the comprehensive development of physical and spiritual abilities. The basis of the comprehensive development of the child in the first years of life is physical education.

In order to identify the organization of physical culture and health work in preschool educational institution No. 477. We used the work of O.A. Skorlupova "Control as one of the stages of diagnostics of physical culture and health-improving work". The control is designed to assess the health status of preschool children. The study was conducted in a group form, using a variety of exercises, including walking, running, jumping, climbing, throwing, throwing.

The conducted research showed the effectiveness of building a system of interaction between a physical education instructor and the family in introducing children to physical culture by teaching them outdoor games and organizing classes with them using a variety of methods and means.

Teaching parents how to jointly engage in outdoor games with children is a good means of their successful interaction. Joint games of parents with children significantly strengthen their mutual understanding, diversify communication.

In addition, we proposed a program for the physical training of children in the groups of preschool educational institution No. 477, which will improve the overall physical training of children.

As an implementation of the improvement of pedagogical conditions for the organization of physical - health-improving work in preschool educational institution No. 477, the following system of physical culture and health-improving work is proposed.

Physical culture and health work in preschool educational institution No. 477 in Chelyabinsk will include:

-protection and strengthening of the physical and mental health of children,

-improving the physical development and preparedness of children,

formation of the foundations of motor and hygienic culture,

increase the protective properties of the body and its resistance to diseases.

Bibliographic list

1.Antonova, L.N. Psychological grounds for the implementation of health-saving technologies in educational institutions / [text] L.N. Antonova, T.I. Shulga, K.G. Erdyneev. - M.: MGOU Publishing House, 2004.-100s. - (Regional target program "Development of education in the Moscow region for 2001-2005").

.Borisova, I.P. Ensuring health-saving technologies at school // [text] Directory of the head of an educational institution.-2005.-№10.-p.84-92.

.Butova, SV. Improving exercises in the classroom // [text] "Elementary School", 2006, No. 8. P. 98.

.Weiner, E.N. Formation of a health-saving environment in the system of general education // [text] Valeology.-2004.-№1.-P.21-26.

.Vashlaeva, L.P., Panina, T.S. Theory and practice of forming a teacher's health-saving strategy in terms of advanced training // [text] Valeology.-2004.-№4.-S.93-98.

.Voloshina, L. Organization of a health-saving space // [text] Preschool education.-2004.-№1.- P.114-117.

.Voloshina, L. Future educator and culture of health // [text] Preschool education.-2006.-№3.-p.117-122.

.Davydov, V.Yu., Sheptikin, S.A., Trifonov, A.G. Methodology for assessing the physical development and physical fitness of children of primary school age. Volgograd, 1993.- 27 p.

.Dronov, A.A. Prevention of postural disorders and strengthening of the muscular corset // [text] "Elementary School", 2006, No. 3. P. 53.

.Ekzhanova, E.A. On the features of the organization of physical education in preschool educational institutions of a compensating type / E.A. Ekzhanova // [text] Health and physical development of children in preschool educational institutions. - M. - S. 66-69.

.Health-saving activities of the school in the educational process: problems and ways to solve them // [text] School.-2005.-№3.-p.52-87.

.Zenova, T.V. Materials for the preparation of the comprehensive-targeted program "School of Health" // [text] The practice of administrative work at school. - 2006.-№1.-S.25-28.

.Zmanovsky, Yu.F. Let's raise healthy children. - M.: Medicine, 1989. - 128 p.

.Zmanovsky, Yu.F. Educational and recreational work in preschool institutions // [text] Preschool education. 1993, no. 9, p. 23-25.

.Zmanovsky, Yu.F. Healthy preschooler // [text] Preschool education. 1995, no. 6, p. 11-17.

.Ishmukhametov, M.G. Non-traditional means of improving children // [text] "Elementary School", 2005. - No. 1. P. 91.

.Kazakovtseva, T.S., Kosolapova, T.L. On the issue of health-creative activity in educational institutions // [text] "Primary School", 2006, No. 4. P. 68.

.Kazin, E.M., Kasatkina, N.E. Scientific-methodological and organizational approaches to the creation of the regional program "Education and Health" // [text] Valeology.-2004.-№4.-S.6-10.

.Karaseva, T.V. Modern aspects of the implementation of health-saving technologies // [text] "Elementary School", 2005. - No. 11. P. 75.

.Kolesnikova, M.G. Health-saving activity of the teacher // [text] Natural science at school.-2005.-№5.-p.50-55.

.Kuchkin, S.N. Biofeedback in medicine and physical culture. - Volgograd: VGAFK, 1998. - 155 p.

.Lukyanova, V.S., Ostapenko, A.A., Guzenko, V.V. Preservation and restoration of the health of students in the conditions of the pedagogical lyceum // [text] School technologies.-2004.-№1.-p.76-84.

.Lysykh, O.B. Comprehensive assessment of the results of health-saving activities in educational institutions of a rural area// [text] Valeology.-2004.-№4.-С.11-116.

.Lvova, I.M. Fizkultminutki // [text] "Primary School", 2005. - No. 10. P. 86.

.Mitina, E.P. Health-saving technologies today and tomorrow // [text] Primary School, 2006, No. 6. P. 56.

.Mukhametova, F.G. Health-saving technologies in the classes of correctional and developmental education // [text] Primary School, 2006, No. 8. P. 105.

.Naumenko, Yu.V. Health-saving activities of the school // Pedagogy.-2005.-№6.-P.37-44.

.Naumenko, Yu.V. Health-forming activity of the orphanage and boarding school // [text] Methodist.-2005.-№2.-P.45-49.

.Nedospasova, N.P. The use of health-saving approaches in the creation of a municipal educational network of pre-profile education // [text] Valeology.-2004.-№4.-P.43-45.

.Nesterova, L.V. Implementation of health-saving technologies in a rural school // Primary School, 2005. - No. 11. P. 78.

.New health-saving technologies in the education and upbringing of children: [gender. approach to training and education: psychol. aspect] / S. Chubarova, G. Kozlovskaya, V. Eremeeva // [text] Development of personality.

.Experience in implementing a comprehensive strategy of education that forms the health of schoolchildren: Sat. articles and scientific and methodological developments / Ed. Yu.V. Naumenko. - Volgograd: VGIPK RO Publishing House, 2005.-236s.- (Supplement to the journal "Academic Year", No. 8. Series "Health Saving". Issue 2).

.Oshchepkova, TL. Raising the need for a healthy lifestyle in children of primary school age // [text] Primary School, 2006, No. 8. P. 90.

.Petrov, K. Health-saving activities at school // [text] Education of schoolchildren.-2005.-№2.-P.19-22.

.Smirnov, N.K. Health-saving educational technologies in modern school. - M.: APK and PRO, 2002.-121s.

.Smirnov, N.K. Health-saving educational technologies and health psychology at school / N.K. Smirnov. - M.ARKTI, 2003.-270s.

.Smirnov, N.K. Approximate assessment of the health status of students at school // [text] Practice of administrative work at school.-2006.-№1.-p.30-38.

.Sukharev, A.G. Health and physical education of children and adolescents. - M.: Medicine, 1991. - 270 p.

.Tverskaya, N.V. Health-saving approach in the development of student success // Education in modern school.-2005.-№2.-P.40-44.

.Theory and practice of ensuring the psychological health of children in education (on the example of the project "Health-saving and psychotherapeutic technologies as a means of developing prerequisites for self-regulation of mental states in children 4-9 years old" "Psychological health of students in the conditions of modernization of education") / A.V. Shuvalov. - M.: APKiPRO, 2004.-36s.

.Ternovskaya S.A., Teplyakova L.A. Creation of a health-saving educational environment in a preschool educational institution // Methodist.-2005.-№4.-S.61-65.

.Khalemsky G.A. School - the territory of health // Pedagogy.-2005.-№3.-C.42-46.

.Churekova T.M., Blinova N.G., Sapego A.V. The content of health-saving support in the system of continuous education//Valeology.-2004.-№4.-P.67-70.

.Shevchenko LL. From health care to academic success // Primary School, 2006, No. 8. P. 89.

.School of Health: A Handbook for Teachers and Parents: Special Application to the journal "Lyceum and Gymnasium Education". -2006. - No. 1. - (Series "Pedagogical Councils").

ATTACHMENT 1

SURVEY RESULTS

(beginning of study)

1. Do you exercise regularly?

YES - 45% No - 55%

Do you have sports equipment at home?

YES - 15% NO - 85%

Is there a daily routine for your child?

YES - 70% NO - 30%

Does the child comply with this regimen?

YES - 60% NO - 40%

Do you do morning exercises with your child at home?

YES - 30% NO - 70%

Do you exercise regularly or irregularly?

YES 5% NO - 95%

Does your child follow the rules of personal hygiene at home (washes hands before eating, after going to the toilet, washing his face, brushing his teeth, washing his feet, etc.)?

Do you walk with your child after kindergarten?

YES - 60% NO - 5% SOMETIMES - 35%

What games does your child prefer after coming from kindergarten and on weekends:

a) Outdoor games - YES - 5%

b) Sports games - YES - 0%

c) Board games - YES - 80%

d) Story - role-playing games - YES - 65%

e) Musical - rhythmic activity - YES - 0%

f) TV viewing - YES - 60%

g) Construction - YES - 40%

APPENDIX 2

SURVEY RESULTS

(end of study)

What is the place of physical education in your family?

Are any of your parents involved or involved in sports?

YES - 70% no - 30%

Do you have sports equipment at home?

YES - 65% NO - 35%

Is there a daily routine for your child?

YES - 90% NO - 5%

Does the child comply with this regimen?

YES - 75% NO - 35%

Do you do morning exercises with your child at home?

a) YES - 60% NO - 40%

b) regularly or irregularly YES 30% NO - 70%

Does your child follow the rules of personal hygiene at home (washes hands before eating, after going to the toilet, washing his face, brushing his teeth, washing his feet, etc.)?

Do you walk with your child after kindergarten?

YES - 85% NO - 5% SOMETIMES - 10%

Activities of the child after coming from kindergarten and on weekends:

a) Outdoor games - YES - 85%

b) Sports games - YES - 30%

c) Board games - YES - 80%

d) Story - role-playing games - YES - 65%

e) Musical and rhythmic activity - YES - 15%

f) TV viewing - YES - 60%

g) Construction - YES - 40%

APPENDIX 3

SURVEY RESULTS

(according to the results of the study)

How many times have you attended classes, joint meetings, trainings?

classes - 20%

What did you like the most?

I liked everything - 80%

Workshops - 20%

What do you think is missing in the classroom?

Everything suits - 100%

Do you and your child perform the exercises and outdoor games that you have learned?

SOMETIMES - 40%

Your suggestions.

More competitive events - 40%

How do you rate the work of the club?

Good - 90%

Satisfactory - 10%

APPENDIX 4

INDICATORS OF PHYSICAL FITNESS OF CHILDREN FROM 4 TO 7 YEARS

№ p\pPhysical abilitiesControl exercises (test)AgeResults boysgirls1SpeedRunning 30 m., sec. Coordination Shuttle run 3*10m., sec. 91.560.0-88.05.85.0-13085.0-1256.100-13590.0-1307.115-140110-1354 Endurance Running time: 5 years-3-5 minutes; 6 years.-5-10min.; 7 years-6min Distance, m. 7 years old - from a sitting position on the floor, cm. 7 years old - pull-ups on the high bar from the hang, boys, times; on a low crossbar from hanging, girls, raz.4.4.13.45.5.74.46.7.95.47.2-34-8

APPENDIX 5

Repertoire of outdoor games for children of senior preschool age

"TAKE THE HANDKERCHIEF!" Children stand in a column in pairs, holding hands. In front of them, at a distance of 5-6 m, there is a driver with a handkerchief in his hand. He says the words: “Who will have time to run and pick up a handkerchief. One, two, three - run!". After the word: "Run!" the children, standing last in the column, drop their hands and run to take a handkerchief. The one who took the handkerchief first becomes the leader. The new couple is in front of the column.

"MOUSETRAP". The players are divided into two groups. Children of one group form a circle - a “mousetrap”, the rest depict mice and are outside the circle. Children, depicting a mousetrap, hold hands and begin to walk in a circle either to the left or to the right with words.

“Oh, how tired the mice are! Beware, cheaters

Divorced them - just a passion, We'll get to you.

Everyone gnawed, everyone ate, Here we put mousetraps

Everywhere they climb - that's the attack! Let's catch everyone now!"

At the end of the poem, the children stop and raise their clasped hands up. Mice run in and out of the mousetrap. At the signal of the teacher “Clap!”, Children standing in a circle,;! lower their hands and squat - the mousetrap is slammed shut. Mice that do not have time to run out of the circle are considered to be caught. They sit down on the bench. Then the children change places.

"SLY FOX". Children become in a circle. The driver is selected, he has a small rubber toy in his hands - a fox. Children have their hands behind their backs and their eyes closed. The driver goes around the circle, puts a toy in someone's hands and stands with the children in a circle. Children open their eyes and ask 3 times (quietly at first, and then louder): “Cunning fox, where are you?”. The child, who has a toy in his hand, goes to the center of the circle, lifts the toy up and says: “I am here!”. Children run away, and the fox catches them, touching them with a toy. Those touched by the fox sit on the bench. After the fox catches 2-3 children, the teacher says: “One, two, three - run in a circle!” and the game starts again.

"FISHING ROD". The players stand in a large circle, in the center is a teacher with a rope, at the end of which a bag with a sock is sewn. He spins the rope so that the bag touches the floor, and the children jump on two legs, trying not to hit the bag. Having described 2-3 circles with a bag, the teacher pauses, during which he counts the number of children who hit the bag - “caught by a bait” and gives the necessary instructions for performing jumps

"TRAPS WITH RIBBON". The players attach colored ribbons to the back. The leader is chosen. Children say in chorus: “One, two, three - catch!” and scatter, and the driver, running after the children, tries to pull the ribbon from someone. The one who lost the ribbon steps aside. “One, two, three, run faster in a circle!” - the teacher says, all the players should quickly stand in a circle. The leader counts the ribbons and returns them to the children. The game is repeated with another driver.

"FROST-RED NOSE". The players stand in a circle. The driver is selected - “Frost-Red Nose”. He stands in the center of the circle and says the words:

“I am Frost-Red Nose.

Which one of you decides

To go on a path-path?

The choir players respond:

"We are not afraid of threats,

And we are not afraid of frost. After the word “frost”, the children scatter around the hall, and the driver catches up with them, trying to touch them with his hand - “freeze”. "Frozen" stop at the place where the driver touched them, and until the end of the game they stand without moving.

"BOUNCERS". The driver is chosen - "bouncer". He stands in the center of the hall on a certain mark (for example, on a flat ring), on which he must be at the time of throwing the ball. Children stand freely around the hall. At the signal of the driver: “One, two, three - run!”, The children scatter around the hall, the driver tries to hit them with the ball (on the legs). Those who are hit by the ball sit on the bench. When learning the rules of this game, it is better if the teacher is the driver. Children learn the rules well, they have a steady interest in the game.

“TWO IN ONE Hoop” (conducted with musical accompaniment). The hoops lie on the floor in a circle. Each hoop contains two children. The teacher gives the task: an easy run (or jumps, or a side gallop, etc.) and turns on the music. Children perform movements around the hoops in a large circle until the music plays. As soon as the music stops playing, the children should run to take any hoop in pairs. The one who did not have time becomes the loser. The game is repeated 2-3 times.

Relay game "IN PLACES!" Children are built in two lines opposite each other. Task: remember your places. At the signal “Disperse!”, the children run, jump around the hall. At the command “Go to your places!”, the children should take their places in the line. The winner is the team, all members of which take their places faster.

Relay game "CLASSICS". Children are built in 2 columns. In front of them are hoops in the form of classics: two, one, two, one, two. At the signal of the teacher, the children jump through the hoops back and forth, pass the baton to the next from their team with a light clap on the hand and stand at the end of the column.

"BALL TO THE CAPTAIN". The players become in 3-4 columns. At a distance of 1.5 m from the first players in the columns - leading with balls of large diameter. For the drivers and players of the column, a line (cord, line) is indicated that cannot be stepped over. At the signal of the teacher, the drivers throw the balls to the first players in the column, and they return them back and run to the end of their column. The next in the column moves to the starting line. When the player who started the task is the first in the column, he raises his hand up. The winning team is determined. The game task is repeated.

"BALL TO THE NEIGHBOR!" The players stand in a circle at arm's length from each other. One of the players holds the ball, the driver takes a place outside the circle, behind the player with the ball. At the signal of the teacher, the children begin to throw the ball to each other, and the driver, Pegaya around the circle, tries to touch the ball on the fly. If he succeeds, then he becomes the new leader. If the driver fails to touch the ball or catch it for a long time, then another driver is appointed

"CAROUSEL". Children form a circle, holding with one hand the rope, the ends of which are tied. They walk in a circle, slowly at first, then faster. Movements are performed in accordance with the text:

Barely, barely Hush, hush, do not rush!

The carousels are spinning, stop the carousel!

And then around, around, One-two, one-two.

Everyone run, run, run. So the game is over!

"QUICKLY TAKE IT." A circle is formed from the cubes, but there are two fewer cubes than the number of players. Children stand in a circle. The teacher gives the task: running (galloping, jumping, running backwards, and jumping on one leg, or others.) The teacher says: “Take it fast!” Each player must take one cube. The one who is left without an item is considered the loser.

"THE SNOW QUEEN". From among the players, the driver is selected - the Snow Queen. Children run around the playground, the Snow Queen tries to touch them. The one whom she touched turns into an ice floe and must go to her kingdom (sit on a bench).

"GET OUT" Children form a circle. In the middle of the Circle, one half of the players. Standing in a circle, holding hands, walk (or run). Those standing in the center of the circle clap their hands to the beat of walking (or running). At the signal of the teacher “Stop!” Walking in a circle stop and raise their clasped hands up. The teacher counts to three. During this time, those standing in the middle must run out of the circle. After the count of three, the children quickly lower their hands. Those who did not have time to run out are considered losers.

"COLLECT THE BALLS". In the center of the hall is a large basket with a ball and. Children are standing near the basket. On a signal, the teacher throws the balls out of the basket, and the children collect them. The game continues for 1 min. But the signal "Stop!" the game stops. If there are 7-8 balls in the basket, then the children won.

"ACCURATE SHOOTER". The players form a circle, standing at arm's length from each other. The driver becomes in the center of the circle. At his feet are 3-4 balls. The driver performs exercises with the ball (beats the floor with his hand, throws it up, rotates his fingers, rolls his foot, etc.), the players perform these movements without the ball. After the words of the driver “One, two, three - run!”, The children begin to run in a circle. The driver, without leaving the place, throws balls at the players one after the other. Then, at the signal of the teacher, “One, two, three - run into the circle!”, The children again form a circle. The teacher announces the number of children that the driver hit. A new driver is selected and the game resumes.

"Fishing Rod": The players form a circle. The driver, standing in the center, rotates the rope with a bag of sand (fishing rod) tied at the end. The players jump over the rope as it passes under their feet, trying not to hit it. The one who touches the rope becomes the leader.

"Drag over the line": The participants of the game stand facing each other at a distance of 1 meter. Each player grabs the opponent's wrist opposite, a line is drawn between them. On a signal, the players begin to pull each other. The winner is the one who crosses the line with both feet. The duration of the game for one pair of players is 3-5 minutes.

“Push out of the circle”: The participants of the game stand in a circle with a diameter of 3-4 meters. On a signal, the opponents (standing opposite) begin to push each other out of the circle. You can push out with your arms and torso. The one who stays in the circle wins. Repeat 3-4 times, switching players.

“Pick up an opponent”: Children sit on the floor opposite each other, resting their feet and holding on to a sports stick with straight arms. On command, they begin to pull the stick towards themselves, trying to lift the opponent. The one who succeeds wins. The stick should be pulled only towards yourself, without jerking up and to the sides. Repeat 4-5 times.

"Salki": The driver raises his hand and says: "I am a salka!". After that, he tries to catch up with one of the players and touch him with his hand. Runaways try to dodge the driver. The player touched by the driver becomes a tag.

"We are the fun guys": Players stand behind the line on one side of the court. Having said; “We are funny guys, we love to run and play, well, try to catch up with us!”, The players run to the other side of the site beyond the line. The driver, located in the middle of the site, between two lines, must catch up and touch the running ones with his hand. The salted player helps the driver. The last player to be touched is considered the winner.

“Who will overtake?”: On a signal, the players jump on one leg to the finish line (8-12 meters), trying to overtake each other.

“Legs with jumps on one leg”: The driver, jumping on one leg, tries to catch up with players who are also jumping on one leg. After the tag has caught up and touched any player, they change places. Touching the ground with two feet, either becomes a tug, or is out of the game (for example, for 3 changes of tug).

“Wolf in the ditch”: Two parallel lines (ditch) 55-60 cm wide are drawn on the site. The players (goats) are on one side of the ditch, and in the ditch (between the lines) 2-3 drivers (wolves). On a signal, the "goats" jump over the moat, and the "wolves" try to catch them (to touch them). Caught (dealed) "goats" are out of the game. When the number of “goats” not caught equals the number of “wolves”, the game ends. "Wolves" and not caught "goats" change roles.

"Hunters and ducks": Two parallel lines are drawn on the site at a distance of 10-15 meters. All players are divided equally into "hunters" and "ducks". "Hunters" become outside the line, and "ducks" between the lines. "Hunters" throwing the ball, trying to hit them in the "ducks". Salted "ducks" are out of the game. When all the "ducks" are tagged, the teams change roles. The team that wins in less time to knock down all the "ducks".

“Cockfight”: A circle with a diameter of 1.5-2.0 meters is drawn, into which two participants in the game enter and are located at a distance of half a step from each other. Both bend one leg, holding it with a hand behind the foot, the other hand behind the back. The essence of the game is that by jumping on one leg and pushing the opponent with his shoulder, unbalance him and push him out of the circle.

APPENDIX 6

Playing with parents

Outdoor games

magic ball

Material: ball

Game progress:

1.Sitting on a chair, roll the ball (diameter 10 - 15 cm) with the feet alternately forward - backward, right - left, in a circle. Skating with bare feet of wooden or studded balls (diameter 4 - 6 cm) for 3 minutes.

2.Lying on your back or sitting on a chair, raise and lower your legs with a ball sandwiched between your feet (diameter 15 - 20 cm) (5 - 6 times)

.Sitting on a chair, roll balls (diameter 6 - 8 and 10 - 15 cm) with the right and left foot from the child to the parent and vice versa.

.Walking and jumping forward, holding the ball between the knees.

We play with a skipping rope

1.Jump forward over the lowered rope

2.Rotate the rope, folded in half, only with a brush (holding alternately in the right and left hand). Jump low on two straightened legs when the rope hits the floor.

MOBILE GAMES WITH BREATHING

EXERCISES

The child is sitting on the floor in Turkish, the parent says:

The child hugs his shoulders, says: “I will rise, I will fly; buzz loudly, loudly - f - f - f - y. "The child and the parent spread their arms to the sides and move around the hall with the sounds" f - f - f - f "(2 - 3 minutes).

"BEAR"

The child lies on his back, hands under his head; takes a deep breath through the nose, exhales "snoring". The parent comments: "The cubs are sleeping in the den ..." "The bear woke up, stretched, rolled over." The child performs movements, stretches, bends the legs at the knees to the stomach, while exhaling deeply through the nose; rolls over and .... again "falls asleep, snoring."

"HAMSTERS"

The child and the parent puff out their cheeks strongly, "like hamsters" (breathe through the nose) and walk around the room. On a signal, the fists press on the cheeks, while releasing air through the mouth “cheeks, like in children.” The game is repeated 5-6 times.

The child and parents are located on the same line; Everyone is holding a paper airplane. On command, they “launch” the airplanes as far as possible (you can blow on the plane without letting it go down).

"MOM HUGS ME"

Inhale with your nose, spread your arms to the sides, hold your breath for 3 seconds, exhale hug yourself as tightly as mom hugs you.

APPENDIX 7

A selection of exercises and games with children

Dance-rhythmic gymnastics.

"Motors"

Figurative and dance compositions are presented, each of which has a target orientation, plot character and completeness.

"Rhythmushki-stompers"

It is the basis for the development of a sense of rhythm and motor abilities of those involved, allowing them to freely, beautifully and coordinately correctly perform movements to the music, in accordance with its structural features, character, meter, rhythm, tempo and other means of musical expression. This section includes special exercises for coordinating movements with music, musical tasks and games.

Igrogymnastics.

"We walk the planet"

Serves as a basis for learning by the child various kinds movements that ensure the effective formation of skills and abilities. The section includes drill, general developmental exercises, acrobatic, aimed at relaxing muscles, breathing and strengthening posture.

Game dancer.

"Choreographic pictures"

Aimed at the formation of dance movements among pupils, which contributes to the improvement of the general culture of the child. Dancing has educational value and brings aesthetic joy to children. This section includes dance steps, elements of choreographic exercises, dance forms (historical and everyday, folk, modern rhythmic dances).

Non-traditional types of exercises:

Game self-massage.

"Excellent mood"

It is the basis for hardening and healing the child's body. Performing self-massage exercises in a playful way, children get joy and good mood. Such exercises contribute to the formation in the child of a conscious desire for health, the development of skills for their own recovery.

Finger gymnastics.

"Dreamers"

This section serves to develop manual skill of fine motor skills and coordination of hand movements. Exercises, turning the learning process into an exciting game, not only enrich the inner world of the child, but also have a positive effect on improving memory, thinking, and developing imagination.

Musical mobile games.

"Shooted"

Creative gymnastics.

"Enchanting mirror of the soul"

It provides for purposeful work on the use of non-standard exercises, special tasks, creative games aimed at developing fiction, creative initiative. Thanks to this form of work, favorable opportunities are created for the development of children's abilities, their cognitive activity, thinking, free expression and emancipation. It includes musical and creative games, special tasks.

Igroplastics.

"Flexible Backs"

It is based on an unconventional method of developing muscle strength and flexibility of those involved. It uses elements of ancient gymnastic movements and exercises of stretching, hatha yoga, performed in a plot-based game form without music. In addition to a joyful mood and muscle load, these exercises give the child plenty of screaming, grimacing, freely expressing their emotions, openness and inner freedom. Positive effect on improving memory, thinking, develop fantasy

Game stretching.

"Do as I do! »

Stretching exercises are imitative in nature and are performed in the course of a role-playing game, consisting of interrelated game situations, tasks, and exercises. Selected in such a way as to contribute to the solution of health and development problems. With imitation of the image, the child begins to learn the technique of movements of sports and dance exercises, games, theatrical activities, etc. Figurative-imitative movements develop creative, motor activity, creative thinking, motor memory, speed of reaction, orientation in movement and space, attention.

Travel games.

" Flying ship"

They include all types of mobile activities, using the means of all sections of the program. This material serves as the basis for consolidating the skills and abilities acquired earlier, helps to unite the guys, makes it possible to become what you dream of, to go where you want and see what you want. Such classes differ from the classical ones in a high emotional background, which contributes to the development of thinking, imagination, emotional-motor sphere and creative abilities of children.

The above forms are used in the classroom as follows.

It is very important in the introductory part of a physical education lesson not only to warm up the muscles and joints, but also to “tune” the feelings, i.e. prepare children emotionally for the upcoming lesson with the help of "emotional warm-up". Conducting an "emotional warm-up", my task is to teach my pupils to "listen" to the sensations that arise in the muscles during physical exercises, enjoy these sensations, and remember them. This is helped by exercises that give a figurative idea of the forms of movement that express the emotional state of the soul (for example, “Sad and cheerful”, “Gnomes and giants”, “Cold - hot”, etc.). And this, in essence, is a word that has become visible in gesture, facial expressions, and body movements. Depending on the forms in which movements are manifested - plastic-rounded, smooth or, conversely, sharp, angular, rectilinear, one can judge the state of the soul. Therefore, in physical education classes conducted to music, I use colorful drawings, light and color effects that emphasize the essence of the exercises performed and cause emotional uplift. All this contributes to the harmonious development of the personality.

In the classroom, a sense of collectivism is brought up, motor imagination is intensively formed - the basis of creative, meaningful motor skills. To this end, I offer children special game tasks, performing which the child overcomes the stereotype of movement with this object. To do this, children come up with new ways to use items of physical education equipment. For example, if the object is a ball, they come up with new ways to use it, try to draw invisible contours with it, spin it on the floor like a top, or carry it on their heads instead of a hat.

Another group of similar tasks is inventing the names of the movements performed (“cow”, “snail”, “strongmen”). In the game, the child experiments with imaginary positions, the ability for creative development and flexible use of motor patterns, the ability to enter into the image, emotionally experience a holistic movement is formed. To cheer up, I use an exercise called "Salute". Children take a free pose, close their eyes and remember how for the first time with a joyful feeling they eagerly awaited a wonderful sight - a festive fireworks display. Pronounced: "Fire". After that, the children throw their hands up, jumping up, shouting: “Hurrah”, putting joy and jubilation into this cry.

In the final part of the lesson, for the restoration of the body, adjustment is carried out (psycho-gymnastics, relaxation). This forms in children a sense of satisfaction from the lesson, creates a positive emotional mood for the quality performance of the upcoming activity.

Physical education classes, morning gymnastics are carried out through a variety of forms: on dance and literary material, circuit training, in the form of outdoor games and recreational running, which makes it possible to more effectively implement the motor activity of preschoolers, increase their level of physical and emotional development. Funny fairy-tale characters, colorful attributes (flags, balls, ribbons, hoops), unusual fun games, attractions, carefully selected musical accompaniment contribute to the creation of psychological comfort in children, the desire to exercise.

In each age period, physical education classes have a different focus:

they should give pleasure to small children, teach them to navigate in space, work correctly with equipment, teach them basic insurance techniques;

in middle age - to develop physical qualities (primarily endurance and strength);

in older groups - to form a need for movement, develop motor abilities and independence.

Therefore, I use a variety of options for conducting physical education classes:

classes according to the traditional scheme (water-preparatory part, general developmental exercises, basic types of movements, outdoor games);

classes consisting of a set of outdoor games of high, medium and low intensity;

classes - training in the main types of movements;

rhythmic gymnastics - classes consisting of dance movements;

classes - competitions where children in the course of various relay races of two teams identify the winners;

classes - tests, during which children pass physical culture standards for the implementation of the main types of movements for time, speed, distance;

self-study, when the child is offered a type of movement, is given certain time, and he trains on his own, after which the task is checked.

Implementing a complex combination of programs and technologies in the system of physical culture lessons, we came to the conclusion that

Children are more interested in these activities.

The level of their physical fitness increases, the development of physical qualities: muscle strength, agility, endurance, flexibility;

Mental qualities develop: attention, memory, imagination, mental abilities.

There is an upbringing of moral qualities, sociability.

Strengthening the musculoskeletal system, increasing the functional activity of organs and systems of the body.

Creating conditions for a positive psycho-emotional state of children, which means it has a positive effect on the health of each child.

Tags: Experimental-search work on the study of the organization of work on physical culture in a preschool educational institution Diploma in Pedagogy

Methods of pedagogical research. The concept of experimental search work. pedagogical experiment.
Pedagogical research methods are a set of techniques and operations aimed at studying pedagogical phenomena and solving various scientific and pedagogical problems.
Methods of pedagogical research can be classified according to the purpose of the study, sources of information accumulation, methods of data processing and analysis.
The task of the researcher is not to formally apply the entire set of known methods, but to determine his own optimal set of methods for each stage.
It is important to emphasize that research methods are chosen taking into account the specifics of the tasks set by scientists for themselves, and not by simply listing all known methods in pedagogy.
Activity, personal, systemic approaches are of great importance in psychological and pedagogical research.
The activity approach requires studying pedagogical processes in the logic of a holistic consideration of all the main components of the activity: its goals, motives, actions, operations, methods of regulation, control and analysis of the results achieved. With this approach, the developed system of measures acquires a complete, complete character: from the purpose of the activity to its final result.
Since personalities necessarily interact in pedagogical phenomena, the personal approach is also very important for research. The methodological basis of the personal approach is the doctrine of the role of the individual in society, the relationship between the team and the individual, the comprehensive, harmonious development of the individual, the simultaneous consideration of the individual as an object and subject of education.
For the methodology of pedagogical research, an intensively developing system-structural approach is extremely important. A system is understood as a certain community of elements that functions according to its inherent laws of existence.
A systematic approach requires considering all possible forms and methods of solving pedagogical problems in interconnection and holistically and, based on a comparison of the capabilities of each of them, choose the best options.
Methods of ped research
Observation is a purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material. At the same time, observations are recorded. Observation is usually carried out according to a predetermined plan with the allocation of specific objects of observation.
Survey methods - conversation, interview, questioning. Conversation is an independent or additional research method used to obtain the necessary information or clarify what was not clear enough during observation. The conversation is conducted according to a predetermined plan with the allocation of issues that need to be clarified. The conversation is conducted in a free form without recording the interlocutor's answers. A kind of conversation is interviewing, brought into pedagogy from sociology. When interviewing, the researcher adheres to pre-planned questions asked in a certain sequence. During the interview, the answers are recorded openly. Questioning is a method of mass collection of material using a questionnaire. Those to whom the questionnaires are addressed give written answers to the questions. A conversation and an interview are called a face-to-face survey, and a questionnaire is called an absentee survey. The effectiveness of the conversation, interviewing and questioning largely depends on the content and structure of the questions asked. The conversation plan, interview and questionnaire is a list of questions (questionnaire

Valuable material can be obtained from the study of the products of students' activities: written, graphic, creative and control works, drawings, drawings, details, notebooks in individual disciplines, etc. These works can provide the necessary information about the student's individuality, about his attitude to work and about the achieved level of skills and abilities in a particular area.

^ The study of school documentation (personal files of students, medical records, class journals, student diaries, minutes of meetings, meetings) equips the researcher with some objective data characterizing the actual practice of organizing the educational process.

A special role in pedagogical research is played by experiment - a specially organized test of a particular method, method of work to identify its pedagogical effectiveness. Pedagogical experiment - research activity with the aim of studying cause-and-effect relationships in pedagogical phenomena, which involves experimental modeling of a pedagogical phenomenon and the conditions for its occurrence; active influence of the researcher on the pedagogical phenomenon; measurement of response, results of pedagogical influence and interaction; repeated reproducibility of pedagogical phenomena and processes.

There are the following stages of the experiment:
theoretical (statement of the problem, definition of the goal, object and subject of research, its tasks and hypotheses);
methodical (development of a research methodology and its plan, programs, methods for processing the results obtained);
the actual experiment - conducting a series of experiments (creating experimental situations, observing, managing the experience and measuring the reactions of the subjects);
analytical - quantitative and qualitative analysis, interpretation of the facts obtained, formulation of conclusions and practical recommendations.

A distinction is made between a natural experiment (under the conditions of a normal educational process) and a laboratory one - the creation of artificial conditions for testing, for example, one or another teaching method, when individual students are isolated from the rest. The most commonly used natural experiment. It can be long-term or short-term.

A pedagogical experiment can be ascertaining, establishing only the real state of affairs in the process, or transforming (developing), when its purposeful organization is carried out to determine the conditions (methods, forms and content of education) for the development of the personality of a student or children's team. A transformative experiment requires control groups to be compared. The difficulties of the experimental method lie in the fact that it is necessary to have an excellent command of the technique of its implementation, special delicacy, tact, scrupulousness on the part of the researcher, and the ability to establish contact with the subject are needed.

The listed methods are also called methods of empirical knowledge of pedagogical phenomena. They serve as a means of collecting scientific and pedagogical facts that are subjected to theoretical analysis. Therefore, a special group of theoretical research methods is singled out.
^ Theoretical analysis is the selection and consideration of individual aspects, features, features, properties of pedagogical phenomena. Analyzing individual facts, grouping, systematizing them, we identify in them the general and the special, we establish a general principle or rule. Analysis is accompanied by synthesis, it helps to penetrate into the essence of the studied pedagogical phenomena.
^ Inductive and deductive methods are logical methods for generalizing empirically obtained data. The inductive method involves the movement of thought from particular judgments to a general conclusion, the deductive method - from a general judgment to a particular conclusion.
Pedagogical experiment
A pedagogical experiment is a scientifically staged experience of transforming the pedagogical process in precisely taken into account conditions. Unlike methods that only register what already exists, the experiment in pedagogy has a creative character. Experimentally, for example, new techniques, methods, forms, and systems of teaching and upbringing activity make their way into practice.
An experiment is essentially a strictly controlled pedagogical observation, with the only difference being that the experimenter observes a process that he himself expediently and systematically carries out. A pedagogical experiment may involve a group of students, a class, a school or several schools. Very broad regional experiments are also being carried out. Research can be long-term or short-term depending on the topic and purpose.
A pedagogical experiment requires the substantiation of a working hypothesis, the development of a research question, the preparation of a detailed plan for the experiment, strict adherence to the planned plan, accurate fixation of the results, a thorough analysis of the data obtained, and the formulation of final conclusions. A scientific hypothesis, i.e., an assumption subjected to experimental verification, plays a decisive role. An experiment is conceived and carried out in order to test the hypothesis that has arisen.
The reliability of experimental conclusions directly depends on compliance with the experimental conditions. All factors other than those tested must be carefully balanced. If, for example, the effectiveness of a new technique is being tested, then the learning conditions, except for the technique being tested, must be made the same both in the experimental and in the control class. Taking into account the many reasons that affect the effectiveness of the educational process, it is very difficult to comply with this requirement in practice.
The experiments carried out by teachers are diverse. They are classified according to various criteria - focus, objects of study, place and time, etc.
Depending on the purpose pursued by the experiment, there are:
1. ascertaining experiment, in which existing pedagogical phenomena are studied;
2. verification, clarifying experiment, when the hypothesis created in the process of understanding the problem is tested;
3. creative, transformative, formative experiment, during which new pedagogical phenomena are constructed.
Most often, the selected types of experiment are not used in isolation, but constitute an inseparable sequence. The ascertaining experiment, sometimes also called the method of slices, is usually focused on establishing the actual state of the object under study, ascertaining the initial or achieved parameters. The main goal is to fix the realities. They will be the starting point for a transformative experiment, which usually aims to create and test the effectiveness of new methods that can, according to the experimenter's intention, increase the level achieved. Usually, long-term creative efforts are needed to achieve a sustainable pedagogical effect; it is usually not necessary to count on an immediate improvement in upbringing and development.
According to the venue, a natural and laboratory pedagogical experiment is distinguished. Natural is a scientifically organized experience of testing the hypothesis put forward without violating the educational process. This type of experiment is chosen when there is reason to believe that the essence of the innovation needs to be verified only in real conditions and that the course and results of the experiment will not cause undesirable consequences. The objects of a natural experiment are most often plans and programs, textbooks and teaching aids, techniques and methods of teaching and education, forms of the educational process.
Among the modifications of the natural experiment, we single out the parallel and cross experiments.
If it is necessary to check any particular question, or if, in order to obtain the necessary data, it is necessary to ensure especially careful observation of the subjects (sometimes with the use of special equipment), the experiment is transferred to a specially equipped room, to specially created research conditions. Such an experiment is called a laboratory experiment. It is rarely used in educational research. Of course, a natural experiment is more valuable than a laboratory one, since it is closer to reality. However, due to the fact that natural factors are taken here in all their complexity, the possibility of a selective and accurate verification of the role of each of them is sharply deteriorating. We have to go to additional costs and transfer the study to the laboratory in order to minimize the influence of uncontrollable factors, side causes.